ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING Social Studies - 2017 Archdiocese of Cincinnati CURRICULUM MAP – INTRODUCTION The Archdiocese of Cincinnati’s 7 th grade Social Studies curriculum serves as a basis for what all students should know and be able to do in order to become literate and equipped with knowledge for the 21 st century. The 7 th grade Curriculum Map provides a framework to guide teachers with information and support for developing, implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.
Transcript
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
CURRICULUM MAP – INTRODUCTION
The Archdiocese of Cincinnati’s 7th grade Social Studies curriculum serves as a basis for what all students should know and be
able to do in order to become literate and equipped with knowledge for the 21st century.
The 7th grade Curriculum Map provides a framework to guide teachers with information and support for developing,
implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
History- Studying the past
Understanding people’s actions
and beliefs
Using clues to learn about the
past
History
Culture
Archaeology
Fossil
Artifacts
Primary Source
Secondary Source
SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
Social Studies Unit I Early Humans and Societies
Chapter: Uncovering the Past
Lesson 1 Studying History
EQ: What were some significant clues that historians
used to understand how people lived in the past?
Catholic Identity Describe how history begins and ends in God and how history has a
religious dimension.
EQ: What are some significant clues to understand the story of
humanity from creation to present?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Studying geography
Studying location
Physical and human geography
Connection between geography
and history
Geography
Land forms
Climate
Environment
Region
Resources
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS H 7.1
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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
Social Studies Unit I Early Humans and Societies
Chapter: Uncovering the Past
Lesson 2 Studying Geography
EQ: What has physical and human geography
contributed to the study of history?
Catholic Identity Describe how Jesus as God incarnate existed in history just like we
do.
EQ: Why is tracing Jesus’ step on Earth a lesson in history and
geography?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Studying the remains of early
humans
Hominids and early humans
Stone Age tools
Hunter – gatherer societies
Prehistoric
Hominid
Ancestor
Tool
Paleolithic Era
Society
Hunter – gatherers
SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
Social Studies Unit I Early Humans and Societies
Chapter: The Stone Ages and Early Cultures
Lesson 1 The First People
EQ: What and how prehistoric people learn to adapt to
their environment.
Catholic Identity Describe the historical impact of the Catholic Church on human
events.
EQ: Analyze how God has revealed himself throughout time and
history.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Climate change and migration
Early cultures adaptation
Migrate
Ice age
Land bridge
Mesolithic Era SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
Social Studies Unit I Early Humans and Societies
Chapter: The Stone Ages and Early Cultures
Lesson 2 Early Human Migrations
EQ: How did Early Cultures learn to adapt to new
environments as the migrated?
Catholic Identity Analyze migration and the spread of Christianity.
EQ: How did geographic factors help spread religion.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
New Stone Age farmers
Changing living styles through
farming
Neolithic Era
Domestication
Agriculture
Megaliths SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
Social Studies Unit I Early Humans and Societies
Chapter: The Stone Age and Early Cultures
Lesson 3 Beginning of Agriculture
EQ: What significant changes did the development of
agriculture bring to human society?
Catholic Identity Discuss God’s plan to reveal Himself as human society progressed.
EQ: How did life experience create consequences?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas
Importance of rivers of
Southwest Asia
Growth of cities through
farming
Fertile Crescent
Silt
Irrigation
Canals
Surplus
Division of labor
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Mesopotamia and the Fertile Crescent
Lesson 1 Geography of the Fertile Crescent
EQ: Where were the sites of the World’s first
civilizations?
Catholic Identity Demonstrate the ways men and societies change over time to better
understand the human condition.
EQ: How did Christianity spread during the age of Fertile Crescent?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
World’s first advanced society
The role of religion in Sumerian
Society.
Rural
Urban
City - State
Gilgamesh
Sargon
Empire
Polytheism
Priests
Social hierarchy
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS G 7.2 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. SS G 7.2.4 Rome created the first republic and a system of laws, research
and report how this influenced and laid the foundation of many
governments.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Mesopotamia and the Fertile Crescent
Lesson 2: The Rise of Sumer
EQ: Where was the first civilization developed?
Catholic Identity Evaluate how societies provide a sense of coherence and meaning to
human life.
EQ: What role did religion play in Sumerian Society?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
First writing system
Inventions
Development of art
Cuneiform
pictograph
Scribe
Epics
Architecture
Ziggurat
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS H 7.2 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.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Mesopotamia and the Fertile Crescent
Lesson 3: Sumerian Achievements
EQ: What were some of the advances by Sumerians that
helped their society develop?
Catholic Identity Evaluate how societies provide a sense of coherence and meaning to
forming human culture.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. Babylonian code of law
Invasion of Mesopotamia
The Phoenicians’ trading
society
Monarch
Hammurabi’s Code
Chariot
Nebuchadnezzar
Alphabet
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements. SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Mesopotamia and the Fertile Crescent
Lesson 4: Later Peoples of the Fertile Crescent
EQ: What different cultures followed the Sumerians in
the Fertile Crescent?
Catholic Identity Discuss how history is not a mere chronicle of human events but a
moral having supreme worth in the eyes of God.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
The Gift of the Nile
Civilization developments of
the Nile.
Kings and unification of Egypt
Cataracts
Delta
Menes
Pharaoh
Dynasty
SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies
Unit 2 Mesopotamia, Egypt and Kush
Chapter: Ancient Egypt and Kush
Lesson 1: Geography and Ancient Egypt
EQ: What were some geographic factors around the Nile
Valley that allowed a greater civilization to arise in
Egypt around 3200 BC?
Catholic Identity Describe how history begins and ends in God and describe the
religious dimension in Egypt.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Egyptian Society
Pharaohs
Religion
Egyptian life
Pyramids
Old Kingdom
Khufu
Nobles
Afterlife
Mummies
Elite
Pyramids
Engineering
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS H 7.2 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.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Ancient Egypt and Kush
Lesson 2: The Old Kingdom
EQ: How and why were Egyptian government and religion
closely connected during the Old Kingdom?
Catholic Identity Discuss the beliefs of God and the part religion played in the Old
Kingdom in Egypt?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions.
Government of Middle
Kingdom
Trade and Military power
during the New Kingdom
Work and daily life for Egypt’s
social class
Middle Kingdom
New Kingdom
Trade routes
Queen Hatshepsut
Ramses the Great
SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS H 7.2 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.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Ancient Egypt and Kush
Lesson 3: The Middle and New Kingdom
EQ: How was order restored in Egypt during the Middle and
New Kingdoms?
Catholic Identity Discuss how history helps us predict and plan for future events
gleaned from knowledge of past events.
EQ: How can history assist in the acquisition of values and virtues?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be used to
trace the development of human settlement over time. Hieroglyphics
Egyptian creations
Temples
Tombs
Works of art
Hieroglyphics
Papyrus
Rosetta Stone
Sphinxes
Obelisk
King Tutankhamen
SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS H 7.2 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.
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Ancient Egypt and Kush
Lesson 4: Egyptian Achievements
EQ: What are some of the lasting achievements in writing,
architecture, and art?
Catholic Identity Select and describe beautiful artifacts from different times and
cultures.
EQ: How do beliefs about God, humanity and material things affect
behavior?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is
used in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Geography of early Nubia
Relationships between Kush
and Egypt
Kush’s trading and culture
Factors leading to the decline of
Kush
Piankhi
Trade network
Merchants
Export
Imports
Queen Shanakhdakheto
King Ezana
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
Social Studies Unit 2 Mesopotamia, Egypt and Kush
Chapter: Ancient Egypt and Kush
Lesson 5: Ancient Kush
EQ: Where was the Kingdom of Kush located and describe
its trading network?
Catholic Identity Analyze how life experiences and life choices create a personal
history with external consequences?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Geography of India
Haappan Civilization
Indus River
Subcontinent
Monsoons
Sanskrit
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas.
Social Studies Unit 3 Civilization in India and China (2300BC-AD500)
Chapter: Ancient India (2300BC-AD500)
Lesson 1: Geography and Early India
EQ: How do India’s rich history and culture affect the world
today?
Catholic Identity EQ: How does reading history help us understand about what God
does for humanity?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. The distinct groups under
Aryans
Brahmanism
Development of Hinduism
Breaking away from Hinduism
Caste System
Hinduism
Reincarnation
Karma
Jainism
Nonviolence
Sikhism
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS H 7.2 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.
Social Studies Unit 3 Civilization in India and China (2300BC-AD500)
Chapter: Ancient India (2300BC-AD500)
Lesson 2: Origin of Hinduism
EQ: What is the largest religion in India today and how was
it developed?
