Mississippi Social Studies Framework Narrative … · 1 7th Grade Social Studies World History: ......
Transcript of Mississippi Social Studies Framework Narrative … · 1 7th Grade Social Studies World History: ......
1 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Mississippi Social Studies Framework
Narrative Summary for SEVENTH GRADE
(WORLD HISTORY FROM PRE-HISTORIC ERA TO THE AGE OF ENLIGHTENMENT)
Using geography as a framework, the seventh grade course of study focuses on the cultural and historical developments of the world from prehistoric times to the
Age of Enlightenment in the 18th Century. The content explores themes from the earliest civilizations and trace the evolution of civilizations from clans, to
kingdoms, to empires and individual nation/states. The course content should provide a foundation for understanding global affairs. The avenues for these
concepts are developed through the social studies strands.
The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected
to be taught by infusing social studies skills into the pedagogy of the course.
Domestic Affairs
Understand the biological and cultural processes that shaped the earliest human communities.
Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of ear ly human communities. (DOK
2)
Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)
Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)
Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2) Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations.
Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and
republic. (DOK 1)
Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of
social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for
defining civilization). (DOK 3)
Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia,
Europe and Africa. (DOK 3) Global Affairs
Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.
Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)
Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and ho w they represented a
decisive transformation in human history. (DOK 2)
Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK
2)
2 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE.
Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1)
Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to
the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East
Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation
of Britain). (DOK 3)
Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)
Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)
Civil Rights/Human Rights
Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall.
Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)
Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarc hs and subjects, men and
women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the
Roman Empire through the Middle Ages. (DOK 2)
Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).
(DOK 3)
Economics
Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa.
Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)
Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the
economic development of those regions. (DOK 2)
Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa.
Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to
civilization.
(DOK 3)
Analyze the effects of technology on trade at different times throughout history. (DOK 3)
3 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Culture
Understand how information concerning prehistoric and historic groups contributes to the study of a civilization’s cultural development.
Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s dis covery of Rosetta stone,
Pompeii, Akrotiri, etc.). (DOK 3)
Compare and contrast the religions of Judaism, Christianity, Islam, etc. (DOK 2)
Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)
Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.). (DOK 3)
4 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Greenville Public School District Recommended Grade 7th Grade Social Studies Curriculum MAP
2015-2016
Content: 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Topic: STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture) Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
1st 9 weeks, Week 1
1a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)
What are the tools scientist use to determine the dates of early human development? What are the methods scientist use to determine the dates of early human development?
Contrast historical or abstract facts with current events to bring relevancy to students.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to create a timeline of early human communities.
Students create a written record (e.g., diary, news article, drawing, mural) on a historic event
Make an engaging oral presentation on early humans
Textbook Workbook video’ DVD Computer/I Pad Google Earth http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers Mini-projects— completed in class—foldables Vocabulary Quizzes, Content Centered Writing
Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool
1st 9 weeks, Week 2
1b. Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)
What are the stages of human development and in what order?
Identify and assess causes and effects for events. Explain the differences between oral and written history,
Instruct students to create timelines of the various eras learned today and the major accomplishments within each era, sequence of early hominid evolution in Africa.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the sequence of early hominid evolution in Africa
Vocabulary strategies
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Comprehensive Tests including vocabulary and maps, quizzes Pre-test (for selected units/ Daily verbal review/quiz,
Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
1st 9 weeks, Week 3
1c Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)
How have theories about the processes by which human s populated world regions changed over time?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers of human groups that populated the major world regions.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on groups populating major regions.
Vocabulary strategies Pre-reading Warm-ups,
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Thematic Essay Multiple Choice/Primary Source Power point project Unit Assessments Pre-test (for selected units/ Daily verbal review/quiz,
Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool
1st 9 weeks, Week 4
1d. Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2)
Did Paleolithic cave paintings have religious, social or cultural meanings?
Identify and assess causes and effects for events. Explain the differences between oral and written history,
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create graphic organizers of social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings.
Students are to write an essay on meanings inferred from late Paleolithic cave paintings.
Have students make an engaging oral presentation on late Paleolithic cave paintings.
Vocabulary strategies Pre-reading Warm-ups,
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Thematic Essay Multiple Choice/Primary Source Power point project Unit Assessments Pre-test (for selected units/ Daily verbal review/quiz,
Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool
5 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
1st 9 weeks, Week 5
2a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy , absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1)
What are the characteristics of a civilization?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students use a visual representation (e.g., illustrations, collage) to demonstrate an understanding of monarchy, democracy and dictatorship.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on governmental forms:
Make an engaging oral presentation on governmental forms.
textbook •Power Point • Internet •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.or
Thematic Essay Multiple Choice/Primary Source Power point project Unit Assessments Pre-test (for selected units/ Daily verbal review/quiz,
Reading Writing Data Analysis Research practice and analysis Technology used as a educational research tool
1st 9 weeks, Week 6
2b. Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization). (DOK 3)
What are the characteristics of a civilization?
