7th Grade Curriculum Map 17-18

GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP
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fiction texts, biographies, autobiographies, journals, maps, newspapers, photographs, and historical documents.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.
HOW TO USE THE CURRICULUM MAP

Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps
assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this document
are for reference. Each school and teacher must consider the make-up of their students, focusing on the needs
and strengths of each child when pacing and planning instruction.
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.
Academic Services/ Curriculum Management

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• Instructional Resources include resources that promote inquiry, student understanding, and mastery of
skills.
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.
RECOMMENDED STATE-APPROVED TEXTBOOKS

Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky
Department of Education recommends schools purchase textbooks from publishers that have assured the
accuracy of, availability of, support materials for, and durability of texts. In addition, the publishers should
provide adaptable texts and other materials for English Language Learners. The Social Studies Department
endorses no particular program and/or textbook.
CONNECTIONS TO THE FRAMEWORK FOR TEACHING

The Social Studies Curriculum Maps support teachers in planning and preparation for instruction. The
components of the maps provide support for teachers in these areas of the Framework for Teaching.
Domain 1 - Planning and Preparation:
Components A, C, D, E, F
Domain 3 - Instruction:
Components A i; C i, iii, iv, and D i, ii
CULTURALLY RELEVANT AND REFLECTIVE TEACHING

Culturally Relevant and Responsive Teaching is- teaching and leading in such a way that: more of our students,
across more of their differences, achieve at a higher level, and engage at a deeper level, more of the time,
without giving up who they are (Gary Howard, 2015). It involves development of skill and knowledge base that
enables teachers to use “the cultural knowledge, prior experiences, frame of references, and performance styles
of diverse students.” This approach makes learning encounters more relevant to and effective for all students.
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
RESEARCH-BASED HIGH-YIELD INSTRUCTIONAL STRATIGIES

These strategies have proven effective in affecting student learning and achievement gains. As you plan daily
instruction, consider how and where to integrate these strategies into the instructional sequence.
• Classroom Discussion/Discourse (.82)
• Teacher Clarity/making the learning visible with expectations for learning (.75)
• Reciprocal Teaching (.74)
• Feedback (.73)
• Metacognitive Strategies (.69)

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SCOPE AND SEQUENCE OF INTRODUCTION OF PRIMARY SOURCES
The identification and use of primary and secondary sources in the study and analysis of history is critical to
building a foundation for growing knowledge. Teachers must introduce and given students opportunities to
work with the following at each grade level. The items are cumulative as the student moves up in grade.
Kindergarten ‐ photograph, grandparent (speaker/interview), artifact
First Grade ‐ Add letters, audio/video recording
Second Grade‐ Primary and Secondary: Add newspapers, documents, maps, coins, stamps
Third Grade‐ Add paintings, images
Fourth Grade ‐ Add timelines
Fifth Grade‐ Add diaries, graphs
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.
DIMENSION 1 DIMENSION 2 DIMENSION 3 DIMENSION 4

QUESTIONING DISCIPLINARY EVALUATING SOURCES COMMUNICATING
THINKING
Students will independently and Students will independently and Students will independently and Students will independently and
collaboratively: collaboratively: collaboratively: collaboratively:
• Develop compelling • Engage in disciplinary • Gather information from • Construct viable arguments,
questions that promote thinking used by social multiple sources from a wide relevant explanations and/or
inquiry around key scientists (historians, range of perspectives and public demonstrations that
disciplinary concepts and economists, political evaluate for credibility. convey ideas and
embeds enduring issues. scientists and geographers) • Identify and utilize evidence perspectives to an array of
• Develop supporting questions independently and to seek solutions to audiences.
that identify facts, concepts proficiently resulting in civic questions. • Critique the arguments and
and research interpretations readiness. • Develop and create claims explanations of others
associated with a key and counterclaims using paying particular attention to
disciplinary concept. evidence to construct credibility and relevance of
• Determine the sources that strengths and weaknesses information.
will assist in answering • Address options of individuals
compelling and supporting and groups to identify and
questions. apply a range of strategies
and complex reasoning to
take public action or propose
a solution.
PROJECT BASED LEARNING

The purpose of project-based learning is to provide a structure through which students can demonstrate
mastery of a concept or subject by creating and presenting a research-based project driven by their own
interest. Through this research process, students work within the same parameters as real researchers. Students
are interested and driven to learn because of increased autonomy and the drive of inquiry. While the projects
can assess the students’ knowledge of content, concepts, and skills, and the level of depth and complexity to
which students have understood them, PBL also allows students to think deeply and analytically about a topic of
particular resonance and meaning for them. The open-endedness of PBL provides differentiation and multiple

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modalities (choice, student interest, collaboration, etc.) for students. The spectrum of the creativity with PBL
goes a long way to bring meaning and relevancy to learning.
To learn more about Project-based learning, go to Buck Institute for Education.
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 ...

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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
FUNDAMENTAL SKILLS STANDARDS

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

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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
Introductory Topic: Suggested Duration:

Thinking Like A Historian Week 1
COMPELLING QUESTIONS:
o What is history?
o Why study the past?
o How do we study the past?
o How do historians think?
VOCABULARY:
Government and civics, cultures and societies, economics, geography, history, archeology, monarchy, democracy, republic, language,
customs, beliefs, scarcity, produce, distribute, consume, physical features, archeology, historian, geographer, archeologist, primary source,
secondary source, artifact, ruin, fossil, map, satellite image
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES
THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR EXCLUSIONARY
I can define social studies and explain the purposes Using Primary Sources, Library of Congress website • Teachinghistory.org, Website
for studying government and civics, cultures and
societies, economics, geography and historical Teaching Primary and Secondary Sources, George W. • A Meticulous Analysis of History by Pinky and the
perspective (07-1.1.1; 07-2.1.1; 07-3.1.1; 07-4.1.1; 07- Bush Presidential Library Brain, Animaniacs Video on YouTube
5.1.1; 07-5.1.2).
Claim, Evidence and Reasoning, Teaching Arguments
I can compare and contrast the different types of Prezi • Archaeology, Life in Mesopotamia, University of
tools used in the social studies (07-2.1.1; 07-5.1.1). Chicago Website
Claims, Reasons and Evidence Graphic Organizer,
I can explain how archeologist are able to study Instructions for use • Cave Paintings at Lascaux, Virtual Tour, (This
people from the past (07-2.1.1; 07-5.1.1). website is in French, but the tour is worth
Graphic Organizers, Customizable graphic organizers, exploring)
Worksheetworks.com website
I can describe the goals and the processes of thinking • JCPS SharePoint, Latitude and Longitude
like a historian (07-1.1.1; 07-5.1.1; 07-5.1.2). Question Formulation Technique, Strategy PowerPoint

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Analyze an Artifact, Strategy • JCPS SharePoint, Compass Rose PowerPoint
Inquiry-based Learning, Strategy
• JCPS SharePoint, Interpreting Maps PowerPoint
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website • JCPS SharePoint, Types of Maps PowerPoint
• JCPS SharePoint, Landforms PowerPoint
• JCPS SharePoint, Physical and Human

Characteristics PowerPoint
Unit 1: Prehistoric Societies Suggested Duration:
Prehistory 4 days
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

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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-07-5.3.1 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
Topic 1: Suggested Days:

The Paleolithic Age 2
o What is prehistory?
o How can there be a time period that is before history?
o How do archeologist study prehistoric times?
o How do we know about those who came before us?
o How did early humans live?
o What is culture and what are examples of it?
VOCABULARY:
Timeline, Before Common Era (BCE), Common Era (CE), Before Christ (BC), Anno Domini or “In the year of the Lord” (AD), prehistory, hominid, ancestor,
Paleolithic, Stone Age, tool, chopper, hand axe, cave paintings, society, art, language, religion, hunter-gatherers, scarcity, migrate, ice ages, land bridge,
flint, Mesolithic, culture, elements of culture, human activities
Graphic Organizers, Customizable graphic organizers, • Prehistory, Life in Mesopotamia, University of
I can explain the elements of culture in the Paleolithic Worksheetworks.com website Chicago Website
Age (07-2.1.1; 07-3.1.1; 07-3.4.2; 07-4.3.2; 07-5.1.1;
07-5.1.2; 07-5.3.1). Question Formulation Technique, Strategy • Cave Paintings at Lascaux, Virtual Tour, (This
website is in French, but the tour is worth
Discrepant Event, Strategy exploring)
I can explain how geographic factors promote and
limit human activities such as hunting and gathering Analyze an Artifact, Strategy • "The Stone Age", Painting, PBS Learning Media
(07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-
3.4.2; 07-4.3.2; 07-4.4.2; 07-5.1.2; 07-5.3.2). Inquiry-based Learning, Strategy • "A Stone Age Feast", Painting, PBS Learning
Media
Education Alliance at Brown University website • Stone Age Art History from Goodbye-Art
Academy, YouTube Video