Catholic Identity Discuss the historical impact of the Catholic Church on human events.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. Siddhartha Gautama
Teaching of Buddhism
Spread of Buddhism
Fasting
Meditation
The Buddha
Buddhism
Nirvana
Missionaries
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 3 Civilization in India and China (2300BC-AD500)
Chapter: Ancient India (2300BC-AD500)
Lesson 3: Origin of Buddhism
EQ: Where did Buddhism begin and how did it become a
major religion?
Catholic Identity Analyze cultures to show how the mysteries of the world and
humanity can transcend different aspects of life.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. Mauryan Empire
Gupta rulers
Unification of India
Chandragupta Maurya
Asoka
Candra Gupta II SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 3 Civilization in India and China (2300BC-AD500)
Chapter: Ancient India (2300BC-AD500)
Lesson 4: Indian Empires
EQ: When and where did the Mauryas and Guptan empires
rule in India?
Catholic Identity Discuss great figures of history by examining their lives for examples
of virtue or vice.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
India Artists
Religios Art
Sanskrit literature
Gupta period
Indians scientific advancements
Metallurgy alloys
Hindu-Arabic numerals
Inoculation
Astronomy SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS G 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS H 7.2 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.
Social Studies Unit 3 Civilization in India and China (2300BC-AD500)
Chapter: Ancient India (2300BC-AD500)
Lesson 5: Indian Achievements
EQ: What were some of the great contributions to arts and
sciences from the people of ancient India?
Catholic Identity EQ: How did the great contributions of ancient India have supreme
worth in the eyes of God?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
China’s physical geography
Difficulties with travel and
communication
Beginning of civilization in
China
Jade
Oracle
SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 3 Civilization in India and China (1600BC-AD1)
Chapter: Ancient China (1600BC-AD1)
Lesson 1: Geography and Early China
EQ: What dynasty is responsible for the Chinese
civilization? Where did the Chinese civilization begin?
Catholic Identity EQ: Explain how history begins and ends in God?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.
Zhou Dynasty
Expansion of China
Confucius’ offerings for China
Daoism and Legalism followers
Lords
Peasants
Confucius
Ethics
Confucianism
Daoism
Laozi
Legalism
Mandate of Heaven
Filial piety
SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 3 Civilization in India and China (1600BC-AD1)
Chapter: Ancient China (1600BC-AD1)
Lesson 2: The Zhou Dynasty and New Ideas EQ: How did the Zhou dynasty bring stability and new ways to
deal with political and social change in ancient China?
Catholic Identity EQ: How and why does society change overtime to better understand
the human condition?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. Qin emperor
Strict government
Unification of China
Qin policies and achievements
Shi Huangdi
Great Wall
Standardize
Censor
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions.
SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
SS 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 3 Civilization in India and China (1600BC-AD1)
Chapter: Ancient China (1600BC-AD1)
Lesson 3: The Qin Dynasty
EQ: How did the Qin Dynasty strengthen the government of
China?
Catholic Identity EQ: How are knowledge of religion and morals requisites for
understanding religious values throughout history?
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Social Studies - 2017 Archdiocese of Cincinnati
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Han Dynasty beliefs
Family life in Han China
Han achievements
Art
Literature
Learning
Sundial
Seismograph
Acupuncture
Calligraphy SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS G 7.2 Geographic factors promote or impede the movement of
people, products and ideas.
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread traits,
ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 3 Civilization in India and China (1600BC-AD1)
Chapter: Ancient China (1600BC-AD1)
Lesson 4: The Han Dynasty
EQ: What kind of government did the Han Dynasty create
and what were the new beliefs of governing?
Catholic Identity EQ: How did religious and moral knowledge set the requisite for
humanity throughout history?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Han Dynasty
Farming and manufacturing
Trade routes
Buddhism
Cultural and religious diffusion
Silk
Silk Road
Diffusion
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
Social Studies Unit 3 Civilization in India and China (1600BC-AD1)
Chapter: Ancient China (1600BC-AD1)
Lesson 5: Han Contacts with other Cultures
EQ: How did the trade routes lead to exchange of products
and ideas among China, Rome and other lands?
Catholic Identity EQ: How did diffusion lead to the spread of Christianity during the
Han period?
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SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS H 7.8 Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes. SS H 7.8.4 Create a digital trail of the Silk Road indicating all
landmarks. SS H 7.8.8 Explain why the Silk Road established China as
significant for commercial and cultural centers.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Abraham
Canaan
Moses and the Israelites
Slavery in Egypt
Unification of Israelites
Conquering Israelites
Contribution in history by
Israelite women
Judaism
Abraham
Moses
Exodus
Ten Commandments
David
Solomon
Diaspora
Exile
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS H 7.2 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.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Hebrews and Judaism (2000BC-AD70)
Lesson 1: The Early Hebrews (2000-1500BC)
EQ: Who were the original descendants of the Hebrews and
Israelites, and what did they establish?
Catholic Identity EQ: Analyze historical events, especially Moses and the Ten
Commandments and discuss how history has affected the moral
character of individuals today.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Beliefs of the Jewish society
The Torah
The Hebrew Bible
The Commentaries
The Dead Sea Scrolls
Ideas of Judaism
Monotheism
Torah
Synagogue
Prophets
Talmud
Dead Sea Scrolls
Scriptures
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Hebrews and Judaism (2000BC-AD70)
Lesson 2: Jewish Beliefs and Texts
EQ: What are the three parts of the Torah and why is the
Torah considered the most sacred text of Judaism?
Catholic Identity EQ: How have women in early Israelite society contributed to their
society that affects us in the twenty first century?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Changes in Jewish culture
Two Jewish cultures
Jewish traditions and Holy Days
Zealots
Rabbis
Passover
High Holy Days
Sabbath SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS H 7.2 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. SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Hebrews and Judaism (2000BC-AD70)
Lesson 3: Judaism over the Centuries (AD-66)
EQ: How did Jews maintain their religious customs and
beliefs after being forced out of Israel?
Catholic Identity EQ: Why did some of the early saints of the Catholic Church suffer
“religious persecution?”
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Geography of Greece
Early Greek civilization
Trading cultures
Minoan and Mycenaean
civilizations
Creation and purpose of
Greece’s development of City-
States
Poles
Classical
Acropolis
Polis
Aristocracy SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts to
describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the creator of
this record was alive and living during this time period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS H 7.2 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. SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.1 Explain how geographic representations can be used to trace
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD500)
Chapter: Ancient Greece
Lesson 1: Geography and the Early Greeks EQ: What were some of the benefits of Greece’s geographical
location to their development of trade and growth of city-
states?
Catholic Identity EQ: Analyze and discuss how “geographic factors” helped spread
religion.
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Social Studies - 2017 Archdiocese of Cincinnati
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Aristocrats and tyrants
Athens
First democracy
Ancient VS modern democracy
Democracy
Aristocrats
Oligarchy
Citizens
Tyrant
Pericles SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD500)
Chapter: Ancient Greece
Lesson 2: Governments in Athens EQ: Why did the people of Athens try so many forms of
government? What government did the Greeks create that
they officially established and followed?
Catholic Identity EQ: How does reading the history of the Catholic Church help us
learn about what God does for humanity?
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Social Studies - 2017 Archdiocese of Cincinnati
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS GV 7.2 Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Greek myths
Ancient Greek literature (prose
and poetry)
Influences of Greek literature
today
Mythology
Homer
Sappho
Aesop
Fables
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-500BC)
Chapter: Ancient Greece
Lesson 3: Greek Mythology and Literature EQ: What are some examples of ancient Greek myths and
literature that influenced the way we speak and write today?
Catholic Identity EQ: What are some mythological ideas that can still be seen around
us today?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement of
people, products and ideas. Persian Empire
Cyrus the Great
Darius I
Persian Wars
Cyrus the Great
Cavalry
Darius
Persian Wars
Xerxes
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute to or
impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage in
trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring and
colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia fostered
the spread of technology and major world religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of Africa,
Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders travelled on
to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both with
Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Greek World (550-30BC)
Lesson 1: Greece and Persia EQ: What conflicts did Persia have with Greece that caused the
Persian Wars?
Catholic Identity EQ: How are the basic elements of Christian social ethics
distinguished within historical events?
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SS GV 7.2 Greek democracy and the Roman Republic were radical
departures from monarchy and theocracy, influencing the
structure and function of modern democratic
governments.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Spartan Military
Athenian art
Athenian physical abilities
Sparta and Athens struggles for
power
Alliance
Peloponnesian War
Plato
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Greek World (550-30BC)
Lesson 2: Sparta and Athens (400 BC) EQ: Compare/contrast the cultures of Sparta and Athens and
explain why they were such bitter enemies.
