Northampton County Schools Curriculum Maps
7th Grade Social Studies
UNIT NAME: Reform, Change, and Exploration
Duration (Month / Week – Week): 1st Nine Weeks
Essential Questions: (1-2 maximum)
Supporting Questions:
Content
Noun Phrase: Descriptor
A. Renaissance:
-Time period indicators
-influential individuals:
Michelangelo, da Vinci,
Medici family
RESOURCES:
B. Reformation:
-influential individuals:
Martin Luther, John
Calvin, Henry VII, and
Elizabeth I, Galileo
-Conflicts: Inquisition,
Catholic Reformation
-Printing Press-Johann
Gutenberg
RESOURCES:
Skills
Measurable Verb-target-descriptor
Assessments
Defined Noun
(Evaluation: _______)
Activities/
Strategies
Standa
rds
A. Identify Italian City States to gather
inferences in writing on a map.
A. Critique works of art by Michelangelo and
da Vinci
A. Select members of the Medici family to
determine how the student’s characteristics
compare to those Renaissance family
members in writing and orally.
A. Teacher made
assessment.
A. Catholic Church circle
wheel of information
A. Label Italy map
A.
A. ‘Which Medici is
7.H.1
you?’
,
A. Research Catholic
7.H.1
Church topics: role of
.3,
pope, St. Peter’s
7.C.1
Basilica, Sistine
.2,
Chapel, Pope Nicholas
V, Pope Sixtus IV,
Pope Julius II
A. Research
Michelangelo, da Vinci
B. Distinguish in a graphic organizer
comparing the catholic church to the
reformation church in writing.
B. Describe in writing what the role of the
printing press played in the spread of new
ideas.
B. Compare the difference b/t the Counter
Reformation and Protestant Reformation in
writing.
B. Reflect in writing and verbally whether or
not the Counter Reformation was needed?
Elaborate on your reasoning.
B. Line up activity and
short answer
assessment about
agree/disagree with
Martin Luther’s 95
theses.
B. Reflect in writing on
Calvin’s model Christian
city.
B. Teacher made testmultiple choice and short
answer
B. Graphic organizer
comparing
immediate/modern
result of the printing
press
B. Invention research
& invention
convention
B. Read ‘The Crayon
Box that Talked’ to
explain Calvin’s
philosophy.
B.
7.H.2.1
-4,
7.C1.12,
UNIT NAME: Reform, Change, and Exploration
Duration (Month / Week – Week): 1st Nine Weeks
Essential Questions: (1-2 maximum)
Supporting Questions:
Content
Noun Phrase: Descriptor
Skills
Measurable Verb-target-descriptor
Assessments
Defined Noun
(Evaluation: _______)
B. Define by illustrating images of Galileo;
differences b/t heliocentric and geocentric.
C. Age of Discovery:
-Trade patterns
-Goods exchanged
-Religions
-Motivations of Explorers
-Migration from Europe to
Americas
-Columbian
Exchange/Triangle Trade
-Global Trade
RESOURCES:
C. Draw and label an explorer map to
represent the different explorer routes in
writing.
C. Draw and explain in writing push and pull
factors of migration.
C. Sketch environmental conditions that
plague regions (ie: desertification,
deforestation, irrigation, drought) in writing
C. Plot latitude and longitude points
C. Construct a compass and manipulate it
according to the directions
C. Organize explorer information into a
timeline in writing
C. Determine the positive and negative
effects of Columbus’ interactions with the
Tainos society in writing.
C. Create a postcard and write a description
C. Generate lists of products carried from
New World to the Old World (vice versa)
C. Describe in writing the impact of the
Columbian Exchange b/t the Europeans and
indigenous cultures.
C. Draw the triangular trade and label it in
interactive notebook.
Activities/
Strategies
Standa
rds
B. Read short text out 7.H.1.2
of ‘Rats, Bulls, &
Flying Machines’.
B. ‘Trial of Galileo’ play
C. Teacher made
tests/weekly quizzes
C. Exit tickets
C. Daily reflections
C. Cooperative learning
assignments-sharing out
C. Explorer maps
labeled and color
coded for each
explorer
C. Environmental
conditions station
assignment
C. Latitude/Longitude
practice-indiv. & with
a partner
C. Making a Compass
(with needle, magnet,
etc.)
C. Explorer’s Timeline
booklet
C. Graphic organizers
C. Postcard and
written part as a
sailor on Magellan’s
voyage from 1st
person pt. of view.
C. Current weeds that
plague North
America video
C. ‘Potato & Horse’
C.
7.G.1.3
7.H.2.1
-4,
7.G.2.2
7.E.1.1
7.C&G.
