Download Social Studies 7 Unit Plans

SOCIAL STUDIES
WORLD STUDIES FROM 750 B.C.
TO 1600 A.D.: ANCIENT GREECE
TO THE FIRST GLOBAL AGE
GRADE 7
Unit Plans
(Units 1-2)
2015-2016
Aligned with Ohio’s
Learning Standards for
Social Studies and the
Common Core State
Standards for Literacy in
History/Social Studies
Office of Teaching and
Learning – Curriculum
Division
Social Studies 7 Unit Plan Outlines
World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age, Grade 7
Unit 1. Social Studies Thinking and Skills (Grading Period 1; 4 weeks)
Inquiry Questions
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How do historians and geographers understand the world past and present?
What should we do when sources disagree?
How do perspectives shape the study of history?
Why is “where” important?
Topics, Content Statements, and Elaborations
Topic: Historical Thinking and Skills
Content Statement 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.
Content Elaborations
Development of historical thinking concepts began in earlier grades by having students look at
primary source documents to understand that multiple sources and perspectives are needed to
build a historical narrative.
Historians and archaeologists provide an accurate account and assessment of a historical event.
This requires them to avoid the influence of current norms and values in interpreting and
evaluating the past. They generally attempt to describe events through the perspectives of those
living at the time. As students examine a historian or archaeologist’s interpretation of an event,
students should look to see how they meet this standard.
By having students critically evaluate diaries, letters, eyewitness accounts, archaeological
artifacts and architecture of particular moments in time, they develop an understanding that
history is interpreted. They also become active participants in historical investigation.
Topic: Civic Participation and Skills
Content Statement 16
The ability to understand individual and group perspectives is essential to analyzing historic and
contemporary issues.
Content Elaborations
Individuals and groups often hold differing perspectives on issues, both historic and
contemporary. As students investigate issues, they should be challenged to understand the
multiple perspectives that individuals and groups may have.
For example, to reach an understanding of the dynamics of the trans-Atlantic slave trade, one
should analyze the perspectives of those who justified it and those who opposed it, including the
slaves. An understanding of the dynamics of colonialism should include an analysis of the
perspectives of the colonial power and the colonized.
It also is essential that one understands what may influence the perspective of an individual or
group. These influences can be based on cultural, ethnic, religious or geographical contexts.
Columbus City Schools
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Unit 1. Social Studies Thinking and Skills
Topic: Spatial Thinking and Skills
Content Statement 12
Maps and other geographic representations can be used to trace the development of human settlement
over time.
Content Elaborations
Maps and other geographic representations such as aerial photographs, satellite-produced
imagery and geographic information systems (GIS) can be used to trace the development of
human settlement from the past to the present.
These tools can be used to show the spatial relationships within and among regions and how
these relationships have affected human settlement over time. For example, maps can be used to
show trade routes and transportation networks between regions as well as changing political
boundaries.
Maps and other geographic representations can be used to illustrate how population density
varies in relation to resources and type of land.
Common Core State Standards
Literacy in History/Social Studies Standards
http://www.corestandards.org/ELA-Literacy/RH/6-8/
Writing Standards
http://www.corestandards.org/ELA-Literacy/WHST/6-8/
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.

Demonstrate how understanding individual and group perspectives is essential to analyzing historic and
contemporary issues.

Demonstrate how maps and other geographic representations can be used to trace the development of
human settlement from past to present.
Note: For unpacked clear learning targets with sample questions stems, see the Social Studies, Grade 7 Clear
Learning Targets and Social Studies, Grade 7 “I Can” Checklist on the Social Studies Instructional Resource
Portal: http://www.ccsoh.us/SocialStudies7.aspx
Assessments

Assessment resources for social studies skills are available on the Social Studies Formative
Assessment Module: http://www.ccsoh.us/ssformative.aspx.
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Performance Task: Have students write a short narrative describing the people, places, and events detailed in
a set of primary sources.
Columbus City Schools
2015-2016
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Unit 1. Social Studies Thinking and Skills
Instructional Strategies
The strategies below provide a sample of possible strategies and activities for the unit; they are not
intended as step-by-step directions or sequential daily lessons.
1.1 Historical Thinking and Skills
(Content Statement 1)