Catholic Identity EQ: How do beliefs about God, humanity, material things and power
affect behavior?
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peoples around the world.
SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.2 Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Macedonia Conquers Greece
Alexander the Great
Alexander the Great’s Empire
Hellenistic Kingdoms
Cultural Diffusion
Philip II
Phalanx
Alexander the Great
Hellenistic
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Greek World (550-30BC)
Lesson 3: Alexander the Great (327BC) EQ: How was it possible for Alexander the Great to build such a
huge empire and spread Greek culture into Egypt and Asia?
Catholic Identity EQ: Analyze cultures to show how they can transcend aspects of life.
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SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy.
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization. SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained
new wealth through:
1. Explorations
2. Conquests
3. Colonization
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Contribution to the arts
Teachings of:
Socrates
Plato
Anisole
Philosophy
Contributions in:
Science
Math
Medicine
Engineering
Socrates
Plato
Aristotle
Reason
Euclid
Hippocrates
The Parthenon
Socratic method
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS H 7.2 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. SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
Social Studies Unit 4 Foundations of Western Ideas (2000BC-AD70)
Chapter: The Greek World (550-30BC)
Lesson 4: Greek Achievements (400 BC) EQ: What were some of the lasting contributions made by
the ancient Greeks in the arts, philosophy, and science?
Catholic Identity EQ: What were some of the beautiful Greek artifacts and
contributions?
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SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization. SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Geography of Italy
Roman prosperity
Rome’s legendary history
Monarchy
Republic
Aeneas
Romulus and Remus
Republic
Dictators
Cincinnatus
Plebeians
Patricians
Monarchy
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is
used in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: The Roman Republic (753-27BC)
Lesson 1: Geography and the rise of Rome (753 BC) EQ: How did Rome’s location and government help it
become a mayor power in the ancient world?
Catholic Identity EQ: What are some of the factors that cause tension and distinction
between religious and social cohesion?
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conquests and colonization.
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained
new wealth through:
1. Explorations
2. Conquests
3. Colonization SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy. SS GV 7.2.3 List and describe the powers of the Roman government.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments.
Rome’s tripartite government
Rome’s written laws
The Roman Forum
Roman Society
Magistrates
Consuls
Roman Senate
Veto
Latin
Checks and Balances
Forum
SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy. SS GV 7.2.3 List and describe the powers of the Roman government. SS GV 7.2.4 Name the three divisions of the Roman government and their
role in government. SS GV 7.2.5 List and explain the criteria of Roman citizenship. SS GV 7.2.6 List the expectations of all Roman citizens during the Roman
Republic. SS GV 7.2.7 Explain how “Representative Democracy” is connective to the
United States democracy. SS GV 7.2.8 Compare and contrast the similarities and differences between
monarchy and theocracy.
SS H 7.2 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.
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: The Roman Republic (753-27BC)
Lesson 2: Government and Society (200BC) EQ: What were the three parts of Rome’s government
and the written laws?
Catholic Identity EQ: How did the Roman Empire play an instrumental role in the
spread of Christianity?
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SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is
used in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.3
Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal
and manorial systems. Later invasions helped
establish Mongol dominance in central Asia and led to
the destruction of the Byzantine Empire by the Turks.
Growth of Territory
Rome’s growth of territory
Republic’s crises
Legions
Punic War
Hannibal
Gaius Marius
Lucius Cornelius Sulla
Spartacus
Gladiators SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization. SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy. SS GV 7.2.3 List and describe the powers of the Roman government. SS GV 7.2.4 Name the three divisions of the Roman government and their
role in government. SS GV 7.2.5 List and explain the criteria of Roman citizenship. SS GV 7.2.6 List the expectations of all Roman citizens during the Roman
Republic. SS GV 7.2.7 Explain how “Representative Democracy” is connective to the
United States democracy.
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: The Roman Republic (753-27BC)
Lesson 3: The Late Republic (264-146BC) EQ: How was the later period of the Roman Republic
marked?
Catholic Identity EQ: Explain:
One Culture cannot critique another culture
Truth is simply culturally created
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SS GV 7.2.8 Compare and contrast the similarities and differences between
monarchy and theocracy.
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Roman Republic disorder
Julius Caesar
Rome’s first emperor
Augustus
The Roman Empire’s control
and influence
Romans accomplishments in:
Science
Engineering
Architecture
Art
Literature
Law
Cicero
Julies Caesar
Pompey
Marc Anthony
Augustus
Pax Romana
Aqueduct
Romance languages
Civil Law
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in Western
culture. Examine how the ideas of governance and law were
impacted by the concepts of citizenship and democracy.
SS H 7.2.4 Rome created the first republic and a system of laws. Research and
report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is used
in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in architecture that
is still visible in todays’ society.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among peoples
around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread traits,
ideas, and products of a culture.
SS G 7.4.2 Chart improvements in transportation, communication and
technology that facilitated improvements with “cultural diffusion”.
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: Rome and Christianity (70BC)
Lesson 1: From Republic to Empire (58BC-50BC) EQ: As the Roman Empire grew what were some of the political
and economical developments that influenced later
civilizations?
Catholic Identity EQ: What religious influences did the Roman Empire have on later
civilizations?
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SS GV 7.2
Greek democracy and the Roman Republic were radical
departures from monarchy and theocracy, influencing the
structure and function of modern democratic governments. SS GV 7.2.3 List and describe the powers of the Roman government. SS GV 7.2.4 Name the three divisions of the Roman government and their role in
government. SS GV 7.2.6 List the expectations of all Roman citizens during the Roman
Republic.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
Rome’s conflict with the Jews
The birth of Christianity
Jesus of Nazareth (the Messiah)
Official religion of Rome
Christianity
Jesus of Nazareth
Messiah
Crucifixion
Resurrection
Apostles
Paul of Tarsus
Constantine
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.8 Compare and contrast the similarities and differences between
monarchy and theocracy.
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: Rome and Christianity
Lesson 2: The Roman Empire and Religion (AD 70) EQ: How did Christianity become the official religion of
Rome?
Catholic Identity EQ: What role did the teachings of Jesus have in establishing Rome’s
official religion?
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
Roman Empire’s many
problems
Division of the Roman Empire
Decline of Rome
New religious traditions
New Society
Diocletian
Attila
Corruption
Justinian
Theodora
Byzantine Empire
Constantine
Constantinople
Huns
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 5 The Rome World (753 BC – AD 1453)
Chapter: Rome and Christianity
Lesson 3: The End of the Empire (AD 100) EQ: What were some of the problems from inside and
outside Rome that split the Roman Empire?
Catholic Identity EQ: What Church developed in the east section of the Roman Empire
and Europe as a result of the Eastern/Western European divide?
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SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.3 List and describe the powers of the Roman government.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.5 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.
Arabia’s landscape
Nomadic life
Sedentary life
Islam
Muhammad
Mecca
Oasis
Caravan
Muhammad
Islam
Muslim
Qur’an
Pilgrimage
Mosque
Monotheistic
Polytheism
Allah
Mecca
Kaaba
SS H 7.5.1 Describe the influence and impact the Islamic civilization had
on the European Renaissance.
SS H 7.5.3 Explain some of the contributions of Islamic achievements and
their influence on trade in the Middle East.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: The Islamic World
Lesson 1: The Roots of Islam (AD 570) EQ: How were Muslim leaders able to spread Islam and
create an empire?
Catholic Identity EQ: How did Muhammad’s teaching create a monotheistic religion?
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SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.5 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.
The Qur’an
The Sunnah
Islamic law/Shariah
Rights of Muslim
Hadith
Jihad
Sunnah
Five Pillars of Islam
Allah
Hadith
Muhammad
Ramadan
Haj
Mecca
Sharia/Islamic Law
Kaaba
SS H 7.5.1 Describe the influence and impact the Islamic civilization had
on the European Renaissance.
SS H 7.5.2 List the contributions made in the sciences by the Muslims.
SS H 7.5.3 Explain some of the contributions of Islamic achievements and
their influence on trade in the Middle East.
SS H 7.5.4 Explain and discuss some of the reasons for the waning of
Islamic influence in the 15th century.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: The Islamic World
Lesson 2: Islamic Beliefs and Practices EQ: What texts guide Muslims in their religion, daily
life and laws?
Catholic Identity EQ: What religious texts guide Catholics in their religion, daily life
and laws of the church?
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.5 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.
