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OVERVIEW
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 also must be able to apply the content perspectives of several
academic fields in 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 Kentucky Academic Standards directly align with Kentucky's Academic Expectations. “Big
Ideas” organize the discipline of social studies and the Kentucky Standards for Social Studies. The Big Ideas in
social studies are Government and Civics, Economics, Geography, and Historical Perspective. The Big Ideas 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.
The Social Studies Program includes connections to literacy; active, hands-on work with concrete materials and
technologies. The social studies curriculum includes and depends on several resources such as textbooks, non-
fiction texts, biographies, autobiographies, journals, maps, newspapers, photographs, and historical documents.
Higher-order thinking skills, such as compare, explain, analyze, predict, construct, and interpret, depend all
heavily on many literacy skills and processes. For example, in social studies students must be able to understand
specialized vocabulary; identify and comprehend key pieces of information within texts; determine what fact is
and what opinion is; relate information across texts, connect new information to prior knowledge; and
synthesize the information to make meaning.
The four Curriculum Cycles for the year help pace instruction and ensure students have consistent coverage of
the social studies content. The Cycle Duration (the suggested amount of time to spend on each cycle) does not
accommodate for the scheduling of special events, inclement weather or school events. Teachers, with principal
guidance, should adjust pacing as needed to accommodate for these events. Compelling Question(s) guide
student inquiry during the curriculum cycle. This question guides the student’s in the study of the content for
the curriculum cycle. The curriculum cycle is further broken down into topics. The Topics indicate the
instructional focus of the curriculum cycle.
Each topic map contains these components:
• Kentucky Academic Standards -formerly Core Content for Assessment 4.1.
• Supporting questions to guide the inquiry of each topic.
• Vocabulary: potential terms student must be familiar with and may struggle with during this topic. This
list is not the sole list of terms students must learn or be able to apply while studying social studies.
• Learning Targets are the expected skills and concepts students are to know and be able to do by the end
of each topic. The Learning Targets in the curriculum maps are starting points. The list is not exhaustive
or exclusionary. The school, based on an analysis of student data, identifies the understandings, skills,
and concepts that support these targets established by the school.
Please keep the following in mind as you use the Elementary Social Studies Curriculum Maps:
• Read the unit prior to instruction. This will help you choose the resources and activities that best help
your students learn the Kentucky Core Academic Standards.
• Kentucky Academic Standards, Learning Targets, and Instructional Resources are not in a specific
teaching order under each topic. Teachers may sequence them to meet their own instructional needs.
To learn more about Culturally Relevant and Responsive Teaching (CRT), visit these links:
• Culturally Relevant Teaching Strategies
• Culturally Responsive Lesson Plan Descriptors
• Department of Diversity, Equity, and Poverty website
COLLEGE, CAREER, AND CIVIC LIFE FRAMEWORK PRACTICES OF THE INQUIRY CYCLE
The focus Social Studies is to continue to build upon students’ prior contextual knowledge so they develop
deeper levels of understanding around the many ways the world is connected. Students make comparisons,
consider multiple perspectives and viewpoints, and refine their critical thinking skills.
Project-based learning in social studies takes many forms. The social studies prepare students for college,
career, and civic life by providing guidance on the concepts, skills, and disciplinary tools for success. The
guidance and support takes place in the Inquiry Arc—a set of interlocking and mutually reinforcing ideas that
feature the four dimensions of informed inquiry in social studies: 1 Developing questions and planning inquiries;
2 Applying disciplinary concepts and tools; 3 Evaluating sources and using evidence; and 4 Communicating
conclusions and taking informed action. The Inquiry Arc focuses on inquiry and pursuing knowledge through
questions in particular that support rigorous student learning.
To learn more about project-based learning in social studies, check out the links below.
(a) Project Based Learning in History and Social Studies - MiddleWeb
(b) Project-Based Learning: Inspiring Middle School Students to Engage ...
(c) Social Studies Projects & Ideas for PBL History, Geography & Civics ...
Cycle 1:
Prehistoric Societies; Early River Valley Civilizations and Empires; Early Semitic Civilizations
and Religion
Duration: Units 1-5: Assessments:
9 Weeks • Unit 1 Prehistory • Ongoing teacher-created formative
36 Instructional days out of 39 calendar • Unit 2 Mesopotamia and the Fertile assessments
school days Crescent • Teacher-created summative
• Unit 3 Ancient Egypt assessments
• Unit 4 Indus River Valley and Ancient
China (Shang Dynasty)
• Unit 5 Ancient Hebrews, Judaism and
the Phoenicians
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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.
DOK 2
VOCABULARY:
Neolithic, domestication, stable food supply, agriculture, revolution, megaliths, permanent shelters, community, division of labor, trade,
written language, advanced society, civilization
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
VOCABULARY:
The Fertile Crescent, Mesopotamia, silt, irrigation, canals, levee, surplus, rural, urban, city-state, kingdom, empire, polytheism, social hierarchy or social
structure, king, priest, merchant, artisan, farmer, technology, plow, wheel, cuneiform, pictograph, scribe, epic, architecture, ziggurat, government, army
VOCABULARY:
agriculture, domestication, surplus food supply, plow, wheel, cuneiform, pictographs, epics, architecture, ziggurat, rule of law, Hammurabi’s Code,
chariot, siege warfare, steles, Akkadian Empire, Assyrian Empire, Babylonian Empire, Neo-Babylonian Empire or Chaldeans, Hanging Gardens of Babylon,
satraps
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
VOCABULARY:
cataracts, delta, topography, vegetation, physical features or physical characteristics, elevation, desert, flood, silt, Nile River, Upper Egypt, Lower Egypt
Socratic Seminar Aids, College of William and Mary • Lesson Plan 2: Tombs and the Afterlife, Egypt's
Golden Empire, PBS Learning Media
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website
Suggested Days:
Topic 3: Daily Life
4
SUPPORTING QUESTION:
o What is a social pyramid?
o What was daily life in Ancient Egypt like?
o What were the most important elements of Ancient Egyptian culture?
