SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Title
Unit 1: Fall of Rome
Time
4
Weeks
Content Standards: 7.1
•
•
•
•
Early strengths in the Roman Empire
Events that led to the fall of Rome
Establishment of Constantine and the
Byzantine Empire
Lasting contributions of the Roman
Empire
Performance
Task
Informational or
expository essay
proving how
Rome exemplifies
the idea that an
empire lives on
even after its fall.
Big Idea
Essential Questions
The influence of
an empire often
lives on even
after that empire
falls or declines.
Does power equal
influence?
• How do empires
become
powerful
and influential?
• What internal and
external factors lead to
the downfall of empires?
• What remains or lives on
after an empire
falls/declines?
• What were the primary
reasons for the fall of
Rome?
How important is religion
in our lives?
• How does religion and
cultural diffusion shape
society?
• How do belief
systems unify and
create a new identity
for people?
• What are different ways
that belief systems grow
and spread?
• How does the interaction
between people and belief
systems solidify and
change beliefs?
• Why did Islam spread so
quickly?
Becoming a Close Reading and Writing to
Learn
Unit 2: Islam
Content Standards: 7.1
• Origins of Islam
• Connections between Islam, Judaism and
Christianity
• Significance of the Qur’an and the Sunnah
• 5 Pillars of Faith
• Growth of cities and trade routes in Asia,
Africa, and Europe, the role of merchants
in Arab society, and how they influenced
one another
• Spread of Islam into North Africa and
southern Spain via traders and military
conquest
• Lasting contributions of the Muslim
scholars: medicine, art, mathematics, and
literature
Considering Perspectives and Supporting
Opinions
4
Weeks
Create a mock
interview of
Muhammad.
Students will work
in pairs and
present the
interview to the
class. (option of
using multi media)
Belief systems
influence
people, cultures,
and
governments.
1
Core Texts
Medieval and Early
Modern Times (Prentice
Hall)
Chapter 1, Section 2, 3, 4
Medieval and Early
Modern Times, Prentice
Hall, pp. 2-3, 6-9, 11-26
Primary Source Document:
Medieval and Early
Modern Times, “Roman
Engineering,” pp. 602-603
Medieval and Early
Modern Times (Prentice
Hall)
Chapter 3 Section 1, 2, 3
Chapter 4 Section 1, 2, 3, 4
Medieval and Early
Modern Times, Prentice
Hall, pp. 62-82, 88-113
Primary Source Document:
Medieval and Early
Modern Times, “Travels of
Ibn Battuta,” pp. 604-605
SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Unit 3: Sub-Saharan Africa
4
Weeks
Content Standards: 7.4
• Compare vegetation zones of the Niger
River area (forest, savannah, and desert)
to the trading of gold, salt, food and
slaves
• Growth of Ghana empire
• Growth of Mali empire
• Spread of Islam to West Africa through
trade
• Role of the trans-Saharan caravan routes
Reading Closely for Textual Details
Unit 4: China in the Middle Ages
Content Standards: 7.3
• Reunification of China under the Tang
Dynasty
• Spread of Buddhism into China, Korea,
and Japan
• Influences and changes in Confucian
thought
• Major contributions of the Chinese and
their historical influence
3
Weeks
Create a
newspaper page
with articles that
address each of
the essential
questions.
Select one of the
three main
dynasties and give
a presentation
describing what
social, political,
and technological
advances came
from it. (Tang,
Song, Ming)
A civilization’s
way of life is a
product of both
people and
place.
Rulers have a
great impact on
their society and
leave lasting
effects.
Gathering Evidence and Speaking to
Others
Do leaders help or hurt?
• How do belief systems
influence people’s way
of life?
• How do rulers shape
present and future
civilizations?
• How are lasting effects
of rulers reflected in a
society?
• Should we celebrate the
voyages of Zheng He?
Medieval and Early
Modern Times (Prentice
Hall)
Chapter 5 Section 1, 2, 3
CCSS Unit “West Africa”
DBQ Project Binder
“Mansa Musa’s Hajj: A
Personal Journal”
Medieval and Early
Modern Times (Prentice
Hall)
Chapter 10 Section 1,2, 3
Chapter 11 Section 1,2, 3
Medieval and Early
Modern Times, Prentice
Hall, pp.264-285, 294-309
Primary Source Document:
Medieval and Early
Modern Times, “Trade in
Ming China,” pp. 610-611
DBQ Project Binder
“Should we Celebrate the
Voyages of Zheng He?”
2
Do others affect the way
we live and think?
• How is Africa a
continent of great
geographic contrasts?