Muslim armies
Spread of Islam
Trade and the spread of Islam
Three Muslim empires
Muslim influence in
Asia
Africa
Parts of Europe from 1400-
1800’s
Abu Bakr
Caliph
Janissaries
Mehmed II
Suleyman I
Shia
Sunni
Tolerance
Damascus
Syria
Berbers
Cordoba, Spain
Baghdad
Ottoman Empire
Safavid Empire
Mogul Empire
The Taj Mahal
SS H 7.5.1 Describe the influence and impact the Islamic civilization had on the
European Renaissance.
SS H 7.5.2 List the contributions made in the sciences by the Muslims.
SS H 7.5.3 Explain some of the contributions of Islamic achievements and their
influence on trade in the Middle East.
SS H 7.5.4 Explain and discuss some of the reasons for the waning of Islamic
influence in the 15th century.
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and Asia
(Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
SS H 7.8.1 Analyze why “trade” was so important to the economy and
development of the West African kingdoms.
SS H 7.8.2 Describe how Islam was introduced to the West African
Empires.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a trade
center.
SS H 7.8.4 Create a digital trail of the Silk Road indicating all landmarks.
SS H 7.8.5 Create a digital map of the Ottoman Empire labelling all
geographic areas it encompassed.
SS H 7.8.6 Explain and discuss the contributions of the arts that the Mogul
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: The Islamic World
Lesson 3: Islamic Empires (634-1600) EQ: What were the three large Islamic empires that
formed after the Spread of Islam?
Catholic Identity EQ: Why is it necessary to demonstrate respect and appreciation for
the qualities and characteristics of different cultures in order to pursue
peace and understanding, knowledge and truth?
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Empire produced.
SS G 7.3 Trade routes connecting Africa, Europe and Asia fostered
the spread of technology and major world religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of Africa,
Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders travelled on
to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both with
Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among peoples
around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread traits,
ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS E 7.2 The variability in the distribution of productive resources
in the various regions of the world contributed to
specialization, trade and interdependence. SS E 7.2.1 Explain what factors are included in the term “productive resources.”
SS E 7.3 The growth of cities and empires fostered the growth of
markets. Market exchanges encouraged specialization and
the transition from barter to monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets encourages
“specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-base-
system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
The Blue Mosque
Muslim Scholars
Contributions made in the fields
of:
Science
Philosophy
Literature
Arts
Poetry
Prose
Architecture
Ibn Battuta
Sufism
Omar Khayyam
Patrons
Minaret
Calligraphy
Mosque SS H 7.5 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. SS H 7.5.1 Describe the influence and impact the Islamic civilization had
on the European Renaissance.
SS H 7.5.2 List the contributions made in the sciences by the Muslims.
SS H 7.5.3 Explain some of the contributions of Islamic achievements and
their influence on trade in the Middle East.
SS H 7.5.4 Explain and discuss some of the reasons for the waning of
Islamic influence in the 15th century.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions.
SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: The Islamic World
Lesson 4: Culture Achievements (1600) EQ: What were the contributions made by Muslim scholars
and artists in the fields of science, art and literature?
Catholic Identity EQ: Describe how beautiful artifacts from different times and cultures
can exude respect for the dignity of man in God’s plan?
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SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be used
to trace the development of human settlement over time. Landforms, climate and
resources of West Africa
Early history of West Africa
Ways of life for early West
Africans
Early West African:
Family ties
Religion
Iron technology
Trade
Rifts
Sub-Saharan Africa
Sahel
Savannah
Rain forests
Extended family
Animism
Sahara Desert
SS G 7.1.1 Explain how geographic representations can be used to trace the
development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial relationships”
among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the ancient
Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in relation to
resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement of
people, products and ideas.
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute to or
impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage in
trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring and
colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS E 7.2 The variability in the distribution of productive resources in
the various regions of the world contributed to specialization,
trade and interdependence.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: Early African Civilization (500BC)
Lesson 1: Geography and Early Africa EQ: How was geography, resources, culture and trade a significant
influence for the growth of societies in West Africa?
Catholic Identity EQ: What are some influences of culture inheritance provided by the
church?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Ghana trading economy
Ghana’s Empire
Ghana’s decline
Silent barter
Tunka Manin
Scarcity SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: Early African Civilzation (500BC)
Lesson 2: The Empire of Ghana (AD 300) EQ: What two resources did the rulers of Ghana control in
order to build an empire?
Catholic Identity EQ: How can we respect and appreciate different cultures in order to
appreciate our Creator’s masterpiece?
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SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
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SS H 7.8.1 Analyze why “trade” was so important to the economy
and development of the West African kingdoms.
SS H 7.8.2 Describe how Islam was introduced to the West African
Empires.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
Mali’s empire
Mansa Musa
Songhai empire
Empires in West Africa
Zimbabwe
Sundiata
Mansa Musa
Sunni Ali
Askia the Great
Timbuktu
Niger River
Mansa
Morocco
Tuareg nomads
SS H 7.8.1 Analyze why “trade” was so important to the economy
and development of the West African kingdoms.
SS H 7.8.2 Describe how Islam was introduced to the West African
Empires.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
SS H 7.8.4 Create a digital trail of the Silk Road indicating all
landmarks.
SS H 7.8.5 Create a digital map of the Ottoman Empire labelling all
geographic areas it encompassed.
SS H 7.8.6 Explain and discuss the contributions of the arts that the
Mogul Empire produced.
SS H 7.8.7 Digitally trace the Khyber Pass and analyze its
importance as a “trade route”.
SS H 7.8.8 Explain why the Silk Road established China as
significant for commercial and cultural centers.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions.
SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: Early African Civilization (500BC)
Lesson 3: Later Empires (1200-1600) EQ: What were the three great kingdoms that were
developed in Africa between 1000-1500?
Catholic Identity EQ: Explain how human conditions play a role of dignity in God’s
plans.
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SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
West African’s storytelling
West African:
Art
Music
Culture
Traditions
Polyrhythmic drumming
Oral history
Griots
Proverbs
Kente
Epius
Dausi
Sundiata
SS H 7.8.1 Analyze why “trade” was so important to the economy
and development of the West African kingdoms.
SS H 7.8.2 Describe how Islam was introduced to the West African
Empires.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 6 Islamic and African Civilizations (500BC-AD1650)
Chapter: Early African Civilization (500BC)
Lesson 4: Historical and Artistic Traditions EQ: How has culture of West Africa been passed down
through the centuries?
Catholic Identity EQ: Why does history begin and end in God and why does history
have a religious dimension?
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.4 Mongol influence led to unified states in China and
Korea, but the Mongol failure to conquer Japan
allowed the feudal system to persist.
Period of disunion
Sui Dynasty
Tang Dynasty
Song Dynasty
Age of Buddhism
Period of Disunion
Grand canal
Empress Wu
Buddhism
Sui Dynasty
Tang Dynasty
Song Dynasty
SS H 7.4.1 Analyze the strength and influence the Mongol Empire had in
China during the 13th and 14
th centuries.
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
SS H 7.8.7 Digitally trace the Khyber Pass and analyze its
importance as a “trade route”.
SS H 7.8.8 Explain why the Silk Road established China as
significant for commercial and cultural centers.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: China
Lesson 1: China Reunifies EQ: How did Chinese culture change during the Period
Disunion?
Catholic Identity EQ: How can history assist in recognizing cultural values that
threaten human dignity and are contrary to the Gospel message?
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
Agriculture
Increased trade
Increased population growth
Cities and trade
Products of the Tang and Song
dynasties
China’s Grand Canal
China’s artists and poets
Porcelain
Woodblock printing
Gunpowder
Compass
China’s Grand Canal SS H 7.8.1
Analyze why “trade” was so important to the economy
and development of the West African kingdoms.
SS H 7.8.2 Describe how Islam was introduced to the West African
Empires.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
SS H 7.8.4 Create a digital trail of the Silk Road indicating all
landmarks.
SS H 7.8.5 Create a digital map of the Ottoman Empire labelling all
geographic areas it encompassed.
SS H 7.8.6 Explain and discuss the contributions of the arts that the
Mogul Empire produced.
SS H 7.8.7 Digitally trace the Khyber Pass and analyze its
importance as a “trade route”.
SS H 7.8.8 Explain why the Silk Road established China as
significant for commercial and cultural centers.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: China
Lesson 2: Tang and Song Achievements EQ: What were some of the accomplishments of the Tang
and Song dynasties?
Catholic Identity EQ: How does the beauty and cadence of poetry impact man’s soul?
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of people, products and ideas.
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
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SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS H 7.1 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.
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.
Confucianism
Chinese government
Scholar-officials
China’s government during
Song dynasty
Bureaucracy
Civil service
Scholar-official
Neo
Confucius
Confucianism
SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
SS H 7.1 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.
