Download Grade Seven Curriculum Map - Gr7-SS

GRADE SEVEN CURRICULUM MAP
GRADE SEVEN SOCIAL STUDIES
32200713 (COMPREHENSIVE), 32200723 (ESL)
32200733 (HONORS), 32200753 (ECE), 32200793 (ADVANCE)
PREREQUISITES
There are no prerequisites for Grade Seven Social Studies.
OVERVIEW
The Grade Seven Social Studies Program uses the five big ideas of social studies (government/civics, cultures
and societies, economics, geography and historical perspective) to focus on an integrated approach to the
study of world history from earliest civilizations to 1500. Grade Seven Social Studies provides for the
development of historical perspectives and understanding through the study of early peoples and great
civilizations of the past. Students learn about those people and events that ushered in the dawn of major
Western and non-Western civilizations and examine factors of continuity and change across time, with a focus
on human history prior to 1500. Instruction emphasizes chronological thinking and historical analysis. Students
examine the ways in which past civilizations met common needs and concerns, and link past to present by
noting how these early societies contributed to our way of life.
RECOMMENDED STATE-APPROVED TEXTBOOKS
Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky
Department of Education recommends textbooks from publishers that have assured the state of the accuracy
of, availability of, support materials for, and durability of texts. In addition, the publishers have agreed to
provide adaptable texts and other materials for English Language Learners (Spanish text).
HOW TO USE THE CURRICULUM MAP
Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps
assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this
document are for reference. Each school and teacher must take into account the make-up of their students,
focusing on the needs and strengths of each child when pacing and planning instruction.
We hope you find this map helpful as you focus your planning on student learning this year. The curriculum for
the year has been divided into units of study–organized by geographical regions of the world--to help pace
instruction and effectively cover the topics included. This helps students to have consistent coverage of the
social studies content.
The map format includes the unit duration (the suggested amount of instructional days to spend on each unit,
based on 50-minute class periods), and topics (sub-regions that focus on a particular big idea, i.e., culture,
economics, government, geography) to include while teaching the unit. The suggested topic duration (the
suggested number of days and amount of time to spend on each topic) takes into account days for
assessment, topic extensions and changes in the school calendar. Lessons and activities suggested on the map
are to focus on student mastery, and align instruction to the state standards. The maps do not accommodate
scheduling for special events (Junior Achievement, or K-Prep review).
Grade Seven Curriculum Map
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GRADE SEVEN CURRICULUM MAP
The Essential Questions for each topic guide the inquiry that supports each topic. Each topic of study includes
the following:
 Content Standards are the Core Content for Assessment from the Kentucky Core Academic Standards
4.1 Combined Curriculum Document.
 Learning Targets are the skills and concepts students are expected to know and be able to do by the
end of each topic. Identification of the necessary understandings, skills, and concepts that support
these targets should be developed at the school level, based on an analysis of student data.
 Suggested Resources included basal social studies texts (Holt and Glencoe); TCI resources (both text
and on-line); and other resources that promote inquiry, student understanding, and mastery of skills.
 Key Standards (
) have been identified based upon their likelihood to appear on the KPREP
assessment. You are still responsible by law for teaching all of the 4.1 Core Content Standards. The
purpose of the Key Standards is to focus each topic on the most essential skills and concepts for
students to master.
Be sure to read through the unit prior to instruction. This will help you choose the resources and activities
that best help your students learn the content standards.
The units for Grade Seven Social Studies are:
Unit 1 – Historical Perspective and Prehistoric People
Unit 2 – Ancient Egypt
Unit 3 – Indus River Valley and Ancient China
Unit 4 – Hebrews and Phoenicians
Unit 5 – The Greeks
Unit 6 – Rome and the Rise of Christianity
Unit 7 – Islamic and African Civilizations
Unit 8 – Empires of Asia and the Americas
Unit 9 – The Early Middle Ages in Europe
Unit 10 – The Later Middle Ages in Europe
Unit 11 – The Renaissance and Reformation
Unit 12 – The Age of Exploration
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UNIT 1
HISTORICAL PERSPECTIVE AND MESOPOTAMIA
Unit Duration:
3 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #1 (Assessment Window – 10/1-10/12)
TOPIC 1:
Archaeology and Tools for Studying Pre-History and History
ESSENTIAL QUESTION:
How do we learn about the past? Why do we learn about the past?
C ONTENT S TANDARDS
Historical Perspective
TOPIC DURATION:
2 Days
L EARNING T ARGET

SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals and
groups (e.g., gender, race, region, ethnic group, age,
economic status, religion, political group) in early
civilizations prior to 1500 A.D.
I can explain ways and reasons
archaeologists learn about the past.
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

World History, Holt, Social Studies, 2006
(hereafter designated as Holt, World
History), pp. H1-H13, 2-21, 6-19

World History: Journey Across Time,
Glencoe,, 2006 (hereafter designated as
Glencoe, JAT), pp. GH2-GH15

Glencoe, JAT, pp. TOOLS 1-TOOLS 13
TCI

TCI Online: History Alive! The Ancient World
(hereafter designated as TCI Online: Ancient
World) Lesson 1 – Investigating the Past

History Alive! The Ancient World, TCI,
(Hereafter designated as TCI Ancient World)
Chapter 1, Investigating the Past, pp. 4-11
Other Resources


TOPIC 2:
The Paleolithic Age
ESSENTIAL QUESTION:
How did early humans live?
TOPIC DURATION:
2 Days
C ONTENT S TANDARDS
L EARNING T ARGETS
Culture & Society

SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.

Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
Grade Seven Curriculum Map
Archaeology, Life in Mesopotamia
Cave Paintings at Lascaux, Virtual Tour, (This
website is in French, but the tour is worth
exploring)
I can explain the elements of culture in the
Paleolithic Age.
I can explain how geographical factors
promote and limit human activities (hunting
and gathering).
S UGGESTED R ESOURCES
Basal Texts


Holt, World History, pp. 24-39
Glencoe, JAT, pp. 8-15
TCI

TCI Online: Ancient World, Lesson 2 – Early
Hominids

TCI Ancient World, Chapter 2, Early
Hominids, pp. 12-23
Other Resources
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GRADE SEVEN CURRICULUM MAP



(natural resources, human resources, capital goods)
were used.
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Prehistory, Life in Mesopotamia
Becoming Human: Lesson Ideas (NOVA)
Several segments from World History:
Prehistory, Discovery Education
Geography
SS-07-4.4.2 Students will describe ways in
which the physical environment (e.g., natural
resources, physical geography, natural disasters)
both promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) in early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.3.1 Students will explain and give examples
of how early hunters and gatherers (Paleolithic and
Neolithic) developed new technologies as they
settled into organized civilizations.
TOPIC 3:
TOPIC DURATION:
The Neolithic Age
3 Days
ESSENTIAL QUESTION:
How did human society change from the Paleolithic Age to the Neolithic Age?
C ONTENT S TANDARDS
Culture & Society
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
L EARNING T ARGETS

I can explain why and give examples of how
early hunters and gatherers developed new
technologies (e.g., domestication,
cultivation, and other forms of specialization)
as they settled into organized civilizations.
S UGGESTED R ESOURCES
Basal Texts


TCI

TCI Online: Ancient World, Lesson 3 – From
Hunters and Gatherers to Farmers

TCI Ancient World, Chapter 3, From Hunters
and Gatherers to Farmers, pp. 24-31
Other Resources

SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.4.1 Students will explain how technology in
early civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
Holt, World History, pp. 40-43
Glencoe, JAT, pp. 8-15

Episode 1, Out of Eden, of Guns, Germs, and
Steel, National Geographic video series
based on the book by Jared Diamond, 2005.
(Preview episode 1 and 2 and consider
showing both to give your students an
overview for understanding this year’s
content). See also National Geographic’s
question and response session here in which
Jared Diamond addresses essential questions
regarding the transition from the Paleolithic
to Neolithic Ages.
Life in Mesopotamia, University of Chicago
SS-07-4.4.2 Students will describe ways in which the
physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) in early civilizations prior to 1500 A.D.
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GRADE SEVEN CURRICULUM MAP
Historical Perspective
SS-07-5.3.1 Students will explain and give examples
of how early hunters and gatherers (Paleolithic and
Neolithic) developed new technologies as they
settled into organized civilizations.
TOPIC 4:
Mesopotamia and the Fertile Crescent
ESSENTIAL QUESTION:
How did Mesopotamia become the place where civilization began?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.1.2 Students will describe how different
factors (e.g., rivers, mountains, plains) affected
where human activities were located in early
civilizations prior to 1500 A.D.
SS-07-4.2.1 Students will describe how regions in
early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human activities
(e.g., exploration, migration, trade, settlement).
SS-07-4.3.1 Students will describe patterns of
human settlement in early civilizations prior to 1500
A.D. and explain how these patterns were
influenced by human needs.
TOPIC DURATION:
4 Days
L EARNING T ARGETS
 I can describe multiple cause-and-effect
relationships that allowed the elements of
civilization to develop in Mesopotamia.
S UGGESTED R ESOURCES
Basal Texts


