Foxborough Regional Charter School
History and Social Studies
GRADE 7: World History I
89 Total Objectives
Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the enti re Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able
to do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own cu rriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our
curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each sub sequent grade at
FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student shoul d have mastered prior
to entering this grade and what he or she will master upon promotion to the next grade level.
Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or
skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students
should master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the n ext
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in yo ur class this year and
you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
Vertical Articulation by Concept and Skill
H is tory and Geography
Temporal sequencing; chronology (timelines); calendar skills
K
X
1
X
2
X
3
X
4
---
Rea ding and interpreting maps and globes (cardinal directions, etc.)
X
X
X
X
X
Indicating location and direction on a map or a globe
X
X
X
X
X
Recognizing specific historical time periods and important dates
---
---
---
X
---
O b serving visual sources and artifacts as evidence; meaning of historical sites
---
---
---
X
X
Civics and Government
Vocabulary: government and citizenship
X
X
X
---
---
Rights and Responsibilities of a Citizen
---
---
X
---
---
Recognizing the traits of a good citizen in fiction and non-fiction
---
---
X
---
---
Role and function of government
---
---
---
X
---
Role of citizens, including immigrant groups, in a democracy
---
---
---
X
X
Economics
Vocabulary: work, jobs and the economy
X
X
X
---
---
The acquisition and use of money
X
X
---
---
---
The exchange of products and services in society
---
X
---
---
---
Choices that impact or that are impacted by the economy
---
X
X
---
X
Interaction of producers (sellers) and consumers (buyers) in society
---
---
X
X
X
P u rpose of Taxes
---
---
---
X
---
Specialization within an economy
---
---
---
X
---
Ava ilability, use and impact of natural resources
---
---
---
---
X
Vertical Articulation by Content and Skills
H is tory and Geography
H is torical Narratives and Timelines
M a ps and Map Skills; Charts and Graphs
Interpreting geographical information (time zones, atlases, demographics,
locations)
Comparing information from different maps and time periods.
5
X
X
---
6
X
X
7
X
X
X
8
X
X
X
X
---
X
X
Us ing Primary and Secondary Sources
Recognizing multiple causes and effects
Interpreting archaeological data
Interpreting the past within its own historical context
M a ke connections between historical events and ideas
Recognizing and distinguishing intended and unintended causes and
consequences
Civics and Government
Vocabulary: government (past and present)
Res ponsibilities and powers of government
Str ucture of US government
-------------
-------------
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
-------
X
-----
X
-----
H ow nations form
Wor ld Organizations
H is torical terms relating to government
Economics
M oney, profits and incentives
Su pply and demand
Cu rrency and international trade
M a rket economy and other economic systems (past and present)
Sta ndard of living
Application of economic terms
Economic factors that impact choice
-------
X
X
---
----X
----X
X
X
------X
---
--X
X
X
X
X
---
------X
--X
X
------X
--X
X
Vertical Articulation by Standard
Grade
Family
Information
and History
(including,
customs
and
traditions)
Neighborhood
and
Community
(including,
immigrant
groups)
Important
People
(fiction and
non-fiction)
National
Work and
Symbols,
the
Monuments Economy
and
Holidays
Map
Skills
Geography Government History
(including,
documents
and
artifacts)
K
K.2
K.3
K.4
K.6
K.5
K.1
K.7
---
---
---
---
1
1.9
1.9
1.7
1.8
1.1
1.6
1.2
---
2
---
2.10
---
---
2.1-5
---
---
3
2.7
2.8
2.9
---
1.3
1.4
1.5
---
K.8
K.9
K.10
---
3.9
3.11
3.7
3.10
3.13
3.14
3.8
3.1
---
3.2:
3. 3
3.4
3.5
3.6
3.12
4
---
4.15
4.16
---
4.13
---
4.8
4.9
4.10-12; 14
4.17-22
4. 23-26
---
---
Vertical Articulation by Standards
Topic
Age of Exploration and Colonization(New World)
Growth of the Colonies and the American Revolution
Principles of the US and the Growth of the Republic
Geography:
North and South America
Geography:
Europe
Geography:
Asia & Oceania; Middle East
Geography: Africa
H um an Origins - Neolithic Era
M esopotamia
Ancient Egypt
Phoenicia
Ancient Israel
Ancient India
Ancient China
Ancient Greece
Ancient Rome and the Rise of Christianity
Em ergence and Expansion of Islam
M edieval Period in Europe to 1500
Encounters between Christianity and Islam
R enaissance and Reformation Europe
Growth of the European Nation State
Industrial Revolution, Growth & Change in Europe
Scientific Revolution and Enlightenment
F rench Revolution
19 th Century Liberalism, Conservative, and Nationalism
German and Italian Unification
19 th Century Western Imperialism (including an overview of Asian, African, and Latin American history)
W orld War I
R ussian Revolution and the Rise of Fascism
W orld War II
Cold War
Grade 5
5.1-5.9
5.10-5.22
5.23-5.35
---
Grade 6
Grade 7
Grade 8
---
---
---
E.1-E.3
CSA.1 - 4
SEAO.1 - 4
NEA.1 - 4
WA.1 - 5
A.1 - 5
7.1-7.6
7.7-7.11
7.12-7.16
7.17-7.18
7.19-7.23
WHI.21
WHI.23
7.24-7.34
7.35-7.44
WHI.1-5
WHI.6-8
WHI.9-11
WHI.29-32
WHII.1-2
WHII.5-11
WHI.33-35
WHII.3-4
WHII.3, 4, 8, 9
WHII.10
WHII.11-16
WHII.17-18
WHII.20-23
WHII.24-29
WHII.30-39
Vertical Articulation by Standards
Topic
Grade 9
Causes of American Revolution
Creation of a New Government
Colonial American Resistance
US Colonial Geography
R ole/Function of Government
R ights/Responsibilities of a citizen
M assachusetts History/Government
R ole of political parties
M ajor Presidencies
USI.1, USI.2,
USI.3, USI.6 - USI.9
USI.4
USI.10
USI.11, USI.13 - US.16, US.21,
USI.19, USI.23, USI 30, USI.31,USI.33,
USI.5, USI.17, USI, 18
USI.20,
USI.22, USI.24, USI.38
Supreme court/major legal decisions
US Growth (geographic)
US Growth (economic)
Civil War and Reconstruction
Second Industrial Revolution
Labor v. Capital
Plight of Immigrants
Twentieth Century Foreign Policy
Cold War
USI.25
USI.26
USI.27, USI.28, USI.29
USI.35 - USI.41
Grade 10
USI.16, USII.8
USII.9, USII.25 - USII.27
USII.6, USII.7, USII.12, USII.20, USII.23, USII.28,
USII.29, USII.31
USII.32
USII.4
USII.11, USII.13, USII.30
USII.1, USII.2,
USII.5,
USII.3
USII.14 - USII.16, USII.33
USII.18, USII.19, USII.21, USII.22, USII.24
Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
 The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
 Each unit has the following elements and each element is described on the following pages
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable
objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor
should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between
our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’
core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the
minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your
students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning
objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently
measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a les son with the
objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (ie: exit slip) at the end of
that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or
demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student
demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard
itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be
found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, w e are just teaching
activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning
objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and
thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to
compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of th e assessment is also
greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will
be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confid ence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and
experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides
instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our
curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate
an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and
classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to h elp your students
achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and
improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader
any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and
within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the
essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this qu estion is left to
you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential
question as an open response question at the end of each unit.
Term 1
Unit 1: Toward Civilization
Essential Question: What global environmental changes led to conditions that were beneficial to the development of human civilization?
What role did agriculture play in the development of the first human civilizations?”
Sta te Sta nda r d
Stu dent Learning ob jective(s ) [The
Stu dent Will Be Ab le To]
7.1 Describe the great
climatic and
environmental changes
that shaped the earth and
eventually permitted the
growth of human life. (H)