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: China
Lesson 3: Confucianism and Government (960-1279) EQ: What dominant philosophy influenced the Song
government?
Catholic Identity EQ: How is reading history a way to learn about what God does for
humanity?
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in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.4 Mongol influence led to unified states in China and
Korea, but the Mongol failure to conquer Japan
allowed the feudal system to persist.
Mongol Empire
Yuan Dynasty
Ming Dynasty
Changes in government under
Ming
Relations with other countries
Forbidden City
Genghis Khan
Kublai Khan
Zheng He
Isolationism
Marco Polo
SS H 7.4.1 Analyze the strength and influence the Mongol Empire had in
China during the 13th and 14
th centuries.
SS H 7.4.2 Using primary and secondary sources draw conclusions among
events and relationships that resulted in the overthrow of
Mongolia.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: China
Lesson 4: The Yuan and Ming Dynasties (1211-1433) EQ: Why did the Chinese prosper during the Ming dynasty?
Catholic Identity EQ: Why is history a moral and meta physical drama having supreme
worth in the eyes of God?
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SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.4 Mongol influence led to unified states in China and
Korea, but the Mongol failure to conquer Japan
allowed the feudal system to persist.
Japan’s geography
Early Japanese Society
Japanese clans
Japan’s emperors
Japan’s:
Language
Society
Government
Clans
Shinto
Prince Shotoku
Regent
Ainu
Tokyo
Archipelago
SS H 7.4.3 Analyze and draw conclusions why Japan’s system of
feudalism persisted over time to an isolated society.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: Japan
Lesson 1: Geography and Early Japan (591-621) EQ: How were the early society of Japan both isolated and
influenced by China and Korea?
Catholic Identity EQ: How did the ideas Confucius help shape Japanese culture and
family life?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
Japanese nobles and art
Court of Heian
Buddhism effect on Japan
during the Heian period
Court
Lady Murasaki Shikibu
Zen
Visual arts
Architecture
Performing arts
Heian
Nobles
SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS H 7.1 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. SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period. SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period. SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: Japan
Lesson 2: Art and Culture in Heian (800-110) EQ: When was Japan’s “Golden Age” of culture during the
Heian period?
Catholic Identity EQ: Why were the greatest works of early Japanese literature written
by women? How did these writers portray the beauty of creation?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.4 Mongol influence led to unified states in China and Korea,
but the Mongol failure to conquer Japan allowed the feudal
system to persist.
Samurai and shoguns influence
Samurai warriors
Invaders challenge order
Reunification of Japan
Daimyo
Samurai
Figurehead
Shogun
Bushido
SS H 7.4.1 Analyze the strength and influence the Mongol Empire had in
China during the 13th and 14
th centuries.
SS H 7.4.2 Using primary and secondary sources draw conclusions among
events and relationships that resulted in the overthrow of
Mongolia.
SS H 7.4.3 Analyze and draw conclusions why Japan’s system of
feudalism persisted over time to an isolated society.
SS G 7.3 Trade routes connecting Africa, Europe and Asia fostered
the spread of technology and major world religions. SS G 7.3.1 Electronically sketch out and explain the “trade routes” of
Africa, Asia, and Europe.
SS G 7.3.2 Generate a map of the “Silk Road” that Muslim traders
travelled on to Asia and Africa.
SS G 7.3.3 Explain how the “trade routes” spread the ideas of religion both
with Christianity and Buddhism.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: Japan
Lesson 3: Growth of a Military Society (1100-1800)
EQ: Why did Japan develop a military society and what was
it called?
Catholic Identity EQ: How did Zen change the beliefs in faith and good behavior for
Buddhist?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Geography of early Maya
Classic age of Maya
Building of cities and trade
Maya culture
Maya:
Religion
Social structure
Science
Arts
Decline of Maya civilization
Maize
Pacal
Observatories
Palenque
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS H 7.2 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.
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time. SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: The Early Americas
Lesson 1: The Maya (250-900)
EQ: What did the Maya’s develop that thrived in
Mesoamerica?
Catholic Identity EQ: Why did the Maya people worship so many Gods; God of corn,
rain, sun and moon?
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SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Aztec empire
Central Mexico
Life in the Aztec Empire
Aztec society
Hernán Cortés’ conquests
Aztec art
Causeways
Conquistadors
Hernán Cortés
Moctezuma II
Tenochtitlan SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
SS H 7.2 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.
SS H 7.10 European economic and cultural influence dramatically
increased through explorations, conquests and colonization.
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained
new wealth through:
1. Explorations
2. Conquests
3. Colonization
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: The Early Americas
Lesson 2: The Aztecs (1325-1521)
EQ: What destroyed the strong Aztec Empire and why?
Catholic Identity EQ: What did the Aztec priests practice as a form of pleasing the
many gods they worshiped? How did the religious practices influence
Aztec warfare?
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SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization.
Incas strong central government
Life in the Inca Empire
Francisco Pizarro’s Conquests
Pachacuti
Quechua
Masonry
Atahualpa
Francisco Pizarro
Macho Picchu
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained
new wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
Social Studies Unit 7 Empires of Asia and the Americas (500-1868)
Chapter: The Early Americas
Lesson 3: The Incas (1400-1500)
EQ: What part of South America did the Incas control? Who
conquered the Inca Empire?
Catholic Identity EQ: Why did the Incas believe that certain mountain tops, rocks and
springs had magical powers? How did they include these places in
their religious ceremonies?
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SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.1 Maps and other geographic representations can be
used to trace the development of human settlement
over time.
Physical features of Europe
Geography of Europe
Regions of Europe
Where and how European
people live
Eurasia
Topography
Climate
Vegetation SS G 7.1.1 Explain how geographic representations can be used to trace
the development of human settlement.
SS G 7.1.2 Describe what tools can be used to show the “spatial
relationships” among regions.
SS G 7.1.3 Analyze and explain how “spatial relationships” have affected
human settlements over time.
SS G 7.1.4 Trace and identify some primary “trade routes” during the
ancient Roman and Greek eras.
SS G 7.1.5 Analyze and explain how “population density” varies in
relation to resources and type of land.
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Early Middle Ages
Lesson 1: Geography of Europe
EQ: What are the reasons for different ways of life that have
developed in Europe?
Catholic Identity EQ: How did physical features of Europe affect the spreading of
Christianity?
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization.
The spread of Christianity
The works of missionaries and
monks
The Franks
Charlemagne’s empire
European scholars
European invaders in the 700s
and 800s
Benedictine Rule
Middle Ages
Medieval
Patrick
Monks
Monasteries
Benedict
Charlemagne
Benedictine Rule
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Early Middle Ages
Lesson 2: Europe after the fall of Rome (500-1500)
EQ: How did the Christians try to maintain order after the
fall of Rome?
Catholic Identity EQ: Who was the most powerful force of spreading Christianity to
northern Europe?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. How Feudalism governed
Knights and nobles
Vassals duties
The spread of Feudalism
The manor system
Peasants and serfs
Europe’s economy
Women in the Middle Ages
The growth of towns and trades
The end of Feudalism
Knights
Vassal
Feudalism
William the Conqueror
Manor
Serfs
Eleanor of Aquitaine
Roles
The Christian Church
SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”.
SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Early Middle Ages
Lesson 3: Feudalism and Manor Life (1000)
EQ: What sort of duties and obligations governed
relationships between people in the Middle Ages?
Catholic Identity EQ: Why do you think Eleanor of Aquitaine had more power than
other women during the Middle Ages?
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SS H 7.3
Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal
and manorial systems. Later invasions helped
establish Mongol dominance in central Asia and led to
the destruction of the Byzantine Empire by the Turks. SS H 7.3.1 Compare and contrast “feudal and manorial” systems.
SS H 7.3.2 Explain the meaning and function of “feudalism”.
SS H 7.3.3 Evaluate the economic relationship of the “manorial system”.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Common elements of feudalism
between Europe and Japan
Difference between the cultural
elements of Europe and Japan
with:
Religion
Art
Codes of honor
Treatment of women
Chivalry
Haiku
Sumari
Knight
Bushido SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS H 7.3
Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal
and manorial systems. Later invasions helped
establish Mongol dominance in central Asia and led to
the destruction of the Byzantine Empire by the Turks. SS H 7.3.1 Compare and contrast “feudal and manorial” systems.
SS H 7.3.2 Explain the meaning and function of “feudalism”.
SS H 7.3.3 Evaluate the economic relationship of the “manorial system”.
