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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
TRENTON PUBLIC SCHOOLS:
CURRICULUM GUIDE FOR: SEVENTH GRADE
Course Description
In Seventh Grade, students will survey the development of the ancient world beginning with the Paleolithic Era and
ending with Ancient Greece. The ancient river valley civilizations, as well as the origins and beliefs of Judaism,
Hinduism and Buddhism, will all be thoroughly examined.
The content of the Seventh Grade curriculum is divided into four units of study. The course integrates a variety of
materials such as media, technology, role-playing, and meaningful literature, as well as a range of teaching methods.
Differentiated instruction, technology driven lessons, and a combination of individual and group work will prepare
students to become successful members of their ever-changing community and country.
The following curriculum aligns with the 2009 New Jersey Core Curriculum Standards (6.2 World History & 6.3 Active
Citizenship in the 21st Century) and the National Common Core Standards for English Language Arts and Literacy in
History/Social Studies.
Pacing Guide
Unit
1
Unit Name
A) Geography & Tools of History
Pacing
# of Days
MP 1
45
MP 2
45
MP 3
45
MP 4
45
B) Beginnings of Human Society
C) Ancient Mesopotamia
2
A) Ancient Egypt
B) Ancient Israel
3
A) Ancient India
B) Ancient China
4
A) Ancient Greece
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 1: Geography & Tools of History/Beginnings of Human Society/Ancient Mesopotamia
Pacing: MP 1
th
Content Area/Course: 7 Grade/Ancient History
Stage 1- Desired Results: NJCCCS & CCSS Addressed In this Unit
6.2.8.A.1.a
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.1.a
6.2.8.D.1.b
6.2.8.D.1.c
6.2.8.A.2.a
6.2.8.A.2.b
6.2.8.A.2.c
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
WHST.6-8.1
WHST.6-8.1a
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1d
WHST.6-8.1e
WHST.6-8.2
WHST.6-8.2a
WHST.6-8.2b
Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian
societies.
Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the
Americas, and describe the impact of migration on their lives and on the shaping of societies
Compare and contrast how nomadic and agrarian societies used land and natural resources.
Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the
subsequent development of civilizations.
Determine the impact of technological advancements on hunter/gatherer and agrarian societies.
Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.
Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity,
and development of more complex social structures.
Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written
records
Explain why different ancient river valley civilizations developed similar forms of government.
Explain how codifying laws met the needs of ancient river valley societies.
Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
Compare and contrast physical and political maps of ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations,
then and now.
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and
the development of a class system in ancient river valley civilizations.
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
Explain how the development of written language transformed all aspects of life in ancient river valley
civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether
there was a common pattern of growth and decline.
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring
legacies.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence
Establish and maintain a formal style
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f
WHST.6-8.4
WHST.6-8.5
WHST.6-8.6
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style and objective tone
Provide a concluding statement or section that follows from and supports the information or explanation
presented
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently
Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation
Draw evidence from informational texts to support analysis reflection, and research
Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How does geography affect the way people live?
Whose point of view matters in historical analysis?
How does one locate legitimate primary sources?
What is the value of secondary source analysis?
How are present events related to past events?
How did early humans interact with the environment?
How did humans’ way of living change as they interacted
and adapted?
What were the tools created by early humans?
What kind of culture did early humans create?
What ignited the idea of farming?
How did lack of water stimulate human ingenuity?
Why was living in a river valley necessary for agricultural
growth?
How did farming advance the quality of human life?
How did geography influence the development of
civilization in Southwest Asia?
How did the land between the Tigris and Euphrates Rivers
support agriculture?
What is the relationship between Fertile Crescent and
Mesopotamia?
How did lack of resources affect the development of cities?
What religious concepts developed?
How did city-states turn into empires?
What contributions did the Mesopotamian civilization make
to the development of writing and law?
Enduring Understandings
• Knowledge of geography and application of geographic skills
enables students to understand relationships between
people, their behavior, places and the environment for
problem solving and historical understanding
• The development of social studies skills enables students to
apply the concept of time, location, distance, relationships
and points of view to the study of contemporary peoples,
issues and events
• Early humans adapted to their environment. They developed
tools and domesticated plants and animals to improve their
lives
• As people became better farmers, they settled into larger
villages. Some developed into complex villages with new
ways of life
• Early farmers invented planting of seeds, digging sticks, and
other tools
• Growing crops helped villages to form because people would
stay in the same area
• Farming developed independently in river valleys throughout
the world
• The geography of Mesopotamia influenced where people
settled and how they lived
• A complex way of life, called civilization developed in Sumer,
a region in southern Mesopotamia
• Successive empires rose and fell in Mesopotamia and the
lands to the east.