What were social conditions like in early civilizations?
Identify and assess causes and effects for events. Explain the differences between oral and written history, Use primary sources, secondary sources, and economic data to develop generalizations.
Students will create a comic strips booklet illustrating and explaining the characteristics of a civilization.
Have students choose an ancient civilization deity and create a product, commercial, tabloid headline or movie poster featuring that deity and his or her attributes.
Have students create graphic organizers comparing differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
1st 9 weeks, Week 7- 8
2c. Apply the five themes of geography (e.g., location, place, human/environment al interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)
How are the themes of geography and maps connected?
Use map- and globe-reading skills, Orient a map and note directions, Locate places on map and globe, Use scale and
Have students create graphic organizers to describe various civilizations in Asia, Europe and Africa.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on describing various civilizations in Asia, Europe and Africa.
Make an engaging oral presentation on various civilizations in Asia, Europe and Africa.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2nd 9 weeks
3a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)
What roles do significant actors (Hatshepsut, Thutmose II, and Menes) play in trends and events that shape early Egyptian culture?
•Combine critical concepts into a statement of conclusions based on information • Restate major ideas of a complex topic in concise form • Form opinion based on critical examination of relevant information •State hypotheses for further study
Students will create a booklet on each of the leaders. Booklet will contain: *Time of leader’s reign *Successes and Failures of leader *Accomplishments attained Students will compare and contrast two leaders discussed
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create graphic organizers of Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT2 Determine two or more central ideas in a text and analyze their developmen t over the course of the text; provide an objective summary of the text.
7 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd 9 Weeks
3b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history. (DOK 2)
How did the of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean make a transformation in human history?
Keep informed on issues that affect society, Identify situations in which social actions are required, Work individually or with others to decide on an appropriate course of action
Students will create a school news bulletin with all of the designated components that will relate to the specific civilization as if they were living during those times.
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create a graphic organizer of the emergence of civilizations.
Vocabulary strategies Pre-reading Warm-ups,
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2nd 9 Weeks
3c. Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK 2)
What were the effects of technology on early civilization?
• Extract significant ideas from supporting illustrative details •Combine critical concepts into a statement of conclusions based on information • Restate major ideas of a complex topic in concise form
Students will identify, research, design, and create a sales ad for their invention from one of the given civilizations. Groups will be assigned a civilization.
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create a graphic organizer in technology and civilizations.
Students are to write an essay on describing technology and civilizations.
Vocabulary strategies Pre-reading Warm-ups,
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd 9 Weeks
4a. Identify the significant individuals and achievements of ancient Roman, Chinese, and Indian societies. (DOK 1)
How did human and social relations cause the fall or Greece and Rome?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers of the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.
Make an engaging oral presentation on the significant individuals and achievements of ancient Roman, Chinese, and Indian societies.
Vocabulary strategies Pre-reading Warm-ups,
Small and large group activities, lecture, note taking, essay writing, analysis of primary and secondary source documents, simulations, and class discussion
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd 9 Weeks
4b. Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)
Why did people of Athens’ citizens have different rights than citizens of Sparta?
Identify and assess causes and effects for events. Explain the differences between oral and written history, Use primary sources, secondary sources, and economic data to develop generalizations.
Have students use historical maps or other geographical representation to trace the development of human settlement of a region over time. For example, have them use maps to study trade routes and transportation networks between regions.
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create graphic organizers of economic and political framework of Roman society.
Students are to write an essay on economic and political framework of Roman society.
Vocabulary strategies Pre-reading Warm-ups,
Small and large group activities, lecture, note taking, essay writing, analysis of primary and secondary source documents, simulations, and class discussion
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
10 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd 9 Weeks
4c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)
What are some characteristics of Chinese society?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers of the fundamental social, political, and cultural characteristics of Chinese society.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on fundamental social, political, and cultural characteristics of Chinese society.
Have students make an engaging oral presentation on characteristics of Chinese society.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2nd 9 Weeks
4d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)
What are the religious beliefs the Gangetic states and the Mauryan Empire?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Students are to write an essay on the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire
Have students to read passages and answer questions on this topic from www.readworks.org
Have students create graphic organizers of religious beliefs in India.
Vocabulary strategies Pre-reading Warm-ups,
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd, 3rd , 4th 9 Weeks
5a Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)
How did the discovery at Pompeii benefit historians?
Identify and assess causes and effects for events. Explain the differences between oral and written history, Use primary sources, secondary sources, and economic data to develop generalizations.
