Download Student Achievement Toolkit 2006 - Warrensville Heights City Schools

WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
Grade 7 Social Studies Scope and Sequence
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
Unit 1
Early Civilizations
6 weeks
Unit 2
Greek and Roman Empires
6 weeks
Unit 3
Feudalism
9 weeks
Unit 4
African Empires
6 weeks
Unit 5
Transitions - Renaissance
5 weeks
Unit 6
Reformation & Columbian Exchange
4 weeks
OVERALL COURSE TIMING
This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Course Length
Total number of instructional days in school year:
176
Total number of instructional days for all units included in Scope and Sequence:
160
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 1
LENGTH:
6 weeks
FIRST QUARTER:
Resources
UNIT 1 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS 1. Historians and archaeologists describe historical events and issues from the perspectives
of people living at the time to avoid evaluating the past in terms of today’s norms and values
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values
Topic: Early Civilizations
HIS 2. The civilizations that developed in Greece and Rome had an enduring impact on later
civilizations. This legacy includes governance and law, engineering, and technology, art and
architecture, as well as literature and history.
Expectations for Learning: Cite examples and explain the enduring impact that Ancient
Greece and Ancient Rome had on later civilizations.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues.
Topic: Roles and Systems of Government
GOV 17. Greek democracy and the Roman Republic were radical departures from monarchy and
theocracy, influencing the structure and function of modern democratic governments.
Expectations for Learning: Describe how Greek democracy was a radical departure from
monarchy and theocracy. Explain how it influenced the structure and function of modern
democratic governments.
STRAND: GEOGRAPHY
Topic: Spatial Thinking Skills
GEO 12. Maps and other geographic representations can be used to trace the development of
human settlement over time.
Expectations for Learning: Demonstrate how maps and other geographic representations can
be used to trace the development of human settlement from past to present.
Topic: Human Systems
GEO 13. Geographic factors promote or impede the movement of people, products and ideas.
Expectations for Learning: Describe how geographic factors can promote or impede the
movement of people, products and ideas.
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.
STRAND: ECONOMICS
Topic: Economic Decision Making And Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action.
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed
to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive
resources in the various regions of the world contributed to specialization, trade and
interdependence.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets.



ODE Model Curriculum
History Alive! The
Ancient World
Chapter 31The Legacy
of Ancient Greece
Chapter 33 Rise of
Roman Republic
Chapter 34 From
Republic to Empire
Chapter 37 Legacy
Rome Modern World
historywithmrgreen.com/
page3/assets/Legacy%2
0of%20Ancient%20Gre
ece%20and%20Rome%
20Reading.pdf (for
Greek and Roman
government
comparisons)
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.2 Determine two or more central ideas in a text and analyze their development over the course
of a text; provide an objective summary of the text.
RI.3 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).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.5 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.
W.6 Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
W.8 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.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 2 LENGTH:
6 weeks
FIRST-SECOND QUARTER
Resources
UNIT 2 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS.1 Historians and archaeologists describe historical events and issues from the perspectives of
people living at the time to avoid evaluating the past in terms of today’s norms and values
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values
Topic: Early Civilizations
HIS.2 The civilizations that developed in Greece and Rome had an enduring impact on later
civilizations. This legacy includes governance and law, engineering and technology, art and
architecture, as well as literature and history. The Roman Empire also played an instrumental role
in the spread of Christianity.
Expectations for Learning: Cite examples and explain the enduring impact that Ancient
Greece & Ancient Rome had on later civilizations
Topic: Feudalism and Transitions
HIS.3 Germanic invasions helped to break up the Roman Empire and set the stage for the
development of feudal and manorial systems. Later invasions helped establish Mongol dominance
in central Asia and led to the destruction of the Byzantine Empire by the Turks.
Expectations for Learning: Describe how Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal and manorial systems. Describe how the
dominance of Mongols in Asia led to the destruction of the Byzantine Empire by the Turks


STRAND: GEOGRAPHY
Topic: Human Systems
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.

STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues
Topic: Roles and Systems of Government
GOV 17. The Roman Republic was radical departures from monarchy and theocracy, influencing
the structure and function of modern democratic governments.
Expectations for Learning: Describe how the Roman Republic was radical departures from
monarchy and theocracy. Explain how they influenced the structure & function of modern
democratic governments.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action.
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed to specialization, trade and interdependence
Expectations for Learning: Discuss the variability in the distribution of productive resources.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets. Describe how market exchanges encouraged specialization and the transition from
barter to monetary economies.