SS H 7.4 Mongol influence led to unified states in China and
Korea, but the Mongol failure to conquer Japan
allowed the feudal system to persist. SS H 7.4.3 Analyze and draw conclusions why Japan’s system of
feudalism persisted over time to an isolated society.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Early Middle Ages
Lesson 4: Feudal Societies
EQ: How did the cultures differ from the federal system in
Europe to the feudal system in Japan?
Catholic Identity EQ: How were religious themes portrayed in art and literature?
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SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”. SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy.
SS H 7.2 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.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.1 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.
Spiritual and political leaders of
Europe
Popes and Kings
Permanent split of the Church
Clashes of kings and popes
Norman Conquest
William the Conqueror
Excommunicate
Pope Gregory VII
Emperor Henry IV
The Holy Roman Empire SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”. SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy. SS GV 7.3.4 Define the Magna Carter and explain the limited powers it gave
the Kings of England.
SS H 7.2 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.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Later Middle Ages
Lesson 1: Popes and Kings (1000-1054)
EQ: How did Popes and Kings dominate European society in
the Middle Ages?
Catholic Identity EQ: How is the role of the Pope different in the 21
st Century?
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SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is
used in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.3
Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal
and manorial systems. Later invasions helped
establish Mongol dominance in central Asia and led to
the destruction of the Byzantine Empire by the Turks.
The Pope
Crusaders
Holy Land
Crusades fail
A changing Europe
Crusaders
Holy Land
Pope Urban II
King Richard I
Saladin SS H 7.3.4 Construct a digital multi-tiered timeline of the invasion of the
Mongols in the 13c, and the invasion of the Byzantine Empire.
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments. SS GV 7.2.3 List and describe the powers of the Roman government.
SS H 7.1 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.
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the perspective
of people living at that time.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Later Middle Ages
Lesson 2: The Crusades (1096-1291)
EQ: What were the Crusades? Who fought the crusades?
What was the outcome of the last Crusade?
Catholic Identity EQ: How did the Crusades change Europe forever as far as relations
between the Christians and the Jews?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.2 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.
The Christian Church’s
influences:
Society
Politics
Discourse about churches
political nature
First universities in Europe
The church’s influence on the
arts in Europe
Clergy
Religious order
Francis of Assisi
Friars
Thomas Aquinas
Natural law
Monks
The Cluny Monastery
SS H 7.2.1 The legacy of ancient Greece and Rome is embedded in
Western culture. Examine how the ideas of governance and law
were impacted by the concepts of citizenship and democracy.
SS H 7.2.2 Analyze the technological creations of the Greeks and the
impact it still has today in the Western culture in the 21st
century.
SS H 7.2.3 Explain how Greek literature inspired the Romans and other
writers over the centuries.
SS H 7.2.4 Rome created the first republic and a system of laws. Research
and report how this influenced and laid the foundation of many
governments.
SS H 7.2.5 Rome created the “tripartite government”, describe how this is
used in the U.S. government today.
SS H 7.2.6 Describe the contributions the Romans have made in
architecture that is still visible in todays’ society.
SS H 7.2.7 Research and examine how the Roman Empire played an
instrumental role in the spread of Christianity.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Later Middle Ages
Lesson 3: Christianity and Medieval Society (1100-1275)
EQ: Why was the Christian church central to life in the
Middle Ages?
Catholic Identity EQ: How do you think St. Francis of Assisi’s generosity and
compassion inspired Christians to follow the church’s teachings?
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SS H 7.3
Germanic invasions helped to break up the Roman
Empire and set the stage for the development of feudal
and manorial systems. Later invasions helped
establish Mongol dominance in central Asia and led to
the destruction of the Byzantine Empire by the Turks. SS H 7.3.4 Construct a digital multi-tiered timeline of the invasion of the
Mongols in the 13c, and the invasion of the Byzantine Empire.
SS H 7.3.5 Research using secondary sources the factors that designated
Constantinople the ultimate goal for the Turks.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. Magna Carter
Changes in England’s
government and legal system
Hundred Years War
Black Death’s caused social
changes
Magna Carter
Parliament
Hundred Years War
Joan of Arc
Black Death
Common Law
Habeas Corpus
SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”. SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy. SS GV 7.3.4 Define the Magna Carter and explain the limited powers it gave
the Kings of England.
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Later Middle Ages
Lesson 4: Political and Social Changes (1215-1600)
EQ: What were some pf the changes that Europe’s political
and social systems underwent in the late Middle Ages?
Catholic Identity EQ: Why is St. Joan of Arc considered by the Catholic Church a
martyr? What did she accomplish in the name of God?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.7 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.
Church’s reaction to punishing
disobedience
Christians vs. Moors
Discrimination of Jews across
Europe
Heresy
Reconquista
King Ferdinand
Queen Isabella
Spanish Inquisition
Moors
SS H 7.7.1 Describe how the Reformation led to the decline of political
power and social influence of the Roman Catholic Church.
SS H 7.7.2 Analyze the origin of the Reformation (where it began), and
explain its attempt in reforming policies and doctrines with
regard to the Roman Catholic Church.
SS H 7.7.3 Explain the resistance that the Catholic Church displayed
during the Reformation and what was created as a result.
SS H 7.10 European economic and cultural influence dramatically
increased through explorations, conquests and colonization.
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
Social Studies Unit 8 Renewal in Europe (400-1650)
Chapter: The Later Middle Ages
Lesson 5: Challenges to Church Authority (1000-1300)
EQ: Most Europeans in the Middle Ages respected authority. What
happened to people who did not respect the authority of the
Church?
Catholic Identity EQ: How did the church react to heretics, Jews or Muslims in the late
Middle Ages?
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SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.6 The Renaissance in Europe introduced revolutionary
ideas leading to cultural, scientific and social changes. Increased trade with India
Reasons for a Renaissance
Italian writers and artists
contributions
Marco Polo
Renaissance
Humanism
Dante Alighieri
Niccolò Machiavelli
Michelangelo
Leonardo da Vinci
Genoa
Florence, Italy
Classical writings
Secularism
Filippo Brunelleschi
SS H 7.6.1 Explain the Greco-Roman period, and how it impacted culture
in Europe.
SS H 7.6.2 Create a digital chart describing the birth and rebirth of the
Renaissance.
SS H 7.6.3 Generate a chart elaborating the painters, sculptors, and writers
and their works during the rebirth of the Renaissance.
SS H 7.8
Empires in Africa (Ghana, Mali and Songhai) and
Asia (Byzantine, Ottoman, Mogul and China) grew as
commercial and cultural centers along trade routes.
SS H 7.8.3 Explain the Byzantine Empire and its importance as a
trade center.
SS H 7.8.4 Create a digital trail of the Silk Road indicating all
landmarks.
SS H 7.8.5 Create a digital map of the Ottoman Empire labelling all
geographic areas it encompassed.
SS H 7.8.6 Explain and discuss the contributions of the arts that the
Mogul Empire produced.
SS H 7.8.7 Digitally trace the Khyber Pass and analyze its
importance as a “trade route”.
SS H 7.8.8 Explain why the Silk Road established China as
significant for commercial and cultural centers.
Social Studies Unit 8 Renewal in Europe
Chapter: The Renaissance and Reformation
Lesson 1: The Italian Renaissance (1200-1550)
EQ: What led to a rebirth of the growth of wealthy trading
cities in Italy?
Catholic Identity EQ: How did the Renaissance artists personify the Catholic religion?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.6 The Renaissance in Europe introduced revolutionary
ideas leading to cultural, scientific and social changes. Advances in Science
Advances in Education
The spread of Renaissance ideas
throughout Europe
Development of:
Paper
Printing
New universities
Petrarch
Johann Gutenberg
Christian Humanism
Desiderius Erasmus
Albrecht Düer
Miguel de Cervantes
William Shakespeare
Thomas More’s Utopia
SS H 7.6.1 Explain the Greco-Roman period, and how it impacted culture
in Europe.
SS H 7.6.2 Create a digital chart describing the birth and rebirth of the
Renaissance.
SS H 7.6.3 Generate a chart elaborating the painters, sculptors, and writers
and their works during the rebirth of the Renaissance.
SS H 7.6.4 Explain what was meant by “perspective” during the
Renaissance era.
SS H 7.6.5 Discuss the idea of “reforming society” and “scientific
theories”.
SS H 7.6.6 Analyze and explain how the ideas of creation during the
Renaissance conflicted with the Roman Catholic Church.
Social Studies Unit 8 Renewal in Europe
Chapter: The Renaissance and Reformation
Lesson 2: The Renaissance beyond Italy (1000-1800)
EQ: Besides Italy, what other countries experienced the
Renaissance?
Catholic Identity EQ: How did the invention of printing help spread Christianity?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.7 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.
