grade level 7: social studies
TRANSCRIPT
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GRADE LEVEL 7: SOCIAL STUDIES Overview of Units:
Prehistoric People: the Paleolithic & Neolithic Ages
Mesopotamia
Ancient Egypt
Indus River Valley & Ancient China
The Hebrews and the Phoenicians
Ancient Greece
Ancient Rome
The Middle Ages
Empires of the Americas: the Mayas, Aztecs, and Incas
The Renaissance and Reformation
The Age of Exploration Social studies in the middle grades has a different level/grade context each year. Grade seven focuses on Ancient World History. Regardless of the level/grade context, students incorporate each of the five areas of social studies in an integrated fashion to explore the content. In sixth grade, the social studies content is the study of the geography of the world. Students will learn about various early civilizations from around the world. The content also includes applying the five areas of social studies to each continent. The primary purpose of social studies is to help students develop the ability to make informed decisions as citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found throughout this document reflect this purpose by promoting the belief that students must develop more than an understanding of social studies content. They must also be able to apply the content perspectives of several academic fields of the social studies to personal and public experiences. By stressing the importance of both content knowledge and its application, the social studies curriculum in Kentucky provides a framework that prepares students to become productive citizens. The social studies content standards at the middle school level are directly aligned with Kentucky's Academic Expectations. Social Studies standards are organized around five “Big Ideas” that are important to the discipline of social studies. The five Big Ideas in social studies are: Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective. The Big Ideas, which are more thoroughly explained in the pages that follow, are conceptual organizers that are the same at each grade level. This consistency ensures students have multiple opportunities throughout their school careers to develop skills and concepts linked to the Big Ideas.
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UNIT 1: PREHISTORIC PEOPLE – THE PALEOLITHIC & NEOLITHIC AGES Essential Questions for this Unit: 1. How did early humans live?
2. How did human society change from the Paleolithic Age to the Neolithic Age?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
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-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior
to 1500 A.D.
Geography
SS-07-4.2.1 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-07-4.3.1 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-07-4.4.1 Students will explain how technology in early
civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
SS-07-4.4.2 Students will describe ways in which the
physical environment (e.g., natural resources, physical
geography, natural disasters) both promoted and limited
human activities (e.g., exploration, migration, trade,
settlement, development) 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-07-5.3.1 Students will explain and give
examples of how early hunters and gatherers
(Paleolithic and Neolithic) developed new
technologies as they settled into organized
civilizations.
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Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
THE PALEOLITHIC
AGE
Essential Question/s
How did early humans
live?
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
CLTs:
I can explain the elements of culture in the
Paleolithic Age.
I can explain how geographical factors
promote and limit human activities (hunting
and gathering).
TCI Online: Ancient World, Lesson 2
– Early Hominids
TCI Ancient World, Chapter 2, Early
Hominids, pp. 12-23
Prehistory, Life in Mesopotamia
Becoming Human: Lesson Ideas (NOVA)
Several segments from World History:
Prehistory, Discovery Education
Problems of Early Peoples, pp. 1-6 in 24
Exciting Plays for Ancient History Classes, by
Dean R. Bowman, J. Weston
Walch, 1992, ISBN: 0-8251-2098-5
History and Prehistory, pp. 4-13 in Questioning
History 1: The Ancient World, by Scott and
Hillary Harrison, Nelson, 1988, ISBN: 0-17-
435072-4
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike,
Dinah- Might Adventures, 2007, ISBN: 978-1-
882796-25-0
Prehistory, Life in Mesopotamia,
http://mesopotamia.lib.uchicago.edu/mesopota
mialife/index.php
Becoming Human: Lesson Ideas (NOVA),
http://www.pbs.org/wgbh/evolution/educators/c
ourse/session5/resources.html
See the Interactive Maps and Timelines in the
Special Features option of Guns, Germs, and
Steel, National Geographic video series based
on the book by Jared Diamond, 2005
World History Atlas, Magellan Geographix,
2000, ISBN: 1-930194-00-5
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 4: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/4.jpg)
THE NEOLITHIC AGE
Essential Question/s
How did human society
change from the
Paleolithic Age to the
Neolithic Age?
Neolithic, domestication, stable food supply,
agriculture, revolution, culture, megaliths,
nomads, permanent shelters, community,
division of labor, trade, written language
CLTs:
I can describe new ways humans used natural
resources and developed markets for their
goods in the Neolithic Age.
I can explain how new tools and technologies
effected the lives of early humans
I can explain why and give examples of how
early hunters and gatherers developed new
technologies (e.g., domestication, cultivation,
and other forms of specialization) as they
settled into organized civilizations.
TCI Online: Ancient World, Lesson 3
– From Hunters and Gatherers to Farmers
TCI Ancient World, Chapter 3, From Hunters
and Gatherers to Farmers, pp. 24-31
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 year’s content.) See also
National Geographic’s question-and-response
session here in which Jared Diamond addresses
essential questions regarding the transition
from the Paleolithic to Neolithic Ages.
Life in Mesopotamia, University of Chicago
History and Prehistory, pp. 4-13 in Questioning History 1: The Ancient World, by Scott and Hillary Harrison, Nelson, 1988, ISBN: 0-17-435072-4
Dinah Zike’s Big Book of World History for Middle School and High School: Read, Write, Research, by Dinah Zike, Dinah- Might Adventures, 2007, ISBN: 978-1- 882796-25-0
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 year’s content)
Life in Mesopotamia, http://mesopotamia.lib.uchicago.edu/mesopotamialife/index.php
World History Atlas, Magellan Geographix,
2000, ISBN: 1-930194-00-5
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 5: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/5.jpg)
UNIT 2: MESOPOTAMIA
Essential Questions for this Unit:
1. How did Mesopotamia become the place where civilization began?
2. How did early civilization develop law and government?
3. How did the elements of culture developed in the Mesopotamia have a lasting impact on our world? CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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-07-3.4.2 Students will describe how new knowledge,
technology/tools and specialization increased
productivity in early civilizations prior to 1500 A.D.
Geography
SS-07-4.2.1 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-07-4.3.1 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-07-4.4.1 Students will explain how technology in early
civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
SS-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) 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-07-5.3.1 Students will explain and give
examples of how early hunters and gatherers
(Paleolithic and Neolithic) developed new
technologies as they settled into organized
civilizations.