ODE Model Curriculum
History Alive! The
Ancient World
Chapters 31, 34, 37
History Alive! The
Medieval World and
Beyond
Chapter 1 The Legacy
of the Roman Empire
Chapter 2 The
Development of
Feudalism in Western
Europe
databases.abcclio.com/Authentication/
LogOn?returnUrl=%2F
rome.mrdonn.org/senat
e.html on Foundation of
Roman Republic
rome.mrdonn.org/power
points.html
greece.mrdonn.org/athe
nsdemocracy.html
greece.mrdonn.org/pow
erpoints.html
Mao Zedong by
Kimberley Heuston
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.2 Determine two or more central ideas in a text and analyze their development over the course
of a text; provide an objective summary of the text.
RI.3 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).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 3 LENGTH:
9 weeks
SECOND-THIRD QUARTER
Resources
UNIT 3 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS 1. Historians and archaeologists describe historical events and issues from the perspectives
of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values
Topic: Feudalism and Transitions
HIS 3. Germanic invasions helped to break up the Roman Empire and set the stage for the
development of feudal and manorial systems. Later invasions helped establish Mongol dominance
in central Asia and led to the destruction of the Byzantine Empire by the Turks.
Expectations for Learning: Describe how Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal and manorial systems. Describe how the
dominance of Mongols in Asia led to the destruction of the Byzantine Empire by the Turks.
HIS 4. Mongol influence led to unified states in China and Korea, but the Mongol failure to conquer
Japan allowed a feudal system to persist.
Expectations for Learning: Explain how the Mongol influence led to unified states in China
and Korea and how their failure to conquer Japan allowed a feudal system to persist.
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and
major world religions
Expectations for Learning: Explain how trade routes connecting Africa, Europe & Asia
fostered the spread of technology & major world religions
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action.
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed
to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive
resources in the various regions of the world contributed to specialization, trade and
interdependence.
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets.
Describe how market exchanges encouraged specialization and the transition from barter to
monetary economies.








ODE Model Curriculum
History Alive! The
Medieval World and
Beyond
Chapter 2 The
Development of
Feudalism in Western
Europe
Chapter 4 Life in
Medieval Towns
Chapter
Chapter 5 The Decline
of Feudalism
Chapter 6-The
Byzantine Empire
Chapter 10
Contributions of
Muslims to World
Civilization
Chapter 11 From The
Crusades to the New
Muslim Empires
Chapter 12 Early
Societies in West Africa
Lesson Plan: Japan:
Feudalism:
www.globaled.org/japan
project/lessons/lesson0
3_3.php
Mongol Empire:
www.globaled.org/nywor
ld/materials/mongol/inde
x.html
www.nationalgeographic
.com/xpeditions/lessons/
17/g68/
The Fall of Rome:
library.thinkquest.org/26
907/fall.html
Cafe Conversations:
www.facinghistory.org/r
esources/strategies/caf
%C3%A9-conversations
Mao Zedong by
Kimberley Heuston
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.2 Determine two or more central ideas in a text and analyze their development over the course
of a text; provide an objective summary of the text.
RI.3 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).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range
RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter
history.
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 4 LENGTH:
6 weeks
THIRD QUARTER
Resources
UNIT 4 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS.1 Historians and archaeologists describe historical events and issues from the perspectives of
people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values.
Topic: First Global Age
HIS 8. Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and
China) grew as commercial and cultural centers along trade routes.
Expectations for Learning: Describe how empires in Africa (Ghana, Mali and Songhay) and
Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along
trade routes.
HIS 9. The advent of the trans-Saharan slave trade had profound effects on both West and
Central Africa and the receiving societies.
Expectations for Learning: Describe the trans-Saharan slave trade and explain the effects on
both West and Central Africa and the receiving societies
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and
major world religions.
Expectations for Learning: Explain how trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world religions.
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive
resources in the various regions of the world contributed to specialization, trade and
interdependence.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets. Describe how market exchanges encouraged specialization and the transition from
barter to monetary economies.