Use the Social Studies 7 Vocabulary Cards to introduce key terms for the unit. These cards, along with
vocabulary strategies and templates, are available on the Middle School Social Studies Vocabulary 100
module: http://ccsoh.us/msvocab.aspx. Vocabulary instruction six-step process: 1) provide a description,
explanation, or example of the new term; 2) ask students to restate the description, explanation, or example in
their own words; 3) ask students to construct a picture, pictograph, or symbolic representation of the term; 4)
engage students periodically in activities that help them add to their knowledge of the terms in their
vocabulary notebooks, 5) periodically ask students to discuss the terms with one another; 6) involve students
periodically in games that enable them to play with terms.
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Use the Snapshot Autobiography lesson from the Reading Like a Historian curriculum to introduce students to
the nature of history and historical perspectives. In this lesson, students create brief autobiographies and
then reflect on the process to better understand how history is written. Why are some events included and
others not? How does their version of events compare to others’ versions of the same event? Why do two
historical accounts differ when both sides believe they are telling the truth? How would students prove that
their version of events was true? http://sheg.stanford.edu/snapshot-autobiography
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Have students work in small groups to analyze a series of primary sources, such as paintings, letters, diaries,
artifacts, about a particular topic in history. Primary source analysis worksheets are available from the
National Archives (http://www.archives.gov/education/lessons/worksheets/) and Library of Congress
(http://www.loc.gov/teachers/usingprimarysources/guides.html). Have students write a short narrative
describing the people, places, and events detailed in the primary sources. Have students compare their
narratives to see how each one interpreted the sources.
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A collection of primary sources with analysis questions is available on pp. 504-539 of the textbook, History of
Our World. These sources may be used throughout the year to reinforce historical thinking skills with each
unit. For this introductory unit, the sources on pp. 504-515 cover time periods before this course begins, and
may be used also as a review of early civilizations content from grade 6.
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The following Skills for Life exercises from the textbook, History of Our World are helpful for introducing
historical thinking: Using Timelines (pp. 10-11); Making Valid Generalizations (pp. 142-143), Drawing
Conclusions (pp. 178-179); Analyzing Primary Sources (pp. 214-215); Synthesizing Information (pp.238-239);
and Using Reliable Information (pp. 316-317).
1.2 Civic Participation and Skills
(Content Statement 16)

Use the Lunchroom Fight lesson from the Reading Like a Historian curriculum to introduce students to
multiple perspectives. In this lesson, students compare different accounts of lunchroom fight. Students will
consider why the accounts differ and evaluate the reliability of sources. http://sheg.stanford.edu/lunchroomfight
Columbus City Schools
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Unit 1. Social Studies Thinking and Skills
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Have students analyze the different perspectives of a historical event by examining diaries, letters, art,
editorials, editorial cartoons and photographs. Students could be assigned to take a position on a given
person in history and present his or her position on a critical issue of that time.

The following Skills for Life exercises from the textbook, History of Our World are helpful for introducing civic
participation skills: Distinguishing Fact and Opinion (pp. 414-415); Identifying Point of View (pp. 444-445);
Recognizing Author’s Bias (pp. 464-465); Supporting a Position (pp. 494-495).
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Have students work individually or in pairs at the computer lab (or as a classroom station) to complete the
tutorials from the Social Studies Skills Tutor: Distinguishing Fact and Opinion, Recognizing Bias, Identifying
Frame of Reference and Point of View, and Supporting a Position.
http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html.
1.3 Spatial Thinking and Skills
(Content Statement 12)

Use the Social Studies 7 Vocabulary Cards to introduce key geography terms for the unit. These cards, along
with vocabulary strategies and templates, are available on the Middle School Social Studies Vocabulary 100
module: http://ccsoh.us/msvocab.aspx