VOCABULARY:
social pyramid or social structure, social classes, government officials, noble, advisor, priest, scribe, artist or artisan, architects, soldiers, peasants, slaves,
status, roles, afterlife, pyramids, agriculture, mummification process, hieroglyphs or hieroglyphics, scribe school, harvest, taxes, granary
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
Analyze an Artifact, Strategy • Ancient Egypt, Crash Course World History, PBS
I can explain how the social pyramid reflected unique Learning Media
perspectives within Egyptian culture (07-1.1.1; 07- Inquiry-based Learning, Strategy
2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-5.1.1; • Lesson Plan 6: A Day in the Life of an Egyptian:
07-5.1.2; 07-5.3.3). Graphic Organizers, Customizable graphic organizers, Egypt's Golden Empire, PBS Learning Media
Worksheetworks.com website
• Ancient Egypt, Documentary, YouTube
Structured Academic Controversy, Strategy from
TeachingHistory.org website • Ancient Egypt, Encyclopedia Britannica Online
VOCABULARY:
hieroglyphs or hieroglyphics, papyrus, Rosetta Stone, The Sphinx, obelisk, mummification process, sarcophagus, pyramids
Question Formulation Technique, Strategy • Building the Pyramids of Ancient Egypt, PBS
Learning Media
Analyze an Artifact, Strategy
• The Mummification Process, Getty Museum
Inquiry-based Learning, Strategy Video
Socratic Seminar, Suggestions for Set up Blogpost • Lesson Plan 1: Hieroglyphs and Communication,
Egypt's Golden Empire, PBS Learning Media
Socratic Seminar, Suggestions and ideas Blogpost
• Lesson Plan 5: Architectural Marvels, Egypt's
How to Run a Socratic Seminar, Blogpost Golden Empire, PBS Learning Media
Socratic Seminar Aids, College of William and Mary • The Science and Technology of Ancient Egypt:
Egypt's Golden Empire, PBS Learning Media
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
VOCABULARY:
subcontinent, monsoons, basins, tributaries, Inner China, Outer China, Indus River, Brahmaputra River, Yellow River Yangtze River, Gobi Desert,
Taklimakan Desert, Thar Desert, Deccan Plateau, Himalaya Mountains, Hindu Kush Mountains, Eastern and Western Ghats, North China Plain
I can describe the physical and cultural characteristics Analyze an Artifact, Strategy • The Story of India Part 1: The Ganges River, PBS
of Ancient China (07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Learning Media
3.1.1; 07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1; 07-4.3.1; Inquiry-based Learning, Strategy
07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07- • Assignment: Comparing Southwest Asia and the
5.3.3). Structured Academic Controversy, Strategy from Indus River Valley, PBS Learning Media
TeachingHistory.org website
• Ancient River Valley Civilizations: Map Activity,
Socratic Seminar, Suggestions and ideas Blogpost Website
VOCABULARY:
citadel, fortress, granary, scales, standard weights, chart, great bath, drain, ritual, stone seals, pictographs, sewer system, channels, mud bricks, chess,
clay models, Sanskrit, nomads, polytheism
Culturally Responsive Teaching Strategies, The • Humans and Ideas segment of Patterns of
Education Alliance at Brown University website Interregional Unity, World History for Us All
Suggested Days:
Topic 3: Ancient China (Shang Dynasty)
2
SUPPORTING QUESTIONS:
o What causes civilizations to flourish or decline?
o What happened to the Shang Dynasty?
VOCABULARY:
dynasty, clan, Shang Ren, human sacrifices, oracle bones, ancestor worship, bronze casting, money, cowrie shells, pictographs, logographs, jade
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
VOCABULARY:
Semitic, Semite, Anti-Semite, monotheism, Israel, land bridge, Mediterranean Sea, Israelites, Jews, covenant, Judaism, Abraham, descendants, Torah,
Old Testament, Dead Sea scrolls, exodus, Ten Commandments, social justice, temple, prophet, priest, king, diaspora, rabbi, Talmud, Passover, Hanukkah,
ethics, exile, dispersion, colonies
VOCABULARY:
Phoenicia, Phoenicians, purple dye, alphabet, trade, sailors, timber, lumber, shipbuilding, explorers, colony, Canaan, Lebanon, Carthage
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
*Planning Note: This topic is the foundation for a later Claims, Reasons and Evidence Graphic Organizer, • The Phoenicians, Ancient History Encyclopedia
focus on Carthage (a Phoenician colony in North Instructions for use Online article
Africa) and the Punic Wars within the unit on Rome.