Describe conditions before,
during and after the last
major ice age determine the
impact the environment had
on human development.
7.5 Describe how the
invention of agriculture
related to settlement,
population growth, and
the emergence of
civilization. (H)

7.6 Identify the
characteristics of
civilizations. (H, G, E)

Compare and contrast
prehistoric hunter/gatherer
societies to the first
prehistoric agricultural
societies.
Ascribe the importance of
agricultural surplus in the
development of permanent,
human settlements.
When presented with a
group of cultural
characteristics, students will
identify groups that meet the
requirements that define
civilizations
Describe early civilizations in
river valleys in the Fertile
Crescent.
Describe the conditions that
A. the presence of
geographic boundaries
and political institutions


B. an economy that

Req u ir ed voca b u la r y
Learning Plan
Suggested Activities, Resources & Experiences
Geography
Culture
Civilization
Empire
Agriculture
Ice Age
Prehistory
Archaeology
Neolithic
Agriculture
Domesticate
Nomadic
Civilization

The students will be presented with a
description of fictitious human cultures.
Students will work in small groups to decide
whether or not the cultures presented meet
the criteria to be considered civilizations.

Students marvel at the story of OTzi the
Iceman. Students could write an essay from a
detective’s point of view. They are presented
with the evidence (arrow in the back, partially
digested food in stomach, unfinished bow and
arrows, etc) and are expected to write their
analysis of the historical event.
Boundary
Fertile Crescent
Religion
Artisan
Art
Architecture
Scribe
Division of Labor
Irrigation

Create a chart that organizes the
characteristics of a civilization. Use the chart
to decide if early human settlements qualify as
a civilization.
Look at the archaeological remains of early
permanent human settlements to determine if
they qualify as civilizations.