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MESOPOTAMIA AND THE FERTILE CRESCENT
Essential Question/s
How did Mesopotamia
become the place where
civilization began?
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, Hammurabi’s Code,
chariot, army, siege warfare, steles, tribute
CLTs:
I can compare and contrast a city state and an
empire.
I can use primary and secondary sources to
describe and analyze perspectives about the
development of civilization in Mesopotamia.
I can describe multiple cause-and-effect
relationships that allowed the elements of
civilization to develop in Mesopotamia.
I can describe the new technologies of
Mesopotamia and describe their impacts on
world culture.
I can use a map to show the geographical
features that promoted civilization in the Fertile
Crescent.
I can describe how the people of
Mesopotamia used dams, canals, and levees to
control the Tigris River and Euphrates River.
I can describe how the technologies of
Mesopotamia could move along the same
latitudes as its food packages.
I can explain how the people of Mesopotamia
were able to migrate.
I can explain how the rivers, plants, and
animals of Mesopotamia impacted its
development as a civilization.
TCI Online: Ancient World, Lesson 3
– From Hunters and Gatherers to Farmers
TCI Online: Ancient World, Lesson 4 – The
Rise of Sumerian city-States
TCI Ancient World, Chapter 4, The Rise of
Sumerian City-States, pp. 32-39
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 year’s content.) See also
National Geographic’s question and response
session here in which Jared Diamond addresses
essential questions regarding the transition
from the Paleolithic to Neolithic Ages.
The First Farmers & the First Cities, Life in
Mesopotamia, University of Chicago
Life in Ancient Sumer (A Boy’s “Education”),
pp. 7-12 in 24 Exciting Plays for Ancient
History Classes, by Dean R. Bowman, J.
Weston Walch, 1992, ISBN: 0- 8251-2098-5
Ancient Civilizations, by Wendy Conklin,
Scholastic, 2006. Early Mathematicians,
Mesopotamian Math Symbols and
Mesopotamian Math Problems, pp. 84-88,
ISBN: 0-439-53993-5
History Pockets: Ancient Civilizations, Evan-
Moor, 2003, ISBN: 978-1-55799- 900-9
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike, Dinah- Might
Adventures, 2007, ISBN: 978-1- 882796-25-0
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 year’s content)
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 7: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/7.jpg)
The First Farmers & the First Cities, Life in
Mesopotamia,
http://mesopotamia.lib.uchicago.edu/mesopota
mialife/index.php
Resources on Mesopotamia:
http://www2.mbusd.org/library/AncientMesopo
tamia.htm
All About Mesopotamia:
https://mesopotamiaapworld.wordpress.com/
World History Atlas, Magellan Geographix,
2000, ISBN: 1-930194-00-5
Ancient Civilizations: Program 01: the
Beginning is the End, Discovery Education,
http://player.discoveryeducation.com
HAMMURABI’S CODE
Essential Question/s
How did early civilization
develop law and
government?
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, Hammurabi’s Code, chariot, army,
siege warfare, steles, tribute
CLTs:
I can compare and contrast a city state and an
empire.
I can explain the importance of having a
written set of laws.
I can describe how the elements of culture
developed in Mesopotamia.
I can explain how trade led to cuneiform
writing.
I can explain how new knowledge and
technology increased the ability of
Mesopotamia to develop a government.
I can use a map to show the geographical
features that promoted law and government in
Mesopotamia.
TCI Online: Ancient World, Lesson 5 –
Ancient Sumer
TCI Ancient World, Chapter 5, Was Ancient
Sumer a Civilization? pp. 40-49
TCI Online: Ancient World, Lesson 6
– Exploring Four Empires of Mesopotamia
TCI Ancient World, Chapter 6, Exploring Four
Empires of Mesopotamia, pp. 50-61
Other Resources
The Elements of Security in Civilizations,
Discovery Education
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 year’s content.)
Law & Government & Warfare & Empire,
Life in Mesopotamia, University of Chicago
Mesopotamia, video segment Discovery
Education
Mesopotamia: From Nomads to Farmers,
Discovery Education
The Code of Hammurabi, Academy for
Ancient Texts
Hammurabi and His Law Code, pp. 35-42 in 24
Exciting Plays for Ancient History Classes, by
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 8: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/8.jpg)
Dean R. Bowman, J. Weston Walch, 1992,
ISBN: 0-8251-2098-5
Ancient Civilizations, by Wendy Conklin,
Scholastic, 2006. Hammurabi’s Code of Laws,
and Excerpts from Hammurabi’s Code, pp. 92-
93, ISBN: 0-439-53993-5
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike, Dinah- Might
Adventures, 2007, ISBN: 978-1- 882796-25-0
Law & Government & Warfare & Empire, Life
in Mesopotamia,
http://mesopotamia.lib.uchicago.edu/mesopota
mialife/index.php
THE ACCOMPLISHMENTS OF MESOPOTAMIA
Essential Question/s
How did the elements of
culture developed in the
Mesopotamia have a
lasting impact on our
world?
civilization, artifacts, primary source,
irrigation systems, canals, levee, agriculture,
domestication, food supply, surplus, city-
state, empire, kingdom, social hierarchy
(social structure), technology,
CLTs:
I can explain the rule of law and describe its
benefits.
I can describe impact of the elements of
culture developed in Mesopotamia.
I can explain the importance of writing.
I can explain how new knowledge and
technology increased the ability of
Mesopotamia to develop as a civilization.
I can use a map to show how the geographical
advantages of Mesopotamia spread to other
civilizations.
I can describe how the plants and animals that
were cultivated and domesticated in
Mesopotamia could be successful in other
civilizations along the same latitude.
I can describe how the use of dams, canals,
and levees impact our world.
I can explain how the people of Mesopotamia
were able to migrate.
