Download Grade 7 - Harrison County Schools

Harrison County Schools
Curriculum Guide for Social Studies
Course Name: _World History___Grade Level Targeted: 7th Grade Unit (s): _Geography Review__
Length: 1 Week
Essential Questions
toward
Course Objectives
What are the 5 themes of
geography?
How will the 5 themes of
geography help influence
the beginning of ancient
civilizations?
Kentucky
Core Content
Version 4.1
Key Vocabulary
Patterns on Earth’s surface can
be identified by examining the
location of physical and human
characteristics, how they are
arranged, and why they are in
particular locations.
*Geography
*Absolute Location
*Relative Location
*Place
*Region
*Human/
Environmental
Interaction
*Movement
*Demography
*Hemisphere
*Intermediate
Direction
*Latitude
*Longitude
*Landforms
*Legend
*Physical Feature
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. DOK 3
1.
2.
3.
4.
Activities
and
Assessments
Students will learn about the 5 themes of
geography through definitions and notes.
Students will use this knowledge to describe
Harrison County, Kentucky using the 5 themes
of geography.
Students will work in mixed ability pairs to
create posters on the 5 themes of geography
and the key vocabulary. Groups will be
assigned a theme or key vocabulary word and
will describe the theme/word through
definitions, examples, pictures, symbols, etc.
Students will complete Monday bellringers
throughout the year that review basic
geography skills, such as reading maps, charts
and graphs.
Students will be assessed on their knowledge
through a multiple choice test.
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: _World History___Grade Level Targeted: 7th Grade
Length: 3 Weeks
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
What technologies
allowed early humans to
advance?
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.
DOK 2
What were the cultural
characteristics of early
humans?
How did agriculture lead
to permanent
civilizations?
What changes occurred
for early humans
following the Neolithic
Revolution?
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.
DOK 2
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.
DOK 2
SS-07-4.3.2
Students will explain why
and give examples of how
Key Vocabulary
*Paleolithic
*Neolithic
*Prehistory
*Hunters and
Gatherers
*Artifacts
*Migration
*Agriculture
*Domestication
*Specialization
*Technology
*Primary Source
*Secondary Source
*Barter
*Timeline
1.
2.
3.
4.
5.
Unit (s): _Early Humans__
Activities
and
Assessments
Students will understand terms such as
timeline, AD, BC, decade, century and
millennium. Students will use this knowledge
to complete a timeline of world history from
18,000 BC to modern times.
Interpreting the Past History Alive Activity:
Students choose an event from their past and
illustrate that event. Students present their
drawings to the class and their classmates try to
describe the event. Teacher relates activity to
the task that historians face when interpreting
prehistory.
Paleolithic/Neolithic Life Activity: Students
work in groups to complete a worksheet on 6
aspects of daily life in the Paleolithic and
Neolithic Ages.
Paleolithic Art History Alive Activity:
Students analyze 6 examples of art work from
the Paleolithic Age to better understand
cultural aspects of early humans.
Paleolithic/ Neolithic Comparison History
Alive Activity: After students have been
introduced to the basic changes of the
Neolithic Age, they will use that knowledge to
complete a comparison chart on food,
occupations, populations/settlements,
resources, shelter, and technology between
Paleolithic and Neolithic.
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.
DOK 3
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.
DOK 3
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.
DOK 3
6. Vocabulary Practice: Students will have daily
key vocabulary words and will be assessed on
these words on a weekly basic.
7. Open Response Practice: Students will
complete the Time Capsule Open Response
and learn the appropriate strategies for
answering open response questions.
8. Assessment: Students will be assessed through
a multiple choice and open response test. The
open response question will address
information from SS-07-5.3.1
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World History Grade Level Targeted: 7th Grade
Length: 3 Weeks
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
How did geography
influence the settlement
patterns of early
civilizations?
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.
DOK 2
How did natural
resources influence the
technology of
Mesopotamia?
How did religion, family
life and government
influence the civilization
in Sumer?
Why were Hammurabi
and his reforms
important to the people
of Sumer and how have
they influence our laws
today?
How did the
developments of
Mesopotamia contribute
to the developments of
later civilizations?
