Download Topic: The Age of Global Encounters

Plumsted Township Public Schools
Social Studies Program
Grade 7 - World History (Pre - 1500) Curriculum
PHILOSOPHY:
The social studies curriculum fosters a child centered learning environment, which enables students to use knowledge and methods of
history, geography, and the social sciences to understand the ideals and realities of past and present societies. Its primary goal is to
address the developmental nature of each learner, promote critical thinking skills, make connections across the curriculum, and,
address issues at the local, state, national, and international levels, while infusing real life applications to develop students who are
lifelong learners. We believe that critical thinking skills, research, writing, cultural appreciation, and geographical skills are vital for
all students to obtain. The district advocates courses that provide the student with a variety of activities that will enable him/her to
understand and appreciate history as a part of the overall human experience. All courses are aligned to national and New Jersey Core
Content Curriculum Standards.
OBJECTIVES:
The learners will be able to:
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Synthesize historical content and formulate knowledge as related to social, economic, political, and human change
Relate past and present events and evaluate their significance to the modern social system of today
Develop an appreciation of cultural differences and develop tolerance
Analyze and develop an understanding for the development of human and physical systems over time
Construct meaning and apply knowledge of economics within social studies and the real world
Use technology as a tool to enhance the implementation of the social studies curriculum
Understand the significance of political processes and make authentic judgments to participate in society
Apply critical thinking skills to develop and incorporate historical knowledge
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to
all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong
learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Herbert Marinari, President
Karen Amburgey, Vice President
Katherine McCaughey
Albert Petroni, III
Kathleen Sandford
District Administration
Dr. Gerald Woehr, Superintendent
Jim Edwards CPA, Business Administrator
Gerald North, Principal New Egypt High School
Lisa Harper, Human Resources
Toni Pennell, Assistant Principal New Egypt High School
Matt Jennings, Director of Special Services
Christine Carlson, Principal New Egypt Middle School
Dr. Christopher Tienken, Director of Curriculum and Instruction
Jean Morgan, Principal New Egypt Elementary School
Thomas Tramaglini, Supervisor of Curriculum and Instruction
Lynne Meara, Principal New Egypt Primary School
Lead Curriculum Writer
Mark Dyba
Tom Federici
Tom Corby
Alicia Frost
Sara Boroult
Mark Dyba
Program Review Committee
Donna Westby-Gibson
Tracy VanDuyn
Jean Petersen
Diane Carr
Sena Siegler
Theresa Russell
Tara Rook
Patricia Frazier
Keith McEvoy
2
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
New Jersey Core Curriculum Content Standards
Grades 5 to 8
6.1 Social Studies Skills
A. Many Worlds Meet (to 1620)
B. Colonization and Settlement (1585-1763)
6.2 Civics
A. Civic Life, Politics, and Government
C. Revolution and the New Nation (1754-1820)
B. American Values and Principles
D. Expansion and Reform (1801-1861)
C. The Constitution and American Democracy
E. Civil War and Reconstruction (1850-1877)
D. Citizenship
Grade 9 to 12
E. International Education: Global Challenges,
A. American History through Reconstruction:
Cultures and Connections
Foundations of Modern America
B. The Industrial Revolution (1870-1900)
6.3 World History
C. The Emergence of Modern America (1890-1930)
A. The Birth of Civilization to 1000 BCE(BC)
D. The Great Depression and World War II (1929B. Early Human Societies to 500 CE (AD)
1945)
C. Expanding Zones of Exchange and Interaction to
E. Postwar Years (1945-1970)
1400 CE (AD)
F. Contemporary America (1968-Present)
D. The Age of Global Encounters (1400-1750)
E. The Age of revolutionary Change (1750-1914)
6.5 Economics
F. The Era of the Great Wars (1914-1945)
A. Economic Literacy
G. The Modern World (1945-1979)
B. Economics and Society
H. Looking to the Future (1980-Present)
6.6 Geography
6.4 United States/New Jersey History
A. The World in Spatial Terms
Grades K to 4
B. Places and Regions
A. Family and Community Life
C. Physical Systems
B. State and Nation
D. Human Systems
E. Environment and Society
3
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Scope and Sequence
1. Pre-History: The Birth of Civilization to 1000 BC
a. The origin of man
b. Prehistoric Man
c. Migration
d. Mesopotamia
e. Africa
f. China
g. Indus River Valley
h. Early Mesoamerica
2. The Ancient Period, 1000 BCE to 500 CE (AD); Early
Human Societies to 500CE
a. World Religions
b. Ancient Greece
c. Ancient Rome
d. Ancient African, Asian and Mesoamerican cultures
e. The Spread of Christianity
f. Macedonia
3. The Middle Ages, c. 500 to 1400 CD(AD) Expanding
Zones of Exchange and Interaction to 1400 CE
a. The Early European Empires: The Germanic Tribes
b. The Early European Empires: The Nordic Tribes,
the Celts, and the Anglo-Saxons
c. The Byzantine Empire
d. The Development of Islam
e. The Rise of Culture in Eastern Slavic Tribes
f. The Rise of Western African Empires
g. First Century Eastern Asia
h. The Feudal Society
i. The Catholic Church during the Middle Ages
j. The Rise of Trade and New Technology in the
Middle Ages
k. The Rise of Monarchies in Europe During the
1400’s/1500’s
4. Introduction to the Age of Global Encounters (14001750)
a. The Age of Enlightenment and Reason
4
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Topic: Pre-History: The Birth of Civilization to 1000 BC
Enduring Understanding: The Learner Will Be Able To:
1. Describe the physical and cultural changes that shaped the earliest human communities as revealed through archeological methods including early
hominid development and the migration and adaptation to new environments.
2. Compare and contrast historically significant characteristics of the major ancient civilizations, including Mesopotamia, Egypt, Kush (Nubia), the
Yellow River in China, the Indus River Valley and the [Americas] Olmecs in Mesoamerica.
Suggested
Time
Concepts
The Learner Will:
 Explore legends or myths that different cultures
have used to explain the origins of man.
 Identify the significance of science on historical
development with regards to the origin of man
 Review differing religions and beliefs as to their
explanation of origination and evaluate progress
up to today
 Synthesize environmental factors and component
of physical and human systems to identify simple
correlation to the themes of geography
The Learner Will:
2. Prehistoric man
Essential Question (s):
 Identify the different uses of dating techniques.
 Do we have the best means to
 Describe and critique different primitive tools,
determine prehistory?
artifacts, and dwellings used by early
civilizations.
 Why is it significant to concentrate
and understand the prehistoric
 Analyze the importance of the acquisition of fire,
stages of human development?
the construction of a rudimentary language, and
the means of obtaining food sources to the
construction of an early society.
1. The Origin of Man
Essential Question (s):
 How has man explained his
appearance and his relationship to
the universe?
6 days
6 days
Objectives
NJCCCS
(CPI)
Core Activities

