Grade Seven Social Studies Curriculum Map 2015-16
Grade Seven Social Studies Curriculum Map 2015-16
Grade Seven Social Studies Curriculum Map 2015-16
OVERVIEW
The Grade Seven Social Studies Program uses the five big ideas of social studies (government/civics, cultures
and societies, economics, geography, and historical perspective) to focus on an integrated approach to the
study of world history from earliest civilizations to 1500. Grade Seven Social Studies provides for the
development of historical perspectives and understanding through the study of early peoples and great
civilizations of the past. Students learn about those people and events that ushered in the dawn of major
Western and non-Western civilizations and examine factors of continuity and change across time, with a focus
on human history prior to 1500. Instruction emphasizes chronological thinking and historical analysis. Students
examine the ways in which past civilizations met common needs and concerns, and link past to present by
noting how these early societies contributed to our way of life.
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Please keep the following in mind as you use the Social Studies Curriculum Maps:
Be sure to read the unit prior to instruction. This will help you choose the resources and activities that
best help your students learn the Kentucky Core Academic Standards.
Kentucky Core Academic Standards, Learning Targets, and Instructional Resources are not listed in a
specific teaching order under each topic. Teachers may sequence them to meet their own instructional
needs.
You must have a user name and password to access the Discovery Education Web site. (Contact your
library media specialist if you do not have a user name and password.)
COLLEGE, CAREER, AND CIVIC LIFE FRAMEWORK PRACTICES OF THE INQUIRY CYCLE
The focus Social Studies is to continue to build upon students prior contextual knowledge so they develop
deeper levels of understanding around the many ways the world is connected. Students make comparisons,
consider multiple perspectives and viewpoints and refine their critical thinking skills. Throughout this course,
students should be afforded ample opportunities to engage in all Practices of the Inquiry Cycle.
DIMENSION 1
QUESTIONING
Students will independently and
collaboratively:
Develop compelling questions
that promote inquiry around
key disciplinary concepts and
embedded enduring issues.
Develop supporting questions
that identify facts, concepts
and research interpretations
associated with a key
disciplinary concept.
Determine the types of sources
that will assist in answering
compelling and supporting
questions.
DIMENSION 2
DISCIPLINARY THINKING
Students will independently and
collaboratively:
Engage in disciplinary thinking
used by social scientists
(historians, economists, political
scientists and geographers)
independently and
proficiently resulting in civic
readiness.
DIMENSION 3
EVALUATING SOURCES
Students will independently and
collaboratively:
Gather relevant information
from multiple sources from a
wide range of perspectives and
evaluate for credibility.
Identify and utilize evidence to
seek solutions to questions.
Develop and create claims and
counterclaims using appropriate
evidence to construct strengths
and weaknesses
DIMENSION 4
COMMUNICATING
Students will independently and
collaboratively:
Construct viable arguments,
relevant explanations and/or
public demonstrations that
convey ideas and perspectives
to a wide array of appropriate
audiences.
Critique the arguments and
explanations of others paying
particular attention to
credibility and relevance of
information.
Address options of individuals
and groups to identify and
apply a range of strategies and
complex reasoning to take
public action or propose a
solution.
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art, drama and literature in the present day.
SUGGESTED DURATION
2 Days
VOCABULARY:
history, culture, archaeology, fossil, artifact, primary source, secondary source, geography, landforms, climate,
environment, region, resources, historical perspective, historical context, government, historian, geographer,
archeologist, civilizations, investigate, ancient, modern
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: History Alive! The Ancient World (hereafter designated as TCI Online:
Ancient World) Lesson 1 Investigating the Past History Alive! The Ancient World,
TCI, (Hereafter designated as TCI Ancient World) Chapter 1, Investigating the Past,
pp. 4-11
Other Resources
Archaeology, Life in Mesopotamia
Cave Paintings at Lascaux, Virtual Tour, (This website is in French, but the tour is
worth exploring)
TOPIC 2:
The Paleolithic Age
SUPPORTING QUESTION(S):
How did early humans live?
SUGGESTED DURATION
2 Days
VOCABULARY:
prehistory, hominid, ancestor, relative, Paleolithic, Stone Age, tool, chopper, hand axe, cave paintings, society,
art, language, religion, hunter-gatherers, scarcity, migrate, ice ages, land bridge, flint, Mesolithic
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
INSTRUCTIONAL RESOURCES
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
TOPIC 3:
The Neolithic Age
SUPPORTING QUESTION(S):
How did human society change from the Paleolithic Age to the Neolithic Age?