Key Vocabulary
*City-State
*Priest-Kings
*Artisans
*Ziggurat
*Cuneiform
*Scribe
*Empire
*Hammurabi’s
Code
*Social institutions
SS-07-5.3.3 Students will
*Natural Resources
describe the rise of non*Civilization
Western cultures (e.g.,
Egyptian, Chinese, Indian,
*Government
Persian) and explain ways in *Religion
which these cultures
*Interdependence
influenced government,
*Migration
philosophy, art, drama and
literature in the present day. *Culture
* “Cradle of
DOK 3
Civilization”
SS-07-1.1.1 Students will
*Conflict
compare purposes and
*Competition
sources of power in the most
common forms of government *Compromise
*Cooperation
(monarchy, democracy,
republic, dictatorship) in
early civilizations prior to
1500 A.D.
DOK 2
1.
2.
3.
4.
5.
6.
Unit (s): _Mesopotamia_
Activities
and
Assessments
Students will apply their knowledge from the
previous unit to complete a Cause and Effect
Chart on the events that lead to the settlement
of Mesopotamia and the effects afterwards.
Mesopotamia Settlement History Alive
Activity: Students work in mixed ability
pairs to complete a worksheet about the
physical geography of Mesopotamia and how
these featured influences or hindered
settlement.
Students will complete pictures of a
Mesopotamian city-state, including the
Ziggurat, artisan shops, upper class homes,
lower class homes, city wall, and surrounding
farmland, to better understand the role of
religion and the organization of the city-state.
Students will work in groups to write and
perform short skits depicting one of
Hammurabi’s Codes. Students will then
compare laws and consequences from
Mesopotamia to those of today.
Students will complete a Sequence Chain to
show the evolution of Mesopotamian politics
from Gilgamesh to Hammurabi.
Sumerian Achievements History Alive
Activity: Students will describe how the
Sumerians used different
inventions/technologies and how those items
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
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.
DOK 2
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.
DOK 2
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.
DOK 2
SS-07-3.2.4 Students will
explain ways in which
societies in early civilizations
prior to 1500 AD addressed
basic economic questions
about production,
distribution, and
consumption of goods and
services. DOK 2
SS-07-4.3.1 Students will
Key Vocabulary
Activities
and
Assessments
are used, have been improved upon to fit into
today’s society.
7. Vocabulary Activity: Students will be
assigned daily key vocabulary words and will
be assessed on these words on a weekly basis.
8. Open Response Practice: Students will
complete an Open Response addressing why
Mesopotamia is considered the Cradle of
Civilization and how its accomplishments
influenced later civilizations.
9. Assessment: Multiple Choice and Open
Response Test relating to SS-07-4.3.1
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
describe the patterns of
human settlement in early
civilizations prior to 1500
Ad and explain how these
patterns were influenced by
human needs. DOK 2
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.
DOK 2
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.
DOK 2
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
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
group, age, economic status,
religion, political group) in
early civilizations prior to
1500 A.D.
DOK 3
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.
DOK 3
Key Vocabulary
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World History__ Grade Level Targeted: 7th Grade Unit (s): Egypt__
Length: 4 Weeks
Essential Questions
toward
Course Objectives
Why was the Nile River so
important to the growth of
Egyptian civilization?
How were Egyptian religious
beliefs an important part of
their culture?
What is the influence of
government and economics
on the rise and fall of ancient
Egypt?
How did Egyptian culture
contribute to other
civilizations?
Kentucky
Core Content
Version 4.1
SS-07-5.3. Students will
describe the rise of nonWestern 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.
DOK 3
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.
DOK 2
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.
DOK 2
Key Vocabulary
*Shadoof
*Pharaoh
*Pyramids
*Embalming
*Mummy
*Hieroglyphic
*Papyrus
*Nile River
*Surplus
*Trade
*Sphinx
*Architecture
*Hereditary
*Religion
*Polytheistic
*Monotheistic
*Scarcity
*Delta
*Productive Resources
*Natural Resources
*Human Resources
*Capitol Goods
*Old, Middle, New
Kingdoms
*Irrigation
Activities
and
Assessments
1.
Students will complete a map activity on the physical
geography of the Nile River Valley and answer
questions relating geography to settlement.
2. Students will study hieroglyphics and use their
knowledge to write their names.
3. Students complete a chart on the Old, Middle, and New
Kingdoms, highlighting the similarities and differences
between the Kingdoms.
4. Students will complete a Venn Diagram on the
similarities and differences between Egyptian and
Mesopotamian politics.
5. Students will watch video clips from the series The
Pyramids and work in groups to complete critical
thinking questions about Egyptian politics, religion,
and architecture.
