Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.1 Analyze the
causes and effects of
the vast expansion
and ultimate
disintegration of the
Roman Empire.
Power standard:
7.1.1 Study the early
strengths and lasting
contributions of
Rome and its
ultimate internal
weaknesses.
History and Social
Science Analysis
Skills*
(as covered in
TCI)
CST: sequencing
events
REP: selecting
useful information;
compare/contrast;
framing questions;
selecting credible
primary sources;
drawing
conclusions;
identifying point of
view and bias.
HI: cause/effect;
making predictions;
role of chance,
error, and oversight
Estimated
Instructional
Time
7-8 class
periods (of one
50-minute
period of
history per
day)
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
1: Chap. 1: pgs.
7-17
Chap. 6: pgs. 6167 (Byzantium)
Analysis Skills
Toolkit: pgs. 7,
8, 10, 11, 12, 13,
15, 16, 18, 19, 20
ISN: pgs. 7-10
(suggestion: have
students add own
notes on Fall of
Rome from pgs.
8-9 in textbook)
pgs. 31-35
(Byzantium)
CST: Chronological/Spatial Thinking
Possible External Resources
Videos/DVDs: Roman City (PBS); Rome in the 1st Century
(PBS); Rome: The Power and the Glory (Questar); Julius
Caesar (with Marlon Brando as Mark Antony in scene after
Caesar’s death…has famous speech, “Friends, Romans…”);
Rome: Just the Facts; Spartacus (gladiator fight scene); Ben
Hur (chariot race); Decisive Battles: The Birth of the Roman
Empire (History Channel); Byzantium (Discovery Channel)
TCI simulations (not part of the adoption): “Trading in the
Roman Empire” and “10 Reasons for the Fall of Rome”
TCI Online Resources: www.historyalive.com/historyalive
Investigating Biographies: Empress Theodora (497-548)
Websites: Did Rome Fall or Was It Pushed?
http://score.rims.k12.ca.us/activity/rome
See all websites for Rome suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
Including:
www.metmuseum.org/explore/
Byzantium/byzhome.html
A World In Transition (Holt): “The Roads to the Spiceries”;
“A Persecuted Faith Becomes a World Religion”; “The Fall
and the Legacy” (This is the history companion series to the
Holt Literature adoption.)
REP: Research, Evidence, and Point of View
Pg. 1
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.2 Analyze the
geographic, political,
economic, religious,
and social structures
of the civilizations of
Islam in the Middle
Ages.
Power standards:
7.2.2 Trace the
origins of Islam and
the life and
teachings of
Muhammad,
including Islamic
teachings on the
connection with
Judaism and
Christianity;
7.2.3
Explain the
significance of the
Qur’an and the
Sunnah.
History and Social
Science Analysis
Skills*
(as covered in
TCI)
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research; fact vs.
opinion; selecting
useful info.;
selecting credible
primary and
secondary sources;
drawing sound
conclusions;
identifying point of
view and bias
HI: cause/effect;
predicting; costbenefit analysis;
Estimated
Instructional
Time
20-21 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Possible External Resources
Videos/DVDs: Empire of Faith (PBS); Inside Mecca (Nat’l
Geographic); Muhammad: Biography (A&E); The Story Of
Islam (A&E); Conquest of Spain: History’s Turning Points
(Ambrose Video); Malcom X (with Denzel Washington…the
scene when Malcolm X makes his hajj to Mecca)
Textbook, Unit
2: Chaps. 7-11,
pgs. 75-129
Non-TCI Simulation: Islam Interact game (Social Studies
Services)
Analysis Skills
Toolkit: all
pages except 12
and 22
ISN: pgs. 40-73
TCI Online Resources:
• Investigating Biographies: Suleyman I (1494-1566)
• Investigating Literature: Shahnama (Epic of Kings)
(940-1020) and The Rubaiyat by Omar Khayyam
(1048-1123)
• Investigating Primary Sources: Travels in Asia and
Africa by Ibn Battuta (1304-1368)
• Internet Project: directions on how to design a museum
exhibit that addresses the question: How were people’s
lives affected by the Spread of Islam?
• Enrichment Essay: Jews and the Reconquista
Websites:
See all websites for Islam suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.pbs.org/empires/islam/
http://www.islam-guide.com/frm-ch3-12.htm
Art Connection:
Patterns of Islam
A World in Transition: “Travel through the Empire”;
“Cordoba: Jewel of the World”; “The Magic of Mathematics”
CST: Chronological/Spatial Thinking
REP: Research, Evidence, and Point of View
Pg. 2
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.3 Analyze the
geographic, political,
economic, religious,
and social structures
of the civilizations of
China in the Middle
Ages.