SUGGESTED DURATION
3 Days
VOCABULARY:
Neolithic, domestication, stable food supply, agriculture, revolution, culture, megaliths, nomads, permanent shelters,
community, division of labor, trade, written language
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 3 From Hunters and Gatherers to Farmers
TCI Ancient World, Chapter 3, From Hunters and Gatherers to Farmers, pp. 2431
Other Resources
Episode 1, Out of Eden, of Guns, Germs, and Steel, National Geographic video
series based on the book by Jared Diamond, 2005. (Preview episode 1 and 2 and
consider showing both to give your students an overview for understanding this
years content.) See also National Geographics question-and-response session
here in which Jared Diamond addresses essential questions regarding the
transition from the Paleolithic to Neolithic Ages.
TOPIC 4:
Mesopotamia and the Fertile Crescent
SUPPORTING QUESTION(S):
How did Mesopotamia become the place where civilization began?
SUGGESTED DURATION
4 Days
VOCABULARY:
Fertile Crescent, Mesopotamia, silt, irrigation, canals, levee, surplus, rural, urban, city-state, nation-state,
citizen, empire, kingdom, polytheism, social hierarchy (social structure), king, priests, merchants, artisans,
farmers, technology, plow, wheel, cuneiform, pictographs, scribe, epics, architecture, ziggurat, government,
monarch, rule of law, Hammurabis Code, chariot, army, siege warfare, steles, tribute
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 3 From Hunters and Gatherers to Farmers
TCI Ancient World, Chapter 4, The Rise of Sumerian City-States, pp. 32-39
Other Resources
Episode 1, Out of Eden, of Guns, Germs, and Steel, National Geographic video
series based on the book by Jared Diamond, 2005. (Preview episodes 1 and 2
and consider showing both to give your students an overview for understanding
this years content.) See also National Geographics question and response
session here in which Jared Diamond addresses essential questions regarding
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
the transition from the Paleolithic to Neolithic Ages.
The First Farmers & the First Cities, Life in Mesopotamia, University of Chicago
Mesopotamia: From Nomads to Farmers, Discovery Education
Inventions and Innovations in Ancient Mesopotamia segment of Ancient
Civilizations video, Discovery Education
TOPIC 5:
SUGGESTED DURATION
The Accomplishments of Mesopotamian Civilization
3 Days
SUPPORTING QUESTION(S):
How did the civilization that developed in Mesopotamia have a lasting impact on our world?
VOCABULARY:
civilization, artifacts, primary source, irrigation systems, canals, levee, agriculture, domestication, food supply,
surplus, city-state, empire, kingdom, social hierarchy (social structure), technology, plow, wheel, cuneiform,
pictographs, scribe, epics, architecture, ziggurat, government, rule of law, Hammurabis Code, chariot, army,
siege warfare, steles, tribute
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
Episode 1, Out of Eden, of Guns, Germs, and Steel, National Geographic video
series based on the book by Jared Diamond, 2005 (Preview episodes 1 and 2
and consider showing both to give your students an overview for
understanding this years content.)
Law & Government & Warfare & Empire, Life in Mesopotamia, University of
Chicago
Ancient Egypt
TOPIC 1:
SUGGESTED DURATION
Geography of Egypt
3 Days
SUPPORTING QUESTION(S):
How did the geography of Ancient Egypt affect the way its civilization developed?
VOCABULARY:
river, cataracts, delta, topography, vegetation, physical features (physical characteristics), elevation, desert,
flood, silt
Academic Services Division/ Curriculum and Instruction/ Curriculum Management
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GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 7 Geography and the Early Settlement
of Egypt, Kush, and Canaan
TCI Ancient World, Chapter 7, Geography and the Early Settlement of Egypt,
Kush, and Canaan, pp. 64-71
The Nile: Where Egypt Began segment of Ancient Civilizations video, Discovery
Education
TOPIC 2:
SUGGESTED DURATION
The Pharaohs and Kingdoms of Ancient Egypt
4 Days
SUPPORTING QUESTION(S):
How did the pharaohs promote and protect Ancient Egyptian culture and society?
VOCABULARY:
pharaoh, king, monarchy, kingdom, Old, Middle and New Kingdoms, god, reign, trade, general, peace
treaty, afterlife, mummies, elite, pyramids, engineering, trade routes, reunification
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
Ancient Egypt, Discovery Education
Several segments from World History: Prehistory, Discovery Education
TOPIC 3:
SUGGESTED DURATION
Cultural Characteristics of Daily Life in Ancient Egypt
4 Days
SUPPORTING QUESTION(S):
How do the elements of cultural reflect the unique perspectives of a civilization?
VOCABULARY:
civilization, social pyramid, social classes, pharaoh, government officials (nobles, advisor, vizier), priests,
scribes, artisans (artists, architects, soldiers), peasants, slaves, status, roles, afterlife, pyramids, agriculture,
mummification process, hieroglyphs, hieroglyphics, scribe school, harvest, taxes, granary
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or
exclusionary.
