NORTH ARLINGTON
GRADE 7 CURRICULUM
Revised August 2012
North Arlington Public Schools
Content Area SS
Target Course/Grade level Grade 7
Unit Title The Roman World
Essential Questions How did Rome become the dominant power in the Mediterranean region? Why did the Roman Empire fall and what is its
legacy?
Unit Overview The students will learn about the rise and fall of Rome while studying about the spread of Christianity throughout the region.
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.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.
Lessons and Activities
The learning experiences that will
facilitate engagement and
achievement
Unit Learning Targets
As a result of this segment of
learning, students will…
Standards/
CPI’s
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Students will learn about the
Roman Empire grew from a
small city to a powerful
empire.
Students will analyze the
importance of legend,
geography and politics in the
growth of Rome.
Students will learn about the
conversion of Rome from a
republic to an empire.
Students will analyze religion
in the empire and the growth
of Christianity into Rome’s
official religion.
Students will understand
how internal and external
factors caused the collapse
of the Roman Empire.
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Discussion
Independent learning
Group work
Map review
Evidence of
Learning
Formative and
Summative measures
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Homework
Test
Quiz
Project
Assessment
Group work
Resources
Books, articles, text, etc.
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Text book
Homer
(1998). The
Iliad. N.Y.C.,
N.Y.: Penguin
Classics .
ISBN
0140275363
Homer
(1997). The
Odyssey.
N.Y.C., N.Y.:
Penguin
Classics. ISBN
0140268863
“Gladiator”
(2000)
North Arlington Public Schools
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.
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
North Arlington Public Schools
globalization.
6.2.8.D.3.f
Determine the extent to which religions,
mythologies,and other belief systems
shaped the values of classical societies.
North Arlington Public Schools
Content Area SS
Target Course/Grade level Grade 7
Unit Title Islamic and African Civilizations
Essential Questions How were Muslim leaders able to spread Islam and create and empire? What factors shaped early African civilizations?
Unit Overview The students will learn about the rise and spread of Islam and it directly affected the kingdoms of West Africa.
6.2.8.A.4.a
Analyze the role of religion and other means
rulers used to unify and centrally govern
expanding territories with diverse
population.
6.2.8.B.4.a
Explain how geography influenced the
development of the political, economic, and
cultural centers of each empire and well as
the empires’ relationships with other parts
of the world.
6.2.8.B.4.b
Assess how maritime and overland trade
routes (i.e., the African caravan and Silk
Road) impacted urbanization,
transportation, communication, and the
development of international trade centers.
6.2.8.B.4.c
Determine how Africa’s physical geography
and natural resources posed challenges and
opportunities for trade and development.
6.2.8.B.4.d
Explain why the Arabian Peninsula’s physical
features and location made it the epicenter
of Afro-Eurasian trade and fostered the
spread of Islam into Africa, Europe, and Asia.
Lessons and Activities
The learning experiences that will
facilitate engagement and
achievement
Unit Learning Targets
As a result of this segment of
learning, students will…
Standards/
CPI’s
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Students will learn about the
beginnings of Islam in Arabia
with Muhammad.
Students will understand the
laws and traditions of the
Islamic faith as outlined in
the Qur’an.
Students will learn about
how Islam shaped three
major empires while making
important contributions to
science, art and literature.
Students will analyze the
culture, trade, resources and
everlasting influence West
African societies had on the
world.
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Discussion
Independent learning
Group work
Map review
Evidence of
Learning
Formative and
Summative measures
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Homework
Test
Quiz
Project
Assessment
Group work
Map work
Resources
Books, articles, text, etc.
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Text book
Qur’an
excerpts
Examples of
Islamic art
and
architecture
History.com
video “Hajj”
North Arlington Public Schools
6.2.8.B.4.e
Analyze the motivations for civilizations
to modify the environment, determine
the positive and negative consequences
of environmental changes made during
this time period, and relate these
changes to current environmental
challenges.
6.2.8.C.4.e
Determine the extent to which
interaction between the Islamic world
and medieval Europe increased trade,
enhanced technology innovation, and
impacted scientific thought and the arts.
6.2.8.D.4.b
Analyze how religion both unified and
divided people.
6.2.8.D.4.c
Analyze the role of religion and
economics in shaping each empire’s
social hierarchy, and evaluate the impact
these hierarchical structures had on the
lives of various groups of people.
6.2.8.D.4.i
Explain how and why Islam spread in
Africa, the significance of Timbuktu to
the development and spread of learning,
and the impact Islam continues to have
on African society.
North Arlington Public Schools
Content Area SS
Target Course/Grade level Grade 7
Unit Title Empires of Asia and the Americas
Essential Questions How did China change after the fall of the Han Dynasty? How did the Japanese blend borrowed customs and native
traditions into a unique culture? What led to the development of complex societies in the Americas?
