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Teacher: CORE Social Studies Grade 7 Year: 2012-13
Course: Social Studies Grade 7 Month: All Months
A
u
g
u
s
t
The
Holocaust
~
As a combined social studies/English language arts unit students study the basic
history of WWII as it relates to the Holocaust. Students read the autobiographical
story, I Promised I Would Tell, by Sonia Weitz. As a culminating activity, students
meet Ms. Weitz who is a Holocaust survivor.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
What makes
people hate?
What were
the roles of
bystanders,
victims, and
oppressors in
the events of
the
Holocaust?
How does
the history
of the
Holocaust
have
meaning for
us today?
Basic WWII
and lead up.
History of
the
Holocaust.
Trifold
Board--We
Promise to
Remember
8/1/2012
S
e
p
t
e
m
b
e
r
Studying History
Through Artifacts
~
Students will learn about the process and science of using artifacts to
understand history. This is an introductory unit that will connect with the
commemoration of September 11, 2001.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
What can
the things
people
leave
behind
teach us?
How do we
know what
we know
about
What is
archaeology?
What is an
artifact?
Science in
archaeology
Literacy--
read
nonfiction
articles
to identify
main ideas
and handle
new
vocabulary
Note taking -
Graded
Discussion-
-Artifacts of
9-11-01
9/22/2012
Spencer
Pierce
Farm
Field Trip
HCS.07.01.01-
Compare
information
shown on
modern and
historical
maps of the
same region.
(G)
HCS.07.01.02-
history?
What lead
to the
emergence
of
civilization?
The artifacts of 9-
11-2001
Key
Terms: inference,
observation,
conclusion,
primary source,
secondary source
Interpreting
archaeological
evidence from
societies leaving
no written record
- with teacher
assistance
students will
use Cornell
system to
take notes on
readings
Organization -- set up
binders for
class
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between
primary and
secondary
sources and
describe how
each kind of
source is used
in interpreting
history. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
Human
origins ~
Students will learn about development of early humans and how the archaeological
evidence teaches us about this time period.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
How do we
know what
we know?
How did
early
humans
live?
What lead to
the
emergence
of
civilization?
What is
archaeology?
How do
archaeologists
use artifacts
to understand
early human
history?
What are
some hominid
species?
Key terms --
hominid,
capability,
artifact, BCE,
CE,
Timelining
Chart and
graph reading/
interpretation
Identify time
periods and
vocabulary for
them.
Identifying
multiple
causes and
effects.
Interpret
Archaeological
evidence
Identify the
difference
between
primary and
secondary
Hominid
Flip Book
9/25/2012
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
sources
Organization-
-students will
learn to
organize
information to
be able to
compare and
contrast
BC/BCE) (H)
HCS.07.01.04-
Distinguish
between
primary and
secondary
sources and
describe how
each kind of
source is used
in interpreting
history. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
HLS.07.07.01-
Describe the
great climatic
and
environmental
changes that
shaped the
earth and
eventually
permitted the
growth of
human life.
(H)
HLS.07.07.02-
Identify sites
in Africa
where
archaeologists
have found
evidence of
the origins of
modern human
beings and
describe what
the
archaeologists
found. (G, H)
HLS.07.07.03-
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)
HSS.08.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
O
c
t
o
b
e
r
From the Paleolithic to
Neolithic Age ~
Students explore the radical transformation of civilization due to
the agricultural revolution.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
How
did agriculture
change the
way humans
lived?
Vocabulary
and key
terms:
Paleolithic
and
Neolithic
Literacy--
read
nonfiction
articles
to identify
main ideas
How Did
Agricuture
Change the
World?
10/1/2012
Ages,
domesticate.
agriculture,
stone age
Civilization-
-technology,
stable food
supply,
social
structure,
writing,
government,
the arts,
religion
and handle
new
vocabulary
Note taking -- with
teacher
assistance
students will
use Cornell
system to
take notes
on readings
Mesopotamia and
the Rise of
Civilizations ~
Students will identify the characteristics used to define civilizations and
develop an understanding of how communities grew into larger cities and
caused the development of many new ways of living. In addition, students
will begin their study of ancient religion and mythology through the reading
of Gilgamesh.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
How did
agriculture
and eventual
community
living
change the
way people
lived?