Power standards:
7.3.1 Describe the
unification of China
under the Tang
Dynasty and reasons
for the spread of
Buddhism in Tang
China, Korea, and
Japan.
7.3.5 Trace the
historic influence of
such discoveries as
tea, the manufacture
of paper, wood-block
printing, the
compass, and
gunpowder.
History and Social
Science Analysis
Skills*
(as covered in
TCI)
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research; fact vs.
opinion; selecting
useful info.;
selecting credible
primary and
secondary sources;
drawing sound
conclusions;
identifying point of
view and bias
HI: cause/effect;
predicting; costbenefit analysis;
recognizing role of
chance, error, and
oversight in
history.
CST: Chronological/Spatial Thinking
Estimated
Instructional
Time
17 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
4: Chaps. 16-19,
pgs. 176-212
Analysis Skills
Toolkit: all
pages except pg.
22 (cartoons)
ISN: pgs. 100133
Possible External Resources
Videos/DVDs: Buddhism (Schlesinger Video); Confucious
(A&E); Genghis Khan (A&E); Marco Polo (A&E); The Great
Wall of China (Teacher’s Video); Ancient China: Journey
Back in Time (Teacher’s Video); Tomb of the Terra Cotta
Soldiers (History Channel); The Silk Road (PBS); 1421: The
Year China Discovered America? (PBS)
TCI Online Resources:
• Investigating Biographies: Empress Wu Chao (625705)
• Investigating Literature: Poetry from the Tang Dynasty
• Investigating Primary Sources: The Travels of Marco
Polo as told by Marco Polo(1254-1324)
• Internet Project: You are a mural artist. Prepare a
presentation to the Ming Emperor on a design to
answer the question: Which Chinese Dynasty has
made the most significant impact on history?
• Enrichment Essay:
•
Websites:
See all websites for Imperial China suggested by TCI at http://
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.askasia.org
http://www.mnsu.edu/emuseum/index.shtml
A World in Transition: “Land of Discovery”; “The Biggest
Wall of All”; The Search for Genghis Khan”; “The Paper
Revolution”
REP: Research, Evidence, and Point of View
Pg. 3
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.4 Analyze the
geographic, political,
economic, religious,
and social structures
of the civilizations of
the sub-Saharan
civilizations of
Ghana and Mali in
Medieval Africa.
Power standard:
7.4.1 Study the Niger
River and the
relationship of
vegetation zones of
forest, savannah,
and desert to trade
in gold, salt, food,
and slaves; and the
growth of the Ghana
and Mali empires.
History and Social
Science Analysis
Skills*
(as covered in
TCI)
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research;
selecting useful
info.; selecting
credible primary
and secondary
sources; drawing
sound conclusions;
identifying point of
view
HI: cause/effect;
predicting; costbenefit analysis;.
Estimated
Instructional
Time
17 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
3: Chaps. 12-15,
pgs. 134-173
Analysis Skills
Toolkit: all
pages except 12,
14, and 20
ISN: pgs. 76-97
Possible External Resources
Videos/DVDs: Part 3 of Africa: Caravans of Gold (Teacher’s
Video); Wonders of the African World: the Road to Timbuktu
with Henry Louis Gates, Jr. (PBS); African Story Journey
(Churchill Films); Music of Africa (Teacher’s Video)
TCI Online Resources:
• Investigating Biographies: Askia Muhammad Toure
• Investigating Literature: West African Oral Story
• Investigating Primary Sources: Account of Ghana by
Abu Ubayd Al-Bakri
• Internet Project: You are a travelor to the Songhai
Empire. Create a travel journal that addresses the
question: How is the time of Askia Mohammad a
Golden Age?
Websites:
See all websites for Medieval Africa suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://mali.pwnet.org/index.htm
http://www.nmafa.si.ecu/
Picture Books:
Mansa Musa: The Lion of Mali by Khephra Burns
Sundiata: Lion King of Mali by David Wisniewski
Traditional African Instruments: McCabe’s Guitar Shop
A World in Transition: “The Coming of Islam”; “Mali”
Empire of the Mandingoes”; “Talking Drums”
CST: Chronological/Spatial Thinking
REP: Research, Evidence, and Point of View
Pg. 4
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.5 Analyze the
geographic, political,
economic, religious,
and social structures
of the civilizations of
Medieval Japan.
Power standards:
7.5.3 Describe the
values, social
customs, and
traditions prescribed
by the lord-vassal
system consisting of
shogun, daimyo, and
samurai and the
lasting influence of
the warrior code in
the 20th century.