Academic Services Division/ Curriculum and Instruction/ Curriculum Management
Grade 7 Social Studies Curriculum Map REV June 2015
Page 7
INSTRUCTIONAL RESOURCES
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
TCI
Other Resources
TOPIC 4:
SUGGESTED DURATION
The Contributions of Ancient Egypt
4 Days
SUPPORTING QUESTION(S):
How did Ancient Egypt impact the development of government and culture today?
VOCABULARY:
civilization, primary sources, artifacts, hieroglyphics, papyrus, Rosetta Stone, sphinxes, obelisk,
sarcophagus, pyramids, empire,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
VOCABULARY:
subcontinent, monsoons, rivers, plateaus, mountains, desert , regions, plateau, plains, basins, tributaries,
isolation, Inner China, Outer China
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 13 Geography and Early Settlement of India
TCI Ancient World, Chapter 13, Geography and the Early Settlement of India, pp.
122-131
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
TCI Online: Ancient World, Lesson 19 Geography and the Early Settlement of China
TCI Ancient World, Chapter 19, Geography and the Early Settlement of China, pp.
182-193
Other Resources
Review Jared Diamonds, Guns, Germs, and Steel argument regarding the
movement of food packages and technology along the same latitude in Eurasia.
Huang He: From the Himalayas to the Gulf ofBo Hai, Discovery Education,
SUGGESTED DURATION
TOPIC 2:
Mohenjo-Daro and Harappa: The Contributions of the Indus River Civilizations 4 days
SUPPORTING QUESTION(S):
How do the human/environmental interactions of a civilization impact its cultural development and
decline?
VOCABULARY:
civilization, citadel, granary, weights, scales, great bath, artifacts, sewer system, channels, mud bricks,
Sanskrit, nomads, planned (organized) cities, polytheism, Hinduism, Buddhism, Vedas, Varnas, Brahminism,
Sanskrit, Brahmins, Kshatriyas, Vaisyas, Sudras, caste system, Brahman, atman, reincarnation, dharma, karma,
Jainism, nonviolence, fasting, meditation, nirvana, eightfold path, missionaries, deities, the Buddha, ascetic,
four noble truth, Mauryan empire, Gupta dynasty
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 14 Unlocking the Secrets of Mohenjodaro
TCI Ancient World, Chapter 14, Unlocking the Secrets of Mohenjodaro, pp. 132-141
TCI Online: Ancient World, Lesson 15 Learning About World Religions: Hinduism
TCI Ancient World, Chapter 15, Learning About Hindu Beliefs, pp 142-151
TCI Online: Ancient World, Lesson 16 Learning About World Religions: Buddhism
TCI Ancient World, Chapter 16, The Story of Buddhism, pp. 152-159
Other Resources
Several segments from World History: Prehistory, Discovery Education
Religions of the World: Hinduism, Discovery Education
Culture and Math: The Indus Valley, Discovery Education
Indus River Valley: Early Innovation, Discovery Education
Religions of the World: Buddhism, Discovery Education
Humans and Ideas segment of Patterns of Interregional Unity, World History for Us All
Rajesh Rao: A Rosetta Stone for the Indus Script, TED Talks.
SUGGESTED DURATION
TOPIC 3:
4 Days
The Contributions of the Ancient Chinese Civilizations
SUPPORTING QUESTION(S):
How do the contributions of the Ancient Chinese Civilizations impact the world today?
VOCABULARY:
Academic Services Division/ Curriculum and Instruction/ Curriculum Management
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GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
civilizations, kingdom, dynasty, clan, oracle bones, ancestor worship, priest, bronze, philosophy,
Confucianism, Daoism, Legalism, Mandate of Heaven, feudalism, lords, peasants, ethics, yin and yang, Great
Wall, conflict, censor, terra-cotta army, iron, aristocracy, bureaucracy, civil service exam, merit, terraces,
industry, calligraphy, acupuncture, sundial, seismograph, magnetic compass, silk, Silk Road, diffusion
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
Other Resources
Humans and Ideas segment of Patterns of Interregional Unity, World History for
Us All
SUGGESTED DURATION
TOPIC 4:
3 Days
Medieval China
SUPPORTING QUESTION(S):
How did the politics, culture, and economics of Medieval China impact the modern world?
VOCABULARY:
imperial, emperor, dynasty, warlords, period of disunion, reunification, aristocracy, bureaucracy, civil service
exams, meritocracy, Mongols, economy, commerce, currency, urbanization, paper, tea, porcelain, steel,
gunpowder, inoculate, Grand Canal, wood block printing
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI Medieval World, Imperial China, Setting the Stage, pp. 178-179
TCI Online: Medieval World, Lesson 15 The Political Development of Imperial
China
TCI Medieval World, Chapter 15, The Political Development of Imperial China, pp.