6.3.B.1
6.6.C.1-2
6.6.D.2,6
665.E.1,2,4

6.3.A.1
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4
5
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
6 days
6 days
10 days
3. Migration
Essential Question (s):
 Why is migration a viable means
of change?
 What are the factors that led early
man’s migration from Africa to
the Tigris/Euphrates?
4. Mesopotamia
Essential Question (s):
 How has the development of
farming influenced all subsequent
civilizations?
 How was the culture different in
Mesopotamia?
5. Africa
Essential Question (s):
 How would the existence of a
river influence the development of
a civilization?
 Was African life better than life in
other places in the world?
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
The Learner Will:
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 Explore survival and its components
 Compare and contrast wants and needs and how
they correlate to the migration of humans
 Identify the necessity for food and how to attain it
 Examine conflicts that resulted over the necessity
for food and its implications on survival
 Determine the importance of resources and how
they are attained with the intention of survival
 Assess the relationship between land and climate
The Learner Will:
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 Compare and discriminate the physical and
cultural changes that shaped Mesopotamian
society
 Understand the impact of farming
 Identify the significance of the Fertile Crescent.
 Analyze the rise and fall of Sumer.
 Recognize Hammurabi’s effect on society and the
lasting effects on the worlds different legal
systems
 Describe how the Mesopotamian civilization
contributed to the development of other
civilizations.
The Learner Will:
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 Compare and discriminate the physical and
cultural changes that shaped African society.
 Breakdown and construct the importance of
African society to the development of the modern
world
 Identify the significance of the Nile River region.
6.3.B.1
6.6.C.1-2
6.6.D.2-3,6
6.6.E.1,2,4
6.3.B.2
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4
6.3.B.2
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4
6
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
6 days
6 days
5 days
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
 Evaluate the significance of the Pyramids and the
Pharaohs on the early Egyptian society.
 Explore the contributions made by the early and
Egyptians.
The Learner Will:
6. China
Essential Question (s):
 Compare and discriminate the physical and
cultural changes that shaped Chinese society.
 How has oral tradition through the
use of legends and myths
 Identify the use of legend in regard to the Huang
contributed to our understanding
Ho River Valley.
of early civilizations?
 Distinguish the importance of the Shang dynasty
 Was Chinese society different than
to the Yellow River Valley.
African and Indian society with
 Construct historical understanding of China and
regards to survival systems?
its influences on other cultures
The Learner Will:
7. Indus River Valley
Essential Question (s):
 Compare and discriminate the physical and
 How does the depletion of natural
cultural changes that shaped Indian society.
resources eventually lead to the
 Recognize the importance of the Harappan
decline of a civilization?
society
 Differentiate the difference between life in the
Indus River Valley then and today.
 Analyze the differences between a culture with
much information about it (e.g.- the Egyptians)
with one that has less known about it ( the
Harappans)
The Learner Will:
8. Early Mesoamerica
Essential Question (s):
 Compare and discriminate the physical and
cultural changes that shaped Mesoamerican
 How has the establishment of
better dating techniques changed
society.
how scientists and historians view  Explain how early Olmec civilization led to the
the world?
development of Mesoamerican cultures