How does a
culture's
mythology
inform us
about their
beliefs and
practices?
Why do the
ancients still
matter?
Geography--
students will
identify the
geographic
location of
Mesopotamia
and identify
the
topographic
influences on
early
settlement
the
development
of early
government
and city-
states; early
laws and
Note taking -- with
teacher
assistance
students will
use Cornell
system to
take notes on
readings
Literacy--
read
nonfiction
articles
to identify
main ideas
and handle
new
vocabulary
Gilgamesh
Hero Essay
10/28/2012
Civilization
Wheel
10/26/2012
Mesopotamia
Map
10/1/2012
HCS.07.01.01-
Compare
information
shown on
modern and
historical
maps of the
same region.
(G)
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
Hammurabi
early
technology
early religion
(polytheism)
and the first
myths--
Gilgamesh
invention or
early writing
systems--
cuneiform
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
HCS.07.02.07-
Define and use
correctly
words and
terms relating
to government
such as city-
state, dynasty,
kingdom,
empire,
republic,
separation of
powers, civic
duty, rule of
law, and
military. ©
HLS.07.07.04-
Explain the
importance of
the invention
of metallurgy
and agriculture
(the growing
of crops and
the
domestication
of animals).
(H)
HLS.07.07.05-
Describe how
the invention
of agriculture
related to
settlement,
population
growth, and
the emergence
of civilization.
(H)
HLS.07.07.06-
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
HLS.07.07.07-
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)
HLS.07.07.08-
Identify
polytheism
(the belief that
there are many
gods) as the
religious belief
of the people
in
Mesopotamian
civilizations.
(H)
HLS.07.07.09-
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)
HLS.07.07.10-
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)
HLS.07.07.11-
Describe who
Hammurabi
was and
explain the
basic principle
of justice in
Hammurabi's
Code (“an
eye for an
eye―). (H,
C, E)
N
o
v
e
m
b
e
r
Egypt and
Kush ~
Students will learn about development of Egyptian and Kushite civilizations
including: the impact of geography (Nile River), the rise of religion and government,
and the important innovations.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does
it mean to
be
civilized?
How did
agriculture
and
eventual
community
living
change the
way people
lived?
How does a
culture's
mythology
inform us
about their
beliefs and
geographic
location and
impact of
regional
features;
identify
location on
current and
ancient maps
social and
economic
characteristics
religion and
government--
the role of the
pharoah,
polytheism,
mythology
technological
innovations
Pyramids--
students use
pyramids to
Paraphrasing-
introduction to
how to
paraphrase
Researching
from non-
fiction text.
Formatting a
MLA style
research paper
Egyptian
god/goddess
drawing
11/1/2012
Egyptian
god/goddess
Research
Paragraph
11/1/2012
Bibliography,
books only
11/1/2012
Pyramid
Project
(math-ss
project)
11/1/2012
Egyptian
Map
11/1/2012
HCS.07.01.01-
Compare
information
shown on
modern and
historical maps
of the same
region. (G)
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods or
dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
practices?
Why do the
ancients
still
matter?
explore the
science and
mathematical
challenges of
the ancient
world. (Cross
curricular
lesson with
math)
Identify in
BC/BCE dates
the higher
number as
indicating the
older year (that
is, 3000
BC/BCE is
earlier than
2000 BC/BCE)
(H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.05-
Identify
multiple causes
and effects
when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written records.
(H)
HCS.07.02.07-
Define and use
correctly words
and terms
relating to
government
such as city-
state, dynasty,
kingdom,
empire,
republic,
separation of
powers, civic
duty, rule of
law, and
military. ©
HLS.07.07.12-
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)
HLS.07.07.13-
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)
HLS.07.07.14-
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)
HLS.07.07.15-
Describe the
polytheistic
religion of
ancient Egypt
with respect to
beliefs about
death, the
afterlife,
mummification,
and the roles of
different
deities. (H)
HLS.07.07.16-
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
Phoenicians
~
A two day excursion into this time period with a focus on the development of the
Phoenician alphabet and the impact of Pheonicia's trading port on the spread of the
ideas.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does it
mean to be
civilized?
maritime
trade
Writing and
the the
Phoenician
alphabet
geography--
identify
location on
current and
ancient
maps,
identify
geographical
features and
how they
influenced
the
civilization
HCS.07.01.01-
Compare
information
shown on
modern and
historical
maps of the
same region.