• The land between the Tigris and Euphrates was able to
support agriculture
• Man was able to adapt the region despite the lack of natural
resources
• This region developed the basic concepts of writing and law
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Content:
Unit Skills
Cover in This Approximate Order:
1.
Geography & Tools of History
2.
Beginnings of Human Society
•
•
Paleolithic Age - Hunters & Gatherers, Early Tools
•
Ice Ages, Migration
•
Neanderthal & Cro-Magnon
•
Neolithic Age/Neolithic Revolution
•
Specialization & 1st permanent dwellings/villages
•
Complex societies – civilizations
3.
•
•
•
Ancient Mesopotamia
•
•
Tigris & Euphrates, Mediterranean Sea
•
Sumer, Akkad, Babylon, Assyria, Chaldea, Phoenicia
•
Geography, Govt., History, Culture
•
•
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political system
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
Stage 2- Assessment
Performance Task & Criteria:
•
Comparing Paleolithic & Neolithic Life (see Appendix)
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Instructional Activities/Strategies to enable students to achieve desired results:
Stage 3 – Learning Plan: Student Learning Objectives
•
Create brochures to demonstrate geographic knowledge
•
Calculate distances on maps and land areas
•
Use longitude and latitude web sites such as Google Earth to locate specific places
•
In future units: make a map of each civilization studied to integrate geography skills
•
Write primary and secondary sources- report on an event you witnessed. Exchange reports and write a secondary source that
summarizes the idea of the primary source
•
Oral presentations using Venn diagrams to compare and contrast hunters and gatherers
•
Survivor tribes: How would one survive in a Paleolithic community? Group members select tasks that are necessary for the
group to survive over a hypothetical thirty day period
•
Design a Tool – create a plan for producing a useful tool. Explain the purpose of the tool, what materials are needed to make
it, and how it is constructed - students could also create a prototype to share with the class
•
•
Write an essay discussing the impact of the agricultural revolution on the development of societies
Select an early domesticated animal; research its development; create an historic fiction piece giving the animal’s POV of
early human society
•
Write a press release announcing the invention of the wheel
•
Research and develop ideas for and against “Laws are necessary for the protection of individuals and society.” Write
persuasive essays and form teams to debate the arguments for and against the issue
•
Individual students select their number one Mesopotamian accomplishment – develop a class top ten list
•
Write a job description for a Sumerian priest
•
Compare and contrast the Code of Hammurabi to modern day American laws and concepts of justice
•
Compare the origin story of Sargon to that of Moses
•
Read The Epic of Gilgamesh and analyze its meaning
•
Compare ziggurats to that of modern day places of worship
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Student Textbook (Class Set):
History Alive! The Ancient World
•
Teacher Bundle: History Alive! The Ancient World
•
Desktop Computers/Mobile Laptop and iPad Carts for
students
Primary/Secondary Sources:
•
See Appendix
Use of Cicero: Beyond the Textbook (Grant Code:
WW08100)
•
Use of Achieve 3000 Program
•
See Social Studies Department Webpage for Websites
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 2: Ancient Egypt & Ancient Israel
Pacing: 2nd MP
Content Area/Course: 7th Grade/Ancient History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit
6.2.8.A.2.a
6.2.8.A.2.b
6.2.8.A.2.c
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.9
WHST.6-8.1
WHST.6-8.1a
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1d
WHST.6-8.1e
WHST.6-8.2
WHST.6-8.2a
WHST.6-8.2b
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f
WHST.6-8.4
WHST.6-8.5
WHST.6-8.6
Explain why different ancient river valley civilizations developed similar forms of government.
Explain how codifying laws met the needs of ancient river valley societies.
Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
Compare and contrast physical and political maps of ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations,
then and now.
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and
the development of a class system in ancient river valley civilizations.
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
Explain how the development of written language transformed all aspects of life in ancient river valley
civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether
there was a common pattern of growth and decline.
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring
legacies.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Analyze the relationship between a primary and secondary source on the same topic.
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting, graphics and multimedia when useful to
aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style and objective tone.
Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
With some guidance and support, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What was the importance of the Nile to the life of Egypt?
How did Egyptian technological improvements advance
civilization?
How did Egypt’s religious and social structures affect daily
life?
What economic activities developed in Egypt?