Display a series of various types of maps and other geographic tools. For each map or tool, ask: Who do you
see? How did the cartographer choose to represent the world? Why do you think the cartographer would
choose to represent the world in this way? What information can you learn from this map or tool? What
information is left out? Why would this map or tool be useful? After displaying all of the maps or tools, have
students decide which maps or tools would be best for the various purposes (showing political boundaries,
determining elevation levels, showing sources of fresh water, showing population patterns, etc.).
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Use the Map Master Skills Handbook on pp. M1-M17 from the textbook, History of Our World to reinforce map
skills from grade 6.
Columbus City Schools
2015-2016
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Unit 1. Social Studies Thinking and Skills
Instructional Resources
The resources below represent a sample of possible resources that may be helpful for this unit. The
inclusion of a particular resource in the list below does not guarantee its availability in Columbus City
Schools.
Adopted Text
 History of Our World (Pearson/Prentice Hall)
 Online textbook access: www.pearsonsuccessnet.com (First time users, request the school code during the
registration process)
 Ancillaries:
o History of Our World, All in One Teaching Resources
o History of Our World, Reading and Vocabulary Study Guide
Supplemental Resources

Global History and Geography: Readings and Documents (Amsco Publications)

World History: Focus on Economics (National Council for Economic Education)
Web Resources
 Social Studies Instructional Resource Portal: http://www.ccsoh.us/socialstudies7.aspx. Includes unit-specific
web links and the following resources that can be used throughout the course.
 Reading Like a Historian: http://sheg.stanford.edu/rlh
 Internet Ancient History Sourcebook: http://legacy.fordham.edu/Halsall/ancient/asbook.asp
 Social Studies Skills Tutor: http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html
 Hstry: http://www.hstry.co. Create interactive timelines.
Columbus City Schools
2015-2016
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Social Studies 7 Unit Plan Outlines
World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age, Grade 7
Unit 2. Early Civilizations (10 weeks; Grading Periods 1 and 2)
Inquiry Questions
 How does geography shape history?
 Who should govern or rule a country?
 What is the enduring impact of ancient Greece and Rome on later civilizations?
Topics, Content Statements, and Elaborations
Topic: Early Civilizations
Content Statement 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.
Content Elaborations
The legacy of ancient Greece and Rome is embedded in Western culture. The ideas on
governance and law were impacted by the concepts of citizenship and democracy that originated
in Ancient Greece. Greece developed a “direct democracy.”
The Greeks created the astrolabe, the pulley block, the wood screw, ore smelting and casting,
and built faster ships. The influence of Ancient Greek art and building designs (e.g., rectangular
temples with tall columns all around) can be seen in many cities today. Greek literature inspired
the Romans and other writers over the centuries. Greeks also developed the study of history.
Rome influenced government and law by creating the first republic with elected officials and a
system of laws that laid the foundation for many governments. It created a written constitution, a
tripartite government (executive, legislative and judicial branches), a system of checks and
balances, and a sense of civic duty.
Roman roads, basilicas, amphitheaters, aqueducts and layouts of cities continue to influence the
modern world. Many modern government buildings have Roman styling that includes domes and
arches.
Roman literature and poetry impacted future western civilizations. Rome’s contributions to art
include frescoes and sculptures.
The spread of Christianity was aided by the network of roads built by the Romans. Although
Christians were persecuted for centuries by the Romans, it eventually became the official religion
of the empire.
Topic: Human Systems
Content Statement 13
Geographic factors promote or impede the movement of people, products and ideas.
Content Elaborations
Geographic factors (e.g., climate, bodies of water, mountains, deserts, proximity to natural
resources) can contribute to or impede the movement of people, products and ideas. This
includes the ability to engage in trade and war, to explore and colonize new lands, to find new
places for settlement, and to spread religion and frameworks for governing.
Columbus City Schools
2015-2016
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Unit 2. Early Civilizations
Topic: Roles and Systems of Government
Content Statement 17
Greek democracy and the Roman Republic were radical departures from monarchy and theocracy,
influencing the structure and function of modern democratic governments.
Content Elaborations
The Athenian form of democracy invested power with its citizens, not an individual ruler. It was a
direct form of democracy since all of the citizens (i.e., males over 18 with Athenian fathers)
participated.
The Roman Republic expanded the Greek model of democracy. It was a representative
government with elected officials, division of powers and an emphasis on civic duty. The powers
of the Roman government were divided among the Senate, the Consuls and the Assemblies.
Roman citizenship was granted to males if they had a parent who was a citizen, was a freed
slave or made a huge payment. Citizens had rights and were expected to vote, register for the
census and perform military service.
Many governments today were influenced by the Greek and Roman models. For example, the
United States is a representative democracy with a written constitution that limits the powers of
the government by dividing them among three branches.
Common Core State Standards
Literacy in History/Social Studies Standards
http://www.corestandards.org/ELA-Literacy/RH/6-8/
Writing Standards
http://www.corestandards.org/ELA-Literacy/WHST/6-8/
Expectations for Learning

Cite examples and explain the enduring impact that Ancient Greece and Ancient Rome had on
later civilizations.
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Describe how geographic factors can promote or impede the movement of people, products and ideas.