History and Social
Science Analysis
Skills
CST: sequence
events; timelines;
mapping
Estimated
Instructional
Time
17 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
5: Chaps. 20-22,
pgs. 216-252
REP:
compare/contrast;
framing questions
to research;
selecting useful
info.; selecting
credible primary
sources; drawing
sound conclusions;
identifying point of
view
Analysis Skills
Toolkit: pgs. 7,
8, 9, 10, 11, 13,
15, 16, 18, 19
ISN: pgs. 136157
Videos/DVDs: Buddhism (Schlesinger Video); Mongol
Invasion (Discovery Channel); In Search of History: Samurai
Warrior (History Channel); Japan’s Living Treasures (Nat’l
Geographic); Miyasaki’s Spirited Away (Disney…good for
explaining Shintoism)
TCI Online Resources:
• Investigating Biographies: Lady Muraskai Shikibu
(978-1030)
• Investigating Literature: Poems about Warriors
• Investigating Primary Sources: The 17 Article
Constitution by Prince Shotoku (574-622)
• Internet Project: You are a daimyo. Create aan
instruction booklet for new samurai. Address the
question: What must a Samurai know in order to be
successful?
Websites:
See all websites for Medieval Japan suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
HI: cause/effect;
predicting;
7.5.6 Analyze the
rise of a military
society in the late
twelfth century and
the role of the
samurai in that
society.
Standard
Possible External Resources
http:mcel.pacificu.edu/as/home/as.html
http://www.pbs.org/empires/japan/
A World in Transition: “Prince Taishi Shotoku: Japan”;
“Muraski Shikibu”
History and Social
CST: Chronological/Spatial Thinking
Estimated
TCI Materials
Possible External Resources
REP: Research, Evidence, and Point of View
Pg. 5
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
7.6 Analyze the
geographic, political,
economic, religious,
and social structures
of the civilizations of
Medieval Europe.
Power standards:
7.6.3 Understand the
development of
feudalism, its role in
the medieval
European economy,
its geographic
influences
(development of
manors and towns),
and how feudal
relationships
provided order.
7.6.4 Demonstrate
an understanding of
the conflict and
cooperation between
the Papacy and
European monarchs.
7.6.6 Discuss the
causes and course of
the Crusades, their
effects on Christians,
Muslims, and Jews,
particularly with
cultural exchanges.
Science Analysis
Skills:
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research;
selecting useful
info.; selecting
credible primary
sources; drawing
sound conclusions;
identifying point of
view and bias
HI: cause/effect;
predicting; costbenefit analysis;
recognizing role of
chance, error, and
oversight in
history.
CST: Chronological/Spatial Thinking
Instructional
Time
17 class
periods
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
1: Chaps. 2-15,
pgs. 19-60
Analysis Skills
Toolkit: all
pages except 14,
17, and 22
ISN: pgs. 11-37
Videos/DVDs: The Black Death: History’s Turning Points
(Ambrose); Robin Hood (Disney…song about King John);
Castle (PBS); Cathedral (PBS); Medieval Siege (NOVA);
Crusades with Terry Jones (History Channel); The Middle
Ages (Just the Facts); Middle Ages (3 videos): Church/Town,
Traders, Peasant’s Revolt/Castle (Teacher’s Video);
Barbarians (History Channel); Becket (good scene about
conflict between monarch and church)
TCI Online Resources:
•
•
•
•
Investigating Literature: The Canterbury Tales(13401400)
Investigating Primary Sources: Medieval Fairs and
Markets
Internet Project: You are a scholar evaluating a 7th
grade textbook on Medieval Europe. Prepare an
expert report to the publisher explaining why the term
“Dark Ages” should not be used to describe Europe
during medieval times.
Enrichment Essay: What is History? And Tips on
Using Your Library or Media Center.
Websites:
See all websites for Medieval Europe suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://learner.org/exhibits/middleages/
http://www.netserf.org
A World in Transition: “Viking Luck”; “Plague”; “Brother
Sun…Sister Moon”; “Anna Comena”; “The Children’s
Crusade”; “Armor: Getting Dressed”
REP: Research, Evidence, and Point of View
Pg. 6
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.7 Compare and
contrast the
geographic, political,
economic, religious,
and social structures
of the MesoAmerican and
Andean
civilizations.
Power standards:
7.7.2 Study the roles
of people in each
society, including
class structures,
family life, warfare,
religious beliefs and
practices, and
slavery.
7.7.3 Explain how
and where each
empire arose and
how the Aztec and
Incan empires were
defeated by the
Spanish.
