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Harrison County Schools

Curriculum Guide for Social StudiesCourse Name: _World History___Grade Level Targeted: 7 th Grade Unit (s): _Geography Review__

Length: 1 Week

Essential Questionstoward

Course Objectives

KentuckyCore ContentVersion 4.1

Key Vocabulary Activitiesand

Assessments

What are the 5 themes of geography?

How will the 5 themes of geography help influence the beginning of ancient civilizations?

Patterns on Earth’s surface can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations.

SS-07-4.1.1Students 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

*Geography*Absolute Location*Relative Location*Place*Region*Human/ Environmental Interaction*Movement*Demography*Hemisphere*Intermediate Direction*Latitude*Longitude*Landforms*Legend*Physical Feature

1. Students will learn about the 5 themes of geography through definitions and notes. Students will use this knowledge to describe Harrison County, Kentucky using the 5 themes of geography.

2. Students will work in mixed ability pairs to create posters on the 5 themes of geography and the key vocabulary. Groups will be assigned a theme or key vocabulary word and will describe the theme/word through definitions, examples, pictures, symbols, etc.

3. Students will complete Monday bellringers throughout the year that review basic geography skills, such as reading maps, charts and graphs.

4. Students will be assessed on their knowledge through a multiple choice test.


Curriculum Guide for Social StudiesCourse Name: _World History___Grade Level Targeted: 7 th Grade Unit (s): _Early Humans__

Length: 3 Weeks


Course Objectives



Assessments

What technologies allowed early humans to advance?

What were the cultural characteristics of early humans?

How did agriculture lead to permanent civilizations?

What changes occurred for early humans following the Neolithic Revolution?

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

SS-07-2.1.1Students 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-07-3.4.2Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

SS-07-4.3.2Students 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-07-5.1.1Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the

*Paleolithic*Neolithic*Prehistory*Hunters and Gatherers*Artifacts*Migration*Agriculture*Domestication*Specialization*Technology*Primary Source*Secondary Source*Barter*Timeline

1. Students will understand terms such as timeline, AD, BC, decade, century and millennium. Students will use this knowledge to complete a timeline of world history from 18,000 BC to modern times.

2. Interpreting the Past History Alive Activity: Students choose an event from their past and illustrate that event. Students present their drawings to the class and their classmates try to describe the event. Teacher relates activity to the task that historians face when interpreting prehistory.

3. Paleolithic/Neolithic Life Activity: Students work in groups to complete a worksheet on 6 aspects of daily life in the Paleolithic and Neolithic Ages.

4. Paleolithic Art History Alive Activity: Students analyze 6 examples of art work from the Paleolithic Age to better understand cultural aspects of early humans.

5. Paleolithic/ Neolithic Comparison History Alive Activity: After students have been introduced to the basic changes of the Neolithic Age, they will use that knowledge to complete a comparison chart on food, occupations, populations/settlements, resources, shelter, and technology between Paleolithic and Neolithic.

6. Vocabulary Practice: Students will have daily key vocabulary words and will be assessed on these words on a weekly basic.

7. Open Response Practice: Students will complete the Time Capsule Open Response and learn the appropriate strategies for answering open response questions.

8. Assessment: Students will be assessed through a multiple choice and open response test. The open response question will address information from SS-07-5.3.1


Curriculum Guide for Social StudiesCourse Name: World History Grade Level Targeted: 7 th Grade Unit (s): _Mesopotamia_

Length: 3 Weeks


Course Objectives



Assessments

How did geography influence the settlement patterns of early civilizations?

How did natural resources influence the technology of Mesopotamia?

How did religion, family life and government influence the civilization in Sumer?

Why were Hammurabi and his reforms important to the people of Sumer and how have they influence our laws today?

How did the developments of Mesopotamia contribute to the developments of later civilizations?

