MADISON PUBLIC SCHOOL DISTRICT
GRADE 7 Social Studies
Authored by: Richard Newbery and Philip DeLisi
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: Fall, 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
This Madison School District social studies curriculum adheres to the belief that social studies education
should foster, for all students, the ability to understand their world and to have an appreciate for the
heritage of America with a high degree of literacy in civics, history, economics, and geography. Our
curriculum leads students from an understanding of one’s self and one’s immediate surroundings, to the
greater community of Madison and New Jersey, and eventually an understanding of American traditions
and democratic values.
II.
RATIONALE
The purpose of social studies education is to provide students with the opportunity to learn the
knowledge, the abilities and skills, and the beliefs and values needed for competent participation as
citizens.
Kindergarten students will study the concept of family and learn about American holidays and symbols.
In first grade, students will study map skills, basic needs and wants, and community workers. An initial
understanding of history will be learned using the biographies of famous Americans.
In second grade, students will move into the larger community. They will study basic geography, civics,
government and economics. Students will also begin to understand their place in history through
timelines.
In third grade, students explore the history, demographics, geography, resources, and early settlers to New
Jersey.
This leads to our fourth, fifth, and sixth grade study of the United States, with an emphasis on the states
and regions of our country, our government, and our early years as a country. It is our hope that students
in this sixth grade year of social studies will have a firm foundation upon which to recognize patterns such
as cause and effect and social changes throughout various time periods, to understand the rights and
privileges of citizenship, and to demonstrate acceptance and respect for all cultures.
In seventh, eighth and ninth grade, students will explore World History from early man through the
twentieth century. It is our goal through this exploration that students will have a better understanding of
the political, cultural and geographic background to the modern world and the rich legacies that the past
has bestowed on the present.
III.
STUDENT OUTCOMES (Link to Common Core State Standards and New Jersey
Core Curriculum Standards)
Common Core State Standards for Grade 7 (Social Studies)
Reading Standards
Key Ideas and Details

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary
sources.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,
causally).

CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the
same topic.
Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies
texts in the grades 6–8 text complexity band independently and proficiently.
Writing Standards
Text Types and Purposes

CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish
the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.


CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and
supports the argument presented.

CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.

CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.

CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.


CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Production and Distribution of Writing

CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.

CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge

CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and
research.
Range of Writing

CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening Standards
Comprehension and Collaboration

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.

CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.

CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.

CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on topic as needed.

CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted,
modify their own views.

CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.3
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.

CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
New Jersey Core Curriculum Standards
Standard 6.2.8 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and the environment
affect issues across time and cultures. Such knowledge and skills enable students to make informed
decisions as socially and ethically responsible world citizens in the 21st century.
1. The Beginnings of Human Society: Paleolithic and Neolithic Ages
Hunter/gatherers adapted to their physical environments using resources, the natural world, and
technological advancements. The agricultural revolution led to an increase in population, specialization
of labor, new forms of social organization, and the beginning of societies. Archaeology provides
historical and scientific explanations for how ancient people lived.
A. Civics, Government, and Human Rights
6.2.8.A.1.a
Compare and contrast the social organization of early hunters/gatherers and those who lived in early
agrarian societies.
B. Geography, People, and the Environment
6.2.8.B.1.a
Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia,
Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of
societies.
C. Economics, Innovation, and Technology
6.2.8.C.1.a
Relate the agricultural revolution (including the impact of food surplus from farming) to population
growth and the subsequent development of civilizations.
6.2.8.C.1.b
Determine the impact of technological advancements on hunter/gatherer and agrarian societies.
D. History, Culture, and Perspectives
6.2.8.D.1.a
Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative
length of time.
6.2.8.D.1.b
Relate the development of language and forms of writing to the expression of ideas, creation of
cultural identity, and development of more complex social structures.
6.2.8.D.1.c
Explain how archaeological discoveries are used to develop and enhance understanding of life prior to
written records.
2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
A. Civics, Government, and Human Rights
6.2.8.A.2.a
Explain why different ancient river valley civilizations developed similar forms of government.
6.2.8.A.2.b
Explain how codifying laws met the needs of ancient river valley societies.
6.2.8.A.2.c
Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
B. Geography, People, and the Environment
6.2.8.B.2.a
Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
6.2.8.B.2.b
Compare and contrast physical and political maps of ancient river valley civilizations and their
modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River
Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the
geopolitical impact of these civilizations, then and now.
C. Economics, Innovation, and Technology
6.2.8.C.2.a
Explain how technological advancements led to greater economic specialization, improved weaponry,
trade, and the development of a class system in ancient river valley civilizations.
D. History, Culture, and Perspectives
6.2.8.D.2.a
Analyze the impact of religion on daily life, government, and culture in various ancient river valley
civilizations.
6.2.8.D.2.b
Explain how the development of written language transformed all aspects of life in ancient river valley
civilizations.
6.2.8.D.2.c
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and
determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d
Justify which of the major achievements of the ancient river valley civilizations represent the most
enduring legacies.
3. The Classical Civilizations of the Mediterranean World, India, and China
Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring
world religions emerged, during the era of classical civilizations. Classical civilizations declined as a
result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.
A. Civics, Government, and Human Rights
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control
and unify their expanding empires.
6.2.8.A.3.b
Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the
political, economic, and social structures of classical civilizations.
6.2.8.A.3.c
Determine the foundational concepts and principles of Athenian democracy and the Roman Republic
that later influenced the development of the United States Constitution.
6.2.8.A.3.d
Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United
States citizens today, and evaluate how citizens perceived the principles of liberty and equality then
and now.
6.2.8.A.3.e
Compare and contrast the American legal system and the legal systems of classical civilizations, and
determine the extent to which the early systems influenced the current legal system.
B. Geography, People, and the Environment
6.2.8.B.3.a
Determine how geography and the availability of natural resources influenced the development of the
political, economic, and cultural systems of each of the classical civilizations and provided motivation
for expansion.
6.2.8.B.3.b
Explain how geography and the availability of natural resources led to both the development of Greek
city-states and to their demise.
C. Economics, Innovation, and Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India,
and China.
6.2.8.C.3.b
Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c
Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in
urban areas, and to allow for greater division of labor.
D. History, Culture, and Perspectives
6.2.8.D.3.a
Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and
equality.
6.2.8.D.3.c
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta
India, and Han China.
6.2.8.D.3.d
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that
represent world legacies.
6.2.8.D.3.e
Compare and contrast the tenets of various world religions that developed in or around this time
period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their
patterns of expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f
Determine the extent to which religions, mythologies, and other belief systems shaped the values of
classical societies.
4. Expanding Exchanges and Encounters
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of
interregional trade, cultural exchanges, new technologies, urbanization, and centralized political
organization. The rise and spread of new belief systems unified societies, but they also became a major
source of tension and conflict. While commercial and agricultural improvements created new wealth and
opportunities for the empires, most people’s daily lives remained unchanged.
A. Civics, Government, and Human Rights
6.2.8.A.4.b
Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each
in promoting social, economic, and political order.
6.2.8.A.4.c
Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta,
parliament, and the development of habeas corpus and an independent judiciary) on modern
democratic thought and institutions.
IV.
ESSENTIAL QUESTIONS AND CONTENT
Early Man – “The Dawn of Man Through The Agricultural Revolution”
4,000,000-10,000 B.C.E.
 What factors contributed to the transition from the Paleolithic to the Neolithic Era?
 What characteristics of early hominids differentiated them from the primates and eventually from
one another?
 What are the characteristics of civilization and village and city life?
 How are archeological discoveries used to further our knowledge of the ancient world?
Mesopotamia – “The Agricultural Revolution Through The Egyptian Empire”10,000-5000 B.C.E.
 What beneficial geographical features drew early man to settle on the Tigris and Euphrates
Rivers?




