gfusd history-social science grade 7 world history · pdf filegfusd history-social science...

Greenfield Union School District- 7th grade History Curriculum Map Adapted from SAUSD May 2017

GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 1: Fall of Rome

Big Idea The influence of an empire often lives on even after that empire falls or declines.

Essential Questions

Does power equal influence?

How do empires become powerful and influential?

What internal and external factors lead to the downfall of empires?

What remains or lives on after an empire falls/declines?

What were the primary reasons for the fall of Rome?

End of Unit Performance Task Thinking Map: Multi-Flow (Cause and Effect)- Fall of the Roman Empire.

CCSS Standards Content Standards ELD Standards

(Critical Principles) Core Texts

Cross-Content Connections

RH 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources

RH 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions

RH 6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/ social studies

RH 6-8.9 Analyze the relationship between a

primary and secondary source on the same topic.

W 6-8.1 Write arguments focused on discipline specific content

W 6-8.2 Write informative/explanatory texts,

including the narration of historical events W 6-8.4 Produce clear and coherent writing appropriate to task, purpose, and audience.

W 6-8.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting W 6-8.9 Draw evidence from informational texts to support analysis, reflection, and research

SL 7.1 Engage effectively in a range of collaborative discussions

SL 7.6 Adapt speech to a variety of contexts and tasks

7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

P.I: C.1 – Exchanging information and ideas with others through oral collaboration

P.I: C.4 – Adapting language choices to various cont3xts (based on task, purpose, audience, and test type)

P.I: Int.6 – Reading closely literary and informational texts to determine how meaning is conveyed

P.I: Pro.10 – Writing informational texts to describe and explain ideas and information, using appropriate technology.

P.II: C &C.6 – Connecting ideas

P.II: C &C.7 – Condensing ideas

Medieval and Early Modern Times (McGraw-Hill Glencoe)

Science: Pompeii volcano

Math: Map analysis, engineering aqueducts


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 2: Islam

Big Idea Belief systems influence people, cultures, and governments.

Essential Questions

How important is religion in our lives?

How does religion and cultural diffusion shape society?

How do belief systems unify and create a new identity for people?

What are different ways that belief systems grow and spread?

How does the interaction between people and belief systems solidify and change beliefs?

Why did Islam spread so quickly?

End of Unit Performance Task Thinking Map: Tree Map (Classification)- How did Islam spread?







RH 6-8.9 Analyze the relationship between a primary and secondary source on the same

topic. W 6-8.1 Write arguments focused on discipline specific content

W 6-8.2 Write informative/explanatory texts, including the narration of historical events W 6-8.4 Produce clear and coherent writing

appropriate to task, purpose, and audience. W 6-8.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting SL 7.1 Engage effectively in a range of collaborative discussions


7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

2. Trace the origins of Islam and the life and

teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

3. Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic

beliefs, practice, and law, and their influence in Muslims’ daily life.

4. Discuss the expansion of Muslim rule through

military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.

5. Describe the growth of cities and the

establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes

(e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

6. Understand the intellectual exchanges among

Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.








Math: map analysis, charts, math inventions Poetry: Islamic Art and

Architecture:

Islamic


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 3: Sub-Saharan Africa

Big Idea A civilization’s way of life is a product of both people and place.

Essential Questions

Do others affect the way we live and think?

How is Africa a continent of great geographic contrasts?

How are people within a community related in different ways?

How do communities use their skills and resources to build empires?

How are the culture and traditions of a civilization preserved and spread?

End of Unit Performance Task Students will create a newspaper page with articles that address each of the essential questions.







RH 6-8.9 Analyze the relationship between a primary and secondary source on the same topic. W 6-8.1 Write arguments focused on discipline specific content

W 6-8.2 Write informative/explanatory texts, including the narration of historical events W 6-8.4 Produce clear and coherent writing appropriate to task, purpose, and audience. W 6-8.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting SL 7.1 Engage effectively in a range of collaborative discussions


7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. 1. Study the Niger River and the

relationships of vegetation zones of forest, savannah, and desert to trade in gold salt, food, and slaves; and the growth of Ghana and Mali Empires.

2. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

5. Describe the importance of written and oral traditions in the transmission of African history and culture.








Art: Painting analysis Math: Map analysis, charts


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 4: China in the Middle Ages

Big Idea Rulers have a great impact on their society and leave lasting effects.

Essential Questions

Do leaders help or hurt?

How do belief systems influence people’s way of life?

How do rulers shape present and future civilizations?

How are lasting effects of rulers reflected in a society?

Should we celebrate the voyages of Zheng He?

End of Unit Performance Task Students will select one of the five dynasties (Tang, Song, Ming, Sui, and Yuan) and give a presentation describing what social, political, and technological advances came from it.








W 6-8.2 Write informative/explanatory texts, including the narration of historical events W 6-8.4 Produce clear and coherent writing

appropriate to task, purpose, and audience. W 6-8.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting SL 7.1 Engage effectively in a range of collaborative discussions


7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism.

2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods.

5. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood block printing, the compass, and gunpowder.

6. Describe the development of the imperial state and the scholar-official class.








Art: Painting analysis Math: Map and chart analysis


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 5: Medieval Japan

Big Idea New civilizations are an evolution of previous civilizations.

Essential Questions

What makes an idea everlasting?

What contributes to the advancement of civilizations?

How do internal and external conflicts affect civilizations?

Samurai and Knights: Are the similarities greater than the differences?

End of Unit Performance Task Students will construct Japan’s social hierarchy and explain the function of each role.










7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

1. Describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and Samurai and the lasting influence of the warrior code in the twentieth century.

5. Study the ninth and tenth centuries’ golden age of literature, art, and drama and its lasting effects on culture today.








Art: Painting analysis Architecture: Castles in Japan Math: Map and chart analysis


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 6: Meso-America (Maya, Inca, and Aztec)

Big Idea Civilizations across time and space share similar characteristics.

Essential Questions

Are we all more the same or different across continents?

How do people adapt to their environment and advance civilization?

What are the characteristics of a civilization?

How does geography influence the history of civilizations?

How do the roles and responsibilities of nobles and commoners differ in ancient societies?

The Maya: What was their most remarkable achievement?

The Aztecs: Should historians emphasize agriculture or human sacrifice?

End of Unit Performance Task Students will compose an essay explaining factors behind Cortes’ victory over the Aztecs.








W 6-8.2 Write informative/explanatory texts, including the narration of historical events W 6-8.4 Produce clear and coherent writing appropriate to task, purpose, and audience.

W 6-8.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting SL 7.1 Engage effectively in a range of collaborative discussions


7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.

1. Study the locations, landforms, and climates and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

2. Study the roles of people in each society.

4. Describe the artistic and oral traditions and architecture in the three civilizations.

5. Describe the Mesoamerican achievements.








Art: Painting analysis Architecture: Castles in Japan Math: Map and chart analysis


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 7: Medieval Europe

Big Idea Knowledge and the spread of ideas is the driving force for cultural change.

Essential Questions

How important is keeping order?

How do civilizations adapt and change after conflict?

What impact did feudalism have on Medieval Europe?

How does religion play an important role in shaping civilizations?

Samurai and Knights: Were the similarities greater than the differences?

End of Unit Performance Task Write a 1st person evaluation from the perspective of a lord/lady, knight or peasant of manorial life, including daily roles and responsibilities, the importance of church, and the effectiveness of the system of keeping order.











7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

3. Understand the development of feudalism and how feudal relationships provided the foundation for economic and political order.

4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs.

6. Discuss the causes and course of the religious Crusades and their effects on the Christians, Muslim, and Jewish populations.

7. Map the spread of the bubonic plague and describe its impact on global population.

8. Understand the importance of the Catholic Church as a political, intellectual, and aesthetic institution.








Art: Painting analysis Architecture: Castles in Europe Math: Map and chart analysis


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 8: The Renaissance

Big Idea With power comes choice.

Essential Questions

What makes an idea everlasting?

What types of economic and social conditions give rise to changes in society?

How do ideas impact history?

How do new ideas spread?

How did the Renaissance change man’s view of the world?

End of Unit Performance Task Students will assume the role of one of the important figures of the Renaissance. They will present background information about their chosen person and describe how their ideas had a lasting impact on the world.










7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism.

2. Explain the importance of Florence, with emphasis on the cities’ importance in the spread of Renaissance ideas.

5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy.








