grade level 7: social studies

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.

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


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.


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 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

http://mesopotamia.lib.uchicago.edu/mesopotamialife/index.php


http://www.pbs.org/wgbh/evolution/educators/course/session5/resources.html

http://www.pbs.org/wgbh/evolution/educators/course/session5/resources.html

THE NEOLITHIC AGE


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.


– 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


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


2000, ISBN: 1-930194-00-5





Assessment



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





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).







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







settlement).




needs.





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.


resources of a place or region impact its political,

social and economic development in early

civilizations prior to 1500 A.D.

















civilizations.

MESOPOTAMIA AND THE FERTILE CRESCENT


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.


– 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



on the book by Jared Diamond, 2005. (Preview

episodes 1 and 2 and consider showing both to


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



Research, by Dinah Zike, Dinah- Might

Adventures, 2007, ISBN: 978-1- 882796-25-0



on the book by Jared Diamond, 2005 (Preview



understanding this year’s content)





Assessment

The First Farmers & the First Cities, Life in

Mesopotamia,


mialife/index.php

Resources on Mesopotamia:

http://www2.mbusd.org/library/AncientMesopo

tamia.htm

All About Mesopotamia:

https://mesopotamiaapworld.wordpress.com/


2000, ISBN: 1-930194-00-5

Ancient Civilizations: Program 01: the

Beginning is the End, Discovery Education,

http://player.discoveryeducation.com

HAMMURABI’S CODE


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


– 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




episodes 1 and 2 and consider showing both to


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





Assessment



http://www2.mbusd.org/library/AncientMesopotamia.htm

http://www2.mbusd.org/library/AncientMesopotamia.htm

https://mesopotamiaapworld.wordpress.com/

http://player.discoveryeducati/

Dean R. Bowman, J. Weston Walch, 1992,

ISBN: 0-8251-2098-5


Scholastic, 2006. Hammurabi’s Code of Laws,

and Excerpts from Hammurabi’s Code, pp. 92-

93, ISBN: 0-439-53993-5




Adventures, 2007, ISBN: 978-1- 882796-25-0

Law & Government & Warfare & Empire, Life

in Mesopotamia,


mialife/index.php

THE ACCOMPLISHMENTS OF MESOPOTAMIA


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.


Scholastic, 2006. Mesopotamia, pp. 73- 94,

ISBN: 0-439-53993-5




Adventures, 2007, ISBN: 978-1- 882796-25-0






understanding this year’s content)

Life in Mesopotamia,


mialife/index.php


2000, ISBN: 1-930194-00-5

Mesopotamia, Discovery Education,






Assessment






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?


Government





A.D















A.D.





Economics









Geography







settlement).




needs.











A.D.





















civilizations.


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




Adventures, 2007, ISBN: 978-1- 882796-25-0


2000, ISBN: 1-930194-00-5

Ancient Egypt, Discovery Education,


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





Assessment


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


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





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.


– 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







Assessment

THE CONTRIBUTIONS OF ANCIENT EGYPT


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.


– Daily Life in Ancient Egypt


Ancient Egypt, pp. 80-91

Ancient Egypt, Discovery Education




Adventures, 2007, ISBN: 978-1- 882796-25-0

Ancient Egypt, Discovery Education,






Assessment

UNIT 4: INDUS RIVER VALLEY & ANCIENT CHINA


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





A.D









Economics









Geography











A.D.


















A.D.







settlement).




needs.















civilizations.


Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments

GEOGRAPHY


* 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.


Geography and Early Settlement of India TCI

Ancient World, Chapter 13, Geography and the

Early Settlement of India, pp. 122-131


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”





Assessment

THE CONTRIBUTIONS OF THE INDUS RIVER

VALLEY


*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


– Learning About World Religions: Buddhism

TCI Ancient World, Chapter 16, The Story of

Buddhism, pp. 152-159



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.





Assessment

THE CONTRIBUTIONS OF THE ANCIENT

CHINESE CIVILIZATIONS


*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


Three Chinese Philosophies

TCI Ancient World, Chapter 21, Three

Chinese Philosophies, pp. 204-213


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





Assessment

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





MEDIEVAL CHINA


* 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


Chinese Discoveries and Inventions

TCI Medieval World, Chapter 17, Chinese

Discoveries and Inventions, pp. 196-207

Several videos from the China topic, Discovery Education





Assessment

GENGHIS KHAN & THE MONGULS


* 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


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





Assessment

“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?