Ancient Civilizations, by Wendy Conklin,
Scholastic, 2006. Mesopotamia, pp. 73- 94,
ISBN: 0-439-53993-5
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike, Dinah- Might
Adventures, 2007, ISBN: 978-1- 882796-25-0
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 year’s content)
Life in Mesopotamia,
http://mesopotamia.lib.uchicago.edu/mesopota
mialife/index.php
World History Atlas, Magellan Geographix,
2000, ISBN: 1-930194-00-5
Mesopotamia, Discovery Education,
http://player.discoveryeducation.com
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 9: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/9.jpg)
I can describe how the knowledge of
domestication, cultivation, and technology of
Mesopotamia moved along similar latitudes.
UNIT 3: ANCIENT EGYPT
*Essential Questions:
1. How did the geography of Ancient Egypt affect the way its civilization developed?
2. How did the pharaohs promote and protect Ancient Egyptian culture and society?
3. How do the elements of cultural reflect the unique perspectives of a civilization?
4. How do the contributions of Ancient Egypt impact people today?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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-07-3.4.2 Students will describe how new knowledge,
technology/tools and specialization increased
productivity in early civilizations prior to 1500 A.D.
Geography
SS-07-4.2.1 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-07-4.3.1 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-07-4.4.1 Students will explain how technology in early
civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
SS-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) 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-07-5.3.1 Students will explain and give
examples of how early hunters and gatherers
(Paleolithic and Neolithic) developed new
technologies as they settled into organized
civilizations.
![Page 10: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/10.jpg)
Specific Content Area
Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments
THE GEOGRAPHY OF EGYPT
Essential Questions:
*How did the geography
of Ancient Egypt affect
the way its civilization
developed?
river, cataracts, delta, topography,
vegetation, physical features (physical
characteristics), elevation, desert, flood, silt
CLTs:
I can identify geographic elements that Egyptian
governments wanted to control.
I can compare/contrast Ancient Egyptian
culture with present day American culture.
I can explain how the Nile River provided
resources for the economy of Ancient Egypt.
I can describe the role of the Nile River in
Ancient Egypt’s production, distribution, and
consumption of goods and services.
I can describe how new knowledge about
cultivation and domestication and new
technologies increased food production in
Ancient Egypt.
I can explain how the physical geography
promoted and limited human activities in
Ancient Egypt.
I can use a map to explain how geography
promoted and limited the location of Ancient
Egypt
I can describe how geography affected human
activities in Ancient Egypt.
I can describe how Ancient Egypt was made
distinctive by its human and physical
characteristics.
I can explain how Ancient Egypt’s physical
geography promoted new technologies.
- Reading Maps of the Nile River and A Map of
the Nile, pp. 51-52. Ancient Civilizations, by
Wendy Conklin, Scholastic, 2006, ISBN: 0-
439-53993-5
Egyptians, pp.7-32, in Egyptians, Maya,
Minoans, by Susanna Matthies, The Learning
Works, 1986, ISBN: 0-88160- 122-5
History Pockets: Ancient Civilizations, Evan-
Moor, 2003, ISBN: 978-1-55799- 900-9
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike, Dinah- Might
Adventures, 2007, ISBN: 978-1- 882796-25-0
World History Atlas, Magellan Geographix,
2000, ISBN: 1-930194-00-5
Ancient Egypt, Discovery Education,
http://player.discoveryeducation.com
Ancient Civilizations, Time Life Books, ISBN:
0-7835-1352-6
Eyewitness: Explorer, by Rupert Matthews,
DK Publishing, 1991, ISBN: 0- 7894-5762-8
The First Civilizations, by Giovanni Caselli,
Peter Bedrick Books, 1983, ISBN: 0- 911745-
59-9
Horrible Histories: The Awesome Egyptians,
by Terry Deary, Scholastic, 1993, ISBN: 0-
590-03168-6
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 11: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/11.jpg)
I can explain how Ancient Egypt’s physical
geography impacted its political, social, and
economic development.
I can explain how the development of the
Ancient Egyptian civilization was a part of a
cause-and-effect relationship with its
geography.
THE PHAROAHS & KINGDOMS OF ANCIENT
EGYPT
*Essential Questions:
How did the pharaohs
promote and protect
Ancient Egyptian culture
and society?
pharaoh, king, monarchy, kingdom, Old,
Middle and New Kingdoms, god, reign,
trade, general, peace treaty, afterlife,
mummies, elite, pyramids, engineering,
trade routes, reunification
CLTs:
I can describe the role of a pharaoh in Ancient
Egyptian government.
I can describe unique characteristics of the Old,
Middle, and New Kingdoms of Ancient Egypt.
I can describe the role of the pharaoh in
Ancient Egyptian society.
I can give examples of how the pharaohs
influenced the culture and society of Ancient
Egypt.
I can describe the political, religious, and
divine roles of the pharaoh in the Old, Middle,
and New Kingdoms of Ancient Egypt.
Ancient Egypt, pp. 14-27 in
Questioning History 1: The Ancient
World, by Scott and Hillary Harrison,
Nelson, 1988, ISBN: 0-17- 435072-4
Dinah Zike’s Big Book of World
History for Middle School and High
School: Read, Write, Research, by
Dinah Zike, Dinah- Might Adventures,
2007, ISBN: 978-1- 882796-25-0
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
THE CULTURE OF ANCIENT EGYPT
Essential Question/s:
How do the elements of
cultural reflect the
unique perspectives of a
civilization?
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
CLTs:
I can explain how the elements of culture and
the social pyramid of Ancient Egyptian society
reflected their unique perspectives.
TCI Online: Ancient World, Lesson 9
– Daily Life in Ancient Egypt
TCI Ancient World, Chapter 9, Daily Life in
Ancient Egypt, pp. 80-91
Ancient Egypt, Discovery Education
The Great Pyramid Deconstructed video,
History Channel
Mummification song, History Teachers
Several segments from World History:
Prehistory, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 12: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/12.jpg)
THE CONTRIBUTIONS OF ANCIENT EGYPT
Essential Question/s:
How do the elements of
cultural reflect the
unique perspectives of a
civilization?
*How do the
contributions of
Ancient Egypt impact
people today?
civilization, primary sources, artifacts,
hieroglyphics, papyrus, Rosetta Stone,
sphinxes, obelisk, sarcophagus, pyramids,
empire
CLTs:
I can explain how elements of culture in
Ancient Egyptian society promoted lasting
achievements in government, science, writing,
architecture, and art.
