mississippi social studies framework narrative … · 1 7th grade social studies world history: ......

1 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment

Mississippi Social Studies Framework

Narrative Summary for SEVENTH GRADE

(WORLD HISTORY FROM PRE-HISTORIC ERA TO THE AGE OF ENLIGHTENMENT)

Using geography as a framework, the seventh grade course of study focuses on the cultural and historical developments of the world from prehistoric times to the

Age of Enlightenment in the 18th Century. The content explores themes from the earliest civilizations and trace the evolution of civilizations from clans, to

kingdoms, to empires and individual nation/states. The course content should provide a foundation for understanding global affairs. The avenues for these

concepts are developed through the social studies strands.

The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected

to be taught by infusing social studies skills into the pedagogy of the course.

Domestic Affairs

Understand the biological and cultural processes that shaped the earliest human communities.

Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of ear ly human communities. (DOK

2)

Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)

Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)

Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2) Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations.

Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and

republic. (DOK 1)

Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of

social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for

defining civilization). (DOK 3)

Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia,

Europe and Africa. (DOK 3) Global Affairs

Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and ho w they represented a

decisive transformation in human history. (DOK 2)

Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK

2)


Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE.

Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1)

Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to

the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East

Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation

of Britain). (DOK 3)

Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)

Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)

Civil Rights/Human Rights

Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall.

Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)

Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarc hs and subjects, men and

women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the

Roman Empire through the Middle Ages. (DOK 2)

Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).

(DOK 3)

Economics

Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa.

Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)

Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the

economic development of those regions. (DOK 2)

Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa.

Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to

civilization.

(DOK 3)

Analyze the effects of technology on trade at different times throughout history. (DOK 3)


Culture

Understand how information concerning prehistoric and historic groups contributes to the study of a civilization’s cultural development.

Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s dis covery of Rosetta stone,

Pompeii, Akrotiri, etc.). (DOK 3)

Compare and contrast the religions of Judaism, Christianity, Islam, etc. (DOK 2)

Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)

Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.). (DOK 3)


Greenville Public School District Recommended Grade 7th Grade Social Studies Curriculum MAP

2015-2016

Content: 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment

Topic: STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture) Grading Period

Objectives (PLD)

(What do your students need to be able to

DO?)

Essential Questions

Skills Suggested Activities

(HOW will you teach it?)

Resources

(What MATERIALS will

you need?)

Assessment

How will you know that you have achieved

the desired student

outcome?)

Content Connection

(How will you integrate OTHER

CONTENT AREAS into

LITERACY core content?)

1st 9 weeks, Week 1

1a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)

What are the tools scientist use to determine the dates of early human development? What are the methods scientist use to determine the dates of early human development?

Contrast historical or abstract facts with current events to bring relevancy to students.

Have students to read passages and answer questions on this topic from www.readworks.org

Students are to create a timeline of early human communities.

Students create a written record (e.g., diary, news article, drawing, mural) on a historic event

Make an engaging oral presentation on early humans

Textbook Workbook video’ DVD Computer/I Pad Google Earth http://www.archi ves.gov/educati on/

Insight 360 www.readwork s.org

Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers Mini-projects— completed in class—foldables Vocabulary Quizzes, Content Centered Writing

Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool

1st 9 weeks, Week 2

1b. Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)

What are the stages of human development and in what order?

Identify and assess causes and effects for events. Explain the differences between oral and written history,

Instruct students to create timelines of the various eras learned today and the major accomplishments within each era, sequence of early hominid evolution in Africa.


Students are to write an essay on the sequence of early hominid evolution in Africa

Vocabulary strategies

textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/

Insight 360

Comprehensive Tests including vocabulary and maps, quizzes Pre-test (for selected units/ Daily verbal review/quiz,


http://www.readworks.org/

http://www.archives.gov/education/









Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 weeks, Week 3

1c Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)

How have theories about the processes by which human s populated world regions changed over time?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons

Have students create graphic organizers of human groups that populated the major world regions.


Students are to write an essay on groups populating major regions.

Vocabulary strategies Pre-reading Warm-ups,


Insight 360

Thematic Essay Multiple Choice/Primary Source Power point project Unit Assessments Pre-test (for selected units/ Daily verbal review/quiz,


1st 9 weeks, Week 4

1d. Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2)

Did Paleolithic cave paintings have religious, social or cultural meanings?



Have students create graphic organizers of social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings.

Students are to write an essay on meanings inferred from late Paleolithic cave paintings.