Holt, World History, pp. 54-64
Glencoe, JAT, pp. 16-21
TCI

TCI Online: Ancient World, Lesson 3 – From
Hunters and Gatherers to Farmers

TCI Online: Ancient World, Lesson 4 – The
Rise of Sumerian city-States

TCI Ancient World, Chapter 4, The Rise of
Sumerian City-States, pp. 32-39
Other Resources




Episode 1, Out of Eden, of Guns, Germs, and
Steel, National Geographic video series
based on the book by Jared Diamond, 2005.
(Preview episode 1 and 2 and consider
showing both to give your students an
overview for understanding this year’s
content.) See also National Geographic’s
question and response session here in which
Jared Diamond addresses essential questions
regarding the transition from the Paleolithic
to Neolithic Ages.
The First Farmers & the First Cities, Life in
Mesopotamia, University of Chicago
Mesopotamia: From Nomads to Farmers,
Discovery Education
Inventions and Innovations in Ancient
Mesopotamia segment of Ancient
Civilizations video, Discovery Education
SS-07-4.4.1 Students will explain how technology in
early civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
SS-07-4.4.3 Students will explain how the natural
resources of a place or region impact its political,
social and economic development in early
civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
SS-07-5.3.1 Students will explain and give examples
of how early hunters and gatherers (Paleolithic and
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GRADE SEVEN CURRICULUM MAP
Neolithic) developed new technologies as they
settled into organized civilizations
TOPIC 5:
TOPIC DURATION:
The Accomplishments of Mesopotamian Civilization
3 Days
ESSENTIAL QUESTION:
How did the civilization that developed in Mesopotamia have a lasting impact on our world?
C ONTENT S TANDARDS
L EARNING T ARGETS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
 I can describe impact of the elements of
culture developed in Mesopotamia on world
culture (e.g., government, religion, writing,
etc.).
 I can explain the rule of law and describe its
benefits.
 I can explain how people used technology and
the natural resources to develop civilization in
Mesopotamia.
 I can describe how the knowledge of
domestication, cultivation, and technology of
Mesopotamia moved among civilizations along
similar latitudes.
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Geography
SS-07-4.2.1 Students will describe how regions in
early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human activities
(e.g., exploration, migration, trade, settlement).
SS-07-4.2.2 Students will describe and give
examples of how places and regions in early
civilizations prior to 1500 A.D changed over time as
technologies, resources and knowledge became
available.
SS-07-4.3.1 Students will describe patterns of
human settlement in early civilizations prior to 1500
A.D. and explain how these patterns were
influenced by human needs.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 65-73

Glencoe, JAT, pp. 20-31
TCI

TCI Online: Ancient World, Lesson 5 –
Ancient Sumer

TCI Ancient World, Chapter 5, Was Ancient
Sumer a Civilization? pp. 40-49

TCI Online: Ancient World, Lesson 6 –
Exploring Four Empires of Mesopotamia

TCI Ancient World, Chapter 6, Exploring Four
Empires of Mesopotamia, pp. 50-61
Other Resources

The Elements of Security in Civilizations,
Discovery Education





Episode 1, Out of Eden, of Guns, Germs, and
Steel, National Geographic video series
based on the book by Jared Diamond, 2005
(Preview episode 1 and 2 and consider
showing both to give your students an
overview for understanding this year’s
content)
Law & Government & Warfare & Empire, Life
in Mesopotamia, University of Chicago
Mesopotamia, video segment Discovery
Education
Mesopotamia: From Nomads to Farmers,
Discovery Education
The Code of Hammurabi, Academy for
Ancient Texts
Historical Perspective
SS-07-5.3.1 Students will explain and give examples
of how early hunters and gatherers (Paleolithic and
Neolithic) developed new technologies as they
settled into organized civilizations.
Grade Seven Curriculum Map
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GRADE SEVEN CURRICULUM MAP
UNIT 2
ANCIENT EGYPT
Unit Duration:
3 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #1 (Assessment Window – 10/1-10/12)
TOPIC 1:
TOPIC DURATION:
Geography of Egypt
3 Days
ESSENTIAL QUESTION:
How did the geography of Ancient Egypt affect the way its civilization developed?
C ONTENT S TANDARDS
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
L EARNING T ARGETS
 I can explain how the physical geography
promoted and limited human activities in
Ancient Egypt.
Geography
SS-07-4.1.1 Students will use a variety of geographic
tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on
Earth’s surface in early civilizations prior to 1500
A.D.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 86-89 (especially the
map on p. 87)

Glencoe, JAT, pp. 38-42 (especially the map
on p. 39)
TCI

TCI Online: Ancient World, Lesson 7 –
Geography and the Early Settlement of
Egypt, Kush, and Canaan

SS-07-4.4.2 Students will describe ways in which the
physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) in early civilizations prior to 1500 A.D.
TCI Ancient World, Chapter 7, Geography and
the Early Settlement of Egypt, Kush, and
Canaan, pp. 64-71
Other Resources

Ancient Egypt, Discovery Education

The Nile: Where Egypt Began segment of
Ancient Civilizations video, Discovery
Education
SS-07-4.4.3 Students will explain how the natural
resources of a place or region impact its political,
social and economic development in early
civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
TOPIC 2:
DURATION:
The Pharaohs and Kingdoms of Ancient Egypt
4 Days
ESSENTIAL QUESTION:
How did the pharaohs promote and protect Ancient Egyptian culture and society?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can describe the political, religious, and divine
roles of the pharaoh in the Old, Middle, and New
Kingdoms of Ancient Egypt.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 89-91 and 96-98

Glencoe, JAT, pp. 43-43-44, 47-48, and 60-66
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GRADE SEVEN CURRICULUM MAP
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
TCI
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.

TCI Online: Ancient World, Lesson 8 – The
Ancient Egyptian Pharaohs

TCI Ancient World, Chapter 8, The Ancient
Egyptian Pharaohs, pp. 72-79
Other Resources

Ancient Egypt, Discovery Education

Several segments from World History:
Prehistory, Discovery Education
Geography
SS-07-4.1.1 Students will use a variety of geographic
tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on
Earth’s surface in early civilizations prior to 1500
A.D.
SS-07-4.3.1 Students will describe patterns of
human settlement in early civilizations prior to 1500
A.D. and explain how these patterns were
influenced by human needs.
TOPIC 3:
DURATION:
Cultural Characteristics of Daily Life in Ancient Egypt
4 Days
ESSENTIAL QUESTION:
How do the elements of cultural reflect the unique perspectives of a civilization?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
L EARNING T ARGETS
 I can explain how the elements of culture and
the social pyramid of Ancient Egyptian society
reflected their unique perspectives.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 90-100

Glencoe, JAT, pp. 42, 44-46, and 49-52
TCI
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.

TCI Online: Ancient World, Lesson 9 – Daily
Life in Ancient Egypt

TCI Ancient World, Chapter 9, Daily Life in
Ancient Egypt, pp. 80-91
Other Resources

Ancient Egypt, Discovery Education

The Great Pyramid Deconstructed video,
History Channel

Mummification song, History Teachers

Several segments from World History:
Prehistory, Discovery Education
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
TOPIC 4:
DURATION:
The Contributions of Ancient Egypt
4 Days
ESSENTIAL QUESTION:
How did Ancient Egypt impact the development of government and culture today?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can explain how elements of culture in
Ancient Egyptian society promoted lasting
achievements in government, science, writing,
architecture, and art.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 102-106

Glencoe, JAT, pp. 44
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GRADE SEVEN CURRICULUM MAP
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
TCI

TCI Online: Ancient World, Lesson 9 – Daily
Life in Ancient Egypt

TCI Ancient World, Chapter 9, Daily Life in
Ancient Egypt, pp. 80-91
Other Resources

Ancient Egypt, Discovery Education
Geography
SS-07-4.4.1 Students will explain how technology in
early civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
Historical Perspective
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
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UNIT 3
INDUS RIVER VALLEY AND ANCIENT CHINA
Unit Duration:
2 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #2 (Assessment Window – 11/12-11/30)
TOPIC 1:
TOPIC DURATION:
Geography
2 days
ESSENTIAL QUESTION:
How were the Indus River Valley and Ancient Chinese civilizations made distinctive by their human and
physical characteristics?
C ONTENT S TANDARDS
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.1.2 Students will describe how
different factors (e.g., rivers, mountains, plains)
affected where human activities were located in
early civilizations prior to 1500 A.D.
SS-07-4.2.1 Students will describe how regions in
early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human activities
(e.g., exploration, migration, trade, settlement).
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
L EARNING T ARGETS
 I can describe how the Indus River Valley and
Ancient China were made distinctive by their
human and physical characteristics.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 124-126 and 160163

Glencoe, JAT, pp. 195-196 and 225-226
TCI

TCI Online: Ancient World, Lesson 13 –
Geography and Early Settlement of India

TCI Ancient World, Chapter 13, Geography
and the Early Settlement of India, pp. 122131

TCI Online: Ancient World, Lesson 19 –
Geography and the Early Settlement of China

TCI Ancient World, Chapter 19, Geography
and the Early Settlement of China, pp. 182193
Other Resources

Review Jared Diamond’s, Guns, Germs, and
Steel argument regarding the movement of
food packages and technology along the
same latitude in Eurasia