Government





A.D















A.D.

Economics









Geography







settlement).









A.D.






















needs.









civilizations.




THE ANCIENT HEBREWS


* 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:


developed among the Ancient Hebrews and

how they impact the world today


The Origins of Judaism

TCI Ancient World, Chapter 11, The

Ancient Hebrews and the Origins of Judaism,

pp. 100- 109


Learning About World Religions: Judaism


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





Assessment

THE PHOENICIANS


• 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





Assessment

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





A.D















A.D.





Economics









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.







settlement).







A.D.













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.




GEOGRAPHY & THE ANCIENT GREEKS


• 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.


Geography and the Settlement of Greece


and the Settlement of Greece, pp. 246-251


The Rise of Democracy

TCI Ancient World, Chapter 26, The Rise of

Democracy, pp. 252-257


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





Assessment

MINOAN & MYCENAEAN CIVILIZATION

Essential Question/s: • *How did early civilization develop in Ancient Greece?

Minoan, Mycenaen,

CLTs:


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.


Geography and the Settlement of Greece


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





Assessment

ATHENS GOVERNMENT


• 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?





Assessment

GREEK MYTHOLOGY & LITERATURE


• 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.


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





Assessment

SPARTA & ATHENS


• 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.


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





Assessment

ALEXANDER THE GREAT AND

HELLENISTIC CULTURE


• 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.


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





Assessment

GREEK ACHIEVEMENTS


• 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





Assessment

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?


Government





A.D















A.D.





Economics









Geography








A.D.







settlement).







A.D.













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.




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




* 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


The Rise of the Roman Republic


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


Assessment

FROM REPUBLIC

TO EMPIRE


• 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


the Roman Empire, pp. 334-345

Journals Through History: Ancient Rome:

Building an Empire, Discovery Education

Julius Caesar song, History Teachers





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





Assessment

THE RISE OF

CHRISTIANITY


*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







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?


Government





A.D







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-07-3.4.1 Students will explain ways in which the basic

economic questions about the production, distribution

and consumption of goods and services were addressed in





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-07-4.3.2 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














A.D.




groups in early civilizations prior to 1500 A.D




A.D.





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




THE EARLY

MIDDLE AGES

GEOGRAPHY OF

EUROPE


*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





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.


The Development of Feudalism in Western

Europe


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







Assessment

THE LATER

MIDDLE AGES

POPES & KINGS


*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.





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.


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




Discovery Education





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.


The Roman Catholic Church in Medieval

Europe



Saint Benedict and the Dark Ages video,

History Channel

Several videos in the Middle Ages topic,

History Channel




Discovery Education





Assessment

POLITICAL & SOCIAL

CHANGE

o MAGNA CARTA

o BLACK DEATH

o HUNDRED YEARS’

WAR


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.


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.


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.


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


The Roman Catholic Church in Medieval

Europe




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



“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





Assessment

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?


Government





A.D




















A.D.





Economics














Geography








A.D.







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.




needs.



























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.




MAYA, AZTEC, INCA


*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





Assessment

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?


Government





A.D




















A.D.





Economics










Geography








A.D.







settlement).












































needs.





THE ITALIAN RENAISSANCE

o The Renaissance

o Johannes

Gutenberg & the

Printing Press

o Refornation


*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.


Florence: The Cradle of the Renaissance

TCI Medieval World, Chapter 28, Florence:

The Cradle of the Renaissance, pp. 342-353


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


The Renaissance Begins


Renaissance Begins, pp. 332-343


Florence: The Cradle of the Renaissance

TCI Medieval World, Chapter 28, Florence:

The Cradle of the Renaissance, pp. 342-353


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)


The Reformation Begins


Reformation Begins, pp. 372-381


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)


Renaissance Man song, History Teachers





Assessment

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)


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

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?


Government





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A.D.





Economics










Geography








A.D.







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needs.





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


The Scientific Revolution


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





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.


The Age of Exploration

TCI Medieval World, Chapter 32, The Age of

Exploration, pp. 402-421


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





Assessment

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.

http://ushistory.pwnet.org/links/foldables.php

http://vastudies.pwnet.org/coolstuff/foldables.html

grade level 7: social studies

Documents