Unit Overview The students will learn about the history and culture of the people of China, Japan and the early Americas.
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.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.
6.2.8.A.4.a
Analyze the role of religion and other means
rulers used to unify and centrally govern
expanding territories with diverse
populations.
Lessons and Activities
The learning experiences that will
facilitate engagement and
achievement
Unit Learning Targets
As a result of this segment of
learning, students will…
Standards/
CPI’s
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Students will learn about the
unification and rise of China
under the Sui, Tang and Song
Dynasties.
Students will analyze the
importance of Confucian
thought and Chinese self
rule.
Students will learn about
how Japan rose in power
isolated from Chinese and
Korean influence.
Students will analyze the rise
and decline of the Maya,
Aztec and Inca civilizations
Students will understand
how European settlers
effected the lives of
American civilizations.
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Discussion
Independent learning
Group work
Map review
Evidence of
Learning
Formative and
Summative measures
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Homework
Test
Quiz
Project
Assessment
Group work
Map work
Resources
Books, articles, text, etc.
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Text book
Conquistador
diaries
Murasaki
Shikibu
(1990), The
Tale of Genji.
Vintage. NYC.
ISBN
0679729534
History.com
video
“Genghis
Khan: Terror
and
Conquest”
North Arlington Public Schools
6.2.8.B.4.a
Explain how geography influenced the
development of the political, economic,
and cultural centers of each empire and
well as the empires’ relationships with
other parts of the world.
6.2.8.B.4.b
Assess how maritime and overland trade
routes (i.e., the African caravan and Silk
Road) impacted urbanization,
transportation, communication, and the
development of international trade
centers.
6.2.8.B.4.c
Determine how Africa’s physical
geography and natural resources posed
challenges and opportunities for trade
and development.
6.2.8.B.4.e
Analyze the motivations for civilizations
to modify the environment, determine
the positive and negative consequences
of environmental changes made during
this time period, and relate these
changes to current environmental
challenges.
6.2.8.B.4.f
Explain how the geographies of China
and Japan influenced their development
and their relationship with one another.
6.2.8.B.4.h
Explain how the locations, land forms,
and climates of Mexico, Central America,
and South America affected the
development of Mayan, Aztec, and Incan
societies, cultures, and economies.
6.2.8.C.4.a
Explain the interrelationships among
North Arlington Public Schools
improved agricultural production,
population growth, urbanization, and
commercialization.
6.2.8.C.4.b
Analyze how trade, technology, the
availability of natural resources, and
contact with other civilizations affected
the development of empires in Eurasia
and the Americas.
6.2.8.D.4.a
Explain how contact between nomadic
peoples and sedentary populations had
both positive and negative political,
economic, and cultural consequences.
6.2.8.D.4.b
Analyze how religion both unified and
divided people.
6.2.8.D.4.e
Assess the demographic, economic, and
religious impact of the plague on
Europe.
6.2.8.D.4.g
Analyze the immediate and long-term
impact on China and Europe of the open
exchange between Europe and the Yuan
(Mongol) Dynasty.
Content Area SS
Target Course/Grade level Grade 7
Unit Title Renewal in Europe
Essential Questions How did life in Europe change after the fall of Rome? How did religion affect Europe’s political and social life during the
later Middle Ages? What political and economic changes led to the Renaissance?
North Arlington Public Schools
Unit Overview The students will learn about life during the Middle Ages, the Renaissance and the Reformation.
6.2.8.A.4.a
Analyze the role of religion and other means
rulers used to unify and centrally govern
expanding territories with diverse
population.
6.2.8.B.4.a
Explain how geography influenced the
development of the political, economic, and
cultural centers of each empire and well as
the empires’ relationships with other parts
of the world.
6.2.8.D.4.c
Analyze the role of religion and economics in
shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical
structures had on the lives of various groups
of people.
6.2.8.D.4.f
Determine which events led to the rise and
eventual decline of European feudalism.
Lessons and Activities
The learning experiences that will
facilitate engagement and
achievement
Unit Learning Targets
As a result of this segment of
learning, students will…
Standards/
CPI’s
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Students will understand
why different ways of life
developed in Europe.
Students will assess why
Europe was a dangerous
place after the fall of Rome.
Students will explain the
obligations of government
and people of the era
Students will analyze the
importance of religion in
everyday life no matter the
social class.
Students will study the
Renaissance’s beginnings
and how it changed Europe
for the better.
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Discussion
Independent learning
Group work
Map review
Evidence of
Learning
Formative and
Summative measures

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




Homework
Test
Quiz
Project
Assessment
Group work
Map work
Resources
Books, articles, text, etc.
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Text book
Science
article on The
Black Death
History.com
video “The
Crusades:
Crescent and
the Cross”
History.com
video
“Humanism
Triggers the
Renaissance”
North Arlington Public Schools
North Arlington Public Schools