2012-2013 7th Grade Ancient Civilizations Course Guidelines
Instructor: Mr. Johnson
Room: 230
School Year: 2012-2013
Email: mrjohnsonaisegypt@yahoo.com
Website: http://aisancientciv.wordpress.com
Course: 7th Grade Ancient Civilizations
Textbook: World Studies, The Ancient World
Course Description:
In seventh grade social studies, students explore the historical development of people, places, and patterns of life
from ancient times through the beginnings of the modern world. A grade seven student surveys early human history,
and civilizations, the impact of farming, the development of cities, city-states, and kingdoms. Students in grade
seven expand their understanding of history by studying the people and event that ushered in the dawn of the major
Western and non-Western ancient civilizations. Specific areas of focus include ancient Egypt, ancient China,
Harappa, Indus River Valley, Mesopotamia, Phoenicia, Minoan-Mycenae, Greece, Rome, the Byzantine Empire,
and the rise of the Islamic Civilization.
Internationalism in Ancient Civilizations
Throughout the course of the school year the concept of becoming a global citizen will be emphasized.
To become a global citizen, students will learn about the impact different cultures had shaping the world
into what it is today. Students will study the accomplishments of Sumer, Babylon, Assyrians, Egyptians,
Persians, Macedonians, Greeks, Romans, Byzantine, Indus River Valley, and ancient China to discover
what impact each civilization had on their moment in time and future generations. Along with studying
the contributions of each civilization, students will learn about how civilizations interacted with each
other, positively or negatively, to create historical parallels with the ancient world and modern society.
Linking the accomplishments of ancient civilizations found all over the world and modern society will
give students a better understanding of different cultures, which in turn will give students a better global
perspective.
Course Curriculum and Term-by-Term Breakdown of Content
World History and Geography to 1000 CE
TERMS ONE, TWO, THREE AND FOUR
These standards will enable students to explore the historical development of people, places, and patterns
of life from ancient times until 1500 A.D. (C.E.) in terms of the impact on Western civilization.
The study of history rests on knowledge of dates, names, places, events, and ideas. Historical
understanding, however, requires students to engage in historical thinking, raise questions, and marshal
evidence in support of their answers. Students engaged in historical thinking draw upon chronological
thinking, historical comprehension, historical analysis and interpretation, historical research, and decision
making. These skills are developed through the study of significant historical substance from the era or
society being studied.
WHI.1
The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make
generalizations about events and life in world history to 1500 A.D. (C.E.);
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
the world and interpret the past to 1500 A.D. (C.E.);
c) identifying major geographic features important to the study of world history to 1500 A.D.
(C.E.);
d) identifying and comparing political boundaries with the locations of civilizations, empires,
and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.);
e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D.
(C.E.);
f) analyzing the impact of economic forces, including taxation, government spending, trade,
resources, and monetary systems, on events to 1500 A.D. (C.E.).
TERM ONE
Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.)
WHI.2
The student will demonstrate knowledge of early development of humankind from the
Paleolithic Era to the agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
d) explaining how archaeological discoveries are changing present-day knowledge of early
peoples.
WHI.3
The student will demonstrate knowledge of ancient river valley civilizations, including those of
Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews,
Phoenicians, and Nubians, by
a) locating these civilizations in time and place;
b) describing the development of social, political, and economic patterns, including slavery;
c) explaining the development of religious traditions;
d) describing the origins, beliefs, traditions, customs, and spread of Judaism;
e) explaining the development of language and writing.
Era II: Classical Civilizations and Rise of Religious Traditions, 1000 B.C. (B.C.E.) to 500 A.D. (C.E.)
TERM TWO
WHI.4
The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms
of chronology, geography, social structures, government, economy, religion, and contributions
to later civilizations by
a) describing Persia, including Zoroastrianism and the development of an imperial
bureaucracy;
b) describing India, with emphasis on the Aryan migrations and the caste system;
c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;
d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;
e) describing China, with emphasis on the development of an empire and the construction of
the Great Wall;
f) describing the impact of Confucianism, Taoism, and Buddhism.
WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western
civilization by
a) assessing the influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies;
b) describing Greek mythology and religion;
c) identifying the social structure and role of slavery, explaining the significance of
citizenship and the development of democracy, and comparing the city-states of Athens and
Sparta;
d) evaluating the significance of the Persian and Peloponnesian wars;
e) characterizing life in Athens during the Golden Age of Pericles;
f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics,
and philosophy, with emphasis on Socrates, Plato, and Aristotle;
g) explaining the conquest of Greece by Macedonia and the formation and spread of
Hellenistic culture by Alexander the Great.
TERM THREE
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to
500 A.D. (C.E.) in terms of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political
development;
b) describing Roman mythology and religion;
c) explaining the social structure and role of slavery, significance of citizenship, and the
development of democratic features in the government of the Roman Republic;
d) sequencing events leading to Roman military domination of the Mediterranean basin and
Western Europe and the spread of Roman culture in these areas;
e) assessing the impact of military conquests on the army, economy, and social structure of
Rome;
f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the
rise of imperial monarchs;
g) explaining the economic, social, and political impact of the Pax Romana;
h) describing the origin, beliefs, traditions, customs, and spread of Christianity;
i) explaining the development and significance of the Church in the late Roman Empire;
j) listing contributions in art and architecture, technology and science, medicine, literature
and history, language, religious institutions, and law;
k) citing the reasons for the decline and fall of the Western Roman Empire.
Era III: Postclassical Civilizations, 300 to 1000 A.D. (C.E.)
WHI.7
The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to
1000 A.D. (C.E.) by
a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire;
b) identifying Justinian and his contributions, including the codification of Roman law, and
describing the expansion of the Byzantine Empire and economy;
c) characterizing Byzantine art and architecture and the preservation of Greek and Roman
traditions;
d) explaining disputes that led to the split between the Roman Catholic Church and the Greek
Orthodox Church;
e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern
Europe.
TERM FOUR
WHI.8
The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D.
(C.E.) by
a) describing the origin, beliefs, traditions, customs, and spread of Islam;
b) assessing the influence of geography on Islamic economic, social, and political
development, including the impact of conquest and trade;
c) identifying historical turning points that affected the spread and influence of Islamic
civilization, with emphasis on the Sunni-Shi’a division and the Battle of Tours;
d) citing cultural and scientific contributions and achievements of Islamic civilization.
WHI.9
The student will demonstrate knowledge of Western Europe during the Middle Ages from
about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by
a) sequencing events related to the spread and influence of Christianity and the Catholic
Church throughout Europe;
b) explaining the structure of feudal society and its economic, social, and political effects;
c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea
of the Roman Empire;
d) sequencing events related to the invasions, settlements, and influence of migratory groups,
including Angles, Saxons, Magyars, and Vikings.
Overnight Field Trip to Luxor and Aswan
In addition to the Ancient Egypt unit students will take a weeklong field trip to Luxor and Aswan. While on the trip
student visit important historical sites of the New Kingdom. They will visit The Valley of the Kings, Edfu Temple,
Karnack Temple, Luxor Temple, Hatshepsut Temple, Philae Temple and the Aswan Dam. In addition to site seeing
all students will be required to complete activities packet containing information on all-important historical sites.
Once back in Cairo students will put into their experiences into an I-Movie.
Classroom Expectations:

Be respectful of everyone

Be prepared

Be on time

Be a positive influence
Expectations of the Teacher:

Be fair and consistent

Be available for extra help

Be prepared every day to teach

Willingness to listen to the students and their concerns

Get work graded and returned in a timely manner
Classroom Rules:

English Only
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Be Respectful!!!!!!

Eliminate Distractions
o
NO other work is done while in class
o
NO cell phones or iPods
o
NO food or drink
o
Keep to yourself.
o
Do not speak when others are talking.
o
Only speak to contribute to the class.
FOCUS
Classroom Discipline Policy, “Three strikes and you’re out”!!!!!

Strike One: In the event of breakage of a classroom rule a warning will be issued. I will then ask the
student to talk to me briefly after class to discuss what went wrong.

Strike Two: If a classroom rule is broken twice a student will serve a lunch detention in Mr. Johnson’s
classroom.

Strike Three: Occurs once a student receives 5 or more lunch detentions his or her parent will be contacted
by Mr. Johnson
o
If a student continues to misbehave in class a student will be sent directly to the principal’s office.
o
Please Note: This cycle does not repeat itself. If a student obtains three strikes and they violate a
rule again, no warnings will be given.
o
In the event of an honor code violation or fighting students will be sent directly to the office.
Grading Procedure:

Term grades will be determined by an overall point system. All points earned will be added at the end of
the term and then divided by the overall possible points. For example if a student earns a 90/100 points
their final term grade would a 90% A-.
Assignments:
Homework: Students will be given homework, two or three times a rotation, which is expected to be turned in the
following class period unless, told otherwise. No lateness will be tolerated!!!!!

Classwork: Students will be given assignments in class frequently. Many of which will be assigned for
homework.

Quizzes: Will be given periodically throughout the school year. Notification may or may not be given.

Tests: Will be given every two to three weeks depending on the length of the unit. Students will be given
a one week notice prior to the test date. In the event of an absence students are required to arrange a time to
make up the test. If they do not arrange a time a zero will be given.

Projects and use of Technology: Will be given periodically throughout the school year. The length of
time given to complete will be determined by the size of the assignment. Rubrics and grading criteria will
be handed out at the beginning of each project. Projects given will either be individual or group
assignments. Types of projects will include current events, Power Point presentations, I-Movies,
persuasive speeches, and informative essays.

Classroom Participation: Active participation is a very important part of every class and Ancient
Civilizations is no exception. Students will be assessed on their participation daily and will be required to
participate in daily discussions, debates, group activities, and be prepared for every class. Class
participation will be added to Engrade every 2 weeks.

Notebook Checks: Organization is an important part of becoming a good student; therefore notebook
checks will be given once a rotation, during first term. After the completion of the first term they will be
given at the end of each unit.

ENGRADE: Students grades will be updated on www.engrade.com every couple of weeks. Information
on how to register will be given within the first two weeks of term one.

Late Assignments: In the event of an absence or failure to turn in an assignment on time students have to
fill out a late work permission form or else no credit will be given for that assignment. Please note that all
AISE policies regarding late assignments will be enforced. Filling out the late work form does not
guarantee the assignment will be accepted.
Appointments: If you need to schedule an appointment please do not hesitate to make the necessary
arrangements. To arrange a parent conference you can contact the middle school office or contact Mr. Johnson by
email at mrjohnsonaisegypt@yahoo.com.
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** Homework Assignment: Students need to read this paper with their parents this evening and bring it back
signed and dated next class period. No lateness will be tolerated. This assignment is worth 10 points. Students are
to keep the syllabus and bring back only this page.
Name of Student ____________________________________________________________________________
Parents Signature: _________________________________________ Date ____________________
Students Signature _________________________________________ Date ____________________