Grade 7 History/Social Studies
Yearlong Curriculum Plan
Last modified: June 2014
SUMMARY
This curriculum plan is divided into four quarters. In Quarter 1, students are exposed to prehistoric times,
y/evolution, agricultural revolution and the first communities, and Mesopotamia. In the second quarter
students study the ancient river civilization of Egypt an ancient Israel. The third quarter focuses on ancient
Mediterranean civilizations including Phoenicia and ancient Greece. In Quarter 4, students learn about the
Roman Republic and the Rise & Fall of the Roman Empire. Focus is placed on the development of social
constructs including government, trade networks, language, writing systems, and social class. Each
civilization’s cultural identity, including religion, art, architecture, and philosophy, advancement in science
and math, and educational systems are also explored. Connections to modern western civilization are
established with discussion of the development of democracy, rule of law, civic duty, monotheism,
scientific reasoning, and the alphabetic principal for writing.
How to Use
This Document
PAGE 2
YLP
Overview Map
PAGE 3
Standards
Overview
PAGE 4
Block-by-Block
Breakdown
PAGE 5
Copyright 2014, The Five District Partnership
For educational use only. Not for commercial use.
Please visit www.5districts.com for our terms of use.
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How to Use This Yearlong Plan
This yearlong plan (YLP) document, created by teachers and
other curriculum leaders throughout the five districts, provides
many of the pieces you need to begin planning your school
year.
This document includes:

A yearlong map divided into five (5) unit blocks that
shows when standards should be taught

A standards overview from the state outlining the main categories of the content-area
standards as well as general practice standards