History and Social
Science Analysis
Skills
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research;
selecting useful
info.; selecting
credible primary
sources; drawing
sound conclusions;
identifying point of
view and bias
HI: cause/effect;
predicting; costbenefit analysis
Estimated
Instructional
Time
21 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
6: Chaps. 23127, pgs. 256308
Analysis Skills
Toolkit:
ISN: pgs. 106185
Possible External Resources
Videos/DVDs: Guns, Germs, and Steel, Pt. 2 (PBS-explores
the conquest of the Inca); The Aztecs and the Mayans: A
Journey Back in Time (Ambrose); Mexico: Courage and
Conquest (History Channel); Spirit of the Jaguar: the Fifth
World of the Aztecs (PBS Nature); Lost Kingdoms of the Maya
(Nat. Geographic) The Conquest of the Inca: History’s Turning
Points (Ambrose)
TCI Online Resources:
• Investigating Biographies: Pachacuti Inca Yupanqui
(1438-1471)
• Investigating Literature: Poem by Nezahualcoyoti
(1402-1472)
• Investigating Primary Sources: The Popul Vuh
• Internet Project: Become the main character in a “day
in the life” narrative of the Maya, Aztecs or Incas.
Clearly address the question: What was daily life like
in your civilization?
•
Websites:
See all websites for Meso-American and Andean civilizations
suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.indians.org/Resource/natlit/natlit.html
http://www.pantheon.org
http://www.mayankids.com/mkintro.htm
A World in Transition: “Ancient Healing”; “A Strange,
Funny-Looking Vegetable”; “Let’s Play Ball”
CST: Chronological/Spatial Thinking
REP: Research, Evidence, and Point of View
Pg. 7
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.8 Analyze the
origins,
accomplishments,
and geographic
diffusion of the
Renaissance.
Power standards:
7.8.1 Describe the
way in which the
revival of classical
learning and the arts
fostered a new
interest in
humanism.
7.8.5 Detail
advances made in
literature, the arts,
science,
mathematics,
cartography,
engineering, and the
understanding of
human anatomy and
astronomy (e.g.
Dante, da Vinci,
Michelangelo,
Gutenberg,
Shakespeare).
History and
Social Science
Analysis Skills
CST: mapping
REP:
compare/contrast;
framing questions
to research;
selecting useful
info.; selecting
credible primary
sources; drawing
sound conclusions;
identifying point of
view
HI: cause/effect;
predicting
Estimated
Instructional
Time
15 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
7: Chaps. 28-30,
pgs. 312-333
Analysis Skills
Toolkit: pgs. 7,
10, 11, 13, 15,
16, 18, 19
ISN: pgs. 188211
Possible External Resources
Videos/DVDs: “Masters of Illusion” (National Gallery of
Art); The Medici: Godfathers of the Renaissance (PBS); the
first scene of “The Hunchback of Notre Dame” with Charles
Laughton discusses introduction of the printing press;
Michelangelo (A&E Biography); Leonardo da Vinci (A&E
Biography); Shakespeare (A&E Biography); The Renaissance
(Just the Facts)
TCI Online Resources:
•
•
•
Investigating Literature: Don Quixote by Miguel
Cervantes (1547-1616)
Investigating Primary Sources: Boke of Nurture by
Hugh Rhodes (1577)
Internet Project: You are the owner of one of the first
printing presses. Create a newspaper that clearly
addresses the question: How did innovation and
reform during the Renaissance and Reformation
change life in Europe?
Websites:
See all websites for the Renaissance suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.mega.it/fbnen.htm (city of Florence)
http://www.mos.org/leonardo/index.html
A World in Transition: “Leonardo da Vinci”;
“Michelangelo”
Picture Books: The Canterbury Tales; The Bard of Avon
(came with last history adoption); Marguerite Makes a Book
(Getty Trust Publications)
CST: Chronological/Spatial Thinking
REP: Research, Evidence, and Point of View
Pg. 8
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.9 Analyze the
historical
developments of the
Reformation.
Power standards:
7.9.1 List the causes
for the internal
turmoil in and
weakening of the
Catholic church;
7.9.2 Describe the
theological,
political, and
economic ideas of
the major figures
during the
Reformation
(Erasmus, Luther,
Calvin, Tyndale).
7.9.4 Identify and
locate the European
regions that
remained Catholic
and those that
became Protestant
and explain how the
division affected the
distribution of
religions in the New
World.
