Carlisle County Middle School
Curriculum Map
Seventh Grade World History
Week
Big Idea
2-4
UNIT 1
The Study of
History and
the world's
earliest
peoples
Essential Questions & Vocabulary
Uncovering
the Past
08/14/
08
08/19/
08
Uncovering
the Past
Connection to Core Content & Program of Studies
Assessment
Strategies/Activities
Resources
Bellringers
Section quiz
Common
assessment
Chapter test
Exit slips
Team
competitions
(performance
education)
section
assessments
3 way tie
Timelines
Graphic organizers
Bellringer transparencies
Vocabulary notebooks
Analyzing visuals
Interpreting maps
History’s impact video questions
Word wall
United
Streaming
Performance
Education
Toolbook
One step
planner CD
History’s
Impact video
clips
Textbook
World History
Website –
my.hrw.com
Content area
reader
vocabulary builder activity
transparency
read aloud “A
Bundle of
Bog
Bodies”p. 29
CAR
SS-7-G-U-1
Students will understand that the use of geographic tools (e.g., maps, globes,
photographs, models, charts, graphs) and mental maps helps interpret information,
analyze patterns and spatial data, and better understand geographic issues in world
civilizations prior to 1500 A.D.
SS-07-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on Earth’s surface in early civilizations
prior to 1500 A.D.
Why is it important to study history?
history, culture, archaeology, fossil,
artifacts, primary and secondary
Source geographic tools,
What role did geography play in the
development of early world civilizations?
geography
Artifacts. archaeology environment
SS-7-HP-U-2
Students will understand that world civilizations prior to 1500 A.D. can be examined in
order to develop chronological understanding, recognize cause-effect relationships, and
interpret historical events
SS-07-5.1.1
Students will use a variety of tools (e.g. primary and secondary sources) to describe and
explain historical events and conditions and to analyze the perspectives of different
individuals and groups (e.g., gender, race, region, ethnic group, age, economic status,
religion, and political group) in early civilizations prior to 1500 A.D.
DOK
SS-7-G-U-1
Students will understand that the use of geographic tools (e.g., maps, globes,
photographs, models, charts, graphs) and mental maps helps interpret information,
analyze patterns and spatial data, and better understand geographic issues in world
civilizations prior to 1500 A.D.
SS-07-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on Earth’s surface in early civilizations
prior to 1500 A.D.
DOK 3
SS-07-4.1.2
Students will describe how different factors (e.g., rivers, mountains, plains) affected
where human activities were located in early civilizations prior to 1500 A.D.
Literacy
Connection
Create songs
Content Area
Reader
On Demand
–“Cultures
Small groups create poster “
why we study history”
Read aloud
“What the Art
May tell” p24
area content
reader
08/25/
08
The Stone
Age and Early
Humans
08/28/
08
09/2/0
8
Unit 2
Mesopotamia,
Egypt, and
Kush
BIG IDEAS
SS-7-HP-U-5
1. how did Prehistoric people learned to
Students will understand that each era (e.g., Beginnings to Human Society, Early
adapt to their environment, to make simple Civilizations, Classical Civilizations, Major Civilizations, States and Empires, Medieval
tools, to use fire, and to use language.
Europe and the Rise of Western Civilizations, and Exploration as it relates to world
2. As people migrated around the world
civilizations prior to 1500 A.D.) in the history of world civilizations had social, political,
they learned to adapt to new
economic and/or cultural characteristics
environments.
SS-07-2.1.1
3. The development of agriculture brought
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs,
great changes to human society.
literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted
prehistory, hominid, ancestor, tool,
in unique perspectives.
Paleolithic Era, society, hunter-gatherers,
DOK 2
migrate, ice ages, land bridge, Mesolithic
SS-07-5.1.2
Era, Neolithic Era, domestication,
Students will explain how history is a series of connected events shaped by multiple
agriculture,
cause-and-effect relationships and give examples of those relationships. DOK 3
SS-07-5.3.1
Students will explain and give examples of how early hunters and gatherers
Paleolithic and Neolithic hunters and
(Paleolithic and Neolithic) developed new technologies as they settled into
gatherers Prehistoric elements of culture
organized civilizations.
DOK 2
SS-07-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on Earth’s surface in early civilizations
prior to 1500 A.D.
small groups create songs about
early human migration p.37
critical thinking activity
History impact video clip
analyzing visuals
mapping
chapter review
Bellringers
Section quiz
Common
assessment
Chapter test
Exit slips
Team
competitions
(performance
education)
mapping
Timelines
Graphic organizers
OR’s on achievements
Bellringer transparencies
Note taking
read aloud
Analyzing visuals
History’s impact video
Word wall
United
Streaming
Performance
Education
Toolbook
Posters on
Mesopotamia
and Kush
One step
planner CD
History’s
Impact video
clips
Textbook
World History
Website –
my.hrw.com
Content area
reader
Create songs
Content Area
Reader
Historical
book review
Content area
reader
Mesopotamia
and the Fertile
Crescent
What is the relationship between
economics and the way a civilization
becomes successful or fails?
