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7TH GRADE GLOBAL LITERACY


SCOPE AND SEQUENCE

ESSENTIAL QUESTION
How does culture influence the everyday life of a civilization?

JOSHUA M. MIRANDA
ARGOSY COLLEGIATE MIDDLE SCHOOL

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Course: Grade 7 Global Literacy
School Year: 2016-2017

Table of Contents
OVERVIEW OF STANDARDS ............................................................................................................................................................................... 3
MASSACHUSETTS FRAMEWORK STANDARDS 7TH GRADE SOCIAL STUDIES ............................................................................................................... 3
CCSS READING FOR LITERACY IN HISTORY/SOCIAL STUDIES .................................................................................................................................................. 5
CCSS WRITING IN HISTORY/SOCIAL STUDIES ..................................................................................................................................................................... 5
SNAPSHOT SCOPE AND SEQUENCE .................................................................................................................................................................... 6
INTRO TO GEOGRAPHY AND CULTURE ...................................................................................................................................................................... 6
ORIGINS THROUGH THE NEOLITHIC AGE ................................................................................................................................................................... 6
MESOPATAMIA ......................................................................................................................................................................................................... 7
EGYPT ........................................................................................................................................................................................................................ 7
PHONECIA AND ANCIENT ISRAEL ................................................................................................................................................................................ 8
ANCIENT GREECE....................................................................................................................................................................................................... 8
SNAPSHOT SCOPE AND SEQUENCE TRIMESTER VIEW .................................................................................................................................... 10
TRIMESTER 1 ................................................................................................................................................................................................... 11
INTRO TO GEOGRAPHY AND CULTURE ............................................................................................................................................................................. 12
ORIGINS THROUGH THE NEOLITHIC AGE ................................................................................................................................................................. 13
MESOPATAMIA ....................................................................................................................................................................................................... 14
TRIMESTER 2 ................................................................................................................................................................................................... 15
ANCIENT EGYPT ....................................................................................................................................................................................................... 16
PHOENICIA AND ANCIENT ISRAEL ........................................................................................................................................................................... 17
TRIMESTER 3 ................................................................................................................................................................................................... 18
ANCIENT GREECE..................................................................................................................................................................................................... 19
ANCIENT ROME ....................................................................................................................................................................................................... 20
RESEARCH PAPER .................................................................................................................................................................................................... 21

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Course: Grade 7 Global Literacy
School Year: 2016-2017

OVERVIEW OF STANDARDS
MASSACHUSETTS FRAMEWORK STANDARDS 7th GRADE SOCIAL STUDIES
7.1 Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H)
7.2 Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H)
7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (H)
7.4 Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the domestication of animals). (H)
7.5 Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. (H)
7.6 Identify the characteristics of civilizations. (H, G, E)
A. the presence of geographic boundaries and political institutions
B. an economy that produces food surpluses
C. a concentration of population in distinct areas or cities
D. the existence of social classes E. developed systems of religion, learning, art, and architecture F. a system of record keeping
7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called the Fertile
Crescent. On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E)
7.8 Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (H)
7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E)
7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E) a. its system of writing (and its importance in record keeping and tax collection) b. monumental architecture (the ziggurat) c. art (large
relief sculpture, mosaics, and cylinder seals)
7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabis Code (an eye for an eye). (H, C, E)
7.12 On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt
and explain what the terms mean. On a modern map, identify the modern countries of Egypt and Sudan. (G)
7.13 Describe the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of ancient Nubia (the Kingdom of Kush) and their relationship to the social
and economic characteristics of ancient Egypt. (H, G)
7.14 Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. (H, C)
7.15 Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. (H)
7.16 Summarize important achievements of Egyptian civilization. (H)
A. the agricultural system
B. the invention of a calendar
C. monumental architecture and art such as the Pyramids and Sphinx at Giza
D. hieroglyphic writing
E. the invention of papyrus
7.17 On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, Lebanon, and Syria. (G)
7.18 Identify the Phoenicians as the successors to the Minoans in dominating maritime trade in the Mediterranean from c. 1000300 BC/BCE. Describe how the Phoenician writing system was the first alphabet (with 22
symbols for consonants) and the precursor of the first complete alphabet developed by the ancient Greeks (with symbols representing both consonants and vowels). (H, E)
7.19 On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon,
the area governed by the Palestinian Authority, Syria, and Turkey. (G)
7.20 Identify the ancient Israelites, or Hebrews, trace their migrations from Mesopotamia to the land called Canaan, and explain the role of Abraham and Moses in their history. (H, G)
7.21 Describe the monotheistic religion of the Israelites. (H)
A. the belief that there is one God
B. the Ten Commandments
C. the emphasis on individual worth and personal responsibility
D. the belief that all people must adhere to the same moral obligations, whether ruler or ruled
E. the Hebrew Bible (Old Testament) as part of the history of early Israel.
7.22 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including Davids founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon.
(H)
7.23 Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the Romans. (H)
7.24 On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC/BCE. On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian
subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey. (H, G)

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Course: Grade 7 Global Literacy
School Year: 2016-2017

7.25 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. (H, G, E)
7.26 Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in ancient Greece. (H, C)
A. the polis or city-state
B. civic participation and voting rights
C. legislative bodies
D. constitution writing
E. rule of law
7.27 Compare and contrast life in Athens and Sparta. (H)
7.28 Describe the status of women and the functions of slaves in ancient Athens. (H)
7.29 Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons. (H)
7.30 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. (H)
7.31 Describe the rise of Alexander the Great and the spread of Greek culture. (H)
7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today. (H)
7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H)
7.34 Describe the purposes and functions of development of Greek institutions such as the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks. (H)
A. Thales (science)
B. Pythagoras and Euclid (mathematics)
C. Hippocrates (medicine)
D. Socrates, Plato, and Aristotle (philosophy)
E. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama)
F. the Parthenon, the Acropolis, and the Temple of Apollo (architecture)
G. the development of the first complete alphabet with symbols for consonants and vowels
7.35 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. (H, G)
7.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E)
7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history. (H)
A. Romulus and Remus
B. Hannibal and the Carthaginian Wars
C. Cicero
D. Julius Caesar and Augustus
E. Hadrian
7.38 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic
duty. (H, C)
7.39 Describe the influence of Julius Caesar and Augustus in Romes transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. (H, E)
A. Military organization, tactics, and conquests; and decentralized administration
B. the purpose and functions of taxes
C. the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes
D. the benefits of a Pax Romana
7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the origins of Christianity and its central features. (H)
A. monotheism
B. the belief in Jesus as the Messiah and Gods son who redeemed humans from sin
C. the concept of salvation
D. belief in the Old and New Testament
E. the lives and teachings of Jesus and Saint Paul
F. the relationship of early Christians to officials of the Roman Empire
7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the
disintegration of the Roman Empire. (H, E)
7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H)
7.44 Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic
vocabulary. (H)

(H) History (G) Geography (E) Economics

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Course: Grade 7 Global Literacy
School Year: 2016-2017

CCSS Reading for Literacy in History/Social Studies

RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
RH.3: Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same topic.

CCSS Writing in History/Social Studies

WHST.1: Write arguments focused on discipline-specific content.


a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
WHST.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
WHST.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
WHST.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
WHST.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
WHST.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.

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Course: Grade 7 Global Literacy
School Year: 2016-2017

Snapshot Scope and Sequence


UNIT NAME ESSENTIAL QUESTIONS MASS FRAMEWORK CCSS STANDARDS
INTRO TO How can the five themes of RH.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
RH.5: Describe how a text presents information (e.g., sequentially, comparatively,
GEOGRAPHY AND government help scholars causally).
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
CULTURE understand the world? loaded language, inclusion or avoidance of particular facts).
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
(4 WEEKS) maps) with other information in print and digital texts.

WHST.1: Write arguments focused on discipline-specific content.


a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.

7.1 Describe the great climatic and environmental changes that RH.1: Cite specific textual evidence to support analysis of primary and secondary
ORIGINS How does technology affect the shaped the earth and eventually permitted the growth of human sources.
life. (H) RH.2: Determine the central ideas or information of a primary or secondary source;
THROUGH THE development of a culture? 7.2 Identify sites in Africa where archaeologists have found provide an accurate summary of the source distinct from prior knowledge or
evidence of the origins of modern human beings and describe opinions
NEOLITHIC AGE what the archaeologists found. (G, H) RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
7.3 Describe the characteristics of the hunter-gatherer societies of loaded language, inclusion or avoidance of particular facts).
(4 WEEKS) How did cultures change from the Paleolithic Age (their use of tools and fire, basic hunting
weapons, beads and other jewelry). (H) WHST.2: Write informative/explanatory texts, including the narration of historical
the Paleolithic period through 7.4 Explain the importance of the invention of metallurgy and events, scientific procedures/ experiments, or technical processes.
agriculture (the growing of crops and the domestication of a. Introduce a topic clearly, previewing what is to follow; organize
Neolithic times? animals). (H) ideas, concepts, and information into broader categories as
7.5 Describe how the invention of agriculture related to appropriate to achieving purpose; include formatting (e.g.,
settlement, population growth, and the emergence of civilization. headings), graphics (e.g., charts, tables), and multimedia when
(H) useful to aiding comprehension.
7.6 Identify the characteristics of civilizations. (H, G, E) b. Develop the topic with relevant, well-chosen facts, definitions,
A. the presence of geographic boundaries and concrete details, quotations, or other information and examples.
political institutions c. Use appropriate and varied transitions to create cohesion and
B. an economy that produces food surpluses clarify the relationships among ideas and concepts.
C. a concentration of population in distinct areas d. Use precise language and domain-specific vocabulary to inform
or cities about or explain the topic.
D. the existence of social classes e. Establish and maintain a formal style and objective tone.
E. developed systems of religion, learning, art,
and architecture
F. a system of record keeping

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Course: Grade 7 Global Literacy
School Year: 2016-2017

7.7 On a historical map, locate the Tigris and Euphrates Rivers RH.1: Cite specific textual evidence to support analysis of primary and secondary
MESOPATAMIA How do geographic factors and identify Sumer, Babylon, and Assyria as successive sources.
civilizations and empires in this region, and explain why the RH.2: Determine the central ideas or information of a primary or secondary source;
(4 WEEKS) influence the way people live? region is sometimes called the Fertile Crescent. On a modern provide an accurate summary of the source distinct from prior knowledge or
map of western Asia, identify the modern countries in the region opinions
(Iraq, Iran, and Turkey). (H, G, E) RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
7.8 Identify polytheism (the belief that there are many gods) as the loaded language, inclusion or avoidance of particular facts).
Why was the domestication of religious belief of the people in Mesopotamian civilizations. (H)
7.9 Describe how irrigation, metalsmithing, slavery, the WHST.2: Write informative/explanatory texts, including the narration of historical
animals and the use of domestication of animals, and inventions such as the wheel, the events, scientific procedures/ experiments, or technical processes.
sail, and the plow contributed to the growth of Mesopotamian a. Introduce a topic clearly, previewing what is to follow; organize
agriculture important? civilizations. (H, E) ideas, concepts, and information into broader categories as
7.10 Describe the important achievements of Mesopotamian appropriate to achieving purpose; include formatting (e.g.,
civilization. (H, C, E) a. its system of writing (and its importance headings), graphics (e.g., charts, tables), and multimedia when
in record keeping and tax collection) b. monumental architecture useful to aiding comprehension.
(the ziggurat) c. art (large relief sculpture, mosaics, and cylinder b. Develop the topic with relevant, well-chosen facts, definitions,
seals) concrete details, quotations, or other information and examples.
7.11 Describe who Hammurabi was and explain the basic c. Use appropriate and varied transitions to create cohesion and
principle of justice in Hammurabis Code (an eye for an eye). clarify the relationships among ideas and concepts.
(H, C, E) d. Use precise language and domain-specific vocabulary to inform

about or explain the topic.


e. Establish and maintain a formal style and objective tone.

7.12 On a historical map of the Mediterranean region, locate the RH.1: Cite specific textual evidence to support analysis of primary and secondary
EGYPT How do geographic factors Mediterranean and Red Seas, the Nile River and Delta, and the sources.
areas of ancient Nubia and Egypt. Identify the locations of ancient RH.2: Determine the central ideas or information of a primary or secondary source;
(5 WEEKS) influence the way people lived in Upper and Lower Egypt and explain what the terms mean. On a provide an accurate summary of the source distinct from prior knowledge or
modern map, identify the modern countries of Egypt and Sudan. opinions
Ancient Egypt? (G) RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
7.13 Describe the kinds of evidence used by archaeologists and loaded language, inclusion or avoidance of particular facts).
historians to draw conclusions about the social and economic RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
characteristics of ancient Nubia (the Kingdom of Kush) and their maps) with other information in print and digital texts.
How did the societal structures relationship to the social and economic characteristics of ancient
Egypt. (H, G) WHST.1: Write arguments focused on discipline-specific content.
created in Ancient Egypt lead to 7.14 Describe the role of the pharaoh as god/king, the concept of a. Introduce claim(s) about a topic or issue, acknowledge and
dynasties, the importance of at least one Egyptian ruler, the distinguish the claim(s) from alternate or opposing claims, and
its rise and fall? relationship of pharaohs to peasants, and the role of slaves in organize the reasons and evidence logically.
ancient Egypt. (H, C) b. Support claim(s) with logical reasoning and relevant, accurate
7.15 Describe the polytheistic religion of ancient Egypt with data and evidence that demonstrate an understanding of the topic or
respect to beliefs about death, the afterlife, mummification, and text, using credible sources.
the roles of different deities. (H) c. Use words, phrases, and clauses to create cohesion and clarify the
7.16 Summarize important achievements of Egyptian civilization. relationships among claim(s), counterclaims, reasons, and evidence.
(H) d. Establish and maintain a formal style.
A. the agricultural system e. Provide a concluding statement or section that follows from and
B. the invention of a calendar supports the argument presented.
C. monumental architecture and art such as the WHST.2: Write informative/explanatory texts, including the narration of historical
Pyramids and Sphinx at Giza events, scientific procedures/ experiments, or technical processes.
D. hieroglyphic writing a. Introduce a topic clearly, previewing what is to follow; organize
E. the invention of papyrus ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal style and objective tone.

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Course:
School Year:

RH.1: Cite specific textual evidence to support analysis of primary and secondary
PHONECIA How did the 7.17 On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete,
Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, sources.
RH.2: Determine the central ideas or information of a primary or secondary source;
AND Phoenician system Lebanon, and Syria. (G)
7.18 Identify the Phoenicians as the successors to the Minoans in dominating maritime provide an accurate summary of the source distinct from prior knowledge or
opinions
ANCIENT ISRAEL of trade and trade in the Mediterranean from c. 1000-300 BC/BCE. Describe how the Phoenician
writing system was the first alphabet (with 22 symbols for consonants) and the precursor RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same
(7 WEEKS) alphabet impact of the first complete alphabet developed by the ancient Greeks (with symbols representing
both consonants and vowels). (H, E) topic.

their civilization? 7.19 On a historical map of the Mediterranean, locate Asia Minor, Greece and
Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern WHST.2: Write informative/explanatory texts, including the narration of historical
map, locate Egypt, Greece, Israel, Jordan, Lebanon, the area governed by the Palestinian events, scientific procedures/ experiments, or technical processes.
Authority, Syria, and Turkey. (G) a. Introduce a topic clearly, previewing what is to follow; organize
7.20 Identify the ancient Israelites, or Hebrews, trace their migrations from Mesopotamia ideas, concepts, and information into broader categories as
to the land called Canaan, and explain the role of Abraham and Moses in their history. (H, appropriate to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when
What importance G)
7.21 Describe the monotheistic religion of the Israelites. (H) useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions,
did religion play in A. the belief that there is one God
B. the Ten Commandments concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and
the lives of the C. the emphasis on individual worth and personal responsibility
D. the belief that all people must adhere to the same moral obligations, clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
Jews, even after whether ruler or ruled
E. the Hebrew Bible (Old Testament) as part of the history of early Israel. about or explain the topic.
e. Establish and maintain a formal style and objective tone.
their exile and 7.22 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon,
including Davids founding of Jerusalem as his capital city in 1000 BC/BCE and the f. Provide a concluding statement or section that follows from and
supports the information or explanation presented.
captivity? building of the first temple by Solomon. (H)
7.23 Explain the expulsion/dispersion of the Jews to other lands (referred to as the WHST.6: Use technology, including the Internet, to produce and publish writing and
Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the present the relationships between information and ideas clearly and efficiently.
renaming of the country by the Romans. (H)

7.24 On a historical map of the Mediterranean area, locate Greece and trace the extent of RH.1: Cite specific textual evidence to support analysis of primary and secondary
ANCIENT GREECE How did the its influence to 300 BC/BCE. On a modern map of the Mediterranean area, Europe, sources.
England, the Middle East, and the Indian subcontinent, locate England, France, Greece, RH.2: Determine the central ideas or information of a primary or secondary source;
(5 WEEKS) geography of Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle provide an accurate summary of the source distinct from prior knowledge or
East, Pakistan, and Turkey. (H, G) opinions
Ancient Greece 7.25 Explain how the geographical location of ancient Athens and other city-states RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
contributed to their role in maritime trade, their colonies in the Mediterranean, and the loaded language, inclusion or avoidance of particular facts).
contribute to their expansion of their cultural influence. (H, G, E) RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
7.26 Explain why the government of ancient Athens is considered the beginning of maps) with other information in print and digital texts.
growth and democracy and explain the democratic political concepts developed in ancient Greece. (H, RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
C) RH.9: Analyze the relationship between a primary and secondary source on the same
expansion? A. the polis or city-state topic.
B. civic participation and voting rights
C. legislative bodies WHST.1: Write arguments focused on discipline-specific content.
D. constitution writing a. Introduce claim(s) about a topic or issue, acknowledge and
How did social E. rule of law distinguish the claim(s) from alternate or opposing claims, and
7.27 Compare and contrast life in Athens and Sparta. (H) organize the reasons and evidence logically.
structure, religion, 7.28 Describe the status of women and the functions of slaves in ancient Athens. (H) b. Support claim(s) with logical reasoning and relevant, accurate
7.29 Analyze the causes, course, and consequences of the Persian Wars, including the data and evidence that demonstrate an understanding of the topic or
and war impact origins of marathons. (H) text, using credible sources.
7.30 Analyze the causes, course, and consequences of the Peloponnesian Wars between c. Use words, phrases, and clauses to create cohesion and clarify the
Greek society? Athens and Sparta. (H) relationships among claim(s), counterclaims, reasons, and evidence.
7.31 Describe the rise of Alexander the Great and the spread of Greek culture. (H) d. Establish and maintain a formal style.
7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and e. Provide a concluding statement or section that follows from and
goddesses, heroes, and events, and where and how we see their names used today. (H) supports the argument presented.
7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions WHST.2: Write informative/explanatory texts, including the narration of historical
and describe the kinds of sports they featured. (H) events, scientific procedures/ experiments, or technical processes.
7.34 Describe the purposes and functions of development of Greek institutions such as the a. Introduce a topic clearly, previewing what is to follow; organize
lyceum, the gymnasium, and the Library of Alexandria, and identify the major ideas, concepts, and information into broader categories as
accomplishments of the ancient Greeks. (H) appropriate to achieving purpose; include formatting (e.g.,
A. Thales (science) headings), graphics (e.g., charts, tables), and multimedia when
B. Pythagoras and Euclid (mathematics) useful to aiding comprehension.
C. Hippocrates (medicine) b. Develop the topic with relevant, well-chosen facts, definitions,
D. Socrates, Plato, and Aristotle (philosophy) concrete details, quotations, or other information and examples.
E. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, c. Use appropriate and varied transitions to create cohesion and
and Euripides (history, poetry, and drama) clarify the relationships among ideas and concepts.
F. the Parthenon, the Acropolis, and the Temple of Apollo (architecture) d. Use precise language and domain-specific vocabulary to inform
G. the development of the first complete alphabet with symbols for about or explain the topic.
consonants and vowels e. Establish and maintain a formal style and objective tone.

8


Course:
School Year:

7.35 On a historical map, identify ancient Rome and trace the extent of the Roman Empire RH.1: Cite specific textual evidence to support analysis of primary and secondary
ANCIENT ROME How did social to 500 AD/CE. (H, G) sources.
7.36 Explain how the geographical location of ancient Rome contributed to the shaping of RH.2: Determine the central ideas or information of a primary or secondary source;
(4 WEEKS) structure, religion, Roman society and the expansion of its political power in the Mediterranean region and provide an accurate summary of the source distinct from prior knowledge or
beyond. (H, G, E) opinions
and desire for 7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
in Roman history. (H) loaded language, inclusion or avoidance of particular facts).
conquest lead to the A. Romulus and Remus RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
B. Hannibal and the Carthaginian Wars maps) with other information in print and digital texts.
rise and fall of C. Cicero RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
D. Julius Caesar and Augustus RH.9: Analyze the relationship between a primary and secondary source on the same
Roman society? E. Hadrian topic.
7.38 Describe the government of the Roman Republic and its contribution to the
development of democratic principles, including separation of powers, rule of law, WHST.1: Write arguments focused on discipline-specific content.
representative government, and the notion of civic duty. (H, C) a. Introduce claim(s) about a topic or issue, acknowledge and
What were the major 7.39 Describe the influence of Julius Caesar and Augustus in Romes transition from a distinguish the claim(s) from alternate or opposing claims, and
republic to an empire and explain the reasons for the growth and long life of the Roman organize the reasons and evidence logically.
contribution of Empire. (H, E) b. Support claim(s) with logical reasoning and relevant, accurate
A. Military organization, tactics, and conquests; and decentralized data and evidence that demonstrate an understanding of the topic or
Roman society? administration text, using credible sources.
B. the purpose and functions of taxes c. Use words, phrases, and clauses to create cohesion and clarify the
C. the promotion of economic growth through the use of a standard relationships among claim(s), counterclaims, reasons, and evidence.
currency, road construction, and the protection of trade routes d. Establish and maintain a formal style.
D. the benefits of a Pax Romana e. Provide a concluding statement or section that follows from and
7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the supports the argument presented.
origins of Christianity and its central features. (H) WHST.2: Write informative/explanatory texts, including the narration of historical
A. monotheism events, scientific procedures/ experiments, or technical processes.
B. the belief in Jesus as the Messiah and Gods son who redeemed humans a. Introduce a topic clearly, previewing what is to follow; organize
from sin ideas, concepts, and information into broader categories as
C. the concept of salvation appropriate to achieving purpose; include formatting (e.g.,
D. belief in the Old and New Testament headings), graphics (e.g., charts, tables), and multimedia when
E. the lives and teachings of Jesus and Saint Paul useful to aiding comprehension.
F. the relationship of early Christians to officials of the Roman Empire b. Develop the topic with relevant, well-chosen facts, definitions,
7.42 Explain how inner forces (including the rise of autonomous military powers, political concrete details, quotations, or other information and examples.
corruption, and economic and political instability) and external forces (shrinking trade, c. Use appropriate and varied transitions to create cohesion and
attacks, and invasions) led to the disintegration of the Roman Empire. (H, E) clarify the relationships among ideas and concepts.
7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, d. Use precise language and domain-specific vocabulary to inform
engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, about or explain the topic.
plumbing, and sanitation). (H) e. Establish and maintain a formal style and objective tone.
7.44 Explain the spread and influence of the Roman alphabet and the Latin language, the
use of Latin as the language of education for more than 1,000 years, and the role of Latin
and Greek in scientific and academic vocabulary. (H)

RESEARCH PAPER How does culture


(3 WEEKS) influence the WHST.1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence
everyday life of a logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
civilization? c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
WHST.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
WHST.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
WHST.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
WHST.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.

RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same topic.

9
Course: Grade 7 Global Literacy
School Year: 2016-2017

Snapshot Scope and Sequence TRIMESTER VIEW


TRIMESTER 1 TRIMESTER 2 TRIMESTER 3
INTRO TO GEOGRAPHY AND EGYPT ANCIENT GREECE
CULTURE
PHONECIA AND ANCIENT ISRAEL ANCIENT ROME
ORIGINS THROUGH THE NEOLITHIC
AGE RESEARCH PAPER

MESOPATAMIA

10
Course: Grade 7 Global Literacy
School Year: 2016-2017

TRIMESTER 1

11
Course: Grade 7 Global Literacy
School Year: 2016-2017

Intro to Geography and Culture


Unit Intro to Geography and Culture

Essential Question(s) How can the five themes of government help scholars understand the world?
Time 4 Weeks
Standards Assessments Student Work Instructional Materials
RH.4: Determine the meaning of words and phrases as they (Summative)
are used in a text, including vocabulary specific to domains
related to history/social studies. Class Notes 5 Themes of Geography PowerPoint
RH.5: Describe how a text presents information (e.g., My Country Project
sequentially, comparatively, causally). Paragraph Writing Interactive Notebook Interactive Notebook Activities
RH.6: Identify aspects of a text that reveal an authors point
of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts). (Formative) Reading Comprehension
RH.7: Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in Exit Tickets
print and digital texts. Writing Graphic
Organizer
WHST.1: Write arguments focused on discipline-specific Check for
content. Understanding
a. Introduce claim(s) about a topic or issue, Map Worksheets

acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
Interactive Notebook
reasons and evidence logically. Check
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.

12
Course: Grade 7 Global Literacy
School Year: 2016-2017

ORIGINS THROUGH THE NEOLITHIC AGE


Unit Origins through the Neolithic Age

Essential Question(s) How does technology affect the development of a culture?


How did cultures change from the Paleolithic period through Neolithic times?
Time 4 Weeks
Standards Assessments Student Work Instructional Materials
7.1 Describe the great climatic and environmental changes that shaped the earth and (Summative)
eventually permitted the growth of human life. (H)
7.2 Identify sites in Africa where archaeologists have found evidence of the origins of Class Notes Early Human DBQ
modern human beings and describe what the archaeologists found. (G, H) TIMELINE PROJECT
7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age
(their use of tools and fire, basic hunting weapons, beads and other jewelry). (H) Interactive Notebook PEARSON CH 1-2
7.4 Explain the importance of the invention of metallurgy and agriculture (the growing of EARLY HUMAN DBQ Reading
crops and the domestication of animals). (H)
7.5 Describe how the invention of agriculture related to settlement, population growth, and Graphic Organizers
the emergence of civilization. (H) (Formative) Comprehension
7.6 Identify the characteristics of civilizations. (H, G, E)
A. the presence of geographic boundaries and political institutions
B. an economy that produces food surpluses Exit Tickets Writing Graphic
C. a concentration of population in distinct areas or cities
D. the existence of social classes
Organizer
E. developed systems of religion, learning, art, and architecture Check for Understanding
F. a system of record keeping
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. Summary Writing
RH.2: Determine the central ideas or information of a primary or secondary source; Article Summary Writing
provide an accurate summary of the source distinct from prior knowledge or opinions
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., Interactive Notebook Timeline
loaded language, inclusion or avoidance of particular facts).
WHST.2: Write informative/explanatory texts, including the narration of historical events, Check
scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style and objective tone.

13
Course: Grade 7 Global Literacy
School Year: 2016-2017

MESOPATAMIA
Unit Mesopotamia

Essential Question(s) How do geographic factors influence the way people live?
Why was the domestication of animals and the use of agriculture important?
Time 4 Weeks
Standards Assessments Student Work Instructional
Materials
7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, (Summative)
Babylon, and Assyria as successive civilizations and empires in this region, and explain
why the region is sometimes called the Fertile Crescent. On a modern map of western Class Notes Hammurabi Code
Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E) Project Choice Board DBQ
7.8 Identify polytheism (the belief that there are many gods) as the religious belief of the
people in Mesopotamian civilizations. (H) Interactive Notebook
7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and Hammurabi Code DBQ PEARSON CH 3
inventions such as the wheel, the sail, and the plow contributed to the growth of
Mesopotamian civilizations. (H, E) Reading Comprehension
7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E) a. its (Formative) Graphic Organizers
system of writing (and its importance in record keeping and tax collection) b. monumental
architecture (the ziggurat) c. art (large relief sculpture, mosaics, and cylinder seals) Writing Graphic
7.11 Describe who Hammurabi was and explain the basic principle of justice in Exit Tickets Organizer Mesopotamia
Hammurabis Code (an eye for an eye). (H, C, E)
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. PowerPoint
RH.2: Determine the central ideas or information of a primary or secondary source; Check for Understanding Map Worksheets
provide an accurate summary of the source distinct from prior knowledge or opinions
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts). Interactive Notebook
WHST.2: Write informative/explanatory texts, including the narration of historical events, Check
scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style and objective tone.

14
Course: Grade 7 Global Literacy
School Year: 2016-2017

TRIMESTER 2

15
Course: Grade 7 Global Literacy
School Year: 2016-2017

ANCIENT EGYPT
Unit ANCIENT EGYPT

Essential Question(s) How do geographic factors influence the way people lived in Ancient Egypt?
How did the societal structures created in Ancient Egypt lead to its rise and fall?
Time 5 Weeks
Standards Assessments Student Work Instructional
Materials
7.12 On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta,
and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what
(Summative)
the terms mean. On a modern map, identify the modern countries of Egypt and Sudan. (G) Class Notes Ancient Egypt
7.13 Describe the kinds of evidence used by archaeologists and historians to draw conclusions about the social and
economic characteristics of ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic Project Choice DBQ
characteristics of ancient Egypt. (H, G) Board Interactive Notebook
7.14 Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian
ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. (H, C) PEARSON CH 4
7.15 Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife,
mummification, and the roles of different deities. (H)
Ancient Egypt Reading
7.16 Summarize important achievements of Egyptian civilization. (H) Code DBQ Comprehension Graphic
A. the agricultural system
B. the invention of a calendar Organizers
C. monumental architecture and art such as the Pyramids and Sphinx at Giza (Formative) Writing Graphic
D. hieroglyphic writing
E. the invention of papyrus Organizer Egypt PowerPoint
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. Exit Tickets
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions Map Worksheets
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or Check for
avoidance of particular facts).
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print Understanding Societal Structure
and digital texts. Diagram
WHST.1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or Interactive
opposing claims, and organize the reasons and evidence logically. Notebook Check
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), Societal
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style. Structure
e. Provide a concluding statement or section that follows from and supports the argument presented. Diagram

16
Course: Grade 7 Global Literacy
School Year: 2016-2017

PHOENICIA AND ANCIENT ISRAEL


Unit Phoenicia and Ancient Israel

Essential Question(s) How did the Phoenician system of trade and alphabet impact their civilization?
What importance did religion play in the lives of the Jews, even after their exile and captivity?
Time 7 Weeks
Standards Assessments Student Work Instructional
Materials
7.17 On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea. On a modern
map, locate Greece, Crete, Turkey, Lebanon, and Syria. (G)
(Summative)
7.18 Identify the Phoenicians as the successors to the Minoans in dominating maritime trade in the Mediterranean from c. 1000-300 BC/BCE. Class Notes Ancient Israel DBQ
Describe how the Phoenician writing system was the first alphabet (with 22 symbols for consonants) and the precursor of the first complete
alphabet developed by the ancient Greeks (with symbols representing both consonants and vowels). (H, E) Project Choice
7.19 On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, Board Interactive PEARSON CH 5
and Egypt. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon, the area governed by the Palestinian Authority, Syria, and
Turkey. (G) Notebook
7.20 Identify the ancient Israelites, or Hebrews, trace their migrations from Mesopotamia to the land called Canaan, and explain the role of
Abraham and Moses in their history. (H, G)
Ancient Israel Graphic Organizers
7.21 Describe the monotheistic religion of the Israelites. (H) DBQ Reading
A. the belief that there is one God Comprehension
B. the Ten Commandments Phoenicia
C. the emphasis on individual worth and personal responsibility (Formative) PowerPoint
D. the belief that all people must adhere to the same moral obligations, whether ruler or ruled
E. the Hebrew Bible (Old Testament) as part of the history of early Israel. Writing
7.22 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including Davids founding of Jerusalem as his Exit Tickets Graphic Primary Sources
capital city in 1000 BC/BCE and the building of the first temple by Solomon. (H)
7.23 Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in
Organizer
Jerusalem in 70 AD/CE, and the renaming of the country by the Romans. (H) Check for
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
Understanding Map
prior knowledge or opinions Worksheets
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same topic.
Interactive
WHST.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical Notebook Check
processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as

appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to Societal Structure
aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Diagram
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
WHST.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
clearly and efficiently.

17
Course: Grade 7 Global Literacy
School Year: 2016-2017

TRIMESTER 3

18
Course: Grade 7 Global Literacy
School Year: 2016-2017

ANCIENT GREECE
Unit Ancient Greece
Essential Question(s) How did the geography of Ancient Greece contribute to their growth and expansion?
How did social structure, religion, and war impact Greek society?
Time 4 Weeks
Standards Assessments Student Work Instructional
Materials
7.24 On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC/BCE. On a modern map of the
Mediterranean area, Europe, England, the Middle East, and the Indian subcontinent, locate England, France, Greece, Italy, Spain, and other
(Summative)
countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey. (H, G) Class Notes Ancient Greece
7.25 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in
the Mediterranean, and the expansion of their cultural influence. (H, G, E) Project Choice DBQ
7.26 Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts Board Interactive
developed in ancient Greece. (H, C)
A. the polis or city-state
B. civic participation and voting rights
Notebook PEARSON
C. legislative bodies
D. constitution writing
Ancient Greece CH 10-11
E. rule of law
7.27 Compare and contrast life in Athens and Sparta. (H)
DBQ Reading
7.28 Describe the status of women and the functions of slaves in ancient Athens. (H) Comprehension Graphic Organizers
7.29 Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons. (H)
7.30 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. (H)
Myth Writing
7.31 Describe the rise of Alexander the Great and the spread of Greek culture. (H) Assignment Writing Graphic Primary Sources
7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we
see their names used today. (H)
Organizer
7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H) (Formative)
7.34 Describe the purposes and functions of development of Greek institutions such as the lyceum, the gymnasium, and the Library of
Alexandria, and identify the major accomplishments of the ancient Greeks. (H) Map
A. Thales (science)
B. Pythagoras and Euclid (mathematics) Exit Tickets Worksheets
C. Hippocrates (medicine)
D. Socrates, Plato, and Aristotle (philosophy)
E. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama)
F. the Parthenon, the Acropolis, and the Temple of Apollo (architecture) Check for
G. the development of the first complete alphabet with symbols for consonants and vowels Understanding
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions Interactive
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text. Notebook Check
RH.9: Analyze the relationship between a primary and secondary source on the same topic.
WHST.1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Societal Structure
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
Diagram
e. Provide a concluding statement or section that follows from and supports the argument presented.

19
Course: Grade 7 Global Literacy
School Year: 2016-2017

ANCIENT ROME
Unit Ancient Rome
Essential Question(s) How did social structure, religion, and desire for conquest lead to the rise and fall of Roman society?
What were the major contribution of Roman society?
Time 4 Weeks
Standards Assessments Student Work Instructional
Materials
7.35 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. (H, G)
7.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political
(Summative)
power in the Mediterranean region and beyond. (H, G, E) Class Notes Ancient Rome
7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history. (H)
A. Romulus and Remus Project Choice DBQ
B. Hannibal and the Carthaginian Wars
C. Cicero Board Interactive
D. Julius Caesar and Augustus
E. Hadrian Notebook PEARSON
7.38 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of
powers, rule of law, representative government, and the notion of civic duty. (H, C) Ancient Rome CH 12-13
7.39 Describe the influence of Julius Caesar and Augustus in Romes transition from a republic to an empire and explain the reasons for the
growth and long life of the Roman Empire. (H, E)
DBQ Reading
A. Military organization, tactics, and conquests; and decentralized administration Comprehension Graphic Organizers
B. the purpose and functions of taxes
C. the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes
D. the benefits of a Pax Romana
Rome and
7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the origins of Christianity and its central features. (H) America Writing Graphic Primary Sources
A. monotheism
B. the belief in Jesus as the Messiah and Gods son who redeemed humans from sin
C. the concept of salvation
Organizer
D. belief in the Old and New Testament
E. the lives and teachings of Jesus and Saint Paul
(Formative) Readers Theater
F. the relationship of early Christians to officials of the Roman Empire
7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and
Map
external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E) Exit Tickets Worksheets
7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges,
arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H)

7.44 Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than Check for
1,000 years, and the role of Latin and Greek in scientific and academic vocabulary. (H)
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
Understanding
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
Interactive
facts). Notebook Check
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same topic.
WHST.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.

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Course: Grade 7 Global Literacy
School Year: 2016-2017

RESEARCH PAPER
Unit Research Paper
Essential Question(s) How does culture influence the everyday life of a civilization?
Time 3 Weeks
Standards Assessments Student Work Instructional
Materials
WHST.1: Write arguments focused on discipline-specific content. (Summative)
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate Brainstorm Writing Process
or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
Writing Portfolio Work PowerPoint
demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), Research Paper Research Graphic Organizers
counterclaims, reasons, and evidence. Documents
d. Establish and maintain a formal style. (Formative) Research
e. Provide a concluding statement or section that follows from and supports the argument presented.
WHST.4: Produce clear and coherent writing in which the development, organization, and style are Notecards PowerPoint
Graphic
appropriate to task, purpose, and audience.
WHST.5: With some guidance and support from peers and adults, develop and strengthen writing as needed Organizers Paragraph
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and Graphic
audience have been addressed. Writing Process
Organizers
WHST.6: Use technology, including the Internet, to produce and publish writing and present the Steps
relationships between information and ideas clearly and efficiently.
WHST.7: Conduct short research projects to answer a question (including a self-generated question), Rough Draft
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration. Peer Editing
WHST.8: Gather relevant information from multiple print and digital sources, using search terms Review
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.9: Draw evidence from informational texts to support analysis, reflection, and research. Final Draft
RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.8:Distinguish among fact, opinion, and reasoned judgment in a text.
RH.9: Analyze the relationship between a primary and secondary source on the same topic.

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