Theme
	WORLD STUDIES FROM 750 B.C. TO 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE

The seventh grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today.
	
Spiraled Standards
	
	ELA: RL.1, RI.2, RI.3, RI.4, RI.10
	
	Quarter 1
	Quarter 2
	Quarter 3
	Quarter 4
	
Topics
	Greek and Roman Empires
	Feudalism
	African Empires
	Renaissance & Reformation
	
Content Statements
	STRAND: HISTORY
Topic: Historical Thinking and Skills HIS 1. Historians and archaeologists
describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values
Expectations for Learning: Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values
Topic: Early Civilizations
HIS 2. The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering, and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.
Expectations for Learning: Cite examples and explain the enduring impact that Ancient Greece and Ancient Rome had on later civilizations.
Topic: Feudalism and Transitions
HIS.3 The Roman Empire collapsed due to various internal and external factors (political, social, and economic) which led to the development of feudalism and the manorial system in the region. The fall of Rome and later invasions also allowed for the creation of new empires in the region.
Expectations for Learning: Describe how Germanic invasions helped to break up the
	STRAND: HISTORY
Topic: Historical Thinking and Skills HIS 1. Historians and archaeologists
describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values
Topic: Feudalism and Transitions
HIS.3 The Roman Empire collapsed due to various internal and external factors (political, social, and economic) which led to the development of feudalism and the manorial system in the region. The fall of Rome and later invasions also allowed for the creation of new empires in the region.
Expectations for Learning: Describe how Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems.
HIS 4. The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to conquer Japan allowed a feudal system to persist.
Expectations for Learning: Explain how the Mongol influence led to unified states in China and Korea and how their failure to conquer Japan allowed a feudal system to persist.
HIS 5. Achievements in medicine, science, mathematics and geography by the Islamic
	STRAND: HISTORY
Topic: Historical Thinking and Skills HIS.1 Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values.
Topic: First Global Age
HIS 8. Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes.
Expectations for Learning: Describe how empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes. HIS 9. The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies.
Expectations for Learning: Describe the trans-Saharan slave trade and explain the effects on both West and Central Africa and the receiving societies

STRAND: GEOGRAPHY Topic: Spatial Thinking Skills
GEO 12. Maps and other geographic representations can be used to trace the
	STRAND: HISTORY
Topic: Historical Thinking and Skills HIS 1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.
Expectations for Learning: Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values.
HIS 5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance
Expectations for Learning: Describe achievements by the Islamic civilization and how these achievements were introduced into Western Europe
HIS 6. The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes.
Expectations for Learning: Analyze how revolutionary ideas introduced during the Renaissance in Europe led to cultural, scientific and social changes. Topic: Feudalism and Transitions

WHCSD Scope and Sequence	Seventh Grade	Social Studies	2021-2022

Seventh Grade Social Studies Scope and Sequence

	Roman Empire and set the stage for the development of feudal and manorial systems.

STRAND: GEOGRAPHY Topic: Human Systems
GEO 15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation, communication and technology and explain how they have facilitated cultural diffusion among peoples around the world.

STRAND: GOVERNMENT
Topic: Civic Participation and Skills GOV 16. Analyzing individual and group
perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
Expectations for Learning: Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues.
Topic: Roles and Systems of Government GOV 17. Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments.
Expectations for Learning: Describe how Greek democracy was a radical departure from monarchy and theocracy. Explain how it influenced the structure and function of modern democratic governments.
Topic: Roles and Systems of Government GOV 18. With the decline of feudalism, consolidation of power resulted in the emergence of nation-states.
Expectations for Learning: Explain how the decline of feudalism in Western Europe and consolidation of power resulted in the emergence of nation states.

STRAND: ECONOMICS
Topic: Economic Decision Making And Skills ECO 19. Individuals, governments and businesses must analyze costs and benefits
	civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance
Expectations for Learning: Describe achievements by the Islamic civilization and how these
achievements were introduced into Western Europe

STRAND: GEOGRAPHY Topic: Human Systems
GEO 14. Trade routes connecting Africa, Europe and Asia fostered the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism) that impacted the Eastern Hemisphere.
Expectations for Learning: Explain how trade routes connecting Africa, Europe & Asia fostered the spread of technology & major world religions.
GEO 15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation, communication and technology and explain how they have facilitated cultural diffusion among peoples around the world.

STRAND: GOVERNMENT
Topic: Civic Participation and Skills Topic: Civic Participation and Skills GOV 16. Analyzing individual and group
perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
Expectations for Learning: Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues. Topic: Roles and Systems of Government
	development of human settlement over time.
Expectations for Learning: Demonstrate how maps and other geographic representations can be used to trace the development of human settlement from past to present.
Topic: Human Systems
GEO 13. Geographic factors promote or impede the movement of people, products and ideas.
Expectations for Learning: Describe how geographic factors can promote or impede the movement of people, products and ideas.
Topic: Human Systems
GEO 14. Trade routes connecting Africa, Europe and Asia fostered the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism) that impacted the Eastern Hemisphere.
Expectations for Learning: Explain how trade routes connecting Africa, Europe & Asia fostered the spread of technology & major world religions.