produces food surpluses
C. a concentration of
population in distinct
areas or cities
D. the existence of social
classes
E. developed systems of
religion, learning, art, and
architecture
F. a system of record
keeping
favored the growth of
permanent, urban settlements
in the Fertile Crescent.
Term 1
Unit 2: River Valley Civilizations/Early Empires
Es s entia l Q u es tion: What were the characteristics of the first civilizations in the ancient Middle East? What inventions/concepts did the people of the ancient Fertile
Crescent develop? How did these inventions/concepts impact the world today?
Sta te Sta nda r d
Fer tile Crescent and Mesopotamia
7.7 On a historical map, locate the
Tigris and Euphrates Rivers and
identify Sumer, Babylon, and
Assyria as successive civilizations
and empires in this region, and
explain why the region is
sometimes called “the Fertile
Crescent.” On a modern map of
western Asia, identify the modern
countries in the region (Iraq, Iran,
and Turkey). (H , G, E)
7.8 Identify polytheism (the belief
that there are many gods) as the
religious belief of the people in
Mesopotamian civilizations. (H )
7.9 Describe how irrigation,
metalsmithing, slavery, the
domestication of animals, and
inventions such as the wheel, the
sail, and the plow contributed to
the growth of Mesopotamian
civilizations. (H , E)
7.10 Describe the important
achievements of Mesopotamian
civilization. (H , C, E)
Stu dent Learning objective(s ) [The
Stu dent Will Be Ab le To]








Locate the Fertile Crescent
on a map and explain its
importance.
Report that the Tigris and
Euphrates were important
rivers in the Fertile
Crescent.
Explain why the first
civilizations developed
within river valleys.
Define polytheism.
Name and describe the
function of several gods in
ancient Mesopotamia.
Describe and evaluate the
importance of inventions
(wheel, sail, plow, etc.) to
growth of Mesopotamian
civilizations.
Discuss the function and
importance of religious
leaders and military heroes
in ancient Mesopotamia.
Discuss the important
achievements of
Mesopotamian civilization
and the impact that they
had on future civilizations.
Req u ir ed voca b u la r y
Silt
Irrigation
Cuneiform
Codify
Polytheism
Tigris
Euphrates
Fertile Crescent
Metalsmith
Lea r ning P la n
Suggested Activities, Resources & Experiences






Map exercise: Fertile Crescent
Writing prompt: discuss risk vs. payoff of
proximity to seasonally flooding rivers.
Baseball card activity: Mesopotamian deities.
Create a collage to illustrate the importance of
Mesopotamian inventions and achievement.
Interpret Hammurabi’s law code: distinguish
civil vs. criminal laws.
Create a law code in the mold of Hammurabi
for the classroom.

a.
b.
c.
its system of writing
(and its importance in
record keeping and
tax collection)
monumental
architecture (the
ziggurat)
art (large relief
sculpture, mosaics,
and cylinder seals)


Identify Hammurabi and
explain his role in codifying
laws in Babylonia.
Interpret Hammurabi’s
Law Code.
Distinguish between civil
and criminal laws.
7.11 Describe who Hammurabi
was and explain the basic principle
of justice in Hammurabi’s Code
(“an eye for an eye”). (H , C, E)
Ancient Isreal
7.19 On a historical map of the
Mediterranean, locate Asia Minor,
Greece and Mesopotamia, the
kingdoms of the Hittites and
ancient Israel, and Egypt. On a
modern map, locate Egypt, Greece,
Israel, Jordan, Lebanon, the area
governed by the Palestinian
Authority, Syria, and Turkey. (G)

7.20 Identify the ancient Israelites,
or Hebrews, and trace their
migrations from Mesopotamia to
the land called Canaan, and
explain the role of Abraham and
Moses in their history. (H , G)

7.21 Describe the monotheistic
religion of the Israelites. (H )
a. the belief that there is
one God




The students will investigate
the migrations of the
ancient Israelites (and their
ancestors) and the historic
impact of the development
of Judaism.
Define monotheism.
Describe the impact of
monotheism in the
development of ancient
Israel.
Discuss the roles of
Abraham and Moses in the
formation of a Hebrew
national identity.
Describe the unification of
Hebrew tribes into a single
nation.
Explain the causes and
effect of the Jewish
Diaspora (Babylonia and in
the Roman Empire).
Monotheism
Abraham
Moses
Ten Commandments
Torah
Exodus
Prophet
Diaspora
Tribe
Nation



The students will create a timeline of 8
teacher selected historical events from the
ancient middle east. Students will place the
events on a colorful, creative, interesting
timeline with a picture or some visual
representation of each event.
Compare and contrast Monotheistic Israel
and Polytheistic Mesopotamia.
Compare Hammurabi’s law code to the Ten
Commandments.
b.
the Ten
Commandments
c. the emphasis on
individual worth and
personal
responsibility
d. the belief that all
people must adhere
to the same moral
obligations, whether
ruler or ruled
e. the Hebrew Bible
(Old Testament) as
part of the history of
early Israel.
7.22 Describe the unification of the
tribes of Israel under Kings Saul,
David, and Solomon, including
David’s founding of Jerusalem as
his capital city in 1000 BC/BCE
and the building of the first temple
by Solomon. (H )
7.23 Explain the
expulsion/dispersion of the Jews to
other lands (referred to as the
Diaspora) after the destruction of
the second temple in Jerusalem in
70 AD/CE, and the renaming of
the country by the Romans. (H )
Ancient Egypt
7.12 On a historical map of the
Mediterranean region, locate the
Mediterranean and Red Seas, the
Nile River and Delta, and the areas
of ancient Nubia and Egypt.
Identify the locations of ancient
Upper and Lower Egypt and