What did the pharaohs of ancient Egypt accomplish, and
how did they do it?
In what ways did location influence the history of Kush?
Why did Abraham leave Mesopotamia?
Why did the Israelites unite under a king?
How did Roman rule affect Jewish society?
What are the most important beliefs of Judaism?
What did the Dead Sea Scrolls contain?
How Jewish ideas did helped shape modern laws?
Why did the Romans force Jews out of Jerusalem?
What are the main Jewish cultural and religious traditions?
How does Judaism survive to this day?
Enduring Understandings
•
•
•
•
•
•
•
•
•
•
•
•
•
•
1.
Unit Content:
Unit Skills
Cover in This Approximate Order:
Chronological Thinking
•
Construct timelines of the events occurring during
major eras.
•
Explain how major events are related to one another
in time.
Ancient Egypt & Kush
2.
The Nile gave life to Egypt
Ancient Egyptian history is divided into the Old, Middle and
New Kingdoms
The prosperity of Ancient Egypt encouraged advances in
the arts, religion, mathematics and the sciences
Abraham and Moses led the Hebrews to Canaan and to a
new religion
Strong kings united the Israelites to fight off invaders
Invaders conquered and ruled the Hebrews after their
kingdom broke apart
Some women in Hebrew society made great contributions
to their history
Beliefs in God, education, justice, and obedience anchor
Jewish society
Jewish beliefs are listed in the Torah, the Hebrew Bible,
and the Commentaries
Dead Sea Scrolls reveal many past Jewish beliefs
Ideas of Judaism have helped shape later cultures
Revolt, defeat, and migration led to great changes in
Jewish culture
Because Jews settled in different parts of the world, two
cultural traditions formed
Jewish traditions and holy days celebrate their history and
religion
•
Geography, Impact on Civilization
•
Centralized system of govt in Ancient Egypt
•
Social Classes, economy & trade
•
Major advancements & innovations
•
Ancient Egyptian religion and impact
•
Rise and fall of dynasties - Old, Middle, New Kingdom
•
Achievements and impact
Spatial Thinking
•
Select and use various geographic representations to
compare information about people, places, regions,
and environments.
•
Use maps and other documents to explain the
historical migration of people, expansion and
disintegration of empires, and growth of economic and
political systems
Ancient Israel & Judaism
•
Israelites, Hebrews, Jews
•
Hebrew Bible, Tanach, Torah
•
Abraham, Canaan, Monotheism, Covenant
•
Moses, Exodus, Ten Commandments
•
Saul, David, Jerusalem, Solomon, Holy Temple
•
Babylonian Captivity, 2nd Holy Temple
Critical Thinking
•
Compare and contrast differing interpretations of
current and historical events
•
Assess the credibility of sources by identifying bias
and prejudice in documents, media, and computergenerated information.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
•
Destruction, Exile, Diaspora
•
Anti-Semitism, Holocaust, modern-day Israel
•
Judaism – major beliefs, customs, holidays
Presentation Skills
•
Select and analyze information from a variety of
sources to present a reasoned argument or position in
a written and/or oral format.
Stage 2- Assessment
Performance Task & Criteria:
•
Differentiated Project: Egyptian Mythology (see Appendix)
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Instructional Activities/Strategies to enable students to achieve desired results:
Stage 3 – Learning Plan: Student Learning Objectives
•
Analyze land use: create a map of the Nile River Valley; differentiate between Upper and Lower Egypt
•
Investigate hieroglyphics; create a cartouche, develop a new system of writing.
•
Research technological advances; make a pyramid model; design an irrigation system.
•
Investigate the death of Tutankhamen; present a CSI show
•
Jean Francois Champollion: research his biography; relate to cracking the hieroglyphic code
•
Create and perform interactive dramatizations to learn about the social structure of Ancient Egypt and its effect on daily
life for members of each social class.
•
Analyze images of significant events and leaders from four periods in the history of ancient Kush to learn about the
development of the independent kingdom of Kush and its changing relationship with ancient Egypt.