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The Neolithic Revolution 2
SUPPORTING QUESTIONS:
o How did human society change over time?
o What causes brought about changes over time?
o How many years separate the Paleolithic from the Neolithic Age?
VOCABULARY:
Neolithic, domestication, stable food supply, agriculture, revolution, megaliths, permanent shelters, community, division of labor, trade,
written language, advanced society, civilization

Claim, Evidence and Reasoning, Teaching Arguments • Indigenous Peoples of the Americas, New World
I can describe how human society changed over time Prezi Encyclopedia
(07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-4.1.1; 07-
4.2.2; 07-5.1.2; 07-5.3.1). Claims, Reasons and Evidence Graphic Organizer, • Stories From the Stone Age, YouTube Video
Instructions for use
• Episode 1, Out of Eden, of Guns, Germs, and
I can explain why and give examples of how early Analyze an Artifact, Strategy Steel, National Geographic video series based on
hunters and gatherers developed new technologies as the book by Jared Diamond, 2005. (Preview
they settled into more advanced societies (07-2.1.1; Inquiry-based Learning, Strategy episode 1 and 2 and consider showing both to
07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07- give your students an overview for
4.3.2; 07-4.4.2; 07-5.3.2). Socratic Seminar, Suggestions for Set up Blogpost understanding this year’s content.)
Socratic Seminar, Suggestions and ideas Blogpost
• National Geographic’s question-and-response
session here in which Jared Diamond addresses
How to Run a Socratic Seminar, Blogpost
essential questions regarding the transition from
the Paleolithic to Neolithic Ages.
Socratic Seminar Aids, College of William and Mary
Culturally Responsive Teaching Strategies, The • Life in Mesopotamia, University of Chicago

Education Alliance at Brown University website

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• Inquiry Design Module, Sample IDM from NY,
Complex Societies
Unit 2: Early River Valley Civilizations and Empires Suggested Duration:
Mesopotamia and the Fertile Crescent 7 days
STANDARDS
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-07-4.4.1 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

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Topic 1: SUGGESTED DAYS:
Geography and Culture 4
o What is a civilization?
o Is a civilization an achievement?
o When does a society become a civilization?
o What are the characteristics all civilizations share?
o Where is Sumer?
o What does Mesopotamia mean?
o Why is the Fertile Crescent so fertile?
o Why did a civilization develop in Mesopotamia?
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

Claims, Reasons and Evidence Graphic Organizer, • The First Farmers & the First Cities, Life in
I can identify and explain the cause-and-effect Instructions for use Mesopotamia, University of Chicago
relationships which resulted in a civilization
developing in Sumer (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- Graphic Organizers, Customizable graphic organizers, • Geography and Settlement in Mesopotamia
2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1; Worksheetworks.com website Assignment, PBS Learning Media
07-4.2.2; 07-4.3.2; 07-4.3.2; 07-4.4.1; 07-4.4.2; 07-
5.1.1; 07-5.1.2). Question Formulation Technique, Strategy • Ancient Mesopotamia, Crash Course World
History, YouTube Video
Analyze an Artifact, Strategy
• Inquiry Design Module, Sample IDM from NY,
Agriculture
• Ancient River Valley Civilizations: Map Activity,
Website

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Contributions and Later Empires 3
SUPPORTING QUESTION:
o How have ideas from the Mesopotamia civilization affected our world?
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

I can describe the impact of the peoples of Teaching Primary and Secondary Sources, George W. • Law & Government & Warfare & Empire, Life in
Mesopotamia on later civilizations in various areas Bush Presidential Library Mesopotamia, University of Chicago
such as such as (07-1.1.1; 07.2.1.1; 07-3.1.1; 07-3.4.2;
07-4.2.2; 07-4.4.1; 07-5.1.2): Claim, Evidence and Reasoning, Teaching Arguments • The Code of Hammurabi, Academy for Ancient
o Government Prezi Texts
o Economics
• Code of Hammurabi Stele, PBS Learning Media
o Technology Claims, Reasons and Evidence Graphic Organizer,
o Agriculture/Domestication Instructions for use • Rule of Law, Resources from the Center for
o Social Structure Teaching the Rule of Law
o Language Graphic Organizers, Customizable graphic organizers,
o The Arts Worksheetworks.com website
• Ancient Mesopotamia, Crash Course World
History, YouTube Video
I can define “rule of law” and explain how it will affect Question Formulation Technique, Strategy
later civilizations (07-1.1.1; 07-1.1.2).
Analyze an Artifact, Strategy • Babylonian Decimals, PBS Learning Media
I can describe how the knowledge of domestication,
cultivation, and technology moved from Inquiry-based Learning, Strategy • The First Farmers & the First Cities, Life in
Mesopotamia to civilizations along similar latitudes Mesopotamia, University of Chicago
(07-4.1.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.2; 07- Discrepant Event, Strategy
5.1.2). • Geography and Settlement in Mesopotamia
Assignment, PBS Learning Media

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Unit 3: Early River Valley Civilizations and Empires Suggested Duration:
Ancient Egypt 15 days
STANDARDS
DOK 2
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

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Suggested Days:
Topic 1: Geography and Culture
3
Compelling Questions:
o Why was Ancient Egypt known as “the gift of the Nile”?
o Was Ancient Egypt an empire?
o What causes led to the end of Egyptian supremacy in the ancient world?
o How did the geography of Egypt affect its civilization?
o What natural barriers protected Ancient Egypt?
VOCABULARY:
cataracts, delta, topography, vegetation, physical features or physical characteristics, elevation, desert, flood, silt, Nile River, Upper Egypt, Lower Egypt

Graphic Organizers, Customizable graphic organizers, • Egypt's Golden Empire: Timeline, PBS Learning
I can explain how the physical geography of Ancient Worksheetworks.com website Media
Egypt both promoted and limited human activities
(07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07- Question Formulation Technique, Strategy • Lesson Plan 7: Touring Ancient Egypt, Egypt's
4.4.2). Golden Empire, PBS Learning Media
I can compare/contrast Ancient Egyptian culture with • Ancient Egypt, Crash Course World History, PBS
present day American culture (07-2.1.1; 07-2.3.1; 07- Inquiry-based Learning, Strategy Learning Media
2.3.2; 07-5.1.1; 07-5.3.3).
Culturally Responsive Teaching Strategies, The • Ancient Egypt, Documentary, YouTube
• Ancient Egypt, Encyclopedia Britannica Online
Graphic Organizers, Customizable graphic organizers,
Worksheetworks.com website • Geography of Ancient Egypt, The British Museum
Website
Socratic Seminar Aids, College of William and Mary Website

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Suggested Days:
Topic 2: Pharaoh’s and Kingdoms
4
o How did the pharaoh promote Egyptian culture?
o How did the pharaoh protect Egyptian society?
VOCABULARY:
Pharaoh, great house, king, monarchy, dynasty, Old, Middle and New Kingdoms, god, trade, military general, peace treaty, afterlife, mummies, vizier,
pyramids, engineering, trade routes, reunification

Graphic Organizers, Customizable graphic organizers, • Ancient Egypt, Documentary, YouTube
I can describe the different responsibilities of the Worksheetworks.com website
pharaoh during the Old, Middle, and New Kingdoms • Ancient Egypt, Encyclopedia Britannica Online
of Ancient Egypt (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- Claim, Evidence and Reasoning, Teaching Arguments
2.3.2; 07-3.1.1; 07-3.4.1; 07-5.1.1; 07-5.1.2; 07-5.3.3). Prezi • David Macaulay's Pyramid, PBS Video on
YouTube
Instructions for use • Lesson Plan 3: The Queens of Ancient Egypt,
Egypt's Golden Empire, PBS Learning Media
Question Formulation Technique, Strategy
• Lesson Plan 4: Egypt's Greatest Leaders, Egypt's
Analyze an Artifact, Strategy Golden Empire, PBS Learning Media
Discrepant Event, Strategy • The Great Pyramid Mystery Solved, National

Geographic Documentary on YouTube
• The Great Pyramid Deconstructed, Video History
Structured Academic Controversy, Strategy from Channel
TeachingHistory.org website
• Engineering Egypt's Pyramid-Time Scanners, PBS
Learning Media
Socratic Seminar, Suggestions for Set up Blogpost
• Mummification Song, History Teachers
• The Mummification Process, Getty Museum
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How to Run a Socratic Seminar, Blogpost Video
Socratic Seminar Aids, College of William and Mary • Lesson Plan 2: Tombs and the Afterlife, Egypt's
Golden Empire, PBS Learning Media
Suggested Days:
Topic 3: Daily Life
4
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
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
• Ancient Egypt, Documentary, YouTube
Structured Academic Controversy, Strategy from
TeachingHistory.org website • Ancient Egypt, Encyclopedia Britannica Online
Inquiry-based Learning, Strategy • The Mummification Process, Getty Museum