TCI Online: Ancient World, Lesson 9
– Daily Life in Ancient Egypt
TCI Ancient World, Chapter 9, Daily Life in
Ancient Egypt, pp. 80-91
Ancient Egypt, Discovery Education
Dinah Zike’s Big Book of World History for
Middle School and High School: Read, Write,
Research, by Dinah Zike, Dinah- Might
Adventures, 2007, ISBN: 978-1- 882796-25-0
Ancient Egypt, Discovery Education,
http://player.discoveryeducation.com
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
UNIT 4: INDUS RIVER VALLEY & ANCIENT CHINA
*Essential Questions:
1. How were the Indus River Valley and Ancient Chinese civilizations made distinctive by their human and physical characteristics?
2. How do cultural characteristics reflect the values of a civilization?
3. How do the contributions of the Ancient Chinese Civilizations impact the world today?
4. How did the politics, culture, and economics of Medieval China impact the modern world?
5. How do primary and secondary sources create or challenge stereotypes? CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
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-07-3.4.2 Students will describe how new knowledge,
technology/tools and specialization increased
productivity in early civilizations prior to 1500 A.D.
Geography
SS-07-4.2.1 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,
SS-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) 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
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early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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.
valleys) that created advantages and disadvantages for
human activities (e.g., exploration, migration, trade,
settlement).
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-07-4.4.1 Students will explain how technology in early
civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
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-07-5.3.1 Students will explain and give
examples of how early hunters and gatherers
(Paleolithic and Neolithic) developed new
technologies as they settled into organized
civilizations.
Specific Content Area
Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments
GEOGRAPHY
Essential Question/s:
* How were the Indus
River Valley and
Ancient Chinese
civilizations made
distinctive by their
human and physical
characteristics?
subcontinent, monsoons, rivers, plateaus,
mountains, desert , regions, plateau, plains,
basins, tributaries, isolation, Inner China,
Outer China
CLTs:
I can compare and contrast elements of
culture in the Indus River Valley and Ancient
China.
I can describe how the Indus River Valley
and Ancient China were made distinctive by
their human and physical characteristics.
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
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
Review Jared Diamond’s, 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 of Bo Hai, Discovery
Education”
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 14: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/14.jpg)
THE CONTRIBUTIONS OF THE INDUS RIVER
VALLEY
Essential Question/s:
*How do cultural
characteristics reflect the
values of a civilization?
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
CLTs:
I can describe how the human/environmental
interactions of the Indus River civilizations
impacted their cultural development and
decline.
I can compare and contrast basic elements of
Hinduism and Buddhism.
“ 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
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.
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
THE CONTRIBUTIONS OF THE ANCIENT
CHINESE CIVILIZATIONS
Essential Question/s:
*How do the
contributions of the
Ancient Chinese
Civilizations impact the
world today?
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
I can explain how elements of culture in
Ancient Chinese society promoted lasting
TCI Online: Ancient World, Lesson 21 –
Three Chinese Philosophies
TCI Ancient World, Chapter 21, Three
Chinese Philosophies, pp. 204-213
TCI Online: Ancient World, Lesson 24 –
The Silk Road
TCI Ancient World, Chapter 24, The Silk
Road, pp. 232-241
The Traditional Religions of China,
Discovery Education
Several segments from China, Discovery
Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
![Page 15: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/15.jpg)
achievements in government, technology,
writing, philosophy, and art.
I can compare and contrast basic elements of
the teachings of Confucianism, Daoism, and
Legalism.
I can compare the social institutions of
Ancient China with the social institutions of
today
Several segments from World History:
Prehistory, Discovery Education
Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
MEDIEVAL CHINA
Essential Question/s:
* How did the politics,
culture, and economics
of Medieval China
impact the modern
world?
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
CLTs:
I can describe the cultural influences of
Medieval Chinese civilization on the world.
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
Several videos from the China topic, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
GENGHIS KHAN & THE MONGULS
Essential Question/s:
* How do primary and
secondary sources create
or challenge stereotypes?
Mongols, government, invaders, nomads,
khan, conquests, Yuan dynasty, public-
works projects, isolationism
CLTs:
I can use primary and secondary sources to
describe and explain different perspectives
concerning Genghis Khan and the Mongols
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
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.
Mongolian Culture, Mongolian Culture
website
1279 AD: Barbarian Nomads Capture
Control of China: Mongols Genghis Khan and Kublai Khan video segment, Discovery
Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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“The Mongols: How Barbaric Were the
‘Barbarians’?” in Document Based Questions
in World History, The DBQ Project, 2005,
ISBN: 0-9711098-3-4
Humans and Other Humans segment of
Patterns of Interregional Unity, World History
for Us All
UNIT 5: THE HEBREWS & THE PHOENICIANS *Essential Questions for this Unit:
1. How do the contributions of the Ancient Hebrews impact the world today?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred 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-07-3.4.2 Students will describe how new knowledge,
technology/tools and specialization increased
productivity in early civilizations prior to 1500 A.D.
Geography
SS-07-4.2.1 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-07-4.3.1 Students will describe patterns of human
settlement in early civilizations prior to 1500 A.D. and
SS-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) 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.
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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.
explain how these patterns were influenced by human
needs.
SS-07-4.4.1 Students will explain how technology in early
civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
SS-07-5.3.1 Students will explain and give
examples of how early hunters and gatherers
(Paleolithic and Neolithic) developed new
technologies as they settled into organized
civilizations.
Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
THE ANCIENT HEBREWS
Essential Questions:
* How do the
contributions of the
Ancient Hebrews impact
the world today?