6.3.B.2
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4

6.3.B.2
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4

6.3.B.2
6.6.C.1-2
6.6.D.2,6
6.6.E.1,2,4
7
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Topic: The Ancient Period, 1000 BCE to 500 CE (AD); Early Human Societies to 500CE
Enduring Understanding: The Learner Will Be Able To:
1. Identify and explain the origins and beliefs of the major world religions, including Judaism and the Ancient Hebrews, Christianity, Confucianism,
Hinduism, Buddhism, and Daoism
2. Understand and interpret the growth of Greek democracy and describe the significant contributions of ancient Greece to Western culture.
3. The inter-relationships among the civilizations of the Mediterranean world.
4. Describe the impact of Roman civilization on Mediterranean and western culture.
5. Understand that other important cultures were developing in Asia, Africa and Mesoamerica while the cultures in Ancient Rome and Greece
evolved
Suggested
Time
7 days
Concepts
Objectives
1. World Religions
Essential Question (s):
 How have the different religions
impacted the cultural and political
climate of our world?
 Why is religion so important to so
many people?
 How has religion impacted the
physical environment?
The Learner Will:
 Identify the main precepts put forth by each
religion and the person/people most responsible
for the formulation of said precepts.
 Define and discuss other religions that developed
at the tribal level
 Generate a connection between contributions to
the present day religions in the world
 Distinguish a general understanding of the
different types of religion including:
o Judaism and the Ancient Hebrews
o Christianity
o Confucianism
o Hinduism
o Buddhism and Daoism
 Explain how different types of religion relate to a
place, region, or country and its culture.
Core Activities
NJCCCS
(CPI)

6.3.C.1
6.6.D.2,5
8
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
10 days
10 days
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
 Apply knowledge of religions and how they
affected the way people lived their lives during
this time period.
The Learner Will:
2. Ancient Greece
Essential Question (s):
 Explain the development of the Hellenistic
 Why was the culture and political
culture from the early Minoan civilization.
of Ancient Greece so influential to  Compare and contrast modern government to
future civilizations?
early Greek civilization.
 How has the rest of the world
 Analyze the problems and/or benefits of a citypositively and negatively benefited
state system.
from Greek civilization?
 Construct a historical understanding of the
 Given the way the world is today,
Ancient Greek culture and how it still influences
could a Greek city-state survive in
the world today
our geopolitical world today?
 Design a model of a city-state and identify its
components
 Discuss the origins of the Olympics and its
historical development
 Explain significant Grecian advancements in
philosophy, science, and the arts.
 Diagram political structure within different citystates and critique its successes and failures
The Learner Will:
3. Ancient Rome
Essential Question (s):
 Develop a historical understanding of Ancient
Rome and its significance within the ancient
 Was Ancient Rome glorified?
world
 If you were to live in Ancient
Rome, how could you change
 Compare and contrast Ancient Rome culturally,
society?
politically, economically, and socially with other
civilizations of the present day.
 How did Roman civilization
impact many other continents?
 Compare and contrast Ancient Rome culturally,
politically, economically, and socially with other
 What influence does Ancient