Video
• Assignment: Understanding Slavery in Egypt,
Education Alliance at Brown University website Assyria and Sparta, PBS Learning Media

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Achievements and Contributions 4
o How did the Ancient Egyptians affect the development of other civilizations?
VOCABULARY:
hieroglyphs or hieroglyphics, papyrus, Rosetta Stone, The Sphinx, obelisk, mummification process, sarcophagus, pyramids

Teaching Primary and Secondary Sources, George W. • Ancient Egypt, Crash Course World History, PBS
I can explain how elements of culture in Ancient Bush Presidential Library Learning Media
Egyptian society promoted lasting achievements in
(07.1.1.1; 07-2.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.2; 07- Graphic Organizers, Customizable graphic organizers, • Ancient Egypt, Encyclopedia Britannica Online
4.4.1; 07-4.4.2; 07-5.1.1; 07-5.1.1; 07-5.3.3): Worksheetworks.com website
o Government • The Great Pyramid Deconstructed, Video History
o Science Claim, Evidence and Reasoning, Teaching Arguments Channel
o Writing Prezi
o Architecture Claims, Reasons and Evidence Graphic Organizer, • Engineering Egypt's Pyramid-Time Scanners, PBS
o Art Instructions for use Learning Media
Question Formulation Technique, Strategy • Building the Pyramids of Ancient Egypt, PBS
Learning Media
• The Mummification Process, Getty Museum
Inquiry-based Learning, Strategy Video
Socratic Seminar, Suggestions for Set up Blogpost • Lesson Plan 1: Hieroglyphs and Communication,
• 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:

Revised: April 2017
Page 17
Unit 4: Early River Valley Civilizations Suggested Duration:

Indus River Valley and China (Shang Dynasty) Weeks 7-8 (5 days)
STANDARDS
DOK 2

Revised: April 2017
Page 18
Geography and Culture 2
o Did the ancient peoples of the Indus River Valley achieve a civilization?
o Did the ancient peoples of early China achieve a civilization?
o How did geography and culture affect ancient societies?
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

*Planning Note: This mini unit has been revised to Graphic Organizers, Customizable graphic organizers, • Review Jared Diamond’s, Guns, Germs, and Steel
offer a brief analysis and case study by focusing on Worksheetworks.com website argument regarding the movement of food
two non-western civilizations. The religious and packages and technology along the same latitude
philosophical beliefs and teachings of each of these Claim, Evidence and Reasoning, Teaching Arguments in Eurasia.
civilizations will be covered in Cycle 4, as well as a Prezi
more in-depth survey of Ancient China. • The Indus Valley Civilization, Crash Course World
Claims, Reasons and Evidence Graphic Organizer, History, PBS Learning Media
I can describe the physical and cultural characteristics Instructions for use
of the Indus River Valley (07-2.1.1; 07-2.3.1; 07-2.3.2; • The Himalaya's, PBS Learning Media
07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1; 07- Question Formulation Technique, Strategy
4.3.1; 07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07-5.1.2; • The Story of India Part 1: The Indus River Valley,
07-5.3.3). Discrepant Event, Strategy PBS Learning Media
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
Socratic Seminar, Suggestions and ideas Blogpost Website

Revised: April 2017
Page 19
How to Run a Socratic Seminar, Blogpost • Ancient China, Crash Course World History on
YouTube
• Introduction to China's Geography, PBS Learning
Culturally Responsive Teaching Strategies, The Media
Indus River Valley 1
o What causes civilizations to flourish or decline?
o What happened to the people of the Indus River Valley?
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

Graphic Organizers, Customizable graphic organizers, • Indus Valley, BBC Primary History, Website
I can provide evidence to support the claim that the Worksheetworks.com website
Indus River Valley was/was not a civilization (07-1.1.1; • Indus Valley Civilization, BBC Online
07-2.1.1; 07-3.1.1; 07-4.1.1; 07-5.1.1; 07-5.1.2). Claim, Evidence and Reasoning, Teaching Arguments
Prezi • The Indus Valley Civilization, Crash Course World
History, PBS Learning Media
Instructions for use • The Story of India Part 1: The Indus River Valley,
PBS Learning Media
Discrepant Event, Strategy
• Assignment: Comparing Southwest Asia and the
Analyze an Artifact, Strategy Indus River Valley, PBS Learning Media
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
• Rajesh Rao: A Rosetta Stone for the Indus Script,

Revised: April 2017
Page 20
TED Talks.
Suggested Days:
Topic 3: Ancient China (Shang Dynasty)
2
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

Graphic Organizers, Customizable graphic organizers, • Shang Dynasty, Encyclopedia Britannica Online
I can provide evidence to support the claim that the Worksheetworks.com website
Shang Dynasty was/was not a civilization (07-1.1.1; • Assignments: Technology of Ancient China, PBS
07-2.1.1; 07-3.1.1; 07-4.1.1; 07-5.1.1; 07-5.1.2). Claim, Evidence and Reasoning, Teaching Arguments Learning Media
Prezi
• Assignment: Ancient China Commercial and
I can compare and contrast the similarities and Claims, Reasons and Evidence Graphic Organizer, Urban Growth, PBS Learning Media
differences between the ancient peoples of the Indus Instructions for use
River Valley and the ancient peoples of the Shang • Assignment: Growth in Early China, PBS Learning
Dynasty (07-1.1.1; 07-2.1.1; 07-3.1.1; 07-4.1.1; 07- Culturally Responsive Teaching Strategies, The Media
5.1.1; 07-5.1.2). Education Alliance at Brown University website
• Ancient China, Crash Course World History on
Graphic Organizers, Customizable graphic organizers, YouTube
• T-Chart Indus River and Shang Dynasty, JCPS
SharePoint Graphic Organizer
• Venn Diagram Indus River and Shang Dynasty,

JCPS SharePoint Graphic Organizer
Unit 6: Early Semitic Civilizations and Religion Suggested Duration:

Ancient Hebrews, Judaism and the Phoenicians Weeks 8-9 (5 days)
Revised: April 2017
Page 21
STANDARDS
DOK 2

The Ancient Hebrews 3
o How have the thoughts, ideas, and cultures of ancient peoples affected our world?
o What were the historical contexts for what would later become the five major world religions?
o What was life like for the Ancient Hebrews?
o How have the Ancient Hebrews impacted our world?
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

Revised: April 2017
Page 22
*Planning Note: This mini unit provides the historical Question Formulation Technique, Strategy • Map: The World's Religions, PBS Learning Media
context and brief history for introducing Judaism, the
first of the five major world religions all of which are Inquiry-based Learning, Strategy • Teacher's Guide: Judaism in Images, PBS Learning
covered throughout the year. Media
I can describe the physical and cultural characteristics • Ancient Jewish History: Who Were the Hebrews,
of early Palestine and the Ancient Hebrews (07-1.1.1; Socratic Seminar, Suggestions and ideas Blogpost Online article, Jewish Virtual Library
07-2.1.1; 07-2.3.1; 07-2.3.2; 07-4.1.1; 07-4.3.1; 07-
4.3.2; 07-4.4.2; 07-5.1.1; 07-5.1.2). How to Run a Socratic Seminar, Blogpost • Ancient Hebrew Research Center, Website with
various resources
I can identify and then explain the core teachings of JCPS SharePoint, Frayer Model monotheism Graphic
Judaism (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07- Organizer
• The Impact of the Ancient Hebrews and Jews,
5.1.2). Essay, Clark College website
JCPS SharePoint, Venn Diagram Ten Commandments
and Hammurabi’s Code

The Phoenicians 2
o What was life like for the Phoenicians?
o How have the Phoenicians impacted our world?
VOCABULARY:
Phoenicia, Phoenicians, purple dye, alphabet, trade, sailors, timber, lumber, shipbuilding, explorers, colony, Canaan, Lebanon, Carthage
*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

Revised: April 2017
Page 23
07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07- Inquiry-based Learning, Strategy
4.1.1; 07-4.3.1; 07-4.3.2; 07-4.4.2; 07-5.1.1; 07-5.1.2). • Phoenicians Lessons, Online Lessons from the
Culturally Responsive Teaching Strategies, The National Endowment for the Humanities
• The History of the Phoenicians, Documentary
Video Clip, Metropolitan Museum online on
YouTube
• Ancient Civilizations: Mycenaeans and

Phoenicians, Documentary Video Clip on
YouTube

Revised: April 2017
Page 24
Cycle 2: Classical Civilizations, Empires and Religion
Duration: Units: Assessments:
10 Weeks • Unit 6 The Greeks • Ongoing teacher-created formative
40 Instructional days out of 44 calendar • Unit 7 Rome and Christianity assessments
school days • Teacher-created summative
assessments

1500 A.D. DOK 2
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
to 1500 A.D. DOK 3
Unit 6: Classical Civilizations and Empires Suggested Duration:

The Greeks Weeks 10-13 (20 days)
STANDARDS

Revised: April 2017
Page 25
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
DOK 2
environment. 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

Geography and Early Cultures 3
o What is a classical civilization?
o What was the Greco-Roman world?