6. Students will complete a mathematics interdisciplinary
activity on the Pyramids. Students will make a scale
model of the pyramids and discuss its significance to
Egyptian life.
7. Students will complete guided internet research on
ancient Egypt to assist them with their Journal.
8. Students will use their knowledge of life in ancient
Egypt to complete a creative portfolio piece. Students
will take on the role of a citizen in ancient Egypt and
write a series of journal entries from that perspective.
This activity will also count as an assessment.
9. Students will analyze one achievement/invention of the
ancient Egyptians. Students will discuss its
significance to ancient Egypt and its impact on later
civilizations.
10. Students will complete a map activity analyzing the
trade routes and trading practices of ancient Egypt.
11. Students will complete a comic strip describing the
decline of Egypt, including political, cultural and
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
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.
DOK 2
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.
DOK 2
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. DOK 2
SS-07-4.2.1Students 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.,
Key Vocabulary
Activities
and
Assessments
economic reasons.
12. Vocabulary Activity: Students will be assigned daily
key vocabulary words and will be assessed on these
words on a weekly basis.
13. Open Response Practice: Students will complete an
open response about the benefits of the Nile River on
Ancient Egypt and how those benefits shaped Egyptian
culture and daily life.
14. Assessment: Students will be assessed through a
multiple choice and open response test. The open
response will address SS-07-5.3.3.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
mountains, bodies of water,
valleys) that created
advantages and
disadvantages for human
activities (e.g., exploration,
migration, trade,
settlement).
DOK 2
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.
DOK 2
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.
DOK 2
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
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
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.
DOK 3
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.
DOK 3
Key Vocabulary
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World History___ Grade Level Targeted: 7th Grade Unit (s): _Non-Western Civilizations___
Length: 6 Weeks
Essential Questions
toward
Course Objectives
How did the Indus River
affect the development of the
ancient Indian civilization?
How did Hinduism develop
in this region?
What were the major
accomplishments of the
ancient Indian civilization
and how did they impact later
societies?
How did the Huang Ho River
affect the development of the
ancient Chinese civilization?
How did Buddhism develop
in this region?
What were the major
accomplishments of the
ancient Chinese civilization
and how did these
accomplishments influence
later societies?
How did trade assist the
Phoenicians in developing an
alphabet?
How did Judaism develop
Kentucky
Core Content
Version 4.1
Key Vocabulary
SS-07-5.3.3 Students will
describe the rise of nonwestern cultures (Egyptian,
Chinese, Indian) and explain
ways in which these cultures
influences government,
philosophy, art, drama, and
literature in the present day.
DOK 3
*Planned Communities
*Indus River
*Monsoon
*Mohenjo-Daro
*Harappa
*Caste System
*Hinduism
*Gandhi
*Reincarnation
*Dynasty
*Huang Ho River
*Confucius
*Buddhism
*Buddha
*Silk Road
*Ancestor Worship
*Mansa Musa
*Kush
*Ghana
*Askum
*Mali
*Songhai
*Zimbabwe
*Kilwa
*Phoenicians
*Treaties
*Carthage
*Hebrews
*Nomads
*Descendants
*Social Justice
*Prophets
*Monotheistic
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
AD. DOK 2
SS-07-2.1.1 Students will
explain how elements of
culture (language, arts,
customs, beliefs, literature)
served to define specific
groups in the early
civilizations prior to 1500
AD and resulted in unique
perspectives. DOK 2
SS-07-3.1.1
Students will explain and
give examples of how
Activities
and
Assessments
1.
Predicting Areas of Settlement in India History Alive:
Students will view slides and work in mixed ability
pairs to analyze the physical environment of India and
to predict settlement patterns.
2. Unlocking the Secrets of Mohenjo-Daro: Students will
view pictures of archaeological remains and make
predictions about how ancient Indians lived.
3. Students will learn the basic characteristics of
Hinduism and create a 5-section mandala with pictures
to represent the basic beliefs of Hinduism.
4. Writing Activity: Students will learn about the major
achievements of ancient Indian society (astronomy,
mathematics, metal working, etc.) and write a piece
about those achievements and their impact on students’
lives today.
5. Students will label major physical features of China on
a map and complete a series of critical thinking
questions relating geography to settlement.
6. Students will view video clips from United Streaming
about the political, social, and economic history of
China and work in pairs to complete a video guide.