Locate Egypt (Upper and
Lower) and the Nile River
Valley (et alia) on a map.
Explain why Herodotus
called Egypt “the gift of the
Nile.”
Describe the culture and
characteristics of ancient
Nubia and explain why it
Pharaoh
Pyramid
Polytheism
Western Land (Afterlife)
Nile
Delta
Cataract
Nubia/Ethiopia
Hieroglyphics


Writing in hieroglyphics.
National Geographic DVD: Secrets of the
Pharaohs.



Compare and contrast 2 New Kingdom
pharaoh’s.
Create a diorama reflecting the Egyptian
afterlife.
Create a map which traces Phoenician trade
routes and shows areas of Phoenician contact.
explain what the terms mean. On a
modern map, identify the modern
countries of Egypt and Sudan. (G)
7.13 Describe the kinds of
evidence that have been used by
archaeologists and historians to
draw conclusions about the social
and economic characteristics of
Ancient Nubia (the Kingdom of
Kush) and their relationship to the
social and economic characteristics
of Ancient Egypt. (H , G)
7.14 Describe the role of the
pharaoh as god/king, the concept
of dynasties, the importance of at
least one Egyptian ruler, the
relationship of pharaohs to
peasants, and the role of slaves in
ancient Egypt. (H , C)
7.15 Describe the polytheistic
religion of ancient Egypt with
respect to beliefs about death, the
afterlife, mummification, and the
roles of different deities. (H )
7.16 Summarize important
achievements of Egyptian
civilization. (H )
a.
b.
c.
d.
the agricultural
system
the invention of a
calendar
monumental
architecture and art
such as the Pyramids
and Sphinx at Giza
hieroglyphic writing





was important to Egypt.
The students will
demonstrate an
understanding that the
notion of the pharaoh (and
its implications) had a
profound impact on the
day to day life of all ancient
Egyptians.
Describe the polytheism of
ancient Egypt.
Describe the Egyptian
belief in the afterlife.
Explain how the Egyptians
prepared for the afterlife.
Chart and evaluate the
importance of the
achievement of ancient
Egypt.
Phoenicia
Alphabet
Maritime Trade


Compare the Phoenician and English
alphabets, using a visual display.
Transliterate English words using the
Phoenician alphabet.
e.
the invention of
papyrus
P hoenicia
7.17 On a map of the ancient
Mediterranean world, locate
Greece, Asia Minor, Crete,
Phoenicia, the Aegean, and the
Red Sea. On a modern map, locate
Greece, Crete, Turkey, Lebanon,
and Syria. (G)



7.18 Identify the Phoenicians as
the successors to the Minoans in
dominating maritime trade in the
Mediterranean from c. 1000-300
BC/BCE. Describe how the
Phoenician writing system was the
first alphabet (with 22 symbols for
consonants) and the precursor of
the first complete alphabet
developed by the ancient Greeks
(with symbols representing both
consonants and vowels). (H , E)
Ancient India
WH I.21 Describe important
economic, political, and religious
developments in Indian history to
1800. (H )



A. the origins of Indian
civilization in the Indus Valley

B. the evolution and central
principles of Hinduism

C. the development of the
caste system

D. the influence of Islam and
the rise and fall of the Moghul
empire

ID the location of ancient
Phoenicia and list the
modern countries in that
location.
Discuss the connection
between Phoenicia and
maritime trade.
Evaluate the importance of
the Phoenician alphabet as
a precursor to modern
alphabets.
Describe the origins of
Indus Valley civilizations.
Trace the evolution of
Hinduism.
Explain the development of
the caste system in ancient
India.
Describe the basic precepts
of Buddhism.
Compare and contrast
Hinduism and Buddhism.
Trace the rise and fall of
empires in ancient India.
Relate complex city design
to a strong central
government in ancient
Indus River Valley
Aryan Migration
Vedas
Hinduism
Buddhism
Gupta
Asoka
Ramayana
Upanishads
Gita
Mohenjo Daro
Harrapa
Ganges River
Nirvan
Eightfold Path
Four Noble Truths





Create a visual that relates the contribution of
the Aryans.
Design a city along a grid-like pattern
(Mohenjo Daro).
Write a post card home describing the sights
and sounds of an ancient Indus Valley city.
Create a visual that relates the intersection of
Hindu and Buddhist beliefs.
Retell the story of Siddhartha.
E. artistic and intellectual
achievements, including the
development of a decimal
system
India (Mohenjo Daro).