How does a river support the growth of
civilization?
Fertile Crescent, silt, irrigation, canals,
surplus, division
of labor,
How did new farming techniques lead to
the growth of cities?
What role did religion take in the growth of
early civilizations?
rural, urban, city-state, empire,
polytheism, priests, social hierarchy
How did advances and new
technologies changed the lives of the
Sumerians? cuneiform, pictographs,
scribe, epics, architecture,
ziggurat
How did invasions of Mesopotamia
change the region’s culture?
monarch, Hammurabi’s Code,
achievement contributions
social institutions cultures early civilizations
Ancient Egypt
and Kush
Why is Egypt was called the gift of the
Nile?
Why did Civilization developed along the
Nile after people began farming in
this region ?
How did Strong kings unified all of Egypt?
cataracts, delta, Menes, pharaoh, dynasty
Describe how the Egyptian government
and religion were closely connected
during the old kingdom.
Old Kingdom, nobles, afterlife, mummies,
elite, compromise, cooperation, conflict,
competition
pyramids, engineering
During the middle and new kingdoms
how was order and greatness
restored?
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups
and governments in early civilizations prior to 1500 A.D. to make decisions about how
productive resources (natural resources, human resources, capital goods) were
used.
SS-07-3.4.1
Students will explain ways in which the basic economic questions about the production,
distribution and consumption of goods and services were addressed in early
civilizations prior to 1500 A.D.
DOK 2
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and
resulted in unique perspectives.
DOK 2
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in
unique perspectives.
DOK 2
SS-07-3.4.2
Students will describe how new knowledge, technology/tools and specialization
increased productivity in early civilizations prior to 1500 A.D. DOK 2
SS-7-CS-U-2
Students will understand that cultures develop social institutions (e.g., government, economy,
education, religion, family) to structure society, influence behavior and respond to human needs
SS-07-1.1.1
Students will compare purposes and sources of power in the most common forms of government
(monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D.
DOK 2.
SS-07-2.2.1
Students will compare how cultures (early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education, government, economy) to respond to
human needs, structure society and influence behavior
Small groups activity- students
illustrate the cause and effects
of the Fertile Cresentvocabulary focus
SS-7-CS-U-3
Students will understand that interactions among individuals and groups assume various
forms (e.g., compromise, cooperation, conflict, competition) and are influenced by
culture.
SS-7-CS-U-4
Students will understand that culture affects how people in a society behave in relation
to groups and their environment
SS-07-2.3.1
Students will explain how conflict and competition (e.g., political, economic,
religious, ethnic) occurred among individuals and groups in early civilizations
prior to 1500 A.D.
DOK 2
SS-07-2.3.2
Students will explain how compromise and cooperation were possible choices to
resolve conflict among individuals and groups in early civilizations prior to 1500
A.D.
DOK 2
Students find pictures from print
or electronic resourced that
show art from Ancient Egypt.
Students tell how that art gives
info about geography, natural
resources, cultures or
government of that region. End
product – poster Collaboration
with Librarian
ORQ – early civ and
modification of environment
read aloud
The Epic of
Gilamesh p
58-59
Students
create book
cover
illustrations
voc.
Paralyzed,
fliail, poised,
reverberated
Middle Kingdom, New Kingdom, trade
routes, Queen
Hatshepsut, Ramses the Great
What are the lasting achievements the
Egyptians made in writing,
architecture, and art.
hieroglyphics, papyrus, Rosetta Stone,
sphinxes, obelisk,
King Tutankhamen
What valuable resources were
important to Kush’s prosperity? What
industry helped make Kush a
rich and successful kingdom again?
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs,
beliefs, literature) defined specific groups in the early civilizations prior to 1500
A.D. and resulted in unique perspectives.