Revised: April 2017
Page 26
o How have the Greeks and the Romans impacted our world?
o How did geography affect human activities in the ancient world?
o What early civilizations developed in and around Greece?
o What made “the Greeks” Greek?
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

Graphic Organizers, Customizable graphic organizers, • Map of Ancient Greece and the Mediterranean,
I can explain how differences in geography affected Worksheetworks.com website Climatic map with regions, PBS Learning Media
the human activities of the Minoans and the
Mycenaeans (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; Question Formulation Technique, Strategy • Geography of Greece, Website
07-3.4.1; 07-3.4.2; 07-4.1.1; 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). Analyze an Artifact, Strategy • Geography of Ancient Greece, Essay on website
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
The Polis 4
o What is a polis?
o Who ruled the city-state?
o What factors led to democracy in Athens?

Revised: April 2017
Page 27
VOCABULARY:
polis, politics, acropolis, influence, monarchy, oligarchy, tyranny, democracy, monarch, aristocrats, oligarchs, tyrant, citizens, assembly, direct
democracy, indirect or representative democracy
Claim, Evidence and Reasoning, Teaching Arguments • From Cavemen to Kings, PBS Learning Media
I can describe how city-states developed in Ancient Prezi
Greece (07-1.1.1; 07-1.1.2; 07-2.1.1; 07-2.3.1; 07- • "The Good Strife" The Greeks, full episode, PBS
2.3.2; 07-4.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.2). Claims, Reasons and Evidence Graphic Organizer, Learning Media, Video
• The First States, PBS Learning Media
I can explain why and describe how Athens developed Graphic Organizers, Customizable graphic organizers,
the first democracy (07-1.1.1; 07-1.1.2; 07-2.1.1; 07- Worksheetworks.com website • The Greek Guide to Greatness, Videos by
2.3.1; 07-2.3.2; 07-4.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.2). National Geographic and the National Hellenic
Question Formulation Technique, Strategy Society
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
• The Birth of Democracy, PBS Learning Media
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
The Greek City-states of Athens and Sparta* 3
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,
Revised: April 2017
Page 28
Salamis, Themistocles, Peloponnesian War, Delian League

*Planning Note: There is intentionally more Teaching Primary and Secondary Sources, George W. • Lesson: The Two Faces of Greece, PBS Learning
information added to this topic in case teachers would Bush Presidential Library Media
like to utilize many of these conflicts (Persian Wars,
Peloponnesian War) for projects or extension Claim, Evidence and Reasoning, Teaching Arguments • Socrates and the Early Senate, PBS Learning
activities. A basic yet thorough compare and contrast Prezi Media
of both Athens and Sparta is the most essential goal
of the topic. Claims, Reasons and Evidence Graphic Organizer, • Ancient Athens, YouTube
I can describe Spartan society (07-1.1.1; 07-2.1.1; 07- • Horrible Histories: Groovy Greeks- Spartans, BBC
2.3.1; 07-2.3.2; 07-5.1.1). Graphic Organizers, Customizable graphic organizers, on YouTube
I can describe Athenian Society (07-1.1.1; 07-1.1.2; • Spartans, History Channel on YouTube
07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.3.2). Question Formulation Technique, Strategy
• Spartans, BBC on YouTube
I can explain the nature of the relationship between Analyze an Artifact, Strategy
Athens and Sparta (07-2.1.1; 07-2.3.1; 07-2.3.2). • Assignment: Understanding Slavery in Egypt,
Inquiry-based Learning, Strategy Assyria and Sparta, PBS Learning Media
I can analyze the similarities and differences between
Athens and Sparta (07-1.1.1; 07-1.1.2; 07-2.1.1; 07- Discrepant Event, Strategy • Horrible Histories: Groovy Greeks- Battle of
2.3.1; 07-2.3.2; 07-5.1.1; 07-5.3.2). Marathon, BBC on YouTube
I can describe an event that unified both Athens and Education Alliance at Brown University website • JCPS SharePoint, T Chart Athens and Sparta
Sparta and explain why (07-1.1.1; 07-2.1.1; 07-2.3.1; Graphic Organizer
07-2.3.2; 07-4.3.2; 07-5.1.1; 07-5.1.2). Socratic Seminar, Suggestions for Set up Blogpost
• JCPS SharePoint, Venn Diagram Athens and
Sparta Graphic Organizer
Mythology and Literature 3
o What was the purpose of the Greek myths?
o What was the role of mythology and literature in Greek society?
Revised: April 2017
Page 29
o Did mythology and literature impact the Greek way of life or did the Greek way of life impact mythology and literature?
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
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
• The Persians and Greeks, Crash Course World
Discrepant Event, Strategy History on YouTube
Alexander the Great and Hellenistic Culture 4
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
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;

Revised: April 2017
Page 30
07-2.3.2; 07-4.1.1; 07-4.3.1; 07-4.4.1; 07-4.4.2; 07- Graphic Organizers, Customizable graphic organizers, • Ancient Behaving Badly: Alexander the Great,
5.1.1; 07-5.1.2). Worksheetworks.com website History on YouTube
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
• JCPS SharePoint, Venn Diagram Alexander and
Structured Academic Controversy, Strategy from Darius Graphic Organizer
Contributions and Legacy 3
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

Teaching Primary and Secondary Sources, George W. • "The Good Strife" The Greeks, full episode, PBS
I can identify and explain the contributions the Bush Presidential Library Learning Media, video
Greeks made to the fine arts (07-2.1.1; 07-5.3.2).
Claim, Evidence and Reasoning, Teaching Arguments • Chasing Greatness, PBS Learning Media
I can explain define philosophy (07-2.1.1; 07-5.3.2). Prezi
• Greek Guide to Greatness: Socrates, Video from
I can describe key discoveries the Greeks made in Claims, Reasons and Evidence Graphic Organizer, the National Hellenic Society
government, math, medicine, and engineering (07- Instructions for use
1.1.1; 07-1.1.2; 07-2.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.2).
Revised: April 2017
Page 31
Graphic Organizers, Customizable graphic organizers, • Horrible Histories: Groovy Greeks, Scholastic on
Worksheetworks.com website YouTube
Question Formulation Technique, Strategy • Horrible Histories: Groovy Greeks- Olympics, BBC
on YouTube
• Donald Duck in Mathmagic Land, Video on
YouTube
• Differences between Religion and Philosophy,
Online Smart Notebook Lesson
• Venn Diagram, Religion and Philosophy, Online
Smart Notebook Lesson resource
Socratic Seminar, Suggestions and ideas Blogpost • Inquiry Design Module, Sample IDN from NY,
Olympics
Unit 7: Classical Civilizations, Empires and Religion Suggested Duration:

Rome and Christianity 20 days
STANDARDS
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
freedom). DOK 3

Revised: April 2017
Page 32
DOK 2
environment. DOK 2
philosophy, architecture, art, drama and literature. DOK 3

Geography and Early Cultures 5
o What is a classical civilization?
o What was the Greco-Roman world?
o How have the Greeks and the Romans impacted our world?
o How are civilizations affected by their geographic location?
o How are civilizations affected by the cultures that came before them?
o How did a civilization develop in Rome?
o How were the Romans governed?