•
Identify how Abraham and Moses led the Hebrews to Canaan and to a new religion
•
Examine how strong kings united the Israelites to fight off invaders
•
Discover how invaders conquered and ruled Hebrews after their kingdom broke apart
•
Identify how women in Hebrew society made great contributions
•
Explain how beliefs in God, education, justice, and obedience anchor Jewish society
•
Show how Jewish beliefs are listed in the Torah, the Hebrew Bible, and the Commentaries
•
Illustrate how the Dead Sea Scrolls reveal many past Jewish beliefs
•
Outline how the ideas of Judaism have helped shape later cultures
•
Breakdown how revolt, defeat, and migration led to great changes in Jewish culture
•
Identify how Jews settled in different parts of the world, two cultural traditions formed
•
Recognize how Jewish traditions and holy days celebrate their history and religion
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Student Textbook (Class Set):
•
Teacher Bundle: History Alive! The Ancient World
History Alive! The Ancient World
•
Desktop Computers/Mobile Laptop and iPad Carts for
students
Primary/Secondary Sources:
•
Use of Cicero: Beyond the Textbook (Grant Code:
WW08100)
See Appendix
•
Use of Achieve 3000 Program
•
See Social Studies Department Webpage for Websites
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 3: Ancient India & Ancient China
Pacing: 3rd MP
Content Area/Course: 7th Grade/Ancient History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit
6.2.8.A.2.a
6.2.8.A.2.b
6.2.8.A.2.c
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
6.2.8.A.3.a
6.2.8.A.3.b
6.2.8.B.3.a
6.2.8.C.3.a
6.2.8.C.3.b
6.2.8.C.3.c
6.2.8.D.3.a
6.2.8.D.3.b
6.2.8.D.3.c
6.2.8.D.3.d
6.2.8.D.3.e
6.2.8.D.3.f
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.9
WHST.6-8.2
WHST.6-8.2a
Explain why different ancient river valley civilizations developed similar forms of government.
Explain how codifying laws met the needs of ancient river valley societies.
Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
Compare and contrast physical and political maps of ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations,
then and now.
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and
the development of a class system in ancient river valley civilizations.
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
Explain how the development of written language transformed all aspects of life in ancient river valley
civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether
there was a common pattern of growth and decline.
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring
legacies.
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political,
economic, and social structures of classical civilizations.
Determine how geography and the availability of natural resources influenced the development of the political,
economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output
and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of
labor
Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.
Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han
China.
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent
world legacies.
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e.,
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and
their responses to the current challenges of globalization.
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical
societies.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Analyze the relationship between a primary and secondary source on the same topic.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
WHST.6-8.2b
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f
WHST.6-8.4
WHST.6-8.5
WHST.6-8.6
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
Use appropriate/varied transitions to create cohesion and clarify relationships among ideas/concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style and objective tone.
Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
Enduring Understandings
How are the civilizations of Ancient India and Ancient
China affected by geography?
What can artifacts tell us about daily life in Mohenjodaro
and Harappa?
What are the origins and beliefs of Hinduism?
What are the main beliefs and teachings of Buddhism?
What is the relationship between social structures in
Ancient India? In Ancient China?
What is the value of learning about specific cultural
achievements of Ancient India & Ancient China?
How do India’s rich history and culture affect the world
today?
How do the people, events and ideas that shaped Ancient
China continue to influence the world today?
How did Taoism, Legalism and Confucianism develop?
Was the Emperor of Qin an effective leader?
In what ways did the Han dynasty improve government
and daily life in China?
How did the Silk Road promote an exchange of goods and
ideas?
•
•
•
•
•
•
Unit Content:
Cover in This Approximate Order:
Unit Skills
•
1. Ancient India
•
Geography/Climate of Indian Subcontinent
•
Indus Valley Civilization - Mohenjo-Daro & Harappa
•
Ancient Indian Civilization: Vedas, Sanskrit, Mahabharata,
•
•
Bhagavad-Gita, Ramayana, Caste System
•
Hinduism: soul, reincarnation, dharma, karma, samsara,
moksha, Brahman, Vishnu, Shiva, Brahma, religious
practices, holidays, expansion
The impact of geography was significant to development
of Ancient India & Ancient China
In Ancient India & Ancient China, religious beliefs and
social classes affected the structure of family life
determined aspects of daily life.
Modern archaeology discoveries expand our knowledge
of Ancient China and Ancient India.
The Influence of India can be seen around the world
today in religion, art, and mathematics.
Because of its natural barriers, Chinese culture
developed with limited outside influence
Chinese philosophies had a lasting influence on East
Asia as did advances in technology, agriculture, and
trade
•
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
•
Read Sita’s Ramayana
•
Buddhism: Siddhartha, Buddha, 4 Noble Truths, Eightfold
Path, Nirvana, Spread/Split, practices holidays
•
•
•
Maurya & Gupta Empires
2. Ancient China
•
•
Geography/Climate of Ancient & Modern China
•
Chinese Dynastic Cycle
•
Dynasties of Ancient China: Shang/Zhou/Qin/Han
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
Stage 2- Assessment
Performance Task & Criteria:
•
Caste System Journal Project: (see Appendix)
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Stage 3 – Learning Plan: Student Learning Objectives
•
Identify physical features of the Indian subcontinent and explain how geography influenced the location of early settlement in
India.