180-187
TCI Online: Medieval World, Lesson 17 Chinese Discoveries and Inventions
TCI Medieval World, Chapter 17, Chinese Discoveries and Inventions, pp. 196-207
Other Resources
Several videos from the China topic, Discovery Education
TOPIC 5:
Genghis Khan and the Mongols
SUGGESTED DURATION
2 Days
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SUPPORTING QUESTION(S):
How do primary and secondary sources create or challenge stereotypes?
VOCABULARY:
Mongols, government, invaders, nomads, khan, conquests, Yuan dynasty, public-works projects, isolationism
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Medieval World, Setting the Stage, pp. 178-179
TCI Online: Medieval World, Lesson 10 From the Crusades to New Muslim Empires,
section 7, The Mongol Invasion
TCI Medieval World, Chapter 10, From the Crusades to New Muslim Empires, 10.7 The
Mongol Invasion, p. 125
Other Resources
Genghis Khan and the Making of the Modern World, by Jack Weatherford, Three
Rivers Press, 2004, ISBN: 0-609-80964-4. The introduction of this book provides a
helpful overview of the impact of Genghis Khan on our world today. You can find
excerpts here.
1279 AD: Barbarian Nomads Capture Control of China: Mongols Genghis Khan and
Kublai Khan video segment, Discovery Education
The Mongols: How Barbaric Were the Barbarians? in Document Based Questions
in World History, The DBQ Project, 2005, ISBN: 0-9711098-3-4
VOCABULARY:
monotheism, Israelites, covenant, Judaism, Torah, Old Testament, Dead Sea scrolls, exodus, ten
commandments, social justice, synagogue, prophet, diaspora, rabbis, Talmud, Passover, Hanukkah, ethics,
exiled, dispersed
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 11 The Origins of Judaism
TCI Ancient World, Chapter 11, The Ancient Hebrews and the Origins of Judaism, pp.
100- 109
TCI Online: Ancient World, Lesson 12 Learning About World Religions: Judaism
TCI Ancient World, Chapter 12, The Struggle to Preserve Judaism, pp. 110-119
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Other Resources
Religions of the World: Judaism, Discovery Education
Judaism: Sacred Symbols and Rituals, Discovery Education
Humans and Ideas segment of Patterns of Interregional Unity, World History for Us All
SUGGESTED DURATION
TOPIC 2:
The Contributions of the Phoenicians
SUPPORTING QUESTION(S):
How did the Phoenicians impact the world?
2 Days
VOCABULARY:
Civilization, artifacts, primary source, Phoenicia, Phoenicians, purple dye, alphabet, trade, sailors, timber
(lumber), shipbuilding, explorers, colony, Carthage
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
I can describe cause-and-effect relationship between
INSTRUCTIONAL RESOURCES
Other Resources
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
relationships.
SS-07-5.3.2 Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the
world in government, philosophy, architecture, art, drama and literature.
The Greeks
4 Weeks
SUGGESTED DURATION
TOPIC:
3 Days
Geography and Early Greeks
SUPPORTING QUESTION(S):
How did differences in geography affect human activities in Ancient Greece?
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
TOPIC :
Government in Athens
SUPPORTING QUESTION(S):
How did the rise of democracy affect the world today?
SUGGESTED DURATION
3 Days
VOCABULARY:
Democracy, aristocrats, oligarchy, citizens, tyrant, Pericles, juries, jury,
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
Other Resources
I can describe how aristocrats and tyrants
INSTRUCTIONAL RESOURCES
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SUGGESTED DURATION
TOPIC :
3 Days
Greek Mythology and Literature
SUPPORTING QUESTION(S):
How did the Ancient Greek civilization have a lasting impact on the world?
VOCABULARY:
Homer, Mythology, Aesop, fables, Sappho, Homer,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
Other Resources
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
I can describe Spartan society.
TCI
I can explain Athenian Society.
INSTRUCTIONAL RESOURCES
Other Resources
TOPIC:
Alexander the Great and the Hellenistic Culture
SUPPORTING QUESTION(S):
How do cultures spread?
Academic Services Division/ Curriculum and Instruction/ Curriculum Management
Grade 7 Social Studies Curriculum Map REV June 2015
Page 15
SUGGESTED DURATION
4 Days
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
VOCABULARY:
Alexander the Great, Hellenistic, phalanx, Phillip II, Peloponnesian War, custom, Macedonia, Alexandria, Thebes,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Ancient World, Lesson 30 Alexander the Great and His
Empire
TCI Ancient World, Chapter 30, Alexander the Great and His Empire,
pp.288-295
Other Resources
TOPIC :
Greek Achievements
SUPPORTING QUESTION(S):
How does the Ancient Greeks influence us today?