Huang He: From the Himalayas to the Gulf of
Bo Hai, Discovery Education,
TOPIC 2:
TOPIC DURATION:
Mohenjo-Daro and Harappa: The Contributions of the Indus River
4 days
Civilizations
ESSENTIAL QUESTION:
How do the human/environmental interactions of a civilization impact its cultural development and
decline?
Grade Seven Curriculum Map
Page 10
GRADE SEVEN CURRICULUM MAP
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.1.2 Students will describe how
different factors (e.g., rivers, mountains, plains)
affected where human activities were located in
early civilizations prior to 1500 A.D.
SS-07-4.2.2 Students will describe and give
examples of how places and regions in early
civilizations prior to 1500 A.D changed over time as
technologies, resources and knowledge became
available.
L EARNING T ARGETS
 I can describe how the human/environmental
interactions of the Indus River civilizations
impacted their cultural development and
decline.
 I can compare and contrast basic elements of
Hinduism and Buddhism.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 126-141

Glencoe, JAT, pp. 196-208
TCI

TCI Online: Ancient World, Lesson 14
Unlocking the Secrets of Mohenjodaro

TCI Ancient World, Chapter 14, Unlocking the
Secrets of Mohenjodaro, pp. 132-141

TCI Online: Ancient World, Lesson 15 –
Learning About World Religions: Hinduism

TCI Ancient World, Chapter 15, Learning
About Hindu Beliefs, pp 142-151

TCI Online: Ancient World, Lesson 16 –
Learning About World Religions: Buddhism

TCI Ancient World, Chapter 16, The Story of
Buddhism, pp. 152-159
Other Resources

Several segments from World History:
Prehistory, Discovery Education

Religions of the World: Hinduism, Discovery
Education,

Culture and Math: The Indus Valley,
Discovery Education,

Indus River Valley: Early Innovation,
Discovery Education,

Religions of the World: Buddhism, Discovery
Education,

Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All

Rajesh Rao: A Rosetta Stone for the Indus
Script, TED Talks.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g.,
primary and secondary sources) to describe and
explain historical events and conditions and to
analyze the perspectives of different individuals and
groups (e.g., gender, race, region, ethnic group, age,
economic status, religion, political group) in early
civilizations prior to 1500 A.D.
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
Grade Seven Curriculum Map
Page 11
GRADE SEVEN CURRICULUM MAP
TOPIC 3:
TOPIC DURATION:
The Contributions of the Ancient Chinese Civilizations
4 days
ESSENTIAL QUESTION:
How do the contributions of the Ancient Chinese Civilizations impact the world today?
C ONTENT S TANDARDS
L EARNING T ARGETS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
 I can explain how elements of culture in
Ancient Chinese society promoted lasting
achievements in government, technology,
writing, philosophy, and art.
 I can compare and contrast basic elements of
the teachings of Confucianism, Daoism, and
Legalism.
 I can compare the social institutions of Ancient
China with the social institutions of today.
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.4.1 Students will explain how technology in
early civilizations prior to 1500 A.D. assisted human
modification (e.g., irrigation, clearing land, building
roads) of the physical environment.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, 160-188



Glencoe, JAT, pp. 220-248
Globe Fearon, WH, p. 19, and 72-93
McDougal Littell, Ancient Civ, pp. 259-271
and 277-280
Prentice Hall, HOW, pp. 134-148 and 156160

TCI

TCI Online: Ancient World, Lesson 21 – Three
Chinese Philosophies

TCI Ancient World, Chapter 21, Three
Chinese Philosophies, pp. 204-213

TCI Online: Ancient World, Lesson 24 – The
Silk Road

TCI Ancient World, Chapter 24, The Silk Road,
pp. 232-241
Other Resources

The Traditional Religions of China, Discovery
Education

Several segments from China, Discovery
Education

Several segments from World History:
Prehistory, Discovery Education

Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
Historical Perspective
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
Grade Seven Curriculum Map
Page 12
GRADE SEVEN CURRICULUM MAP
UNIT 4
HEBREWS AND PHOENICIANS
Unit Duration: 1 Week
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #2 (Assessment Window – 11/12-11/30)
TOPIC 1:
TOPIC DURATION:
The Contributions of the Ancient Hebrews
3 Days
ESSENTIAL QUESTION:
How do the contributions of the Ancient Hebrews impact the world today?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
L EARNING T ARGETS
 I can describe how the elements of culture
developed among the Ancient Hebrews and
how they impact the world today.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.

Holt, World History, pp. 202-221

Glencoe, JAT, pp. 76-107
TCI
Geography
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.

TCI Online: Ancient World, Lesson 11 – The
Origins of Judaism

TCI Ancient World, Chapter 11, The Ancient
Hebrews and the Origins of Judaism, pp. 100109

TCI Online: Ancient World, Lesson 12 –
Learning About World Religions: Judaism

TCI Ancient World, Chapter 12, The Struggle
to Preserve Judaism, pp. 110-119
Other Resources

Religions of the World: Judaism, Discovery
Education

Judaism: Sacred Symbols and Rituals,
Discovery Education

Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
TOPIC 2:
The Contributions of the Phoenicians
ESSENTIAL QUESTION:
How did the Phoenicians impact the world?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
Grade Seven Curriculum Map
TOPIC DURATION:
2 Days
L EARNING T ARGETS
 I can describe cause-and-effect relationship
between the Phoenician trade and alphabet
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 76-77
Page 13
GRADE SEVEN CURRICULUM MAP
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Economics
SS-07-3.4.1 Students will explain ways in which
the basic economic questions about the
production, distribution and consumption of
goods and services were addressed in early
civilizations prior to 1500 A.D.
and the spread of civilization across the
Mediterranean Sea.

Glencoe, JAT, pp. 84-85 and 120
Other Resources

Alphabet and Written Language, Discovery
Education
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.1.2 Students will describe how
different factors (e.g., rivers, mountains, plains)
affected where human activities were located in
early civilizations prior to 1500 A.D.
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
Grade Seven Curriculum Map
Page 14
GRADE SEVEN CURRICULUM MAP
UNIT 5
THE GREEKS
Unit Duration:
4.5 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 Topics 1-2 on SSPA #2 (Assessment Window – 11/12-11/30)
 Topics 3-5 on SSPA #3 (Assessment Window – 1/14-1/25)
TOPIC 1:
TOPIC DURATION:
The Geography of Ancient Greece
2 Days
ESSENTIAL QUESTION:
How did differences in geography affect human activities in Ancient Greece?
C ONTENT S TANDARDS
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
SS-07-4.1.2 Students will describe how
different factors (e.g., rivers, mountains, plains)
affected where human activities were located in
early civilizations prior to 1500 A.D.
L EARNING T ARGETS
 I can describe how differences in geography
affected how and where human activities
occurred in Ancient Greece.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 228-230

Glencoe, JAT, p. 117
TCI

TCI Online: Ancient World, Lesson 25 –
Geography and the Settlement of Greece

TCI Ancient World, Chapter 26, Geography
and the Settlement of Greece, pp. 246-251
Other Resources

The Geography and History of Greece,
Discovery Education
SS-07-4.2.1 Students will describe how regions in
early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human
activities (e.g., exploration, migration, trade,
settlement).
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
Grade Seven Curriculum Map
Page 15
GRADE SEVEN CURRICULUM MAP
TOPIC 2:
Minoan and Mycenaean Civilization
ESSENTIAL QUESTION:
How did early civilization develop in Ancient Greece?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
TOPIC DURATION:
3 Days
L EARNING T ARGETS
 I can describe how the rise and fall of the
Minoan and Mycenaean civilizations were a
part of a series of cause-and-effect
relationships that led to the rise of classical
Greece.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 230-231 and 234235

Glencoe, JAT, pp. 118-121
TCI
Geography
SS-07-4.4.2 Students will describe ways in which
the physical environment (e.g., natural resources,
physical geography, natural disasters) both
promoted and limited human activities (e.g.,
exploration, migration, trade, settlement,
development) in early civilizations prior to 1500
A.D.

