7 t h Grade World History Road Map

In 7th grade Social Studies students study the ancient civilizations of the world. Each unit of study involves examining how and why each civilization flourished and the influence each civilization had on those that followed. The course of study begins with the hunter-gatherers of the Stone Age, moves through ancient Asian and African civilizations and concludes with the Renaissance and Reformation. In the study of Africa, students learn about the significant features of ancient Egypt and Nubia, two civilizations that developed in the Nile Valley. Students then study the Indus river valley civilizations, along with religious and political development in India. They then turn to the early Chinese dynasties and an exploration of significant achievements in technology. During second semester, students study Ancient Greece and Rome and analyze the features that led to the rise and fall of both. They learn about the spread of Islamic civilizations that developed in the area of North Africa, and study the rise and fall of the West African kingdoms of Mali, Ghana and Songhai, and the East African kingdoms of Ethiopia and Aksum. Finally, students explore the Middle Ages and the beginning of the Renaissance in Europe, focusing on advances in art, philosophy and politics. The students continue to develop their skills of thinking like a geographer and archeologist, begun in grade six, and start to think like an historian, a skill they will utilize in their grade 8 U.S. History course. This means students will be asked to analyze and interpret primary and secondary source documents, including visual sources and maps.

Core Text: History of Our World

7 Grade World History Road Map 2010-2011

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FIRST MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 1
The beginnings of civilization and the Fertile Crescent are the topics examined in this unit.
PACING

Module 1 ! What kinds of clues do historians use to understand how people lived in the past?

Focus Content ! The clues historians and archeologists use to interpret the past ! The hunter-gatherers of the Stone Age and the development of agriculture ! Mesopotamia was the site of the worlds first civilizations. Skills ! Analyze a primary source. ! Identify what tools are used to understand history. ! Identify the connection between history and geography. ! Describe what archaeologists do when they examine artifacts from the past. ! Distinguish between primary and secondary sources. ! Create a time line. ! Draw conclusions, compare and contrast, hypothesize and make predictions. Student Products ! Students develop a list of items for a time capsule portraying their generation. ! Each student will complete a chart in which they list and describe the various achievements and adaptations prehistoric people made to their environment in order to survive. ! The students will complete a chart in which they describe the characteristics and accomplishments of various Mesopotamian Civilizations.

Suggested Pacing: 4.5 weeks Grading Period 1 Weeks 1-5

Module 2 ! How did prehistoric people learn to adapt to their environment in order to survive?

Culminating Project Students will reflect on the characteristics and accomplishments of the groups/cultures they have studied in this unit. Working in groups, students will identify 2 to 3 artifacts that most accurately portray their assigned group/culture. Next, in conjunction with the art teacher, each group will make 1 artifact, write a description of their artifact and an explanation of why they feel it reflects their assigned group/culture. Finally, each group will give an oral presentation in which they share their artifact with the class.

Module 3 ! What were the major characteristics and achievements of the civilizations that emerged in Mesopotamia between 3200 B.C. and 500 B.C.?

7 Grade World History Road Map 2010-2011

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FIRST MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 2
The civilization of ancient Egypt
PACING

Module 1 ! How did physical geography affect the growth of ancient Egyptian civilizations?

Focus Content ! How the geography and natural resources of ancient Egypt affected the development of the empire ! The Egyptians belief in the afterlife ! Accomplishments of the ancient Egyptians Skills ! Analyze maps and their related data to learn about geography and natural resources. ! Analyze a picture. ! Conduct research. ! Describe, draw conclusions, summarize and hypothesize. Student Products ! The students will describe how the geographic features and natural resources of the Nile River Valley led to its development as one of the great civilizations of the ancient world. ! The students will write an essay in which they summarize the religious beliefs and values of the ancient Egyptians. ! The students will write an essay about an invention made by the ancient Egyptians. They will explain why it was the most important invention of the time and why it has lasted over 3,000 years.

Suggested Pacing: 4.5 weeks Grading Period 1 Weeks 5-9

Module 2 ! What were the religious beliefs and values of the ancient Egyptians?

Culminating Project Students will be asked to create a tomb design for a famous Egyptian pharaoh or woman of power that is consistent with ancient Egyptian designs, colors, style, and the religious customs and traditions of the time.

Module 3 ! What historical accomplishments are the ancient Egyptians known for and how have we learned about them?

7 Grade World History Road Map 2010-2011

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SECOND MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 3
This unit explores the civilization of ancient India.
Suggested Pacing: 4.5 weeks Grading Period 2 Weeks 1-5

Module 1 ! What role did geography play in the development of the first civilizations in ancient India? What were the features of these early civilizations? Module 2

Focus Content ! Geography and the development of ancient civilizations in India. ! Hinduism and Buddhism in ancient India ! The accomplishments of the Maurya and Gupta Empires Skills

PACING

Culminating Project The students will be asked to view themselves as Indus Valley merchants selling a variety of goods such as: cotton, cooper tools, pottery, cloth, gold, jewelry, silver, shells and beads. As merchants they will need a seal to use on all of the goods they sell. They will design a seal that represents them in some way. The students will then describe what these seals tell us about life in the Indus River Valley.