Question Formulation Technique, Strategy • Phoenician Civilization, Map Resource,
I can describe cause-and-effect relationship between Timemaps.com
Phoenician trade, the alphabet and the spread of Analyze an Artifact, Strategy
civilization across the Mediterranean Sea (07-2.1.1; • Phoenicians History, Online article
SS-07-2.1. 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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
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. DOK 3
STANDARDS
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). DOK 3
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
VOCABULARY:
Greco-Roman world, classical, antiquity, era, period, age, peninsula, Peloponnesus, Aegean Sea, Adriatic Sea, Ionian Sea, Mediterranean Sea, Crete,
Mount Olympus, Asia Minor, colonies, olive trees and olive oil, sailors, Minoans, Mycenaeans, bull jumping, Knossos
I can describe the effects of the Minoan and Inquiry-based Learning, Strategy • "The Good Strife" The Greeks, full episode, PBS
Mycenaean civilizations on later Greek culture (07- Learning Media, Video
2.1.1; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.2; Structured Academic Controversy, Strategy from
07-4.3.1; 07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07- TeachingHistory.org website • Ancient Civilizations: Mycenaeans and
5.1.2; 07-5.3.2). Phoenicians, Documentary Video Clip on
Map Activity: Ancient Sites of Crete, PBS Learning YouTube
Media
Topic 2: Suggested Days:
The Polis 4
SUPPORTING QUESTIONS:
o What is a polis?
o Who ruled the city-state?
o What factors led to democracy in Athens?
I can compare and contrast ancient democracy with Analyze an Artifact, Strategy • The Persians and Greeks, Crash Course World
modern day democracy (07-1.1.1; 07-1.1.2; 07-5.1.2). History on YouTube
Inquiry-based Learning, Strategy
• The Birth of Democracy, PBS Learning Media
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website • Greece, Rome, & the United States: How has
citizen participation changed?, Prezi Presentation
JCPS SharePoint, Polis Frayer Model Graphic
Organizer
Topic 3: Suggested Days:
The Greek City-states of Athens and Sparta* 3
SUPPORTING QUESTIONS:
o How did life in Athens differ from life in Sparta?
o What were the characteristics of Athenian and Spartan culture?
o Did Athens and Sparta ever unite?
VOCABULARY:
Peloponnesus, Council of 500, assembly, agora, phalanx, hoplite, navy, trireme, citizen, Athenian, Spartan, tutor, artisan, democracy, oligarchy, Council
of Elders, helots, agoge, barracks, gymnasium, Persia, Persian Wars, Darius, Pericles, cavalry, Leonidas, 300 Spartans, Xerxes, Marathon, Thermopylae,
Academic Services/ Curriculum Management
Revised: April 2017
Page 28
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
Salamis, Themistocles, Peloponnesian War, Delian League
VOCABULARY:
Pericles, Parthenon, Homer, Mythology, Aesop’s Fables, Sappho, drama, theaters, philosophy, gods and goddesses, Zeus, Hera, Poseidon, Hestia,
Demeter, Ares, Athena, Apollo, Artemis, Hephaestus, Aphrodite, Hermes, The Iliad, The Odyssey
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
Claims, Reasons and Evidence Graphic Organizer, • "The Good Strife" The Greeks, full episode, PBS
I can explain how Greek mythology was used within Instructions for use Learning Media, Video
their society (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1).
Graphic Organizers, Customizable graphic organizers, • From Cavemen to Kings, PBS Learning Media
I can explain how Greek culture was influenced by Worksheetworks.com website
mythology, literature and other forms of art like • The Greek Guide to Greatness, Videos by
entertainment such as architecture, sculpture, Question Formulation Technique, Strategy National Geographic and the National Hellenic
theater, philosophy and sports (07-2.1.1; 07-2.3.1; 07- Society
2.3.2; 07-5.1.1; 07-5.3.2). Analyze an Artifact, Strategy
• Chasing Greatness, PBS Learning Media
Inquiry-based Learning, Strategy
• The Persians and Greeks, Crash Course World
Discrepant Event, Strategy History on YouTube
Topic 5: Suggested Days:
Alexander the Great and Hellenistic Culture 4
SUPPORTING QUESTION:
o What was so great about Alexander?
o How did Alexander the Great spread Greek culture?
VOCABULARY:
Hellenistic, phalanx, Peloponnesian War, Macedonia, Alexandria, Thebes, Library at Alexandria, Aristotle, allies, Asia Minor, Persian Empire, Greek-style
cities
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
Claims, Reasons and Evidence Graphic Organizer, • Alexander the Great, Crash Course World History,
I can explain how Alexander was able to conquer the Instructions for use PBS Learning Media
Greeks and the Persians (07-1.1.1; 07-2.1.1; 07-2.3.1;
Question Formulation Technique, Strategy • The Rise of Alexander the Great, PBS Learning
I can describe how Alexander the Great spread Greek Media
culture and ideas within his empire (07-1.1.1; 07- Inquiry-based Learning, Strategy
2.1.1; 07-2.3.1; 07-2.3.2; 07-4.1.1; 07-4.3.1; 07-4.3.2; • Cast of Characters: Alexander the Great, The
07-5.3.2). Discrepant Event, Strategy Story of India, PBS Learning Media
Culturally Responsive Teaching Strategies, The • Macedonia Song, History Teachers on YouTube
Education Alliance at Brown University website
• JCPS SharePoint, Venn Diagram Alexander and
Structured Academic Controversy, Strategy from Darius Graphic Organizer
TeachingHistory.org website
Topic 6: Suggested Days:
Contributions and Legacy 3
SUPPORTING QUESTION:
o How have the thoughts, ideas, and cultures of ancient peoples affected our world?
o How has Greek culture influenced our world?