Revised: April 2017
Page 33
o How did Rome become a republic?
o In what ways is a republic different from a democracy?
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
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
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
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

Daily Life 1
Revised: April 2017
Page 34
o What was daily life like in Rome?
o Who was the Colosseum built for?
o Who benefitted from the bread and circuses of the Colosseum and the Circus Maximus?
o Whom did the bread and circuses not benefit?
VOCABULARY:
forum, polytheism, shrines, offering, altar, temple, festivals, holy days, hearth, paterfamilias, bulla, ceremony, toga, thermopolia, market, atrium,
fountains, baths, apartments, tutor or slaves, libraries, Latin, recreation, leisure, entertainment, bread and circuses, Circus Maximus, Colosseum,
gladiators, chariot races, estates, villas

*Planning Note: There is intentionally more Question Formulation Technique, Strategy • David Macaulay's Roman City, PBS Video on
information added to this topic in case teachers would YouTube
like to utilize many of these possible areas of student Analyze an Artifact, Strategy
interest or opportunities to make connections with • Daily Life in Ancient Rome, Webpage
other topics. A basic yet thorough analysis of daily life Inquiry-based Learning, Strategy
in Rome is the essential goal of the topic. • Life in Roman Times, PBS
I can describe various aspects of daily life in Rome for (Disclaimer: Each of these clips contains graphic
different groups of society (07-1.1.1; 07-2.1.1; 07- Structured Academic Controversy, Strategy from content that may be inappropriate for some
5.1.1). TeachingHistory.org website adolescents. Screen clips and consider your
audience before deciding to use in instruction.)
• Chariot Race, Ben-Hur Clip on YouTube
• Gladiator Fight, Spartacus Clip on YouTube
• *Gladiator Fight in Colosseum, Gladiator Clip on

YouTube
*Disclaimer: If shown to students STOP video
clip no later than the 4:47 minute mark as
language used in the clip after that time may be
unsuitable for some adolescents.
Revised: April 2017
Page 35
From Republic to Empire 5
o How was Rome’s republic organized?
o What type of equality did the Plebeians gain?
o What were the characteristics of the early Roman Republic?
o How did the Roman Republic become an empire?
VOCABULARY:
SPQR, Senatus Populusque Romanus or “the Senate and the People of Rome”, period of expansion, treaty, Carthage, North Africa, Punic Wars, civil
wars, dictators, Gaul, generals, personal armies, Rubicon River, “crossing the Rubicon”, corruption, collapse, triumvirate, legions, triumph, dignitas,
gloria, power and wealth, Pax Romana

Claim, Evidence and Reasoning, Teaching Arguments • Julius Caesar Song, History Teachers
I can describe how the Roman Republic functioned Prezi
(worked) to carry out the desires of the Roman • Ancients Behaving Badly: Julius Caesar, History
people (07-1.1.1; 07-1.1.2; 07-5.1.1; 07-5.1.2; 07- Claims, Reasons and Evidence Graphic Organizer, on YouTube
5.3.2). Instructions for use
• When Rome Ruled the World: Killing Julius
I can describe how the plebeians gained social and Question Formulation Technique, Strategy Caesar, National Geographic on YouTube
political equality over time (07-1.1.1; 07-1.1.2; 07-
5.1.1; 07-5.1.2; 07-5.3.2). Analyze an Artifact, Strategy • The Roman Empire in the First Century, Part 1,
PBS Learning Media
I can explain the ideals (enduring principles) which Inquiry-based Learning, Strategy
the Roman Republic represented (07-1.1.1; 07-1.1.2; • Ancients Behaving Badly: Hannibal, History on
07-5.1.1; 07-5.3.2). Discrepant Event, Strategy YouTube
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
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
Revised: April 2017
Page 36
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
Structured Academic Controversy, Strategy from

Decline and the Byzantine Empire 4
o What caused the Roman Empire to fall?
o What does the Byzantine Empire have to do with Rome?
VOCABULARY:
Huns, Goths, Visigoths, Ostrogoths, Vandals, Western Empire, Eastern Empire, Byzantine Empire, Germanic Tribes, Constantinople, Istanbul, Ottoman
Turks, Roman Catholic Church, Eastern Orthodox Church, patriarch, saint, Hagia Sophia, Holy Roman Empire

Claims, Reasons and Evidence Graphic Organizer, • Assignment: Weakening of Empires, PBS Learning
I can describe how the Roman Empire declined and Instructions for use Media
fell from power (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2;
07-3.1.1; 07-4.1.1; 07-4.3.1; 07-4.3.2; 07-4.4.2; 07- Question Formulation Technique, Strategy • The Fall of Rome, Crash Course World History,
5.1.1; 07-5.1.2). PBS Learning Media
I can identify causes of the fall of the Roman Empire • Ancients Behaving Badly: Attila the Hun, History
(07-1.1.1; 07-2.1.1; 07-3.1.1; 07-4.1.1; 07-5.1.1; 07- Inquiry-based Learning, Strategy on YouTube
5.1.2).
Discrepant Event, Strategy • Biography of Attila the Hun, Biography.com
I can describe the rise of the Byzantine Empire and
explain how it has had a lasting impact on the world Socratic Seminar, Suggestions for Set up Blogpost • History of the Byzantine Empire, History Video on
(07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07.4.1.1; 07- YouTube
5.1.1; 07-5.1.2). Socratic Seminar, Suggestions and ideas Blogpost
• Istanbul, Not Constantinople, “They Might Be
How to Run a Socratic Seminar, Blogpost Giants” on YouTube with lyrics
Socratic Seminar Aids, College of William and Mary • Inquiry Design Module, Sample IDM from NY, Fall
of the Roman Empire
Revised: April 2017
Page 37
Assignment: Weakening of Empires, PBS Learning
Media

The Rise of Christianity 3
o How did the teachings of Christianity affect the Roman world?
o How have the thoughts, ideas and cultures of ancient peoples impacted our world?
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
*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
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
Legacy, Achievements and Lasting Contributions 2
o Given all that they passed on, did Rome really fall?
Revised: April 2017
Page 38
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
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
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
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

Revised: April 2017
Page 39
Cycle 3:
Medieval Civilizations in Europe and Beyond
9 Weeks • Unit 8 The Early Middle Ages • Ongoing teacher-created formative
40 Instructional days out of 41 calendar • Unit 9 The High and Late Middle Ages assessments
school days • Teacher-created summative
assessments
1500 A.D. DOK 2
to 1500 A.D. DOK 3
Unit 8: Medieval Civilizations in Europe and Beyond Suggested Duration:

The Early Middle Ages Weeks 20-23 (17 days)
STANDARDS

Revised: April 2017
Page 40
freedom). DOK 3
DOK 2
environment. DOK 2
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

Revised: April 2017
Page 41
Geography 2
o How did geography affect human activities in the ancient world?
o How did the geography of Europe affect patterns of European civilization?
POTENTIAL VOCABULARY:
Eurasia, landmass, medieval, middle ages, ancient, modern, Northern European Plain, Alps, Carpathian Mountains, Pyrenes, Iberia Peninsula, British
Isles, English Channel, Strait of Gibraltar, Mediterranean Sea, Black Sea, Baltic Sea, Scandinavia, Balkan Peninsula, Caucasus Mountains, Ural
Mountains, Seine River, Rhine River, Danube River, Po River, Vikings, long boats
I can explain and give examples of how geography Graphic Organizers, Customizable graphic organizers, • Topographical Map of Europe, PBS Learning
affected where and how people lived in Medieval Worksheetworks.com website Media
Europe (07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-
4.3.2; 07-4.4.1; 07-4.4.2). Question Formulation Technique, Strategy • Europe: Teaching Geography, PBS Learning
Media
I can describe the physical characteristics of Europe Analyze an Artifact, Strategy
which would be both beneficial and threatening to • The Middle Ages, Article from Encyclopedia
Europeans in the Middle Ages (07-4.2.1; 07-4.4.2). Inquiry-based Learning, Strategy Britannica Online
Discrepant Event, Strategy • The Dark Ages, Crash Course World History Video
on YouTube
Lesson: Geography of Medieval Europe, Online

Lesson
Europe after the fall of Rome 5
o How did the collapse of the Roman Empire affect Europe?
o How could order be maintained after the fall of Rome?
VOCABULARY:
monks, monasteries, Holy Roman Empire, Holy Roman Emperor, Vikings, invaders, Magyars, Scandinavia, slavery, Gauls, Franks, knight, lord, vassal,
Revised: April 2017
Page 42
fief, feudalism, manor, serf, chivalry, power, barbarian, fealty or loyalty, landowner, noble, peasant, Roman Catholic Church, Saxon, Saxony, manor
house, castle, lady, squire, page, tournament, joust, taxes, head money or head tax, serve, promise, oath
I can describe how during the Middle Ages power in Claim, Evidence and Reasoning, Teaching Arguments • The Middle Ages, Article from Encyclopedia
Europe was seized and by some and explain why (07- Prezi Britannica Online
1.1.1; 07-3.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.2; 07-5.3.4).
Claims, Reasons and Evidence Graphic Organizer, • The Dark Ages, How Dark Were They, Really?
I can describe how Christian institutions and French kings Instructions for use Crash Course World History Video on YouTube
both maintained order in Medieval Europe after the fall
of Rome (07-1.1.1; 07-2.1.1; 07-3.2.1; 07-3.2.2; 07- Graphic Organizers, Customizable graphic organizers, • The Magnificence of the Medieval Era, History
5.1.1; 07-5.1.2; 07-5.3.2; 07-5.3.4). Worksheetworks.com website Video on YouTube
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
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
Feudalism and Manor Life 10
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