Block-by-block maps with additional details of the standards, assessment information
when possible (e.g., PARCC) and suggested teaching resources
FREQUENTLY ASKED QUESTIONS
1. Does this mean I no longer have freedom to decide how to plan my year?
The 5DP’s goal is to generally align curriculum for the sake of our highly mobile student
population. The goal is to create a cohesive learning environment and provide teachers with
more opportunities to collaborate, not dictate lesson plans.
2. Are there pacing guides? How long should I spend on each standard?
Some districts have created pacing guides with suggested time frames. Many of these
documents are available on the 5DP Server (www.5districts.com/5dp) under the districtspecific documents. If your pacing guides are not posted, please discuss with your
curriculum director.
3. Will this plan align with my textbook and other content resources?
It is unlikely that these will align perfectly with any textbook or resource. This YLP was
created with no specific textbook in mind and with the understanding that it needed to work
for all five districts, each of which has unique resources. Newer textbooks are better aligned
to Common Core standards but may not follow the order of this YLP. Check the 5DP Server
to see if your school has created supporting documents to help you match resources to
standards.
4. The end of the year (May & June) has less guidance in some of these yearlong plans.
How should I be using that time?
This was done purposely to allow teachers to assess their students’ needs during this
period. The 5DP has created a supporting document (see “End-of-Year Planning: Ideas to
Finish the Year Strongly” found on the 5DP website’s Resources page) to help teachers
think through the best use of this time.
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
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GRADE 7 HSS YEARLONG PLAN OVERVIEW
CONCEPTS & SKILLS
Students should be able to:
Apply concepts and skills learned in previous grades.
History and
Geography
(H) (G)
COVERED
IN QUARTER(S) …
1. Compare information shown on modern and historical maps of the same region. (G)
1-4
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa).
Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000
BC/BCE is earlier than 2000 BC/BCE) (H)
1-4
3. Construct and interpret timelines of events and civilizations studied. (H)
1-4
4. Distinguish between primary and secondary sources and describe how each kind of
source is used in interpreting history. (H)
1-4
5. Identify multiple causes and effects when explaining historical events. (H)
1-4
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records. (H)
7. Define and use correctly words and terms relating to government such as city-state,
Civics and
dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and
Government
military. (C)
(C)
8. Define and apply economic concepts learned in prekindergarten through grade 6:
Economics
producers, consumers, goods, services, buyers, sellers, natural resources, taxes,
specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money,
(E)
medium of exchange, supply, and demand. (E)
LEARNING STANDARDS
Building on knowledge from previous years, students should be able to:
Human Origins in Africa Through the Neolithic Age: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6
Mesopotamia: 7.7, 7.8, 7.9, 7.10, 7.11
Egypt: Ancient River Civilization: 7.12, 7.14, 7.15, 7.16 (7.13 optional)
Ancient Israel, c. 2000 BC/BCE- 70 AD/CE: 7.19, 7.20, 7.21, 7.22, 7.23
Phoenicia: 7.17, 7.18
Ancient Greece: 7.24, 7.25, 7.26, 7.27, 7.28, 7.29, 7.30, 7.31, 7.32, 7.34
Rome: 7.35, 7.36, 7.37, 7.38, 7.39, 7.40, 7.41, 7.42, 7.43, 7.44
RL.7.2
RL.7.4
RL.7.7
W.7.1
W.7.3
W.7.7
W.7.8
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
Write an argument to support claims in an analysis of a topic or text using valid reasoning
and evidence.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and event sequence.
Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of
exploration.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; quote or paraphrase the
data and conclusions while avoiding plagiarism and follow a standard format for citation.
Last revised: June 2, 2014
Ongoing; see quarterly
vocab lists
Ongoing; see quarterly
vocab lists
COVERED
IN QUARTER(S) …
1
2
3
4
COVERED
IN QUARTER(S) …
OTHER COMMON CORE STANDARDS
RL.7.1
1-4
Grade 7 HSS YLP
1-4
1-4
1-4
1-4
1-4
2-4
2-4
2-4
Copyright 2014, The Five District Partnership
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History/Social Studies
Standards Overview:
GRADE 7
Seventh graders study the origins of human beings in Africa and the ancient and classical civilizations that
flourished in the Mediterranean area. They study the religions, governments, trade, philosophies, and art of
these civilizations, as well as the powerful ideas that arose in the ancient world and profoundly shaped the
course of world history.
THEMES FOR MASSACHUSETTS HISTORY AND SOCIAL SCIENCE CURRICULUM FRAMEWORK
 The evolution of the concepts of personal freedom, individual responsibility, and respect for human
dignity.
 The growth and impact of centralized state power.
 The influence of economic, political, religious, and cultural ideas as human societies move beyond
regional, national, or geographic boundaries.
 The effects of geography on the history of civilizations and nations.
 The growth and spread of free markets and industrial economies.
 The development of scientific reasoning, technology, and formal education over time and their effects
on people’s health, standards of living, economic growth, government, religious beliefs, communal life,
and the environment.
 The birth, growth, and decline of civilizations.
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
4
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GRADE 7 HSS – QUARTER 1
Theme(s):
Essential
Questions:
Prehistory/evolution, Agricultural Revolution/first communities, Mesopotamia





How do geographical features affect history?
How do historians study the past with and without written records?
What do artifacts tell us about a society and their culture?
What factors contribute to the rise and fall of a civilization?
How do religious beliefs influence a society?
Common Core
Standards:
RL.7.1, RL.7.2, RL.7.4, RL7.7, W.7.1
MA Content
Standards:
Concepts & Skills
4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)
5. Identify multiple causes and effects when explaining historical events. (H)
6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Learning Standards

7.1 Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H)

7.2 Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists
found. (G, H)

7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads
and other jewelry. (H)

7.4 Explain the importance of the invention of metallurgy and agriculture.

7.5 Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization.