1.1
UNIT NAME: Reform, Change, and Exploration
Duration (Month / Week – Week): 1st Nine Weeks
Essential Questions: (1-2 maximum)
Supporting Questions:
Content
Noun Phrase: Descriptor
Skills
Measurable Verb-target-descriptor
Assessments
Defined Noun
(Evaluation: _______)
Activities/
Strategies
similarities
Don’t forget intra-alignment coding…
Standa
rds
Map Writing with Design in Mind Exercise
Map Type: World History: Curriculum Map
Course: 7th Social Studies
UNIT NAME:Reform, Change, and Exploration
Enduring Understandings (Big Ideas)
A. Renaissance
B. The Reformation
C. Age of Discovery
Teacher Name(s): April DeBerry, India Martin
Duration (Month / Week – Week): 1st Nine Weeks
Stage 1 – Desired Results
Essential Question(s) / Supporting Question(s):
A. What were the artistic, literary, and intellectual ideas of
the Renaissance?
A. How did the ideas of the Renaissance shape the future?
B. What was the role of inventions in the spread of change?
B. What were the problems and issues that provoked
religious reforms?
B. What were the major political and theological issues
involved in the Reformation?
B. How did the conflicts that occurred b/t the church and the
scientific community affect society.
C. Why are explorers interested in discovering new lands
and markets?
C. How do environmental conditions shape societies and
regions?
C. How/Why does migration affect the people, land, and
cultures of both new and old places?
C. How/why do things change when people move?
C. How and why do people/things migrate?
C. What impact did the early explorers have on explorers of
today.
C. What was the impact of the Columbian exchange on the
Europeans and indigenous cultures?
C. How has the slave trade impacted the Age of Discovery?
Content (Students will know...)
Noun Phrase: Descriptor
A. Renaissance:
-Time period indicators
-influential individuals: Michelangelo, da Vinci, Medici family
B. Reformation:
-influential individuals: Martin Luther, John Calvin, Henry
VII, and Elizabeth I, Galileo
-Conflicts: Inquisition, Catholic Reformation
-Printing Press-Johann Gutenberg
C. Age of Discovery:
-Trade patterns
-Goods exchanged
-Motivations of Explorers
-Migration from Europe to Americas
-Columbian Exchange/Triangle Trade
-Global Trade
Standards
A. 7.H.1, 7.H.1.3, 7.C.1.2,
B. 7.H.2.1-4, 7.C1.1-2, 7.H.1.2
C. 7.G.1.37.H.2.1-4, 7.G.2.2, 7.E.1.17.C&G.1.1
Skills (Students will be able to do)
Measurable Verb-target-descriptor
A. Identify Italian City States on a map to gather inferences.
A. Critique works of art orally by Michelangelo and da Vinci
A. Select members of the Medici family to determine in writing &
orally how the student’s characteristics compare to those
Renaissance family members.
B. Distinguish in a graphic organizer in writing comparing the
catholic church to the reformation church.
B. Describe in writing what the role of the printing press played
in the spread of new ideas.
B. Compare the difference b/t the Counter Reformation and
Protestant Reformation in writing.
B. Reflect in writing and verbally whether or not the Counter
Reformation was needed?
Elaborate on your reasoning.
B. Define by illustrating images of Galileo; differences b/t
heliocentric and geocentric.
C. Draw and label an explorer map to represent the different
explorer routes.
C. Draw and explain in writing push and pull factors of migration.
C. Sketch environmental conditions that plague regions (ie:
desertification, deforestation, irrigation, drought)
C. Plot latitude and longitude points
C. Construct a compass and manipulate it according to the
directions
C. Organize explorer information in writing into a timeline
C. Determine the positive and negative effects of Columbus’
interactions with the Tainos society in writing.
C. Create a postcard and write a description
C. Generate lists of products carried from New World to the Old
World (vice versa) in writing
C. Describe in writing the impact of the Columbian Exchange b/t
the Europeans and indigenous cultures.
C. Draw the triangular trade and label it in interactive notebook.
Stage 2 – Acceptable Evidence
Assessment Evidence Performance Task(s)
Assessment Evidence (Other Evidence)
Defined Noun (Evaluation: _______)
Defined Noun (Evaluation: _______)
Teacher made tests (mc, short answer), exit tickets, project Interactive notebook reflections, Cooperative learning
assignments
assignments, oral discussion
Stage 3 – Plan Learning Experiences and Instruction
Activities/Strategies
Resources
A. Label Italy map
Teacher made assignments, ideas taken from internet sites,
A. ‘Which Medici is you?’
SACS lessons
A. Research Catholic Church topics: role of pope, St.
Peter’s Basilica, Sistine Chapel, Pope Nicholas V, Pope
Sixtus IV, Pope Julius II
A. Research Michelangelo, da Vinci
B. Graphic organizer comparing immediate/modern result of
the printing press
B. Invention research & invention convention
B. Read ‘The Crayon Box that Talked’ to explain Calvin’s
philosophy.
B. Read short text out of ‘Rats, Bulls, & Flying Machines’.
B. ‘Trial of Galileo’ play
C. Explorer maps labeled and color coded for each explorer
C. Environmental conditions station assignment
C. Latitude/Longitude practice-indiv. & with a partner
C. Making a Compass (with needle, magnet, etc.)
C. Explorer’s Timeline booklet
C. Graphic organizers
C. Postcard and written part as a sailor on Magellan’s
voyage from 1st person pt. of view.
C. Current weeds that plague North America video
C. ‘Potato & Horse’ similarities
Don’t forget intra-alignment coding…