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
CLTs:
I can describe how the elements of culture
developed among the Ancient Hebrews and
how they impact the world today
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
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
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
THE PHOENICIANS
Essential Questions:
• How did the
Phoenicians impact the
world?
spoils system
Jacksonian Democracy
James Polk
Brigham Young
Mormons
Chinese
Abolition
Sojourner Truth
Seneca Falls Convention
Suffrage
Immigration
CLTs: • I can describe cause-and-effect relationship
between the Phoenician trade and alphabet and
the spread of civilization across the
Mediterranean Sea
Alphabet and Written Language,
Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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UNIT 6: ANCIENT GREECE *Essential Questions for this Unit:
1. How did differences in geography affect human activities in Ancient Greece?
2. How did early civilization develop in Ancient Greece?
3. How did differences in geography affect human activities in Ancient Greece?
4. How did the Ancient Greek civilization have a lasting impact on the world?
5. How did life differ in Athens and Sparta?
6. How did the different cultures of Athens and Sparta influence the relationship between them?
7. How did the Ancient Greek civilization have a lasting impact on the world?
8. How do cultures spread?
9. How does the Ancient Greeks influence us today? CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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-07-3.4.2 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 Earth’s 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-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
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-07-5.3.2 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.
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Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
GEOGRAPHY & THE ANCIENT GREEKS
Essential Question/s:
• How did differences in
geography affect
human activities in
Ancient Greece?
*How did early
civilization develop in
Ancient Greece?
Polis, classical, acropolis, influence
CLTs:
I can explain why Greeks created city-states.
I can describe how differences in geography
affected how and where human activities
occurred in Ancient Greece.
I can explain how trading cultures developed
in the Minoan and Mycenaean civilizations.
I can explain why Greeks created city-states.
TCI Online: Ancient World, Lesson 25 –
Geography and the Settlement of Greece
TCI Ancient World, Chapter 26, Geography
and the Settlement of Greece, pp. 246-251
TCI Online: Ancient World, Lesson 26 –
The Rise of Democracy
TCI Ancient World, Chapter 26, The Rise of
Democracy, pp. 252-257
TCI Online: Ancient World, Lesson 27 –
Life in Two City-States: Athens and Sparta
TCI Ancient World, Chapter 27, Life in Two
City-States: Athens and Sparta, pp. 258-269
The Geography and History of Greece,
Discovery Education
The Earliest Greek Culture: Crete, Discovery
Education
The Collapse of Mycenae: Colonial
Expansion, Discovery Education
The Land and City States of Ancient Greece Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
MINOAN & MYCENAEAN CIVILIZATION
Essential Question/s: • *How did early civilization develop in Ancient Greece?
Minoan, Mycenaen,
CLTs:
I can describe how the elements of culture
developed in Minna and Mycenae.
I can describe how the rise and fall of the
Minoan and Mycenaean civilizations were a
part of a series of cause-and-effect relationships
that led to the rise of classical Greece.
TCI Online: Ancient World, Lesson 25 –
Geography and the Settlement of Greece
TCI Ancient World, Chapter 26, Geography
and the Settlement of Greece, pp. 246-251
The Usborne Encyclopedia of Ancient Greece,
by Jane Chisholm, et al., Scholastic, 1999,
ISBN: 0-439-32265-0
Usborne Illustrated Guide to Greek Myths &
Legends, by Cheryl Evans and Anne Millard,
Scholastic, ISBN: 0-439-32643-5
Usborne World History: Ancient World, by
Fiona Chandler, Scholastic, ISBN: 0-439-
22135-4
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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ATHENS GOVERNMENT
Essential Question/s:
• How did differences in
geography affect
human activities in
Ancient Greece?
Democracy, aristocrats, oligarchy, citizens,
tyrant, Pericles, juries, jury
CLTs:
I can describe how aristocrats and tyrants
ruled early Athens.
I can explain why Athens created the first
democracy.
I can compare and contrast ancient
democracy with modern day democracy.
Ancient Greece: The Democracy of Athens,
500 BC, Discovery Education
Spartans video, History Channel
Prezi presentation – Greece, Rome, & the United States: How has citizen participation changed?
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
GREEK MYTHOLOGY & LITERATURE
Essential Question/s:
• How did the Ancient
Greek civilization have
a lasting impact on the
world?
Homer, Mythology, Aesop, fables, Sappho,
Homer
CLTs:
I can explain how the contributions of
Ancient Greek civilization (government,
mythology, art, drama, architecture, literature,
philosophy, science, history, etc.) have had a
lasting impact on our world today.can describe
how aristocrats and tyrants ruled early Athens.
TCI Online: Ancient World, Lesson 29 –
The Golden Age of Athens
TCI Ancient World, Chapter 29, The Golden
Age of Athens, pp. 278-287
TCI Online: Ancient World, Lesson 31 The
Legacy of Ancient Greece
TCI Ancient World, Chapter 31, The Legacy
of Ancient Greece, pp. 196-303
Culture and Math: The Greeks, Discovery
Education
The Impact of Ancient Greece, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
SPARTA & ATHENS
Essential Question/s:
• How did life differ in
Athens and Sparta?
*How did the different
cultures of Athens and
Sparta influence the
relationship between
them?
Athens, Sparta
CLTs:
I can describe Spartan society.
I can explain Athenian Society.
I can explain how the relationship between
Athens and Sparta developed.
TCI Online: Ancient World, Lesson 29 –
The Golden Age of Athens
TCI Ancient World, Chapter 29, The Golden
Age of Athens, pp. 278-287
Culture and Math: The Greeks, Discovery
Education
The Impact of Ancient Greece, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
ALEXANDER THE GREAT AND
HELLENISTIC CULTURE
Essential Question/s:
• How do cultures
spread?
Alexander the Great, Hellenistic, phalanx,
Phillip II, Peloponnesian War, custom,
Macedonia, Alexandria, Thebes
CLTs:
I can describe how Alexander the Great
united his empire and spread Greek ideas.
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
Alexander the Great, Discovery Education
Conquerors: Alexander the Great, Discovery
Education
Macedonia song, History Teachers
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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GREEK ACHIEVEMENTS
Essential Question/s:
• How does the Ancient
Greeks influence us
today?
Socrates, Plato, Aristotle, reason, Euclid,
Hippocrates, statue, painting, architecture,
Parthenon, drama, history, neutral,
unbiased, philosophy, Hypatia, Archimedes
CLTs:
I can identify and explain how the Greeks
made contributions to the arts.
I can explain the teachings of Socrates, Plato,
and Aristotle are the basis of modern
philosophy.
I can explain the key discoveries the Greeks
made in math, medicines, and engineering.