STRAND: GOVERNMENT
Topic: Civic Participation and Skills GOV 16. Analyzing individual and group
perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
Expectations for Learning: Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues.

STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.
	HIS 7. The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church.
Expectations for Learning: Analyze how the rise of Protestant faiths during the Reformation resulted in the decline of the political power and social influence of the Roman Catholic Church.
Topic: First Global Age
HIS 10. European economic and cultural influence dramatically increased through explorations, conquests and colonization
Expectations for Learning: Describe how European economic and cultural influence increased through explorations, conquests and colonization
HIS 11. The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today.
Expectations for Learning: Explain how the Columbian Exchange reshaped previously unconnected societies in ways still evident today

STRAND: GEOGRAPHY Topic: Human Systems GEO 15. Improvements in
transportation, communication and technology have facilitated cultural diffusion among peoples around the world.
Expectations for Learning: Select examples of improvements in transportation, communication and technology and explain how they have facilitated cultural diffusion among peoples around the world.

STRAND: GOVERNMENT
Topic: Civic Participation and Skills GOV 16. Analyzing individual and group perspectives is essential to

WHCSD Scope and Sequence	Seventh Grade	Social Studies	2021-2022

	when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must analyze costs and benefits when making economic decisions. Describe how a cost-benefit analysis consists of determining the potential costs and benefits of an action. Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
Expectations for Learning: Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth of markets.

W. 4, 5, 6, 7, 8, 9, 10
	GOV 18. With the decline of feudalism, consolidation of power resulted in the emergence of nation-states.
Expectations for Learning: Explain how the decline of feudalism in Western Europe and consolidation of power resulted in the emergence of nation states.

STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must analyze costs and benefits when making economic decisions. Describe how a cost-benefit analysis consists of determining the potential costs and benefits of an action.
Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the world contributed
to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth of markets.
Describe how market exchanges encouraged specialization and the transition from barter to monetary economies.
	Expectations for Learning: Explain why individuals, governments and businesses must analyze costs and benefits when making economic decisions. Describe how a cost-benefit analysis consists of determining the potential costs and benefits of an action Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence
Expectations for Learning: Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence. Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth of markets. Describe how market exchanges encouraged specialization and the transition from barter to monetary economies.

RL.9
	understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
Expectations for Learning: Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues.

STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.
Expectations for Learning: Explain why individuals, governments and businesses must analyze costs and benefits when making economic decisions. Describe how a cost-benefit analysis consists of determining the potential costs and benefits of an action Topic: Scarcity
ECO 20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
Expectations for Learning: Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
Topic: Markets
ECO 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Expectations for Learning: Explain how the growth of cities and empires fostered the growth of markets. Describe how market exchanges encouraged specialization and the

WHCSD Scope and Sequence	Seventh Grade	Social Studies	2021-2022

WHCSD Scope and Sequence	Seventh Grade	Social Studies	2021-2022

				transition from barter to monetary economies.

W. 4, 5, 6
	
Resources
		ODE Model Curriculum
        History Alive! The Ancient World Unit 5: Lessons 25-27, 29, 31
Unit 6: Lessons 32-35, 38
	historywithmrgreen.com/page3/assets/L egacy%20of%20Ancient%20Greece%2 0and%20Rome%20Reading.pdf (for Greek and Roman government comparisons)
	databases.abc-clio.com/Authentication/LogOn?returnUr l=%2F
rome.mrdonn.org/senate.html on Foundation of Roman Republic
	rome.mrdonn.org/powerpoints.html
	greece.mrdonn.org/athensdemocracy.ht ml
	greece.mrdonn.org/powerpoints.html 	Mao Zedong by Kimberley Heuston
		ODE Model Curriculum
	History Alive! The Medieval World and Beyond
Unit 1: Lessons 1-6 Unit 2: Lessons 7-10
	www.nationalgeographic.com/xpeditio ns/lessons/17/g68/
	The Fall of Rome: library.thinkquest.org/26907/fall.html
	Cafe Conversations: www.facinghistory.org/resources/strat egies/caf%C3%A9-conversations
	Mao Zedong by Kimberley Heuston
		ODE Model Curriculum
	History Alive! The Medieval World and Beyond
Unit 3: Lessons 11-14
	West African Kingdoms: www.bbc.co.uk/worldservice/africa/fe atures/storyofafrica/index_section4.s html
	Trekking to Timbuktu: Trade in Ancient West Africa: edsitement.neh.gov/lesson-plan/lesson-2-trekking-timbuktu-trade-ancient-west-africa-student-version
Lesson Plan: A Golden Age: Three West African Empires: dnet01.ode.state.oh.us/ims.itemdetail s/lessondetail.aspx?id=0907f84c805 313f9
		ODE Model Curriculum
	History Alive! The Medieval World and Beyond
Unit 7: Lessons 27-31 Unit 8: Lessons 32-34
	Renaissance: What Inspired This Age of Balance and Order?: www.learner.org/interactives/renais sance
	Magna Carta: Cornerstone of the U.S. Constitution: http://edsitement.neh.gov/lesson-plan/magna-carta-cornerstone-us-constitution
	http://daphne.palomar.edu/scrout/c olexc.htm