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

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-07-1.1.1 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

*City-State*Priest-Kings*Artisans*Ziggurat*Cuneiform*Scribe*Empire*Hammurabi’s Code*Social institutions*Natural Resources*Civilization*Government*Religion*Interdependence*Migration*Culture* “Cradle of Civilization”*Conflict*Competition*Compromise*Cooperation

1. Students will apply their knowledge from the previous unit to complete a Cause and Effect Chart on the events that lead to the settlement of Mesopotamia and the effects afterwards.

2. Mesopotamia Settlement History Alive Activity: Students work in mixed ability pairs to complete a worksheet about the physical geography of Mesopotamia and how these featured influences or hindered settlement.

3. Students will complete pictures of a Mesopotamian city-state, including the Ziggurat, artisan shops, upper class homes, lower class homes, city wall, and surrounding farmland, to better understand the role of religion and the organization of the city-state.

4. Students will work in groups to write and perform short skits depicting one of Hammurabi’s Codes. Students will then compare laws and consequences from Mesopotamia to those of today.

5. Students will complete a Sequence Chain to show the evolution of Mesopotamian politics from Gilgamesh to Hammurabi.

6. Sumerian Achievements History Alive Activity: Students will describe how the Sumerians used different inventions/technologies and how those items


Course Objectives



AssessmentsSS-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-07-2.3.1 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-07-3.2.4 Students will explain ways in which societies in early civilizations prior to 1500 AD addressed basic economic questions about production, distribution, and consumption of goods and services. DOK 2

are used, have been improved upon to fit into today’s society.

7. Vocabulary Activity: Students will be assigned daily key vocabulary words and will be assessed on these words on a weekly basis.

8. Open Response Practice: Students will complete an Open Response addressing why Mesopotamia is considered the Cradle of Civilization and how its accomplishments influenced later civilizations.

9. Assessment: Multiple Choice and Open Response Test relating to SS-07-4.3.1


Course Objectives



AssessmentsSS-07-4.3.1 Students will describe the patterns of human settlement in early civilizations prior to 1500 Ad and explain how these patterns were influenced by human needs. DOK 2


SS-07-4.4.2Students 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-07-5.1.1Students 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


Course Objectives



Assessmentsindividuals 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-07-5.1.2Students 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


Curriculum Guide for Social StudiesCourse Name: World History__ Grade Level Targeted: 7 th Grade Unit (s): Egypt__

Length: 4 Weeks


Course Objectives



Assessments

Why was the Nile River so important to the growth of Egyptian civilization?

How were Egyptian religious beliefs an important part of their culture?

What is the influence of government and economics on the rise and fall of ancient Egypt?

How did Egyptian culture contribute to other civilizations?

SS-07-5.3. 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-07-1.1.1 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

*Shadoof*Pharaoh*Pyramids*Embalming*Mummy*Hieroglyphic*Papyrus*Nile River*Surplus *Trade*Sphinx*Architecture*Hereditary*Religion*Polytheistic*Monotheistic*Scarcity*Delta*Productive Resources*Natural Resources*Human Resources*Capitol Goods*Old, Middle, NewKingdoms*Irrigation

1. Students will complete a map activity on the physical geography of the Nile River Valley and answer questions relating geography to settlement.

2. Students will study hieroglyphics and use their knowledge to write their names.

3. Students complete a chart on the Old, Middle, and New Kingdoms, highlighting the similarities and differences between the Kingdoms.

4. Students will complete a Venn Diagram on the similarities and differences between Egyptian and Mesopotamian politics.

5. Students will watch video clips from the series The Pyramids and work in groups to complete critical thinking questions about Egyptian politics, religion, and architecture.

6. Students will complete a mathematics interdisciplinary activity on the Pyramids. Students will make a scale model of the pyramids and discuss its significance to Egyptian life.

7. Students will complete guided internet research on ancient Egypt to assist them with their Journal.

8. Students will use their knowledge of life in ancient Egypt to complete a creative portfolio piece. Students will take on the role of a citizen in ancient Egypt and write a series of journal entries from that perspective. This activity will also count as an assessment.

9. Students will analyze one achievement/invention of the ancient Egyptians. Students will discuss its significance to ancient Egypt and its impact on later civilizations.