5 Days
VOCABULARY:
Socrates, Plato, Aristotle, reason, Euclid, Hippocrates, statue, painting, architecture, Parthenon, drama, history,
neutral, unbiased, philosophy, Hypatia, Archimedes,
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
INSTRUCTIONAL RESOURCES
TCI
4 Weeks
SUGGESTED DURATION
TOPIC 1:
3 Days
Geography, Etruscans, and the Founding of Rome
SUPPORTING QUESTION(S):
How are civilizations affected by their geography and the cultures that came before them?
VOCABULARY:
Aeneas, Romulus, Remus, republic, dictators, Cincinnatus, plebeians, patricians,
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI Online: Ancient World, Lesson 32, Geography and the Early
Development of Rome
TCI Ancient World, Chapter 32, Geography and the Early Development of
Rome, pp. 308-315
TCI Online: Ancient World, Lesson 33 The Rise of the Roman Republic
TCI Ancient World, Chapter 33, The Rise of the Roman Republic, pp. 316321
Other Resources
VOCABULARY:
Cicero, Julius Caesar, Pompey, Augustus, currency, Pax Romana, magistrates, consuls, Roman Senate, veto, Latin,
checks and balances, Forum, legions, Punic wars, Hannibal, Gaius Marius, Lucius Cornelius Sulla, Spartacus
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
Other Resources
VOCABULARY:
Galen, aqueducts, roads, written laws, equal treatment under the law, rights, duties, strong bridges, columns, realist
statues, civic duty, romance languages, civil law, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine Empire,
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GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI Online: Ancient World, Lesson 37 - The Legacy of Rome in the Modern World
TCI Ancient World, Chapter 37, The Legacy of Rome in the Modern World, pp. 360373
Other Resources
TOPIC 4:
The Rise of Christianity
SUPPORTING QUESTION(S):
How did the teachings of Christianity impact the world?
4 Days
VOCABULARY:
Christianity, Jesus of Nazareth, Bible, crucifixion, Resurrection, disciples, Paul, Constantine,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI Online: Ancient World, Lesson 36 - The Origin and Spread of Christianity
TCI Ancient World, Chapter 36, The Origin and Spread of Christianity, pp. 346359
TCI Online: Ancient World, Lesson 37 - Learning About World Religions:
Christianity
Other Resources
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SS-07-2.3.2 Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations
prior to 1500 A.D
Economics
SS-07-3.1.1 Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to
make decisions about how productive resources (natural resources, human resources, capital goods) were used.
SS-07-3.4.1 Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were
addressed in early civilizations prior to 1500 A.D.
SS-07-3.4.2 Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D.
Geography
SS-07-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earths surface in
early civilizations prior to 1500 A.D.
SS-07-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations
prior to 1500 A.D.
SS-07-4.2.1 Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation,
roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration,
migration, trade, settlement).
SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic
opportunity and technology in early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the
perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior
to 1500 A.D
SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those
relationships.
SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade,
trade associations, capitalism) and give examples of how these developments influenced modern societies
2 Weeks
SUGGESTED DURATION:
TOPIC 1:
2 Days
Geography of Europe
SUPPORTING QUESTION(S):
How did the geography of Europe affect its patterns of human civilization?
VOCABULARY:
Eurasia, topography,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Medieval World, Europe During Medieval Times, Setting the Stage, pp. 2-3
Other Resources
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SUGGESTED DURATION
TOPIC 2:
8 Days
Europe After the Fall of Rome
SUPPORTING QUESTION(S):
How could order be maintained after the fall of Rome?
How did the feudal system organize social relationships in Medieval Europe?
VOCABULARY:
Middle Ages, medieval, Patrick, monks, monasteries, Benedict, Charlemagne, Vikings, Magyars, Scandinavia,
slavery, Gaul, Franks, Knights, vassals, feudalism, William the Conqueror, manor, serfs, Eleanor of Aquitaine,
chivalry, haiku,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
St. Benedict and the Dark Ages, History Channel
The Reign of Charlemagne, History Channel
Who were the Vikings? History Channel
Living History: Living in Medieval Europe, Discovery Education
The Medieval Times: Life in the Middle Ages (1000-1450 A.D.), Discovery
Education
5 Weeks
SUGGESTED DURATION
TOPIC 1:
2 Days
Popes and Kings
SUPPORTING QUESTION(S):
How did the use of the powers of the popes and kings result in conflict and compromise in Europe during
the Later Middle Ages?
VOCABULARY:
Pope, king, excommunicate, authority, Charlemagne, Holy Roman Emperor, Orthodox Church, Pope Gregory VII,
Emperor Henry IV,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Other Resources
TOPIC 2:
4 Days
The Crusades
SUPPORTING QUESTION(S):
How did the Crusades affect the lives of Christians, Muslims, and Jews?