6.3.C.2
6.5.B.3-5

6.3.C.4
6.5.B.3-5
9
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Rome still have on society today?
5 days
6 days
4. Ancient African, Asian and
Mesoamerican cultures
Essential Question (s):
 How was culture different in
Africa, Asia and Mesoamerican
society different than that of the
Ancient Greece and Rome?
 How did warfare help to promote
the change of an existing culture?
5. The Spread of Christianity
Essential Question (s):
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
civilizations of the ancient period.
 Categorize the early Roman dynasty into a
Republic or an Empire.
 Explore the influence of technology on the
empire and how it was used militarily and
culturally
 Relate the early Roman government to the Greeks
as well as to our own.
 Identify the outreaches of the Roman Empire and
how it spread its influences to other civilizations
 Relate the effect of the Roman civilization to the
spread of Christianity.
The Learner Will:

 Define and discriminate the physical and cultural
changes that shaped the Assyrian, the Chaldean,
the Persian, the Kushite, and the Mayan societies.
 Explore the meanings of polytheism and
pantheism and their significance to human
systems
 Identify a culture given to polytheism and
pantheism.
 Compare and contrast the civilizations given to
military endeavors to those that were more
steeped in trade.
 Generate a general understanding of evolution as
per military importance and how the use of
military was much different than that within the
Roman and Greek societies
The Learner Will:

 Identify the facets of the life of Jesus as man and
6.3.C.5
6.6.D.14,6,7
6.3.C.1
6.6.D.1-7
10
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 days
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
originator of the Christian faith, and how this
 What made the spread of
influenced the spread of Christianity in other
Christianity so successfully?
societies
 Did Christianity lead to superiority
 Explore the significance of the Bible and how it
be some people?
was used as a base to social and governmental
 How did the spread of Christianity
development
eventually lead to the unification
 Describe the effect that early Christianity had on
of the early European
the outlying Asian and European civilizations.
civilizations?
 Analyze the effect of Christianity on the Ancient
world
 Construct a historical understanding of
Christianity and distinguish the positive and
negative aspects that occur when religions spread.
 Critique how Christianity was spread and predict
whether it could be spread in the same way today.
 Compile an understanding of how governments
found it acceptable to adapt to more Christian
societies
The Learner Will:
6. Macedonia

Essential Question (s):
 Compare and discriminate the physical and
cultural changes that were brought about by the
 How is it that some civilizations
are able to survive outside cultural
Macedonian civilization
influences?
 Identify how far reaching the Macedonian
Kingdom was.
 Analyze the Empire of Alexander the Great and
explore his significance on the Middle Ages
 Appraise the influence of Alexander the Great on
the Mediterranean world and how he changed the
lives of so many
 Define and discuss the rise and fall of
6.3.C.3
6.6.D.2,5
11
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Alexander’s empire and what elements of cultural
diffusion were permanent
12
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Topic: The Middle Ages, c. 500 to 1400 CE (AD) Expanding Zones of Exchange and Interaction to 1400 CE
Enduring Understanding: The Learner Will Be Able To:
1. Understand the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society,
including Catholic and Byzantine churches, feudalism, manorialism, the changes that occurred due to the rise of cities, and how technology
during this time period affected these changes.
2. Explain the development of Islam as a religion, a political system, and a culture, including scientific and artistic achievements, impact of trade,
and conflict with Europe.
3. Describe the importance and impact of increased trade among the societies in Africa, Asia and Europe.
4. Understand the significance of the developing cultures of South and East Asia, including Buddhism, The Golden Age in China, The Mongol
Empire and Japan.
5. Analyze the rise of the West African states/Empires of Ghana, Mali and Songhay and compare with changes in Asia, Europe, and the
Americas.
Suggested
Time
5 days
Concepts
Objectives
1. The Early European Empires:
The Germanic Tribes
Essential Question (s):
 Was Charlemagne great?
 How did the rule of the Early
European nations affect the world
today?
 Why did Charlemagne’s attitudes
about education and religion help
the lower classes establish their
identity?
The Learner Will:
 Identify how the rule of Charlemagne and other
leaders changed Europe and influenced the rest of
the world
 Differentiate progress in Europe to the rest of the
world and identify reasoning for the differences
 Explore how the time period affects today
 Compare and discriminate the physical and
cultural changes that shaped the early Germanic
tribes.
 Compare the similarity in attitude about warfare
between the early Germanic tribes and the
Spartans.
 Explain how the early Germanic tribes helped
Core Activities
NJCCCS
(CPI)