(G)
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
HLS.07.07.17-
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)
HLS.07.07.18-
Identify the
Phoenicians as
the successors
to the Minoans
in dominating
maritime 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 of
the first
complete
alphabet
developed by
the ancient
Greeks (with
symbols
representing
both
consonants
and vowels).
(H, E)
D
e
c
e
m
b
e
r
Ancient
Hebrews ~
Students will begin with a study of the ancient Hebrews and the development of
monotheism. We will then continue with a more modern look at Judaism and an
intensive study of the Holocaust.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does
geography--
identify the
location of
ancient Rome
and the impact
Paraphrasing (from the
textbook)
Discussion Using
Test on
Book
chapters
12/1/2012
Hebrew
HCS.07.01.01-
Compare
information shown
on modern and
historical maps of
it mean to
be
civilized?
Why do
the
ancients
still
matter?
How do a
culture's
religious
stories
inform us
about
their
beliefs
and
practices?
of the
geographical
features on the
development of
the civilization
monotheism and
the religion of
the Israelites
(one God, Ten
Commandments,
Old Testament,
moral thinking)
early Jewish
leaders
Diasporas and
the Exodus
The historical
persecution of
the Jews (what
factors lead to
this? how did
this repeat itself
over time? what
was the situation
during the
Holocaust?)
The Holocaust--
study of the
modern history
of the Holocaust
with a focus on
the stories of
survivors and
the identification
of factors that
cause "civilized"
people to act in
uncivilized ways
(Sonia Weitz,
Teaching
historical
readings to
understand a
culture
Map
(Exodus,
Diaspora)
12/1/2012
the same region. (G)
HCS.07.01.02-Use
correctly the words
or abbreviations for
identifying time
periods or dates in
historical narratives
(decade, age, era,
century,
millennium,
AD/CE, BC/BCE, c.
and circa). Identify
in BC/BCE dates
the higher number
as indicating the
older year (that is,
3000 BC/BCE is
earlier than 2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret timelines
of events and
civilizations studied.
(H)
HCS.07.01.04-
Distinguish between
primary and
secondary sources
and describe how
each kind of source
is used in
interpreting history.
(H)
HCS.07.01.05-
Identify multiple
causes and effects
when explaining
historical events.
(H)
HCS.07.01.06-
Describe ways of
interpreting
archaeological
evidence from
societies leaving no
Tolerance
Curriculum)
written records. (H)
HCS.07.02.07-
Define and use
correctly words and
terms relating to
government such as
city-state, dynasty,
kingdom, empire,
republic, separation
of powers, civic
duty, rule of law,
and military. ©
HLS.07.07.19-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)
HLS.07.07.20-
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)
HLS.07.07.21-
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.
HLS.07.07.22-
Describe the
unification of the
tribes of Israel
under Kings Saul,
David, and
Solomon, including
David's founding of
Jerusalem as his
capital city in 1000
BC/BCE and the
building of the first
temple by Solomon.
(H)
HLS.07.07.23-
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)
J
a
n
The
Holocaust
~
Students study the modern history of the Holocaust with a focus on the stories of
survivors and the identification of factors that cause "civilized" people to act in
uncivilized ways. This combined language arts and social studies unit culminates with
u
a
r
y
the reading o f Sonia Weitz's book I Promised I Would Tell and a student exhibition
of work.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why do
people hate?
How does
the ancient
history of
the Hebrew
people relate
to the
Holocaust?
What causes
"civilized"
people to act
in
"uncivilized"
ways and
what can we
learn from
that today?