Describe how Greek democracy and the Roman Republic were radical departures from monarchy and
theocracy.

Explain how Greece and Rome influenced the structure and function of modern democratic governments.
Note: For unpacked clear learning targets with sample questions stems, see the Social Studies, Grade 7 Clear
Learning Targets and Social Studies, Grade 7 “I Can” Checklist on the Social Studies Instructional Resource
Portal: http://www.ccsoh.us/SocialStudies7.aspx
Assessments

Assessment resources for social studies content skills are available on the Social Studies
Formative Assessment Module: http://www.ccsoh.us/ssformative.aspx.

Test item banks from various state assessments in world history are available at www.problem-attic.com.
Teachers can create a free account and use the item banks to generate customized tests.
Columbus City Schools
2015-2016
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Unit 2. Early Civilizations
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Performance Task: Have students assume the role of museum curator and create a museum exhibit (virtual
or physical) illustrating the enduring impact of ancient Greece and Rome on modern civilizations. The display
should include visuals (with written narratives) of modern places and objects that reflect the influence of
Greece and Rome on governance and law, engineering and technology, art and architecture, literature and
history, and religion. The exhibit should make an argument about the legacy of Greece and Rome and
support with it evidence and reasoning.
Instructional Strategies
The strategies below provide a sample of possible strategies and activities for the unit; they are not
intended as step-by-step directions or sequential daily lessons.
2.1 Ancient Greece
(Content Statements 2, 13, 17)

Use the Social Studies 7 Vocabulary Cards to introduce key terms for the unit. These cards, along with
vocabulary strategies and templates, are available on the Middle School Social Studies Vocabulary 100
module: http://ccsoh.us/msvocab.aspx

Have students create a cause and effect graphic organizer or foldable about the geography of Greece.
Students should detail how Greece’s geographic setting influenced the way people lived and worked and how
the geographic features of Greece influenced the movement of people, products, and ideas. See p. 169 of
the textbook, History of Our World.

Use the Athenian Democracy Structured Academic Controversy from the Reading Like a Historian curriculum
to have students consider whether or not ancient Athens was truly democratic.
https://sheg.stanford.edu/athenian-democracy

Create a simulation activity that illustrates direct democracy. At the beginning of class, provide each student
with a notecard or slip of paper indicating one of three social classes: citizens, metics, and slaves. Only onefifth of the class, and only male students, should receive a citizen card. Present a set of choices to the class
regarding a possible class activity. Explain that students will vote to decide which activity the class will do.
However, only citizens will be able to vote. As a discussion, ask: Was this a democratic way of making a
decision? Who was entirely left out of the decision? Why were only certain male students allowed to vote?
Explain that citizens had to be 18 year old males who had an Athenian mother and father. Metics were
considered “foreigners” living in Athens. They were expected to perform military service, but they could not
own property or vote. Those who were enslaved could not participate and no influence in government.

Have students create a Venn diagram comparing democracy in Ancient Greece to democracy in the early
national era of the United States. Ask students to recall from previous grades (or provide them with
information) about voting rights in the early national era. Remind students that many African-Americans were
enslaved in the U.S. until the end of the Civil War and women could not vote nationally until 1920.

Provide students with a set of artifacts and visuals that reflect innovations of Ancient Greece. This could
include an astrolabe, pulley block, wood screw, columns, theaters, history books, etc. Have students sort the
artifacts and visuals into four buckets (categories): governance and law, engineering and technology, art and
architecture, literature and history. For each artifact or visual, students should write a brief explanation of how
this item influenced later civilizations.
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Unit 2. Early Civilizations

Which individual from Ancient Greece had the strongest enduring impact on later civilizations? Assign
students to research one of the following individuals from Ancient Greece: Solon, Pericles, Herodotus,
Thucydides, Archimedes, Sophocles, Socrates, Aristotle, or Plato. Students should write an evidence-based
essay that makes a claim and supports it with evidence and reasoning. Students can also present their essay
to the class as the remainder of the class takes notes and evaluates the claims.