Ancient China
WH I.23 Summarize the major
reasons for the continuity of
Chinese civilization through the 19
century. (H )
A. the role of kinship and
Confucianism in maintaining
order and hierarchy
B. the political order
established by the various
dynasties that ruled China
C. the role of civil
servants/scholars in
maintaining a stable political
and economic order
th





Explain the role of
Confucianism in the
creation and maintenance
of order and hierarchy in
early Chinese society.
Contrast Confucianism and
Legalism as ruling
doctrines.
Describe the rise of the Qin
Dynasty.
ID and evaluate the
achievements of the Han
dynasty.
Describe how rulers in the
Han Dynasty fused
Confucianism and Legalism
into a coherent ruling
doctrine.
Describe the central ideas
of Taoism.
Huanh He River
Yangtze River
Great Wall
Qin
Son of Heaven
Mandate of Heaven
Han Dynasty
Confucianism
Legalism
Shihuang-di



Create a visual that shows the cyclical nature
of the Mandate of Heaven.
Essay: describe and evaluate Confucianism
and Legalism as ruling doctrine.
Draw Chinese characters to relate important
ideas/concepts.
Term 2
Unit: Ancient Greece
Essential Question: “Why did the ancient Greeks city-states develop such differing political structures? What are some of the many
modern notions and ideas that originated in ancient Greece? (Democracy, jury, legislature, civic duty)”
State Standard
7.24 On a historical map
of the Mediterranean
area, locate Greece and
trace the extent of its
influence to 300
BC/BCE. On a modern
map of the Mediterranean
area, Europe, England,
the Middle East, and the
Indian subcontinent,
locate England, France,
Greece, Italy, Spain, and
other countries in the
Balkan peninsula, Crete,
Egypt, India, the Middle
East, Pakistan, and
Turkey.
(H , G)
7.25 Explain how the
geographical location of
ancient Athens and other
city-states contributed to
their role in maritime
trade, their colonies in the
Mediterranean, and the
Student Learning objective(s) [The
Student Will Be Able To]








Recognize that geographical
barriers led to Greeks
developing city-states as the
main political unit.
Describe the connection
between geographic location
and the development of
maritime trade in ancient
Greece.
Trace the development of
democracy in Athens.
Compare and contrast
Athens and Sparta.
Evaluate the systems unique
to Athens and Sparta.
Describe the status of
women, slaves, and metics in
ancient Athens.
Analyze the causes and
outcome of the Persian
Wars.
Analyze the causes of
Required vocabulary
Polis
Monarchy
Democracy
Legislature
Jury
Aristocracy
Oligarchy
Persian Wars
Marathon
Thermopylae
Salamis
Peloponnesian War
Hellenism
Alexander the Great
Philosophy
Drama
Comedy
Tragedy
Helots
Parthenon
Acropolis
Learning Plan
Suggested Activities, Resources & Experiences

Students will participate in a Greek City-State
debate. Students will argue which city-state will be
allowed to light the Olympic flame at the next
Greek Olympics. The culminating assessment
tool for this assignment is a 6 city-state debate.


Venn diagram: Athens vs. Sparta.
Position paper: “Would you rather be a citizen of
Athens or Sparta?”

Create a collage of the legacy of Greece, featuring
side-by-side comparison of Greek contributions
and their modern analogues.


Create a Greek theatre mask.
The impact of physical geography on history is a
recurring theme in this course. The geographic
barriers that impeded Greeks from developing
into one cohesive political unit are grounds for a
writing assignment. Students could write an essay
describing how the geography of Greece impacted
its history.
Students could write their own fable. Their fable
should be similar to ancient fables (talking animals,
teaching a lesson, etc.) but can be set in ancient or
expansion of their cultural
influence. (H , G, E)
outcome of the
Peloponnesian War.

7.26 Explain why the
government of ancient
Athens is considered the
beginning of democracy
and explain the
democratic political
concepts developed in
ancient Greece. (H , C)
A. the “polis” or citystate
B. civic participation
and voting rights
C. legislative bodies
D. constitution
writing
E. rule of law
7.27 Compare and
contrast life in Athens and
Sparta. (H )
7.28 Describe the status of
women and the functions
of slaves in ancient
Athens. (H )
7.29 Analyze the causes,
course, and consequences
of the Persian Wars,
including the origins of


List and describe the legacy
of Greek achievement in art,
sport, drama, philosophy and
government.
Describe how Alexander
spread Greek culture through
conquest and empire
building.
Retell a Greek myth