Changes in the Catholic Church
New Churches formed as a
result of changes to the church
The political impact of the
Reformation
Religious Wars and social
changes
Reformation
Martin Luther
Protestants
John Calvin
Catholic Reformation
Jesuits
Federalism
Council of Trent
SS H 7.7.1 Describe how the Reformation led to the decline of political
power and social influence of the Roman Catholic Church.
SS H 7.7.2 Analyze the origin of the Reformation (where it began), and
explain its attempt in reforming policies and doctrines with
regard to the Roman Catholic Church.
SS H 7.7.3 Explain the resistance that the Catholic Church displayed
during the Reformation and what was created as a result.
SS H 7.7.4 Analyze how the rise of the Protestant faith during the
Reformation resulted in a decline of political power and social
influence of the Roman Catholic Church.
Social Studies Unit 8 Renewal in Europe
Chapter: The Renaissance and Reformation
Lesson 3: The Reformation of Christianity (1500-1564)
EQ: What were the changes in society and the creation of new
churches as a result of efforts to reform the Roman
Catholic Church?
Catholic Identity EQ: How did the Council of Trent play a key role in revitalizing the
Catholic Church in Europe?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.6 The Renaissance in Europe introduced revolutionary
ideas leading to cultural, scientific and social changes. The birth of modern science
Inventions and discoveries
Scientific Revolution and its
effects on society
Scientific Revolution
Theories
Ptolemy
Nicolaus Copernicus
Johannes Kepler
Galileo Galilei
Sir Isaac Newton
Scientific method
SS H 7.6.1 Explain the Greco-Roman period, and how it impacted culture
in Europe.
SS H 7.6.2 Create a digital chart describing the birth and rebirth of the
Renaissance.
SS H 7.6.3 Generate a chart elaborating the painters, sculptors, and writers
and their works during the rebirth of the Renaissance.
SS H 7.6.4 Explain what was meant by “perspective” during the
Renaissance era.
SS H 7.6.5 Discuss the idea of “reforming society” and “scientific
theories”.
SS H 7.6.6 Analyze and explain how the ideas of creation during the
Renaissance conflicted with the Roman Catholic Church.
Social Studies Unit 9 The Early Modern World (1500-1700)
Chapter: Science and Exploration
Lesson 1: The Scientific Revolution (1540-1700)
EQ: How did gaining Scientific Revolution change the
way people thought about the world?
Catholic Identity EQ: Why was the Catholic Church troubled by the Scientific
Revolution?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.10 European economic and cultural influence dramatically
increased through explorations, conquests and
colonization.
Exploration in the 1400-1500
hundreds
Portuguese and Spanish
explorations
New trade routes, lands and
people
Claiming land in North
America
Henry the Navigator
Vasco da Gama
Christopher Columbus
Ferdinand Magellan
Circumnavigate
Sir Francis Drake
Spanish Armada
Cartography
SS H 7.10.1 Create a digital map with a timeline of the new territories claimed
by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
Social Studies Unit 9 The Early Modern World (1400-1500)
Chapter: Science and Exploration
Lesson 2: Great Voyages and Discoveries (1400-1500)
EQ: What three areas of influence did European
explores bring to their new countries?
Catholic Identity EQ: Why were the early explorers excited about spreading
Christianity in the New World?
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Standard Description Content Focus Academic Vocabulary
SS H 7.11 The Columbian Exchange (e.g., the exchange of fauna,
flora and pathogens) between previously unconnected
parts of the world reshaped societies in ways still
evident today.
Exchange of plants, animals and
ideas
New trade patterns
Shift of power in Europe
Change of market economies in
Europe
Cause of the Columbian
Exchange
Plantations
Mercantilism
Capitalism
Market economy
Banking
Galileo Galilei
Columbian Exchange
Ponce de Leon
SS H 7.11.1 Research and explain the “Columbian Exchange”. SS H 7.11.2 Analyze the cultural and biological global impacts of the
“Columbian Exchange”. SS H 7.11.3 Compare/contrast the communicable diseases and their
impact brought to America from Europe versus brought to
Europe from America. SS H 7.11.4 Describe and give examples of how cultures on both
continents (Europe and America) adapted to the
“exchanges of life”. SS H 7.11.5 Give examples of the impact of society from the
Columbian exchange that is still evident today.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
Social Studies Unit 9 The Early Modern World (1500-1700)
Chapter: Science and Exploration
Lesson 3: New System of Trade (1600-1700)
EQ: How did the new economic systems of
mercantilism and capitalism evolve in the New
World?
Catholic Identity EQ: Explain the European transformation for religious conversions in
the new world.
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connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies.
SS E 7.3.1 Analyze and explain how the growth of markets
encourages “specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-
base-system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
SS E 7.1 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.
SS E 7.1.1 Explain the terms “Costs” and “Benefits” and their
importance in making economic decisions.
SS E 7.1.2 Describe the process of “economic decisions” and who
plays the part in making these decisions.
SS E 7.1.3 Describe “cost balance analysis” and its importance with
making economic decisions.
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Standard Description Content Focus Academic Vocabulary
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world.
“Age of Reason”
Roots of Enlightenment
New ideas from the French and
British Thinkers
Knowledge, freedom, happiness
Enlightenment
Secular
Voltaire
Salon
Mary Wollstonecraft
SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have.
SS H 7.1 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.
SS H 7.1.1 Examine a variety of primary sources such as historical
accounts, paintings, maps, diaries and personal accounts
to describe an historical event or period.
SS H 7.1.2 Create a written record of an historical event as if the
creator of this record was alive and living during this time
period.
SS H 7.1.3 Advertise an historical event or inventions from the
perspective of people living at that time.
Social Studies Unit 9 The Early Modern World (1642-1800)
Chapter: Enlightenment and Revolution
Lesson 1: Ideas of Enlightenment (1600-1700)
EQ: What did “Enlightenment Thinkers” use to
emphasize the importance of reason?
Catholic Identity EQ: What were St. Thomas of Aquinas’s beliefs about faith and
reason?
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SS H 7.6 The Renaissance in Europe introduced revolutionary
ideas leading to cultural, scientific and social changes. SS H 7.6.3 Generate a chart elaborating the painters, sculptors, and writers
and their works during the rebirth of the Renaissance.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.2
Greek democracy and the Roman Republic were
radical departures from monarchy and theocracy,
influencing the structure and function of modern
democratic governments.
Enlightenment influences some
monarchies
The growth of democratic ideas
Struggle for independence in
America
John Locke
Natural rights
Charles – Louis
Montesquieu
Jean-Jacques Rousseau
Popular sovereignty
Benjamin Franklin
Thomas Jefferson
SS GV 7.2.1 Explain the term “Direct Form of Democracy”. SS GV 7.2.2 Analyze and describe how the Athenian form of democracy
was a direct form of democracy. SS GV 7.2.3 List and describe the powers of the Roman government. SS GV 7.2.4 Name the three divisions of the Roman government and their
role in government. SS GV 7.2.5 List and explain the criteria of Roman citizenship. SS GV 7.2.6 List the expectations of all Roman citizens during the Roman
Republic. SS GV 7.2.7 Explain how “Representative Democracy” is connective to the
United States democracy. SS GV 7.2.8 Compare and contrast the similarities and differences between
monarchy and theocracy.
Social Studies Unit 9 The Early Modern World (1642-1800)
Chapter: Enlightenment and Revolution
Lesson 2: New Views on Government (1700-1775)
EQ: How did Enlightenment ideas influence the growth
of democratic governments in Europe and
America?
Catholic Identity EQ: How did the Enlightenment thinkers propose new ways of
thinking about religious freedoms?
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization.
Revolution and reform
Democracy in America
The French Revelution
France’s new government
English Bill of Rights
Declaration of
Independence
Declaration of the Rights of
Man and of the Citizen
SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
1. Explorations
2. Conquests
3. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
Social Studies Unit 9 The Early Modern World (1642-1800)
Chapter: Enlightenment and Revolution
Lesson 3: Age of Revolution (1642-1794)
EQ: Explain how Revolutions changed the governments
of England, American colonies and France?
Catholic Identity EQ: How did the rise of protestant faith during The Reformation
result in a decline of the social influence of the Catholic Church?
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SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. SS GV 7.3.4 Define the Magna Carter and explain the limited powers it gave
the Kings of England.
SS E 7.1 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.
SS E 7.1.1 Explain the terms “Costs” and “Benefits” and their
importance in making economic decisions.
SS E 7.1.2 Describe the process of “economic decisions” and who
plays the part in making these decisions.
SS E 7.1.3 Describe “cost balance analysis” and its importance with
making economic decisions.