7. Students will review the political history of China from
10,000 BC to 1500 AD. Pairs of students will be
assigned a specific event in history to describe and
illustrate. Completed illustrations will be compiled
into a timeline of ancient Chinese politics.
8. Students will use their textbooks to complete a reading
guide on Chinese religion. The guide will include
“first impressions,” “fast facts,” and “final thoughts”.
9. Students will learn about the impact of the Silk Road
and apply that knowledge to trade of the Phoenicians.
10. Interactive Slide Lecture: Students will view slides and
participate in a class discussion about the origins of
Essential Questions
toward
Course Objectives
among the Hebrew people?
How did the Assyrians,
Chaldeans, and Persians build
great empires and influence
world history?
What lasting contributions
did ancient African
civilizations make to later
societies?
Kentucky
Core Content
Version 4.1
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.
DOK 2
Key Vocabulary
*Empire
*Babylon
*Nebuchadnezzar
Activities
and
Assessments
11.
12.
13.
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. DOK 2
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. DOK 2
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
14.
15.
Judaism, including important people, locations and
beliefs.
Students will complete a chart comparing the
similarities and difference of the Assyrians, Chaldeans,
and Persians, highlighting their rise to becoming great
empires.
Students will work in mixed ability pairs to complete a
stations activity on the achievements of ancient African
civilizations. They will then use that information to
make mobiles displaying those accomplishments.
Vocabulary Activity: Students will be assigned key
vocabulary terms daily and be assessed on those terms
daily.
Open Response Practice: Students will complete an
open response question where they choose a nonwestern civilization and discuss 3 contributions that
they have made to modern society. Students will then
score each other’s responses to familiarize themselves
with the state rubric.
Assessment: Students will be assessed on this
information through a multiple choice and open
response test.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
disadvantages for human
activities (e.g., exploration,
migration, trade,
settlement). DOK 2
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. DOK 2
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.
DOK 2
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. DOK 3
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
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. DOK 3
Key Vocabulary
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: _World History__ Grade Level Targeted: 7th Grade Unit (s): _Ancient Greece
Length: 4 Weeks
Essential Questions
toward
Course Objectives
What was life like for the
Minoans and Mycenaeans?
How did geography impact
the early peoples who lived
on the Balkan Peninsula?
How did the Dark Ages affect
the Aegean world?
Why was the polis the
geographic and political
center of Greek life?
What was life like in the citystates of Sparta and Athens?
How did democracy develop
in Athens and how did it
impact later societies?
How did the cultural
contributions of Athens help
it to become on of the
greatest Greek city-states?
What were the lasting
contributions of the Greek
civilization in the areas of art,
architecture, drama, politics,
philosophy, sports, literature,
science, and mathematics?
Kentucky
Core Content
Version 4.1
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. DOK 3
SS-07-1.1.1 Students will
compare purposed and
sources of power in the most
common forms of
government (monarchy,
democracy, republic,
dictatorship) in early
civilizations prior to 1500
AD. DOK 2
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).
DOK 3
SS-07-2.1.1 Students will
explain how elements of
Key Vocabulary
*Minoans
*Mycenaeans
*Shrines
*Homer
*The Odyssey
*The Iliad
*Trojan War
*Balkan Peninsula
*Civil War
*City-State
*Polis
*Acropolis
*Aristocrats
*Oligarchy
*Democracy
*Republic
*Constitution
*Athens
*Sparta
*Mythology
*Mercenaries
*Philosophy
*Prophecy
*Olympics
*Comedies/Tragedies
*Socrates
*Aristotle
*Plato
*Socratic Method
*Political Science
*Hypothesis
*Scientific Method
*Alliances
*Orator
Activities
and
Assessments
1.
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8.
Students will complete a comic strip about the rise and
fall of the Minoan civilizations. It will include six
boxes, starting with the rise of the Minoans and ending
with the fall of the Minoans. The four middle boxes
will describe daily life and achievements of the
Minoans.
Students will view video clips of the movie The
Odyssey and respond to critical thinking questions
about the time period.
Students will complete a Venn Diagram comparing and
contrasting the Minoans and Mycenaeans.
Students will participate in a class discussion about
Greek city-states. They will then work in groups to
create a model of a Greek city-state. Students will use
information from their books and other reference
materials. Their models will include farming villages,
fields, orchards, acropolis, temples and an agora.