Revised: April 2017
Page 43
I can define the feudal system/feudalism (07-1.1.1; Claim, Evidence and Reasoning, Teaching Arguments • David Macaulay's Castle, PBS Video on YouTube
07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07- Prezi
3.4.2; 07-4.4.2; 07-4.3.1; 07-4.3.2; 07-5.1.1; 07-5.1.2; • Inside a Catholic Benedictine Monastery, the
07-5.3.4). Claims, Reasons and Evidence Graphic Organizer, monks, History Channel on YouTube
I can describe the structure of social relationships within • Life in the Middle Ages: Serfs, Video on YouTube
the feudal system of Medieval Europe (07-1.1.1; 07-2.1.1; Graphic Organizers, Customizable graphic organizers,
07-2.3.1; 07-2.3.2; 07-3.1.1; 07-5.1.1; 07-5.1.2; 07-5.3.4). Worksheetworks.com website • Life in the Middle Ages: Knights, Video on
YouTube
I can explain how the feudal system impacted the Analyze an Artifact, Strategy
economic system of Europe (07-1.1.1; 07-2.1.1; 07- • Life in the Middle Ages: Nobles, Video on
2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.2; Question Formulation Technique, Strategy YouTube
07-4.3.1; 07-4.3.2; 07-5.1.1; 07-5.1.2; 07-5.3.4).
Inquiry-based Learning, Strategy • Life in the Middle Ages: Merchant, Video on
I can describe the differences between the feudal YouTube
system and the manor system within the Middle Ages Culturally Responsive Teaching Strategies, The
(07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07- Education Alliance at Brown University website • Life in the Middle Ages: Doctor, Video on
3.4.1; 07-4.3.1; 07-4.3.207-4.4.1; 07-5.1.1; 07-5.1.2; YouTube
07-5.3.4). Socratic Seminar, Suggestions for Set up Blogpost
• Life in the Middle Ages: Monk, Video on YouTube
I can describe the knight’s role in medieval society Socratic Seminar, Suggestions and ideas Blogpost
(07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07- • Empires: The Changing Samurai Class, PBS
3.4.1; 07-3.4.2; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-5.1.1; How to Run a Socratic Seminar, Blogpost Learning Media
07-5.1.2; 07-5.3.4).
• Japan in the Heian Period, PBS Learning Media
I can describe the samurai’s role in medieval Japan’s
society (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Teacher's Guide: Sugihara, PBS Learning Media
3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.2; 07-4.3.1; 07-4.3.2;
07-5.1.1; 07-5.1.2; 07-5.3.3). Sugihara, the Bushido Code, Article from PBS Learning
media
I can compare and contrast the feudalism of Europe
with that of Medieval Japan (07-1.1.1; 07-2.1.1; 07- Assignment: The Shogunate in Japan, PBS Learning
2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.2; 07-4.3.1; 07-4.3.2; Media
07-5.1.1; 07-5.2.1; 07-5.3.3; 07-5.3.4).

Revised: April 2017
Page 44
I can analyze the similarities and differences between Assignment: Religion and Social Structure in Japan,
knights and samurai (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- PBS Learning Media
2.3.2; 07-3.1.1; 07-3.4.2; 07-4.3.1; 07-4.3.2; 07-5.1.1;
07-5.2.1; 07-5.3.3; 07-5.3.4). Assignment: Compare and Contrast Europe and
Japan, PBS Learning Media
Unit 9: Medieval Civilizations in Europe and Beyond Suggested Duration:
The High and Late Middle Ages Weeks 24-28 (23 days)
STANDARDS
freedom). DOK 3
DOK 2
environment. DOK 2

Revised: April 2017
Page 45

Christianity and Medieval Society 9
o How did the Roman Catholic Church extend its influence in the Later Middle Ages?
o Who had more power popes or kings?
o What authority did the pope appeal to?
o What authority did the king appeal to?
o What were the causes of the Crusades?
o What was the purpose of the Crusades?
o How did the Crusades affect the lives of Christians, Muslims, and Jews?
o Historically how have people with different religious beliefs been treated?
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


Revised: April 2017
Page 46
*Planning Note: The Crusades portion of this unit sets Graphic Organizers, Customizable graphic organizers, • Topographical Map of Europe, PBS Learning
up part 1 in a two-part process to teach the brief Worksheetworks.com website Media
history and teachings of Islam, the third of the five
major world religions which are all covered over the Question Formulation Technique, Strategy • The Middle Ages, Article from Encyclopedia
course of the year. Britannica Online
I can describe how European social institutions and • David Macaulay's Castle, PBS Video on YouTube
culture were affected by the Roman Catholic Church Inquiry-based Learning, Strategy
during the Later Middle Ages (07-2.1.1; 07-2.3.1; 07- • David Macaulay's Cathedral, PBS Video on
2.3.2; 07-5.1.1; 07-5.1.2; 07-5.3.4). Discrepant Event, Strategy YouTube
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

Revised: April 2017
Page 47
Inside Mecca, National Geographic on YouTube

Changes in Economics and Government 7
o How did economic growth change society in the Late Middle Ages because of the rise of towns?
o How did the Magna Carta promote democratic principles of justice, equality, responsibility, and freedom?
VOCABULARY:
agriculture, towns, feudal manors, religious communities, feudal lords, surplus, merchants, charter, artisans, guilds, cloth makers, cobblers,
stonemasons, guildhalls, apprentice, journeyman, commerce, chamber pots, bleeding as a medical practice, common law, leisure, entertainment, fairs,
festivals, mystery and miracle plays, England, Runnymeade, Magna Carta, nobles, monarch, common law, traditional rights, habeas corpus,
constitution, rule of law, rights, liberties
I can identify the factors affecting the growth of Claim, Evidence and Reasoning, Teaching Arguments • The Middle Ages, Article from Encyclopedia
towns in the Middle Ages (07-2.1.1; 07-2.3.1; 07- Prezi Britannica Online
2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.1; 07-4.2.2;
07-4.3.1; 07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.3.4). Claims, Reasons and Evidence Graphic Organizer, • Towns, Guilds, and Trade Fairs, Middle Ages for
Instructions for use Kids
I can describe multiple types of daily work performed
in Medieval towns (07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Graphic Organizers, Customizable graphic organizers, • Feudalism and its Decline: A Quick Explanation,
3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.1; 07-4.2.2; 07-4.3.1; Worksheetworks.com website Video on YouTube
07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07-5.3.4).
Question Formulation Technique, Strategy • The Magna Carta, pdf file
I can analyze how life in the Late Middle Ages was
different and in some ways similar to life during the Analyze an Artifact, Strategy • The Magna Carta, History Channel Video on
Early Middle Ages (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- YouTube
2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.2.1; 07-4.2.2; Inquiry-based Learning, Strategy
07-4.3.1; 07-4.3.2; 07-4.4.1; 07-4.4.2; 07-5.1.1; 07- • Magna Carta: Rule of Law, Video Clip from PBS
5.1.2; 07-5.3.4). Discrepant Event, Strategy Learning Media
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-
Revised: April 2017
Page 48
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).
Plague and War 7
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
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
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
Revised: April 2017
Page 49
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).

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Page 50
Cycle 4:
Religion and Philosophy in Non-Western Civilizations;
Civilizations in the New World and the Old World
9 Weeks • Unit 10 India and China • Ongoing teacher-created formative
32 Instructional days out of 43 calendar • Unit 11 Islam and African Civilizations assessments
school days • Unit 12 The Americas and the • Teacher-created summative
Europeans assessments
1500 A.D. DOK 2
to 1500 A.D. DOK 3
Unit 10: Religion and Philosophy in Non-Western Civilizations Suggested Duration:

India and China Weeks 29-30 (7 days)

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Page 51
STANDARDS
freedom). DOK 3
DOK 2
environment. DOK 2

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Page 52
Suggested Days:
Topic 1: Hinduism and Buddhism
3
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 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
*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

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Page 53
I can describe the core beliefs and teachings of Differences between Religion and Philosophy, Online
Buddhism (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-5.1.1; 07- Smart Notebook Lesson Resource • American Buddhism, PBS Learning Media
5.1.2; 07-5.3.3).
Venn Diagram, Religion and Philosophy, Online Smart
I can compare and contrast basic elements of Notebook Lesson resource
Hinduism and Buddhism (07-2.1.1; 07-2.3.1; 07-2.3.2;
07-5.1.1; 07-5.1.2; 07-5.3.3).
**Many people (especially Buddhists) regard

Buddhism as a philosophy rather than a religion,
it can be taught under the philosophy category
as this nuance blends with the study of the three
Chinese philosophies.
Three Chinese Philosophies 2
o How is a philosophy different from a religion?
o How did Confucianism, Daoism, and Legalism influence life in Ancient China?
VOCABULARY:
Zhou Dynasty, philosophy, religion, Confucianism, Daoism, Legalism, Mandate of Heaven, feudalism, ethics, peace, justice, civil servants, The Analects,
Dao De Jing or The Classic of the Way and Its Power, “the Way”, yin yang, order and good government, self-interest, absolute power
I can describe the teachings of Confucianism, Daoism Culturally Responsive Teaching Strategies, The • Map: The World's Religions, PBS Learning Media
and Legalism (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; Education Alliance at Brown University website
07-5.1.1; 07-5.1.2; 07-5.3.3). • Three Teachings: Taoism, Buddhism,
Assignment: Confucius' Life, PBS Learning Media Confucianism, PBS Learning Media
I can compare and contrast basic elements of the
teachings of the three Chinese philosophies and how Teacher's Guide: Confucianism in Images, PBS • 2,000 Years of Chinese History, Crash Course
they influenced Chinese society (07-1.1.1; 07-2.1.1; Learning Media World History Video on YouTube
07-2.3.1; 07-2.3.2; 07-5.1.1; 07-5.1.2; 07-5.3.3).
Teachers Guide: Taoism in Images, PBS Learning
Media