Brief
overview of
WWII to set
the tone and
develop
background
knowledge
One
Survivor
Remembers,
the story of
Gerda
Weissman,
curriculum
produced by
Teaching
Tolerance
I Promised I
Would Tell,
the story of
Sonia Weitz
produced by
Facing
History and
Ourselves
Discussion
Reading
nonfiction
Connecting
historical
time periods
to develop
sequencing
and cause
and effect
skills
Writing--
students
write
reflective
essays and
poems in
conjunction
with the
language arts
class
Group
presentation-
-students
develop a
tri-fold
board to
present at
the
exhibition
Why do
people hate--
graded
discussion
1/1/2013
Tri-fold
Board
project for
exhibition
1/1/2013
F
e
b
r
u
a
r
y
Greece
~
Students will study the development of ancient Greek society. We will focus on Greek
mythology, the early development of democracy, and the impact of conflicts on the
government and daily life of the civilization.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
geography--
identify the
location of
ancient Rome
reading non-
fiction and
mythology
Gods and
goddesses
trading cards
2/1/2013
HCS.07.01.01-
Compare
information
shown on
What does
it mean to
be
civilized?
How did
agriculture
and
eventual
community
living
change the
way people
lived?
How does
a culture's
mythology
inform us
about their
beliefs and
practices?
Why do
the
ancients
still
matter?
and the impact
of the
geographical
features on the
development of
the civilization
How early Greek
governments
developed
(monarchy,
oligarchy,
tyranny,
democracy) and
how these ideas
impacted today's
governments
Sparta vs.
Athens--what do
these two
societies teach us
about the people
and time period
Greek
mythology--read
and explore the
stories and gods
in Classical
Greek
mythology,
identify the
purpose of myths
and the lessons
the written
documents teach
us about the
Greek people
Persian Wars
Peloponnesian
Wars
Alexander the
Research--
using library
databases to
research and
take notes,
creating an
annotated
bibliography,
continued
emphasis on
paraphrasing
Writing--
students
reflect on the
mythology
and religious
practices of
Greece by
writing
summaries
and poem
Cause and
effect--
students
develop
understanding
of how
historical
events and
geography
affect human
development
such as
government
Annotated
Bibliography
2/1/2013
Greek myth
summaries
2/1/2013
Sparta v.
Athens
Reflections
2/1/2013
Greek
Timeline
2/1/2013
modern and
historical maps
of the same
region. (G)
HCS.07.01.02-
Use correctly the
words or
abbreviations for
identifying time
periods or dates
in historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c. and
circa). Identify
in BC/BCE dates
the higher
number as
indicating the
older year (that
is, 3000
BC/BCE is
earlier than 2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between primary
and secondary
sources and
describe how
each kind of
source is used in
interpreting
history. (H)
HCS.07.01.05-
Identify multiple
Great--his
accomplishments
and impact on
history
causes and
effects when
explaining
historical events.
(H)
HCS.07.01.06-
Describe ways of
interpreting
archaeological
evidence from
societies leaving
no written
records. (H)
HCS.07.02.07-
Define and use
correctly words
and terms
relating to
government such
as city-state,
dynasty,
kingdom,
empire, republic,
separation of
powers, civic
duty, rule of law,
and military. ©
HLS.07.07.24-
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)
HLS.07.07.25-
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)
HLS.07.07.26-
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
HLS.07.07.27-
Compare and
contrast life in
Athens and
Sparta. (H)
HLS.07.07.28-
Describe the
status of women
and the functions
of slaves in
ancient Athens.
(H)
HLS.07.07.29-
Analyze the
causes, course,
and
consequences of
the Persian
Wars, including
the origins of
marathons. (H)
HLS.07.07.30-
Analyze the
causes, course,
and
consequences of
the
Peloponnesian
Wars between
Athens and
Sparta. (H)
HLS.07.07.31-
Describe the rise
of Alexander the
Great and the
spread of Greek
culture. (H)
HLS.07.07.32-
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)
HLS.07.07.33-
Explain why the
city-states of
Greece instituted
a tradition of
athletic
competitions and
describe the
kinds of sports
they featured.
(H)
HLS.07.07.34-
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
M
a
r
c
h
Greece
~
Students will study the development of ancient Greek society. We will focus on Greek
mythology, the early development of democracy, and the impact of conflicts on the
government and daily life of the civilization.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does
it mean to
be
civilized?
How did
agriculture
and
eventual
community
living
change the
way
people
lived?
How does
geography--
identify the
location of
ancient Rome
and the impact
of the
geographical
features on the
development of
the civilization
How early Greek
governments
developed
(monarchy,
oligarchy,
tyranny,
democracy) and
how these ideas
reading non-
fiction and
mythology
Research--
using library
databases to
research and
take notes,
creating an
annotated
bibliography,
continued
emphasis on
paraphrasing
Writing--
students
Gods and
goddesses
trading cards
3/31/2013
Annotated
Bibliography
3/31/2013
Greek myth
summaries
3/31/2013
Sparta v.