Students will read about Athens and Sparta and
complete a web of their findings. They will then
complete a Venn Diagram on the similarities and
differences between the two city-states.
Students will complete a chart analyzing the different
types of government present in ancient Greece. They
will then work in groups to complete a series of critical
thinking questions about Athens, Sparta and Greek
politics.
Students will compare the structure of the ancient
Athenian government to our modern government in the
United States, such as Council of 500, Congress,
Freedom of Speech, etc.)
Students will complete a comic strip about the Persian
Wars. The strip will include 6 boxes, each with a
picture and a caption describing major events of the
war. This will be followed by a discussion of the
Essential Questions
toward
Course Objectives
How did Alexander the Great
build one of the great world
empires?
Kentucky
Core Content
Version 4.1
culture (language, arts,
customs, beliefs, literature)
served to define specific
groups in the early
civilizations prior to 1500
AD and resulted in unique
perspectives. DOK 2
SS-07-2.3.1 Students will
explain how social
interactions lead to conflict
and competition (political,
economic, religious, ethnic)
among individuals and
groups in early civilizations
prior to 1500 AD. DOK 2
SS-07-2.3.2 Students will
explain how compromise
and cooperation are possible
choices to resolve conflicts
among individuals and
groups prior to 1500 AD.
DOK 2
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. DOK 2
SS-07-3.4.2 Students will
describe how new
knowledge, technology/tools
and specialization increased
productivity in early
civilizations prior to 1500
AD. DOK 2
Key Vocabulary
Activities
and
Assessments
*Barbarian
9.
10.
11.
12.
13.
establishment of the Delian League.
Students will contribute to a Golden Age of Greece
Time Capsule. Students will research and write about
one of the following aspects of Greek culture;
architecture, art, history, literature, science,
mathematics, philosophy, or law. Students will create
a visual representation of their subject to post with
their writing.
Students will complete a map showing Alexander the
Great’s expansion throughout the world and discuss the
spread of Greek influence throughout the world.
Vocabulary Activity: Students will be assigned daily
key vocabulary words and will be assessed on them on
a weekly basis.
Open Response Practice: Students will be presented
with a series of open response questions and answers.
They will work with a partner to determine if the
response is a 1, 2, 3, or 4. They will then work
individually to complete an open response about the
cultural contributions of the ancient Greeks.
Assessment: Students will be assessed on this unit
through a multiple choice and open response test (SS07-5.3.2)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-07-4.2.2 Students will
describe and give examples
of how places and regions in
early civilizations prior to
1500 Ad changed over time
as technologies, resources,
and knowledge became
available. DOK 2
SS-07-5.1.1 Students will use
a variety of tools (ex.
primary and secondary
sources, data, artifacts,
timelines) to describe and
explain historical events and
conditions, and to analyze
the perspective of different
individuals and groups
(gender, race, region, ethnic
group, age, economic status,
religion, political group) in
early civilizations prior to
1500 AD. DOK 3
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. DOK 3
Key Vocabulary
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World History__ Grade Level Targeted: 7th Grade Unit (s): _Ancient Rome___
Length: 4 Weeks
Essential Questions
toward
Course Objectives
How was Rome
founded?
What was daily life for
the Etruscans?
How did the Etruscans
contribute to Roman
civilization?
How was the
government of the
Roman Republic
organized?
How was the Roman
Republic able to expand
and protect its territory?
How did the effects of
conquest change the
Roman economy and
government?
How did reformers
Kentucky
Core Content
Version 4.1
Key Vocabulary
*Etruscans
*Forum
*Romulus and
Remus
*Social Order
*Gladiator
*Fasces
*Municipal
*Republic
*Patricians
SS-07-1.1.1 Students will
*Plebeians
compare purposed and
*Consuls
sources of power in the most
*Veto
common forms of
*Tribunes
government (monarchy,
*Legions
democracy, republic,
dictatorship) in early
*Hannibal
civilizations prior to 1500
*Publicans
AD. DOK 2
*Dictator
*Triumvirate
SS-07-1.1.2
*Julius Caesar
Students will describe and
give examples to support how *Augustus
some early civilizations
*Emperor
(Greece, Rome) practiced
*Census
democratic principles (e.g.,
*Tariff
justice, equality,
*Pax Romana
responsibility, freedom).
DOK 3
*Juris Prudentes
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. DOK 3
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2.
3.
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5.
6.
7.