! What were the beliefs, values and religions of the people of ancient India and what are some of the ways we have learned about this civilization? Module 3

! Identify geographic features. ! Analyze a work of art. ! Describe, explain, compare and contrast, analyze, draw conclusions, summarize and hypothesize. Student Products

! How did the leaders of the Maurya and Gupta Empires bring prosperity to much of India and what were the main accomplishments of each empire?

! The students will decide on a location for a new city somewhere in the Indus River Valley, explain why they chose that location and how they would build it to protect it from invaders and natural disasters. ! The students will complete the Teachings of the Buddhist and Hindu Religions Chart where they identify the similarities between the two religions and then record the actual evidence they examined. ! The students will create posters that show the accomplishments of the Maurya and Gupta Empires and then write a paragraph in which they identify the accomplishments we continue to use today.

7 Grade World History Road Map 2010-2011

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SECOND MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 4 This unit explores the civilization of ancient China.

Suggested Pacing: 4.5 Weeks Grading Period 2 Weeks 5-9

Module 1 ! What characteristics defined the culture of ancient China?

Focus Content ! Confucianism and the culture of ancient China ! The leaders and governments of the Qin and Han Dynasties ! The historical accomplishments of the ancient Chinese Skills ! Analyze poetry. ! Analyze primary source documents. ! Analyze works of art. ! Analyze artifacts. ! Conduct research. ! Write a persuasive essay. Student Products ! The students will write an essay in which they summarize the characteristics that defined the culture of Ancient China. ! The students are to write an essay in which they compare and contrast the leadership styles, governments and policies of the Qin and Han Emperors. ! Each student will identify one ancient Chinese invention as the most important to the development of civilization and write a persuasive essay defending their choice.

PACING

Module 2 ! What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China?

Culminating Project The students will create a map of the Silk Road; describe the climatic and geographic conditions on the Silk Road, the means of transportation used and how the terrain affected travel and the routes followed. The students will also identify the products and ideas exchanged from east to west on the Silk Road and identify the products and ideas exchanged from west to east. They will then draw conclusions as to how important the Silk Road was to the ancient world and in what ways the Silk Road acted as a tool to transmit various cultures.

Module 3 ! What historical accomplishments are the ancient Chinese known for and how have we learned about them?

7 Grade World History Road Map 2010-2011

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THIRD MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 5
Ancient Greece is the focus of this unit. The students will discover how the geography of ancient Greece influenced the development of citystates, the numerous accomplishments of the Greeks, the cultures of Athens and Sparta and the relationship between these two powerful city-states.
PACING

Module 1: ! How did the physical geography of ancient Greece influence the development of independent city-states and contribute to their role in maritime trade? Module 2 ! What major achievements did the ancient Greeks make in areas such as art, architecture, government, literature, philosophy, math, and science and how have we learned of these accomplishments? Module 3 ! What were the similarities and differences between Athens and Sparta, the two most powerful city-states in Greece, and why did they become such fierce enemies? Why and how did Athens fall and how do we know about this?

Focus Content ! The geography of Greece and the need for trade ! The achievements of the ancient Greeks ! Athens and Sparta, allies and enemies Skills ! Analyze a primary source. ! Use map interpretation skills to draw conclusions. ! Summarize, make predictions, and draw conclusions. ! Identify the cause and effect. ! Evaluate the pros and cons. ! Create a time line. ! Describe the similarities and differences. Student Products ! The students will write a paragraph in which they describe how the physical geography of ancient Greece influenced the development of independent city-states and contributed to their role in maritime trade. ! The students will list examples of Greek achievements in the areas of government, philosophy, architecture, sculpture, pottery, dramatic arts, mathematics and science and then identify which of these achievements still influence Western Civilization through their presence or use today. ! The students will write an essay in which they describe the similarities and differences between Athens and Sparta, explain why these two citystates became enemies, and why and how Athens fell to the Spartans.

Suggested Pacing: 4.5 weeks Grading Period 3 Weeks 1-5

Culminating Project The students will create a PowerPoint travelogue about ancient Greece that allows them to demonstrate their knowledge of the history, culture, beliefs and values of the people of the country. They will also compare and contrast the government and culture of ancient Greece with modern day America.

7 Grade World History Road Map 2010-2011

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THIRD MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 6
This unit explores ancient Rome. The students will examine how Rome was transformed from a republic to an empire and the characteristics of life in the empire. In addition, students will explore the historical achievements of the Romans and what factors led to the decline of the empire.
PACING

Module 1 ! How and why did the Roman Empire grow to become the largest empire in the world at the time?

