7th Grade Social Studies Curriculum Map First 9 Weeks
Module 1: The Fall of the Roman Empire
Unit 1: The Fall of the Roman Empire
Duration: 1 Week
Description:
The legacy of the Roman Empire and the consequences of the fall of the Roman Empire.
Standards:
7.1 Analyze the legacy of the Roman Empire. (C, H)
7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the
Byzantine Empire, Justinian and the significance of Constantinople. (C, E, G, H, P).
Big Ideas: The fall of Rome resulted from
Essential Questions: Why do civilizations rise and fall? What problems led to
political uproar, distant wars, and economic
Rome’s decline? What are the key achievements and contributions of Roman
crises. At the height of its power, the Byzantine civilization? How did the Byzantine Empire become rich and powerful? How did
Empire united people on three continents. Its
Justinian strengthen the Byzantine Empire?
system of laws and its strong leadership helped
the empire flourish.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Summarizing
Critical thinking skills
Informative/explanatory writing
Argumentative writing
Unit Vocabulary:
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Reforms
Mosaics
Saints
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from Eusebius of Caesarea, "Ecclesiastical History," that
describes Constantine
Digital Content: The Coliseum video, The Empire Collapses graphic organizer, Roman civilization timeline, Invaders of the
Roman Empire concentration game, Germanic Migrations map, Early Roman Empire crossword puzzle, Roman Architecture slide
show, Constantinople video, Hippodrome slide show, Justinian and Theodora whiteboard activity, Hagia Sofia slide show
Assessment: Weekly assessment, Lesson Reviews (p. 61 & 69), Chapter 3 Activities and Assessment (p. 70-72)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 2: Islamic World, 400 A.D/C.E. – 1500s
Unit 1: The Islamic Faith
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the Islamic civilizations.
Standards:
7.3 Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land
and water, including Northern Africa, Mediterranean Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River. (G)
7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and
Christianity. (C, H)
7.6 Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law and their
influence in Muslims’ daily life. (C, H, P)
Big Ideas: Islam is one of the most widely
Essential Questions: How did physical geography influence the Arab way of
practiced religions in the world. Approximately life? What message did Muhammad preach to the people of Arabia? How does
25 percent of the people in the world are
Islam provide guidance to its followers?
Muslim.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Critical thinking skills
Summarizing
Research
Comparing and contrasting
Unit Vocabulary:
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Islam
Oasis
Sheikh
Caravans
Quran
Shari’ah
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Hadith, Muhammad; excerpts from The Book of
Golden Meadows, Masoudi, Geography and History Activity worksheet
Digital Content: Islamic World video, Bedouin Life slide show, Sacred Muslim Sites slide show, the Kaaba diagram
Assessment: Weekly assessment, Lesson Review (p. 107), Chapter 3 Activities and Assessment (p. 120-121)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 2: Islamic World, 400 A.D/C.E. – 1500s
Unit 2: The Spread of Islam
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the Islamic civilizations.
Standards:
7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language.
(C, E, G, H)
7.7 Analyze the origins and impact of different sects within Islam, Sunnis and Shi’ites. (C, H)
7.9 Describe the establishment of trade routes among Asia, Africa, and Europe and the role of merchants in Arab society. (E, G, H)
7.11 Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. (H, P)
7.12 Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise
of the Safavid Empire. (C, H, P)
Big Ideas: The religion of Islam continues to Essential Questions: How did the Arabs spread Islam and create an empire?
influence modern politics and society.
How did the Arab Empire change after the Umayyads? How did the Turks,
Safavids, and Moguls rule their empires?
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Argumentative writing
Comparing
Informative/explanatory writing
Making presentations
Unit Vocabulary:
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Caliph
Sunni
Shia
Sultan
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Hadith, Muhammad; excerpts from The Book of
Golden Meadows, Masoudi
Digital Content: Islamic Trade Routes video, Spread of Islam map, The Four Caliphs chart, Islamic Architecture slide show
Assessment: Weekly assessment, Lesson Review (p. 114), Chapter 3 Activities and Assessment (p. 120-121)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 2: Islamic World, 400 A.D/C.E. – 1500s
Unit 3: The Islamic World
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the Islamic civilizations.