Athens
Reflections
3/31/2013
Greek
Timeline
3/31/2013
Greek Map
3/1/2013
Museum
of Fine
Arts
Field
Trip
HCS.07.01.01-
Compare
information
shown on
modern and
historical maps
of the same
region. (G)
HCS.07.01.02-
Use correctly the
words or
abbreviations for
identifying time
periods or dates
in historical
narratives
(decade, age,
era, century,
millennium,
a culture's
mythology
inform us
about their
beliefs and
practices?
Why do
the
ancients
still
matter?
impacted today's
governments
Sparta vs.
Athens--what do
these two
societies teach us
about the people
and time period
Greek
mythology--read
and explore the
stories and gods
in Classical
Greek
mythology,
identify the
purpose of myths
and the lessons
the written
documents teach
us about the
Greek people
Persian Wars
Peloponnesian
Wars
Alexander the
Great--his
accomplishments
and impact on
history
reflect on the
mythology
and religious
practices of
Greece by
writing
summaries
and poem
Cause and
effect--
students
develop
understanding
of how
historical
events and
geography
affect human
development
such as
government
AD/CE,
BC/BCE, c. and
circa). Identify
in BC/BCE dates
the higher
number as
indicating the
older year (that
is, 3000
BC/BCE is
earlier than 2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between primary
and secondary
sources and
describe how
each kind of
source is used in
interpreting
history. (H)
HCS.07.01.05-
Identify multiple
causes and
effects when
explaining
historical events.
(H)
HCS.07.01.06-
Describe ways of
interpreting
archaeological
evidence from
societies leaving
no written
records. (H)
HCS.07.02.07-
Define and use
correctly words
and terms
relating to
government such
as city-state,
dynasty,
kingdom,
empire, republic,
separation of
powers, civic
duty, rule of law,
and military. ©
HLS.07.07.24-
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)
HLS.07.07.25-
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)
HLS.07.07.26-
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
HLS.07.07.27-
Compare and
contrast life in
Athens and
Sparta. (H)
HLS.07.07.28-
Describe the
status of women
and the functions
of slaves in
ancient Athens.
(H)
HLS.07.07.29-
Analyze the
causes, course,
and
consequences of
the Persian
Wars, including
the origins of
marathons. (H)
HLS.07.07.30-
Analyze the
causes, course,
and
consequences of
the
Peloponnesian
Wars between
Athens and
Sparta. (H)
HLS.07.07.31-
Describe the rise
of Alexander the
Great and the
spread of Greek
culture. (H)
HLS.07.07.32-
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)
HLS.07.07.33-
Explain why the
city-states of
Greece instituted
a tradition of
athletic
competitions and
describe the
kinds of sports
they featured.
(H)
HLS.07.07.34-
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
A
p
r
i
l
Greece
~
Students will study the development of ancient Greek society. We will focus on Greek
mythology, the early development of democracy, and the impact of conflicts on the
government and daily life of the civilization.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does
it mean to
be
civilized?
How did
agriculture
and
eventual
community
living
change the
way people
lived?
How does
a culture's
mythology
inform us
about their
beliefs and
practices?
Why do
the
ancients
still
matter?
geography--
identify the
location of
ancient Rome
and the impact
of the
geographical
features on the
development of
the civilization
How early Greek
governments
developed
(monarchy,
oligarchy,
tyranny,
democracy) and
how these ideas
impacted today's
governments
Sparta vs.
Athens--what do
these two
societies teach us
about the people
and time period
Greek
mythology--read
reading non-
fiction and
mythology
Research--
using library
databases to
research and
take notes,
creating an
annotated
bibliography,
continued
emphasis on
paraphrasing
Writing--
students
reflect on the
mythology
and religious
practices of
Greece by
writing
summaries
and poem
Cause and
effect--
students
develop
understanding
of how
historical
Gods and
goddesses
trading cards
4/30/2013
Annotated
Bibliography
4/30/2013
Greek myth
summaries
4/30/2013
Sparta v.