Have students make an engaging oral presentation on late Paleolithic cave paintings.



Insight 360












Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 weeks, Week 5

2a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy , absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1)

What are the characteristics of a civilization?


Have students use a visual representation (e.g., illustrations, collage) to demonstrate an understanding of monarchy, democracy and dictatorship.


Students are to write an essay on governmental forms:

Make an engaging oral presentation on governmental forms.

textbook •Power Point • Internet •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/

Insight 360 www.readwork s.or



1st 9 weeks, Week 6

2b. Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization). (DOK 3)

What are the characteristics of a civilization?

What were social conditions like in early civilizations?

Identify and assess causes and effects for events. Explain the differences between oral and written history, Use primary sources, secondary sources, and economic data to develop generalizations.

Students will create a comic strips booklet illustrating and explaining the characteristics of a civilization.

Have students choose an ancient civilization deity and create a product, commercial, tabloid headline or movie poster featuring that deity and his or her attributes.

Have students create graphic organizers comparing differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization.


Insight 360

Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers

7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.






http://www.readworks.or/

http://www.readworks.or/




Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 weeks, Week 7- 8

2c. Apply the five themes of geography (e.g., location, place, human/environment al interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)

How are the themes of geography and maps connected?

Use map- and globe-reading skills, Orient a map and note directions, Locate places on map and globe, Use scale and

Have students create graphic organizers to describe various civilizations in Asia, Europe and Africa.


Students are to write an essay on describing various civilizations in Asia, Europe and Africa.

Make an engaging oral presentation on various civilizations in Asia, Europe and Africa.





2nd 9 weeks

3a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

What roles do significant actors (Hatshepsut, Thutmose II, and Menes) play in trends and events that shape early Egyptian culture?

•Combine critical concepts into a statement of conclusions based on information • Restate major ideas of a complex topic in concise form • Form opinion based on critical examination of relevant information •State hypotheses for further study

Students will create a booklet on each of the leaders. Booklet will contain: *Time of leader’s reign *Successes and Failures of leader *Accomplishments attained Students will compare and contrast two leaders discussed


Have students create graphic organizers of Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures.




7RIT2 Determine two or more central ideas in a text and analyze their developmen t over the course of the text; provide an objective summary of the text.














Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks

3b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history. (DOK 2)

How did the of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean make a transformation in human history?

Keep informed on issues that affect society, Identify situations in which social actions are required, Work individually or with others to decide on an appropriate course of action

Students will create a school news bulletin with all of the designated components that will relate to the specific civilization as if they were living during those times.


Have students create a graphic organizer of the emergence of civilizations.






2nd 9 Weeks

3c. Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK 2)

What were the effects of technology on early civilization?

• Extract significant ideas from supporting illustrative details •Combine critical concepts into a statement of conclusions based on information • Restate major ideas of a complex topic in concise form

Students will identify, research, design, and create a sales ad for their invention from one of the given civilizations. Groups will be assigned a civilization.


Have students create a graphic organizer in technology and civilizations.

Students are to write an essay on describing technology and civilizations.



















Grading Period

Objectives (PLD) (What do your students

need to be able to DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks

4a. Identify the significant individuals and achievements of ancient Roman, Chinese, and Indian societies. (DOK 1)

How did human and social relations cause the fall or Greece and Rome?


Have students create graphic organizers of the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.


Students are to write an essay on the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.

Make an engaging oral presentation on the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.


Small and large group activities, lecture, note taking, essay writing, analysis of primary and secondary source documents, simulations, and class discussion












Grading Period

Objectives (PLD) (What do your students

need to be able to DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks

4b. Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)

Why did people of Athens’ citizens have different rights than citizens of Sparta?


Have students use historical maps or other geographical representation to trace the development of human settlement of a region over time. For example, have them use maps to study trade routes and transportation networks between regions.


Have students create graphic organizers of economic and political framework of Roman society.

Students are to write an essay on economic and political framework of Roman society.














Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks

4c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)

What are some characteristics of Chinese society?


Have students create graphic organizers of the fundamental social, political, and cultural characteristics of Chinese society.


Students are to write an essay on fundamental social, political, and cultural characteristics of Chinese society.

Have students make an engaging oral presentation on characteristics of Chinese society.


Insight 360


RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2nd 9 Weeks

4d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)

What are the religious beliefs the Gangetic states and the Mauryan Empire?


