7th Grade Ancient Civilizations Mapped Curriculum
Month
August
1 ½ weeks
7th Grade
Social Studies
Topic
Geography
(E)
Prioritized Standard
(E, I, C)
Essential
Question
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 n early
civilizations prior to 1500 A.D. DOK 3
What are the Five
Themes of
Geography?
How will the Five
Themes of
Geography help
influence the
beginning of
ancient
civilizations?
Content
*Five Themes of
Geography:
(Location, Place,
Region, Movement,
Human Environment
Interaction)
*Demography
*Hemisphere
*Intermediate
Direction
*Geography
*Absolute location
*Relative location
*Longitude
*Latitude
*Climate
*Landforms
*Legend
*Physical features
Learning Target
I can identify and explain the Five
Themes of Geography.
Formative /
Summative
Assessment
Exam/OR
PP Quiz
I can distinguish the different aspects
of the physical and cultural features of
various places.
I can identify and locate places using
latitude & longitude.
I can analyze charts, graphs & maps.
Exit Slips
Illustrating 5
Themes
LongitudeLatitude
locations
Reading
Passages
ABC Book
(terms)
Map &
directions to
home
Aug.-Sept.
3 weeks
Early
Civilizations
(E)
07-5.3.1—Students will explain and give
examples of how early hunters and gatherers
developed new technologies as they settled
into organized civilizations. DOK 2
What technologies
allowed early
humans to
advance?
07-2.1.1—Students will explain how
elements of culture defined specific groups
in the early civilizations prior to 1500 A.D.
and resulted in unique perspectives. DOK 2
What are the
cultural
characteristics of
early humans?
07-3.4.2—Students will describe how new
knowledge, technology/tools &
specialization increased productivity in early
civilizations prior to 1500 A.D. DOK 2
How did
agriculture lead to
permanent
civilizations?
07-4.3.2—Students will explain why and
give examples of how human populations
changed and/or migrated because of factors
such as war, disease, economic opportunity
and technology in early civilizations prior to
1500 A.D. DOK 3
What changes
occurred for early
humans following
the Neolithic
Revolution?
Paleolithic
Neolithic
Prehistory
Hunters & Gatherers
Artifacts
Migration
Agriculture
Domestication
Specialization
Technology
Primary Source
Secondary Source
Barter
Timeline
I can explain how early technology
allowed advancements to society.
Exam/OR
Do Now
I can identify the cultural
characteristics of early humans.
I can explain how advancement in
agriculture (domestication of animals,
irrigating crops, etc.) led to permanent
civilizations.
I can cite evidence how the Neolithic
Revolution changed the lives of early
humans.
I can compare/contrast Neolithic &
Paleolithic time periods.
Exit Slips
Reading
Passages
Hammurabi
Writing Article
Map Activity
Vocabulary
writing/icons
Quiz
I will analyze how the ancient river
valleys led to the first major early
civilizations.
Video Quiz
ABC Book
Aug.-Sept.
3 weeks
(continued)
Sept.-Oct.
2-3 weeks
Early
Civilizations
(continued)
The Ancient
Israelites
(E)
07-5.1.1—Students will use a variety of tools
to describe and explain historical events and
conditions and to analyze the perspectives of
different individuals & groups in early
civilizations prior to 1500 A.D. DOK 3
07-5.1.2—Students will explain how history
is a series of connected events shaped by
multiple cause-and-effect relationships &
give examples of those relationships. DOK 3
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-07-2.2.1
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.
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
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-07-3.4.2—Students will describe how
new knowledge, technology/tools and
specialization increased productivity in early
civilizations prior to 1500 A.D. DOK 2
Why is it
important to study
the history of the
Ancient Israelites?
Tribe
Torah
Covenant
How were cultural
elements & social
institutions
reflected in the
Ancient Israelite
civilization?
Alphabet
I can summarize reasons why the
Ancient Israelites’ civilization is
important in history.
I can cite evidence how cultural
elements & social institutions were
reflected in the Ancient Israelites
civilization.
Exam/OR
Reading
Passages
10
Commandment
article
Key Figures
Empires
What role did
geography play in
Ancient Israel?
Proverbs
What is the
influence of
government &
economics on the
rise & fall of
Ancient Israel?
Synagogues
Exile
I can prove how geography impacted
the lives of the Ancient Israelites.
I can analyze the roles of government
and economics on the rise and fall of
the Ancient Israelites.
I can identify symbols and cultural
elements of Judaism.
Messiah
Rabbis
Sabbath
Prophet
I will compare & contrast the
relationships of Judaism & other
groups in both ancient and modern
times.