VOCABULARY:
crusade, Holy Land, Pope Urban II, King Richard I, Saladin, Eleanor of Aquitaine, Muslim, First Crusade,
Second Crusade, Third Crusade, Fourth Crusade,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Online: Medieval World, Lesson 10 From the Crusades to New Muslim
Empires
TCI Medieval World, Chapter 10, From the Crusades to New Muslim Empires,
pp. 116- 127
Other Resources
VOCABULARY:
Clergy, religious order, Francis of Assisi, monk, friars, Thomas Aquinas, natural law
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SUGGESTED DURATION
TOPIC 4:
12 Days
Political and Social Change
SUPPORTING QUESTION(S):
How did the Magna Carta promote democratic principles of justice, equality, responsibility, and freedom?
How did the Black Death affect the economy and social institutions of Europe?
How did the Hundred Years War impact social hierarchies and political power in Europe?
How are people who have different beliefs treated?
How did economic growth change society in the Later Middle Ages because of the rise of towns?
VOCABULARY:
Magna Carta, Parliament, Hundred Years War, Joan of Arc, William the Conqueror, habeas corpus, Black Death,
bubonic plague, heresy, Reconquista, King Ferdinand, Queen Isabella, Spanish Inquisition, discrimination, Judaism,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
The Magna Carta, History Channel
Segment of The High Middle Ages, Discovery Education
Several segments of World History: The Medieval Era, Discovery Education
The Black Death: How Different Were Christian and Muslim Responses? in
Document Based Questions in World History, The DBQ Project, 2005, ISBN: 09711098-3-4
Battle of Agincourt song, History Teachers Segment of The High Middle Ages,
Discovery Education
Conclusion: The End of the Middle Ages video segment of Medieval Times:
Life in the Middle Ages (1000-1450), Discovery Education.
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SS-07-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earths surface
in early civilizations prior to 1500 A.D.
SS-07-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to
1500 A.D.
SS-07-4.2.1 Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation,
roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration,
migration, trade, settlement).
SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources
and knowledge became available.
SS-07-4.3.1 Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human
needs.
SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic
opportunity and technology in early civilizations prior to 1500 A.D.
SS-07-4.4.3 Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to
1500 A.D.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the
perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to
1500 A.D.
SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those
relationships.
SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade,
trade associations, capitalism) and give examples of how these developments influenced modern societies.
SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced
government, philosophy, art, drama and literature in the present day.
SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain
the impact of this contact.
2 Weeks
SUGGESTED DURATION
5 Days
How did Islamic empires grow and have a lasting influence on our world?
VOCABULARY:
Oasis, caravan, Muhammad, Islam, Muslim, Quran, pilgrimage, mosque, jihad, Sunnah, Five Pillars of Islam, Abu Bakr,
caliph, Janissaries, Mehmed II, Suleyman I, Shia, Sunni, tolerance, Ibn Battutah, Sufism, Omar Khayyam, patrons,
minaret, calligraphy
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
INSTRUCTIONAL RESOURCES
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
TCI
History Alive! The Medieval World and Beyond, Setting the Stage, Islam in
Medieval Times, pp. 74-75
TCI Online: History Alive! The Medieval World and Beyond (Lesson 7 The Origin
and Spread of Islam
TCI Medieval World, Chapter 7, The Origin and Spread of Islam, pp. 76-85
TCI Online: Medieval World, Lesson 8 Learning About World Religions: Islam
TCI Medieval World, Chapter 8, Learning About World Religions: Islam, pp. 86-97
TCI Online: Medieval World, Lesson 9 Muslim Innovations and Adaptations
TCI Medieval World, Chapter 9, Muslim Innovations and Adaptations, pp. 98-115
TCI Online: Medieval World, Lesson 10 From the Crusades to New Muslim
Empires
TCI Medieval World, Chapter 10, From the Crusades to New Muslim Empires, pp.
116-125
TCI Medieval World, The Culture and Kingdoms of West Africa, Setting the Stage,
pp. 132-133
TCI Online: Medieval World, Lesson 11 Early Societies in West Africa
TCI Medieval World, Chapter 11, Early Societies in West Africa, pp. 134-141
TCI Online: Medieval World, Lesson 12 Ghana: A West African Trading Empire
TCI Medieval World, Chapter 12, Ghana: A West African Trading Empire, pp. 142151
TCI Online: Medieval World, Lesson 13 The Influence of Islam on West Africa
TCI Medieval World, Chapter 13, The Influence of Islam on West Africa, pp. 152161
TCI Online: Medieval World, Lesson 14 The Cultural Legacy of West Africa
TCI Medieval World, Chapter 14, The Cultural Legacy of West Africa, pp. 162-174
TCI Medieval World, Timeline Challenge, pp. 174-175
Other Resources
Humans and Ideas segment of Patterns of Interregional Unity, World History for
Us All
Humans and Ideas segment of Patterns of Interregional Unity, World History for
Us All
Salt: Trade Across Time and Cultures, by Susan Marlow, National Geographic,
2008, ISBN: 978-0-7922-4736-4
Africas Lost City segment of World History: The Medieval Era, Discovery
Education
Chapter 19, How Africa Became Black, pp. 376-401, Guns, Germs, and Steel by
Jared Diamond, W. W. Norton, 1999, ISBN:0-393-31755-2
TOPIC 2:
Early African Civilizations
SUPPORTING QUESTION(S):
How did teachings of Islam impact the world?