•
Act as archaeologists and examine artifacts from Mohenjodaro to learn about daily life in the Indus Valley Civilization
•
Map the rivers and river valleys of China and India. Design a graphic organizer to present the findings.
•
Find the number of people living in India today. Find the number of Indian speakers of specific languages. Calculate
percentages and display in a pie graph
•
Analyze images representing important beliefs in Hinduism to discover the religion's origins in ancient traditions and discuss
how these beliefs affect life in ancient India and today.
•
Analyze images to learn about the life of Siddhartha and how his teachings became the basis of Buddhism.
•
Create a Venn Diagram to present the similarities and differences between Buddhism and Hinduism
•
"Visit" sites around the Gupta Empire that highlight important cultural and intellectual achievements and explain in writing why
this period was a "golden age" in ancient India.
•
Students create a relief map and a geographic poster of China's five regions and support hypotheses about the influence of
geography on settlement and ways of life in ancient China
•
"Excavate" a tomb to learn about government, social structure, religion, writing, art, and technology of the Shang
•
Learn about Confucianism, Daoism, and Legalism under classroom conditions that reflect the main beliefs of each philosophy
•
Analyze and bring to life images about Shi Huangdi’s political and cultural unification of China, his efforts to protect China's
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
northern boundaries, and his dispute with Confucian scholars.
•
Visit stations to learn about Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and
science.
•
Create an illustrated catalog of the typical trade goods traveling to and from China along the Silk Roads
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Student Textbook (Class Set):
•
Teacher Bundle: History Alive! The Ancient World
History Alive! The Ancient World
•
Desktop Computers/Mobile Laptop and iPad Carts for
students
Historical Novel:
•
WW08100)
Sita’s Ramayana
Primary/Secondary Sources:
See Appendix
Use of Cicero: Beyond the Textbook (Grant Code:
•
Use of Achieve 3000 Program
•
See Social Studies Department Webpage for
Websites
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 4: Ancient Greece
Pacing: 4th MP
Content Area/Course: 7th Grade/Ancient History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit
6.2.8.A.2.a
6.2.8.A.2.b
6.2.8.A.2.c
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
6.2.8.A.3.a
6.2.8.A.3.b
6.2.8.B.3.a
6.2.8.C.3.a
6.2.8.C.3.b
6.2.8.C.3.c
6.2.8.D.3.a
6.2.8.D.3.b
6.2.8.D.3.c
6.2.8.D.3.d
6.2.8.D.3.e
6.2.8.D.3.f
6.2.8.A.3.c
6.2.8.A.3.d
6.2.8.A.3.e
6.2.8.B.3.b
RH.6-8.1
RH.6-8.2
RH.6-8.4
Explain why different ancient river valley civilizations developed similar forms of government.
Explain how codifying laws met the needs of ancient river valley societies.
Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
Compare and contrast physical and political maps of ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations,
then and now.
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and
the development of a class system in ancient river valley civilizations.
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
Explain how the development of written language transformed all aspects of life in ancient river valley
civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether
there was a common pattern of growth and decline.
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring
legacies.
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political,
economic, and social structures of classical civilizations.
Determine how geography and the availability of natural resources influenced the development of the political,
economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output
and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of
labor
Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.
Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han
China.
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent
world legacies.
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e.,
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and
their responses to the current challenges of globalization.
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical
societies.
Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later
influenced the development of the United States Constitution.
Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States
citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now.
Compare and contrast the American legal system and the legal systems of classical civilizations, and determine
the extent to which the early systems influenced the current legal system.
Explain how geography and the availability of natural resources led to both the development of Greek city-states
and to their demise.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
RH.6-8.7
WHST.6-8.2
WHST.6-8.2a
WHST.6-8.2b
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f
WHST.6-8.4
WHST.6-8.5
WHST.6-8.6
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style and objective tone.
Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How are Greek literature and social custom related to
religious beliefs (gods and goddesses)?
What were some forms of art found in ancient Greece?
What did ancient Greek philosophers like Socrates, Plato,
and Aristotle want to find out?
What advances did Greek scientists make in medicine?
How was Greece organized politically?
How did educational philosophy affect the Spartan military
and the Athenian polis?