ODE Model Curriculum
History Alive! The
Medieval World and
Beyond
Chapter 12 Societies in
West Africa
Chapter 14 Islam in
West Africa
Chapter 15 Legacy of
West Africa
West African
Kingdoms:
www.bbc.co.uk/worldser
vice/africa/features/story
ofafrica/index_section4.
shtml
Trekking to Timbuktu:
Trade in Ancient West
Africa:
edsitement.neh.gov/less
on-plan/lesson-2trekking-timbuktu-tradeancient-west-africastudent-version
Lesson Plan: A
Golden Age: Three
West African Empires:
dnet01.ode.state.oh.us/i
ms.itemdetails/lessonde
tail.aspx?id=0907f84c80
5313f9
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.2 Determine two or more central ideas in a text and analyze their development over the course
of a text; provide an objective summary of the text.
RI.3 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).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range
RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter
history.
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 5 LENGTH:
5 weeks
FOURTH QUARTER
Resources
UNIT 5 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS 1. Historians and archaeologists describe historical events and issues from the perspectives
of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values.
Topic: Feudalism and Transitions
HIS 3. Germanic invasions helped to break up the Roman Empire and set the stage for the
development of feudal and manorial systems. Later invasions helped establish Mongol dominance
in central Asia and led to the destruction of the Byzantine Empire by the Turks.
Expectations for Learning: Describe how Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal and manorial systems. Describe how the
dominance of Mongols in Asia led to the destruction of the Byzantine Empire by the Turks.
HIS 5. Achievements in medicine, science, mathematics and geography by the Islamic civilization
dominated most of the Mediterranean after the decline of the Roman Empire. These achievements
were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade,
influencing the European Renaissance
Expectations for Learning: Describe achievements by the Islamic civilization and how these
achievements were introduced into Western Europe
HIS 6. The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific
and social changes
Expectations for Learning: Analyze how revolutionary ideas introduced during the
Renaissance in Europe led to cultural, scientific and social changes
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues.
Topic: Roles and Systems of Government
GOV 18. With the decline of feudalism, consolidation of power resulted in the emergence of nation
states.
Expectations for Learning: Explain how the decline of feudalism in Western Europe and
consolidation of power resulted in the emergence of nation states.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive
resources in the various regions of the world contributed to specialization, trade and
interdependence.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets.
Describe how market exchanges encouraged specialization and the transition from barter to
monetary economies.



ODE Model Curriculum
History Alive! The
Medieval World and
Beyond
Chapter 28 The
Renaissance Begins
Chapter 29 Florence
Chapter 30
Renaissance Figures
Renaissance: What
Inspired This Age of
Balance and Order?:
www.learner.org/interact
ives/renaissance
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.5 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.
W.6 Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
WHCSD Scope and Sequence
Grade 7
Social Studies
2016-2017
UNIT 6 LENGTH:
4 weeks
FOURTH QUARTER
Resources
UNIT 6 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS 1. Historians and archaeologists describe historical events and issues from the perspectives
of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of
people living at the time, avoiding evaluating the past in terms of today’s norms and values.
Topic: Feudalism and Transitions
HIS 7. The Reformation introduced changes in religion including the emergence of Protestant
faiths and a decline in the political power and social influence of the Roman Catholic Church.
Expectations for Learning: Analyze how the rise of Protestant faiths during the Reformation
resulted in the decline of the political power and social influence of the Roman Catholic Church.
Topic: First Global Age
HIS 10. European economic and cultural influence dramatically increased through explorations,
conquests and colonization
Expectations for Learning: Describe how European economic and cultural influence increased
through explorations, conquests and colonization
HIS 11. The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) between
previously unconnected parts of the world reshaped societies in ways still evident today.
Expectations for Learning: Explain how the Columbian Exchange reshaped previously
unconnected societies in ways still evident today
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 15. Improvements in transportation, communication and technology have facilitated cultural
diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation,
communication and technology and explain how they have facilitated cultural diffusion among
peoples around the world.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 16. The ability to understand individual and group perspectives is essential to analyzing
historic and contemporary issues.
Expectations for Learning: Demonstrate how understanding individual and group perspectives
is essential to analyzing historic and contemporary issues.
Topic: Roles and Systems of Government
GOV 18. With the decline of feudalism, consolidation of power resulted in the emergence of nation
states.
Expectations for Learning: Explain how the decline of feudalism in Western Europe and
consolidation of power resulted in the emergence of nation states.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making
economic decisions. A cost-benefit analysis consists of determining the potential costs and
benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must
analyze costs and benefits when making economic decisions. Describe how a cost-benefit
analysis consists of determining the potential costs and benefits of an action
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the
world contributed to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive
resources in the various regions of the world contributed to specialization, trade and
interdependence.
Topic: Markets
ECO.21 The growth of cities and empires fostered the growth of markets. Market exchanges
encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth
of markets. Describe how market exchanges encouraged specialization and the transition from
barter to monetary economies.




ODE Model Curriculum
History Alive! The
Medieval World and
Beyond
Chapter 31 The
Reformation Begins
Chapter 32 The Spread
and Impact of The
Reformation
Chapter 33 Age of
Exploration
Lesson Plan: Will You
Sign This Petition:
http://www.freedomforu
m.org/packages/first/Cur
ricula/EducationforFreed
om/L07main.htm
Magna Carta:
Cornerstone of the
U.S. Constitution:
http://edsitement.neh.go
v/lesson-plan/magnacarta-cornerstone-usconstitution
http://daphne.palomar.e
du/scrout/colexc.htm
WHCSD Scope and Sequence
Spiraling
Grade 7
Social Studies
2016-2017
ELA: RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.5 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.
W.6 Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.