SUGGESTED DURATION
5 Days
How did Islamic empires grow and have a lasting influence on our world?
Academic Services Division/ Curriculum and Instruction/ Curriculum Management
Grade 7 Social Studies Curriculum Map REV June 2015
Page 26
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
How did trade change the kingdoms of West Africa?
How did trade with Muslims impact the kingdoms of East Africa?
VOCABULARY:
Rifts, sub-Saharan Africa, Sahel, savannah, rain forests, extended family, animism, silent barter, Tunka Manin, Sunfiata,
Mansa Musa, Sunni Ali, Askia the Great, oral history, griots, proverbs, kente,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Medieval World, The Culture and Kingdoms of West Africa, Setting the Stage,
pp. 132-133
TCI Online: Medieval World, Lesson 11 Early Societies in West Africa
TCI Medieval World, Chapter 11, Early Societies in West Africa, pp. 134-141
TCI Online: Medieval World, Lesson 12 Ghana: A West African Trading Empire
TCI Medieval World, Chapter 12, Ghana: A West African Trading Empire, pp. 142151
TCI Online: Medieval World, Lesson 13 The Influence of Islam on West Africa
TCI Medieval World, Chapter 13, The Influence of Islam on West Africa, pp. 152161
TCI Online: Medieval World, Lesson 14 The Cultural Legacy of West Africa
TCI Medieval World, Chapter 14, The Cultural Legacy of West Africa, pp. 162-174
TCI Medieval World, Timeline Challenge, pp. 174-175
Other Resources
Salt: Trade Across Time and Cultures, by Susan Marlow, National Geographic,
2008, ISBN: 978-0-7922-4736-4
Africas Lost City segment of World History: The Medieval Era, Discovery
Education
Chapter 19, How Africa Became Black, pp. 376-401, Guns, Germs, and Steel by
Jared Diamond, W. W. Norton, 1999, ISBN:0-393-31755-2
2 weeks
SUPPORTING QUESTION(S):
How did geographic features affect the civilizations of the Maya, Aztec, and Inca?
VOCABULARY:
Maya, Yucatan Peninsula, Pacal, maize, observatories, rebel, Mayan calendars, Aztecs, Mexico, Tenochtitlan, ritual,
Aztec Calendar, causeways, conquistadors, motives, Hernan Cortes, Moctezuma II, Inca, Peru, Machu Picchu,
Pachacuti, Quechua, masonry, Atahualpa, Francisco Pizarro,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Medieval World, Civilizations of the Americas, Setting the Stage, pp.
270-271.
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Other Resources
Several segments from The Explorers: Francisco Pizarro and the Inca,
Discovery Education
2 Weeks
SUGGESTED DURATION
TOPIC 1:
The Italian Renaissance
SUPPORTING QUESTION(S):
How did new ideas and technology develop as a result of trade?
10 Days
How did unique ideas and perspectives develop during the Renaissance?
How does the spread of information impact the development of human civilization?
How did the Reformation bring changes to Christianity?
VOCABULARY:
Johannes Gutenberg, Printing Press, Renaissance, Reformation, Erasmus, Machiavelli, Michelangelo, da
Vinci, Durer, William Shakespeare, sonnet, protestant, indulgences, 95 Thesis, heresy, vernacular,
humanism, John Calvin, Martin Luther, Jesuits, Council of Trent, missionary, Church of England, Henry VIII,
Treaty of Westphalia, federalism,
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Other Resources
Exploring the Renaissance (1350-1650) video, Discovery Education
Renaissance Man song, History Teachers
The High Renaissance video, Discovery Education
Beyond the Big Bang: Galileo Galilei video clip, History Channel
The Canterbury Tales song, History Teachers
What Was the Most Important Consequence of the Printing Press? in
Document Based Questions in World History, The DBQ Project, 2005, ISBN:
0-9711098-3-4
VOCABULARY:
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
TCI Medieval World, Europe Enters the Modern Age, Setting the Stage, pp.
