Grade 7

2011-2012

Social Studies Course of Study

Strand-History

TOPIC: Historical Thinking
CONTENT STATEMENT #1
  • Historians and archaeologists describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values.

CONCEPTS / VOCABULARY
  • Historical events and issues are grouped by historical eras. Multiple tiered timelines allow students to simultaneously visualize what is occurring for that specific civilization, while seeing what is taking place in the rest of the world.
  • Being able to see a variety of historical events through the eyes of its people helps students to connect with the time period.
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  • geography
  • economics
  • government
  • belief system
  • culture
  • science and technology

PERFORMANCE SKILLS:
  • Examine a variety of primary sources such as historical accounts, paintings, maps, diaries, and personal accounts to describe a historical event or period.
  • Create a written record (ex: diary, news article, drawing, mural) on a historical event (i.e. opening of the Roman Coliseum) as if the student was alive during the time period.

Grade 7

2011-2012

Social Studies Course of Study

Strand-History

TOPIC: EarlyCivilizations
CONTENT STATEMENT #2
  • The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.

CONCEPTS / VOCABULARY
  • The legacy of Ancient Greece and Rome can be identified in many works in today’s global culture.
  • Government, law, engineering, technology, art, architecture, literature, history, and religion of Ancient Greece and Rome are prevalent in today’s society.
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  • monotheism
  • polytheism
  • oligarchy
  • monarchy
  • city state
  • aristocrats
  • tyranny/dictatorship
  • tyrant/dictator
  • direct democracy
  • assembly
  • Athens
  • Sparta
  • Corinthian
  • Ionic
  • Doric
  • architecture
  • sculpture
  • Parthenon
  • acropolis
  • empire
  • Golden Age
  • myths
  • philosophy
  • drama
  • Zeus
  • Olympics
  • cuniculus
  • aqueducts
  • gladiator
  • Greco-Roman

Grade 7

2011-2012

Social Studies Course of Study

Strand-History

CONCEPTS / VOCABULARY (cont’d)
  • patricians
  • plebieans
  • senate
  • consuls
  • tribune
  • veto
  • constitution
  • civil war
  • Julius Caesar
  • Caesar Augustus
  • Pax Romana
  • forum
  • Colosseum
  • Christianity
  • Jesus
  • Messiah
  • Gospels
  • Parables
  • disciples
  • missionary
  • Resurrection
  • Constantine
  • Roman Catholic Church
  • Eastern Orthodox Church
  • sacrament
  • Protestant
  • Pope
  • Catholicism
  • persecuted
  • Latin

PERFORMANCE SKILLS:
  • Create a product to show understanding of life and the historical legacy within Ancient Roman and Greek Civilizations.
  • Develop a written account incorporating the legacy of Ancient Rome and Greece.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: Feudalism and Transitions
CONTENT STATEMENT #3
  • Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks.

CONCEPTS / VOCABULARY
  • Feudalism is the system by which medieval Europeans and Asians (Japanese) organized their power and government which provided structure for their society during an unstable transition period.
  • The Mongols in Asia destroyed the Byzantine Empire. This allowed them to take control of this region.
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  • fief
  • serf
  • chivalry
  • Charlemagne
  • feudalism
  • charter
  • guild
  • apprentice
  • common law

PERFORMANCE SKILLS:
  • Use graphic organizers to help students connect the events of Barbarian invasions with the fall of the Roman Empire and the rise of feudalism.
  • Create a role play experience using the idea of a feudal manor to internalize the variety of social classes.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: Feudalism and Transitions
CONTENT STATEMENT #4
  • Mongol influence led to unified states in China and Korea, but the Mongol failure to conquer Japan allowed a feudal system to persist.

CONCEPTS / VOCABULARY
  • Mongol influence led to unified states in China and Korea and their failure to conquer Japan allowed a feudal system continue for a time.
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  • dynasty
  • imperial
  • Buddhism

PERFORMANCE SKILLS:
  • Create a product (games, narrative, role play, personal narrative) based upon the Silk Road trade route that represents the specialized goods and services of this time period

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: Feudalism and Transitions
CONTENT STATEMENT #5
  • Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.

CONCEPTS / VOCABULARY
  • Achievements by the Islamic civilization were introduced into Western Europe and are influential today.
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  • Islam
  • Muhammad
  • prophet
  • Muslim
  • Qur’an
  • Mosque
  • innovation
  • cultural diffusion
  • immortal
  • evolution
  • sultan
  • holy land
  • Inquisition
  • anti-Semitism
  • segregation
  • Shah

PERFORMANCE SKILLS:
  • Illustrate and annotate an eight pointed star to explain the eight key beliefs and practices of Islam.
  • Write a short letter from the viewpoint of an era merchant explaining who Muhammad is what he is teaching.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: Feudalism and Transitions
CONTENT STATEMENT #6
  • The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes.