Athens
Reflections
4/30/2013
Greek
Timeline
4/30/2013
HCS.07.01.01-
Compare
information
shown on
modern and
historical maps
of the same
region. (G)
HCS.07.01.02-
Use correctly the
words or
abbreviations for
identifying time
periods or dates
in historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c. and
circa). Identify
in BC/BCE dates
the higher
number as
indicating the
older year (that
is, 3000
BC/BCE is
earlier than 2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
and explore the
stories and gods
in Classical
Greek
mythology,
identify the
purpose of myths
and the lessons
the written
documents teach
us about the
Greek people
Persian Wars
Peloponnesian
Wars
Alexander the
Great--his
accomplishments
and impact on
history
events and
geography
affect human
development
such as
government
timelines of
events and
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between primary
and secondary
sources and
describe how
each kind of
source is used in
interpreting
history. (H)
HCS.07.01.05-
Identify multiple
causes and
effects when
explaining
historical events.
(H)
HCS.07.01.06-
Describe ways of
interpreting
archaeological
evidence from
societies leaving
no written
records. (H)
HCS.07.02.07-
Define and use
correctly words
and terms
relating to
government such
as city-state,
dynasty,
kingdom,
empire, republic,
separation of
powers, civic
duty, rule of law,
and military. ©
HLS.07.07.24-
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)
HLS.07.07.25-
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)
HLS.07.07.26-
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
HLS.07.07.27-
Compare and
contrast life in
Athens and
Sparta. (H)
HLS.07.07.28-
Describe the
status of women
and the functions
of slaves in
ancient Athens.
(H)
HLS.07.07.29-
Analyze the
causes, course,
and
consequences of
the Persian
Wars, including
the origins of
marathons. (H)
HLS.07.07.30-
Analyze the
causes, course,
and
consequences of
the
Peloponnesian
Wars between
Athens and
Sparta. (H)
HLS.07.07.31-
Describe the rise
of Alexander the
Great and the
spread of Greek
culture. (H)
HLS.07.07.32-
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)
HLS.07.07.33-
Explain why the
city-states of
Greece instituted
a tradition of
athletic
competitions and
describe the
kinds of sports
they featured.
(H)
HLS.07.07.34-
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
M
a
y
Rome
~
Students will participate in a student-based learning project where they will explore the
concepts of Roman government, leaders, innovations, mythology, Christianity, and the
fall of Rome.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
geography--
identify the
location of
Note taking-
students
continue to
Roman
timeline
5/6/2013
HCS.07.01.01-
Compare
information
What does it
mean to be
civilized?
How does a
culture's
mythology
inform us
about their
beliefs and
practices?
How do a
culture's
religious
stories
inform us
about their
beliefs and
practices?
Why do the
ancients still
matter?
ancient
Rome and
the impact of
the
geographical
features on
the
development
of the
civilization
The Rise of
the Roman
Republic
(Etruscans,
Plebeians,
Patricians,
early senate,
Tweleve
Tables)
Transition
from
republic to
empire--
Julius Caesar
and
Augustus,
Pax Romana
Christianity
(Jesus,
monotheism,
Paul,
relationship
to Roman
empire)
The fall of
Rome--
economy,
slavery,
political
instability,
violence
Roman
mythology--
take notes
from the
textbook and
mini-lectures
Reading
students use
non-fiction
sources to
learn about
Roman
history,
students also
continue to
read the
mythology
of the culture
Research--
students use
book and
online
sources to
research and
reflect on
Roman
topics
including
technology,
architecture,
government
and religion
Roman Map
5/6/2013
Graded
discussion--
Is the US
like Rome?
Will we fall?
5/6/2013
Roman
Project-
student self-
selected
project
5/6/2013
shown on
modern and
historical
maps of the
same region.