• How are people within a
community related in
different ways?
• How do communities use
their skills and resources
to build empires?
• How are the culture and
traditions of a civilization
preserved and spread?
SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Unit 5: Medieval Japan
3
Weeks
Content Standards: 7.5
• Structure, values, customs, and traditions
of the lord/vassal system
• Lasting influence of Bushido into the 20th
century
• Rise of the military society and the role of
the samurai in the 12th century
• Geographic proximity of Japan to China
and Korea and how that influenced Japan
• Development of the unique aspects of
Japanese Buddhism
Making Evidence-Based Claims
Unit 6: Meso-America (Maya, Inca and
Aztec)
Content Standard: 7.7
•
•
•
•
Class structure, religious beliefs, family
life, and role of slavery in each society
Location of each society
How Aztecs and Incas were defeated by
the Spanish
Lasting contributions: architecture,
math, calendar, agricultural
achievements
Spring
Semester
3
Weeks
Analyze how
Japan’s
geographic
location enabled
them to both
borrow and
create new ideas
to form its own
unique culture.
Students will
present findings
in the form of an
essay or short
multi-media
presentation.
New
civilizations
are an
evolution of
previous
civilizations.
Create a Spy
Journal detailing
the daily life,
social structure,
recreation,
government,
religious beliefs,
and achievements
of a MesoAmerican
civilization.
Civilizations
across time
and space
share similar
characteristic
s.
Medieval and Early Modern
Times (Prentice Hall)
Chapter 12 Section 1-4
Chapter 13 Section 1-3
Medieval and Early Modern Times,
Prentice Hall, pp. 320-341, 350-367
Primary Source Document: Medieval
and Early Modern Times, “The
Constitution of Seventeen Articles,”
pp. 612-613
DBQ Project Binder: “Samurai and
Knights: Were the similarities greater
than the differences?
Researching to Build Knowledge and
Teaching Others
3
What makes an idea
everlasting?
• What contributes to
the advancement of
civilizations?
• How do internal and
external conflicts
affect civilizations?
• Samurai and Knights:
are the similarities
greater than the
differences?
Are we all more the same
or different across
continents?
• How do people adapt to
their environment and
advance civilization?
• What are the characteristics
of a civilization?
• How does geography
influence the history of
civilizations?
• How do the roles of and
responsibilities of nobles
and commoner differ in
ancient societies?
• The Maya: what was their
most remarkable
achievement?
• The Aztecs: should
historians emphasize
agriculture or human
sacrifice?
Medieval and Early Modern
Times (Prentice Hall)
Chapter 7 Section 1-3
Chapter 8 Section 1-3
Chapter 9 Section 1-3
Medieval and Early Modern Times,
Prentice Hall, pp. 182-195, 198-203,
208-229, 234-254
Medieval and Early Modern Times,
Prentice Hall, pp. 620-621, “The
Conquest of Mexico” (Primary
Source)
DBQ Project Binder “The Aztecs:
Should Historians Emphasize
Agriculture or Human Sacrifice?”
CCSS Unit “The Aztecs”
SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Unit 7: Medieval Europe
5
Weeks
Content Standard: 7.6
• Feudalism: how it developed, the role it
played, and how geography influenced it
• Causes of the Crusades and their effects
on the Christian, Muslim, and Jewish
populations of Europe
• Conflict and cooperation between the
Papacy and the European monarchs
• Development of medieval English legal
and constitutional practices and their
importance in the rise of modern
democratic thought and representative
govern
• Importance of the Catholic Church as a
political, intellectual, and aesthetic
institution
Write a 1st person
evaluation from
the perspective of
a lord/lady,
knight or peasant
of manorial life,
including daily
roles and
responsibilities,
the importance of
the church, and
the effectiveness
of the system in
keeping order.
Knowledge
and the
spread of
ideas is the
driving force
for cultural
change.
Play the role of
one of the
important figures
of the
Renaissance.
Students will
present
background
information about
the person and
describe how his
ideas had a
lasting impact on
the world.
With power
comes choice
How important is keeping
order?
• How do civilizations
adapt and change after
conflict?
• What impact did
feudalism have on
Medieval Europe?
• How does religion play an
important role in shaping
civilizations?
• Samurai and Knights:
were the similarities
greater than the
differences?
Medieval and Early Modern Times,
Prentice Hall, pp. 384-403,412-427,
430-433, 442-459
Medieval and Early Modern Times,
Prentice Hall, pp. 616-617, “The
Bubonic Plague” (Primary Source)
DBQ Project Binder “Samurai and
Knights: were the similarities greater
than the differences?”