DOK
Piankhi, trade network, merchants,
exports, imports,
Queen Shanakhdakheto, King Ezana
8-10
Unit 3
Civilization in
India and
China
Ancient India
BIG IDEAS
1. Early Indian civilizations developed on
the Indus River. subcontinent,
monsoons, Sanskrit
2. Hinduism, the largest religion in India
today, developed out of ancient Indian
beliefs and practices. caste system,
Hinduism, reincarnation, karma,
Jainism,
nonviolence
3. Buddhism began in India and became a
major religion. Buddhism,
missionaries
4. The Mauryas and the Guptas built great
empires in India. Candragupta Maurya,
Asoka, Candra Gupta II
5. The people of ancient India made great
contributions to the arts and sciences.
metallurgy, alloys, Hindu-Arabic numerals,
inoculation,
astronomy
cultural contributions
Ancient China
BIG IDEAS
1. Chinese civilization began with the
Shang dynasty along the Huang He jade,
oracle
Focus on Writing:An Illustrated
Poster
2. Confucius and other philosophers
taught ways to deal with political and
social problems in ancient China. lords,
peasants, Confucius, ethics,
Confucianism, Daoism,
Laozi, Legalism
3. The Qin dynasty unified China with a
strong government and a system of
standardization. Shi Huangdi, Great Wall
4. The Han dynasty created a new form of
government that valued family, art,
and learning. sundial, seismograph,
acupuncture
5. Trade routes led to the exchange of
new products and ideas among China,
Rome, and other peoples. silk, Silk Road,
diffusion
Cultural exchange
Cultural contributions
Trade routes
11-14
Unit 4
Foundations of
Western Ideas
The Hebrews
and Judaism
Biography: Esther
Biography: Isaac and Ishmael
Biography: King Solomon
Literature:The Creation Story,
from the Torah
Primary Source: Mosaic Law
and Punishments
Leviticus, Chapters 5–6)
History’s Impact:World History
Video Program:
The Impact of Judaism
throughout the World
BIG IDEAS
1. Originally desert nomads, the Hebrews
established a great kingdom called Israel.
Judaism, Diaspora
2. The central ideas and laws of Judaism
are contained in sacred texts such as
the Torah. monotheism, Torah,
synagogue, prophets, Talmud, Dead
Sea Scrolls
3. Although they were forced out of Israel
by the Romans, shared beliefs and
customs helped Jews maintain their
religion. Zealots, rabbis, Passover, High
Holy Days
Ancient
Greece
BIG IDEAS
1. Greece’s geography and its nearness to
the sea strongly influenced the
development of trade and the growth of
city-states. polis, classical, acropolis
SS-07-1.1.1
Students will compare purposes and sources of power in the most common forms of
government (monarchy, democracy, republic, dictatorship) in early civilizations prior to
1500 A.D.
DOK 2
SKILL DEVELOPMENT
ACTIVITIES
History and Geography: Greek
Colonization
Social Studies Skills Activity:
and Benefits
Focus on Writing:A Myth
Primary Source:Aristotle's
Athenian
Constitution
Primary Source: Sappho's
Poetry
History’s Impact:World History
Video Program:
The Impact of Democracy
SS-07-1.1.1
Students will compare purposes and sources of power in the most common forms of
government (monarchy, democracy, republic, dictatorship) in early civilizations prior to
1500 A.D.
DOK 2
History’s Impact:World History
Video Program:
The Impact of the Greek
Scholars
2. The people of Athens tried many
different forms of government before
creating a democracy. democracy,
aristocrats, oligarchy, citizens, tyrant,
Pericles
3. The ancient Greeks created great
myths and works of literature that
influence
the way we speak and write today. Greek
literature lives on and influences our world
even today.
The Greek
World
BIG IDEAS
1. Over time the Persians came to rule a
great empire, which eventually brought
them into conflict with the Greeks. Cyrus
the Great, cavalry, Darius I, Persian Wars,
Xerxes I
2. The two most powerful city-states in
Greece, Sparta and Athens, had very
different cultures and became bitter
enemies in the 400s BC. alliance,
Peloponnesian War
3. Alexander the Great built a huge empire
and helped spread Greek culture into
Egypt and Asia. Philip II, phalanx,
Alexander the Great, Hellenistic
4. Ancient Greeks made lasting
contributions in the arts, philosophy, and
science.
Socrates, Plato, Aristotle, reason, Euclid,
Hippocrates
monarchy, democracy, republic,
dictatorship
15-17
Unit 5
The Roman
SS-07-5.3.2
Students will describe the rise of classical civilizations and empires (Greece and Rome) and
explain how these civilizations had lasting impacts on the world in government, philosophy,
architecture, art, drama and literature.
DOK 3
World
The Roman
Republic
BIG IDEAS
1. Rome’s location and government
helped it become a major power in the
ancient world. Aeneas, Romulus and
Remus, republic, dictators,
Cincinnatus, plebeians, patricians
2. Rome’s tripartite government and
written laws helped create a stable
society. magistrates, consuls, Roman
Senate, veto, Latin, checks
and balances, Forum
SS-07-5.3.2
Students will describe the rise of classical civilizations and empires (Greece and Rome) and
explain how these civilizations had lasting impacts on the world in government, philosophy,
architecture, art, drama and literature.