Have students create graphic organizers of the cause of the fall of civilizations of Asia, Europe and Africa
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the cause of the fall of civilizations of Asia, Europe and Africa
Vocabulary strategies Pre-reading Warm-ups,
Small and large group activities, lecture, note taking, essay writing, analysis of primary and secondary source documents, simulations, and class discussion
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
12 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
2nd, 3rd , 4th 9 Weeks
5b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages.
How are beliefs of the world’s major religions alike and different?
Identify and assess causes and effects for events. Explain the differences between oral and written history, Use primary sources, secondary sources, and economic data to develop generalizations.
Have students create graphic organizers on the relationship among various groups of people
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the relationship among various groups of people.
Small and large group activities, lecture, note taking, essay writing, analysis of primary and secondary source documents, simulations, and class discussion
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2nd, 3rd , 4th 9
Weeks
5c Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.). (DOK 3)
How did the changes of the middle ages lead to the Renaissance? How did European exploration affect other cultures?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers on the Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).
Students are to write an essay on the Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
13 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
3rd 9 Weeks
6a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)
What are the effects of agriculture, settlement, exchange, and migration patterns on world regions?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers on the agricultural, settlement, exchange and migration patterns in various regions of the world.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
3rd 9 Weeks
6b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2)
What were social conditions like in early civilizations?
Identify and assess causes and effects for events. Explain the differences between oral and written history,
Have students create graphic organizers on the social and cultural conditions of early civilizations in regions
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the social and cultural conditions of early civilizations in regions
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
14 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
3rd 9 Weeks
7a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to civilization. (DOK 3)
What affect did ancient technology have on the development of early civilizations?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Have students create graphic organizers on the technological advances of early man.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the technological advances of early man.
Have students make an engaging oral presentation on the technological advances of early man.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
3rd 9 Weeks
7b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)
How did technology affect trade in different civilizations throughout history?
Comprehensio n Read to get literal meaning Use topic and section headings, topic sentences, and summary sentences to select main ideas •Differentiate main and subordinate ideas
Students will make a flow chart of the different civilizations and will conduct research to determine how technology affects each civilization.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the effects of technology on trade.
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts, Graphs, timelines http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
15 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
3rd d 9 Weeks
8a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of The Rosetta Stone, Pompeii, Akrotiri, etc). (DOK 3)
How do we know a historical event happened? What primary evidence can we look at to better understand a historical event? How do historians and archaeologists analyze primary historical artifacts?
Extract significant ideas from supporting illustrative details •Combine critical concepts into a statement of conclusions based on information
Students will be given pictures and tangible items of various primary documents and artifacts. Students will analyze these artifacts in order to practice what real historians do.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on significance of various archaeological findings.
Have students make an engaging oral presentation on the significance of various archaeological findings.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts,
Graphs, timelines
http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
3rd d 9 Weeks
8b. Compare and contrast the religion of Judaism, Christianity, Islam, etc. (DOK 2)
What is unique about each of the five major religions? What is similar between each of the five major religions? How did each of the five major religions start?
Work to influence those in positions of social power to strive for extensions of freedom, social justice, and human rights
Accept and fulfill social responsibilitie s associated with citizenship in a free society
Students will make a Venn Diagram comparing the religions.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on the religion of Judaism, Christianity, Islam, etc.
Have students make an engaging oral presentation on the religions.
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts,
Graphs, timelines
http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
16 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD)
(What do your students need to be able to
DO?)
Essential Questions
Skills Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
How will you know that you have achieved
the desired student
outcome?)
Content Connection
(How will you integrate OTHER
CONTENT AREAS into
LITERACY core content?)
4th 9 Weeks
8c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)
What were the changes that happened during the Middle Ages? How can we study those changes to determine how they led to the Renaissance?
Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons
Students will construct a timeline of events in the middle ages to track the changes that occurred.
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on political and economic changes during the Middle Ages and how it led to the Renaissance.
Have students create a graphic organizer comparing the political and economic changes during the Middle Ages.
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts,
Graphs, timelines
http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
TRIT1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
4th 9 Weeks
8d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.) (DOK 3)
How did contact between cultures affect various civilizations throughout history?
Restate major ideas of a complex topic in concise form
Form opinion based on critical examination of relevant information.
Students will create a booklet that shows:
The civilization
What is unique about that civilization
How that civilization was affected by others
Have students to read passages and answer questions on this topic from www.readworks.org
Students are to write an essay on Evaluate the effects of contact among cultures of Europe, Asia, and Africa.
Vocabulary strategies Pre-reading Warm-ups
textbook •Power Point • Internet •Secondary •Primary Sources •Political Cartoon •Maps, charts,
Graphs, timelines
http://www.archi ves.gov/educati on/
Insight 360 www.readwork s.org
Pre-test (for selected units/ Daily verbal review/quiz, Graphic Organizers
7RIT3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
17 7th Grade Social Studies World History: From the Pre-historic Era to the Age of Enlightenment