10. Students will complete a map activity analyzing the trade routes and trading practices of ancient Egypt.

11. Students will complete a comic strip describing the decline of Egypt, including political, cultural and


Course Objectives



Assessments

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-07-3.4.1 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-07-4.2.1Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams,

economic reasons.12. Vocabulary Activity: Students will be assigned daily

key vocabulary words and will be assessed on these words on a weekly basis.

13. Open Response Practice: Students will complete an open response about the benefits of the Nile River on Ancient Egypt and how those benefits shaped Egyptian culture and daily life.

14. Assessment: Students will be assessed through a multiple choice and open response test. The open response will address SS-07-5.3.3.


Course Objectives



Assessments

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-07-4.4.1Students 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-07-4.4.2Students 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-07-5.1.1Students will use a variety of tools (e.g. primary and


Course Objectives



Assessmentssecondary 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



Curriculum Guide for Social StudiesCourse Name: World History___ Grade Level Targeted: 7 th Grade Unit (s): _Non-Western Civilizations___

Length: 6 Weeks


Course Objectives



Assessments

How did the Indus River affect the development of the ancient Indian civilization?

How did Hinduism develop in this region?

What were the major accomplishments of the ancient Indian civilization and how did they impact later societies?

How did the Huang Ho River affect the development of the ancient Chinese civilization?

How did Buddhism develop in this region?

What were the major accomplishments of the ancient Chinese civilization and how did these accomplishments influence later societies?

How did trade assist the Phoenicians in developing an alphabet?

How did Judaism develop

SS-07-5.3.3 Students will describe the rise of non-western cultures (Egyptian, Chinese, Indian) and explain ways in which these cultures influences government, philosophy, art, drama, and literature in the present day. DOK 3

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 AD. DOK 2

SS-07-2.1.1 Students will explain how elements of culture (language, arts, customs, beliefs, literature) served to define specific groups in the early civilizations prior to 1500 AD and resulted in unique perspectives. DOK 2

SS-07-3.1.1Students will explain and give examples of how

*Planned Communities*Indus River*Monsoon*Mohenjo-Daro*Harappa*Caste System*Hinduism*Gandhi*Reincarnation*Dynasty*Huang Ho River*Confucius *Buddhism*Buddha*Silk Road*Ancestor Worship*Mansa Musa*Kush*Ghana*Askum*Mali*Songhai*Zimbabwe*Kilwa*Phoenicians*Treaties*Carthage*Hebrews*Nomads*Descendants*Social Justice*Prophets*Monotheistic

1. Predicting Areas of Settlement in India History Alive: Students will view slides and work in mixed ability pairs to analyze the physical environment of India and to predict settlement patterns.

2. Unlocking the Secrets of Mohenjo-Daro: Students will view pictures of archaeological remains and make predictions about how ancient Indians lived.

3. Students will learn the basic characteristics of Hinduism and create a 5-section mandala with pictures to represent the basic beliefs of Hinduism.

4. Writing Activity: Students will learn about the major achievements of ancient Indian society (astronomy, mathematics, metal working, etc.) and write a piece about those achievements and their impact on students’ lives today.

5. Students will label major physical features of China on a map and complete a series of critical thinking questions relating geography to settlement.

6. Students will view video clips from United Streaming about the political, social, and economic history of China and work in pairs to complete a video guide.

7. Students will review the political history of China from 10,000 BC to 1500 AD. Pairs of students will be assigned a specific event in history to describe and illustrate. Completed illustrations will be compiled into a timeline of ancient Chinese politics.

8. Students will use their textbooks to complete a reading guide on Chinese religion. The guide will include “first impressions,” “fast facts,” and “final thoughts”.

9. Students will learn about the impact of the Silk Road and apply that knowledge to trade of the Phoenicians.

10. Interactive Slide Lecture: Students will view slides and participate in a class discussion about the origins of


Course Objectives



Assessmentsamong the Hebrew people?