Focus Content ! ! ! Reasons for the successful expansion of the Roman Empire Daily life in the Roman Empire Achievements of the Romans The decline of the Roman Empire

Module 2 ! What was life like in the Roman Empire? Module 3 ! What were the legacies of the Roman Empire in the areas of art and architecture, science and technology, literature, language, and law and how do we know about them?

! Skills ! ! ! ! !

Suggested Pacing: 4.5 weeks Grading Period 3 Weeks 5-9

Culminating Project The students will create a mosaic. The design of the mosaic will represent some aspect of the Roman Empire. The students will also write a paragraph that will be attached to their mosaic in which they explain how the design of their mosaic represents the Roman Empire.

Compare and contrast. Analyze and interpret. Outline. Identify the similarities and differences. Summarize.

Student Products The students will write an essay in which they describe how the Romans were able to incorporate the people of conquered nations into their empire and successfully sustain that empire for hundreds of years. ! The students will identify the similarities and differences in the lives of wealthy and ordinary ancient Romans. ! The students will identify achievements of the Romans during the Roman Empire and identify the one achievement that had the greatest impact on the Roman Empire. ! The students write an essay in which they identify the factor that they believe had the greatest impact in causing the Roman Empires decline. !

Module 4 ! What led to the decline and fall of the Roman Empire?

7 Grade World History Road Map 2010-2011

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FOURTH MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 7
This unit will explore the emergence of Islam as a new world religion, the rich trade kingdoms of West Africa and the powerful civilizations of East Africa.
Suggested Pacing: 4.5 Weeks Grading Period 4 Weeks 1-5

Module 1 ! What are the origins of Islam, how was it spread and what important contributions were made by Arab scholars during this time? How have we learned of these contributions? Module 2 ! In what way did geography, resources and trade influence the growth of the West Africa kingdoms of Ghana, Mali and Songhai? How have we learned about these kingdoms? Module 3 ! What factors allowed cities in East Africa, such as Aksum, Kilwa and Great Zimbabwe, to become so powerful? How have we learned about these citystates?

Focus Content ! ! ! The rise of Islam and the Golden Age of Muslim culture West Africa kingdoms of Ghana, Mali and Songhai East Africas great trading centers

PACING

Skills ! ! ! Describe physical geographic features Analyze and paraphrase Describe, explain, compare and contrast, analyze, draw conclusions, summarize and hypothesize Place elements appropriately on a timeline Use a timeline to evaluate data Interpret the meanings

Culminating Project The students will create an electronic scrapbook of ancient Africa that demonstrates the students knowledge of the golden age of Muslim civilization and the ancient kingdoms of East and West Africa. In addition, they will describe the role of trade in changing the religious and cultural characteristics of the people of East and West Africa.

! ! !

Student Products ! The students will write an essay in which they summarize the origins of Islam, how it was spread and what achievements came about during the Golden Age of Islam. The students will write a paragraph in which they describe how geography, resources and trade influenced the growth of the West African kingdoms of Ghana, Mali and Songhai. The students will describe the specific factors, such as location and/or resources, which allowed each of the regions, Aksum, Kilwa and Great Zimbabwe, to become such powerful civilizations in Africa.

7 Grade World History Road Map 2010-2011

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FOURTH MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 8
This unit will explore the Middle Ages, the Renaissance and Reformation. The political, social, religious and economic factors of the times will be examined.
Suggested Pacing: 4.5 Weeks Grading Period 4 Weeks 5-9

Module 1 ! What political, economic and social system was developed in Europe during the early Middle Ages and what was the role of the Roman Catholic Church at this time? Module 2 ! What religious, political and social changes took place over the course of the Middle Ages? How do we know about these changes? Module 3 ! How did the Renaissance and reform movements involving the Catholic Church change life in Europe? How do we know about this?

Focus Content ! ! ! Feudalism; The Roman Catholic Church The Crusades; The Decline of Feudalism The Renaissance and the Reformation

Skills
PACING

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Culminating Project The students will create an Illumination that is representative of the Middle Ages, Renaissance and/or Reformation.

Analyze and interpret primary source documents Analyze works of art Draw conclusions and summarize Identify cause and effect

Student Products ! The students will write an essay in which they describe how the system of feudalism and the Roman Catholic Church affected the lives of everyone in the Middle Ages, from kings and lords to peasants. The students will write an essay in which they describe how the changes that took place over the course of the Middle Ages affected the lives of the kings, nobles and peasants of the time. The students will write a paragraph in which they explain why the time period following the Middle Ages is called the Renaissance and why Martin Luthers protest movement against the Catholic Church is called the Reformation.

7 Grade World History Road Map 2010-2011

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