I can interpret the plight of the
Israelites from ancient to modern
times.
Israelite timeline
Phoenician
Alphabet
Saul and David
Task Rotation
Sept.-Oct.
2-3 weeks
(continued)
The Ancient
Israelites
(continued)
SS-07-4.2.1—Students will describe how
regions in early civilizations prior to 1500
A.D. were made distinctive by human
characteristics (e.g., dams, irrigation, roads)
and physical characteristics (e.g., mountains,
bodies of water, valleys) that created
advantages and disadvantages for human
activities (e.g., exploration, migration, trade,
settlement). DOK 2
SS-07-4.2.2—Students will describe and
give examples of how places and regions in
early civilizations prior to 1500 A.D changed
over time as technologies, resources and
knowledge became available. DOK 2
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, political group) in
early civilizations prior to 1500 A.D. DOK 3
SS-07-4.3.1--Students will describe patterns
of human settlement in early civilizations
prior to 1500 A.D. and explain how these
patterns were influenced by human needs.
DOK 2
Oct.-Nov.
4 weeks
Ancient
Greece
(E)
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
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-07-1.1.1—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
Why is it
important to study
the history of
Ancient Greece?
Peninsula
Colony
Polis
What role did
geography play in
the development
of the Ancient
Greek
civilization?
I can justify reasons that the Ancient
Greeks are important to history.
Quizzes
I can determine the role of the
geography in the development of the
Ancient Greek civilization.
Agora
Tyrant
Exam/OR
I can explain how cultural elements &
social institutions are reflected in
Ancient Greek civilization
Short Answer
Reading
Passages
Video Quizzes
Oligarchy
Myth Story Plot
Oct.-Nov.
4 weeks
(continued)
Ancient
Greece
(continued)
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). DOK 3
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-07-2.2.1—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.
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
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-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.
SS-07-4.2.2—Students will describe and
give examples of how places and regions in
early civilizations prior to 1500 A.D changed
over time as technologies, resources and
knowledge became available. DOK 2
How are cultural
elements and
social institutions
reflected in
Ancient Greek
civilization?
Democracy
Helot
Satrapies
Zoroastrianism
What is the
influence of
government &
economics on the
rise & fall of
Ancient Greece?
Direct Democracy
Representative
Democracy
Philosopher
Key figures
I can evaluate the influence of
government & economics on the rise
& fall of Ancient Greece.
I can compare & contrast Sparta and
Athens (lifestyle, government,
education, culture, military, etc.).
I can connect Greek society &
influence to today’s society.
I can connect Ancient Greek
mythology to their lives and religious
beliefs.
I can cite evidence of Ancient Greek
architecture still used today,
Myth
Oracle
I can compare & contrast Ancient
Greek philosophies and literature to
today’s philosophies and writings.
Alexander the
Great
Hero/Villain
article
Greek
philosophers
compare/contrast
Sparta/Athens
Venn Diagram
Sparta/Athens
Debate
Power Points
Athens Walk
Scrapbook
Fable Writing
Epic
Fable
I can summarize the achievements and
failures of Greek leadership.
Vocabulary
Activity
Drama
Reading Articles
Tragedy
Greek brochure
Comedy
Types of
Government
activity
Philosophy
Oct.-Nov.
4 weeks
(continue)
Ancient
Greece
(continued)
SS-07-4.2.1—Students will describe how
regions in early civilizations prior to 1500
A.D. were made distinctive by human
characteristics (e.g., dams, irrigation, roads)
and physical characteristics (e.g., mountains,
bodies of water, valleys) that created
advantages and disadvantages for human
activities (e.g., exploration, migration, trade,
settlement). DOK 2
S-07-4.3.1--Students will describe patterns of
human settlement in early civilizations prior
to 1500 A.D. and explain how these patterns
were influenced by human needs.
DOK 2
SS-07-4.3.2—Students will explain why and
give examples of how human populations
changed and/or migrated because of factors
such as war, disease, economic opportunity
and technology in early civilizations prior to
1500 A.D. DOK 3
SS-07-4.4.1—Students will explain how
technology in early civilizations prior to
1500 A.D. assisted human modification (e.g.,
irrigation, clearing land, building roads) of
the physical environment. DOK 2
SS-07-4.4.2—Students will describe ways in
which the physical environment (e.g., natural
resources, physical geography, natural
disasters) both promoted and limited human
activities (e.g., exploration, migration, trade,
settlement, development) in early
civilizations prior to 1500 A.D. DOK 2
SS-07-4.4.3—Students will explain how the
natural resources of a place or region impact
its political, social and economic
development in early civilizations prior to
1500 A.D.
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
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, political group) in
early civilizations prior to 1500 A.D. DOK 3
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
Nov.-Dec.