TCI Online: Ancient World, Lesson 31 The
Legacy of Ancient Greece
TCI Ancient World, Chapter 31, The Legacy of Ancient Greece, pp. 196-303
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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UNIT 7: ANCIENT ROME *Essential Questions for this Unit:
1. How are civilizations affected by their geography and the cultures that came before them?
2. How did political, cultural, and economic factors change Rome from a republic to an empire?
3. How did the government, culture, and technology of Rome impact the world?
4. How did the Byzantine Empire impact the world?
5. How did the teachings of Christianity impact the world?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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-07-3.4.2 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 Earth’s 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-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
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-07-5.3.2 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.
Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
GEOGRAPHY,
ETRUSCANS, AND
THE FOUNDING OF
ROME
Aeneas, Romulus, Remus, republic,
dictators, Cincinnatus, plebeians, patricians
Confederacy
TCI Online: Ancient World, Lesson 32,
Geography and the Early Development of
Rome
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
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* Essential Question/s:
• How are civilizations
affected by their
geography and the
cultures that came
before them?
CLTs:
I can describe how the geography of Rome
promoted and limited human activities.
I can describe how the culture and
technology of the Greeks and Etruscans
influenced Roman culture and the modern
world.).
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. 316-321
Various segments of the Civilizations:
Rise to Power video, Discovery Education
Etruscans, Discovery Education
Romulus and Remus, Discovery
Education
Teacher Created Summative
Assessment
FROM REPUBLIC
TO EMPIRE
Essential Question/s:
• How did political,
cultural, and economic
factors change Rome
from a republic to an
empire?
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
CLTs:
I can describe multiple cause-and-effect
relationships that turned Rome from a republic
to an empire.
I can compare and contrast monarchy,
republic, and empire.
TCI Online: Ancient World, Lesson 34,
From Republic to Empire
TCI Ancient World, Chapter 34, From
Republic to Empire, pp. 322-333
TCI Online: Ancient World, Lesson 35 Daily
Life in the Roman Empire
TCI Ancient World, Chapter 35, Daily Life in
the Roman Empire, pp. 334-345
Journals Through History: Ancient Rome:
Building an Empire, Discovery Education
Julius Caesar song, History Teachers
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
ROME’S
ACCOMPLISHMENTS
& DECLINE
Essential Question/s: • How did the
government, culture, and
technology of Rome
impact the world?
*How did the Byzantine
Empire impact the world?
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
CLTs: I can describe how the geography of Rome
promoted and limited human activities.
I can describe the impact of Roman
government, culture, and technology on the
world.
I can describe the rise of the Byzantine
Empire and explain how it has had a lasting
impact on the world.
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. 360-373
The Impact of Ancient Rome, Discovery
Education
Viva Roma No. 5 song, History Teachers
Inside Byzantium section of Civilizations:
Rise to Power, Discovery Education The
Byzantine Empire section of
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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THE RISE OF
CHRISTIANITY
Essential Question/s:
*How did the teachings
of Christianity impact
the world?
Christianity, Jesus of Nazareth, Bible,
crucifixion, Resurrection, disciples, Paul,
Constantine
CLTs:
I can describe the impact of the teachings of
Christianity on the world (including democratic
principles).
TCI Online: Ancient World, Lesson 36 - The
Origin and Spread of Christianity
TCI Ancient World, Chapter 36, The Origin
and Spread of Christianity, pp. 346-359
TCI Online: Ancient World, Lesson 37 -
Learning About World Religions: Christianity
Other Resources
Religions of the World: Christianity,
Discovery Education
Constantine song, History Teachers
Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
UNIT 8: THE MIDDLE AGES Essential Questions for this Unit:
*How did the geography of Europe affect its patterns of human civilization?
*How could order be maintained after the fall of Rome?
*How did the feudal system organize social relationships in Medieval Europe?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.
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 Earth’s surface 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.
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SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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
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-07-5.1.2 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
Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
THE EARLY
MIDDLE AGES
GEOGRAPHY OF
EUROPE
Essential Question/s:
*How did the
geography of Europe
affect its patterns of
human civilization?
Eurasia, topography
CLTs:
I can explain and give examples of how the
geography affected where and how people
lived in Medieval Europe.
TCI Medieval World, Europe During
Medieval Times, Setting the Stage, pp. 2-3
Several segments of World History: The
Medieval Era, Discovery Education
Life of the Viking, History Channel
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
EUROPE AFTER THE
FALL OF ROME &
FEUDALISM
Essential Question/s: *How could order be
maintained after the fall
of Rome?
*How did the feudal
system organize social
relationships in Medieval
Europe?
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
CLTs:
I can describe how Christian institutions and
French kings maintained order in Medieval
Europe after the fall of Rome.
I can describe the structure of social
relationships in the feudal system in Medieval
Europe.
I can explain how the feudal system
impacted the economic systems of Europe.
TCI Online: Medieval World, Lesson 2 –
The Development of Feudalism in Western
Europe
TCI Medieval World, Chapter 2, The
Development of Feudalism in Western Europe,
pp. 16-27
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
Several segments of World History: The
Medieval Era, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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THE LATER
MIDDLE AGES
POPES & KINGS
Essential 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?
Pope, king, excommunicate, authority,
Charlemagne, Holy Roman Emperor,
Orthodox Church, Pope Gregory VII,
Emperor Henry IV
CLTs:
I can describe the conflicts and compromises
that resulted from the use of the power of the
Popes and kings in the Later Middle Ages.
TCI Online: Medieval World, Lesson 3 –The
Roman Catholic Church in Medieval Europe
TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
Other Resources
Middle Ages, History Channel
Several segments of The High Middle Ages,
Discovery Education
The last bit of Part 1: Christianity: The
Second
Thousand Years concludes an overview of
the history of the first thousand years of
Christianity, with the conflict of Pope Gregory
VII and Holy Roman Emperor Henry IV.
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
THE CRUSADES
Essential Question/s: *How did the Crusades
affect the lives of
Christians, Muslims, and
Jews?
crusade, Holy Land, Pope Urban II, King
Richard I, Saladin, Eleanor of Aquitaine,
Muslim, First Crusade, Second Crusade,
Third Crusade, Fourth Crusade
CLTs:
I can describe cause-and-effect relationships
between Christians, Muslims, and Jews before,
during, and after the Crusades.