modern times.
Greek column architecture.
Read excerpts from Greek play-writes: Aeschylus,
Sophocles, etc.
Read excerpts from Thucydides: Pericles’ Funeral
Oration. Discuss the Athenian concept of the ideal
citizen. Compare with modern concept of the
citizen.
marathons. (H )
7.30 Analyze the causes,
course, and consequences
of the Peloponnesian
Wars between Athens and
Sparta. (H )
7.31 Describe the rise of
Alexander the Great and
the spread of Greek
culture. (H )
7.32 Describe the myths
and stories of classical
Greece; give examples of
Greek gods and
goddesses, heroes, and
events, and where and
how we see their names
used today. (H )
7.33 Explain why the citystates of Greece instituted
a tradition of athletic
competitions and describe
the kinds of sports they
featured. (H )
7.34 Describe the
purposes and functions of
the lyceum, the
gymnasium, and the
Library of Alexandria,
and identify the major
accomplishments of the
ancient Greeks. (H )
a.
b.
c.
d.
e.
f.
g.
Thales (science)
Pythagoras and
Euclid
(mathematics)
Hippocrates
(medicine)
Socrates, Plato,
and Aristotle
(philosophy)
Herodotus,
Thucydides,
Homer,
Aeschylus,
Sophocles,
Aristophanes,
and Euripides
(history, poetry,
and drama)
the Parthenon,
the Acropolis,
and the Temple
of Apollo
(architecture)
the development
of the first
complete
alphabet with
symbols for
consonants and
vowels
Term 2
Unit: Ancient Rome
Essential Question: “What are the major characteristics of Roman culture, law and society? How did these characteristics impact future
cultures?”
Sta te Sta nda r d
Stu dent Learning ob jective(s ) [The
Stu dent Will Be Ab le To]
7.35 On a historical map,
identify ancient Rome and
trace the extent of the
Roman Empire to 500
AD/CE. (H , G)

7.36 Explain how the
geographical location of
ancient Rome contributed
to the shaping of Roman
society and the expansion
of its political power in the
Mediterranean region and
beyond.
(H , G, E)






Locate the city of Rome and
trace the extent of the
empire.
Discuss the various reasons
behind Rome’s expansion.
Explain how Rome’s location
helped shape its society and
expansion.
Trace the development of the
Roman Republic and ID the
seeds of its downfall.
Discuss how the tension
between patricians and
plebeians led to reform in
ancient Rome.
Describe the impact of the
Punic Wars on Rome’s
expansion.
Discuss the roles of Julius
Caesar and Augustus in the
dissolution of the Republic
and rise of the empire.
Req u ir ed voca b u la r y
Rome
Plebeian
Patrician
Senate
Tribune
Consul
Romulus
Remus
Punic Wars
Scipio Africanus
Hannibal
Julius Caesar
Augustus
Cicero
Coliseum
Gladiators
Eternal City
12 Tables
Republic
Empire
“First Citizen”
Inflation
Mercenary
Lea r ning P la n
Suggested Activities, Resources & Experiences




Give a blank organizer, students will correctly
place the names and numbers of each
governmental position in a hierarchy.
Students will analyze the role of law in Roman
society, origins of Roman law and how Romans
contributed to the law codes of early Europe.
Create Roman mosaic.
Write a law code akin to the 12 Tables.
7.37 Explain the rise of
the Roman Republic and
the role of mythical and
historical figures in
Roman history. (H )

A. Romulus and
Remus

B. Hannibal and the
Carthaginian Wars
C. Cicero
D. Julius Caesar and
Augustus
E. Hadrian
7.38 Describe the
government of the Roman
Republic and its
contribution to the
development of
democratic principles,
including separation of
powers, rule of law,
representative
government, and the
notion of civic duty. (H ,
C)
7.39 Describe the
influence of Julius Caesar
and Augustus in Rome’s
transition from a republic
to an empire and explain
the reasons for the growth
and long life of the
Roman Empire. (H , E)

Describe the origins and trace
the development of
Christianity in ancient Rome.
ID and discuss the various
causes of the fall of Rome.
Describe the contributions of
Rome to modern society,
especially in the United
States.
Pax Romana
Messiah
Persecution
Hadrian
Dictator
Engineering
Imperialism






Create a graphic that illustrates the structure of the
Roman Republic that high-lights the Plebeian and
Patrician roles in government.
Create a map of the expansion of Rome from
Republic through Empire.
Create a journal from a soldier’s perspective about
the Punic Wars.
Compare and contrast the structure of government
before and after Caesar Augustus.
Create a baseball card for a Roman God or
emperor.
Defend or refute Augustus’ rule.
A. Military
organization, tactics,
and conquests; and
decentralized
administration
B. the purpose and
functions of taxes
C. the promotion of
economic growth
through the use of a
standard currency,
road construction,
and the protection of
trade routes
D. the benefits of a
Pax Romana
7.41 Describe the origins
of Christianity and its
central features. (H )
A. monotheism
B. the belief in Jesus
as the Messiah and
God’s son who
redeemed humans
from sin
C. the concept of
salvation
D. belief in the Old
and New Testament
E. the lives and
teachings of Jesus and

Essay reviewing the treatment of Christians in the
Roman empire and explain why that religion
eventually became the state religion of Rome.
Saint Paul
F. the relationship of
early Christians to
officials of the
Roman Empire
7.42 Explain how inner
forces (including the rise
of autonomous military
powers, political
corruption, and economic
and political instability)
and external forces
(shrinking trade, attacks,
and invasions) led to the
disintegration of the
Roman Empire. (H , E)
7.43 Describe the
contribution of Roman
civilization to law,
literature, poetry,
architecture, engineering,
and technology (e.g.,
roads, bridges, arenas,
baths, aqueducts, central
heating, plumbing, and
sanitation). (H )
7.44 Explain the spread
and influence of the
Roman alphabet and the
Latin language, the use of
Latin as the language of
education for more than
1,000 years, and the role
of Latin and Greek in
scientific and academic
vocabulary. (H )

On a multi-layered timeline chart the course of
Rome’s dissolution, including the role of various
competing factors over time.