How did the Assyrians, Chaldeans, and Persians build great empires and influence world history?

What lasting contributions did ancient African civilizations make to later societies?

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-07-3.4.1Students 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

*Empire*Babylon*Nebuchadnezzar

Judaism, including important people, locations and beliefs.

11. Students will complete a chart comparing the similarities and difference of the Assyrians, Chaldeans, and Persians, highlighting their rise to becoming great empires.

12. Students will work in mixed ability pairs to complete a stations activity on the achievements of ancient African civilizations. They will then use that information to make mobiles displaying those accomplishments.

13. Vocabulary Activity: Students will be assigned key vocabulary terms daily and be assessed on those terms daily.

14. Open Response Practice: Students will complete an open response question where they choose a non-western civilization and discuss 3 contributions that they have made to modern society. Students will then score each other’s responses to familiarize themselves with the state rubric.

15. Assessment: Students will be assessed on this information through a multiple choice and open response test.


Course Objectives



Assessments

advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

SS-07-4.3.1Students 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-07-4.4.1Students 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-07-5.1.1Students 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


Course Objectives



Assessments



Curriculum Guide for Social StudiesCourse Name: _World History__ Grade Level Targeted: 7 th Grade Unit (s): _Ancient Greece

Length: 4 Weeks


Course Objectives



Assessments

What was life like for the Minoans and Mycenaeans?

How did geography impact the early peoples who lived on the Balkan Peninsula?

How did the Dark Ages affect the Aegean world?

Why was the polis the geographic and political center of Greek life?

What was life like in the city-states of Sparta and Athens?

How did democracy develop in Athens and how did it impact later societies?

How did the cultural contributions of Athens help it to become on of the greatest Greek city-states?

What were the lasting contributions of the Greek civilization in the areas of art, architecture, drama, politics, philosophy, sports, literature, science, and mathematics?

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-07-1.1.1 Students will compare purposed and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 AD. DOK 2

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-07-2.1.1 Students will explain how elements of

*Minoans*Mycenaeans*Shrines*Homer*The Odyssey*The Iliad*Trojan War*Balkan Peninsula*Civil War*City-State*Polis*Acropolis*Aristocrats*Oligarchy*Democracy*Republic*Constitution*Athens*Sparta*Mythology*Mercenaries*Philosophy*Prophecy*Olympics*Comedies/Tragedies*Socrates*Aristotle*Plato*Socratic Method*Political Science*Hypothesis*Scientific Method*Alliances*Orator

1. Students will complete a comic strip about the rise and fall of the Minoan civilizations. It will include six boxes, starting with the rise of the Minoans and ending with the fall of the Minoans. The four middle boxes will describe daily life and achievements of the Minoans.

2. Students will view video clips of the movie The Odyssey and respond to critical thinking questions about the time period.

3. Students will complete a Venn Diagram comparing and contrasting the Minoans and Mycenaeans.

4. Students will participate in a class discussion about Greek city-states. They will then work in groups to create a model of a Greek city-state. Students will use information from their books and other reference materials. Their models will include farming villages, fields, orchards, acropolis, temples and an agora.

5. Students will read about Athens and Sparta and complete a web of their findings. They will then complete a Venn Diagram on the similarities and differences between the two city-states.

6. Students will complete a chart analyzing the different types of government present in ancient Greece. They will then work in groups to complete a series of critical thinking questions about Athens, Sparta and Greek politics.

7. Students will compare the structure of the ancient Athenian government to our modern government in the United States, such as Council of 500, Congress, Freedom of Speech, etc.)