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Page 54
Differences between Religion and Philosophy, Online

Smart Notebook Lesson Resource
Frayer Model Philosophy, Online Smart Notebook

Lesson Resource
Venn Diagram, Religion and Philosophy, Online Smart

Notebook Lesson Resource

Dynasties, the Silk Road and Medieval China 2
o How was China ruled by the early dynasties?
o What was the Silk Road?
o What were the different ways China was governed?
o What factors caused China’s economy to grow and what changes did that lead?
o How have Medieval Chinese discoveries and inventions influenced the modern world?
VOCABULARY:
Qin Dynasty, Great Wall, censor, immortal, unify, terra-cotta soldier, Han Dynasty, bureaucracy, civil servant, civil service exams, merit, meritocracy,
acupuncture, magnetic compass, seismograph, silk, Silk Road, trade routes, glassware, exchange of goods, Eastern Silk Road, Western Silk Road, cultural
diffusion, bureaucracy, warlords, aristocracy, civil servant, civil service exams, meritocracy, Sui Dynasty, Tang Dynasty, Song Dynasty, invaders, Mongols,
Yuan Dynasty, Ming Dynasty, Grand Canal, commerce, currency, urbanization, paper, movable type, tea, porcelain, steel, gunpowder, inoculate
*Planning Note: There is intentionally more Assignment: Growth in Early China, PBS Learning • 2,000 Years of Chinese History, Crash Course
information added to this topic in order to provide Media World History Video on YouTube
connections with previous content. A basic yet
thorough survey of the Chinese Dynasties as well as Assignment: Urbanization During the Ming Dynasty, • Know Your Dynasties: The Story of China, PBS
how their economy expanded and developed is the PBS Learning Media Learning Media
essential goal of the topic.
Assignment: Philosophy During the Ming Dynasty, PBS • The Mongols, Crash Course World History Video
I can explain the similarities and differences between Learning Media from PBS Learning Media
the early dynasties of China and the imperials

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Page 55
dynasties (07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07- Assignment: The Three Kingdoms of Korea and the • The Story of India, Part 3: The Silk Road, PBS
5.1.1; 07-5.1.2; 07-5.3.3). Tang Dynasty, PBS Learning Media 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
Inquiry Design Module, Sample IDM from NY, China

and Rome
Inquiry Design Module, Sample IDM from NY, The Silk

Road
Unit 11: Religion and Non-Western Civilizations Suggested Duration:
Islam and African Civilizations 8 days
STANDARDS
freedom). DOK 3
DOK 2

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Page 56
environment. DOK 2

Origins, Beliefs and Practices 2
o How did Islam affect Muhammad’s world?
o How did the teachings of Islam impact the medieval world?
o How have the thoughts, ideas and cultures of past civilizations impacted our world?
VOCABULARY:
oasis, caravan, Islam, Muslim, Qur’an, Sunnah, prophet, polytheism, monotheism, boycott, siege, pilgrimage, mosque, polytheism, Ka’ bah, Five Pillars of
Islam, shahadah, salat, zakat, siyam, jihad, hajj, Ramadan, caliph, caliphate, Janissaries, Shia, Sunni, Shari’ah, qadi, mufti, tolerance

Revised: April 2017
Page 57
*Planning Note: This unit provides part 2 of a two- Graphic Organizers, Customizable graphic organizers, • Map: The World's Religions, PBS Learning Media
part process to teach the historical context, brief Worksheetworks.com website
history and teachings of Islam, the third of the five • Jerusalem: Sacred and Contentious, PBS Learning
major world religions which are all covered over the Question Formulation Technique, Strategy Media
course of the year.
Inquiry-based Learning, Strategy • The Hajj: Islamic Sacred Pilgrimage, PBS Learning
I can define and distinguish between the terms Islam Media
and Muslim (07-2.1.1; 07-5.3.3). Teacher's Guide: Islam in Images, PBS Learning Media
• Inside Islam, History Channel on YouTube
I can identify the core religious beliefs of Islam (07- Lesson: The Five Pillars of Islam, PBS Learning Media
2.1.1; 07-2.3.1; 07-2.3.2; 07-5.3.3). • Inside Mecca, National Geographic on YouTube
Assignment: Islam in America, PBS Learning Media
I can analyze the similarities and differences between • Islam, the Quran and the Five Pillars, Crash
Islam, Christianity and Judaism (07-2.1.1; 07-2.3.1; Assignment: Women in Islam, PBS Learning Media Course World History on YouTube
07-2.3.2; 07-5.1.1; 07-5.2.1; 07-5.3.3.

Islamic Empires and their Cultural Achievements 2
o How did Islamic empires grow and develop to have a lasting influence on the modern world?
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
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).
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Page 58
Empires of Africa 4
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
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
• Assignment: Analysis of the Songhai Empire

Revised: April 2017
Page 59
Unit 12: Civilizations in the New World and the Old World Suggested Duration:
The Americas and the Europeans Weeks 32-39 (17 days)
STANDARDS

freedom). DOK 3
DOK 2
environment. DOK 2
(e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D.DOK 2

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Page 60
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

Maya, Aztec and Inca Empires 3
o How did geographic features influence the civilizations of the Maya, Aztec, and Inca?
VOCABULARY:
Olmecs, ceremonial centers, hieroglyphic, Yucatan Peninsula, rituals, sacrifices, slash and burn agriculture, pok-a-tok, slaves, tzolkin, atanzahab, plaza,
Teotihuacan, Tenochtitlan, mercenaries, alliance, chinampas, causeways, semidivine, Machu Picchu, Cuzco, quipus, ayllus, communal, solar calendar,
steles, glyphs, dialects, pictographs, suspension bridge, trephination, huacas

*Planning Note: There is intentionally more Map Activity: The Pre-Columbian Americas, PBS • The Olmec of Mesoamerica, PBS Learning Media
information added to this topic in order to provide Learning Media
connections with previous content. A basic survey and • A Picture of Mesoamerica, PBS Learning Media
analysis of the Olmec, Maya, Aztec and Inca empires Assignment: Characteristics of Mesoamerican
as well as how these empires declined is the essential Civilizations, PBS Learning Media • Elites in Mayan Society, PBS Learning Media
goal of the topic.
Assignment: Religion and Politics in Mesoamerica, • Mayan Temple, PBS Learning Media
I can describe how both human activities and the PBS Learning Media
elements of culture were shaped by the geographic • The Mayans, History Channel on YouTube
features of the Americas (07-2.1.1; 07-2.3.1; 07-2.3.2; Assignment: Geographic Determinism in
07-3.1.1; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07- Mesoamerica and South America, PBS Learning Media • Quest for the Lost Maya, PBS Learning Media
4.3.2; 07-4.4.1; 07-4.4.2).
Assignment: Weakening of Empires, PBS Learning • Deciphering the Maya Code, PBS Learning Media
I can identify and describe specific cultural Media
characteristics for the Maya, Aztec and Inca • Mysteries of the Maya, National Geographic on
civilizations (07-2.1.1; 07-2.3.1; 07-2.3.2). Assignment: Using Archeological Evidence to Discover YouTube
Who the Olmec Were, PBS Learning Media

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Page 61
I can compare and contrast the Maya, Aztec, and Inca Assignment: Weakening of Empires, PBS Learning • Water and Classical Civilizations, Crash Course
civilizations (07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07- Media World History from PBS Learning Media
4.1.1; 07-4.2.1; 07-4.3.1; 07-4.3.2; 07-4.4.1; 07-4.4.2;
07-5.1.1). Interactive Assignment: Writings of the Ancient Maya, • Portrait of Montezuma II, PBS Learning Media
PBS Learning Media
• Conquistadors: The Fall of the Aztecs, Video on
Assignment: Languages of the Caribbean and Central PBS Learning Media
America, PBS Learning Media
• Ask History: What Happened to the Aztecs?,
Assignment: Visiting the “Birthplace of the Gods”, PBS Video Clip from History on YouTube
Learning Media
• Machu Picchu, PBS Learning Media
Mystery of Aztec and Maya Civilization, National
Geographic Documentary • Portrait of Atahualpa, PBS Learning Media
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
America Before Columbus, Documentary from History

on YouTube
The Renaissance 4
o What changes in Europe led to the Renaissance?
o How did new ideas and technology develop as a result of trade?
o How does a bank increase the wealth of a city-state?
o How did new ideas and perspectives emerge and develop during the Renaissance?