How were the rivers used to enhance the economy of the region?
How did Hammurabi’s Code give order to society, and how does that system compare to other
civilizations?
How are archeological discoveries used to further our knowledge of the ancient world?
What legacies of ancient Mesopotamia influence our society today?
Egypt – “The Age of Pyramids Through The Rise of Rome”
5000-500 B.C.E.
 What beneficial geographical features drew early man to settle in the Nile River Valley?
 How was the social structure of ancient Egypt established, and what was the role of the Pharaoh?
 Why were the pyramids so important to the cultural, societal, economic and religious aspects of
the Egyptian world?
 How are archeological discoveries used to further our knowledge of the ancient world?
 What legacies of ancient Egypt influence our society today?
Greece – “The Trojan War Through Alexander The Great”
1200-300 B.C.E.
 What role did geography play in the rise of the city-state?
 What role did mythology play in the lives of the people of ancient Greece?
 What were the pros and cons of early democratic government in ancient Greece?
 What are the defining characteristics of the three Greek orders of architecture?
 Why are the Iliad and the Odyssey still considered masterpieces of western literature?
 What factors led to, and what were the characteristics of the Golden Age of Greece?
 What factors led to the spread of Greek culture throughout the Mediterranean World?
 How are archeological discoveries used to further our knowledge of the ancient world?
 What legacies of ancient Greece influence our society today?
Rome – “The Roman Republic Through The Fall Of The Empire”
500 B.C.E. - 500C.E.
 What role did geography play in the rise of the Roman Empire?
 How does the organization of the Roman Republic compare to the government of the United
States of America?
 How was the Roman Empire organized?
 How were Roman cities designed to account for the needs of the citizens?
 What led to the collapse of the Roman Empire?
 How are archeological discoveries used to further our knowledge of the ancient world?
 What legacies of ancient Rome influence our society today?
Middle Ages – “The Fall Of The Roman Empire Through The Renaissance” 500-1500 C.E.
 What was the purpose and design of castle-centered communities?
 How does castle life and manor life compare?
 How was the Feudal System organized?
 How are archeological discoveries used to further our knowledge of the ancient world?
 What legacies of the Middle Ages influence our society today?
V.
STRATEGIES
1.
2.
3.
4.
5.
6.
7.
Reading primary and secondary sources
Individual projects
Cooperative learning strategies including partner work, small and large group projects
Media-based lessons including virtual tours, streaming video and WebQuests
Simulations theatrical productions
Research projects
Oral presentations and written assignments
VI.
EVALUATION
VII.
REQUIRED RESOURCES
1.
2.
3.
4.
5.
6.
7.
Tests and quizzes
Projects
Presentations
Essays
Homework
Notebook checks
In class assignments
Textbooks:
Bower, Bert, and Jim Lobdell. History Alive: The Ancient World. Teachers’ Curriculum
Institute, California: 2002.
Supplemental Sources:
Beyer, Barry K., et. al. Eastern Hemisphere: The World Around Us. Macmillan Publishing
Company, New York: 1990.
Databases:
ABC CLIO- World History
Facts on File – Online Database
World Book Online Encyclopedia
Videos:
Engineering an Empire the series
VIII. SCOPE AND SEQUENCE

Early Man – “The Dawn of Man Through The Agricultural Revolution”
o 4,000,000-10,000 B.C.E.
 Social structure
 Customs and culture
 Family/clan organization
o Roles of men, women and children
o Patriarch/Chieftain
 Religion
 Totem worship
o Cave art
o Shaman
 Geography
 Out of Africa theory – human migration
 Historical timeline
(5 weeks)





Human evolution
Paleolithic
o Early hominids
 Neolithic
o Hunter-gatherers
o Agricultural Revolution
o Permanent settlements/villages
o Domestication of animals
o Specialization
Archeological discoveries
 Lucy
 Don Johanson
 Technological advancements
 Stone Age artifacts
Historical legacies
 Permanent settlement in Neolithic villages
 Civilization
 Technological advances
 Societal stratification
Mesopotamia – “The Agricultural Revolution Through The Egyptian Empire”
o 10,000-5000 B.C.E.
 Social structure
 City state
 Everyday life
 Advent of kingship
 Roles of men, women and children
 Law/Government
 Kingship
 Hammurabi’s Code
 The Ten Commandments
 Economics
 Barter system
 Trade
 Architecture
 Mud brick
 Ziggurats
 Religion
 Polytheism vs monotheism
 Importance of Ziggurats
 The Birth of Judaism
 The Ten Commandments
 Abraham
 Moses
 Solomon
 David
 Education
 Children’s education
 Written language
 Cuneiform
(5 weeks)





 Role of the scribe
Geography
 The Fertile Crescent
 Tigris and Euphrates Rivers
 Ur
 Summer
 Babylon
 Jerusalem
 Canaan
Historical timeline
 Sumerians
 Rise of City States
 Cuneiform
 Code of Hammurabi
 Moses and the Ten Commandments
 Monotheism and Judaism
 Babylonia
Archeological Discoveries
 Ur
 Summer
 Babylon
 Hammurabi’s Stele
 Hanging Gardens of Babylon
 Ziggurats
Historical legacies
 Religion
 Writing
 Technological and scientific advances
 Farming
Egypt – “The Age of Pyramids Through The Rise of Rome”
o 5000-500 B.C.E.
 Social structure
 Social Pyramid
 Everyday life
 The Pharaoh
 The roles of men, women, children and slaves
 Law/Government
 Pharaoh, governors and viziers
 Economics
 Agricultural economy
o Irrigation
 Annual inundation
 The Nile’s role
 Duties during the non-growing season
 Architecture
 The Pyramids
 Temples
 The Valley of the Kings
 Obelisks
(8 weeks)