4 weeks
Ancient Rome
(E)
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-07-1.1.1—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
Why is it
important to study
the history of
Ancient Rome?
Key Figures
Republic
Legion
What role did
geography play in
the development
of the Ancient
Roman
civilization?
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). DOK 3
How are cultural
elements & social
institutions
reflected in
Ancient Roman
civilization?
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
What is the
influence of
government &
economics on the
rise & fall of
Ancient Rome?
I can justify reasons that the Ancient
Romans are important to history.
I can determine the role of geography
in the development of Ancient Roman
civilization.
Patricians
Plebeians
I can explain how cultural elements
and social institutions are reflected in
Ancient Roman civilization.
Consul
Veto
I can evaluate the influence of
government and economics on the rise
& fall of Ancient Rome.
Praetor
Dictator
I can compare & contrast the
Plebeians and Patricians of Ancient
Rome.
Latifundia
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.
Triumvirate
Pax Romana
Aqueduct
Currency
Vault
Satire
I can connect Ancient Roman laws to
laws of today.
I will show how to use Roman
numerals and how they are used
today.
I will describe Ancient Roman
architecture, government, art, drama,
philosophy & literature & how it is
still used today.
Nov.-Dec.
4 weeks
(continued)
Ancient Rome
(continued)
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
Ode
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
Gladiator
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
Plague
Anatomy
Forum
Paterfamilias
Rhetoric
Inflation
Barter
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
1500A..D.
SS-07-4.2.1—Students will describe how
regions in early civilizations prior to 1500
A.D. were made distinctive by human
characteristics (e.g., dams, irrigation, roads)
and physical characteristics (e.g., mountains,
bodies of water, valleys) that created
advantages and disadvantages for human
activities (e.g., exploration, migration, trade,
settlement). DOK 2
SS-07-4.2.2—Students will describe and
give examples of how places and regions in
early civilizations prior to 1500 A.D changed
over time as technologies, resources and
knowledge became available. DOK 2
S-07-4.3.1--Students will describe patterns of
human settlement in early civilizations prior
to 1500 A.D. and explain how these patterns
were influenced by human needs.
DOK 2
Reform
I can analyze the affect Julius Caesar
& other leaders had on the Roman
Empire.
I can describe how the Roman Empire
had a lasting impact on society both
then & now.
Nov.-Dec.
4 weeks
(continued)
Ancient Rome
(continued)
SS-07-4.3.2—Students will explain why and
give examples of how human populations
changed and/or migrated because of factors
such as war, disease, economic opportunity
and technology in early civilizations prior to
1500 A.D. DOK 3
SS-07-4.4.1—Students will explain how
technology in early civilizations prior to
1500 A.D. assisted human modification (e.g.,
irrigation, clearing land, building roads) of
the physical environment. DOK 2
SS-07-4.4.2—Students will describe ways in
which the physical environment (e.g., natural
resources, physical geography, natural
disasters) both promoted and limited human
activities (e.g., exploration, migration, trade,
settlement, development) in early
civilizations prior to 1500 A.D. DOK 2
SS-07-4.4.3—Students will explain how the
natural resources of a place or region impact
its political, social and economic
development in early civilizations prior to
1500 A.D.
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, political group) in
early civilizations prior to 1500 A.D. DOK 3
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
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
Jan.-Feb.
1 week
Ancient Egypt,
Early Indian
Civilization
Early China
Review
(C)
SS-07-5.3.3—Students will describe the rise
of non-Western cultures (e.g., Egyptian,
Chinese, Indian, Persian) and explain ways
in which these cultures influenced
government, philosophy, art, drama and
literature in the present day. DOK 3
How did the
civilizations in
Ancient Egypt,
Ancient India &
Ancient China
impact the world?
Key figures (Egypt)
Nile River
Hieroglyphics
Irrigation
Pyramid
I can demonstrate how the
civilizations of Ancient Egypt,
Ancient India & Ancient China impact
the world.
Exam/OR
I can justify reasons why it is
important to study the history of the
Middle Ages.
Exam/OR
I can determine how geography
played a role in the development of
the Middle Ages.
Exit slips
I can explain how cultural elements &
social institutions are important to
society in the Middle Ages.
Video Quizzes
Key Figures (China)
Dynasty
Aristocrat
Daoism
Legalism
Acupuncture
Feb.-Mar.
5 weeks
Middle Ages
(E)
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
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-07-2.2.1—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.
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
Why is it
important to study
the history of the
Middle Ages?