8. Students will complete a comic strip about the Persian Wars. The strip will include 6 boxes, each with a picture and a caption describing major events of the war. This will be followed by a discussion of the


Course Objectives



AssessmentsHow did Alexander the Great build one of the great world empires?

culture (language, arts, customs, beliefs, literature) served to define specific groups in the early civilizations prior to 1500 AD and resulted in unique perspectives. DOK 2

SS-07-2.3.1 Students will explain how social interactions lead to conflict and competition (political, economic, religious, ethnic) among individuals and groups in early civilizations prior to 1500 AD. DOK 2

SS-07-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflicts among individuals and groups prior to 1500 AD. 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

*Barbarian establishment of the Delian League.9. Students will contribute to a Golden Age of Greece

Time Capsule. Students will research and write about one of the following aspects of Greek culture; architecture, art, history, literature, science, mathematics, philosophy, or law. Students will create a visual representation of their subject to post with their writing.

10. Students will complete a map showing Alexander the Great’s expansion throughout the world and discuss the spread of Greek influence throughout the world.

11. Vocabulary Activity: Students will be assigned daily key vocabulary words and will be assessed on them on a weekly basis.

12. Open Response Practice: Students will be presented with a series of open response questions and answers. They will work with a partner to determine if the response is a 1, 2, 3, or 4. They will then work individually to complete an open response about the cultural contributions of the ancient Greeks.

13. Assessment: Students will be assessed on this unit through a multiple choice and open response test (SS-07-5.3.2)


Course Objectives



AssessmentsAD. DOK 2

SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 Ad changed over time as technologies, resources, and knowledge became available. DOK 2

SS-07-5.1.1 Students will use a variety of tools (ex. primary and secondary sources, data, artifacts, timelines) to describe and explain historical events and conditions, and to analyze the perspective of different individuals and groups (gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 AD. 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


Curriculum Guide for Social StudiesCourse Name: World History__ Grade Level Targeted: 7 th Grade Unit (s): _Ancient Rome___

Length: 4 Weeks


Course Objectives



Assessments

How was Rome founded?

What was daily life for the Etruscans?

How did the Etruscans contribute to Roman civilization?

How was the government of the Roman Republic organized?

How was the Roman Republic able to expand and protect its territory?

How did the effects of conquest change the Roman economy and government?

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-07-1.1.2 Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom).

*Etruscans*Forum*Romulus and Remus*Social Order*Gladiator*Fasces*Municipal*Republic*Patricians*Plebeians*Consuls*Veto*Tribunes*Legions*Hannibal*Publicans*Dictator*Triumvirate*Julius Caesar*Augustus*Emperor*Census*Tariff*Pax Romana

1. Introduce students to the legend of Romulus and Remus. Students will then work with a partner to create a new city and write a legend about its origins.

2. Students will complete a chart of the daily life of the Etruscans with such categories as religion, death, food, clothing, government, etc.

3. Students will make a list of the contributions that the Etruscans made to Roman society.

4. Students will be introduced to Rome through a Untied Streaming activity. Students will work in pairs and watch 4 video clips. At the end of each clip, students will answer a critical thinking question that will be discussed as a class.

5. Students will work individually to complete a timeline of Rome’s political history, from the Palatine settlement to the fall of Rome to Germanic invaders.

6. Problem Solving Group Activity: Studnets will examine the expansion of Rome through visuals and lecture. They will then determine if military expansion helped or hurt the Roman Republic.


Course Objectives



AssessmentsHow did reformers attempt to save the Roman Republic?

What happened to trade and law during the Pax Romana?

What was daily life like during the Pax Romana?

How did Christianity spread throughout the Roman Empire?

Why did the Roman Empire decline?

What are the lasting contributions of the Roman Empire?

DOK 3



SS-07-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflicts among individuals and groups prior to 1500 AD. DOK 2


SS-07-3.4.2 Students will describe how new

*Juris Prudentes*Constantine*Rule by divine right*Christianity*Jesus Christ*Roman Catholic Church

7. Punic Wars Activity: Students will analyze five events from the Punic Wars and as the activity progresses, students will try to predict what will happen next.

8. Studnets will complete 3 column chart with headings for Leader, Reform and Effect on the Republic.

9. Can You Save the Republic Activity: students will learn about three situations that greatly strained the Roman Republic. They will work in groups to brainstorm solutions to the problems and will learn what the Romans did to try to solve that problem.