(G)
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between
primary and
secondary
sources and
describe how
impact of the
Greeks, new
stories,
Romulus and
Remus
Roman
Legacy--
architecture,
engineering,
technology
each kind of
source is used
in interpreting
history. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
HCS.07.02.07-
Define and use
correctly
words and
terms relating
to government
such as city-
state, dynasty,
kingdom,
empire,
republic,
separation of
powers, civic
duty, rule of
law, and
military. ©
HLS.07.07.35-
On a historical
map, identify
ancient Rome
and trace the
extent of the
Roman
Empire to 500
AD/CE. (H,
G)
HLS.07.07.36-
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)
HLS.07.07.37-
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
HLS.07.07.38-
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)
HLS.07.07.39-
Describe the
influence of
Julius Caesar
and Augustus
in Rome's
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
HLS.07.07.40-
Describe the
characteristics
of slavery
under the
Romans. (H)
HLS.07.07.41-
Describe the
origins of
Christianity
and its central
features. (H)
A.
monotheism
B. the belief in
Jesus as the
Messiah and
God's 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
HLS.07.07.42-
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)
HLS.07.07.43-
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)
Ancient
Rome ~
Students will explore the contribution of the ancient Romans to government, law, and
architecture. They will study important leaders and explore the religious beliefs of
the Romans.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
J
u Rome Students will participate in a student-based learning project where they will explore the
n
e ~ concepts of Roman government, leaders, innovations, mythology, Christianity, and the fall
of Rome.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Why does
"where"
matter?
What does it
mean to be
civilized?
How does a
culture's
mythology
inform us
about their
beliefs and
practices?
How do a
culture's
religious
stories
inform us
about their
beliefs and
practices?
Why do the
ancients still
matter?
geography--
identify the
location of
ancient
Rome and
the impact of
the
geographical
features on
the
development
of the
civilization
The Rise of
the Roman
Republic
(Etruscans,
Plebeians,
Patricians,
early senate,
Tweleve
Tables)
Transition
from
republic to
empire--
Julius Caesar
and
Augustus,
Pax Romana
Christianity
(Jesus,
monotheism,
Paul,
relationship
to Roman
empire)
Note taking-
students
continue to
take notes
from the
textbook and
mini-lectures
Reading
students use
non-fiction
sources to
learn about
Roman
history,
students also
continue to
read the
mythology
of the culture
Research--
students use
book and
online
sources to
research and
reflect on
Roman
topics
including
technology,
architecture,
government
and religion
Roman
timeline
6/30/2013
Roman Map
6/30/2013
Graded
discussion--
Is the US
like Rome?
Will we fall?
6/30/2013
Roman
Project-
student self-
selected
project
6/30/2013
HCS.07.01.01-
Compare
information
shown on
modern and
historical
maps of the
same region.
(G)
HCS.07.01.02-
Use correctly
the words or
abbreviations
for identifying
time periods
or dates in
historical
narratives
(decade, age,
era, century,
millennium,
AD/CE,
BC/BCE, c.
and circa).
Identify in
BC/BCE dates
the higher
number as
indicating the
older year
(that is, 3000
BC/BCE is
earlier than
2000
BC/BCE) (H)
HCS.07.01.03-
Construct and
interpret
timelines of
events and
The fall of
Rome--
economy,
slavery,
political
instability,
violence
Roman
mythology--
impact of the
Greeks, new
stories,
Romulus and
Remus
Roman
Legacy--
architecture,
engineering,
technology
civilizations
studied. (H)
HCS.07.01.04-
Distinguish
between
primary and
secondary
sources and
describe how
each kind of
source is used
in interpreting
history. (H)
HCS.07.01.05-
Identify
multiple
causes and
effects when
explaining
historical
events. (H)
HCS.07.01.06-
Describe ways
of interpreting
archaeological
evidence from
societies
leaving no
written
records. (H)
HCS.07.02.07-
Define and use
correctly
words and
terms relating
to government
such as city-
state, dynasty,
kingdom,
empire,
republic,
separation of
powers, civic
duty, rule of
law, and
military. ©
HLS.07.07.35-
On a historical
map, identify
ancient Rome
and trace the
extent of the
Roman
Empire to 500
AD/CE. (H,
G)
HLS.07.07.36-
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)
HLS.07.07.37-
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
HLS.07.07.38-
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)
HLS.07.07.39-
Describe the
influence of
Julius Caesar
and Augustus
in Rome's
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
HLS.07.07.40-
Describe the
characteristics
of slavery
under the
Romans. (H)
HLS.07.07.41-
Describe the
origins of
Christianity
and its central
features. (H)
A.
monotheism
B. the belief in
Jesus as the
Messiah and
God's 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
HLS.07.07.42-
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)
HLS.07.07.43-
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)
