Download Gr 7 Western Civilization

SAU #48 SOCIAL STUDIES MASTER MAP GRADE 7 WESTERN CIVILIZATION Social Studies Skill Competencies: Table of Contents ● Skill Competency 1: Reading ● Skill Competency 2: Research ● Skills Competency 3: Visual Literacy ● Skill Competency 4: Critical Thinking ● Skill Competency 5: Technology Skill Competency 1: Reading The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. Objectives ● 1.01 Read for literal meaning. ● 1.02 Summarize to select main ideas. ● 1.03 Draw inferences. ● 1.04 Detect cause and effect. ● 1.05 Recognize bias and propaganda. Content/Learning Targets: Anchor Standards: Table of Contents ● Unit 1: Mesopotamia ● Unit 2: Ancient Egypt ● Unit 3: Ancient Greece ● Unit 4: Ancient Rome ● Unit 5: Emergence and Expansion of Islam to 1500 CE ● Unit 6: The Medieval Period in Europe to 1500 CE ● Unit 7: The Encounters Between Christianity and Islam to 1500 CE Unit 1: Mesopotamia ● On a historical map: ○ Locate the Tigris and Euphrates Rivers, Mediterranean and Red Sea, and the Persian Gulf and identify ancient Israel, Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called “the Fertile Crescent.” Fertile Crescent CCSS​
: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS​
: Distinguish among fact, opinion, and reasoned judgment in a text. CCSS​
: Analyze the relationship between a primary and secondary source on the same topic. CCSS: Reading Informational Text: Students who demonstrate understanding can Assessments: (Label Formative, Summative, Performance) (DOK): ●
●
●
●
●
●
●
●
●
●
●
●
●
Essay Tests Quizzes Papers Projects Homework Oral presentations Simulations Discussions Current events Digital portfolio Performance Tasks Project Based Learning ●
1.06 Recognize and use social studies terms in written and oral reports. 1.07 Distinguish fact and fiction. 1.08 Use context clues and appropriate sources such as glossaries, texts, and dictionaries to gain meaning. ●
Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. ●
● Describe how irrigation, metalsmithing, slavery, ●
the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. ● Describe the important achievements of Mesopotamian civilization. Skill Competency 2: Research ○ Its system of writing (and its importance The learner will acquire strategies to in record keeping and tax collection) access a variety of sources, and use ○ Monumental architecture (the ziggurat) appropriate research skills to gather, ○ Art (large relief sculpture, mosaics, and synthesize, and report information using cylinder seals) diverse modalities to demonstrate the ○ The Babylonian number system (base 60, knowledge acquired. time, circles, etc) ● Describe who Hammurabi was and explain the Objectives basic principle of justice in Hammurabi’s Code ● 2.01 Use appropriate sources of (“an eye for an eye”). information. Phoenicians ● 2.02 Explore print and non­print ● Identify the Phoenicians as the successors to the materials. Minoans in dominating maritime trade in the ● 2.03 Utilize different types of Mediterranean from c. 1000–300 BCE. technology. ● Describe how the Phoenician writing system was ● 2.04 Utilize community­related the first alphabet (with 22 symbols for resources such as field trips, guest consonants) and the precursor of the first speakers, and interviews. complete alphabet developed by the ancient ● 2.05 Transfer information from Greeks (with symbols representing both one medium to another such as consonants and vowels). written to visual and statistical to Israelites written. ● Identify the ancient Israelites, or Hebrews, trace their migrations from Mesopotamia to the land comprehend, analyze, and critique a variety of increasingly complex print and non­print informational texts ●
2.06 Create written, oral, musical, visual, and theatrical presentations of social studies information. Skills Competency 3: Visual Literacy The learner will acquire strategies to analyze, interpret, create, and use resources and materials. Objectives ● 3.01 Use map and globe reading skills. ● 3.02 Interpret graphs and charts. ● 3.03 Detect bias. ● 3.04 Interpret social and political messages of cartoons. ● 3.05 Interpret history through artifacts, arts, and media. Skill Competency 4: Critical Thinking The learner will acquire strategies needed for applying decision­making and problem­solving techniques both orally and in writing to historic, contemporary, and controversial world issues. Objectives ● 4.01 Use hypothetical reasoning processes. ● 4.02 Examine, understand, and evaluate conflicting viewpoints. ●
●
●