10. Studnets will work individually to complete a graphic organizer that shows the achievements of Augustus.

11. Students will create a poster on aspects of Roman daily life such as food, housing, amusements, household duties, education, and women’s lives. These will be presented to the class.

12. Interactive Slide Lecture: Students will participate in a slide lecture to learn about the origins of Christianity.

13. Studnets will complete a staircase graphic organizer to show the decline of the Roman Empire.

14. Studnets will work in pairs to make a “tile” for a class mosaic. Each tile will represent one lasting impact that the ancient Romans had on modern society. The “tiles” will be combined into a class mosaic displaying Roman cultural contributions.

15. Vocabulary Activity: Students will be assigned daily key vocabulary words and will


Course Objectives



Assessmentsknowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 AD. DOK 2

SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 Ad changed over time as technologies, resources, and knowledge became available. DOK 2



be assessed on them on a weekly basis.16. Open Response Practice: Students will

complete the “4 Corners” Open Response activity about Roman Cultural Contributions.

17. Assessment: Students will be assessed on this information through a multiple choice and open response test (SS-07-1.1.1).


Curriculum Guide for Social StudiesCourse Name: _World History__ Grade Level Targeted: 7 th Grade Unit (s): Middle Ages

Length: 4 Weeks


Course Objectives



AssessmentsWhy did feudalism develop in Western Europe?

What were the roles and duties of lords, vassals, and knights in feudalism?

What was life like on a manor?

What was the role the Catholic Church during the Middle Ages?

What attempts were made to reform the Church during the Middle Ages?

What was daily life like during the Middle Ages?

Why did the Crusades take place during the middle Ages?

SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religions institutions, limited government, trade, tread associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3



SS-07-2.3.1

*Feudalism*Clergy*Fiefs*Vassal*Act of Homage*Knight*Castles*Keep*Ladies*Code of Chivalry*Paige*Squire*Dubbing*Tournaments*Joust*Manor*Nation States*Monarchy*Limited Government*Crusades*Inquisition*Islam*5 Pillars of Islam*Muhammad*Guilds*Apprentice*Masters

1. Word Wall Activity: Studnets are assigned key vocabulary words and make posters showing the word, its definition, a sentence using the word, and an illustration for the word. The posters are presented and displayed around the room.

2. Students will take guided notes about the roles of different groups during the Middle Ages and then complete a pyramid chart showing the ranking of these groups and basic characteristics of each group.

3. Students will create a coat of arms representing things about themselves and their family.

4. Students will construct a castle from a template to understand the purpose and function of a castle.

5. Students will use their knowledge from the previous lesson to complete a Smart Board activity where they design plans of attack or defense for different castles.

6. Students will complete a map of a manor, including castle, church, peasants’ homes, village, fields, and physical features.

7. Students will work in pairs and use their textbook to complete an activity on the Crusades, covering all four Crusades and the effects of each on both the Middle East and


Course Objectives



AssessmentsHow did Islam and the Crusades affect Europe during the Middle Ages?

How did the growth of trade lead to the rise of towns during the Middle Ages?

What cultural changes took place in Europe during the 1400s?

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-07-4.3.2 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 technologies in early civilizations prior to 1500 AD. DOK 3

SS-07-5.1.1 Students will use a variety of tools (ex. primary and secondary sources, data, artifacts, timelines) to describe and explain historical events and conditions, and to analyze the perspective of different individuals and groups (gender, race, region, ethnic group, age, economic status, religion, political group) in

*Journeymen*Charter

Europe.8. Students will complete guided notes on the

Islamic religion, including its origins, founder and beliefs. Students will then work in groups to create a poster comparing major aspects of the five world religions studies.

9. Students will complete a mapping activity to show the emerging cities of Europe. They will then use population data from the time period to complete population charts on different cities. Students will then participate in a class discussion about the trends they see in the population charts and what historically caused the dips and surges.

10. Students will complete a cause and effect chart relating feudalism, the Crusades, and the increase in trade to the rise of towns in Europe.