Create a collage (or other visual) that draws
tangible connections between the institutions of
Rome (art, architecture, etc.) and institutions in the
United States. Why does Washington DC reflect
some much influence from ancient Rome?
Term 3
Unit: Muslim World
Essential Question: What is the origin of Islam and what are its fundamental principles? How did the conflict between Judaism,
Christianity and Islam impact the ancient world? What impact does this conflict between cultures have on the world today?
Sta te Sta nda r d
WH I.2 Describe
significant aspects of
Islamic belief. (H )
Stu dent Learning ob jective(s ) [The
Stu dent Will Be Ab le To]

Identify and explain the Five
Pillars of Islam.

Examine the early life of
Muhammad and the social
and political climate of 7
century Arabia.
A. the life and teachings
of Muhammad
B. the significance of the
Qur’an as the primary
source of Islamic belief
th

Explain the connections of
Islam to Judaism and
Christianity.

Analyze early trade routes of
Muslims and how these
commercial interactions
C. Islam’s historical
relationship to Judaism
and Christianity
Req u ir ed voca b u la r y
Mosque
Jihad
Monotheism
Caliph
Oasis
Muhammed
Mecca
Medina
Kaaba
Five Pillars
Sunni
Shia
Caliphate
Qu’ran
Lea r ning P la n
Suggested Activities, Resources & Experiences


Students could write a journal/diary from the
perspective of a Muslim on the hajj. In this essay,
students should be as descriptive as possible when
they describe their journey. They may choose the
time period and whether they are Sunni or Shia
Muslims. A list of vocabulary words or questions
to guide students as they write may be helpful.
Idea map comparing Islam to Judaism and
Christianity.
D. the relationship
between government and
religion in Muslim
societies
WH I.4 Describe the
central political,
economic, and religious

Create a map of important trade routes used by
early Muslims. Indicate with pictures the goods
and ideas that travelled along these routes.
developments in major
periods of Islamic history.
(H , E)
helped spread ideas and
technology.
A. the sources of
disagreement between
Sunnis and Shi’ites
B. the importance of the
trade routes connecting
the Far East and Europe
and the role of the
Mongols in increasing
trade along these routes,
including the silk routes to
China.
C. the relationship of
trade to the growth of
Central Asian and Middle
Eastern cities
D. the sources and uses
of slaves in Islamic
societies as well as the
extent of the Islamic slave
trade across Africa from
700 AD on.
WH I.5 Analyze the
influence and
achievements of Islamic
civilization during its
“Golden Age.” (H )
A. the preservation and

Evaluate the impact of
ancient knowledge preserved
by Islamic civilization and
understand the impact this
preserved knowledge had on
European history.


(DVD) Islam: Empire of Faith.
Essay: contributions of Islam, with illustrations.
expansion of Greek
thought
B. Islamic science,
philosophy, and
mathematics
C. Islamic architecture
Term 3
Unit: Byzantium
Essential Question: “What role did the Byzantines play in the transfer of knowledge/customs from the ancient world to fledgling
Europe?”
Sta te Sta nda r d
WH I.6 Describe the rise
and achievements of the
Byzantine Empire. (H )
A. the influence of
Constantine,
including the
establishment of
Christianity as an
officially sanctioned
religion.
B. the importance of
Justinian and the
Code of Justinian
C. the preservation of
Greek and Roman
traditions
D. the construction of the
Church of the Holy
Wisdom (Hagia
Sophia).
Stu dent Learning ob jective(s ) [The
Stu dent Will Be Ab le To]

Summarize and evaluate the
important contributions made by
the Byzantines.
 Explain how the Byzantines
preserved Greek and Roman
knowledge and the impact this
preserved knowledge had on
Europe.
Req u ir ed voca b u la r y
Autocrat
Icon
Patriarch
Constantinople
Hagia Sophia
Lea r ning P la n
Suggested Activities, Resources & Experiences

The students will read a portion of the Alexiad.
This primary source document is an excellent
insight into the thought processes and attitudes of
the Byzantines in the late 11 century.
View images of Hagia Sophia.
Students create a PowerPoint based report on the
importance of Byzantium to the preservation of
Greek and Roman ideas.
th


Term 3
Unit: Rise of Europe/Early Middle Ages
Essential Question: “How did Europeans adapt to the changing social, economic and political changes after the fall of Rome? What
role did the Roman Catholic Church play in the lives of most Europeans?”
Sta te Sta nda r d
WH I.7 Describe the
Stu dent Learning ob jective(s ) [The
Stu dent Will Be Ab le To]

Discuss the origins and
development of the feudal
system in early Medieval
Europe.

Diagram the social hierarchy
of feudal society.