Students are to write an essay on the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire


Have students create graphic organizers of religious beliefs in India.



Insight 360












Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd, 3rd , 4th 9 Weeks

5a Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)

How did the discovery at Pompeii benefit historians?


Have students create graphic organizers of the cause of the fall of civilizations of Asia, Europe and Africa


Students are to write an essay on the cause of the fall of civilizations of Asia, Europe and Africa




Insight 360








Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd, 3rd , 4th 9 Weeks

5b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages.

How are beliefs of the world’s major religions alike and different?


Have students create graphic organizers on the relationship among various groups of people


Students are to write an essay on the relationship among various groups of people.






2nd, 3rd , 4th 9

Weeks

5c Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.). (DOK 3)

How did the changes of the middle ages lead to the Renaissance? How did European exploration affect other cultures?


Have students create graphic organizers on the Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).

Students are to write an essay on the Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).

Vocabulary strategies Pre-reading Warm-ups


Insight 360













Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


3rd 9 Weeks

6a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)

What are the effects of agriculture, settlement, exchange, and migration patterns on world regions?


Have students create graphic organizers on the agricultural, settlement, exchange and migration patterns in various regions of the world.


Students are to write an essay on Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world


textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines www.readwork s.org


RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly

3rd 9 Weeks

6b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2)

What were social conditions like in early civilizations?


Have students create graphic organizers on the social and cultural conditions of early civilizations in regions


Students are to write an essay on the social and cultural conditions of early civilizations in regions



Insight 360











Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


3rd 9 Weeks

7a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to civilization. (DOK 3)

What affect did ancient technology have on the development of early civilizations?


Have students create graphic organizers on the technological advances of early man.


Students are to write an essay on the technological advances of early man.

Have students make an engaging oral presentation on the technological advances of early man.

textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines www.readwork s.org



3rd 9 Weeks

7b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)

How did technology affect trade in different civilizations throughout history?

Comprehensio n Read to get literal meaning Use topic and section headings, topic sentences, and summary sentences to select main ideas •Differentiate main and subordinate ideas

Students will make a flow chart of the different civilizations and will conduct research to determine how technology affects each civilization.


Students are to write an essay on the effects of technology on trade.
















Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


3rd d 9 Weeks

8a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of The Rosetta Stone, Pompeii, Akrotiri, etc). (DOK 3)

How do we know a historical event happened? What primary evidence can we look at to better understand a historical event? How do historians and archaeologists analyze primary historical artifacts?

Extract significant ideas from supporting illustrative details •Combine critical concepts into a statement of conclusions based on information

Students will be given pictures and tangible items of various primary documents and artifacts. Students will analyze these artifacts in order to practice what real historians do.


Students are to write an essay on significance of various archaeological findings.

Have students make an engaging oral presentation on the significance of various archaeological findings.

textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts,

Graphs, timelines

http://www.archi ves.gov/educati on/




3rd d 9 Weeks

8b. Compare and contrast the religion of Judaism, Christianity, Islam, etc. (DOK 2)

What is unique about each of the five major religions? What is similar between each of the five major religions? How did each of the five major religions start?

Work to influence those in positions of social power to strive for extensions of freedom, social justice, and human rights

Accept and fulfill social responsibilitie s associated with citizenship in a free society

Students will make a Venn Diagram comparing the religions.


Students are to write an essay on the religion of Judaism, Christianity, Islam, etc.

Have students make an engaging oral presentation on the religions.



Graphs, timelines


















Grading Period

Objectives (PLD)


DO?)

Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


4th 9 Weeks

8c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)

What were the changes that happened during the Middle Ages? How can we study those changes to determine how they led to the Renaissance?


Students will construct a timeline of events in the middle ages to track the changes that occurred.


Students are to write an essay on political and economic changes during the Middle Ages and how it led to the Renaissance.

Have students create a graphic organizer comparing the political and economic changes during the Middle Ages.


Graphs, timelines




TRIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4th 9 Weeks

8d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.) (DOK 3)

How did contact between cultures affect various civilizations throughout history?

Restate major ideas of a complex topic in concise form

Form opinion based on critical examination of relevant information.

Students will create a booklet that shows:

The civilization

What is unique about that civilization

How that civilization was affected by others


Students are to write an essay on Evaluate the effects of contact among cultures of Europe, Asia, and Africa.



Graphs, timelines




7RIT3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).














mississippi social studies framework narrative … · 1 7th grade social studies world history: ......

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