TCI Online: Ancient World, Lesson 25 –
Geography and the Settlement of Greece

TCI Ancient World, Chapter 25, Geography
and the Settlement of Greece, pp. 246-251
Other Resources

The Earliest Greek Culture: Crete, Discovery
Education

The Collapse of Mycenae: Colonial
Expansion, Discovery Education
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
TOPIC 3:
TOPIC DURATION:
Greek City-States and the Rise of Democracy
6 Days
ESSENTIAL QUESTION:
How did the Greek city-state and rise of democracy impact the world today?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
SS-07-2.3.2 Students will explain how compromise
and cooperation were possible choices to resolve
conflict among individuals and groups in early
civilizations prior to 1500 A.D.
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can describe ways government in Ancient
Greece (monarchy, oligarchy, tyranny/
dictatorship, and democracy) have had a
lasting impact on the world.
 I can compare and contrast elements of
culture in Athens and Sparta.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 236-241 and 266271

Glencoe, JAT, pp. 122-130 and 139
TCI

TCI Online: Ancient World, Lesson 26 – The
Rise of Democracy

TCI Ancient World, Chapter 26, The Rise of
Democracy, pp. 252-257

TCI Online: Ancient World, Lesson 27 – Life in
Two City-States: Athens and Sparta

TCI Ancient World, Chapter 27, Life in Two
City-States: Athens and Sparta, pp. 258-269
Other Resources

The Land and City States of Ancient Greece,
Discovery Education

Ancient Greece: The Democracy of Athens,
500 BC, Discovery Education

Spartans video, History Channel

Prezi presentation – Greece, Rome, & the
Page 16
GRADE SEVEN CURRICULUM MAP
United States: How has citizen participation
changed?
Historical Perspective
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama and
literature.
TOPIC 4:
TOPIC DURATION:
The Contributions of Ancient Greece
7 Days
ESSENTIAL QUESTION:
How did the Ancient Greek civilization have a lasting impact on the world?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
L EARNING T ARGETS
 I can explain how the contributions of
Ancient Greek civilization (government,
mythology, art, drama, architecture, literature,
philosophy, science, history, etc.) have had a
lasting impact on our world today.
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Historical Perspective
TOPIC 5:
Alexander the Great and the Hellenistic Culture
ESSENTIAL QUESTION:
How do cultures spread?
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Grade Seven Curriculum Map
Basal Texts

Holt, World History, pp. 242-271

Glencoe, JAT, pp. 138-173 and 182-186
TCI

TCI Online: Ancient World, Lesson 29 – The
Golden Age of Athens

TCI Ancient World, Chapter 29, The Golden
Age of Athens, pp. 278-287

TCI Online: Ancient World, Lesson 31 The
Legacy of Ancient Greece

TCI Ancient World, Chapter 31, The Legacy of
Ancient Greece, pp. 196-303
Other Resources

Culture and Math: The Greeks, Discovery
Education

The Impact of Ancient Greece, Discovery
Education
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama and
literature.
C ONTENT S TANDARDS
S UGGESTED R ESOURCES
TOPIC DURATION:
3 Days
L EARNING T ARGETS
 I can describe how Alexander the Great united
his empire and spread Greek ideas.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 272-276

Glencoe, JAT, pp. 174-181
TCI

TCI Online: Ancient World, Lesson 30 –
Alexander the Great and His Empire

TCI Ancient World, Chapter 30, Alexander the
Great and His Empire, pp. 288-295

TCI Online: Ancient World, Lesson 31 The
Legacy of Ancient Greece

TCI Ancient World, Chapter 31, The Legacy of
Ancient Greece, pp. 196-303
Page 17
GRADE SEVEN CURRICULUM MAP
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
Other Resources

Alexander the Great, Discovery Education

Conquerors: Alexander the Great, Discovery
Education

Macedonia song, History Teachers
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama and
literature.
Grade Seven Curriculum Map
Page 18
GRADE SEVEN CURRICULUM MAP
UNIT 6
ROME AND THE RISE OF CHRISTIANITY
Unit Duration:
4.5 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 Topics 1-3 on SSPA #3 (Assessment Window – 1/14-1/25)
 Topics 4-5 on SSPA #4 (Assessment Window – 3/4-3/15)
TOPIC 1:
TOPIC DURATION:
Geography, Etruscans, and the Founding of Rome
5 Days
ESSENTIAL QUESTION:
How are civilizations affected by their geography and the cultures that came before them?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
L EARNING T ARGETS
S UGGESTED R ESOURCES
 I can describe how the geographical factors of
Rome promoted and limited human activities.
 I can describe how the culture and technology
the Greeks and Etruscans influenced Roman
culture and the modern world.
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 294-309

Glencoe, JAT, pp. 262-273
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
TCI

TCI Online: Ancient World, Lesson 32,
Geography and the Early Development of
Rome

TCI Ancient World, Chapter 32, Geography
and the Early Development of Rome, pp.
308-315
SS-07-4.1.2 Students will describe how
different factors (e.g., rivers, mountains, plains)
affected where human activities were located in
early civilizations prior to 1500 A.D.

TCI Online: Ancient World, Lesson 33 The
Rise of the Roman Republic

TCI Ancient World, Chapter 33, The Rise of
the Roman Republic, pp. 316-321
SS-07-4.4.1 Students will explain how technology
in early civilizations prior to 1500 A.D. assisted
human modification (e.g., irrigation, clearing land,
building roads) of the physical environment.
Other Resources

Various segments of the Civilizations: Rise to
Power video, Discovery Education

Etruscans, Discovery Education

Romulus and Remus, Discovery Education
Geography
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama and
literature.
Grade Seven Curriculum Map
Page 19
GRADE SEVEN CURRICULUM MAP
TOPIC 2:
TOPIC DURATION:
From Republic to Empire
6 Days
ESSENTIAL QUESTION:
How did political, cultural, and economic factors change Rome from a republic to an empire?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
L EARNING T ARGETS
 I can describe multiple cause-and-effect
relationships that turned Rome from a republic
to an empire.
 I can compare and contrast monarchy,
republic, and empire.
Culture and Societies
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 308-326

Glencoe, JAT, pp. 274-316
TCI

TCI Online: Ancient World, Lesson 34, From
Republic to Empire

TCI Ancient World, Chapter 34, From
Republic to Empire, pp. 322-333

TCI Online: Ancient World, Lesson 35 Daily
Life in the Roman Empire

TCI Ancient World, Chapter 35, Daily Life in
the Roman Empire, pp. 334-345
Other Resources

Journals Through History: Ancient Rome:
Building an Empire, Discovery Education

Julius Caesar song, History Teachers
TOPIC 3:
TOPIC DURATION:
Rome’s Accomplishments and Decline
5 Days
ESSENTIAL QUESTION:
How did the government, culture, and technology of Rome impact the world?
C ONTENT S TANDARDS
Government
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
L EARNING T ARGETS
 I can describe the impact of Roman
government, culture, and technology on the
world.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 326-331 and 339342

Glencoe, JAT, pp. 317-326
TCI
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.

TCI Online: Ancient World, Lesson 37 - The
Legacy of Rome in the Modern World

TCI Ancient World, Chapter 37, The Legacy of
Rome in the Modern World, pp. 360-373
Other Resources

The Impact of Ancient Rome, Discovery
Education

Viva Roma No. 5 song, History Teachers
Historical Perspective
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama and
literature.
Grade Seven Curriculum Map
Page 20
GRADE SEVEN CURRICULUM MAP
TOPIC 4:
The Rise of Christianity
ESSENTIAL QUESTION:
How did the teachings of Christianity impact the world?
C ONTENT S TANDARDS
Government
SS-07-1.1.2 Students will describe and give
examples to support how some early civilizations
(Greece, Rome) practiced democratic principles
(e.g., justice, equality, responsibility, freedom).
TOPIC DURATION:
4 Days
L EARNING T ARGETS
 I can describe the impact of the teachings of
Christianity on the world (including democratic
principles).
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 332-338

Glencoe, JAT, pp. 326
TCI

TCI Online: Ancient World, Lesson 36 - The
Origin and Spread of Christianity
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.

TCI Ancient World, Chapter 36, The Origin
and Spread of Christianity, pp. 346-359
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
Other Resources
Culture and Societies
TCI Online: Ancient World, Lesson 37 Learning About World Religions: Christianity



Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
TOPIC 5:
The Byzantine Empire
ESSENTIAL QUESTION:
How did the Byzantine Empire impact the world?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
Historical Perspective
SS-07-5.3.2 Students will describe the rise of
classical civilizations and empires (Greece and
Rome) and explain how these civilizations had
lasting impacts on the world in government,
philosophy, architecture, art, drama.
Grade Seven Curriculum Map
TOPIC DURATION:
3 Days
L EARNING T ARGETS
 I can describe the rise of the Byzantine Empire
and explain how it has had a lasting impact on
the world.
Religions of the World: Christianity,
Discovery Education
Constantine song, History Teachers
Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 340-343.

Glencoe, JAT, pp. 327-334 and 359-361
TCI

TCI Online: Ancient World, Lesson 37 - The
Legacy of Rome in the Modern World

TCI Ancient World, Chapter 37, The Legacy of
Rome in the Modern World, pp. 360-373
Other Resources

Inside Byzantium section of Civilizations: Rise
to Power, Discovery Education

The Byzantine Empire section of Civilizations
in Conflict: Byzantium, Islam, and the
Crusades, Discovery Education
Page 21
GRADE SEVEN CURRICULUM MAP
UNIT 7
ISLAMIC AND AFRICAN CIVILIZATIONS
Unit Duration:
Assessment
2.5 Weeks
SSPA #4
TOPIC 1:
Roots, Beliefs, and Practices of Islam
ESSENTIAL QUESTION:
How did teachings of Islam impact the world?
C ONTENT S TANDARDS
Government
SS-07-1.1.2 Students will describe and give examples
to support how some early civilizations (Greece,
Rome) practiced democratic principles (e.g., justice,
equality, responsibility, freedom).
TOPIC DURATION:
3 Days
L EARNING T ARGETS
 I can describe the impact of the teachings of
Islam (including the Five Pillars of Islam,
democratic principles, etc.) on the world.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 354-361 and 368-371

Glencoe, JAT, pp. 372-378 and 387-394
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific groups
in the early civilizations prior to 1500 A.D. and
resulted in unique perspectives.

Glencoe, JAT, Unit 3 Review – Comparing
New Empires and Faiths, pp.398-399

Hall, Medieval Times), pp. 15-23
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.