Have students collect artifacts and visuals illustrating the enduring impact of Ancient Greece on modern
civilizations. These should include visuals of modern places and objects that reflect the influence of Greece
on governance and law, engineering and technology, art and architecture, literature and history. As a
culminating performance task, students can use these items (along with similar items on Roman civilization)
to create a museum display.
2.2 Roman Republic and Empire
(Content Statements 2, 13, 17)

Complete a K-W-L chart on Ancient Rome. In the K column, have students brainstorm what they already
know. In the W column, create a list of what students want to know. At the end of the unit, complete the L
column, having students work individually to list what they learned.

Have students create a cause and effect graphic organizer or foldable about the geography of Rome.
Students should detail how Rome’s geographic setting influenced the way people lived and worked and how
the geographic features of Rome influenced the movement of people, products, and ideas. See p. 229 of the
textbook, History of Our World.

Have students create an electronic or physical timeline of Ancient Rome. The timeline should include
significant developments in governance and law, engineering and technology, art and architecture, literature
and history, and religion. Timelines should include visuals with written explanations of significant events.
Electronic timeline creation tools include http://www.readwritethink.org/files/resources/interactives/timeline_2/,
www.timetoast.com, and http://www.tiki-toki.com/

Use the Roman Republic lesson from the Reading Like a Historian curriculum. In this lesson, students
investigate the question: How democratic was the Roman Republic? https://sheg.stanford.edu/roman-republic

Have students create a Venn diagram comparing the government of the Roman Republic with the
government of the United States.

Provide students with a set of artifacts and visuals that reflect innovations of Ancient Rome. This could
include laws, roads, basilicas, amphitheaters, aqueducts, domes, arches, frescoes, sculptures etc. Have
students sort the artifacts and visuals into four buckets (categories): governance and law, engineering and
technology, art and architecture, and religion. For each artifact or visual, students should write a brief
explanation of how this item influenced later civilizations.

Use the Roman Empire and Christianity lesson from the Reading Like a Historian curriculum. In this lesson,
students explore three accounts to answer the question: Why did the Roman Empire persecute Christians?
https://sheg.stanford.edu/roman-empire-christianity

A Day in the Life—Have Students create a written record (e.g., diary, news article, drawing, mural) on a
historic event (e.g. opening of the Roman Coliseum) as if the student was living during the time period.

Have students collect artifacts and visuals illustrating the enduring impact of Ancient Rome on modern
civilizations. These should include visuals of modern places and objects that reflect the influence of Rome on
governance and law, engineering and technology, art and architecture, literature and history. As a culminating
performance task, students can use these items (along with similar items on Greek civilization) to create a
museum display.
Columbus City Schools
2015-2016
9
Unit 2. Early Civilizations
Instructional Resources
The resources below represent a sample of possible resources that may be helpful for this unit. The
inclusion of a particular resource in the list below does not guarantee its availability in Columbus City
Schools.
Adopted Text
 History of Our World (Pearson/Prentice Hall), Chapters 6-9
 Online textbook access: www.pearsonsuccessnet.com (First time users, request the school code during the
registration process)
 Ancillaries:
o History of Our World, All in One Teaching Resources
o History of Our World, Reading and Vocabulary Study Guide
Supplemental Resources

Global History and Geography: Readings and Documents (Amsco Publications)

World History: Focus on Economics (National Council for Economic Education)
Web Resources
 Social Studies Instructional Resource Portal: http://www.ccsoh.us/socialstudies7.aspx. Includes unit-specific
web links and the following resources that can be used throughout the course.
 Reading Like a Historian: http://sheg.stanford.edu/rlh
 Internet Ancient History Sourcebook: http://legacy.fordham.edu/Halsall/ancient/asbook.asp
 Social Studies Skills Tutor: http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html
Columbus City Schools
2015-2016
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