Standards:
7.8 Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of science, geography,
mathematics, philosophy, medicine, art, and literature. (C, G, H)
7.10 Gather relevant information from multiple print and digital sources to examine the art and architecture, including the Taj Mahal
during the Mughal period. (C, H)
Big Ideas: Muslim advances in mathematics, Essential Questions: How did people live and trade in the Islamic world?
business, science, architecture, and the arts
What were Muslim contributions in math, science, and the arts?
helped to create our modern society.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Summarizing
Research
Critical thinking
Comparing and contrasting
Making presentations
Informative/explanatory writing
Unit Vocabulary:
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Mosques
Bazaar
Astrolabe
Minarets
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Hadith, Muhammad; excerpts from The Book of
Golden Meadows, Masoudi
Digital Content: Islamic Scientific Advances video, Mosques slide show, The Rubaiyat primary source
Assessment: Weekly assessment, Lesson Review (p. 119), Chapter 3 Activities and Assessment (p. 120-121)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Africa, 400 A.D./C.E. – 1500s
Unit 1: Rise of African Civilization
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of African civilizations.
Standards:
7.13 Analyze the growth of Ghana, Mali, and Songhai kingdoms including trading centers such as Timbuktu and Jenne, which would
later develop into centers of culture and learning. (C, E, G, H, P).
7.14 Draw evidence from informational texts to describe the role of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law. (C, E, G, H, P)
Big Ideas: The geography of Africa affected Essential Questions: How did early peoples settle Africa? How did trade
the development and interaction of civilizations develop in Africa? Why did West African trading empires rise and fall? How did
all over the huge continent.
trade affect the development of East African kingdoms?
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Citing evidence from informational texts
Determining cause and effect
Making inferences
Informative/explanatory writing
Unit Vocabulary:
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Savannas
Plateau
Griots
Dhows
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from Sundiata: An Epic of Old Mali
Digital Content: Great African Queens video, Geographic Zones of Africa slide, Great Rift Valley slide show, How to Find
Resources on the Internet slide show, How West Africa Changed Because of Trade whiteboard activity
Assessment: Weekly assessment, Lesson Review (p. 133), Chapter 4 Activities and Assessment (p. 148-150)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Africa, 400 A.D./C.E. – 1500s
Unit 2: Africa’s Governments and Religions
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of African civilizations.
Standards:
7.17 Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324. (C, G, H, P)
7.18 Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. (C,
H)
Big Ideas: Ancient African societies showed Essential Questions: How did African rulers govern their territories? How did
the effects of government disputes, traditional
traditional religions influence African life? How did Islam spread in Africa?
religious beliefs, and Islam.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Comparing and contrasting
Citing text evidence
Informative/explanatory writing
Unit Vocabulary:
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Clan
Swahili
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from Sundiata: An Epic of Old Mali, Economics of History
Activity worksheet
Digital Content: History and Traditions of Mali video, Traditional African Religions slide, Mosques in Africa slide show
Assessment: Weekly assessment, Lesson Review (p. 139), Chapter 4 Activities and Assessment (p. 148-150)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Africa, 400 A.D./C.E. – 1500s
Unit 3: African Society and Culture
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of African civilizations.
Standards:
7.15 Examine the importance of written and oral traditions in the transmission of African history and culture. (C, H)
7.16 Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West
Africa. (C, E, G, H, P)
Big Ideas: The people of early Africa formed Essential Questions: Why do people in different parts of Africa have similar
complex societies with many common
traditions and cultures? How did the slave trade affect Africans? Why were art
characteristics. They created artistic works that
forms important to Africans?
reflected their beliefs and built economies.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Comparing and contrasting
Research
Narrative writing
Unit Vocabulary:
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Extended families
Matrilineal
Oral history
Sugarcane
Spirituals
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from Sundiata: An Epic of Old Mali, Guided Reading
Activity: African Society and Culture
Digital Content: The History, Exploration, and Conquest of South Africa video, African Education slide, African Art slide show,
The Great Zimbabwe and Bantu Migrations images
Assessment: Weekly assessment, Lesson Review (p. 145), Chapter 4 Activities and Assessment (p. 148-150)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 4: China, 400 A.D./C.E. – 1500s
Unit 1: China Reunites
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of Chinese civilizations.
