Social Studies Grade 7 Curriculum Guide
Unit 1 Overview
Unit Title: Europe During Medieval Times
Unit Time Frame: 5 weeks (50 minutes per day)
Unit Priority Standards
SOC.07.01 Explain how cultures change to accommodate different ideas and beliefs.
SOC.07.02 Understand the fundamental tenets and practices of the belief systems of the scope of this
course and the relationship of beliefs, values, and culture.
SOC.07.03 Analyze a variety of historical sources and engage in historical analysis and interpretation.
SOC.07.04 Understand the major characteristics, developments, contributions and historical influence of
feudal Europe….
SOC.07.06 Evaluate the importance of different points of view, self-interest, and global distribution of
natural resources.
SOC.07.07 Demonstrate an understanding of concepts such as role, status, and social class in describing
the interactions of individuals and social groups.
SOC.07.08 Identify and give examples of the political, economic, and social characteristics of various
forms of government.
Understand various purposes and forms of government of this time period by comparing and contrasting
them to the US government.
Examine how characteristics of the Roman Republic and Empire are reflected in the law, government,
economy, and society of the United States.
Unit Big Ideas/Enduring Understandings
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The culture and ideas of the Roman Empire are still important today.
The church was central to life in the Middle Ages.
Feudalism developed to provide protection and order.
Feudalism declined as a result of plague, the Hundred Years’ War, and discontent with feudal power
structures. Along with population, there was a shift of political and socio-economic power to towns
and urban centers.
 Like Western Europe, the Byzantine Empire drew on Rome’s legacy.
 The Byzantine Empire’s strategic economic location in Constantinople and conflicts over religious
beliefs led to a permanent division between the Eastern Orthodox and Roman Catholic Church.
Unit Essential Questions
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How do political, religious, and economic institutions affect social structures?
How and why do societies organize themselves into hierarchical structures?
How (why) do developing societies adapt earlier institutions to meet their needs?
Why do social, economic, and political systems fail and how do societies cope with their collapse?
What are the causes of urbanization?
How do geography and location impact the development of cities?
What causes societies and their institutions to become divided?
Unit Academic Vocabulary (Italicized words are used on assessments.)
architecture, engineering, philosophy, aqueduct, cathedral, feudalism, loyalty, lord, vassal, knight,
peasant, serf, commoner, barbarian, specialization, pope, manor, duke, earl, king/monarch, chivalry,
divine right of kings, hierarchy, clergy, Christianity, priest, cardinal, archbishop, bishop, cathedral,
monastery, monasticism, excommunicate, illuminated manuscript, guild, apprentice, journeyman, noble,
barter, cottage industry, common law, bubonic plague, commerce, merchants, urbanization, market
economy, capitalism, mercantilism, Charlemagne, Constantinople, patriarch, Hagia Sophia, Byzantine,
Roman Catholic Church, Eastern Orthodox Church, sacrament, Jesus, Joan of Arc, King John, Richard
the Lionhearted, Hundred Years War, Holy Roman Empire, natural law Justinian I, Justinian’s Code,
Magna Carta, heretic, habeus corpus, icon, iconoclasm, schism
Unit Pre-assessment
See Pre-Assessment Strategies under January 2009:
http://inside.curriculum.pps.k12.or.us/.docs/pg/12677
Suggestion: Because this unit includes many topics, it might be best to pre-assess lesson one alone,
lessons two and three together, and lessons four, five and six each separately-- just before each is
taught.
Before beginning each lesson, post several chart papers with the chapter title written in the middle. On
half of them, add key vocabulary terms on spokes (visuals for the vocabulary would even be better.) On
the other half, add lesson questions.
Provide large sticky notes at each table. Have students write explanations of the terms or responses to
the questions and then stick them on the charts. Tell students to write their names on the notes before
putting them up. Explain and model how you want students to leave their seats and post their comments.
Looking at student responses will alert you to students who might have so much actual content
knowledge they should be given the lesson test right away. If they score well, in your professional
judgment, look for a project on teachtci.com (see support document Grade 7 Social Studies Enrichment
Resources Unit One.)
Debrief the activity by starting the word wall and by sharing predictions about topics that are reflected in
the responses to the lesson questions.
Supplemental Resources:
Nystrom Desk Atlas and Teacher Binder (shared building resource)
7th Grade History Alive and Desk Atlas Correlation Document
If students need more review of Ancient Rome: Ancient Civilizations for Children-Ancient RomeSchlessinger or specific topic streaming video from Discovery and 360
“Life in the Middle Ages” DVD series includes Teacher Guide and Spanish Language Track
A History of the Middle Ages; Social Structure in the Middle Ages; The Serf; The Monk; The Merchant;
The Noble; The Knight; The Doctor
Other DVDs and streaming video from Discovery and 360
Multimedia Library online @ http://www-av.pps.k12.or.us
Grade 7 Government Comparison Matrix
Social Science Analysis Embedded in Grade 7 Daily Instruction
Teacher-made video guide for Social Structure included in Curriculum Guide
Grades 6-8 Social Studies Related Titles with Reading Levels from MultCoLib
Grades 6-8 SS Related Fiction with Reading Levels from MultCoLib
Differentiation Support
http://groups.teachtci.com/ Look under The Medieval World and Beyond by chapter for specific ideas to
support each lesson
Grade 7 Social Studies Enrichment Resources Unit One