History Alive! The Medieval World and
Beyond, TCI, (Hereafter designated as TCI
Medieval World) Setting the Stage, Islam in
Medieval Times, pp. 74-75

TCI Online: History Alive! The Medieval
World and Beyond (hereafter designated as
TCI Online: Medieval World) Lesson 7 – The
Origin and Spread of Islam

TCI Medieval World, Chapter 7, The Origin
and Spread of Islam, pp. 76-85

TCI Online: Medieval World, Lesson 8 –
Learning About World Religions: Islam

TCI Medieval World, Chapter 8, Learning
About World Religions: Islam, pp. 86-97
Culture and Societies
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
TCI
Other Resources

Religions of the World: Islam video segments,
Discovery Education

Principles of Islam segment, History Channel

Islam: History, Society, and Civilization video
segments, Discovery Education

A World of Faith, Calliope,
November/December 2008, ISSN: 1050-7086

Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
Grade Seven Curriculum Map
Page 22
GRADE SEVEN CURRICULUM MAP
TOPIC 2:
TOPIC DURATION:
Islamic Empires and Cultural Achievements
2 Days
ESSENTIAL QUESTION:
How did Islamic empires grow and have a lasting influence on our world?
C ONTENT S TANDARDS
L EARNING T ARGETS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
 I can describe how Islamic empires grew and
were organized.
 I can give examples of how Islamic culture
influenced modern societies.
Culture and Societies
SS-07-2.3.1 Students will explain how conflict
and competition (e.g., political, economic,
religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500
A.D.
SS-07-2.3.2 Students will explain how
compromise and cooperation were possible
choices to resolve conflict among individuals
and groups in early civilizations prior to 1500
A.D.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 362-377

Glencoe, JAT, pp. 379-394
TCI

TCI Online: Medieval World, Lesson 9 –
Muslim Innovations and Adaptations

TCI Medieval World, Chapter 9, Muslim
Innovations and Adaptations, pp. 98-115

TCI Online: Medieval World, Lesson 10 –
From the Crusades to New Muslim Empires

TCI Medieval World, Chapter 10, From the
Crusades to New Muslim Empires, pp. 116125
Other Resources:

Religions of the World: Islam video
segments, Discovery Education

Humans and Ideas segment of Patterns of
Interregional Unity, World History for Us All
Economic
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior
to 1500 A.D.
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
History
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
TOPIC 3:
Ghana, Mali, and Songhai
ESSENTIAL QUESTION:
How did trade change the kingdoms of West Africa?
C ONTENT S TANDARDS
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
Grade Seven Curriculum Map
TOPIC DURATION:
3 Days
L EARNING T ARGETS
 I can explain how trade and religion impacted
the empires of West Africa.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 380-399

Glencoe, JAT, pp. 444-476
TCI

TCI Medieval World, The Culture and
Page 23
GRADE SEVEN CURRICULUM MAP
resources, capital goods) were used.
Kingdoms of West Africa, Setting the Stage,
pp. 132-133
SS-07-3.4.1 Students will explain ways in which the
basic economic questions about the production,
distribution and consumption of goods and
services were addressed in early civilizations prior
to 1500 A.D.
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
SS-07-4.2.1 Students will describe how regions
in early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human activities
(e.g., exploration, migration, trade, settlement).
TOPIC 4:
Zimbabwe and Kilwa
ESSENTIAL QUESTION:
How did trade with Muslims impact the kingdoms of East Africa?
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.

TCI Medieval World, Chapter 11, Early
Societies in West Africa, pp. 134-141

TCI Online: Medieval World, Lesson 12 –
Ghana: A West African Trading Empire

TCI Medieval World, Chapter 12, Ghana: A
West African Trading Empire, pp. 142-151

TCI Online: Medieval World, Lesson 13 – The
Influence of Islam on West Africa

TCI Medieval World, Chapter 13, The
Influence of Islam on West Africa, pp. 152161

TCI Online: Medieval World, Lesson 14 – The
Cultural Legacy of West Africa

TCI Medieval World, Chapter 14, The Cultural
Legacy of West Africa, pp. 162-174
TCI Medieval World, Timeline Challenge, pp.
174-175
Other Resources

Islam Come to Timbuktu video segments,
Discovery Education

Salt: Trade Across Time and Cultures, by
Susan Marlow, National Geographic, 2008,
ISBN: 978-0-7922-4736-4
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
Culture and Societies
TCI Online: Medieval World, Lesson 11 – Early
Societies in West Africa

SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
C ONTENT S TANDARDS

TOPIC DURATION:
2 Days
L EARNING T ARGETS
 I can explain how trade with Muslims impacted
the kingdoms of East Africa.
S UGGESTED R ESOURCES
Basal Texts

Glencoe, JAT, pp. 451-453 and 467
Other Resources

Africa’s Lost City segment of World History:
The Medieval Era, Discovery Education

Historic Sites of Kilwa, World Monuments
Fund

Kilwa Kisiwani, Tanzania webpage, Aluka

Chapter 19, How Africa Became Black, pp.
376-401, Guns, Germs, and Steel by Jared
Diamond, W. W. Norton, 1999, ISBN: 0-39331755-2
Geography
SS-07-4.1.1 Students will use a variety of geographic
tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on
Earth’s surface in early civilizations prior to 1500
A.D.
Grade Seven Curriculum Map
Page 24
GRADE SEVEN CURRICULUM MAP
SS-07-4.3.1 Students will describe patterns of
human settlement in early civilizations prior to 1500
A.D. and explain how these patterns were
influenced by human needs.
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
Grade Seven Curriculum Map
Page 25
GRADE SEVEN CURRICULUM MAP
UNIT 8
EMPIRES OF ASIA AND THE AMERICAS
Unit Duration:
3 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #4 (Assessment Window – 3/4-3/15)
TOPIC 1:
TOPIC DURATION:
Medieval China
3 Days
ESSENTIAL QUESTION:
How did the politics, culture, and economics of Medieval China impact the modern world?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
L EARNING T ARGETS
 I can describe the cultural influences of
Medieval Chinese civilization on the world.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 410-423

Glencoe, JAT, pp. 409-422
Economics
SS-07-3.4.1 Students will explain ways in which
the basic economic questions about the
production, distribution and consumption of
goods and services were addressed in early
civilizations prior to 1500 A.D.
TCI
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
SS-07-4.4.1 Students will explain how technology
in early civilizations prior to 1500 A.D. assisted
human modification (e.g., irrigation, clearing land,
building roads) of the physical environment.

TCI Medieval World, Imperial China, Setting
the Stage, pp. 178-179

TCI Online: Medieval World, Lesson 15 – The
Political Development of Imperial China

TCI Medieval World, Chapter 15, The Political
Development of Imperial China, pp. 180-187

TCI Online: Medieval World, Lesson 17 –
Chinese Discoveries and Inventions

TCI Medieval World, Chapter 17, Chinese
Discoveries and Inventions, pp. 196-207
Other Resources

Several videos from the China topic,
Discovery Education
Historical Perspective
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
TOPIC 2:
TOPIC DURATION:
Genghis Khan and the Mongols
2 Days
ESSENTIAL QUESTION:
How do primary and secondary sources create or challenge stereotypes?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can use primary and secondary sources to
describe and explain different perspectives
concerning Genghis Khan and the Mongols.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 424-431

Glencoe, JAT, pp. 423-429
TCI
Page 26
GRADE SEVEN CURRICULUM MAP

A.D.
TCI Medieval World, Setting the Stage, pp.
178-179

TCI Online: Medieval World, Lesson 10 –
From the Crusades to New Muslim Empires,
section 7, The Mongol Invasion

TCI Medieval World, Chapter 10, From the
Crusades to New Muslim Empires, 10.7 The
Mongol Invasion, p. 125
Other Resources

Genghis Khan and the Making of the Modern
World, by Jack Weatherford, Three Rivers
Press, 2004, ISBN: 0-609-80964-4. The
introduction of this book provides a helpful
overview of the impact of Genghis Khan on
our world today. You can find excerpts here.

Mongolian Culture, Mongolian Culture
website

1279 AD: Barbarian Nomads Capture Control
of China: Mongols Genghis Khan and Kublai
Khan video segment, Discovery Education

“The Mongols: How Barbaric Were the
‘Barbarians’?” in Document Based Questions
in World History, The DBQ Project, 2005,
ISBN: 0-9711098-3-4

Humans and Other Humans segment of
Patterns of Interregional Unity, World
History for Us All
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
TOPIC 3:
Medieval Japan
ESSENTIAL QUESTION:
How does social hierarchy develop in a civilization?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes and
sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
DURATION:
1 Day
L EARNING T ARGETS
 I can describe Medieval Japan’s social
hierarchy and Bushido code.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 436-459

Glencoe, JAT, pp. 480-506
TCI

TCI Medieval World, Japan During Medieval
Times, Setting the Stage, pp. 224-225

TCI Online: Medieval World, Lesson 21 – The
Rise of the Warrior Class in Japan

TCI Medieval World, Chapter 21, The Rise of
the Warrior Class in Japan, pp. 248-265.
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Other Resources
SS-07-2.2.1 Students will compare how cultures
Grade Seven Curriculum Map

Samurai video, History Channel
Page 27
GRADE SEVEN CURRICULUM MAP
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.