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
Several videos in the Middle Ages topic,
History Channel
Several segments of World History: The
Medieval Era, Discovery Education
Several segments of The High Middle Ages,
Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
CHRISTIANITY &
MEDIEVAL SOCIETY
Essential Question/s: How did the Roman
Catholic Church exercise its
influence in the Later
Middle Ages?
Clergy, religious order, Francis of Assisi,
monk, friars, Thomas Aquinas, natural law
CLTs:
I can describe how European social institutions
and culture were affected by the Roman
Catholic Church during the Later Middle Ages.
TCI Online: Medieval World, Lesson 3 –
The Roman Catholic Church in Medieval
Europe
TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
Saint Benedict and the Dark Ages video,
History Channel
Several videos in the Middle Ages topic,
History Channel
Several segments of World History: The
Medieval Era, Discovery Education
Several segments of The High Middle Ages,
Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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POLITICAL & SOCIAL
CHANGE
o MAGNA CARTA
o BLACK DEATH
o HUNDRED YEARS’
WAR
Essential 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?
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
CLTs:
I can describe how the Magna Carta
promoted justice, equality, responsibility, and
freedom during the Later Middle Ages and how
it influenced modern societies.
I can describe how the Black Death affected
the economy and social institutions of Europe.
I can describe cause-and-effect relationships
that led to and resulted from the Black Death.
I can describe how the Hundred Years War
impacted social hierarchies and political power
in Europe.
I can describe how the Roman Catholic
Church responded to heretics and non-Christian
people in Spain.
I can describe cause-and-effect relationships
that led to the decline of feudal manors and the
rise of towns.
I can describe the development of trade,
trade associations, and capitalism in the Middle
Ages.
I can describe the development of trade, trade
associations, and capitalism in the Middle
Ages.
I can describe cause-and-effect relationships
that led to the decline of feudal manors and the
rise of towns.
TCI Online: Medieval World, Lesson 5 – T
he Decline of Feudalism
TCI Medieval World, Chapter 5, The Decline
of Feudalism, pp. 50-61
TCI Online: Medieval World, Lesson 3 –
The Roman Catholic Church in Medieval
Europe
TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
TCI Online: Medieval World, Lesson 4 –
Life in Medieval Towns
TCI Medieval World, Chapter 4, Life in
Medieval Towns, pp. 40-49
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: 0-9711098-3-4
The Black Death song, History Teachers
Battle of Agincourt song, History Teachers
Segment of The High Middle Ages, Discovery
Education
7 Things You Didn’t Know About Joan of
Arc , History Channel
Selected scenes from Secret Files of the
Inquisition, Episode 2, Inquisition Productions,
et al., 2007
Spanish Inquisition song, History Teachers
Conclusion: The End of the Middle Ages video segment of Medieval Times: Life in the Middle Ages (1000-1450), Discovery Education.
Towns, Guilds, and Trade Fairs, Middle Ages for Kids
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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UNIT 9: EMPIRES OF THE AMERICAS: THE MAYAS, AZTECS, INCAS Essential Questions for this Unit:
• How did geographic features affect the civilizations of the Maya, Aztec, and Inca?
*How do cultural characteristics reflect the values of a civilization?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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 Earth’s 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.
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Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
MAYA, AZTEC, INCA
Essential Question/s:
*How did geographic
features affect the
civilizations of the Maya,
Aztec, and Inca? *How do cultural
characteristics reflect the
values of a civilization?
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
CLTs:
I can describe how human activities and the
elements of culture were affected by the
geographic features of the Americas.
TCI Medieval World, Civilizations of the
Americas, Setting the Stage, pp. 270-271.
I can compare and contrast the Maya, Aztec,
and Inca civilizations.
TCI Online: Medieval World, Lesson 26
– Achievements of the Mayas, Aztecs, and
Incas
TCI Medieval World, Chapter 26,
Achievements of the Mayas, Aztecs, and Incas,
pp. 314-325
Other Resources
Ancient Americans: The Mayans and Aztecs,
Discovery Education
The Mayans, History Channel
The Aztecs video segment, Discovery
Education
“The Aztecs: What Should History Say?” in
Document Based Questions in World History,
The DBQ Project, 2005, ISBN: 0-9711098-
3-4
Peru’s Past segment of Ancient Civilizations
video, Discovery Education
Several segments from The Explorers: Francisco Pizarro and the Inca, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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UNIT 10: THE RENAISSANCE & REFORMATION Essential Questions for this Unit:
1. How did new ideas and technology develop as a result of trade?
2. How did unique ideas and perspectives develop during the Renaissance?
3. How does the spread of information impact the development of human civilization?
4. How did the Reformation bring changes to Christianity?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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,
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 Earth’s 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
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.
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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.
explain how these patterns were influenced by human
needs.
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.
Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
THE ITALIAN RENAISSANCE
o The Renaissance
o Johannes
Gutenberg & the
Printing Press
o Refornation
Essential Question/s:
*How did new ideas
and technology develop
as a result of trade?
*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?
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
CLTs:
I can describe how Italy changed as new
technology, resources, and knowledge became
available during the Renaissance.
I can explain how unique ideas and
perspectives developed during the Renaissance.
I can explain and give examples of how the
spread of information impacts the development
of human civilization.
I can describe how the Gutenberg printing
press spread information and promoted changes
in history.
I can describe how the Reformation brought
changes to Christianity.