VOCABULARY:
history, Herodotus, Thucydides, democracy, philosophy, Socrates, Plato, Aristotle, reason, mathematics, geometry, astronomy, Hipparchus, biology,
architecture, theater, amphitheater, Euclid, medicine, Hippocrates, Hippocratic Oath, Parthenon, drama, history, Hypatia, Archimedes, columns, Ionic,
Doric, Corinthian, sculptures, drama, sports, Olympic Games
Question Formulation Technique, Strategy • Horrible Histories: Groovy Greeks- Olympics, BBC
on YouTube
Analyze an Artifact, Strategy
• Donald Duck in Mathmagic Land, Video on
Inquiry-based Learning, Strategy
YouTube
Discrepant Event, Strategy
• Differences between Religion and Philosophy,
Online Smart Notebook Lesson
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website
• Venn Diagram, Religion and Philosophy, Online
Smart Notebook Lesson resource
Socratic Seminar, Suggestions for Set up Blogpost
Socratic Seminar, Suggestions and ideas Blogpost • Inquiry Design Module, Sample IDN from NY,
Olympics
How to Run a Socratic Seminar, Blogpost
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
SS-08-1.1.2 Students will describe and give examples to support how democratic government in the United States prior to Reconstruction functioned to preserve and protect the rights
(e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). DOK 3
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). DOK 3
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
VOCABULARY:
Greco-Roman world, Apennines, Alps, Adriatic Sea, Ionian Sea, Tyrrhenian Sea, Ligurian Sea, Mediterranean Sea, Tiber River, Romulus, Remus, Palatine
hill, Etruscans, Etruria, cuniculus, arch, keystone, aqueducts, slave fighting, chariot races, alphabet, Aeneid, Virgil, Aeneas, Troy, Trojan War,
mythology, patricians, plebeians, republic, senate, consuls, magistrates, assembly, tripartite or three-part (branches), checks and balances, separation
of powers, Law of the Twelve Tables or Twelve Tablets, constitution, rule of law
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
Claim, Evidence and Reasoning, Teaching Arguments • Geography of Ancient Rome, Webpage
I can explain how the geography of Rome both Prezi
promoted and limited human activities (07-3.1.1; 07- Claims, Reasons and Evidence Graphic Organizer, • Geography of Italy, Map Options,
3.4.1; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; Instructions for use Worksheetworks.com
07-4.4.1; 07-4.4.2).
Graphic Organizers, Customizable graphic organizers, • The Founding of Rome, Webpage
I can analyze and describe ways in which the culture Worksheetworks.com website
and technology of the Greeks and Etruscans • The Etruscans, an introduction, Essay from Khan
influenced Roman culture (07-2.1.1; 07-2.3.1; 07- Question Formulation Technique, Strategy Academy
2.3.2; 07-3.4.2; 07-4.2.2; 07-5.1.1; 07-5.1.2).
Analyze an Artifact, Strategy • Etruscan People, Online Encyclopedia Britannica
I can explain the significance of the story of the
“founding of Rome” to Roman culture (07-1.1.1; 07- Inquiry-based Learning, Strategy • Who Were the Etruscans?, Essay from
2.1.1). Thoughtco.com Website
Discrepant Event, Strategy
I can explain how the Roman Republic was structured • Secrets in the Dust: The Etruscans, Video on
and why (07-1.1.1; 07-1.1.2; 07-5.3.2). Structured Academic Controversy, Strategy from YouTube
TeachingHistory.org website
I can compare and contrast the Roman Republic and • Map of Rome, PBS Learning Media
Athenian Democracy (07-1.1.1; 07-1.1.2; 07-5.3.2). Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website • JCPS SharePoint, Venn Diagram Republic and
Democracy Graphic Organizer
I can analyze and explain the connected events and Culturally Responsive Teaching Strategies, The • Ancients Behaving Badly: Caligula, History on
the multiple cause-and-effect relationships that Education Alliance at Brown University website YouTube
turned Rome from a republic to an empire (07-1.1.1;
07-1.1.2; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07- Socratic Seminar, Suggestions for Set up Blogpost • Ancients Behaving Badly: Nero, History on
4.3.1; 07-4.3.2; 07-5.1.1; 07-5.1.2). YouTube
Socratic Seminar, Suggestions and ideas Blogpost
I can argue for whether life for the people of Rome • The Roman Empire: Caligula and 1400 Days of
was better under the republic or under a Caesar (07- How to Run a Socratic Seminar, Blogpost Terror, History on YouTube
Academic Services/ Curriculum Management
Revised: April 2017
Page 36
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
1.1.1; 07-1.1.2; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1;
07-5.1.2). Socratic Seminar Aids, College of William and Mary
Socratic Seminar Aids, College of William and Mary • Inquiry Design Module, Sample IDM from NY, Fall
of the Roman Empire
Academic Services/ Curriculum Management
Revised: April 2017
Page 37
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
Assignment: Weakening of Empires, PBS Learning
Media
VOCABULARY:
Before Christ (BC), Anno Domini (AD) or “In the year of the Lord”, Before Common Era (BCE), Common Era (CE), messiah, trinity, salvation, Roman
Catholic Church, Eastern Orthodox Church, protestant, baptism, communion, crucifixion, resurrection, gospels, disciples, apostles, parables, missionary,
priest, minister or pastor
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
*Planning Note: This unit provides the historical Question Formulation Technique, Strategy • Map: The World's Religions, PBS Learning Media
context and brief history for introducing Christianity,
the second of the five major world religions which are Analyze an Artifact, Strategy • Teacher's Guide: Christianity in Images, PBS
all covered over the course of the year.
Learning Media
Inquiry-based Learning, Strategy
I can explain the historical setting for the
development of Christianity (07-2.1.1; 07-2.3.1; 07- Socratic Seminar, Suggestions for Set up Blogpost • Christianity Facts, Religionfacts.com
2.3.2; 07-5.1.1; 07-5.1.2).