Describe and evaluate the
impact of the Catholic
Church on all aspects of
medieval life.
ID the causes and trace the
development of a modern
economy in the European
Middle Ages.
major economic, social,
and political
developments that took
place in medieval Europe.
(H , E)
A. the growing influence
of Christianity and
the Catholic Church
B. the differing orders of
medieval society, the
development of
feudalism, and the
development of
private property as a
distinguishing feature
of western civilization
C. the initial emergence
of a modern




Describe the technological
innovators that led to the
European Agricultural
Revolution.
Describe the impact of
Scholasticism on the
development of Universities
in Europe.
Identify the causes of the
Req u ir ed voca b u la r y
Medieval
Feudalism
Fief
Vassal
Knight
Oath
Chivalry
Secular
Tithe
Catholic
Crusade
Scholasticism
Banking
Guild
Charter
Coronation
Plague
Black Death
University
Lea r ning P la n
Suggested Activities, Resources & Experiences

Baseball card assignment: Students will create 6
“baseball cards” using historical people, places and
ideas. On the front of each card should be a
picture or some sort of visual representation. On
the back of each card should be historical facts
and data.



Create a visual of the feudal hierarchy.
Create a personalized Coat of Arms.
Create an image of medieval life in the form of a
stained glass window.


Students will right a Classroom Charter.
Compare and contrast the curriculum of medieval
universities and FRCS.
economy, including
the growth of
banking,
technological and
agricultural
improvements,
commerce, towns,
and a merchant class
D. the economic and
social effects of the
spread of the Black
Death or Bubonic
Plague




E. the growth and
development of the
English and French
nations
Black Death.
Describe how the Black
Death changed the face of
Europe and explain how that
led to the modern era.
Describe the how France
became a strong central state.
Discuss the importance of
common law in the creation
of a strong central state in
England.
Explain how Magna Carta
placed limits on the arbitrary
power of kings.
WH I.8 Describe
developments in medieval
English legal and
constitutional history and
their importance in the
rise of modern
democratic institutions
and procedures, including
the Magna Carta,
parliament, and habeas
corpus. (H , C)
WH I.9 Describe the
religious and political
origins of conflicts
between Islam and
Christianity, including the
causes, course, and

Students will identify the
causes and effects of the
Crusades from both a
European and Muslim
perspective.


Read the call to crusade delivered by Pope Urban
II.
Write journal entries from a Christian and Muslim
point of view.
consequences of the
European Crusades
against Islam in the 11 ,
12th, and 13 centuries.
(H )
th
th
Appendix A:
Assessing Student Learning
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us w ith a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and shoul d be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are usin g common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessm ents as needed.
Developing formative and other classroom assessments:
 Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of unde rstanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
 Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
 Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always as sess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
 Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
 Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
 “Skill definition” is the action verb for a given objective. It’s what the student should be able to do
 “Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding
Analytical & Evaluative Skills
Skills Definition
Analyze: Given or collect information or data to support a
conclusion.
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
Simplify: Summarize
Evaluate: Determine the significance
Assessment format expectations and suggestions
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (ie: conclusions section)
Students usually test the examples or specimen to determine their characteristics.
Students organize their categorization in a table and support with data and written or oral
explanation.
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (ie: Venn Diagram)
This can be done using a ‘T-chart’ or other graphic organizer. This can also be
incorporated into a written response
Written or oral explanation of a concept in students’ own words
Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition
Determine: Decide upon or identify
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Solve / Calculate: find the answer or solution (usually
mathematically)
Design / Create / Develop / Construct: Make or build
Demonstrate: show
Assessment format expectations and suggestions
Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Given some data set, students find the answer or solution. Include work and units.
Formulas are provided by instructor
This is very broad, but the expectation is that a performance assessment of some kind is
given
The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
Comprehension Skills
Skills Definition
Classify: Arrange and assign to a category
Describe: Students’ written or oral description
Explain: Written explanation, usually with a diagram
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
Summarize: Paraphrase content into simpler terms
Distinguish Between: Determine differences between
Assessment format expectations and suggestions
The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
This is usually done as the hypothesis for a lab or sci fair project. The expectation is that
students support hypotheses with ‘why’.
Summaries are usually written and often act as follow up assessments to a passage that is read.
The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition
Define: Provide a definition.
Label / Name: Provide or choose a name for an item,
object or concept.
Recognize: pick out from a variety of possible choices
Sequence: Place the concepts or items in a specific,
relevant order
Identify Select or list (usually characteristics) label, list
or identify
Organize / List: Put associated concepts in order
Assessment format expectations and suggestions
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
The expectation is either to match or write in a label for a given diagram or fill in the blank
Multiple choice is the most common recognition skill assessment
Expectations are that students can either select or write a series of concepts in an appropriate
and accurate sequence
Students should be able to select or write in the appropriate concept or vocabulary word
Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically done
Appendix B:
FRCS Unit Plan Template
FRCS Unit Plan
Teacher
__________________________
Unit Title
___________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Reflection:
Grade Level
Length of Unit
_______________
______________