called Canaan, and explain the role of Abraham and Moses in their history. Describe the monotheistic religion of the Israelites. ○ the belief that there is one God ○ the Ten Commandments ○ the Hebrew Bible (Old Testament) as part of the history of early Israel. Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David’s founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon. Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the Romans. *Could be covered during Rome* Unit 2: Ancient Egypt ● On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, the Sahara Desert, and the areas of ancient Upper and Lower Nubia and Upper and Lower Egypt. ● Describe the social and economic characteristics of ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of ancient Egypt. ● Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least ●
●
●
●
●
●
4.03 Recognize and analyze values upon which judgments are made. 4.04 Apply conflict resolutions. 4.05 Predict possible outcomes. 4.06 Draw conclusions. 4.07 Offer solutions. 4.08 Develop hypotheses. Skill Competency 5: Technology
The learner will acquire strategies needed for effective incorporation of computer technology in the learning process. Objectives ● 5.01 Use word processing to create, format, and produce classroom assignments/projects. ● 5.02 Create and modify a digital portfolio for class assignments. ● 5.03 Create nonlinear projects related to the social studies content area via multimedia presentations. ● 5.04 Use digital resources for research. ●
●
one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. Summarize important achievements of Egyptian civilization. ○ the agricultural system ○ the invention of a calendar ○ monumental architecture and art such as the Pyramids and Sphinx at Giza ○ hieroglyphic writing ○ the invention of papyrus Unit 3: Ancient Greece ● On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC/BCE. ● Explain how the geographical location of ancient Athens and other city­states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. ● Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in ancient Greece. ○ A. the “polis” or city­state ○ B. civic participation and voting rights ○ C. legislative bodies ○ D. constitution writing ○ E. rule of law ●
●
●
●
●
●
●
●
Compare and contrast life in Athens and Sparta. Describe the status of women and the functions of slaves in ancient Athens. Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons. Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. Describe the rise of Alexander the Great and the spread of Greek culture. Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today. Explain why the city­states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. Describe the connections of ancient Greek thinkers to today. This may include: ○ Pythagoras and Euclid (mathematics) ○ Hippocrates (medicine) ○ Socrates, Plato, and Aristotle (philosophy) ○ Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama) ○ the Parthenon, the Acropolis, and the Temple of Apollo (architecture) ○ the development of the first complete alphabet with symbols for consonants and vowels Unit 4: Ancient Rome ● On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. ● Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. ● Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history. ○ A. Romulus and Remus ○ B. Hannibal and the Carthaginian Wars ○ C. Cicero ○ D. Julius Caesar and Augustus ○ E. Hadrian ● Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic duty. ● Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. ○ Military organization, tactics, and conquests; and decentralized administration ○ the purpose and functions of taxes ○ the promotion of economic growth through the use of a standard currency, ●
●
●
●
●
road construction, and the protection of trade routes ○ the benefits of a Pax Romana Describe the characteristics of slavery under the Romans. Describe the origins of Christianity and its central features. ○ monotheism ○ the belief in Jesus as the Messiah and God’s son who redeemed humans from sin, and his life and teachings. ○ the concept of salvation ○ belief in the Old and New Testament Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic vocabulary. Unit 5: Emergence and Expansion of Islam to 1500 CE ●
●
●
●
The map of where Islam began and the course of its expansion to 1500 CE. Islamic belief system: ○ The life and teachings of Muhammad ○ The significance of the Qur’an ○ Islam’s historical relationship to Judaism and Christianity ○ The relationship between government and religion in Muslim societies. Analyze the causes, and course, and effects of Islamic expansion. ○ The strength of the Islamic world’s economy and culture ○ The training of Muslim soldiers and the use of advanced military techniques ○ The resistance and/or assimilation of Christianized peoples in the Mediterranean Describe the central political, economic, and religious developments in major periods of Islamic history ○ The sources of disagreement between Sunnis and Shi’ites. ○ The growing influence of Turkish Islam after 1000 CE. ○ The importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to China. ○ The relationship of trade to the growth of Central Asian and Middle Eastern cities. ●