Socratic Seminar, Suggestions and ideas Blogpost • The last bit of Part 1: Christianity: The Second
I can list and explain the core beliefs of Christianity Thousand Years concludes an overview of the
(07-2.1.1). Socratic Seminar Aids, College of William and Mary history of the first thousand years of Christianity,
with the conflict of Pope Gregory VII and Holy
I can describe how Christianity flourished in the Structured Academic Controversy, Strategy from Roman Emperor Henry IV.
Roman Empire (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; TeachingHistory.org website
07-5.1.2). • Constantine Song, History Teachers
Topic 6: Suggested Days:
Legacy, Achievements and Lasting Contributions 2
SUPPORTING QUESTIONS:
o Given all that they passed on, did Rome really fall?
Academic Services/ Curriculum Management
Revised: April 2017
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GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
o What legacy did the Romans leave behind?
o Is any part of the Roman Empire still around today?
o How have Roman ideas influenced the government, culture, and technology of our world?
VOCABULARY:
legacy, engineering, aqueduct, concrete, roads, milestones, arches, domes, vaults, infrastructure, Romance languages, civil law, statues, sculptures,
architecture, stadium, Pantheon, triumphal arch, Latin, prefix, stoics, stoicism, natural law, Roman Catholic Church
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
Claims, Reasons and Evidence Graphic Organizer, • Roman Roads, History Channel on YouTube
I can explain the legacy of the Romans and how they Instructions for use
have impacted our world (07-1.1.1; 07-1.1.2; 07-2.1.1; • Making a Roman Road, YouTube
07-5.1.1; 07-5.1.2; 07-5.3.2). Question Formulation Technique, Strategy
• Ancient Romans Masters of Technology, YouTube
Analyze an Artifact, Strategy
I can describe the engineering achievements of the • Making Roman Concrete, YouTube
Romans and the effects of those developments in the Inquiry-based Learning, Strategy
ancient world (07-3.1.1; 07-3.4.1; 08-3.4.2; 07-4.2.1;
• Roman Aqueducts, History Channel on YouTube
07-4.2.2; 07-4.4.1; 07-5.1.2; 07-5.3.2). Discrepant Event, Strategy
• Roman Aqueducts Historical, YouTube
Socratic Seminar, Suggestions for Set up Blogpost
I can describe the impact of Roman ideas in the areas
• Roman Engineering- Aqueducts, History Channel
of government, art and technology (07-1.1.1; 07- Socratic Seminar, Suggestions and ideas Blogpost on YouTube
1.1.2; 07-3.1.1; 07-3.4.1; 08-3.4.2; 07-4.2.1; 07-4.2.2;
07-4.4.1; 07-5.1.2; 07-5.3.2). How to Run a Socratic Seminar, Blogpost • Inquiry Design Module, Sample IDM from NY,
China and Rome
Socratic Seminar Aids, College of William and Mary
Fundamental Skills Standards spiral throughout the content. Instructional resources are included within each topic to address these standards.
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
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. DOK 3
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
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. DOK 3
Discrepant Event, Strategy • The Dark Ages, Crash Course World History Video
on YouTube
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website
I can compare and contrast life under Roman rule and Question Formulation Technique, Strategy • Coronation of Charlemagne, Discovery/History
life under a medieval king (07-1.1.1; 07-1.1.2; 07- Channel on YouTube
2.1.1; 07-3.1.1; 07-3.2.1; 07-3.2.2; 07-5.1.1; 07-5.1.2; Analyze an Artifact, Strategy
07-5.3.2; 07-5.3.4). • Charlemagne, Short film on YouTube
Inquiry-based Learning, Strategy
I can describe new social and political roles that • Who Were the Vikings, Discovery/History
emerged in Europe after the fall of Rome (07-1.1.1; Discrepant Event, Strategy Channel on YouTube
07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-5.1.1; 07-
5.1.2; 07-5.3.4). Culturally Responsive Teaching Strategies, The • Vikings: Inside the Life of a Viking, History
Education Alliance at Brown University website Channel on YouTube
Map Activity: Vikings Visit North America, PBS • The Vikings!, Crash Course World History Video
Learning Media on PBS Learning Media
Topic 3: Suggested Days:
Feudalism and Manor Life 10
SUPPORTING QUESTIONS:
o How were social relationships organized under feudalism?
VOCABULARY:
monks, monasteries, kings, knights, lords, vassals, fief, feudalism, manor, serfs, chivalry, power, barbarian, fealty or loyalty, landowner, noble, peasant,
manor house, castle, lady, squire, page, tournament, joust, taxes, head money or head tax, serve, promise, oath, manor lords, samurai, shogun, bushido,
daimyo, Heian period, martial arts, loyalty, honor and shame, seppuku or ritual suicide, haiku
STANDARDS
Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.