DOK 3
SS-07-1.1.2
Students will describe and give examples to support how some early civilizations (Greece,
Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom).
SKILL DEVELOPMENT
ACTIVITIES
History and Geography:The
Punic Wars
Social Studies Skills
Activity: Interpreting
Culture Maps
Focus on Writting:A Legend
History’s Impact:The Impact of
the Roman
Republic on American
Government Today
3. The later period of the Roman Republic
was marked by wars of expansion
and political crises. legions, Punic Wars,
Hannibal, Gaius Marius, Lucius
Cornelius Sulla, Spartacus
Rome and
Christianity
justice, equality, responsibility, freedom,
government, philosophy, architecture
classical civilizations and empires
BIG IDEAS
1. After changing from a republic to an
empire, Rome grew politically and
economically, and developed a culture
that influenced later civilizations
Pax Romana, aqueduct, Romance
languages, civil law
2. People in the Roman Empire practiced
many religions before Christianity,
based on the teachings of Jesus of
Nazareth, spread and became Rome’s
official religion. Christianity, Jesus of
Nazareth, Messiah, crucifixion,
Resurrection, Apostles, Constantine
SS-07-5.3.2
Students will describe the rise of classical civilizations and empires (Greece and Rome) and
explain how these civilizations had lasting impacts on the world in government, philosophy,
architecture, art, drama and literature.
DOK 3
SS-07-1.1.2
Students will describe and give examples to support how some early civilizations (Greece,
Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom).
3. Problems from both inside and outside
caused the Roman Empire to split
into a western half, which collapsed, and
an eastern half that prospered for
hundreds of years. corruption,
Byzantine Empire
18-20
Unit 6
Islamic and
African
Civilizations
The Islamic
BIG IDEAS
SS-07-3.1.1
History’s Impact:World History
Video Program:
The Impact of Ancient Rome on
the World
Today
SKILL DEVELOPMENT
ACTIVITIES
History and Geography:The
Spread of
Christianity
Social Studies Skills Activity:
Interpreting
Timelines
World
1. In the harsh desert climate of Arabia,
Muhammad, a merchant from Mecca,
introduced a major world religion called
Islam. Muhammad, Islam, Muslim,
Qur´an,
pilgrimage, mosque
Students will explain and give examples of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D. to make decisions about how productive
resources (natural resources, human resources, capital goods) were used.
DOK 2
Early African
Civilizations
BIG IDEAS
1. Geography, resources, culture, and
trade influenced the growth of societies in
West Africa. sub-Saharan Africa,
savannah, rain forests,
extended family, animism
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D. to make decisions about how productive
resources (natural resources, human resources, capital goods) were used.
DOK 2
2. The rulers of Ghana built an empire by
controlling the salt and gold trade. silent
barter, Tunka Manin
24-26
Init 8
Renewal in
Europe
The Early
Middle Ages
The Latter
Middle Ages
The
How did Europe’s geography shape its
history?
How did missionaries and monks spread
Christianity?
What led to the creation of feudalism?
How did it spread? How was feudalism
related to medieval Europe’s economic
system?
Manor system feudalism, social
heirachy, capitalism, human resources,
capital goods, natural resources
How did the Christian church shape the
middle ages society?
What changes took place in European
politics?
Magna Carta parliament unlimited
power
Monarchies, religious institutions,
limited government, trade, trade
associations, capitalism
How did the Christian church influence all
areas of life in the late middle ages?
What were challenges to the Church’s
authority and how did they respond?
What is the bubonic plague and how did it
affect Europe afterwards?
What were some of the results of the
Crusades?
How did the renaissance change thinking
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D. to make decisions about how productive
resources (natural resources, human resources, capital goods) were used.
DOK 2
Read aloud
“Children’s
Crusade” p 124
SS-07-5.3.4
Students will describe developments during the Middle Ages (feudalism, nation states,
monarchies, religious institutions, limited government, trade, trade associations, capitalism)
and give examples of how these developments influenced modern societies.
DOK 3
“the Black
Death” United
Streaming
15mins. Quiz 10
questions (good
lesson)
SS-07-5.3.4
Renaissance
and
Reformantion
Science and
Explorations
in Europe?
How did the Renaissance led to the
Reformation
Students will describe developments during the Middle Ages (feudalism, nation states,
monarchies, religious institutions, limited government, trade, trade associations, capitalism)
and give examples of how these developments influenced modern societies.
DOK 3
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups and
governments in early civilizations prior to 1500 A.D. to make decisions about how productive
resources (natural resources, human resources, capital goods) were used.
DOK 2
SS-07-5.3.5
Students will explain how the Age of Exploration (early civilizations prior to 1500
A.D.) produced extensive contact among isolated cultures and explain the impact of
this contact.