SS H 7.6 The Renaissance in Europe introduced revolutionary
ideas leading to cultural, scientific and social changes. SS H 7.6.4 Explain what was meant by “perspective” during the
Renaissance era.
SS H 7.6.5 Discuss the idea of “reforming society” and “scientific
theories”.
SS H 7.6.6 Analyze and explain how the ideas of creation during the
Renaissance conflicted with the Roman Catholic Church.
SS H 7.7 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. SS H 7.7.1 Describe how the Reformation led to the decline of political
power and social influence of the Roman Catholic Church.
SS H 7.7.2 Analyze the origin of the Reformation (where it began), and
explain its attempt in reforming policies and doctrines with
regard to the Roman Catholic Church.
SS H 7.7.3 Explain the resistance that the Catholic Church displayed
during the Reformation and what was created as a result.
SS H 7.7.4 Analyze how the rise of the Protestant faith during the
Reformation resulted in a decline of political power and social
influence of the Roman Catholic Church.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.
Napoleonic Era
Napoleon’s Conquests
Congress of Vienna
Coup d’ état in France
Napoleon Bonaparte
Coup d’ état
Klemens von Metternich
Conservatism
Liberalism
Simon Bolivar
Opposition
Congress of Vienna
Battle of Waterloo
SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization. SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained
new wealth through:
1. Explorations
2. Conquests
3. Colonization SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
1. Government structures
2. Religious conversions
3. Language
4. Technology
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Revolutions and Nations
Lesson 1: The Spread of Revolutionary Ideals (1790-1831)
EQ: How were the ideals of the French Revolution spread
throughout Europe and Latin America?
Catholic Identity EQ: How has God revealed Himself throughout time and history?
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SS H 7.9 The advent of the trans-Saharan slave trade had profound
effects on both West and Central Africa and the receiving
societies.
SS H 7.9.1 Research and be able to explain the following:
• Slavery before the arrival of the Europeans
• Reasons for slavery in Africa
• The role of Arab traders regarding slavery
SS H 7.9.2 Define the terms of “slavery” and “indentured servant” and
explain why it was not race-based.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 7.1 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.
Invention of new machines and
methods
Changes made in production
Industrialization
Factory system
Creating a middle class
Factory system
Laissez-faire
Socialism
Karl Marx
Middle class SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally. SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth
of markets. Market exchanges encouraged
specialization and the transition from barter to
monetary economies. SS E 7.3.1 Analyze and explain how the growth of markets encourages
“specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-base-
system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market
growth.”
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Revolutions and Nations
Lesson 2: The Industrial Revolution (1733-1856)
EQ: On what bases did the Industrial Revolution create an
economy?
Catholic Identity EQ: How did the Industrial Revolution affect the Catholic Church?
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SS H 7.11 The Columbian Exchange (e.g., the exchange of fauna,
flora and pathogens) between previously unconnected
parts of the world reshaped societies in ways still
evident today.
SS H 7.11.5 Give examples of the impact of society from the
Columbian exchange that is still evident today.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.
Independence movements in
Europe
Unification of Italy and
Germany
Colonial empires grew in late
1800’s
Industrialism leads to a new
imperialism
American expansion
Nationalism
Nation-states
Giuseppe Garibaldi
Otto von Bismarck
Imperialism
Matthew Perry
SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world contributed
to specialization, trade and interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally. SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS E 7.3 The growth of cities and empires fostered the growth of
and the transition from barter to monetary economies. SS E 7.3.1 Analyze and explain how the growth of markets encourages
“specialization” of “goods and services.”
SS E 7.3.2 Compare and contrast the “barter-system” to “money-base-
system.”
SS E 7.3.3 Analyze “city growth” and the effect it plays in “market growth.”
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Revolutions and Nations
Lesson 3: Nationalism and Colonial Empires
EQ: How has Nationalism led to competition to build large
empires throughout the world?
Catholic Identity EQ: What are the motivating values, philosophies and theologies that
have influenced Catholicism?
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SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”. SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy. SS GV 7.3.4 Define the Magna Carter and explain the limited powers it gave
the Kings of England.
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 7.3 With the decline of feudalism, consolidation of power
resulted in the emergence of nation states. Building military forces in Europe
Nationalism and Imperialism
United States enters World War I
Treaty of Versailles
The map of Europe changes
Russian Revolution
World’s first Communist state
Communism
Vladimir Lenin SS GV 7.3.1 Define and explain the meaning of “feudalism” and “crusade”. SS GV 7.3.2 Analyze the decline of feudalism in Western Europe. SS GV 7.3.3 Compare and contrast land-based economy to money based
economy.
SS H 7.10 European economic and cultural influence
dramatically increased through explorations,
conquests and colonization. SS H 7.10.1 Create a digital map with a timeline of the new territories
claimed by European powers.
SS H 7.10.2 Analyze and explain how the European powers gained new
wealth through:
4. Explorations
5. Conquests
6. Colonization
SS H 7.10.3 Describe and explain the European transformation of new
colonies for:
5. Government structures
6. Religious conversions
7. Language
8. Technology
SS H 7.10.4 Describe the reasons for established cultures weakening and
supplanting as a result of the European transformation.
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Global Challenges
Lesson 1: World War I
EQ: How did the destruction of World War I change Europe
forever?
Catholic Identity EQ: What has been the historical impact of the Catholic Church on
human events?
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SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues. SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. World War II
Allies
Axis Powers 1939-1945
Results of World War II
U.S.’s power struggle with
Soviet Union
Fascism
The Allies
Axis Powers
Franklin Roosevelt
Holocaust
Genocide
Cold War
Mao Zedong
Anne Frank
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas. SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war. SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements. SS G 7.2.4 Analyze how “geographic factors” helped spread religion. SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Global Challenges
Lesson 2: World War II
EQ: Why was World War II considered the most destructive
conflict in history?
Catholic Identity EQ: Why do men and societies change over time and how does it play
into God’s ultimate plan?
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GRADE 7
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 7.2 Geographic factors promote or impede the movement
of people, products and ideas. Colonialism ends
Independence for:
Asia
Middle East
Africa
Cold War
Collapse of the Berlin War
Worldwide terrorism
Global interdependence
Mohandas Gandhi
Ideologies
Korean War
Vietnam War
Ronald Reagan
Mikhail Gorbachev
Terrorism
Berlin Wall
SS G 7.2.1 Describe and analyze how “geographic factors” can contribute
to or impede the movement of people, products and ideas.
SS G 7.2.2 Explain how “geographic factors” include the ability to engage
in trade and in war.
SS G 7.2.3 Examine how “geographic factors” played a part in exploring
and colonizing new lands for settlements.
SS G 7.2.4 Analyze how “geographic factors” helped spread religion.
SS G 7.2.5 Summarize how “geographic factors” set the framework for
governing.
SS G 7.3 Trade routes connecting Africa, Europe and Asia
fostered the spread of technology and major world
religions. SS G 7.4 Improvements in transportation, communication and
technology have facilitated cultural diffusion among
peoples around the world. SS G 7.4.1 Examine “cultural diffusion” and cite instances where it spread
traits, ideas, and products of a culture.
SS G 7.4.2 Chart the improvements in transportation, communication and
technology that facilitated the improvements with “cultural
diffusion”.
SS GV 7.1 The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.
Social Studies Unit 10 The Modern World (1750-Today)
Chapter: Global Challenges
Lesson 3: Toward the Present Day
EQ: What sort of changes have countries around the world
gone through?
Catholic Identity EQ: Why do you think history begins and ends in God, and why does
history have a religious dimension?
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SS GV 7.1.1 Investigate and explain issues of “multiple perspectives” that
individuals or groups may have. SS GV 7.1.2 Explain the dynamics of the “trans-Atlantic slave trade”. SS GV 7.1.3 Analyze the perspective of the “colonial Power” and the
“colonized”.
SS E 7.1 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.
SS E 7.2 The variability in the distribution of productive
resources in the various regions of the world
contributed to specialization, trade and
interdependence. SS E 7.2.1 Explain what factors are included in the term “productive
resources.”
SS E 7.2.2 Analyze and give examples why “productive resources” are not
distributed equally.
SS E 7.2.3 Explain the cause and effect of “productive resources” and its
connection to trade and interdependence.
SS H 7.11 The Columbian Exchange (e.g., the exchange of fauna,
flora and pathogens) between previously unconnected
parts of the world reshaped societies in ways still
evident today.
SS H 7.11.4 Describe and give examples of how cultures on both
continents (Europe and America) adapted to the
“exchanges of life”. SS H 7.11.5 Give examples of the impact of society from the