CONCEPTS / VOCABULARY
  • Revolutionary ideas introduced during the Renaissance in Europe led to cultural, scientific, and social changes that we still see and have benefitted in today’s global world.
  • The phenomenal individualism of this time period is evident; as are the creations developed by historic figures during this society’s rebirth.
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  • Renaissance
  • classical art
  • humanism
  • individualism
  • Florence
  • Michelangelo
  • Dante
  • Donatello
  • Leonardo de Vinci
  • Machiavelli
  • Johannes Gutenberg
  • Copernicus
  • New World
  • Shakespeare
  • Cervantes

PERFORMANCE SKILLS:
  • Write role cards for characters from the Renaissance and explain who they are and their views on humanism. Using the role cards, students may choose to act out their cards.
  • Create a scrapbook showcasing the tour of Renaissance Florence.

Grade 7

2011-2012

Social Studies Course of Study

Strand – History

TOPIC: Feudalism and Transitions
CONTENT STATEMENT #7
  • The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church.

CONCEPTS / VOCABULARY
  • The rise of Protestantism during the Reformation resulted in the decline of the political power and social influence of the Roman Catholic Church.
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  • indulgence
  • Reformation
  • Protestant
  • Martin Luther
  • denomination
  • King Henry VIII of England
  • Lutheranism
  • Nationalism
  • Anglicanism
  • Puritans

PERFORMANCE SKILLS:
  • Sketch facial features displaying emotions for different groups of people affected by the Reformation and write how each might feel about the need for reform.
  • Construct slogans to highlight contributions of the key figures within the Reformation. Take a stance and defend the side of your choice.
  • Create a Venn diagram comparing and contrasting the aspects of Catholicism and Protestantism during the Reformation.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: First Global Age
CONTENT STATEMENT #8
  • Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes.

CONCEPTS / VOCABULARY
  • Empires in Africa and Asia grew as commercial and cultural centers along trade routes.
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  • Ghana
  • Mali
  • Songhai
  • Arabic

PERFORMANCE SKILLS:
  • Trace the lasting effects of the Muslim conquests and Mongol invasions, using the Silk Road trade route as a focus.

Grade 7

2011-2012

Social Studies Course of Study

Stand - History

TOPIC: First Global Age
CONTENT STATEMENT #9
  • The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies.

CONCEPTS / VOCABULARY
  • The Trans-Saharan slave trade contributed to the development of powerful African states on the southern fringes of the Sahara and in the east African interior. Rulers who sold slaves grew wealthy.
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  • Trans-Saharan

PERFORMANCE SKILLS:
  • Write a dialogue between leaders and traders of African empires.
  • Generate a map to show trade routes among the African empires, along with goods and services traded.
  • Compose a mock trading activity that reflects trade principles.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: First Global Age
CONTENT STATEMENT #10
  • European economic and cultural influence dramatically increased through explorations, conquests and colonization.

CONCEPTS / VOCABULARY
  • The European explorers caused an increase in trade, which allowed several new types of economic frameworks to form.
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  • colonies
  • settlements
  • allies
  • Alexander the Great
  • Byzantine Empire
  • Persian War
  • Age of Exploration
  • epidemic

PERFORMANCE SKILLS:
  • Research an explorer or conqueror and discuss whether their impact positively or negatively affected others.
  • Invent a commemorative coin that explains the influence of the Etruscans and Romans.

Grade 7

2011-2012

Social Studies Course of Study

Strand - History

TOPIC: First Global Age
CONTENT STATEMENT #11
  • The Columbian exchange (i.e., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today.

CONCEPTS / VOCABULARY
  • The Columbian Exchange caused ideas, technology, plants, and animals to be exchanged around the world.
  • These exchanges can be viewed as positive and/or negative.
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  • cartography

PERFORMANCE SKILLS:
  • On a map, identify and label the travel routes of various explorers during the age of exploration.
  • Invent a game that helps players understand the emotions of the explorers and natives as conquests took place over time.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Geography

TOPIC: Spatial Thinking
CONTENT STATEMENT #12
  • Maps and other geographic representations can be used to trace the development of human settlement over time.

CONCEPTS / VOCABULARY
  • Maps can show interaction and patterns between the physical environment and human activity.

PERFORMANCE SKILLS:
  • Construct, label, color, and identify key locations on maps. (ex: Google Earth,
Community Walk)

Grade 7

2011-2012

Social Studies Course of Study

Strand - Geography

TOPIC: Human Systems
CONTENT STATEMENT #13
  • Geographic factors promote or impede the movement of people, products and ideas.

CONCEPTS / VOCABULARY
  • Geography of a region can play an important role in the choices people make.
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  • isthmus
  • Peloponnesus
  • peninsula

PERFORMANCE SKILLS:
  • Recreate the area of mainland Greece in an open space in the classroom in order to experience the effects of the physical geographic features of that time period.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Geography

TOPIC: Human Systems
CONTENT STATEMENT #14
  • Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.

CONCEPTS / VOCABULARY
  • Trade routes connected Africa, Europe and Asia. This allowed these areas to spread new ideas in technology and religion.

PERFORMANCE SKILLS:
  • On a map show the exchanged goods from Africa, Europe and Asia and recognize how they were used to spread the ideas of technology. Cite specific examples of how the religions of Buddhism and Christianity spread through the use of the Silk Road.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Geography

TOPIC: Human Systems
CONTENT STATEMENT #15
  • Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.

CONCEPTS / VOCABULARY
  • Improvements in communication, technology, and transportation have shown how cultural diffusion has taken place around the world.

PERFORMANCE SKILLS:
  • Analyze how the Silk Road and the internet were used to spread ideas for each time period of their existence.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Government

TOPIC: Civic Participation and Skills
CONTENT STATEMENT #16
  • The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.

CONCEPTS / VOCABULARY
  • Individual and group perspectives are essential to analyzing historic and contemporary issues.

PERFORMANCE SKILLS:
  • Debate the issues of the past and present comparing historical topics important to the dominant cultures.
  • Correlate the geographic factors and processes that contribute to or impede cultural diffusion including physical features, culture, war, trade, and technology.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Government

TOPIC: Roles and Systems of Government
CONTENT STATEMENT #17
  • Greek democracy and the RomanRepublic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments.

CONCEPTS / VOCABULARY
  • Greek democracy and the RomanRepublic were radical departures from monarchy and theocracy.
  • Both democracies influenced the structure and function of our modern democratic governments.
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  • citizen
  • democracy
  • direct democracy
  • representative democracy
  • republic
  • theocracy

PERFORMANCE SKILLS:
  • Design a graphic organizer to compare and contrast the governments of Greece, Rome, and the United States.
  • Formulate an essay discussing the structures and functions of a variety of governments.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Government

TOPIC: Roles and Systems of Government
CONTENT STATEMENT #18
  • With the decline of feudalism, consolidation of power resulted in the emergence of nation states.

CONCEPTS / VOCABULARY
  • The decline of feudalism in Western Europe resulted in the surfacing of nation states.
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  • Magna Carta
  • Habeas Corpus
  • Model Parliament
  • Bubonic Plague
  • Hundred Years’ War

PERFORMANCE SKILLS;
  • Analyze the roles of key individuals during the decline of feudalism as England emerged as a nation state.
  • Research the Magna Carta and explain its importance to the development of the United States.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Economics

TOPIC: Economic Decision Making and Skills
CONTENT STATEMENT #19
  • Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.

CONCEPTS / VOCABULARY
  • Individuals, governments and businesses must analyze costs and benefits when making economic decisions.
  • A cost-benefit analysis determines the potential expenditures and profit of an action.
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  • cost
  • benefit
  • cost-benefit analysis

PERFORMANCE SKILLS:
  • Propose a plan to prevent the collapse of Alexander the Great’s Empire or the Roman Empire, focusing on economic issues.

Grade 7

2011-2012

Social Studies Course of Study

Strand- Economics

TOPIC: Scarcity
CONTENT STATEMENT #20
  • The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.

CONCEPTS / VOCABULARY
  • The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade, and interdependence that we know today.
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  • merchants
  • scarcity
  • specialization
  • resources

PERFORMANCE SKILLS:
  • Organize a chart showcasing various regions of the world and their supplemental resources, as well as resources the regions lacked.

Grade 7

2011-2012

Social Studies Course of Study

Strand - Economics

TOPIC: Markets
CONTENT STATEMENT #21
  • The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

CONCEPTS / VOCABULARY
  • The growth of cities and empires fostered the growth of markets.
  • Market interactions increased specialization and the change from a barter system to a monetary economy.
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  • agora
  • forum
  • market economy
  • mercantilism
  • capitalism

PERFORMANCE SKILLS:
  • Assemble groups to reenact bartering systems from Europe (manorial system and feudalism) and/or Africa (Mali, Songhai, and Ghana) and role play the trade of items that encourage specialization.

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