Art: Painting Analysis, new directions in art, math and art are combined to create 3D effect Architecture: Pillars, domes Math: Map and chart analysis Science: Printing press


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 9: The Reformation

Big Idea Throughout history, people have challenged the status quo for a variety of reasons.

Essential Questions

At what point do people begin to speak out against authority?

How do events (religious conflict) divide societies?

Why do people/groups of people challenge the status quo?

How do people respond to criticism?

Should members of a society agree and accept the teachings of its religious leaders?

Exploration or Reformation: Which was the more important consequence of the printing press?

End of Unit Performance Task Students will search for an example of a person/group who has challenged the status quo or a more powerful group. They will present their example and tie it back to Martin Luther.











7.9 Students analyze the historical developments of the Reformation.

1. List the causes for the internal turmoil in and weakening of the Catholic church.

2. Describe the theological, political, and economic ideas of the major figures. Explain the Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

5. Analyze how the Counter Reformation revitalized the Catholic church








Art: Painting Analysis Literature: The Queen’s Smuggler Math: Map and chart analysis, timelines


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 10: Age of Exploration

Big Idea There are winners and losers in global exchanges.

Essential Questions

What are the costs and benefits of global exchanges?

What are the positives and negatives of trade?

April 27, 1521: Was Magellan worth defending?

End of Unit Performance Task Students will compose two memoirs with opposing viewpoints on European contact with the Americas.










7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries.

1. Know the great voyages of discovery, the location routes, and the influence of cartography in the development of a new European worldview.

2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.








Art: Painting Analysis Math: Map and chart analysis, timelines


GFUSD History-Social Science GRADE 7 World History Curriculum Map 2017-2018 Unit 11: Scientific Revolution and the Age of Enlightenment

Big Idea Revolutionary ideas have a continued impact on societies and governments.

Essential Questions Do ideas from the past shape the present?

How did the Enlightenment have long-lasting effects on people’s ideas about government, economics, and society?

End of Unit Performance Task Students will create a storyboard to demonstrate how the United States was founded on ideas from the Scientific Revolution and the Enlightenment. Storyboard information will be drawn from the text and other found resources.










7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries.

3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.

5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers.








Art: Painting Analysis Math: Map and chart analysis Science: Scientific Revolution


Minimum Day- School Sites Closed- End of Grading Period- Benchmark Due Date-

GFUSD History-Social Science GRADE 7 World History Pacing Calendar 2017-2018

Unit 1: Fall of Rome Unit 5: Medieval Japan Unit 9: The Reformation

Unit 2: Islam Unit 6: Meso-America Unit 10: Age of Exploration

Unit 3: Sub-Saharan Africa Unit 7: Medieval Europe Unit 11: The Scientific Revolution and the Age of Enlightenment

Unit 4: China in the Middle Ages Unit 8: The Renaissance

School Month

First Week Second Week Third Week Fourth Week Student Attend. Days

Topic/ Instructional

Days M T W Th F M T W Th F M T W Th F M T W Th F

August Aug

2 3 4 7 8 9 10 11 14 15 16 17 18 2 Units 1-3

Benchmark #1

Due on or before

11/17/17

1

Aug/Sep 21 22 23 24 25 28 29 30 31 Sept

4 5 6 7 8 11 12 13 14 15 19 1

Sep/Oct 18 19 20 21 22 25 26 27 28 29 Oct

3 4 5 6 9 10 11 12 13 20 2

Oct/Nov 16 17 18 19 20 23 24 25 26 27 30 31 Nov

2 3 6 7 8 9 10 19 1

Units 4-5

Benchmark #2

Due on or before 2/2/18

Nov/Dec 13 14 15 16 17 20 21 22 23 24 27 28 29 30 Dec

4 5 6 7 8 15 1

Dec/Jan 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 Jan

2 3 4 5 10 1

Jan/Feb 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 Feb 2 19

1

Feb/Mar 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 Mar

2 18

Units 6-11

Benchmark #3

Due on or before

5/25/18

1

March 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 15

April Apr

3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 19 2

May 30 May

2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 20 1

May/Jun 28 29 30 31 Jun 4 180 Instructional

days 1

Last Week of School

First Week of School

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