Samurai: Deconstructed, History Channel

Several segments of World History: The
Medieval Era, Discovery Education
Geography
SS-07-4.3.1 Students will describe patterns of
human settlement in early civilizations prior to
1500 A.D. and explain how these patterns were
influenced by human needs.
Historical Perspective
SS-07-5.3.3 Students will describe the rise of
non-Western cultures (e.g., Egyptian, Chinese,
Indian, Persian) and explain ways in which these
cultures influenced government, philosophy, art,
drama and literature in the present day.
TOPIC 4:
DURATION:
Maya, Aztec, and Inca Empires
6 Days
ESSENTIAL QUESTION:
How did geographic features affect the civilizations of the Maya, Aztec, and Inca?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.
Geography
SS-07-4.1.2 Students will describe how different
factors (e.g., rivers, mountains, plains) affected
where human activities were located in early
civilizations prior to 1500 A.D.
SS-07-4.2.1 Students will describe how
regions in early civilizations prior to 1500 A.D.
were made distinctive by human characteristics
(e.g., dams, irrigation, roads) and physical
characteristics (e.g., mountains, bodies of water,
valleys) that created advantages and
disadvantages for human activities (e.g.,
exploration, migration, trade, settlement).
L EARNING T ARGETS
 I can describe how human activities and the
elements of culture were affected by the
geographic features of the Americas.
 I can compare and contrast the Maya, Aztec,
and Inca civilizations.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 464-485

Glencoe, JAT, pp. 568-600
TCI

TCI Medieval World, Civilizations of the
Americas, Setting the Stage, pp. 270-271.

TCI Online: Medieval World, Lesson 26 –
Achievements of the Mayas, Aztecs, and
Incas

TCI Medieval World, Chapter 26,
Achievements of the Mayas, Aztecs, and
Incas, pp. 314-325
Other Resources

Ancient Americans: The Mayans and Aztecs,
Discovery Education

The Mayans, History Channel

The Aztecs video segment, Discovery
Education

“The Aztecs: What Should History Say?” in
Document Based Questions in World History,
The DBQ Project, 2005, ISBN: 0-9711098-3-4

Peru’s Past segment of Ancient Civilizations
video, Discovery Education

Several segments from The Explorers:
Francisco Pizarro and the Inca, Discovery
Education
Historical Perspective
SS-07-5.1.2 Students will explain how history is a
series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
Grade Seven Curriculum Map
Page 28
GRADE SEVEN CURRICULUM MAP
UNIT 9
THE EARLY MIDDLE AGES IN EUROPE
Unit Duration:
2 weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
 SSPA #5 (Assessment Window – 4/22-5/3)
TOPIC 1:
TOPIC DURATION:
Geography of Europe
1 Day
ESSENTIAL QUESTION:
How did the geography of Europe affect its patterns of human civilization?
C ONTENT S TANDARDS
Economics
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
L EARNING T ARGETS
 I can explain and give examples of how the
geography affected where and how people
lived in Medieval Europe.
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
SS-07-4.1.2 Students will describe how different
factors (e.g., rivers, mountains, plains) affected
where human activities were located in early
civilizations prior to 1500 A.D.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 496-499

Glencoe, JAT, pp. 513-514
TCI

TCI Medieval World, Europe During Medieval
Times, Setting the Stage, pp. 2-3
Other Resources

Several segments of World History: The
Medieval Era, Discovery Education

Life of the Viking, History Channel
SS-07-4.2.1 Students will describe how regions in
early civilizations prior to 1500 A.D. were made
distinctive by human characteristics (e.g., dams,
irrigation, roads) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that created
advantages and disadvantages for human
activities (e.g., exploration, migration, trade,
settlement).
SS-07-4.4.1 Students will explain how technology
in early civilizations prior to 1500 A.D. assisted
human modification (e.g., irrigation, clearing land,
building roads) of the physical environment.
Historical Perspective
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
TOPIC 2:
Europe After the Fall of Rome
ESSENTIAL QUESTION:
How could order be maintained after the fall of Rome?
Grade Seven Curriculum Map
TOPIC DURATION:
2 days
Page 29
GRADE SEVEN CURRICULUM MAP
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
L EARNING T ARGETS
 I can describe how Christian institutions and French
kings maintained order in Medieval Europe after the
fall of Rome.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 500-505

Glencoe, JAT, pp. 514-519
TCI
Culture and Societies
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human
needs, structure society and influence behavior.

TCI Online: Medieval World, Lesson 2 – The
Development of Feudalism in Western
Europe

TCI Medieval World, Chapter 2, The
Development of Feudalism in Western
Europe, pp. 16-27
Other Resources

St. Benedict and the Dark Ages, History
Channel

The Reign of Charlemagne, History Channel

Who were the Vikings? History Channel
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g. primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
TOPIC 3:
TOPIC DURATION:
Feudalism and Manor Life
6 days
ESSENTIAL QUESTION:
How did the feudal system organize social relationships in Medieval Europe?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms
of government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500
A.D.
L EARNING T ARGETS
 I can describe the structure of social relationships in
the feudal system in Medieval Europe.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 506-513

Glencoe, JAT, pp. 5522-528 and 532-533
TCI

TCI Online: Medieval World, Lesson 2 – The
Development of Feudalism in Western
Europe

Medieval World, Chapter 2, The
Development of Feudalism in Western
Europe, pp. 16-27
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.
Other Resources

Living History: Living in Medieval Europe,
Discovery Education

The Medieval Times: Life in the Middle Ages
(1000-1450 A.D.), Discovery Education

Several segments of World History: The
Medieval Era, Discovery Education
SS-07-3.4.1 Students will explain ways in which the
basic economic questions about the production,
distribution and consumption of goods and
services were addressed in early civilizations prior
to 1500 A.D.
Grade Seven Curriculum Map
Page 30
GRADE SEVEN CURRICULUM MAP
UNIT 10
THE LATER MIDDLE AGES IN EUROPE
Unit Duration:
4 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment and SSPA #5
TOPIC 1:
TOPIC DURATION:
Popes and Kings
2 Days
ESSENTIAL QUESTION:
How did the use of the powers of the popes and kings result in conflict and compromise in Europe during the
Later Middle Ages?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
L EARNING T ARGETS
 I can describe the conflicts and compromises
that resulted from the use of the power of the
Popes and kings in the Later Middle Ages.
Basal Texts
Culture and Societies
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
TOPIC 2:
The Crusades
ESSENTIAL QUESTION:
How did the Crusades affect the lives of Christians, Muslims, and Jews?
SS-07-2.3.2 Students will explain how compromise
and cooperation were possible choices to resolve
conflict among individuals and groups in early
civilizations prior to 1500 A.D.
Grade Seven Curriculum Map
Holt, World History, pp. 524-527

Glencoe, JAT, pp. 519-521

TCI Online: Medieval World, Lesson 3 – The
Roman Catholic Church in Medieval Europe

TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
Other Resources

Middle Ages, History Channel

Several segments of The High Middle Ages,
Discovery Education

The last bit of Part 1: Christianity: The Second
Thousand Years concludes an overview of the
history of the first thousand years of
Christianity with the conflict of Pope Gregory
VII and Holy Roman Emperor Henry IV
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g.,
primary and secondary sources) to describe and
explain historical events and conditions and to
analyze the perspectives of different individuals and
groups (e.g., gender, race, region, ethnic group,
age, economic status, religion, political group) in
early civilizations prior to 1500 A.D.
Culture and Societies
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.

TCI
SS-07-2.3.2 Students will explain how compromise
and cooperation were possible choices to resolve
conflict among individuals and groups in early
civilizations prior to 1500 A.D
C ONTENT S TANDARDS
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
TOPIC DURATION:
4 Days
L EARNING T ARGETS
 I can describe cause-and-effect relationships
between Christians, Muslims, and Jews before,
during, and after the Crusades.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 528-532

Glencoe, JAT, pp. 541-543
TCI

TCI Online: Medieval World, Lesson 10 – From
the Crusades to New Muslim Empires

TCI Medieval World, Chapter 10, From the
Crusades to New Muslim Empires, pp. 116-
Page 31
GRADE SEVEN CURRICULUM MAP
Geography
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
127
Other Resources

Several videos in the Middle Ages topic,
History Channel

Several segments of World History: The
Medieval Era, Discovery Education

Several segments of The High Middle Ages,
Discovery Education
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
TOPIC 3:
TOPIC DURATION:
Christianity and Medieval Society
3 Days
ESSENTIAL QUESTION:
How did the Roman Catholic Church exercise its influence in the Later Middle Ages?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.
L EARNING T ARGETS
 I can describe how European social
institutions and culture were affected by
the Roman Catholic Church during the
Later Middle Ages.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 533-539

Glencoe, JAT, pp. 519-521 and 545-548
TCI
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g.,
primary and secondary sources) to describe and
explain historical events and conditions and to
analyze the perspectives of different individuals and
groups (e.g., gender, race, region, ethnic group, age,
economic status, religion, political group) in early
civilizations prior to 1500 A.D.

TCI Online: Medieval World, Lesson 3 – The
Roman Catholic Church in Medieval Europe

TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
Other Resources

Saint Benedict and the Dark Ages video,
History Channel

Several videos in the Middle Ages topic,
History Channel
SS-07-5.3.4 Students will describe
developments during the Middle Ages (feudalism,
nation states, monarchies, religious institutions,
limited government, trade, trade associations,
capitalism) and give examples of how these
developments influenced modern societies.