What were the results of the Peloponnesian Wars?
What are the differences between Ancient and Classical
Greece?
What were the achievements of Alexander the Great?
Who created the Persian Empire?
How did Darius I change Persia's political organization?
Why did Darius and Xerxes want to conquer Greece?
How was Philip II able to conquer Greece?
What steps did Alexander take to create his empire?
Why were there kingdoms created from Alexander's
empire?
Enduring Understandings
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The geography of Greece led to sea travel and trade that
helped to influence Greek culture.
The ancient Greeks honored many gods and developed
their own literature.
The Greeks made great contributions to the arts
The teachings of Socrates, Plato, and Aristotle are the
basis of modern philosophy
In science, the Greeks made key discoveries in math,
medicine, and engineering
Societal preferences dictated the focus of polis
development; example: Sparta‘s military growth; Athens’s
political growth.
War with neighbors resulted in several changes for Greece
There are significant differences between Ancient and
Classical Greece.
Persia became an empire under Cyrus the Great
Persian Empire grew stronger under Darius I
Persians fought Greece twice in the Persian Wars
Macedonia conquered Greece in the 300s BC
Alexander the Great built an empire that united much of
Europe, Asia, and Egypt
The Hellenistic kingdoms formed from Alexander's empire
blended Greek and other cultures
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Content:
Unit Skills
Cover in This Approximate Order:
•
1. Ancient Greece
•
Minoans – Knossos, trading empire, myths, end
•
Greek Mythology
•
Read The Trojan War
•
Government in Ancient Greece
•
Democracy in Athens
•
Sparta
•
Phalanx, hoplites, battle tactics
•
Classical Age of Greece
•
Persian Wars
•
Peloponnesian War and results
•
Macedonia – Philip & Alexander
•
•
•
•
•
•
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
Stage 2- Assessment
Performance Task & Criteria:
•
Wonders of the World Project: (see Appendix)
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Stage 3 – Learning Plan: Student Learning Objectives
Instructional Activities/Strategies to enable students to achieve desired results:
•
Examine how geography helped shape early Greek civilization
•
Explain how trading cultures developed in the Minoan and Mycenaean civilizations
•
Analyze how the Greeks created city-states for protection and security
•
Use the principles of monarchy, oligarchy, tyranny, and democracy to select and play music for the class, as a way to
examine the various forms of government in ancient Greece that led to the development of democracy.
•
Identify how aristocrats and tyrants ruled early Athens
•
Outline how Athens created the world's first democracy
•
Compare how ancient democracy was different than modern democracy
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
•
Examine the major differences between Athens and Sparta by working in pairs to create placards with illustrations and
challenge questions about each city-state
•
Take a "walking tour" of Athens, visiting sites to learn about various aspects of Greek culture. Then write a speech
describing Athens during its Golden Age.
•
Learn how the Spartans built a military society to provide security and protection
•
Discover how the Athenians admired the mind and the arts in addition to physical abilities
•
Interpret how the Greeks created myths to explain the world
•
Point out how ancient Greek literature provides some of the world's greatest poems and stories
•
Show how Greek literature lives on and influences our world even today
•
Explore the famous Greek inventions of people such as Archimedes and Aristarchus
•
Discuss and interpret the teachings of Socrates, Plato, and Aristotle as the basis of modern philosophy
•
Explore the Greeks’ key discoveries in math, medicine, and engineering
•
Use the ancient Greek alphabet to write their names; polis banners, etc.
•
Explain how Persia became an empire under Cyrus the Great
•
Discover how the Persian Empire grew a stronger under Darius I
•
Explore why the Persians fought Greece twice in the Persian Wars
•
Analyze how Macedonia conquered Greece in the 300s BC
•
Explain how Alexander the Great built an empire that united much of Europe, Asia, and Egypt
•
Discover why the Hellenistic kingdoms from Alexander's empire blended Greek and other cultures Identify the Greeks’
great contributions to the arts
•
Debate the degree of success Alexander the Great had in uniting the diverse peoples of his empire.
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Student Textbook (Class Set):
History Alive! The Ancient World
•
Teacher Bundle: History Alive! The Ancient World
•
Desktop Computers/Mobile Laptop and iPad Carts for
students
Historical Novel:
•
The Trojan War
Primary/Secondary Sources:
See Appendix
Use of Cicero: Beyond the Textbook (Grant Code:
WW08100)
•
Use of Achieve 3000 Program
•
See Social Studies Department Webpage for Websites