Key Figures (India)
Hinduism
Buddhism
Subcontinent
Dharma
Karma
Nirvana
Key Figures
Fjord
Missionary
How are cultural
elements & social
institutions
reflected in the
Middle Ages/
Excommunicate
Concordat
Feudalism
What is the
influence of
government &
economics on the
Middle Ages?
Basil
Filth
Lord
Quizzes
Article readings
Black Death
activity
I can evaluate how the influence of
government & economics impacted
the Middle Ages.
100 Year war
activity
I can analyze the effect the church had
on life in the Middle Ages.
Magna Carta
activity
I can connect the Crusades & the fall
of the Feudal System.
Feudal System
activity
I can design a social class pyramid of
the Middle Ages
Power Points
Monarch
Knight
Serf
SS-07-2.3.2—Students will explain how
Noble
compromise and cooperation were possible
choices to resolve conflict among individuals
and groups in early civilizations prior to 1500
Manor
A.D. DOK 2
Guild
Gallery Walk
I can analyze how the Feudal System
stifled economic & social growth
during the Middle Ages.
Map Activities
Feb.-Mar.
5 weeks
(continued)
Middle Ages
(continued)
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
Plague
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
Chivalry
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
Sacrament
Moat
Hierarchy
Armor
Monk
Clergy
Pilgrimage
Relic
SS-07-4.3.2—Students will explain why and
give examples of how human populations
changed and/or migrated because of factors
such as war, disease, economic opportunity
and technology in early civilizations prior to
1500 A.D. DOK 3
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, political group) in
early civilizations prior to 1500 A.D. DOK 3
Convent
Nun
University
Theology
Religious Order
Friar
Apprentice
Journeyman
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
Minstrel
Crossbow
Longbow
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
Heretic
Magna Carta
Hundred Years War
Roman Catholic Church
I can describe developments during
the Middle Ages & explain how they
influenced modern societies.
I can determine how trade led to
growth & development of cities &
towns.
I can explain how major events lead to
the downfall of the Middle Ages.
Vocabulary
Activity
Good/Bad
Activity
Skits
Crispin Reading
Activities
Mar.-Apr.
2 ½ weeks
Renaissance
(C)
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
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
Why is it
important to study
the history of the
Renaissance?
Renaissance
Key Figures
Humanism
What role did
geography lay in
the development
of the
Renaissance?
I can summarize why it is important to
study the Renaissance.
Quizzes
I can critique what role geography
played in the development of the
Renaissance.
Perspective
City-state
I can determine how cultural elements
and social institutions reflected the
Renaissance.
How are cultural
elements & social
institutions
reflected in the
Renaissance?
Humanities
Architecture and
Engineering
Painting
Sculpture
Science
Mathematics
Commerce and Trade
I can analyze the influence of
government and economics on the
Renaissance.
I will describe developments during
the Renaissance & their impact on
modern society.
I can explain how the leaders of the
Renaissance affected our society
today.
I can compare & contrast the literature
and art of the Renaissance with the
art/literature of the Middle Ages
I can cite evidence of the development
of the Renaissance in Italy.
Reformation
(C)
SS-07-5.1.2—Students will explain how
history is a series of connected events shaped
by multiple cause-and-effect relationships
and give examples of those relationships.
DOK 3
Exit Slips
Gutenberg
Reading Activity
Power Points
Republic
What is the
influence of
government &
economics of the
Renaissance?
April
3 weeks
Exam/OR
How does the Age
of Reformation
lead to the
Exploration of the
New World?
Key Figures
Protestants
Catholic Church
Counter reformation
I can investigate reasons that the Age
of Reformation lead to the Exploration
of the New World.
Vocabulary
Activity
CompareContrast Art
Work Middle
Ages to
Renaissance
Inventions
activity
Michelangelo
Activity
Florence HA
activity
Faces of
Renaissance
Exam/OR
Power Points
I will describe how leaders of the
Reformation influenced religion & the
lasting impact on religious beliefs and
worship.
HA Indulgences
Activity
I can compare & contrast Catholicism
and Protestant faith.
HA Face
Activity
Vocabulary
Lutheranism
Calvinism
Anglicanism
Videos and Quiz
Reading
Passages
Apr.-May
1-2 weeks
Exploration
(E)
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.
How did
exploration &
trade lead to a
worldwide
exchange of
products, people
& ideas?
Key Figures
Mercantilism
Export
Import
Colony
Commerce
Invent
I can explain how exploration and
trade lead to a world-wide exchange
of products, people & ideas.
Exam/OR
I can analyze the impact that
exploration had on the cultures
throughout the New World.
Reading Passage
Map Activity
HA Placards
Power Points