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). DOK 3
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 3
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. DOK 3
VOCABULARY:
Roman Catholic Church, persecution, pope, cardinals, archbishop, bishop, priest, clergy, power, authority, salvation, sacrament, baptism, confirmation,
Eucharist, matrimony, Holy Orders, penance, Extreme Unction, pilgrimage, cathedral, nave, transepts, flying buttresses, gargoyles, stained-glass
windows, gothic, education, university, natural law, Thomas Aquinas, holy days, monasticism, monastery, monks, nuns, friars, cloister, dormitory,
scriptorium, religious orders, mendicants, authority, excommunicate, Latin, Islam, Muslim, 5 pillars of Islam, prophet, Mecca, Dome of the Rock, Holy
Land, Jerusalem, Crusade, Judaism, Jew, Turks, pilgrims, caliph, caliphate, sultan, Palestine, Venice, trade, merchants, Qur’an, monotheism,
polytheism, jihad, hajj, Sunnah, Shari’ah, qadi, mufti, minaret, calligraphy, tolerance and intolerance, Reconquista, Spain, Portugal, Iberian Peninsula,
Umayyads, anti-Semitism, Spanish Inquisition, inquisitors, heresy, heretics, torture, Ottoman Empire
I can explain what factors led to popes and kings Culturally Responsive Teaching Strategies, The • Map: The World's Religions, PBS Learning Media
clashing (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Education Alliance at Brown University website
3.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). • Inside a Catholic Benedictine Monastery, the
How to Run a Socratic Seminar, Blogpost monks, History Channel on YouTube
I can make an argument for whether the pope or a
king had more power in the Late Middle ages (07- Socratic Seminar Aids, College of William and Mary • Coronation of Charlemagne, Discovery/History
1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-5.1.1; Channel on YouTube
07-5.1.2; 07-5.3.4). Lesson: The Five Pillars of Islam, PBS Learning Media
• Several videos in the Dark Ages topic, History
I can define and distinguish between the terms Islam Lesson: The Crusades, Western Reserve Public Media Channel on YouTube
and Muslim (07-2.1.1). Online
• Middle Ages, History Channel
*I can identify the core religious beliefs of Islam (07- Activity: Impact of the Crusades DBQ, White Plains
2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.1.2; 07-5.3.3). Public Schools.org
• The last bit of Part 1: Christianity: The Second
Thousand Years concludes an overview of the
*I can describe cause-and-effect relationships Jerusalem: Sacred and Contentious, PBS Learning
history of the first thousand years of Christianity,
between Christians, Muslims, and Jews before, Media
with the conflict of Pope Gregory VII and Holy
during, and after the Crusades (07-2.1.1; 07-2.3.1; 07-
Roman Emperor Henry IV.
2.3.2; 07-5.1.1; 07-5.1.2; 07-5.3.3; 07-5.3.4). The Crusades: Pilgrimage or Holy War, Crash Course
World History Video on PBS Learning Media
• Selected scenes from The Secret Files of the
I can describe how the Roman Catholic Church
Inquisition, Part 2 Productions, et al., 2007
responded to heretics and non-Christian people in The Hajj: Islamic Sacred Pilgrimage, PBS Learning
Spain (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.1.2; Media
• Spanish Inquisition song, History Teachers
07-5.3.4).
Inside Islam, History Channel on YouTube
I can describe cause-and-effect relationships that led Culturally Responsive Teaching Strategies, The • Magna Carta: Introduction, Video Clip from PBS
to the decline of feudal manors and the rise of towns Education Alliance at Brown University website Learning Media
(07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-
Socratic Seminar, Suggestions for Set up Blogpost
Academic Services/ Curriculum Management
Revised: April 2017
Page 48
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
3.4.2; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.1; • Magna Carta: Relevant for the 21st Century,
07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.4). Socratic Seminar, Suggestions and ideas Blogpost Video Clip from PBS Learning Media
I can describe the development of trade, trade How to Run a Socratic Seminar, Blogpost
associations, and capitalism in the Late Middle Ages
(07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.4.1; 07-3.4.2; 07- Socratic Seminar Aids, College of William and Mary
5.1.1; 07-5.1.2; 07-5.3.4).
Activity: Magna Carta Guided Notes and DBQ, Mr.
I can explain the significant achievement the Casey History Files
Magna Carta symbolized (07-1.1.1; 07-1.1.2; 07-
5.1.1; 07-5.1.2; 07-5.3.4). Interactive Lessons: Medieval Towns, Annenberg
Learner Online
I can describe how the Magna Carta promoted justice,
equality, responsibility, and freedom during the Later Lesson: The Decline of Feudalism, Online Lesson Plan
Middle Ages and how it influenced modern societies
(07-1.1.1; 07-1.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4).
Topic 3: Suggested Days:
Plague and War 7
SUPPORTING QUESTIONS:
o How did the Black Death affect the economy and social institutions of Europe?
o How did the Hundred Years’ War impact social hierarchies and political power in Europe?