Several segments of World History: The
Medieval Era, Discovery Education

Several segments of The High Middle Ages,
Discovery Education
TOPIC 4:
TOPIC DURATION:
The Magna Carta
2 Days
ESSENTIAL QUESTION:
How did the Magna Carta promote democratic principles of justice, equality, responsibility, and freedom?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
SS-07-1.1.2 Students will describe and give examples
to support how some early civilizations (Greece,
Rome) practiced democratic principles (e.g., justice,
equality, responsibility, freedom).
Culture and Societies
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can describe how the Magna Carta promoted
justice, equality, responsibility, and freedom
during the Latter Middle Ages and how it
influenced modern societies.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 540-542

Glencoe, JAT, p. 537
TCI

TCI Online: Medieval World, Lesson 5 – The
Decline of Feudalism

TCI Medieval World, Chapter 5, The Decline of
Feudalism, pp. 50-61
Other Resources
Page 32
GRADE SEVEN CURRICULUM MAP


SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
The Magna Carta, History Channel
Segment of The High Middle Ages, Discovery
Education
SS-07-2.3.2 Students will explain how compromise
and cooperation were possible choices to resolve
conflict among individuals and groups in early
civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.3.4 Students will describe
developments during the Middle Ages (feudalism,
nation states, monarchies, religious institutions,
limited government, trade, trade associations,
capitalism) and give examples of how these
developments influenced modern societies.
TOPIC 5:
TOPIC DURATION:
The Black Death
3 Days
ESSENTIAL QUESTION:
How did the Black Death affect the economy and social institutions of Europe?
C ONTENT S TANDARDS
L EARNING T ARGETS
Culture and Societies
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.
 I can describe how the Black Death affected the
economy and social institutions of Europe.
 I can describe cause-and-effect relationships
that led to and resulted from the Black Death.
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
Geography
SS-07-4.1.1 Students will use a variety of geographic
tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on
Earth’s surface in early civilizations prior to 1500
A.D.
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
S UGGESTED R ESOURCES
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 543-545

Glencoe, JAT, pp. 554-555
TCI

TCI Online: Medieval World, Lesson 5 – The
Decline of Feudalism

TCI Medieval World, Chapter 5, The Decline of
Feudalism, pp. 50-61
Other Resources

Several segments of World History: The
Medieval Era, Discovery Education

Segment of The High Middle Ages, Discovery
Education

“The Black Death: How Different Were
Christian and Muslim Responses?” in
Document Based Questions in World History,
The DBQ Project, 2005, ISBN: 0-9711098-3-4

The Black Death song, History Teachers
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
Grade Seven Curriculum Map
Page 33
GRADE SEVEN CURRICULUM MAP
TOPIC 6:
TOPIC DURATION:
The Hundred Years’ War
2 Days
ESSENTIAL QUESTION:
How did the Hundred Years’ War impact social hierarchies and political power in Europe?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
L EARNING T ARGETS
 I can describe how the Hundred Years’ War
impacted social hierarchies and political power
in Europe.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, p. 542

Glencoe, JAT, pp. 557
TCI

TCI Online: Medieval World, Lesson 5 – The
Decline of Feudalism

TCI Medieval World, Chapter 5, The Decline of
Feudalism, pp. 50-61
Culture and Societies
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.
Other Resources

Battle of Agincourt song, History Teachers

Segment of The High Middle Ages, Discovery
Education

7 Things You Didn’t Know About Joan of Arc,
History Channel
Geography
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
SS-07-5.3.4 Students will describe
developments during the Middle Ages (feudalism,
nation states, monarchies, religious institutions,
limited government, trade, trade associations,
capitalism) and give examples of how these
developments influenced modern societies.
TOPIC 7:
Diversity in Spain
ESSENTIAL QUESTION:
How are people who have different beliefs treated?
C ONTENT S TANDARDS
Government
SS-07-1.1.1 Students will compare purposes
and sources of power in the most common forms of
government (monarchy, democracy, republic,
dictatorship) in early civilizations prior to 1500 A.D.
Culture and Societies
SS-07-2.1.1 Students will explain how elements
of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in
unique perspectives.
SS-07-2.3.1 Students will explain how conflict and
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can describe how the Roman Catholic Church
responded to heretics and non-Christian people
in Spain.
TOPIC DURATION:
2 Days
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 546-549

Glencoe, JAT, pp. 546-548
TCI

TCI Online: Medieval World, Lesson 3 – The
Roman Catholic Church in Medieval Europe

TCI Medieval World, Chapter 3, The Roman
Catholic Church in Medieval Europe, pp. 28-39
Other Resources

Selected scenes from Secret Files of the
Inquisition, Episode 2, Inquisition Productions,
et al., 2007

Spanish Inquisition song, History Teachers
Page 34
GRADE SEVEN CURRICULUM MAP
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools (e.g.,
primary and secondary sources) to describe and
explain historical events and conditions and to
analyze the perspectives of different individuals and
groups (e.g., gender, race, region, ethnic group, age,
economic status, religion, political group) in early
civilizations prior to 1500 A.D.
TOPIC 8:
TOPIC DURATION:
The Rise of Towns
4 Days
ESSENTIAL QUESTION:
How did economic growth change society in the Later Middle Ages because of the rise of towns?
C ONTENT S TANDARDS
L EARNING T ARGETS
Culture and Societies
SS-07-2.2.1 Students will compare how cultures
(early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education,
government, economy) to respond to human needs,
structure society and influence behavior.
 I can describe cause-and-effect relationships
that led to the decline of feudal manors and the
rise of towns.
 I can describe the development of trade, trade
associations and capitalism in the Middle Ages.
Economics
SS-07-3.1.1 Students will explain and give examples
of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D.
to make decisions about how productive resources
(natural resources, human resources, capital goods)
were used.
SS-07-3.4.1 Students will explain ways in which the
basic economic questions about the production,
distribution and consumption of goods and services
were addressed in early civilizations prior to 1500
A.D.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 510-511, 543

Glencoe, JAT, pp. 528-531
TCI

TCI Online: Medieval World, Lesson 4 – Life in
Medieval Towns

TCI Medieval World, Chapter 4, Life in
Medieval Towns, pp. 40-49
Other Resources

Conclusion: The End of the Middle Ages video
segment of Medieval Times: Life in the Middle
Ages (1000-1450), Discovery Education.

Towns, Guilds, and Trade Fairs, Middle Ages
for Kids.
Historical Perspective
SS-07-5.1.2 Students will explain how history is
a series of connected events shaped by multiple
cause-and-effect relationships and give examples of
those relationships.
SS-07-5.3.4 Students will describe
developments during the Middle Ages (feudalism,
nation states, monarchies, religious institutions,
limited government, trade, trade associations,
capitalism) and give examples of how these
developments influenced modern societies.
Grade Seven Curriculum Map
Page 35
GRADE SEVEN CURRICULUM MAP
Unit 11
The Renaissance and Reformation
Unit Duration:
3 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
TOPIC 1:
The Italian Renaissance
ESSENTIAL QUESTION:
How did new ideas and technology develop as a result of trade?
C ONTENT S TANDARDS
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
SS-07-4.2.2 Students will describe and give
examples of how places and regions in early
civilizations prior to 1500 A.D changed over time
as technologies, resources and knowledge became
available.
Historical Perspective
TOPIC DURATION:
2 Days
L EARNING T ARGETS
S UGGESTED R ESOURCES
 I can describe how Italy changed as new
technology, resources, and knowledge became
available during the Renaissance.
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 558-564

Glencoe, JAT, pp. 609-617
TCI
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.

TCI Medieval World, Europe’s Renaissance
and Reformation, Setting the Stage, pp. 330331

TCI Online: Medieval World, Lesson 27 – The
Renaissance Begins

TCI Medieval World, Chapter 27, The
Renaissance Begins, pp. 332-343

TCI Online: Medieval World, Lesson 28 –
Florence: The Cradle of the Renaissance

TCI Medieval World, Chapter 28, Florence:
The Cradle of the Renaissance, pp. 342-353
Other Resources

Exploring the Renaissance (1350-1650)
video, Discovery Education

Renaissance Man song, History Teachers
TOPIC 2:
TOPIC DURATION:
The Renaissance Beyond Italy
3 Days
ESSENTIAL QUESTION:
How did unique ideas and perspectives develop during the Renaissance?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Geography
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Grade Seven Curriculum Map
L EARNING T ARGETS
 I can explain how unique ideas and
perspectives developed during the
Renaissance.
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 565-568

Glencoe, JAT, pp. 619-632
TCI

TCI Online: Medieval World, Lesson 28 –
Florence: The Cradle of the Renaissance

TCI Medieval World, Chapter 28, Florence:
The Cradle of the Renaissance, pp. 342-353

TCI Online: Medieval World, Lesson 29 –
Leading Figures of the Renaissance

TCI Medieval World, Chapter 29, Leading
Page 36
GRADE SEVEN CURRICULUM MAP
Figures of the Renaissance, pp. 354-371
Historical Perspective
Other Resources