Activities
and
Assessments
Introduce students to the legend of Romulus
and Remus. Students will then work with a
partner to create a new city and write a legend
about its origins.
Students will complete a chart of the daily life
of the Etruscans with such categories as
religion, death, food, clothing, government,
etc.
Students will make a list of the contributions
that the Etruscans made to Roman society.
Students will be introduced to Rome through
a Untied Streaming activity. Students will
work in pairs and watch 4 video clips. At the
end of each clip, students will answer a
critical thinking question that will be
discussed as a class.
Students will work individually to complete a
timeline of Rome’s political history, from the
Palatine settlement to the fall of Rome to
Germanic invaders.
Problem Solving Group Activity: Studnets
will examine the expansion of Rome through
visuals and lecture. They will then determine
if military expansion helped or hurt the
Roman Republic.
Punic Wars Activity: Students will analyze
Essential Questions
toward
Course Objectives
attempt to save the
Roman Republic?
What happened to trade
and law during the Pax
Romana?
What was daily life like
during the Pax Romana?
How did Christianity
spread throughout the
Roman Empire?
Why did the Roman
Empire decline?
What are the lasting
contributions of the
Roman Empire?
Kentucky
Core Content
Version 4.1
SS-07-2.1.1 Students will
explain how elements of
culture (language, arts,
customs, beliefs, literature)
served to define specific
groups in the early
civilizations prior to 1500
AD and resulted in unique
perspectives. DOK 2
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. DOK 2
SS-07-2.3.2 Students will
explain how compromise
and cooperation are possible
choices to resolve conflicts
among individuals and
groups prior to 1500 AD.
DOK 2
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. DOK 2
SS-07-3.4.2 Students will
describe how new
knowledge, technology/tools
and specialization increased
productivity in early
Key Vocabulary
*Constantine
*Rule by divine
right
*Christianity
*Jesus Christ
*Roman Catholic
Church
Activities
and
Assessments
five events from the Punic Wars and as the
activity progresses, students will try to predict
what will happen next.
8. Studnets will complete 3 column chart with
headings for Leader, Reform and Effect on
the Republic.
9. Can You Save the Republic Activity: students
will learn about three situations that greatly
strained the Roman Republic. They will
work in groups to brainstorm solutions to the
problems and will learn what the Romans did
to try to solve that problem.
10. Studnets will work individually to complete a
graphic organizer that shows the
achievements of Augustus.
11. Students will create a poster on aspects of
Roman daily life such as food, housing,
amusements, household duties, education, and
women’s lives. These will be presented to the
class.
12. Interactive Slide Lecture: Students will
participate in a slide lecture to learn about the
origins of Christianity.
13. Studnets will complete a staircase graphic
organizer to show the decline of the Roman
Empire.
14. Studnets will work in pairs to make a “tile”
for a class mosaic. Each tile will represent
one lasting impact that the ancient Romans
had on modern society. The “tiles” will be
combined into a class mosaic displaying
Roman cultural contributions.
15. Vocabulary Activity: Students will be
assigned daily key vocabulary words and will
be assessed on them on a weekly basis.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
civilizations prior to 1500
AD. DOK 2
SS-07-4.2.2 Students will
describe and give examples
of how places and regions in
early civilizations prior to
1500 Ad changed over time
as technologies, resources,
and knowledge became
available. DOK 2
SS-07-5.1.1 Students will use
a variety of tools (ex.
primary and secondary
sources, data, artifacts,
timelines) to describe and
explain historical events and
conditions, and to analyze
the perspective of different
individuals and groups
(gender, race, region, ethnic
group, age, economic status,
religion, political group) in
early civilizations prior to
1500 AD. DOK 3
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. DOK 3
Key Vocabulary
Activities
and
Assessments
16. Open Response Practice: Students will
complete the “4 Corners” Open Response
activity about Roman Cultural Contributions.
17. Assessment: Students will be assessed on this
information through a multiple choice and
open response test (SS-07-1.1.1).
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: _World History__ Grade Level Targeted: 7th Grade Unit (s): Middle Ages
Length: 4 Weeks
Essential Questions
toward
Course Objectives
Why did feudalism
develop in Western
Europe?
What were the roles and
duties of lords, vassals,
and knights in
feudalism?
What was life like on a
manor?
What was the role the
Catholic Church during
the Middle Ages?
What attempts were
made to reform the
Church during the
Middle Ages?
What was daily life like
during the Middle Ages?