VOCABULARY:
Bubonic Plague or the Black Death, buboes, epidemic or contagion, pestilence, Silk Road, plague doctors, plague mask, battle of Crecy, longbow,
crossbow, battle of Orleans, witch, heretic, taxes, professional armies, gunpowder, nationalism or national unity, patriotism, Parliament, power
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
I can identify and describe the factors that Claim, Evidence and Reasoning, Teaching Arguments • David Macaulay's Castle, PBS Video on YouTube
contributed to the cause, spread and impact of the Prezi
Black Death (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; • David Macaulay's Cathedral, PBS Video on
07-5.1.1; 07-5.1.2; 07-5.3.4). Claims, Reasons and Evidence Graphic Organizer, YouTube
Instructions for use
I can describe cause-and-effect relationships between • Disease!, Crash Course World History on
towns and cities, the Black Death and feudalism (07- Graphic Organizers, Customizable graphic organizers, YouTube
2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; Worksheetworks.com website
07-4.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). • The Black Death song, History Teachers
Academic Services/ Curriculum Management
Revised: April 2017
Page 49
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
Question Formulation Technique, Strategy
I can describe how the Black Death affected the • St. Crispin's Day Speech, Henry V, William
economy and social structure of Europe (07-2.1.1; 07- Analyze an Artifact, Strategy Shakespeare on YouTube
2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.3.2;
07-5.1.1; 07-5.1.2; 07-5.3.4). Inquiry-based Learning, Strategy • Battle of Agincourt, Video on YouTube
I can identify the causes of the Hundred Years’ war Discrepant Event, Strategy • Battle of Agincourt song, History Teachers
(07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-
4.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). Culturally Responsive Teaching Strategies, The • 7 Things You Didn’t Know About Joan of Arc,
Education Alliance at Brown University website History Channel
I can describe how the Hundred Years War impacted
the social structure and political power of kings and Lesson: The Decline of Feudalism, Online Lesson Plan
lords (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1;
07-4.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). Document-Based Question: “The Black Death: How
Different Were Christian and Muslim Responses?” in
I can identify effects of the Hundred Years’ War in Document Based Questions in World History, The
both England and France (07-1.1.1; 07-2.1.1; 07-2.3.1; DBQ Project, 2005, ISBN: 0-9711098-3
07-2.3.2; 07-3.1.1; 07-4.1.1; 07-5.1.1; 07-5.1.2; 07-
5.3.4).
Fundamental Skills Standards spiral throughout the content. Instructional resources are included within each topic to address these standards.
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. DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
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. DOK 3
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
Suggested Days:
Topic 1: Hinduism and Buddhism
3
SUPPORTING QUESTIONS:
o How did the teachings of Hinduism affect life in India?
o How did the teachings of Hinduism influence the development of Buddhism?
o How did the teachings of Buddhism impact Asia?
o How have the thoughts, ideas and cultures of ancient peoples impacted our world?
o How does a philosophy differ from a religion?
VOCABULARY:
polytheism, Hinduism, Vedas, Varnas, Brahminism Sanskrit, Brahmins, Kshatriyas, Vaisyas, Sudras, caste system, caste rules, Brahman, atman,
reincarnation, dharma, karma, untouchables, Dalitas, deities, samsara, reincarnation, pilgrimages, Brahma, Siva, Vishnu, temples, Buddhism, fasting,
meditation, nirvana, Eightfold path, the Buddha, ascetic, Four Noble Truths, enlightenment, monks, Siddhartha, three forms of suffering, alms, middle
way or path, Bodhi tree
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
*Planning Note: This unit provides the historical Graphic Organizers, Customizable graphic organizers, • Map: The World's Religions, PBS Learning Media
context, brief history and teachings of Hinduism Worksheetworks.com website
and Buddhism, the last two of the five major • The Story of India, Part 2: The Hindu Religion,
Question Formulation Technique, Strategy PBS Learning Media
world religions which are all covered over the
course of the year.
Inquiry-based Learning, Strategy • The Core Tenets of Hinduism, PBS Learning
Media
I can describe the core beliefs and teachings of Culturally Responsive Teaching Strategies, The
Hinduism (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07- Education Alliance at Brown University website • Buddha and Ashoka, Crash Course World History
5.3.3).
Video on YouTube
Activity: The Expansion of Hinduism, PBS Learning
I can analyze the similarities and differences between Media • The Story of India, Part 2: Buddhism, PBS
Hinduism and the three monotheistic religions (07-
Learning Media
2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.3.3). Teacher's Guide: Hinduism in Images, PBS Learning
Media • The Evolution of Buddhism in Japan, PBS
Learning Media
I can describe the purpose and significance of the Silk Assignment: The Decline of the Mongol Empire, PBS • The Silk Road and Ancient Trade, Crash Course
Road (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; Learning Media World History from PBS Learning Media
07-3.4.2; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-
4.4.1; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.2; 07- Assignment: Weakening of Empires, PBS Learning • Genghis Khan and the Making of the Modern
5.3.3). Media World, by Jack Weatherford, Three Rivers Press,
2004, ISBN: 0-609-80964-4. The introduction of
I can identify factors which stimulated economic Assignment: The Impact of Trade on Europe and this book provides a helpful overview of the
growth and development in China (07-2.3.1; 07- China, PBS Learning Media impact of Genghis Khan on our world today. You
2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.2; 07-4.3.2; can find excerpts here.
07-4.4.1; 07-5.3.2; 07-5.3.3). Map Activity: Trade Across Regions, Climates and
Continents, PBS Learning Media • Mongolian Culture, Mongolian Culture website
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). DOK 3
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.
DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 3
VOCABULARY:
Turks, Seljuks, sultan, Anatolia, Byzantine Empire, Holy Land, Ottoman Empire, Safavid Empire, Mughal Empire, Sufism, Omar Khayyam, Shia, Sunni,
patrons, minaret, calligraphy, astrolabe, observatory, philosophy, cultural diffusion, zoology, underground wells
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
I can describe how Islamic empires grew and were Graphic Organizers, Customizable graphic organizers, • Islamic Civilization: The Golden Age of Learning,
organized (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Worksheetworks.com website Video on YouTube
5.1.1; 07-5.1.2; 07-5.3.3).
Question Formulation Technique, Strategy • The Rise and Fall of Islam's Golden Age, Video on
I can give examples of how Islamic culture influenced YouTube
modern societies (07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Inquiry-based Learning, Strategy
5.1.1; 07-5.1.2; 07-5.3.3).
Academic Services/ Curriculum Management
Revised: April 2017
Page 58
GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
Topic 3: Suggested Days:
Empires of Africa 4
SUPPORTING QUESTIONS:
o How did trade change the kingdoms of West Africa?
o How did trade with Muslims impact the kingdoms of East Africa?