Religion
 Pharaoh as god
 Mythology and its purpose
 Mummification and the afterlife
Education
 Scribe training
Written language
 Hieroglyphics
 Papyrus
 Rosetta Stone
 Jean Francois Champollion
Geography
 Role of the Nile River
o The Nile Delta
o The Nile River Valley
o Annual Inundation
Historical timeline
 Early settlement
 The Old Kingdom aka “The Age of Pyramids”
 The Middle Kingdom
 The Hyksos Invasion
 The New Kingdom
 Alexander the Great
 Cleopatra and the Roman Empire
Archeological Discoveries
 Rosetta Stone
 King Tut’s Tomb
 Howard Carter
 Valley of the Kings
 The Pyramids
 Hieroglyphics
The Arts
 Two Dimensional
 Funerary art
Historical Legacies
 Pyramids
 Archeological Discoveries
 Foundation of civilization
 Science and astronomy
Greece – “The Trojan War Through Alexander The Great”
o 1200-300 B.C.E.
 Social structure
 King
 Artisans
 Middle Class
 Soldiers
 Women
 Slaves
 Law/Government
(8 weeks)











Monarchy
Oligarchy
Democracy
o Direct democracy vs Representative democracy
o Voting rights
o Trial by jury
 Tyranny
 Aristocracy
Economics
 Trade
 Importance of the sea
o Sharing of ideas
Architecture
 Three orders of Classical Greek Architecture
o Doric
o Corinthian
o Ionic
Everyday life
 Importance of the sea
 City States
o Athens vs Sparta
 Polis
 Agora
 Acropolis
 Ancient Olympics
Religion
 Polytheism
 Mythology
o Role of myths in understanding the world
Education
 Children in school
 Philosophy
o Socrates
o Plato
o Aristotle
Written language
 Phoenicia
 Greek alphabet
Geography
 Aegean World
 Attica
 Peloponnesus
 Crete
 Rhodes
Historical timeline
 Trojan War
 First Olympics
 Persian Wars
 Golden Age of Greece
 Peloponnesian War
 Alexander the Great
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Archeological Discoveries
 Greek alphabet
 Heinrich Schliemann
o Knossos
o Troy
 Athens
 Polis
 Agora
 The Acropolis at Athens
Literature
 The Iliad
 The Odyssey
The Arts
 Theater
o Comedy
o Tragedy
Historical Legacies
 Literature
 Theater
 Olympic Games
 Philosophy
 Democracy
 Mythology
 Language
Rome – “The Roman Republic Through The Fall Of The Empire”
o 500 B.C.E. - 500C.E.
 Social structure
 Emperor
 Patrician
 Plebian
 Soldiers
 Women
 Slaves
 Law/Government
 Tyranny
 Roman Republic
o Senate
o Assembly
o Tribunes
o Council
 Roman Empire
o Provinces
o Regions
 Economics
 Infrastructure
 Trade
 Currency
 Architecture
 Coliseum
 Aqueducts
(8 weeks)
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 City planning
 Forum
 Circus Maximus
 Roman house
Everyday life
 The market
 Gladiatorial Games
 Emperor’s Triumph
Religion
 Polytheism
 Mythology
o Role of mythology in understanding the world
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Education
 Children’s education
Written language
 Latin
 Roman numerals
 Calendar system
Geography
 The Mediterranean World
 The Po Valley
 The Alps
Historical timeline
 Establishment of the Republic
 The Roman Empire
 Punic Wars
 Rise of Julius Caesar
 Rise of Augustus Caesar
 Pax Romana
 Birth of Christianity
 Fall of Rome
Archeological Discoveries
 The Coliseum
 The Pantheon
 Pompeii
 Herculaneum
Literature
 The Aneid
The Arts
 Sculpture
 Roman columns
Historical Legacies
 The Republic
 Architecture
 Language
 Religion
 Romance languages
Middle Ages – “The Fall Of The Roman Empire Through The Renaissance”
(5 weeks)
o
500-1500 C.E.
 Social structure
 King
 Knights
 Feudalism
o Lords
o Fiefs
o Vassals
o Serfs
 Law/Government
 Magna Carta
 Economics
 Feudalism
 Growth of towns and guilds
 Apprentice
 Journeyman
 Everyday life
 Castle life
 Manor life
 Role of the Church
 Monastic life
 Religion
 Christianity
 Monotheism vs polytheism
 Geography
 Major river systems
 Major Mountain ranges
 Varied climates
 Historical timeline
 Charlemagne
 The Vikings
 Feudalism
 The Dark Ages
 The Age of Faith
 The Crusades
 Age of Discovery
 Architecture
 Cathedrals
 Castles
 City planning
 Historical legacies
 Christianity
 The Crusades
 Magna Carta