7.6 Identify the characteristics of civilizations. (H, G, E)
a. Geographic boundaries
d. Social classes
b. Economy that produces food surplus
e. Systems of religion, learning, art, architecture
c. Concentrated population
f. System of record keeping
g. Government

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)
a. System of writing (and its importance in record keeping and tax collection)
b. Monumental architecture (the ziggurat)
c. Art (large relief sculpture, mosaics, and cylinder seals)

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)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
5
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GRADE 7 HSS – QUARTER 1 (CONTINUED)
Key Vocabulary:
Artifact, fossil, hominid, Paleolithic Age, Mesolithic Age, Neolithic Age, Archaeologist, anthropologist, nomad, domesticate, civilization, homo sapiens,
agriculture, irrigation, surplus, specialization, artisan, social class, slave, economy, government, primary source, secondary source, empire, emperor,
Fertile Crescent, Hammurabi , code of law, justice, tribute, exile, polytheism, architecture, culture
Product/
Assessment:



Describe the types of evidence historians use to decipher the past when no written records are available.
Prove that Sumer was a civilization by providing proof of the seven ingredients of a civilization.
DBQ: Hammurabi’s code
Materials,
Resources, and
Primary
Documents:





Excerpts from Hammurabi’s Code
Excerpts from the Epic of Gilgamesh
Boston globe 2009 article: Scientists announce discovery of earliest prehuman skeleton” Ardi' lived 4.4 million years ago
Cave art: Lascaux Cave
Appropriate textbook
Additional Media:






“Discovering Ardi” (Discovery Education)
Mysteries of Catal Huyuk: http://www.smm.org/catal/
National Geographic: “Waking the Baby Mammoth”
“The Ice Man Discovered” (Discovery Education)
“Mesopotamia: Nomads to Farmers” (Discovery Education)
History.com (multiple videos)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
6
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GRADE 7 HSS – QUARTER 2
Theme(s):
Essential
Questions:
Egypt, Hebrews





How do geographical features affect history?
How do historians study the past with and without written records?
What do artifacts tell us about a society and their culture?
What factors contribute to the rise and fall of a civilization?
How do religious beliefs influence a society?
Common Core
Standards:
RL.7.1, RL.7.2, RL.7.4, RL7.7, W.7.1, W.7.3, W.7.7, W.7.8
MA Content
Standards:
Concepts & Skills
4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)
5. Identify multiple causes and effects when explaining historical events. (H)
6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Learning Standards

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 explain what the terms mean. On a modern map, identify the
modern countries of Egypt and Sudan. (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. The agricultural system
d. Hieroglyphic writing
b. The invention of a calendar
e. The invention of papyrus
c. Monumental architecture and art such as the Pyramids and Sphinx at Giza

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
d. The belief that all people must adhere to the same moral obligations, whether ruler or ruled
b. The Ten Commandments
e. The Hebrew Bible (Old Testament) as part of the history of early Israel
c. The emphasis on individual worth and personal responsibility

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)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
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GRADE 7 HSS – QUARTER 2 (CONTINUED)
Key Vocabulary:
Delta, silt, fertile, linen, scribe, Hieroglyphics, papyrus, afterlife, embalm, mummy, dynasty, succession, pharaoh, pyramid, Khufu, Hatshepsut, obelisk,
Ramses II, Abraham, Moses, diaspora, exodus, monotheism, Torah, David, Solomon, Saul
Product/
Assessment:


Research – proposal, annotated bibliography, reflection.
DBQ: Egypt
Materials,
Resources, and
Primary
Documents:




Excerpts from the Book of the Dead
Excerpts from Old Testament
Tomb art and inscriptions
Appropriate textbook
Additional Media:





“Farming Along the Nile” (Discovery Education)
Engineering the Impossible (National Geographic)
King Tut’s Final Secrets (National Geographic)
Engineering an Empire (History Channel)
History.com (multiple videos)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
8
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GRADE 7 HSS – QUARTER 3
Theme(s):
Essential
Questions:
Phoenicians, Greeks





How do geographical features affect history?
How do historians study the past with and without written records?
What do artifacts tell us about a society and their culture?
What factors contribute to the rise and fall of a civilization?
How do religious beliefs influence a society?
Common Core
Standards:
RL.7.1, RL.7.2, RL.7.4, RL7.7, W.7.1, W.7.3, W.7.7, W.7.8
MA Content
Standards:
Concepts & Skills
4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)