6.3.D.1
6.6.D.2-3,6
13
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
5 days
5 days
2. The Early European Empires:
The Nordic Tribes, the Celts,
and the Anglo-Saxons.
Essential Question (s):
 Why is the term “The Dark Ages”
appropriate for this time period in
history on many different levels?
 How would our country be
different if the Vikings, led by
Leif Eriksson, had decided to
colonize North America when
they landed here?
3. The Byzantine Empire
Essential Question (s):
 What are the advantages to having
a civilization that contains many
different types of people and their
cultures?
 Why is geographic location such
an integral component in whether
or not a civilization will be
successful or not?
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
lead to the taking down of the Roman Empire and
open the region to new rule
 Analyze the reconstruction of a social order that
had to take place after the fall of the Roman rule.
 Identify and develop an understanding of the
development of the feudal society
The Learner Will:
 Explain the reasons why the Romans had
problems conquering the Celts.
 Generate ideas about how Christianity traveled to
the British Isles.
 Compare the rule of Charlemagne in mainland
Europe to that of Alfred the Great in England.
 Evaluate the two-class system in England during
this time period.
 Explain what role the Danish Vikings played in
the histories of France and England.
The Learner Will:
 Identify the establishment of Constantinople as
the ‘Eastern Rome’.
 Compare and discriminate the physical and
cultural changes that shaped the Byzantine
Empire.
 Analyze the effect of the Eastern Orthodox
Church on the Byzantine Empire.
 Criticize the later emperors’ decisions that
eventually led to the downfall of the Byzantine
Empire.
 Identify the outreaches of the Byzantine Empire.

6.3.D.1
6.6.C.1-2

14
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
6.3.D.1
6 days
5 days
5 days
4. The Development of Islam
Essential Question (s):
 How was Islam different than
other religions?
 Why is Islam such a popular
religion?
 How has the spread of religion
resulted in the establishment of
new countries or the expansion of
existing borders?
5. The Rise of culture in Eastern
Slavic tribes
Essential Question (s):
 How were the early Muscovites
able to eventually overtake the
Mongols as a result of their
diplomacy?
6. The Rise of the Western African
Empires
Essential Question (s):
 How can trade keep a country
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
The Learner Will:
 Explain how the teachings of Muhammad
eventually became the tenets of the Islamic faith.
 Describe the teachings of the Koran, especially
emphasizing the 5 Pillars of Faith.
 Identify the academic and artistic contributions
made by the early Arabian civilization.
 Explore the intricacies of the religion and how it
influenced the people
 Apply the principles of Islam and explore if the
religion could have spread to other parts of the
world that were heavily ingrained in other
religions
The Learner Will:
 Explain how the early Slavs established their
communities using the abundant timber resources
at their disposal.
 Summarize how early Rus states developed
around the Kiev.
 Compare and discriminate the physical and
cultural changes that shaped the Byzantine
Empire.
 Analyze how the separation between the Rus
Church from other Christian churches during the
time of the Mongol conquest strengthened the
Rus culture.
The Learner Will:
 Identify the physical and cultural changes that
shaped the empires of Ghana, Mali, and Sonhai.
 Describe the commodities that each of these