11. Students will work in pairs to complete a stations activity that highlights the cultural changes that occurred during the Middle Ages.


13. Open Response Practice: Students will complete an open response about the role of different groups during feudalism (lords, knights, serfs) and relate those roles to people today.

14. Assessment: Students will be assessed on this information through a multiple choice and open response test (SS-07-5.3.4)


Course Objectives



Assessmentsearly civilizations prior to 1500 AD. DOK 3



Curriculum Guide for Social StudiesCourse Name: World History__ Grade Level Targeted: 7 th Grade Unit (s): _Transition to the Modern World

Length: 3 Weeks


Course Objectives



Assessments

How did the Renaissance affect the countries of Europe?

What discoveries helped to spread the ideas of the Renaissance and lead to the Reformation?

How did the Reformation harm the Catholic Church and lead to the spread of Protestantism?

How did the Renaissance help bring about the beginning of exploration?

Who were the major explorers and how did they affect European culture and the empire they conquered?

SS-07-5.3.5 Students will explain how the Age of Exploration (prior to 1500 AD) produced extensive contact among isolated cultures and explain the impact of this contact. DOK 3

SS-07-2.1.1 Studnets will explain how elements of culture (language, arts, customs, beliefs, literature) served to define specific groups in the early civilizations prior to 1500 AD 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

*Renaissance*Humanist*Printing Press*Leonardo da Vinci*Michelangelo*Johannes Gutenberg*William Shakespeare*Reformation*Protestant*Martin Luther*Henry VIII*John Calvin*Indulgences*Theses*Compass*Conquistadores*Prince Henry the Navigator*Vasco da Gama*Bartolomeu Dias*Christopher Columbus*Ponce de Leon*Vasco Nunez de Balboa

1. Students will complete a stair step chart showing the decline of Feudalism and the rise of the Renaissance.

2. Studnets will work in groups to complete a stations activity on the discoveries and ideas of the Renaissance, including the printing press, humanism, da Vinci, Michelangelo, and Shakespeare.

3. Purchasing Homework Indulgences History Alive Activity: Students will be enticed to purchase credit points and the experience will be related back to corruption in the Catholic Church during Medieval Period.

4. Students will participate in an interactive slide lecture about the spread of Protestantism and complete a timeline outlining the religious and cultural changes in Europe during this time period.

5. Students will be assigned an explorer to research and present. Each project will include a written account of the explorer, a visual aid and a presentation to the class.


7. Open Response Practice: Students will complete an open response about the positive


Course Objectives



Assessmentsgovernments in early civilizations prior to 1500 AD to make decision about how productive resources (natural resources, human resources, and capitol goods) were used. DOK 2

SS-07-4.1.1 Students will use a variety of geographic tools (maps, globes, photographs, models, charts, graphs, and databases) to interpret patterns and locations on Earth’s surfaces in early civilizations prior to 1500 AD. DOK 3

SS-07-4.4.2 Studnets will describe ways in which the physical environment (natural resources, natural disasters, natural barriers) both promoted and limited human activities (exploration, migration, trade, settlement, development) in early civilization prior to 1500 AD. DOK 2

SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 AD changes over time as technologies, resources, and knowledge became available. DOK 2

SS-07-4.3.2 Students will

*Hernando Cortes*Francisco Pizarro*Hernando de Soto*Francisco Coronado*Ferdinand Magellan*John Cabot*Giovanni da Verrazano*Jacques Cartier*Henry Hudson*Amerigo Vespucci*Sir Francis Drake*Sir Walter Raleigh*John Smith*John Rolfe*William Penn*Mayans*Aztecs*Incas*Samuel de Champlain

and negatives of exploration.8. Assessment: Studnets will be assessed on this

information through a multiple choice and open response test (SS-07-5.3.5)


Course Objectives



Assessmentsexplain why and give examples of how human populations changes and or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 AD. DOK 3



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hcms curriculum mapping - harrison county schools ... · web viewjulius caesar augustus *emperor...