Identify multiple causes and effects when explaining historical events. (H)

Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Learning Standards

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 dominating force of 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)

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 expansion of their cultural influence. (H, G, E)

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 city-state
D. Constitution writing
B. Civic participation/voting rights
E. Rule of law
C. Legislative bodies

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 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)

7.34 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)
o 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
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
9
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GRADE 7 HSS – QUARTER 3 (CONTINUED)
Key Vocabulary:
Product/
Assessment:
Materials,
Resources, and
Primary
Documents:
Polis, democracy, agora, tyrant, ostracon, representative democracy, direct democracy, Lyceum, Hellenistic, acropolis, monarchy, aristocracy, oligarchy,
limited/unlimited government, citizen, myth, fable, epic poem, Alexander the Great, Pericles, Peloponnesus



Athens/Sparta pen pals
Phoenician Sea monsters
DBQ: Sparta



Excerpts from The Odyssey, The Iliad, Jason and Golden Fleece, etc.
The Hippocratic Oath
Appropriate textbook
More primary sources:

http://www.fordham.edu/halsall/ancient/asbook07.asp - Athenian Democracy

Various art and architecture

The Inscription on the Sarcophagus of the Phoenician King Eshmunazar

Myths, Aesop’s Fables

Additional Media:

Discovery Education
o
“Spartan Warriors”
o
“The Olympic Games”
o
“The Parthenon: Design and Architecture”
o
“The Security Systems of Athens and Sparta”
History.com (multiple videos)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
|
11
GRADE 7 HSS – QUARTER 4
Theme(s):
Essential
Questions:
Roman Republic, Rise & Fall of the Roman Empire





How do geographical features affect history?
How do historians study the past with and without written records?
What do artifacts tell us about a society and their culture?
What factors contribute to the rise and fall of a civilization?
How do religious beliefs influence a society?
Common Core
Standards:
RL.7.1, RL.7.2, RL.7.4, RL7.7, W.7.1, W.7.3, W.7.7, W.7.8
MA Content
Standards:
Concepts & Skills
4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)
5. Identify multiple causes and effects when explaining historical events. (H)
6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Learning Standards

7.35 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE.

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)

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
D. Julius Caesar and Augustus
B. Hannibal and the Carthaginian Wars
E. Hadrian
C. Cicero

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)
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

7.40 Describe the characteristics of slavery under the Romans. (H)

7.41 Describe the origins of Christianity and its central features. (H)
A. Monotheism
D. Belief in the Old and New Testament
B. Belief in Jesus as the Messiah and God’s son who redeemed humans from sin E. The lives and teachings of Jesus and Saint Paul
C. The concept of salvation
F. Relationship of early Christians to officials of 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)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
|
GRADE 7 HSS – QUARTER 4 (CONTINUED)
Republic, separation of powers, executive branch, consul, tripartite, legislative branch, senate, judicial branch, aqueduct, colosseum, plebian, patrician,
Key Vocabulary:
forum, Twelve Tables, dictator, Pax Romana, Romulus & Remus, messiah, disciple, Caesar, Constantine, veto, gladiator
Product/
Assessment:
Materials,
Resources, and
Primary
Documents:
Describe the similarities and differences between the US and Roman republic.

U.S. Declaration of Independence

Excerpts from the 12 Tables
More primary sources:

http://www.fordham.edu/Halsall/ancient/asbook09.asp

Pliny letters (on Pompeii) http://faculty.cua.edu/pennington/pompeii/plinyletters.htm

Appropriate text book


Additional Media:



Rome (HBO series) — triumph of Caesar
Discovery Education:
o “Creating a Republic”
o “Daily Life”
Engineering an Empire: Rome (History Channel)
Engineering the Impossible: The Collosseum (National Geographic)
History.com (multiple videos)
Last revised: June 2, 2014
Grade 7 HSS YLP
Copyright 2014, The Five District Partnership
12