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Page 62
VOCABULARY:
Renaissance or rebirth, Renaissance man, banking industry, classical art, medieval art, renaissance art, city-states, republics, Florence, humanism,
individualism, perspective, secular, Michelangelo’s David, The Divine Comedy, The Prince
I can describe the significance of the Renaissance Socratic Seminar, Suggestions for Set up Blogpost • Renaissance, Encyclopedia Britannica Online
within the context of world history (07-2.1.1; 07-
5.1.1; 07-5.1.2; 07-5.3.2). Socratic Seminar, Suggestions and ideas Blogpost • Italian Renaissance Learning Resources, Website
Italian Renaissance Sources.com
I can identify and describe the importance of Florence How to Run a Socratic Seminar, Blogpost
as well as many of the important people within the • Duomo at Night, PBS Learning Media
Italian Renaissance (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- Socratic Seminar Aids, College of William and Mary
2.3.2; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.1; • Renaissance Man song, History Teachers
07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.2). Lesson 1: Empires, The Medici, PBS Learning Media
• The Canterbury Tales song, History Teachers
I can describe how Italy changed as new technology, Lesson Plan 2: Empires, The Medici, PBS Learning
resources, and knowledge became available during Media • The Renaissance, Crash Course World History
the Renaissance (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- Video from PBS Learning Media
2.3.2; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.1; Lesson Plan 3: Empires, The Medici, PBS Learning
07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.2). Media
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
Claim, Evidence and Reasoning, Teaching Arguments

Prezi

Revised: April 2017
Page 63
The Printing Press and the Reformation 4
o What was so advanced about a printing press?
o What was so revolutionary about books?
o How were books made before the printing press?
o How did the spread of information impact the development of civilizations?
o How did the Protestant Reformation bring changes to the Christian Church and the European world?
VOCABULARY:
printing press, movable type, press, ink, freedom of the press, typesetting, printing, books, paper, frame , letters, Gutenberg Bible, reading, literacy,
Protestant, reformation, reformers, Christian Church, Roman Catholic Church, Ninety-Five Theses, Wittenberg, Council of Trent, the 5 Solas: Sola
Scriptura, Sola Fide, Sola Gratia, Solo Christo, Soli Deo Gloria, Catholic Counter-Reformation, Jesuits or Society of Jesus, theocracy, indulgences, simony,
Great Schism, doctrine, denomination, sin, salvation, authority, rituals, worship, Anglicanism, divorce
I can explain and give examples of how the spread of Document-Based Question: The Printing Press, Online • Johannes Gutenberg, Encyclopedia Britannica
information impacted the development of Resource Online
civilizations (07-2.1.1; 07-2.3.1; 07-2.3.2; 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; Here I stand..., Martin Luther at the Diet of Worms • The Book That Changed the World video, History
07-5.1.2; 07-5.3.3). Video Clip on YouTube Channel
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

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Page 64
I can identify the significant changes to the Christian Martin Luther Sparks a Revolution Video, History • How a Gutenberg Printing Press Works, Video
Church brought about by the reformers (07-2.1.1; 07- Channel Clip on YouTube
2.3.1; 07-2.3.2; 07-5.1.1; 07-5.1.2).
Martin Luther, History Teachers song Martin Luther • Gutenberg song, History Teachers
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

Voyages of Discovery and Exchange 6
o In what ways did the Scientific Revolution change how people thought about the world?
o How did the competition between monarchs for economic opportunity change the world?
o What factors prompted the Age of Discovery and Exploration?
o What were the benefits of the Age of Discovery?
o What were the costs of the Age of Exploration?
o What was the Columbian exchange?
o In what ways did economics and trade change because of the Columbian Exchange?
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
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,

Revised: April 2017
Page 65
I can describe how the competition for economic • Isaac Newton and a Scientific Revolution Video
opportunity during the Age of Exploration changed Graphic Organizers, Customizable graphic organizers, from History
the way people in Europe viewed the world (07-3.1.1; Worksheetworks.com website
07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07- • Portrait of Montezuma II, PBS Learning Media
4.3.1; 07-4.3.2; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.4; Question Formulation Technique, Strategy
07-5.3.5). • Conquistadors: The Fall of the Aztecs, Video on
Inquiry-based Learning, Strategy PBS Learning Media
I can explain how scarcity of goods led to efforts to
find new routes to Asia and the role of competition Socratic Seminar, Suggestions for Set up Blogpost • Portrait of Atahualpa, PBS Learning Media
between countries during the Age of Exploration (07-
1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; Socratic Seminar, Suggestions and ideas Blogpost • Conquistadors: The Conquest of the Incas, Video
07-3.4.2; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07- on PBS Learning Media
4.3.2; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.3; 07-5.3.4; How to Run a Socratic Seminar, Blogpost
07-5.3.5). • The Spanish Empire, Crash Course World History
Socratic Seminar Aids, College of William and Mary from PBS Learning Media
I can describe how early explorers used new
technologies, resources, and knowledge as they Map Activity: The Pre-Columbian Americas, PBS • America Before Columbus, Documentary from
began their conquest of the New World (07-1.1.1; Learning Media History on YouTube
07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07-3.4.1; 07-
3.4.2; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; 07-4.3.2; Assignment: Languages of the Caribbean and Central • The Columbian Exchange, Crash Course World
America, PBS Learning Media History on YouTube
07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.4; 07-5.3.5).
Teaching Guide: Examining Exploration of the • Disease!, Crash Course World History from PBS
I can describe the different aspects of the Columbian Americas, PBS Learning Media
Exchange that resulted from the Great Convergence Learning Media
(07-1.1.1; 07-2.1.1; 07-2.3.1; 07-2.3.2; 07-3.1.1; 07- Primary Source Set: Exploration of the Americas, PBS
3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1; 07-4.2.2; 07-4.3.1; Learning Media
07-4.3.2; 07-4.4.2; 07-5.1.1; 07-5.1.2; 07-5.3.4; 07-
5.3.5). Activity: The Columbian Exchange, PBS Learning
Media
I can describe how mercantilism, capitalism, and a
market economy developed as a result of the Activity: Diffusion of Food and Animals, PBS Learning
Columbian Exchange (07-1.1.1; 07-2.1.1; 07-2.3.1; 07- Media
2.3.2; 07-3.1.1; 07-3.4.1; 07-3.4.2; 07-4.1.1; 07-4.2.1;
07-4.2.2; 07-4.3.1; 07-4.3.2; 07-4.4.2; 07-5.1.1; 07-
5.1.2; 07-5.3.4; 07-5.3.5).

Revised: April 2017
Page 66

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GRADE SEVEN SOCIAL STUDIES CURRICULUM MAP

HOW TO USE THE CURRICULUM MAP

Academic Services/ Curriculum Management

RECOMMENDED STATE-APPROVED TEXTBOOKS

CONNECTIONS TO THE FRAMEWORK FOR TEACHING

CULTURALLY RELEVANT AND REFLECTIVE TEACHING

RESEARCH-BASED HIGH-YIELD INSTRUCTIONAL STRATIGIES

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DIMENSION 1 DIMENSION 2 DIMENSION 3 DIMENSION 4

PROJECT BASED LEARNING

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To learn more about Project-based learning, go to Buck Institute for Education.

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FUNDAMENTAL SKILLS STANDARDS

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Introductory Topic: Suggested Duration:

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• JCPS SharePoint, Landforms PowerPoint

• JCPS SharePoint, Physical and Human

Academic Services/ Curriculum Management

Topic 1: Suggested Days:

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LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Culturally Responsive Teaching Strategies, The • Life in Mesopotamia, University of Chicago

Academic Services/ Curriculum Management

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LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Discrepant Event, Strategy • The Great Pyramid Mystery Solved, National

Inquiry-based Learning, Strategy • The Mummification Process, Getty Museum

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

Unit 4: Early River Valley Civilizations Suggested Duration:

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

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LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

• Rajesh Rao: A Rosetta Stone for the Indus Script,

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

• Venn Diagram Indus River and Shang Dynasty,

Unit 6: Early Semitic Civilizations and Religion Suggested Duration:

Reminder: Continue to spiral the 6 Fundamental Skills Standards throughout instruction.

Topic 1: Suggested Days:

Academic Services/ Curriculum Management

Topic 2: Suggested Days:

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• Ancient Civilizations: Mycenaeans and

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FUNDAMENTAL SKILLS STANDARDS

Unit 6: Classical Civilizations and Empires Suggested Duration:

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Topic 1: Suggested Days:

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management