VOCABULARY:
rifts, sub-Saharan Africa, Sahel, Niger River, savannah, rain forests, Nok, smelting, ironworking, Jenne-jeno, tribute, Ghana, Mali, Songhai, trans-Saharan
trade, gold, salt, gold-salt trade, Islam, Arabic, traders, patrilineal, extended family, animism, silent barter, Tunka Manin, Sundiata, Sunni Ali, Askia the
Great, oral history, griots, proverbs, kente, genealogies, folktales, proverb, call and response, drumming, drums, terra-cotta, applique
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
I can explain the differences between the kingdoms Map Activity: A History of Africa Through Maps, PBS • Historic Sites of Kilwa, World Monuments Fund
of West Africa and other kingdoms we have studied Learning Media
this year (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07- • Music of Mali, PBS Learning Media
5.1.1; 07-5.1.2; 07-5.3.3). Map Activity: Natural Resources of West Africa, PBS
Learning Media • West African Dance, PBS Learning Media
I can explain how trade and religion impacted the
empires of East and West Africa (07-1.1.1; 07-2.1.1; Map Activity: Trade Across Regions, Climates and • Griot: Anansi's Rescue from the River, PBS
07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07- Continents, PBS Learning Media Learning Media
4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.2; 07-5.1.1;
07-5.1.2; 07-5.3.3). Map Activity: Fishing and Food Production of West • Mansa Musa and Islam in Africa, Crash Course
Africa, PBS Learning Media World History from PBS Learning Media
I can describe the unique culture and traditions of the
West African civilizations (07-2.1.1; 07-2.3.1; 07-2.3.2; Assignment: West Africa Before the Europeans, PBS • Assignment: Ghana, Mali and Songhai Cluster,
07-5.1.1; 07-5.1.2; 07-5.3.3). Learning Media PBS Learning Activity
Assignment: Agriculture and Commerce in West • Assignment: History, Society, Kinship and
Africa, PBS Learning Media Kingship in Ghana, PBS Learning Media
STANDARDS
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.
DOK 2
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. DOK 2
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. DOK 2
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. DOK 2
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). DOK 2
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. DOK 2
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. DOK 2
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. DOK 3
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. DOK 2
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.DOK 2
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. DOK 3
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. DOK 2
The Maya: The Lost Civilization, National Geographic • Conquistadors: The Conquest of the Incas, Video
Documentary on PBS Learning Media
Lost Kingdom of the Maya, Documentary on YouTube • Pizarro's Defeat of Atahualpa, Video Clip on
YouTube
Mayans, History Music Video and Song
• The Spanish Empire, Crash Course World History
Crazy Ol' Aztecs, History Music Video and Song from PBS Learning Media
If I was an Incan, History Music Video and Song
I can identify and describe many of the important Lesson Plan 4: Empires, The Medici, PBS Learning
people within the Renaissance outside of Italy (07- Media
2.1.1; 07-2.3.1; 07-2.3.2; 07-4.2.1; 07-4.2.2; 07-4.3.1; Interactive Timeline: Empires, The Medici, PBS
07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07- Learning
5.3.2).
Graphic Organizers, Customizable graphic organizers,
I can explain how new ideas and perspectives Worksheetworks.com website
emerged, developed and spread during the
Renaissance (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; Question Formulation Technique, Strategy
07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.1; 07-
4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.2). Inquiry-based Learning, Strategy
I can describe how the Gutenberg printing press Empires: Martin Luther, PBS Learning Media • Printing Press, PBS Learning Media
spread information and promoted historic changes
throughout the world (07-2.1.1; 07-2.3.1; 07-2.3.2; Martin Luther Portrait, PBS Learning Media • Gutenberg in his Workshop, PBS Learning Media
07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.1; 07-
4.4.2; 07-5.1.1; 07-5.1.2). John Calvin Portrait, PBS Learning Media • A Page from Gutenberg's Bible, PBS Learning
Media
I can explain why the protestants desired to reform About Martin Luther, PBS Learning Media
the Christian Church rather than revolutionize it (07- • Gutenberg and the Printing Press, Video Clip on
2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.1.2). Luther and the Protestant Reformation, Crash Course YouTube
World History on YouTube
Copernicus and the Scientific Revolution, PBS • The Protestant Reformation, Encyclopedia
Learning Media Britannica Online
Isaac Newton, the Enlightenment and the Natural • The Enlightenment, Encyclopedia Britannica
World, PBS Learning Media Online
VOCABULARY:
The Enlightenment, the Scientific Revolution, theories, scientific method, rationalism, geocentric theory, heliocentric theory, telescope, gravity, mass,
formula, hypothesis, microscopes, barometer, thermometer Age of Exploration, motives, cartography, Portugal, Spain, England, colonies,
circumnavigate, Spanish Armada, epidemic, contagion, Asia, Crusades, capitalism, market economy, cottage industry, mercantilism, India, Indians,
Native Americans, America, Columbian Exchange, Great Convergence, plantations, market economy, supply and demand
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
I can describe how the discoveries and inventions of Claim, Evidence and Reasoning, Teaching Arguments • Measure for Measure, segments from Measure
the Scientific Revolution changed the way people Prezi for Measure: Space, Distance and Time video,
thought about the world (07-2.1.1; 07-2.3.1; 07-2.3.2; YouTube
07-4.4.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). Claims, Reasons and Evidence Graphic Organizer,
Instructions for use