TCI Online: Medieval World, Lesson 28 –
Florence: The Cradle of the Renaissance
TCI Medieval World, Chapter 28, Florence:
The Cradle of the Renaissance, pp. 342-353
TCI Online: Medieval World, Lesson 29 –
Leading Figures of the Renaissance TCI
Medieval World, Chapter 29, Leading Figures
of the Renaissance, pp. 354-371
TCI Medieval World, Europe’s Renaissance
and Reformation, Setting the Stage, pp. 330-
331
TCI Online: Medieval World, Lesson 27 –
The Renaissance Begins
TCI Medieval World, Chapter 27, The
Renaissance Begins, pp. 332-343
TCI Online: Medieval World, Lesson 28 –
Florence: The Cradle of the Renaissance
TCI Medieval World, Chapter 28, Florence:
The Cradle of the Renaissance, pp. 342-353
TCI Online: Medieval World, Lesson 29 –
Leading Figures of the Renaissance TCI
Medieval World, Chapter 29, Leading Figures
of the Renaissance, pp. 354-37 (especially
Reading Further: From Gutenberg to the
Internet, pp. 368-371)
TCI Online: Medieval World, Lesson 30 –
The Reformation Begins
TCI Medieval World, Chapter 30, The
Reformation Begins, pp. 372-381
TCI Online: Medieval World, Lesson 31 –
The Spread and Impact of the Reformation
TCI Medieval World, Chapter 31, The Spread
and Impact of the Reformation, pp. 382-395
Other Resources
Exploring the Renaissance (1350-1650)
video, Discovery Education
Renaissance Man song, History Teachers
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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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
The Book That Changed the World video,
History Channel
Selected scenes from A Matter of Fact:
Printing Transforms Knowledge (Day the
Universe Changed – Ep. 4), The Science
Channel
Gutenberg song, History Teachers
The Protestant Reformation (1517-1565)
video, Discovery Education
Martin Luther Sparks a Revolution video,
History Channel
Just the Facts: World History: The
Reformation video, Discovery Education
Martin Luther, History Teachers song Martin
Luther, Calliope, May 1999, ISBN:
0382443977
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UNIT 11: THE AGE OF EXPLORATION
*Essential Questions for this Unit: 1. How did the Scientific Revolution change how people thought about the world?
2. How did the competition for economic opportunity during the Great Voyages of Discovery change the way people in Europe viewed the world?
CORE CONTENT STANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
Cultures & Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the
early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
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,
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 Earth’s 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
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.
![Page 34: GRADE LEVEL 7: SOCIAL STUDIES](https://reader033.vdocuments.site/reader033/viewer/2022042421/626080a8404fd2445f292299/html5/thumbnails/34.jpg)
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.
explain how these patterns were influenced by human
needs.
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.
Specific Content Area
Vocabulary/Concepts/Skills/CLTs
Activities/Resources Assessments
THE SCIENTIFIC REVOLUTION
Essential Question:
How did the Scientific
Revolution change how
people thought about the
world?
Scientific Revolution, inventions, changes,
technology
CLTs: o I can describe how the discoveries and
inventions of the Scientific Revolution changed
the way people thought about the world.
TCI Medieval World, Europe Enters the
Modern Age, Setting the Stage, pp. 400-401
TCI Online: Medieval World, Lesson 33 –
The Scientific Revolution
TCI Medieval World, Chapter 33, The
Scientific Revolution, pp. 422-431
Ptolemy, Tycho Brahe, Copernicus and
Galileo, Johannes Kepler, Isaac Newton
segments from Measure for Measure: Space:
Distance and Time video, Discovery Education
Isaac Newton and a Scientific Revolution
video, History Channel
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
GREAT VOYAGES OF
DISCOVERY
THE GREAT CONVERGENCE
*Essential Question:
*How did the
competition for
economic opportunity
during the Great
Voyages of Discovery
change the way people
in Europe viewed the
world?
Columbian Exchange
CLTs:
I can describe how the competition for
economic opportunity during the Great
Voyages of Discovery changed the way people
in Europe viewed the world.
I can explain how scarcity of goods (silk,
spices, etc.) led to efforts to find new routes to
the Orient and the role of competition between
countries during the Great Voyages of
Discovery.
I can describe how early explorers used new
technologies, resources, and knowledge as they
began their conquest of the Americas.
I can describe the economic interactions of
the Columbian Exchange that resulted from the
Great Convergence.
I can describe how mercantilism, capitalism,
and a market economy developed as a result of
the Columbian Exchange.
TCI Online: Medieval World, Lesson 32 –
The Age of Exploration
TCI Medieval World, Chapter 32, The Age of
Exploration, pp. 402-421
TCI Online: Medieval World, Lesson 32 –
The Age of Exploration
TCI Medieval World, Chapter 32, The Age of
Exploration, pp. 402-421
Other Resources
Exploring the World: The Age of Exploration
Begins video, Discovery Education
Columbus the Businessman video, History
Channel
The Age of Discovery 1400-1550 video,
Discovery Education
Just the Facts: World History: The Age of
Discovery video, Discovery Education
Consequences of European Colonization of
Latin America segment of Geography of the
World: Latin America: The People video,
Discovery Education
The Aztecs video, History Channel
The Explorers: Hernan Cortes: Conqueror of Mexico, Discovery Education
On-Going Formative Assessments
in the form of flashbacks/entrance
slips/exit slips/etc.
Teacher Created Summative
Assessment
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EXTRA RESOURCES:
Foldables: http://ushistory.pwnet.org/links/foldables.php
More Foldables: http://vastudies.pwnet.org/coolstuff/foldables.html
Strategies for all Social Studies Units:
Videos clips/Songs: Video clips from United Streaming along with other video clips from KET, etc. to show students the concepts while teaching. Songs can be used to help these learners hear about the concept from various sources.
Cloze Activities: Using guided cloze activities is a strategy that can be used with partners or teacher led small group instruction to help guide instruction. This strategy even helps struggling learners become interested in finding the answers in the passage. This was also excellent reading practice for all students.
Real-World Connections: When teaching a concept, always try to relate it to their life. For example, when discussing sharecropping in the South after the Civil War. In whole-group instruction, pick a couple of students and tell a story about how one was the farmer and another student was sharecropping on his/her land….by relating a concept to real people rather than just the names or concepts in the text, students were able to better grasp the concept. This doesn’t have to take extra time, it can be used within class discussion.
Supplemental Text Materials: Kids Discover Magazines are a great resource for all levels of learners. David Adler’s biography books are excellent and correlate with particular historical time period. For example, read whole group aloud the “Abraham Lincoln” Biography (it is a simple but yet informational read). It does not take a lot of time to read it within class discussion. Even when reading whole group, all levels of learners enjoyed these.
Posters/Visual Aids: For those learners who struggle, referring to visual aids such as posters, pictures on the Smartboard, etc. helps them to understand better. Posters of different events and vocabulary words to know. Other poster maps of the Thirteen Colonies, Native Americans, etc. are also excellent resources.