6.3.D.2
6.5.D.1-3,7
6.6.D.6

6.3.D.4
6.5.B.3-5
6.5.D.1-3,7
6.6.D.6

6.3.D.5
6.5.B.3-5
6.5.D.1-3,7
15
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
from developing enemies?
8 days
6 days
7. First Century Eastern Asia
Essential Question (s):
 The Chinese during the Tang
dynasty were able to not only
exist, but prosper in a culture with
three main religions (or, more
appropriately, philosophies). What
would that take to be successful?
 What are the different ways that
civilizations have been built (by
what monetary means), and do
they have the right to undertake
these operations?
8. The Feudal Society
Essential Question (s):
 How does the acquisition of land
determine lifestyle, both in the
Middle Ages as well as today?
 Why did feudalism not work then,
but could still exist in the world
today?
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
nations used for trade.
 Analyze how Mansa Musa’s pilgrimage united
the people of his country.
 Tell how the advent of new technologies in
warfare led to the fall of the Shonghai Empire.
The Learner Will:
 Compare and contrast the Buddhist, Confucian,
and Tao philosophies.
 Explain how the philosophy of Confucianism
affected the daily ritual of the Chinese during the
Tang and Sung dynasties.
 Explore the lasting effects of the Golden Age of
Chine on modern history.
 Interpret how art reflected the civilization around
it during the Tang dynasty.
 Explain how the building of the Great Wall and
other construction projects during the Qin
dynasty crippled the dynasty into extinction.
The Learner Will:
 Identify and discuss the meaning and significance
of three-tiered system of Feudalism.
 Explain the circumstances that brought about
Feudalism.
 Devise an understanding of how classes were
separated and the feudal societies failed to help
the lower tiers of government
 Interpret the reasons for the fall of feudalism in
Europe
 Construct an explanation of how wealth shifted
from the land system to the money system

6.3.D.4
6.5.D.1-3,7
6.6.D.6

6.3.D.1
6.5.B.3-5
65.A.1,3-5,7
6.5.B.1-4,6
6.5.D.1-3,7
6.6.D.2-7
16
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7 days
6 days
9. The Catholic Church during the
Middle Ages
Essential Question (s):
 How have the Crusades affected
the world today?
 Why did the Crusades fall short of
their mark and what can we learn
from waging a Holy War?
10. The Rise of Trade and new
Technology during the Middle
Ages.
Essential Question (s):
 Was trade positive or negative for
society during the Middle Ages?
 How did the breaking away of the
burghers threaten the nobility and
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
 Outline the components that made up the Manor
during the Feudal times and the responsibilities of
each person located therein.
 Identify the principles and lifestyle necessary to
become a knight.
 Explore the rise of the merchant in feudal society
The Learner Will:

 Develop a historical understanding of history
during the middle ages and how Catholic values
dominated European society
 Examine and discuss the components of the
manor system
 Describe how the Roman Catholic Church
influenced life during the Middle Ages.
 Explore the reasons why the manor system was a
perfect outlet for the church and society
 Tell of the workings of the Inquisition and how it
effected how the Church was viewed.
 Analyze the need for reform in the turn of the
century Church.
 Explain why the Crusades took place the
outcomes of the major Crusades.
The Learner Will:

 Analyze how trade affected the rise of towns in
Europe during the Middle Ages.
 Explore how the rise of a trading society
encouraged the development of the specialized
artisan.
 Relate the formation of the guilds to the modern
day unions.
6.3.D.1
6.5.A.1,35,7
6.5.B.1-4,6
6.5.D.1-3,7
6.6.D.2-7
6.3.D.3
6.5.A.1,35,7
6.5.B.1-4,6
6.5.D.1-3,7
6.6.C.1-2
6.6.D.1-7
17
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.

the Church and how did that
mindset eventually foster the
development of capitalism
Was it moral to be a merchant?
11. The Rise of Monarchies in
Europe during the 1400/1500’s
Essential Question (s):
 Was the fall of feudalism in
Europe a centralization of power
to retain order and control by the
wealthy?
 Why is it necessary for a ruler to
be accommodating and just in
order to survive politically?
6 days
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
 Identify the cultural changes that took place in
Europe during the 1400’s.
 Illustrate the significance of trade and its
differences in the major societies
 Appraise the importance of money as an
advantage over land in the system of wealth
 How were Asian traders treated in foreign lands
as compared to the European traders
The Learner Will:

 Identify the rise of the monarchies as a reaction to
the Feudal system.
 Explain the line of the English monarchy during
the Middle Ages.
 Evaluate how the Magna Carta was the first step
towards the establishment of the British
Parliament and a more democratic society for
England.
 Critique the Magna Carta and its impact on the
medieval world.
 Compare and contrast the Magna Carta to other
historical documents including the declaration of
the rights of man, the Seneca falls declaration,
and the Declaration of Independence
 Explore how the tensions between England and
France resulted in the Hundred Years’ War and
look at how it impacted the rest of Europe at that
time.
 Examine and assess the development of a push to
secure foreign lands to attain resources and riches
6.3.D.1
6.5.A.1,3-5
6.5.B.1-4,6
6.6.D.2-7
18
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Topic: The Age of Global Encounters (1400-1750)
Enduring Understanding: The Learner Will Be Able To:
1. Understand the significance of the Age of Reason as it signified the change of western society
2. Identify and discuss the purpose of the change in life in the west, and how life became focused on a rebirth of a more open system while other
places in the world did not advance
3. Examine and assess major contributions of thinkers during the period and how they influenced the birth of new expeditions that fostered colonies
such as the Americas
Suggested
Time
8 days
Concepts
1. The Age of Enlightenment and
Reason
Essential Question (s):
 Is reasoning rational government?
 How had the heavy influences of
both the Church and the reigning
political powers brought about a
reaction from the newly
established middle classes?
 How did the Enlightenment
Thinkers influence society during
the Age of Reason?
 Why did many people begin to
question how things were and
realize a vision of changing things
for the better?
 How did desire change from need
to want?
Objectives
The Learner Will:
 Relate the weakness of the ruling classes to its
eventual demise
 Interpret the significance of the scientific
revolution
 Explain the some of the Enlightenment thoughts
of thinker such as Hobbs, Locke, Voltaire, and
Kant and how their philosophies served an
impetus to the cause for independence.
 Interpret how the humanistic movement was
expressed in both art and literature.
 Connect the democratic movement to the
Enlightenment
Core Activities
NJCCCS
(CPI)

6.3.E.1
6.5.A.1,3-5
6.5.B.1-4,6
6.5.D.1-5,7
6.6.D.2-7
19
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Social Studies Content Matrix
Civics
K
1
2
3
4
5
6
7
Civic Life, Politics, and
Government
American Values and
Principles
The Constitution and
American Democracy
Citizenship
X
International Relations
World History
Historical Understanding
Pre-history
The Ancient Period
The Middle Ages
The Age of Global
Encounters
The Age of Revolutionary
Change
The Era of the Great
Wars
The Modern World
K
1
2
3
4
5
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
8USI
X
9
USII
X
10
USIII
X
11
WH
6
7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
20
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Untied States
History/New Jersey
History
Family and community
life
State and nation
Historical understanding
Three worlds meet
Colonization and
settlement
Revolution and the new
nation
Expansion and reform
Civil war and
reconstruction
American history through
reconstruction:
Foundations of Modern
America
The Industrial Revolution
The emergence of
modern America
The Great Depression
and World War II
K
1
2
3
4
5
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
21
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Postwar years
Contemporary America
Economics
K
1
2
3
4
5
Economic Literacy
Economics and Society
X
X
X
X
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
Personal Financial
Management
Geography
The world in Spatial
Terms
Places and Regions
Physical Systems
Human Systems
Environment and Society
X
K
1
2
3
4
5
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
22
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Reading Forms Matrix
Text
K
1
2
3
4
5
6
7
8
Biography/Autobiography
X
X
X
Reference/Research
X
X
X
Historical Fiction
X
X
X
Mystery
X
X
X
X
X
Science Fiction
9/I
10/II
11/III
12/IV
X
X
X
X
X
X
X
X
X
X
X
X
Fantasy
X
X
X
X
X
Realistic Fiction
X
X
X
X
Fairy Tales
X
X
X
Folk Tales
X
X
X
Myth
X
X
X
Play
X
X
X
X
X
X
X
X
X
X
Poetry
X
X
X
X
X
X
X
Short Story
X
X
X
X
X
X
X
Picture Book
X
X
X
Novels
How To/Technical
X
X
X
X
X
X
X
X
X
X
General Non-Fiction
X
X
X
X
X
X
X
X
X
News Articles/Informational Text
X
X
23
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
24
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
Writing Forms Matrix
Form
K
1
2
3
4
5
6
7
8
9/I
10/II
Letter
X
X
X
X
X
Free writing exploration
X
X
X
X
X
Report
X
X
X
X
Journal
X
X
X
X
X
X
X
Essay
X
X
X
X
X
X
X
X
X
X
X
Play/Skit
11/III
12/IV
X
X
X
X
Editorial
X
X
X
X
Story
X
X
X
X
X
X
X
Poem
X
X
X
X
X
X
X
Advertisement
X
X
X
X
X
Review/Critique
X
X
X
X
X
Article
X
X
Speech
X
X
X
X
X
X
X
How to Sequence
X
X
X
X
X
Narrative
X
X
X
X
X
Expository
X
X
X
X
X
X
X
Persuasive
X
X
X
X
X
X
X
X
25
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
World History (Grade 7) Curriculum
26
Last Revised: August 2005
*All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives.
All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.