Standards:
7.19 Create a visual or multimedia display to identify the physical location and major geographical features of China including the
Yangtze River, Yellow River, Himalayas, Plateau of Tibet, and the Gobi Desert. (G)
7.20 Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism. (C, G, H, P)
7.21 Analyze the role of kinship and Confucianism in maintaining order and hierarchy. (C, H, P)
7.25 Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class
(Neo-Confucianism). (C, H, P)
Big Ideas: Ideas and innovations introduced Essential Questions: How did China rebuild its empire after years of war?
during the Sui, Tang, and Song dynasties united Why did Buddhism become popular in Tang China? How did Confucian ideas
China after centuries of chaos and helped it
shape China’s government?
become a powerful empire.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Creating visuals
Collaborative discussions
Summarizing
Informative/explanatory writing
Drawing conclusions
Unit Vocabulary:
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Neo-Confucianism
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Analects, Confucius
Digital Content: Ming Dynasty video, Tang China map, Tang Dynasty slide show, Song China map, Buddhism in China slide,
Buddhists Around the World graph, True or False Game: Dynasties, Buddhism, and Confucianism
Assessment: Weekly assessment, Lesson Review (p. 185), Chapter 4 Activities and Assessment (p. 208-210)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 4: China, 400 A.D./C.E. – 1500s
Unit 2: Chinese Society
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of Chinese civilizations.
Standards:
7.22 Summarize the significance of the rapid agricultural, commercial, and technological development during the Song Dynasties. (C,
E, H)
7.23 Trace the spread of Chinese technology to other parts of Asia, the Islamic world, and Europe including papermaking, wood-block
printing, the compass and gunpowder. (C, E, G, H)
Big Ideas: During the Tang and Song
Essential Questions: How did China’s economy change under the Tang and
dynasties, the economy of China grew through
Song dynasties? How did new inventions change China’s society? Why were the
trade and improvements in technology.
Tang and Song dynasties a golden age of literature and the arts?
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Determining cause and effect
Hypothesizing
Summarizing
Informative/explanatory writing
Comparing and contrasting
Unit Vocabulary:
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Porcelain
Calligraphy
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Analects, Confucius, Economics of History
Activity worksheet
Digital Content: Chinese History from the Grand Canal Waterway to Marco Polo video, Silk-Making slide show, Movable Type
images, The Poems of Li Bo primary source, Chinese Landscape Painting slide show
Assessment: Weekly assessment, Lesson Review (p. 192), Chapter 4 Activities and Assessment (p. 208-210)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 4: China, 400 A.D./C.E. – 1500s
Unit 3: The Mongols in China
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of Chinese civilizations.
Standards:
7.24 Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan. (G, H, P)
7.45 Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco
Polo’s travels and the location of his routes. (C, E, G, H)
Big Ideas: In the 1200s, Mongols led by
Essential Questions: Why were the Mongols able to build a vast empire so
Genghis Khan conquered northern China and
quickly? How did the Mongols rule the Chinese?
regions to the west, creating the world’s largest
land empire.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Summarizing
Comparing and contrasting
Argumentative writing
Unit Vocabulary:
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Steppes
Terror
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Analects, Confucius, Primary Source Activity:
Imperial China worksheet
Digital Content: Marco Polo’s Inspiration video, Mongol Empire Under Genghis Khan map, Mongol Warriors whiteboard
activity, Mongol Invasions of Japan images, Mongols in China graphic organizer
Assessment: Weekly assessment, Lesson Review (p. 199), Chapter 4 Activities and Assessment (p. 208-210)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
7th Grade Social Studies Curriculum Map First 9 Weeks
Module 4: China, 400 A.D./C.E. – 1500s
Unit 4: The Ming Dynasty
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of Chinese civilizations.
Standards:
7.26 Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects,
including the Forbidden City and the reconstruction of the Great Wall , isolationism, and sea voyages. (C, E, H, P)
7.51 Explain the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of
the world in the medieval and early modern periods. (C, G, H)
Big Ideas: The Ming dynasty’s early
Essential Questions: How did Ming rulers bring peace and prosperity to
emperors wanted to spread China’s influence.
China? How did Chinese contact with the outside world change during the Ming
By the late 1500s, however, China had limited
dynasty?
its contact with the rest of the world.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Cite evidence from texts
Determining cause and effect
Argumentative writing
Unit Vocabulary:
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Census
Novels
Barbarians
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from The Analects, Confucius
Digital Content: Chinese History from the Ming Dynasty to the Three Gorges Dam video, The Forbidden City slide show, Ming
Vases images, The Voyages of Zheng He map, Fill in the Blank game: Chinese Exploration
Assessment: Weekly assessment, Lesson Review (p. 207), Chapter 4 Activities and Assessment (p. 208-210)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment