7th Grade Social Studies Curriculum Map Final Version

World Geography Grade 7
August 2019: Chapters 1 “What Does a Historian Do?” and 2 “Studying Geography, Economics, and Citizenship”
Content Standards Chapter 1 “What Does a Historian Do?”

and “I Can”
Statements SS.7.14
Examine and summarize the effects of human/environmental interaction.
I can identify and summarize the five themes of geography and the effects they have on the world.
SS.7.15
Evaluate the effects of physical geography and the changing nature of the earth’s surface on transportation,
culture, economic activities and urban areas.
I can evaluate the effects of physical geography and the changing nature of the earth regarding
transportation, culture, economic activities, and urban areas.
Chapter 2 “Studying Geography, Economics, and Citizenship”
SS.7.12
Identify, locate, and draw conclusions about information on a variety of maps (e.g., seven continents, bodies
of water, countries, cities, climate regions, transportation routes and natural resources).
I can identify, label, and draw conclusions about information on a variety of maps.
SS.7.11
Use correct geographic terminology (e.g., absolute and relative location, latitude, longitude, equator, prime
meridian, time zones and physical features of the earth) to draw conclusions about information on a variety
of maps, graphs and charts.
I can use correct geographic terminology in order to interpret maps, graphs, and charts.
SS.7.5
Summarize and give examples of basic economic terms (e.g., barter, supply, demand, trade,
interdependence, currency and scarcity).
I can summarize and provide examples of basic economic terms such as supply, demand, trade, barter,
import, export, scarcity, etc.
Learning Skills and Chapter 1 “What Does a Historian Do?”

Technology
T.6-8.14
Select appropriate platforms and tools to create, share and communicate their work effectively.
I can successfully access the ConnectEd platform and complete assigned activities.
T.6-8.7
Demonstrate and advocate for an understanding of intellectual property with both print and digital media-including
copyright, permission, and fair use by creating a variety of media products that include appropriate citation and
attribution elements.
I can create a variety of media products that include appropriate citation and attribution elements adhering to
copyright, permission, and fair use rules.
 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

textbook, which also provides listening capabilities, and complete online activities and assessments
 Teachers can access and assign various maps, timelines, videos, slideshows, whiteboard activities, self-check
quizzes, and assessments for each chapter and lesson at https://connected.mcgraw-

hill.com/connected/login.do
 Teachers can also access EdTechTeacher’s technology extensions for each chapter at
https://connected.mcgraw-hill.com/connected/login.do
http://puzzlemaker.discoveryeducation.com/
https://www.tweentribune.com/
https://newsela.com/
T.6-8.9
Communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically,
etc.
I can successfully complete activities assigned on the ConnectEd platform.
T.6-8.12
Demonstrate and practice the ability to effectively utilize research strategies to locate appropriate digital resources in
support of their learning.
I can successfully utilize research strategies to locate appropriate digital resources.

https://study.com/academy/lesson/what-are-the-five-themes-of-geography.html
https://www.thoughtco.com/five-themes-of-geography-1435624
https://online.seterra.com/en/vgp/3188
https://www.flashcardmachine.com/100-geographical-terms.html
https://www.youtube.com/watch?v=BFDvrvp33EA
Assessment Chapter 1 “What Does a Historian Do?”

 Lesson quizzes (printable and digital quizzes)
 Lesson reviews (end of each lesson)
 Chapter book assessment (end of the chapter)
 Chapter test (printable and digital tests)
 Teacher-created formative and summative assessments

Suggested Materials Chapter 1 “What Does a Historian Do?”

 Utilize Thinking Maps
 Hands-on chapter projects (printable and digital worksheets)
 What do you know? activities (printable and digital worksheets)
 Chapter summaries (printable and digital worksheets)
 Vocabulary builder activities (printable and digital worksheets)
 Bellringers listed throughout each chapter
 Various print teaching options, including visual skills, reading skills, writing skills, and critical thinking skills,
explained before each chapter in the teacher edition and labeled throughout the teacher edition
 Various online teaching options, including visual skills, reading skills, writing skills, critical thinking skills, and
technology skills, found at https://connected.mcgraw-hill.com/connected/login.do and labeled throughout

the teacher edition
 Intervention and remediation strategies explained before each chapter in the teacher edition and labeled
throughout the teacher edition as BL-Beyond Level, AL-Approaching Level, and ELL-English Language Learners
 Teacher-created activities and projects
o Discuss 5 Themes of Geography in the student’s home town.
o Discuss Urban, Suburban, and Rural.
o Analyze Primary and Secondary Sources.

the teacher edition
o Review basic geographical terms.
o Continents, Oceans, Directions, Prime Meridian, Equator, etc. Review.
September: Chapters 3 “Early Humans and the Agricultural Revolution” and 4 “Mesopotamia”
Content Standards Chapter 3 “Early Humans and the Agricultural Revolution”

and “I Can”
Statements SS.7.15
Evaluate the effects of physical geography and the changing nature of the earth’s surface on transportation, culture,
economic activities and urban areas.
I can explain how the ice ages impacted early humans.
SS.7.16
Compare and contrast the geographic factors that contributed to the rise of early civilizations and native cultures.
I can explain how the first human settlements developed around river valleys.
Celebrate Freedom Week
SS.7.4
Examine current world events to evaluate how the global landscape has changed over time.
I can identify current events and explain how the world has changed over time.
Constitution Day
SS.7.1
Classify and compare various forms of government through the Age of Imperialism (e.g., democracy, republic, absolute
monarchy, constitutional monarchy, oligarchy, dictatorship, theocracy and parliamentary system).
I can explain the purpose of the US Constitution and identify parts of the US government.
Chapter 4 “Mesopotamia”
SS.7.3
Compare and contrast the roles, rights and responsibilities of free men, women, children, slaves and foreigners across
time in various civilizations. (e.g., ancient civilizations, medieval times, and nation states).
I can identify the social hierarchy of Mesopotamia
SS.7.17
Demonstrate an understanding of the ancient civilizations.

 Identify the leaders and distinguish the basic principles and philosophies of the major religions in the world as
they emerged and expanded.
 Identify the contributions and influences of ancient civilizations and categorize the factors that led to their fall
(e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).
I can recognize the key characteristics of the Mesopotamian civilization.
Learning Skills and Chapter 3 “Early Humans and the Agricultural Revolution”
Technology
T.6-8.1
Navigate a variety of technologies and transfer their knowledge and skills to learn how to use new technologies.
I can navigate the ConnectEd platform and complete the assigned online activities.
T.6-8.9
Communicate complex ideas clearly using digital tools to convey the concepts textually, visually, graphically, etc.
I can accurately respond to questions on assigned activities through the ConnectEd platform.
 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the textbook,

which also provides listening capabilities, and complete online activities and assessments
quizzes, and assessments for each chapter and lesson at https://connected.mcgraw-hill.com/connected/login.do
 Teachers can also access EdTechTeacher’s technology extensions for each chapter at https://connected.mcgraw-
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_02_047_migration/AC_02_047_migration.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_02_052_hunter/AC_02_052_hunter.html
http://downloads.bbc.co.uk/history/handsonhistory/ancients_art.pdf
https://www.khanacademy.org/humanities/world-history/world-history-beginnings
https://www.amazon.com/Stories-from-the-Stone-Age/dp/B074XCV69C
T.6-8.15
Explore real-world issues and problems and actively pursue an and understanding of them and solutions for them.
I can explore problems found in the real-world and generate solutions.
https://wvde.state.wv.us/news/3411/
http://wcscharactered.com/assets/Celebrate_Freedom_Week_resources.pdf
https://billofrightsinstitute.org/educate/educator-resources/
http://www.civiced.org/resources/curriculum/911-and-the-constitution
https://www.icivics.org/games
Constitution Day
T.6-8.15
Explore real-world issues and problems and actively pursue an understanding of them and solutions for them.
I can explore problems found in the real-world and generate solutions.
https://www2.ed.gov/policy/fund/guid/constitutionday.html
https://www.constitutionday.com/
https://billofrightsinstitute.org/constitutionday/
https://constitutioncenter.org/
https://constitutioncenter.org/constitution-day/about-constitution-day/10-fast-facts-on-the-constitution/
https://www.icivics.org/curriculum/road-constitution
https://www.archives.gov/legislative/resources/education/constitution
http://www.civiced.org/wtp-the-program/curriculum/lesson-plans
T.6-8.1
T.6-8.9

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_03_079_mesopotamia/AC_03_079_mesopotamia.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_04_109_fertile/AC_04_109_fertile.html
http://mesopotamia.lib.uchicago.edu/interactives/DigIntoHistory.html
http://www.mesopotamia.co.uk/
https://www.youtube.com/watch?v=7pa54hWROpQ
Assessment Chapter 3 “Early Humans and the Agricultural Revolution”


 Teacher observation and student completion
Constitution Day
 Teacher observation and student completion
Suggested Materials Chapter 3 “Early Humans and the Agricultural Revolution”


technology skills, found at https://connected.mcgraw-hill.com/connected/login.do and labeled throughout the
teacher edition
o Show parts of Stories of the Stone Age (preview all videos for age-appropriateness)

 According to WV House Bill 3080, passed during the 2017 Legislative Session, students should receive “three
hours of instruction in their social studies classes surrounding the intent, meaning, and importance of the
Declaration of Independence, United States Constitution and the Bill of Rights.”
 See the above digital resources for use in the classroom.
Constitution Day
 Created in 2004 by an amendment made by Senator Robert C. Byrd to an spending bill, “Constitution Day
commemorates the formation and signing of the U.S. Constitution by thirty-nine brave men on September 17,
1787, recognizing all who are born in the U.S. or by naturalization, have become citizens.”
 See the above digital resources for use in the classroom.

teacher edition
o Students analyze and write arguments about Hammurabi's code
o Students analyze ancient artifacts from Sumer in groups
o Students compare and contrast the Mesopotamian empires
October: Chapters 5 “Ancient Egypt and Kush” and 9 “Ancient India”
Content Standards Chapter 5 “Ancient Egypt and Kush”

and “I Can”
Statements SS.7.3
Compare and contrast the roles, rights and responsibilities of free men, women, children, slaves and foreigners
across time in various civilizations. (e.g., ancient civilizations, medieval times, and nation states).
I can indicate the similarities and differences throughout the social hierarchy of Ancient Egypt.
SS.7.16
Compare and contrast the geographic factors that contributed to the rise of early civilizations and native
cultures.
I can recognize the geographical factors that contributed to the rise and fall of early civilizations and native
cultures of Ancient Egypt and Kush.
SS.7.17
 Identify the leaders and distinguish the basic principles and philosophies of the major religions in the
world as they emerged and expanded.
 Identify the contributions and influences of ancient civilizations and categorize the factors that led to
their fall (e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).
I can identify the key characteristics of the ancient civilizations of Egypt and Kush.
Chapter 9 “Ancient India”

SS.7.3
I can identify how the caste system impacted and effected the social hierarchy and culture of Ancient India.
SS.7.16
Compare and contrast the geographic factors that contributed to the rise of early civilizations and native
cultures.
I can recognize the geographical factors that contributed to the rise and fall of early civilizations and native
cultures of Ancient India.
SS.7.17
their fall (e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).\
I can identify the key characteristics of the ancient civilization of India.
Learning Skills and Chapter 5 “Ancient Egypt and Kush”

Technology
T.6-8.10
Locate and collect resources from a variety of sources and organize assets into collections for a wide range of projects
and purposes.
I can collect resources from a variety of primary and secondary sources to use in assigned projects.
T.6-8.13
Create original works or responsibly repurpose other digital resources into new creative works.
I can create my own products by repurposing digital resources.

http://www.childrensuniversity.manchester.ac.uk/learning-activities/history/ancient-egypt/introduction/
http://www.primaryhomeworkhelp.co.uk/Egypt.html
https://www.coolkidfacts.com/ancient-egypt-for-kids/
https://www.history.com/topics/ancient-history/ancient-egypt
https://www.youtube.com/watch?v=BsPbqmYwxso&list=PL63FCC94DD9F44C96&index=3
https://www.ducksters.com/history/ancient_egypt.php
T.6-8.12
I can effectively utilize research strategies to find useful resources to support my learning.

https://www.youtube.com/watch?v=HyCQDIwHlXY
https://www.youtube.com/watch?v=jpb4_K7gMzc&list=PL63FCC94DD9F44C96&index=5&t=0s&pbjreload=10
https://www.youtube.com/watch?v=zulZTaK9u3M&list=PL63FCC94DD9F44C96&index=5
https://www.khanacademy.org/humanities/world-history/world-history-beginnings/ancient-india/a/the-indus-river-
valley-civilizations
https://www.britannica.com/topic/Indus-civilization
https://kids.kiddle.co/Mohenjo-daro
https://www.mrdowling.com/612-mohenjodaro.html
https://www.bbc.com/news/world-asia-india-35650616
https://www.mrdowling.com/612-caste.html
Assessment Chapter 5 “Ancient Egypt and Kush”


Suggested Materials Chapter 5 “Ancient Egypt and Kush”

the teacher edition
o Across Curriculum: Potato Mummy Lab; Sarcophagus (Egypt Culture & Religion)
o Show parts of Prince of Egypt (preview all videos for age-appropriateness)
o Polytheism vs. Monotheism: Egyptian Religion

the teacher edition
o Caste System Simulations
o Compare/Contrast Buddhism & Hinduism
November: Chapters 10 “Early China” and 6 “The Israelites”
Content Standards Chapter 10 “Early China”

and “I Can”
Statements SS.7.17

I can recognize the key characteristics of the early China civilization.
I can explain how ancient China changes over time.
Chapter 6 “The Israelites”
SS.7.17

I can identify the key characteristics of the Hebrew civilization.
I can explain how Judaism developed.
SS.7.4
Examine current world events to evaluate how the global landscape has changed over time.
I can identify ways that conflict even into the 21 th century has affected Jewish people.
Learning Skills and Chapter 10 “Early China”

Technology
T.6-8.10
and purposes.
I can gather appropriate and relevant information for various projects.
T.6-8.12
I can use research strategies to find appropriate and relevant digital resources.

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_08_249_china/AC_08_249_china.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_08_269_han/AC_08_269_han.html
http://afe.easia.columbia.edu/
http://www.pbs.org/story-china/home/
http://www.pbs.org/story-china/timeline/
https://kids.nationalgeographic.com/explore/countries/china/
https://www.nationalgeographic.org/topics/resource-library-ancient-civilization-china/?q=&page=1&per_page=25
http://afe.easia.columbia.edu/chinawh/
http://afe.easia.columbia.edu/songdynasty-module/index.html
https://www.youtube.com/watch?v=QYRAeX9nBlA
T.6-8.1
T.6-8.9

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_10_345_diaspora/AC_10_345_diaspora.html
https://www.nationalgeographic.org/activity/mapping-jerusalems-old-city/
https://www.nationalgeographic.org/lesson/languages-and-religions-europe/
https://www.scholastic.com/teachers/articles/teaching-content/all-about-judaism/
https://www.ushmm.org/educators/lesson-plans
Assessment Chapter 10 “Early China”


Suggested Materials Chapter 10 “Early China”

the teacher edition
o Students compare early China with the four other river valley civilizations
o Students research early Chinese leaders and have them present on each.

the teacher edition
o Show Let’s Look at World Religions: Judaism, The Prince of Egypt, or selections from The Ten
Commandments (preview all videos for age-appropriateness)
o Students compare Judaism as a monotheistic religion with the polytheistic religions studied so far
December: Chapters 7 “The Ancient Greeks” and 8 “Greek Civilization”
Content Standards Chapter 7 “The Ancient Greeks”

and “I Can”
Statements SS.7.5
Summarize and give examples of basic economic terms (e.g., barter, supply, demand, trade, interdependence,
currency and scarcity).
I can recognize how trade and the development of currency impacted the growing Greek civilization.
SS.7.2
Recognize and examine patriotism and nationalism.
I can recognize how the concept of citizenship promoted patriotism and nationalism among the ancient Greek
city-states.
SS.7.1
Classify and compare various forms of government through the Age of Imperialism (e.g., democracy, republic,
absolute monarchy, constitutional monarchy, oligarchy, dictatorship, theocracy and parliamentary system).
I can compare and contrast the concepts of monarchy, oligarchy, tyranny, and democracy and how they were
represented throughout ancient Greece.
SS.7.3
I can compare and contrast the variations of social hierarchy that is represented in Greek city-states such as
Athens and Sparta.
SS.7.17
I can identify key concepts and accomplishments of the ancient Greek civilization.
Chapter 8 “Greek Civilization”
SS.7.17
I can recognize the Hellenistic culture of the ancient Greeks as well as the accomplishments throughout the arts,
philosophy, mathematics, architecture, and science.
SS.7.7
Compare the incentives of various countries to explore and settle new lands.
I can compare and recognize the incentives and benefits that the Persians/Macedonians/Romans gained by
exploring and conquering lands such as Greece.
Learning Skills and Chapter 7 “The Ancient Greeks”

Technology
T.6-8.1
I can complete the assigned online activities via the ConnectEd platform.

T.6-8.11
Practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance.
I can demonstrate the ability to assess resources for accuracy, perspective, credibility, and relevance.
T.6-8.9
etc.
I can accurately respond to questions on assigned activities via the ConnectEd platform.

https://www.youtube.com/watch?v=Q-mkVSasZIM
https://www.youtube.com/watch?v=nFlOl_cD2ww
https://www.youtube.com/watch?v=0LsrkWDCvxg
https://kids.britannica.com/students/article/Alexander-the-Great/272799
https://kids.britannica.com/students/article/alphabet/272820/196234-toc
https://www.mensaforkids.org/teach/lesson-plans/an-introduction-to-greek-mythology/
https://www.ducksters.com/history/ancient_greek_mythology.php
https://www.nationalgeographic.com/culture/people/reference/socrates/
https://www.history.com/topics/ancient-history/aristotle
https://www.ancienthistorylists.com/greek-history/top-10-inventions-discoveries-ancient-greece-remarkably-used-
today/
Assessment Chapter 7 “The Ancient Greeks”


Suggested Materials Chapter 7 “The Ancient Greeks”


the teacher edition
o Compare/Contrast Roles in Athens & Sparta
o Analyze Hellenistic Regions of Alexander’s Kingdoms
o Examine Types of Government: Monarchy, Oligarchy, Democracy, & Tyranny.

the teacher edition
o Compare Philosophers: Socrates, Plato, Aristotle
o Students analyze Greek Accomplishments vs. Roman Accomplishments (Debate)
o Greek Mythology: Box Project on God/Goddess

o Across the Curriculum: Write Myth and/or Fable
January: Chapters 11 “Rome: Republic to Empire” and 12 “Roman Civilization”
Content Standards Chapter 11 “Rome: Republic to Empire”

and “I Can”
Statements SS.7.1
I can identify key characteristics of the Roman Republic.
SS.7.16
Compare and contrast the geographic factors that contributed to the rise of early civilizations and native cultures.
I can explain how geography contributed to the rise of the Roman civilization.
Chapter 12 “Roman Civilization”

I can identify key characteristics of the Roman civilization.
SS.7.3
Compare and contrast the roles, rights and responsibilities of free men, women, children, slaves and foreigners across
time in various civilizations. (e.g., ancient civilizations, medieval times, and nation states).
I can analyze what life was like in Rome.
SS.7.9
Examine and draw conclusions about how the effects of natural and human events influence an economy (e.g.,
environmental disasters, diseases and war).
I can analyze how the economy influenced the fall of the Roman Empire.
Learning Skills and Chapter 11 “Rome: Republic to Empire”

Technology
T.6-8.9

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_13_427_romheight/AC_13_427_romheight.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_13_432_7hills/AC_13_432_7hills.html
https://www.nationalgeographic.org/media/teaching-idea-ancient-rome/
https://www.nationalgeographic.org/activity/physical-geography-and-power-ancient-rome/
https://www.nationalgeographic.org/activity/limits-citizenship-roman-empire/
https://www.nationalgeographic.org/activity/republic-empire-government-ancient-rome/
http://www.pbs.org/empires/romans/educators/
https://www.khanacademy.org/humanities/world-history/ancient-medieval/roman-empire/v/overview-of-the-
roman-empire
https://www.cultofpedagogy.com/grecian-urn-lesson/
T.6-8.10
and purposes.
T.6-8.12

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_15_491_division/AC_15_491_division.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_15_503_invasions/AC_15_503_invasions.html
https://www.history.com/news/8-reasons-why-rome-fell
https://www.history.com/news/10-innovations-that-built-ancient-rome
https://www.khanacademy.org/humanities/ap-art-history/ancient-mediterranean-ap/ap-ancient-rome/v/a-tour-
through-ancient-rome-in-320-c-e
https://www.nationalgeographic.org/activity/technology-and-control-ancient-rome/
http://www.bbc.co.uk/history/ancient/romans/launch_ani_colosseum.shtml
https://www.khanacademy.org/humanities/world-history/medieval-times#byzantine-empire
https://www.youtube.com/watch?v=Okph9wt8I0A
Assessment Chapter 11 “Rome: Republic to Empire”


Suggested Materials Chapter 11 “Rome: Republic to Empire”

the teacher edition
o Students compare and contrast the Roman Republic with American representative democracy.
o Students compare and contrast different types of governments.
o Students examine characteristics of the Roman Empire in stations.
Chapter 12: “Roman Civilization”

the teacher edition
o Students create museum exhibits that display information about an aspect of Roman culture
o Students compare and contrast the Roman and Greek civilization.
o Students research Roman inventions and achievements.
o Students research reasons for the fall of the Roman Empire.
February: Chapters 13 “The Rise of Christianity” and 14 “Islamic Civilizations”

Content Standards
and “I Can” Chapter 13: “The Rise of Christianity”
Statements
SS.7.17
I can identify the key concepts of Christianity and how it spread throughout Europe.
Chapter 14: “Islamic Civilizations”
SS.7.17
I can identify the key concepts of Islam and how it spread throughout the world.
Learning Skills and Chapter 13: “The Rise of Christianity”
Technology
T.6-8.18
Publish or present content designed for specific audiences and select platforms that will effectively convey their ideas
to those audiences.
I can publish and present projects via platforms such as Powerpoint, Prezi, Powtoon, etc. to detail my findings to my
audience.
T.6-8.22
Use digital tools to interact with others to develop a richer understanding of different perspectives and cultures.
I can use digital tools to interact and understand those of different perspectives and cultures.

https://www.khanacademy.org/humanities/world-history/ancient-medieval/christianity/a/roman-culture
https://www.pbs.org/empires/romans/empire/christians.html
https://www.youtube.com/watch?v=BJ0dZhHccfU
https://prezi.com/dfdxcmtsjhuu/spread-of-christianity-timeline/
https://www.nationalgeographic.com/culture/people/reference/constantine/
Chapter 14: “Islamic Civilizations”
T.6-8.22
I can use digital tools to interact and understand those of different perspectives and cultures.
T.6-8.12

https://www.youtube.com/watch?v=TG55ErfdaeY
https://www.youtube.com/watch?v=Z-Xzp-WMv4E
https://kids.britannica.com/students/article/Islam/275097
https://www.ducksters.com/history/islam/islam.php
https://www.youtube.com/watch?v=TpcbfxtdoI8
Assessment Chapter 13 “The Rise of Christianity”

Chapter 14 “Islamic Civilization”

Suggested Materials Chapter 13 “The Rise of Christianity”

the teacher edition
o Timeline Creation of Spread of Christianity throughout Europe.
o Compare/Contrast Christianity & Islam or other religions.
Chapter 14 “Islamic Civilizations”


the teacher edition
o Organizers: 5 Pillars
o Compare/Contrast Islam & Christianity or other religions.
March: Chapters 15 “African Civilizations” and 16 “The Americas”
Content Standards Chapter 15 “African Civilizations”

and “I Can”
Statements SS.7.13
Analyze the impact of cultural diffusion on a variety of regions.
I can explain how Islam spread throughout northern Africa.
SS.7.10
Research and investigate how natural resources impact the economy.
I can identify resources and trade routes among African civilizations.
Chapter 16 “The Americas”
SS.7.20
Demonstrate an understanding of imperialism throughout the world.

 Summarize the establishment of colonies in Africa, Asia, the Americas and Oceania.
 Examine the development of triangular trade and illustrate its impact on the world.
I can analyze the impact of European forces on civilizations in the Americas.
Learning Skills and Chapter 15 “African Civilizations”

Technology
T.6-8.22
I can use digital tools to learn more about different cultures.

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_06_185_vegetation/AC_06_185_vegetation.html
https://www.nationalgeographic.org/activity/african-savanna-community-web/
http://www.pbs.org/weta/africas-great-civilizations/home/
https://wv.pbslearningmedia.org/collection/africas-great-civilizations/
https://wv.pbslearningmedia.org/resource/65020a47-68b4-457d-a4e7-0bf306450605/the-aksum-kingdom-trade-and-
ancient-africa/
https://wv.pbslearningmedia.org/resource/b338a2c9-3067-4a0d-836d-b43711843956/ibn-battuta-pbs-world-explorers/
http://www.doe.virginia.gov/instruction/history/mali/instructional-resources/mid-high-lesson-plans/index.shtml
http://cdnvideo.dolimg.com/cdn_assets/3e078378d5be9bb993b282423466657a04d01f38.pdf
T.6-8.1
T.6-8.9

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_09_285_amcivilization/AC_09_285_amcivilization.html
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_09_308_mayan/AC_09_308_mayan.html
https://www.nationalgeographic.org/media/first-contact-americas/
https://www.nationalgeographic.org/media/technology-rainwater-survival-maya/
https://www.nationalgeographic.org/media/modern-day-maya/
https://www.nationalgeographic.org/media/remains-thriving-civilization/
https://www.nationalgeographic.org/media/mayan-caves-places-sacred-rituals/
https://www.nationalgeographic.org/video/the-mayan-story-of-creation/
https://www.nationalgeographic.org/media/clues-mayan-prosperity/
https://www.britishmuseum.org/learning/schools_and_teachers/resources/cultures/the_americas.aspx
https://www.tes.com/teaching-resource/aztec-empire-11018407
https://www.youtube.com/watch?v=ibjUpk9Iagk
https://www.youtube.com/watch?v=UO5ktwPXsyM
https://peabody.yale.edu/sites/default/files/documents/education/MP%20Social%20Studies%20curriculum.pdf
Assessment Chapter 15 “African Civilizations”


Suggested Materials Chapter 15 “African Civilizations”

teacher edition
o Students compare and contrast the African civilizations.
o Students will research, write, and illustrate a story about one of the following: the savanna, rain forest,
Nile River, Timbuktu, or the Bantu.

teacher edition
o Students compare and contrast the Mesoamerican civilizations.
o Students research the Mesoamerican leaders and European explorers.
April: Chapters 19 “Medieval Europe” and 20 “Renaissance and Reformation”
Content Standards Chapter 19 “Medieval Europe”

and “I Can”
Statements SS.7.1
I can identify, compare, and contrast the types of government during the Middle Ages.
SS.7.3
I can identify and discuss the feudal system throughout the Middle Ages and recognize the role it played in
society.
SS.7.18
Demonstrate an understanding of the Middle Ages.
 Analyze the rise of the European nation states and monarchies (e.g., feudalism, peasants, serfs, manorial
system and centralized power).
 Trace the course of the Crusades and the introduction of Asian and African ideas to Europe.
 Discuss the preservation of ancient Greek and Roman learning and traditions, architecture and
government.
I can demonstrate an understanding of the medieval era and the roles it played throughout the formation of
Europe.
Chapter 20 “Renaissance and Reformation”
SS.7.7
Compare the incentives of various countries to explore and settle new lands.
I can recognize the motivation and incentives for countries to explore and settle new lands.
SS.7.19
Demonstrate an understanding of the impact the Renaissance and Reformation had on the world.
 Summarize the origins and contributions of the Italian Renaissance and its spread throughout Europe
(e.g., art, architecture, literature and music).
 Identify key figures, causes and events of the Reformation and the Counter Reformation.\
I can demonstrate an understanding of the Renaissance time period and the roles it played throughout the
formation of Europe.
Learning Skills and Chapter 19 “Medieval Europe”

Technology
T.6-8.10
and purposes.
I can find and collect a variety of sources and organize them for a project.
T.6-8.9
etc.
I can communicate complex ideas by using ConnectEd and other digital tools.

T.6-8.4
Articulate personal learning goals, select and manage appropriate technologies to achieve them, and reflect on their
successes and areas of improvement in working toward their goals.
I can manage my personal learning growth through the ConnectEd platform.

https://www.youtube.com/watch?v=QV7CanyzhZg
https://www.youtube.com/watch?v=9JaxlCjuzqE
https://www.ducksters.com/history/middle_ages_timeline.php
https://www.youtube.com/watch?v=3EGzHsye71c
https://www.youtube.com/watch?v=rZy6XilXDZQ
https://www.ducksters.com/history/renaissance.php
https://online.kidsdiscover.com/unit/renaissance
https://www.historyextra.com/period/medieval/middle-ages-facts-what-customs-writers-knights-serfs-marriage-
travel/
https://www.youtube.com/watch?v=Vufba_ZcoR0
Assessment Chapter 19 “Medieval Europe”


Suggested Materials Chapter 19 “Medieval Europe”

the teacher edition
o Students create personal Coat of Arms illustration.
o Students design Feudal System based on their school.
o Compare/Contrast: Feudal Europe vs. Feudal Japan
o Black Death Investigation

the teacher edition
o Renaissance Art Webquest
o Compare/Contrast Medieval Times vs. Renaissance
o Analyze: Martin Luther’s 95 Theses
o Analyze: King Henry VIII’s Creation of Church of England
o Analyze: Scientific Revolution & Printing Press
May: Chapters 21 “Age of Exploration and Trade” and 22 “The Scientific Revolution and the Enlightenment”
Content Standards Chapter 21 “Age of Exploration and Trade”

and “I Can”
Statements SS.7.20
Demonstrate an understanding of imperialism throughout the world.

 Summarize the establishment of colonies in Africa, Asia, the Americas and Oceania.
 Examine the development of triangular trade and illustrate its impact on the world.
I can explain triangular trade and its impact on the word.
I can identify European explorers and their actions.
Chapter 22 “The Scientific Revolution and the Enlightenment”
SS.7.19
Demonstrate an understanding of the impact the Renaissance and Reformation had on the world.
 Summarize the origins and contributions of the Italian Renaissance and its spread throughout Europe (e.g.,
art, architecture, literature and music).
 Identify key figures, causes and events of the Reformation and the Counter Reformation.
I can explain the rise of scientific thought and the Enlightenment.
Learning Skills and Chapter 21 “Age of Exploration and Trade”

Technology
T.6-8.1
T.6-8.9

https://www.gilderlehrman.org/history-now/2007-06/age-exploration
http://www.loc.gov/teachers/classroommaterials/themes/exploration/set.html
https://www.nationalgeographic.org/activity/explorers-of-americas/
https://www.tolerance.org/classroom-resources/tolerance-lessons/rethinking-discovery
https://www.commonsense.org/education/lesson-plans/age-of-exploration-orage-of-invasion
https://wv.pbslearningmedia.org/collection/wolrd-explorer-lessons/
https://wv.pbslearningmedia.org/collection/google-earth-voyager-stories/
https://wv.pbslearningmedia.org/collection/wolrd-explorer-vid/
T.6-8.10
and purposes.

T.6-8.12

https://hti.osu.edu/scientificrevolution/lesson_plans
https://hti.osu.edu/scientificrevolution/lesson_plans/to_the_enlightenment
https://www.icivics.org/teachers/lesson-plans/enlightenment-mini-lesson
https://civics.sites.unc.edu/files/2014/03/Enlightenment.pdf
Assessment Chapter 21 “Age of Exploration and Trade”



Suggested Materials Chapter 21 “Age of Exploration and Trade”

the teacher edition
o Students research and design a poster about a famous explorer as part of a “Hall of Explorers”
presentation
o Students analyze and evaluate the impact of exploration on native peoples by critiquing the explorers’
actions.

the teacher edition
o Student groups write a newspaper article describing an important scientist’s discovery during the
Scientific Revolution.

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World Geography Grade 7

Content Standards Chapter 1 “What Does a Historian Do?”

Examine and summarize the effects of human/environmental interaction.

Chapter 2 “Studying Geography, Economics, and Citizenship”

Learning Skills and Chapter 1 “What Does a Historian Do?”

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

quizzes, and assessments for each chapter and lesson at https://connected.mcgraw-

Chapter 2 “Studying Geography, Economics, and Citizenship”

I can successfully complete activities assigned on the ConnectEd platform.

I can successfully utilize research strategies to locate appropriate digital resources.

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

Assessment Chapter 1 “What Does a Historian Do?”

Chapter 2 “Studying Geography, Economics, and Citizenship”

Suggested Materials Chapter 1 “What Does a Historian Do?”

technology skills, found at https://connected.mcgraw-hill.com/connected/login.do and labeled throughout

Chapter 2 “Studying Geography, Economics, and Citizenship”

Content Standards Chapter 3 “Early Humans and the Agricultural Revolution”

I can explain how the ice ages impacted early humans.

Celebrate Freedom Week

I can identify the social hierarchy of Mesopotamia

Demonstrate an understanding of the ancient civilizations.

I can recognize the key characteristics of the Mesopotamian civilization.

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the textbook,

Celebrate Freedom Week

I can explore problems found in the real-world and generate solutions.

I can explore problems found in the real-world and generate solutions.

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the textbook,

Assessment Chapter 3 “Early Humans and the Agricultural Revolution”

Celebrate Freedom Week

Suggested Materials Chapter 3 “Early Humans and the Agricultural Revolution”

 Utilize Thinking Maps

Celebrate Freedom Week

 What do you know? activities (printable and digital worksheets)

October: Chapters 5 “Ancient Egypt and Kush” and 9 “Ancient India”

Content Standards Chapter 5 “Ancient Egypt and Kush”

Demonstrate an understanding of the ancient civilizations.

Chapter 9 “Ancient India”

Demonstrate an understanding of the ancient civilizations.

I can identify the key characteristics of the ancient civilization of India.

Learning Skills and Chapter 5 “Ancient Egypt and Kush”

I can create my own products by repurposing digital resources.

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

Chapter 9 “Ancient India”

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

Assessment Chapter 5 “Ancient Egypt and Kush”

Chapter 9 “Ancient India”

Suggested Materials Chapter 5 “Ancient Egypt and Kush”

Chapter 9 “Ancient India”

November: Chapters 10 “Early China” and 6 “The Israelites”

Content Standards Chapter 10 “Early China”

Demonstrate an understanding of the ancient civilizations.

I can recognize the key characteristics of the early China civilization.

I can explain how ancient China changes over time.

Chapter 6 “The Israelites”

Demonstrate an understanding of the ancient civilizations.

I can identify the key characteristics of the Hebrew civilization.

I can explain how Judaism developed.

Learning Skills and Chapter 10 “Early China”

I can gather appropriate and relevant information for various projects.

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

Chapter 6 “The Israelites”

 Students can access the online version (https://connected.mcgraw-hill.com/connected/login.do) of the

Assessment Chapter 10 “Early China”