Seventh Grade Social Studies Curriculum Development*
SAMPLE YEARLY PLAN OUTLINES
SAMPLE#1: Chronological
UNIT #
UNIT TITLE
Rebirth
and
Reinvention
1
2
Exploration and Settlement
3
The Revolutionary World
4
The Collapse of the Old Order
5
Conflict and Concession
6
Brave New World
BRIEF DESCRIPTION
This unit will focus on the end of the Middle Ages and the rise of new thought in art,
culture, politics, and society. Students may explore the development of new political
thought, such as that found in the works of Machiavelli, and new approaches to art, such
as Leonardo and Michelangelo. They could also explore growing religious conflicts and
division with the Christian and non-Christian world.
During this unit, students will explore the consequences of increased global interaction
between 1450 and 1770, including the expansion of empires, the rise of mercantilism, and
the establishment of cross-continental colonies, with a focus on factors driving migration.
Students will examine the major global revolutions (political, social, technological, and
economic) between 1750 and 1917, exploring changes in life, political and economic
organization, agriculture, and industry that impacted global societies in this period.
Here, students will take a look at the chaotic and influential era between 1914 and 1945.
This would involve examining the causes and consequences of the two world wars, as well
as global political and economic changes that led to the collapse of the old global order
and the rise of the two superpowers, the United States and the Soviet Union.
This unit would explore the world between 1945 and 2000, considering the impact of
global international relationships in regions across the world, including the end of
traditional European empires, the rise of non-European post-war powers, and the
development of new political and economic alliances, among other possibilities.
This unit focuses on current political, social, and economic issues across the world
between the end of the 20th century and the present day. International relationships,
global economic reorganization, the rise of asymmetrical conflict, and new technological
innovations are all possibilities for discussion.
SAMPLE#2: Thematic
UNIT #
UNIT TITLE
Human-Environment
Interaction:
1
Consequences for Civilization
2
Technological Innovation and Change
3
Major Belief Systems Around the World
4
Conflict and Collaboration
5
Family, Home, and Society
6
Globalization 201: Major Global
Interactions and Issues Today
BRIEF DESCRIPTION
This unit focuses on how civilizations between 1450 and the present day have dealt with
issues of migration, settlement, resource acquisition, development, and environmental
adaptation, destruction, or protection. Students can explore the connections between
civilizations within this context and predict future developments for global civilization.
Here we explore the role of technology in the continued development of human
civilization and international relations between 1450 and the present. Students will
explore the ways in which various technological revolutions have shaped human society
and consider the consequences of new technologies on for different populations.
This unit is an exploration of religious and philosophical beliefs across time and place.
Students consider the ways in which belief systems have evolved to the present day, and
the consequences of those evolutions for economics, politics, culture, and international
relations.
Within this unit, students consider how the nature of international relationships has, since
1450, changed over time. Teachers may select a number of possible conflicts to address
the concepts and generalizations within this unit, and the conflicts need not be entirely
political or military. For example, students may consider the rise of socialism in the 19 th
century and discuss how conflict between socialism and capitalism impacted global
relations into the 20th century. Students could also consider how industrialization and
innovation led to political, military, and economic conflict and collaboration within and
between civilizations between 1450 and the present day.
Within this unit, students will explore ways in which modern civilizations addressed issues
relating to the family, gender, childhood, the home, and social organization. Between 1450
and the present day, how societies viewed the role of family and home has evolved
considerably, influenced by changing social mores, the interaction of peoples, and
economic and political need.
This unit could serve as a sort of ‘wrap-up’ unit, addressing how the themes discussed
throughout the year are evident in the modern era. This could serve as a ‘catch all’ unit
that addresses issues and concepts not covered in previous units. For example, the rise of
terrorism and its consequences (beginning with the early 20th century and going to the
present day), the promise and peril of new technology, and the development of a universal
lingua franca for trade and relationships could all serve as possible topics within this unit.
SAMPLE#3: Regional – Cultural/Continental*
UNIT #
Africa
1
UNIT TITLE
2
Asia
3
Australia
4
Europe
5
The Middle East
BRIEF DESCRIPTION
This unit focuses on developments in Africa since the 15th century, including but not
limited to the expansion and decline of African empires and civilizations, the relationship
between Africa and other continents, the growth of the Africa Diaspora as a result of
forced or voluntary migration, and current issues and trends across Africa, including
political, economic, and social developments. Teachers may choose to approach this unit
chronologically or thematically.
This unit focuses on developments in Asia since the 15th century, including but not limited
to the expansion and decline of Asian empires and civilizations (including Japan, Indonesia,
the Philippines, and India, among others), the relationship between Asia and other
continents, and current issues and trends across Asia, including political, economic, and
social developments in the Indian subcontinent and southern Asia. Teachers may choose
to approach this unit chronologically or thematically. Note: while the Middle East is
traditionally part of Asia, teachers may choose to separate it from this unit to better cover
other Asian civilizations.
This unit focuses on the development of aboriginal societies and civilizations in Australia,
as well as the causes and consequences, both positive and negative, of European
settlement in the 18th century. Students should consider the developments of political
organization, economic interactions, conflicts, and elements of culture to the present day.
Teachers may choose to approach this unit chronologically or thematically.
This unit focuses on the changing civilizations of the European continent, including within
this context Russia. These explorations include the evolution of various belief systems,
political organization, economic interactions, conflicts, and elements of culture. Students
should understand the diversity of as well as connections between European civilizations
and grasp how Europe came to be the dominant power for centuries, as well as why that
dominance may have eventually been lost. Teachers may choose to approach this unit
chronologically or thematically.
This unit explores the vast history and varied cultures of the Middle East. In order to
provide the best possible look at the region, it is presented separately from Asia. This
exploration will range from the collapse of the Byzantine Empire and the growth and
decline of Islamic empires to the growth of the ‘oil powers’ and the re-establishment of
the state of Israel and modern social, political, religious, and economic conflicts and issues.
Students should understand the importance of the Middle East as a connection between
three continents. Students should also understand the diversity of peoples in the region
and the relationship between the Middle East and the rest of the world. Teachers may
choose to approach this unit chronologically or thematically.
South America
This unit focuses on the civilizations in South America and how the different peoples of the
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region responded to growing interactions between each other and with those from other
continents. These explorations include the further developments of various belief systems,
political organization, economic interactions, conflicts, and elements of culture. Students
should understand the diversity of as well as connections between pre-colonial South
American peoples and modern states in the region. Teachers may choose to approach this
unit chronologically or thematically. Note: Teachers may choose to teach North and South
America as one unit.
North
America
This unit focuses on the development of both pre-colonial and colonial peoples in North
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America, as well as the eventual development of the United States as a pre-eminent global
power at the end of the 20th century. While the United States will necessarily be a
significant focus in this region, students should also consider the development of Canada,
Mexico, Central America, and the Caribbean as well. These explorations include the
developments of various belief systems, political organization, economic interactions,
conflicts, and elements of culture. Students should understand the diversity of as well as
connections between pre-colonial, colonial, and present North American societies and
peoples. Teachers may choose to approach this unit chronologically or thematically. Note:
Teachers may choose to teach North and South America as one unit.
*Teachers should avoid the temptation to teach the units here from a purely American perspective. While the United States WILL necessarily be
a significant element in the second half of the course, the Essential Standards require that students consider the issues and consequences of
global culture and history from an international/global perspective.