Why did the Crusades
take place during the
middle Ages?
Kentucky
Core Content
Version 4.1
SS-07-5.3.4 Students will
describe developments
during the Middle Ages
(feudalism, nation states,
monarchies, religions
institutions, limited
government, trade, tread
associations, capitalism) and
give examples of how these
developments influenced
modern societies. DOK 3
SS-07-1.1.1 Students will
compare purposed and
sources of power in the most
common forms of
government (monarchy,
democracy, republic,
dictatorship) in early
civilizations prior to 1500
AD. DOK 2
SS-07-2.1.1 Students will
explain how elements of
culture (language, arts,
customs, beliefs, literature)
served to define specific
groups in the early
civilizations prior to 1500
AD and resulted in unique
perspectives. DOK 2
SS-07-2.3.1
Key Vocabulary
*Feudalism
*Clergy
*Fiefs
*Vassal
*Act of Homage
*Knight
*Castles
*Keep
*Ladies
*Code of Chivalry
*Paige
*Squire
*Dubbing
*Tournaments
*Joust
*Manor
*Nation States
*Monarchy
*Limited
Government
*Crusades
*Inquisition
*Islam
*5 Pillars of Islam
*Muhammad
*Guilds
*Apprentice
*Masters
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2.
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6.
7.
Activities
and
Assessments
Word Wall Activity: Studnets are assigned
key vocabulary words and make posters
showing the word, its definition, a sentence
using the word, and an illustration for the
word. The posters are presented and
displayed around the room.
Students will take guided notes about the
roles of different groups during the Middle
Ages and then complete a pyramid chart
showing the ranking of these groups and basic
characteristics of each group.
Students will create a coat of arms
representing things about themselves and
their family.
Students will construct a castle from a
template to understand the purpose and
function of a castle.
Students will use their knowledge from the
previous lesson to complete a Smart Board
activity where they design plans of attack or
defense for different castles.
Students will complete a map of a manor,
including castle, church, peasants’ homes,
village, fields, and physical features.
Students will work in pairs and use their
textbook to complete an activity on the
Crusades, covering all four Crusades and the
effects of each on both the Middle East and
Essential Questions
toward
Course Objectives
How did Islam and the
Crusades affect Europe
during the Middle Ages?
How did the growth of
trade lead to the rise of
towns during the Middle
Ages?
What cultural changes
took place in Europe
during the 1400s?
Kentucky
Core Content
Version 4.1
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. DOK 2
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. DOK 2
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
technologies in early
civilizations prior to 1500
AD. DOK 3
SS-07-5.1.1 Students will use
a variety of tools (ex.
primary and secondary
sources, data, artifacts,
timelines) to describe and
explain historical events and
conditions, and to analyze
the perspective of different
individuals and groups
(gender, race, region, ethnic
group, age, economic status,
religion, political group) in
early civilizations prior to
Key Vocabulary
*Journeymen
*Charter
Activities
and
Assessments
Europe.
8. Students will complete guided notes on the
Islamic religion, including its origins, founder
and beliefs. Students will then work in
groups to create a poster comparing major
aspects of the five world religions studies.
9. Students will complete a mapping activity to
show the emerging cities of Europe. They
will then use population data from the time
period to complete population charts on
different cities. Students will then participate
in a class discussion about the trends they see
in the population charts and what historically
caused the dips and surges.
10. Students will complete a cause and effect
chart relating feudalism, the Crusades, and
the increase in trade to the rise of towns in
Europe.
11. Students will work in pairs to complete a
stations activity that highlights the cultural
changes that occurred during the Middle
Ages.
12. Vocabulary Activity: Students will be
assigned daily key vocabulary words and will
be assessed on them on a weekly basis.
13. Open Response Practice: Students will
complete an open response about the role of
different groups during feudalism (lords,
knights, serfs) and relate those roles to people
today.
14. Assessment: Students will be assessed on this
information through a multiple choice and
open response test (SS-07-5.3.4)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
1500 AD. DOK 3
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. DOK 3
Key Vocabulary
Activities
and
Assessments
Harrison County Schools
Course Name: World History__
Essential Questions
toward
Course Objectives
How did the
Renaissance affect the
countries of Europe?
What discoveries helped
to spread the ideas of the
Renaissance and lead to
the Reformation?
How did the
Reformation harm the
Catholic Church and
lead to the spread of
Protestantism?
How did the
Renaissance help bring
about the beginning of
exploration?