The High Renaissance video, Discovery
Education

Beyond the Big Bang: Galileo Galilei video
clip, History Channel

The Canterbury Tales song, History Teachers
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
TOPIC 3:
TOPIC DURATION:
Johannes Gutenberg and the Printing Press
2 Days
ESSENTIAL QUESTION:
How does the spread of information impact the development of human civilization?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
L EARNING T ARGETS
 I can explain and give examples of how the
spread of information impacts the
development of human civilization.
 I can describe how the Gutenberg printing
press spread information and promoted
changes in history.
Historical Perspective
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
C ONTENT S TANDARDS
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
Historical Perspective
SS-07-5.3.4 Students will describe developments
during the Middle Ages (feudalism, nation states,
monarchies, religious institutions, limited
government, trade, trade associations, capitalism)
and give examples of how these developments
influenced modern societies.
Grade Seven Curriculum Map
TCI

TCI Online: Medieval World, Lesson 29 –
Leading Figures of the Renaissance

TCI Medieval World, Chapter 29, Leading
Figures of the Renaissance, pp. 354-37
(especially Reading Further: From Gutenberg
to the Internet, pp. 368-371)
Other Resources

“What Was the Most Important
Consequence of the Printing Press?” in
Document Based Questions in World History,
The DBQ Project, 2005, ISBN: 0-9711098-3-4

The Book that Changed the World video,
History Channel

Selected scenes from A Matter of Fact:
Printing Transforms Knowledge (Day the
Universe Changed – Ep. 4), The Science
Channel

Gutenberg song, History Teachers
TOPIC 4:
The Reformation of Christianity
ESSENTIAL QUESTION:
How did the Reformation bring changes to Christianity?
Culture and Societies
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 566-567

Glencoe, JAT, pp. 620-621
L EARNING T ARGETS
 I can describe how the Reformation brought
changes to Christianity.
TOPIC DURATION:
3 Days
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 569-575

Glencoe, JAT, pp. 634-650
TCI

TCI Online: Medieval World, Lesson 30 – The
Reformation Begins

TCI Medieval World, Chapter 30, The
Reformation Begins, pp. 372-381

TCI Online: Medieval World, Lesson 31 – The
Spread and Impact of the Reformation

TCI Medieval World, Chapter 31, The Spread
and Impact of the Reformation, pp. 382-395
Page 37
GRADE SEVEN CURRICULUM MAP
Other Resources
Grade Seven Curriculum Map

The Protestant Reformation (1517-1565)
video, Discovery Education

Martin Luther Sparks a Revolution video,
History Channel

Just the Facts: World History: The
Reformation video, Discovery Education

Martin Luther, History Teachers song

Martin Luther, Calliope, May 1999, ISBN:
0382443977
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GRADE SEVEN CURRICULUM MAP
UNIT 12
THE AGE OF EXPLORATION
Unit Duration:
3 Weeks
Assessment:
 On-going teacher-created formative assessments
 Teacher-created summative assessment
TOPIC 1:
TOPIC DURATION:
The Scientific Revolution
2 Days
ESSENTIAL QUESTION:
How did the Scientific Revolution change how people thought about the world?
C ONTENT S TANDARDS
Culture and Societies
SS-07-2.1.1 Students will explain how
elements of culture (e.g., language, the arts,
customs, beliefs, literature) defined specific
groups in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives.
L EARNING T ARGETS
S UGGESTED R ESOURCES
 I can describe how the discoveries and
inventions of the Scientific Revolution changed
the way people thought about the world.
NOTE: Look over the entire unit before teaching a
lesson. Resources may overlap in more than one
topic.
Basal Texts

Holt, World History, pp. 588-592

Glencoe, JAT, pp. 671-679
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
TCI

TCI Medieval World, Europe Enters the
Modern Age, Setting the Stage, pp. 400-401

TCI Online: Medieval World, Lesson 33 – The
Scientific Revolution

TCI Medieval World, Chapter 33, The
Scientific Revolution, pp. 422-431
Historical Perspective
SS-07-5.1.1 Students will use a variety of tools
(e.g., primary and secondary sources) to describe
and explain historical events and conditions and to
analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic
group, age, economic status, religion, political
group) in early civilizations prior to 1500 A.D.
Other Resources

Ptolemy, Tycho Brahe, Copernicus and
Galileo, Johannes Kepler, Isaac Newton
segments from Measure for Measure: Space:
Distance and Time video, Discovery
Education

Isaac Newton and a Scientific Revolution
video, History Channel
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
TOPIC 2:
TOPIC DURATION:
Great Voyages of Discovery
5 Days
ESSENTIAL QUESTION:
How did the competition for economic opportunity during the Great Voyages of Discovery change the way
people in Europe viewed the world?
C ONTENT S TANDARDS
L EARNING T ARGETS
S UGGESTED R ESOURCES
Culture and Societies
SS-07-2.3.1 Students will explain how conflict and
competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in
early civilizations prior to 1500 A.D.
 I can describe how the competition for
Economic opportunity during the Great
Voyages of Discovery changed the way people
in Europe viewed the world.
 I can explain how scarcity of goods (silk, spices,
etc.) led to efforts to find new routes to the
Orient and the role of competition between
countries during the Great Voyages of
Discovery.
 I can describe how early explorers used new
Basal Texts

Holt, World History, pp. 593-596

Glencoe, JAT, pp. 659-664
TCI

TCI Online: Medieval World, Lesson 32 – The
Age of Exploration

TCI Medieval World, Chapter 32, The Age of
Exploration, pp. 402-421
Other Resources

Exploring the World: The Age of Exploration
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
Grade Seven Curriculum Map
Page 39
GRADE SEVEN CURRICULUM MAP
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.
technologies, resources, and knowledge as
they began their conquest of the Americas.


SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.

Begins video, Discovery Education
Columbus the Businessman video, History
Channel
The Age of Discovery (1400-1550) video,
Discovery Education
Just the Facts: World History: The Age of
Discovery video, Discovery Education
Geography
SS-07-4.1.1 Students will use a variety of
geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and
locations on Earth’s surface in early civilizations
prior to 1500 A.D.
SS-07-4.2.2 Students will describe and give
examples of how places and regions in early
civilizations prior to 1500 A.D changed over time
as technologies, resources and knowledge became
available.
SS-07-4.3.2 Students will explain why and give
examples of how human populations changed
and/or migrated because of factors such as war,
disease, economic opportunity and technology in
early civilizations prior to 1500 A.D.
Historical Perspective
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.
SS-07-5.3.5 Students will explain how the Age of
Exploration (early civilizations prior to 1500 A.D.)
produced extensive contact among isolated
cultures and explain the impact of this contact.
TOPIC 3:
TOPIC DURATION:
The Columbian Exchange
3 Days (
ESSENTIAL QUESTION:
In what ways did economics and trade change because of the Columbian Exchange?
C ONTENT S TANDARDS
L EARNING T ARGETS
Economics
SS-07-3.1.1 Students will explain and give
examples of how scarcity required individuals,
groups and governments in early civilizations prior
to 1500 A.D. to make decisions about how
productive resources (natural resources, human
resources, capital goods) were used.
 I can describe the economic interactions of the
Columbian Exchange that resulted from the
Great Convergence.
 I can describe how mercantilism, capitalism,
and a market economy developed as a result of
the Columbian Exchange.
SS-07-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increased productivity in early civilizations prior to
1500 A.D.
Geography
SS-07-4.2.2 Students will describe and give
examples of how places and regions in early
civilizations prior to 1500 A.D changed over time
Grade Seven Curriculum Map
S UGGESTED R ESOURCES
Basal Texts

Holt, World History, pp. 597-601

Glencoe, JAT, pp. 666-669
TCI

TCI Online: Medieval World, Lesson 32 – The
Age of Exploration

TCI Medieval World, Chapter 32, The Age of
Exploration, pp. 402-421
Other Resources

Consequences of European Colonization of
Latin America segment of Geography of the
World: Latin America: The People video,
Discovery Education

The Aztecs video, History Channel

The Explorers: Hernan Cortes: Conqueror of
Page 40
GRADE SEVEN CURRICULUM MAP
as technologies, resources and knowledge became
available.
SS-07-4.4.3 Students will explain how the natural
resources of a place or region impact its political,
social and economic development in early
civilizations prior to 1500 A.D.


Historical Perspective
SS-07-5.1.2 Students will explain how history
is a series of connected events shaped by multiple
cause-and-effect relationships and give examples
of those relationships.

Mexico, Discovery Education
The Explorers: Francisco Pizarro and the Inca,
Discovery Education
Episode 2, Conquest, of Guns, Germs, and
Steel, National Geographic video series
based on the book by Jared Diamond, 2005.
See also National Geographic’s question and
response session here in which Jared
Diamond addresses essential questions
regarding the Columbian Exchange.
The Great Global Convergence, World
History for Us All
SS-07-5.3.4 Students will describe developments
during the Middle Ages (feudalism, nation states,
monarchies, religious institutions, limited
government, trade, trade associations, capitalism)
and give examples of how these developments
influenced modern societies.
SS-07-5.3.5 Students will explain how the Age of
Exploration (early civilizations prior to 1500 A.D.)
produced extensive contact among isolated
cultures and explain the impact of this contact.
Grade Seven Curriculum Map
Page 41