Considering Perspectives and Supporting
Opinions
Unit 8: The Renaissance
Content Standard: 7.7
• Revival of classical learning and the arts
• Advancements made in literature, the arts,
science, math, cartography, engineering,
astronomy, and understanding of human
anatomy
• Significance/contributions made by da
Vinci, Dante, Michelangelo, Gutenberg,
and Shakespeare
Researching to Build Knowledge and
Teaching Others
2
Weeks
• What types of economic and
social conditions give rise to
changes in society?
• How do ideas impact
history?
• How do new ideas spread?
• How did the Renaissance
change man’s view of the
world?
Medieval and Early Modern
Times (Prentice Hall)
Chapter 17 Section 1-4
Medieval and Early Modern Times,
Prentice Hall, pp. 474-483, 486-495
Medieval and Early Modern Times,
Prentice Hall, pp. 618-619, “The
New Education” (Primary Source)
DBQ Project Binder “How Did the
Renaissance Change Man’s View of
the World?”
4
What makes an idea
everlasting?
SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Unit 9: The Reformation
2
Weeks
Content Standard: 7.9
• Causes and results of the internal turmoil
in the Catholic Church
• Theological, political, and economic ideas
of Erasmus, Luther, Calvin, and Tyndale
• Locate the European regions that
remained Catholic and those that became
Protestant
• Influence of self-governance in Protestant
churches/influenced the development of
democratic practices and ideas of
federalism
• Important figures of the CounterReformation
• Golden Age of Cooperation between Jews
and Muslims in medieval Spain and the
results
Search for an
example of a
person/group
who has
challenged the
status quo or a
more powerful
group. Students
will present their
example and tie it
back to Martin
Luther.
Throughout
history,
people have
challenged
the status
quo for a
variety of
reasons.
Write two
memoirs with
opposing
viewpoints on
European contact
with the
Americas.
There are
winners and
losers in
global
exchanges.
At what point to people
begin to speak out against
authority?
• How do events (religious
conflict) divide societies?
• Why do people/groups of
people challenge the status
quo?
• How do people respond to
criticism?
• Should members of a society
agree and accept the
teachings of its religious
leaders?
• Exploration or Reformation:
which was the more
important consequence of
the printing
Medieval and Early Modern
Times (Prentice Hall)
Chapter 18 Section 1-4
Medieval and Early Modern Times,
Prentice Hall, pp. 504-525
DBQ Project Binder “Exploration or
Reformation: Which Was the More
Important Consequence of the
Printing Press?”
Researching to Build Knowledge and
Teaching Others
Unit 10: Age of Exploration
Content Standard: 7.11
• Origins of modern capitalism in Europe
• Economic and social effects that the
exchange of plants, animals, technology,
culture, and ideas had in Europe, Asia,
Africa, and the Americas in the 15th and
16th centuries
• Great voyages of discovery and how
cartography changed European thought
Researching to Deepen Understanding
2
Weeks
5
What are the costs and
benefits of global
exchanges?
• What are the positives
and negatives of trade?
• April 27, 1521: Was
Magellan worth
defending?
• What are the positives
and negatives of trade?
• What are the costs and
benefits of global
exchanges?
Medieval and Early Modern Times,
Prentice Hall, pp. 530-557
Medieval and Early Modern Times,
Prentice Hall, pp. 620-621 “The
Conquest of Mexico” (Primary
Source)
DBQ Project Binder “April 27,
1521: Was Magellan Worth
Defending?”
SAUSDCommonCoreAlignedYearataGlanceCurriculumMap:Grade7thGradeMedievalWorldHistory2016-17
Unit 11: Revolution in Thought: The
Scientific Revolution and Age of
Enlightenment
Content Standard: 7.10
• Roots of Scientific Revolution
• Significance of theories by Copernicus,
Galileo, Kepler and Newton
• Importance of telescope, microscope,
thermometer, and barometer
• Scientific method advanced by Bacon and
Descartes and how it influenced growth of
democratic thought
• Influence of earlier thought
• Influence of John Locke, Montesquieu,
and American founders
4
Weeks
Create a
storyboard to
demonstrate how
the United States
was founded on
ideas from the
Scientific
Revolution and
the
Enlightenment.
(Students will
draw information
from the textbook
and outside
resources.)
Revolutionar
y ideas have
a continued
impact on
societies and
governments.
Making Evidence-Based Claims
6
Do ideas from the past
shape the present?
• How did the
Enlightenment have
long-lasting effects on
people’s ideas about
government,
economics, and
society?
Medieval and Early Modern Times,
Prentice Hall, pp. 562-591