Analyze the influence and achievements of Islamic civilization during its “Golden Age”. ○ The preservation and expansion of Greek thought ○ Islamic science, philosophy, and mathematics. ○ Islamic architecture Unit 6: The Medieval Period in Europe to 1500 CE ● Describe the rise and achievements of the Byzantine Empire. ○ The influence of Constantine, including the establishment of Christianity as an officially sanctioned religion. ○ The importance of Justinian and the Code of Justinian ○ The construction of the Church of the Holy Wisdom (Hagia Sophia). ● Describe the major economic, social, and political developments that took place in medieval Europe. ○ The growing influence of Christianity and the Catholic Church ○ The differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization. ○ The initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class ○
●
The economic and social effects of the spread of the Black Death or Bubonic Plague ○ The growth and development of the English and French nations Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus. Unit 7: The Encounters Between Christianity and Islam to 1500 CE ● Describe the religious and political origins of conflicts between Islam and Christianity, including the Muslim wars against Christianity before the European Crusades and the causes, course, and consequences of the European European Crusades against Islam in the 11th, 12th, and 13th centuries. ● Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. ● Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. 7th Grade Vocabulary Words Civilization Myth, Feudalism, Humanism 95 Theses, Philosophes, fertile, irrigation city­state artisan ziggurat society polytheism monotheism scribe cuneiform empire dynasty covenant slavery barter synagogue Mesopotamia Fertile Crescent Babylon, Israel Jerusalem Carthage, Gilgamesh Hammurabi, Abraham Moses, Hammurabi Code Nebuchadnezzar II, David,​
​
Judaism agora, immortal, aristocracy democracy marathon philosopher plague mercenary Crete Balkan Peninsula Mediterranean Sea Aegean Sea Asia Minor Troy Mount Olympus Athens Sparta Salamis Thebes Macedonia Alexandria Plato Homer Pericles Socrates Aristotle Alexander the Great helot, Golden Age, medieval, lord, vassal, manors, fiefs, knights, page, squire, chivalry, castle clergy, pope, bishop, priest monk monastery, abbot, illumination, heresy, heretic, inquisition, excommunication Charlemagne, William the Conqueror, King John, Dark Ages, Holy Roman Emperor, secular, patrons, versatile, subsidize, Lorenzo de Medici, Petrarch, Erasmus Rabelais, Cervantes, Machiavelli, Leonardo da Vinci Michelangelo, Raphael, Renaissance, Graeco­Roman culture, Northern Renaissance, Circumnavigate, Northwest Passage, colony, racism, monopoly, conquistador, plantation, Henry the Navigator Dias, Columbus Cortes, Anglican Church, Charles V, Council of Trent, Edict of Worms, Henry VIII, heretic, Ignatius of Loyola, indulgence, Jesuit, Leo X, protestant, Simony, usury, predestination, Huguenots, Edict of Nantes, John Wycliff, relics, Geneva, counter­reformation, John Calvin, Henry VII religious toleration, tyranny, divine right, absolutism, civil liberties, John Locke, Adam Smith, Montesquieu, Voltaire, Diderot, Rousseau, natural rights, separation of powers, democracy, English Bill of Rights, Encyclopedia, Entrepreneur, cottage industry, factory system, capital, raw materials, banking, social welfare laissez­faire, domestic and foreign markets, Torah, 10 Commandments, papyrus pharaoh, pyramid, hieroglyphics mummy economy Nubia, Nile River Valley Upper and​
​
Lower Egypt Giza, Khufu, Hatshepsut Ramses, Akhenaton, King Tut, Rosetta Stone Trojan War Olympic Games Peloponnesian War patrician plebeian, republic, Senate consul, tribune Caesar, gladiator, catacomb disciple persecute, pope, pillage vandal, Tiber river, Italian Peninsula Colosseum Palestine, Byzantium Constantinople, Hannibal, Julius Caesar, Augustus Jesus, Peter, Paul, Franks, Doomsday Book Magna Carta, Parliament plague, three­field system, black death infidel, pilgrimage, guilds, apprentice, journeyman, master craftsman, Urban II, Crusades Holy Land Islam, Muslim Peasant Crusade, Children’s Crusade Magellan, Pizarro, Joint­Stock Company, mercantilism Agriculture Revolution, Watt, Cartwright, Arkwright Constantine, Diocletian, Appian Way Pax Romana, Christianity New Testament Byzantine Empire, Byzantine Orthodox Church, Roman Catholic Church, Punic Wars