Who were the major
explorers and how did
they affect European
culture and the empire
they conquered?
Curriculum Guide for Social Studies
Grade Level Targeted: 7th Grade Unit (s): _Transition to the Modern World
Length: 3 Weeks
Kentucky
Core Content
Version 4.1
SS-07-5.3.5 Students will
explain how the Age of
Exploration (prior to 1500
AD) produced extensive
contact among isolated
cultures and explain the
impact of this contact. DOK
3
SS-07-2.1.1 Studnets will
explain how elements of
culture (language, arts,
customs, beliefs, literature)
served to define specific
groups in the early
civilizations prior to 1500
AD and resulted in unique
perspectives. DOK 2
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. DOK 2
SS-07-3.1.1 Students will
explain and give examples of
how scarcity required
individuals, groups, and
Key Vocabulary
*Renaissance
*Humanist
*Printing Press
*Leonardo da Vinci
*Michelangelo
*Johannes
Gutenberg
*William
Shakespeare
*Reformation
*Protestant
*Martin Luther
*Henry VIII
*John Calvin
*Indulgences
*Theses
*Compass
*Conquistadores
*Prince Henry the
Navigator
*Vasco da Gama
*Bartolomeu Dias
*Christopher
Columbus
*Ponce de Leon
*Vasco Nunez de
Balboa
1.
2.
3.
4.
5.
6.
7.
Activities
and
Assessments
Students will complete a stair step chart
showing the decline of Feudalism and the rise
of the Renaissance.
Studnets will work in groups to complete a
stations activity on the discoveries and ideas
of the Renaissance, including the printing
press, humanism, da Vinci, Michelangelo,
and Shakespeare.
Purchasing Homework Indulgences History
Alive Activity: Students will be enticed to
purchase credit points and the experience will
be related back to corruption in the Catholic
Church during Medieval Period.
Students will participate in an interactive
slide lecture about the spread of Protestantism
and complete a timeline outlining the
religious and cultural changes in Europe
during this time period.
Students will be assigned an explorer to
research and present. Each project will
include a written account of the explorer, a
visual aid and a presentation to the class.
Vocabulary Activity: Students will be
assigned daily key vocabulary words and will
be assessed on them on a weekly basis.
Open Response Practice: Students will
complete an open response about the positive
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
governments in early
civilizations prior to 1500
AD to make decision about
how productive resources
(natural resources, human
resources, and capitol goods)
were used. DOK 2
*Hernando Cortes
*Francisco Pizarro
*Hernando de Soto
*Francisco
Coronado
*Ferdinand
Magellan
*John Cabot
*Giovanni da
Verrazano
*Jacques Cartier
*Henry Hudson
*Amerigo Vespucci
*Sir Francis Drake
*Sir Walter Raleigh
*John Smith
*John Rolfe
*William Penn
*Mayans
*Aztecs
*Incas
*Samuel de
Champlain
SS-07-4.1.1 Students will use
a variety of geographic tools
(maps, globes, photographs,
models, charts, graphs, and
databases) to interpret
patterns and locations on
Earth’s surfaces in early
civilizations prior to 1500
AD. DOK 3
SS-07-4.4.2 Studnets will
describe ways in which the
physical environment
(natural resources, natural
disasters, natural barriers)
both promoted and limited
human activities
(exploration, migration,
trade, settlement,
development) in early
civilization prior to 1500
AD. DOK 2
SS-07-4.2.2 Students will
describe and give examples
of how places and regions in
early civilizations prior to
1500 AD changes over time
as technologies, resources,
and knowledge became
available. DOK 2
SS-07-4.3.2 Students will
Activities
and
Assessments
and negatives of exploration.
8. Assessment: Studnets will be assessed on this
information through a multiple choice and
open response test (SS-07-5.3.5)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
explain why and give
examples of how human
populations changes and or
migrated because of factors
such as war, disease,
economic opportunity and
technology in early
civilizations prior to 1500
AD. DOK 3
SS-07-5.1.1 Students will use
a variety of tools (ex.
primary and secondary
sources, data, artifacts,
timelines) to describe and
explain historical events and
conditions, and to analyze
the perspective of different
individuals and groups
(gender, race, region, ethnic
group, age, economic status,
religion, political group) in
early civilizations prior to
1500 AD. DOK 3
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. DOK 3
Key Vocabulary
Activities
and
Assessments