400-401
TCI Medieval World, Chapter 33, The Scientific Revolution, pp. 422-431
Other Resources
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
SUGGESTED DURATION
TOPIC 2:
5 Days
Great Voyages of Discovery
SUPPORTING QUESTION(S):
How did the competition for economic opportunity during the Great Voyages of Discovery change the way
people in Europe viewed the world?
In what ways did economics and trade change because of the Columbian Exchange?
VOCABULARY:
Columbian Exchange
L EARNING T ARGETS
INSTRUCTIONAL RESOURCES
TCI
Other Resources
Exploring the World: The Age of Exploration Begins video, Discovery
Education
Just the Facts: World History: The Age of Discovery video, Discovery
Education
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
Prepare study guides, a copy of class notes, or graphic organizers ahead of time. Allow same students to use
partially completed copies during the lesson.
Provide simplified versions of books and materials with similar content.
Design specific management procedures to insure acquisition of content and task completion using
o Planners, agendas, assignment sheets, homework/personal checklists, folders, notebooks, and/or
parent notes.
o Written as well as verbal cues/prompt, color-coding, symbols, picture clues.
II.
Instruct Explicitly
A. Present and pace explicit instruction to reinforce clear understanding of new concepts and make connections to
prior learning.
Teach, model and rehearse learning strategies pertaining to the content of the lesson including
organizational guide, cooperative learning skills, and memory/mnemonic devices. (KWL, Venn Diagrams,
SQRW=Survey Question, Read, Write, etc.)
Introduce new concepts by clearly connecting them to prior knowledge using key vocabulary, chapter review
questions, agendas, syllabus, etc. Present in both written and verbal form.
Present assignments/directions in small steps/segments.
Use short phrases, cue words, and signals to direct attention (my turn, your turn, eyes on me).
Adjust the volume, tone, and speed of oral instruction.
B. Frequently monitor students to enhance memory, comprehension, and attention to the content.
Use frequent and varied questioning strategies. Target higher order thinking skills.
Call on students by name. Restate student responses. Provide positive and corrective feedback.
Use and model think aloud, self-questioning, problem solving, and goal setting techniques.
III.
Reduce
A. Condense main ideas and key concepts to avoid overload and allow for developmental mastery.
Modify requirements of assignments based on information critical for mastery.
Provide clear, visually uncluttered handouts/worksheets.
Adapt assignment and test formats. Use alternate modes such as short answer, matching, drawing,
true/false, and word banks.
Break tasks into manageable segments. Adjust duration of instruction and independent work.
Reduce redundancy and unnecessary practice.
Use activities that require minimal writing. Avoid asking students to recopy work.
Adjust amount/type of homework and coordinate assignments with other teachers.
Provide credit for incremental learning.
IV.
V.
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
B.
Create unique learning activities including skits, posters, clay models, panoramas, dramatizations, etc. (see
textbook manuals for alternative activities).
Offer students choices of topics/projects and alternative methods to demonstrate knowledge (oral
tests/presentations, illustrations, cooperative groups, etc.).
Allow flexible timelines for assignment completion, homework, and testing with retakes.
Consider students learning styles when designing extent of involvement in a learning activity.
Extend time for students to process ideas/concepts, which are presented in lectures/discussions.
Use technology such as taped text, word processors, scanners, and audio feedback software.
Provide spare materials and supplies.
Provide personal word lists/spelling aids for written assignments.
Adjust grading procedures to reflect individual goals, only correct answers, and percent of completed work.
Allow extra credit projects to bring up grades.
Enhance opportunities for behavioral success to reduce frustration and confusion.
Increase positive comments and student interactions (make 3 positive statements for every one negative
statement).
Use positive and specific verbal/nonverbal praise. Provide immediate feedback.
Review rules regularly. Provide varied rewards and consequences.
Maintain close physical proximity to students especially during independent work sessions.
Alert students several minutes before transitions occur.
Use personal contracts and goal setting which match the students needs, interests, and abilities.
Teach self-monitoring skills using progress charts/reports. Gradually wean students from artificial incentives.
Maintain regular communication with parents.
References
Rief, Sandra and Heimburge, Julie, How to Reach and Teach all Students in the Inclusive Classroom (1996).
Hawthorne Educational Services, Inc., The Pre-Referral Intervention Manual (1993).
Choate, Joyce, Successful Inclusive Teaching (1997).
Winebrenner, Susan, Teaching Kids with Learning Difficulties in the Regular Classroom (1996).
Inspiration Software, Inc., (1999), www.inspiration.com
Phillips, Vickie and McCullough, Laura, SST Student/Staff Support Teams (1993).
Moll, Anne, Collaborative Strategies, (2001).
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
APPENDIX B: COMMON CORE STATE STANDARDS FOR LITERACY IN HISTORY AND SOCIAL STUDIES
Anchor Standard
Grades 68
GRADE SEVEN
SOCIAL STUDIES CURRICULUM MAP
9