History and
Social Science
Analysis Skills
CST: sequence
events; timelines
REP:
compare/contrast;
framing questions
to research;
selecting useful
information;
selecting credible
primary sources;
identifying point of
view
HI: cause/effect;
making predictions
CST: Chronological/Spatial Thinking
Estimated
Instructional
Time
9 class periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
7: Chaps. 31
and 32, pgs. 347368
Analysis Skills
Toolkit:
Pgs. 7, 8, 9, 10,
11, 12, 15, 16, 19
ISN: pgs. 213225
Possible External Resources
Videos/DVDs: Martin Luther (PBS); Luther (with Joseph
Fiennes)(MGM); Protestanism (Schlesinger Video)
TCI Online Resources:
• Internet Project: You are the owner of one of the first
printing presses. Create a newspaper that clearly
addresses the question: How did innovation and
reform during the Renaissance and Reformation
change life in Europe?
• Enrichment Essay: The Reformation Plants Seeds of
Modern Democracy and Federalism
Websites:
See all websites for the Reformation suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.pbs.org/empires/martinluther/
A World in Transition: “Martin Luther and the Reformation”;
REP: Research, Evidence, and Point of View
Pg. 9
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.10 Analyze the
historical
developments of the
Scientific
Revolution and its
lasting effect on
religious, political,
and cultural
institutions.
Power standards:
7.10.1 Discuss the
role of the Scientific
Revolution (e.g.,
Greek rationalism;
Jewish, Christian,
and Muslim science;
humanism; new
knowledge from
global exploration)
7.10.2 Understand
the significance of
the new scientific
theories
(Copernicus,
Galileo, Kepler,
Newton) and the
significance of new
inventions
(telescope,
microscope,
thermometer,
barometer).
History and
Social Science
Analysis Skills
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
fact vs. opinion;
selecting useful
information;
identifying point of
view and bias
HI: cause/effect;
making predictions
CST: Chronological/Spatial Thinking
Estimated
Instructional
Time
4 class periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
8: Chap. 34, pgs.
389-398
Analysis Skills
Toolkit: pgs. 7,
8, 9, 10, 11, 14,
15, 19, 20
ISN: pgs. 237240
Possible External Resources
Videos/DVDs: The Medici-section on Galileo (PBS); Islam:
Empire of Faith-segments on scientific exploration; Scientific
Revolution (Teacher’s Video)
Websites:
See all websites the Scientific Revolution suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.astr.ua.edu/4000ws/ (The University of Alabama
created this site on 4000 years of women in science.)
http://www.pbs.org/wgbh/nova/galileo/
A World in Transition: “Galileo Galilei: Inventor,
Astronomer, and Rebel”; “Making Archaeology a Science”;
“Newton: Discovering Laws that Govern the Universe”
REP: Research, Evidence, and Point of View
Pg. 10
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
Standard
7.11 Analyze
political and
economic change in
the 16th, 17th, and
18th centuries (the
Age of Exploration,
the Enlightenment,
and the Age of
Reason).
Power standards:
7.11.1 Know the great
voyages of discovery,
the locations of the
routes, and the
influence of
cartography in the
development of a new
European worldview.
7.11.3 Examine the
origins of modern
capitalism;
mercantilism; market
economies; changing
trading patterns; and
the influence of
explorers and map
makers.
7.11.5 Discuss how
democratic thought
and institutions were
influenced by
Enlightenment
thinkers.
History and Social
Science Analysis
Skills
CST: sequence
events; timelines;
mapping
REP:
compare/contrast;
framing questions
to research; fact vs.
opinion; selecting
useful info.;
selecting credible
primary sources;
drawing sound
conclusions;
identifying point of
view and bias
HI: cause/effect;
predicting; costbenefit analysis;
recognizing role of
chance, error, and
oversight in
history.
CST: Chronological/Spatial Thinking
Estimated
Instructional
Time
14 class
periods
TCI Materials
(in addition to
Standards
Mastery Guide
and Lesson
Guide)
Textbook, Unit
8: Chaps. 33 and
35
Analysis Skills
Toolkit: all
pages except 17
ISN: pgs. 230235 and pgs.
241-247
Possible External Resources
Videos/DVDs: 1492: Conquest of Paradise (Paramount); The
Enlightenment (Just the Facts)
TCI Online Resources:
• Investigating Literature: Robinson Crusoe by Daniel
Defoe (1660-1731)
• Investigating Primary Sources: Freedom of Thought
and Religion by Baruch Spinoza
• Internet Project: You are a children’s book author
commissioned to write a narrative about the European
Age of Exploration. Create an adventure story about
the voyage of one ship across the Atlantic Ocean to the
“New World.” Your story must clearly address the
question: What successes and challenges did
European explorers face?
• Enrichment Essay: European Missionaries and the
Spread of Christianity
• Enrichment Essay: Biological and Cultural Exchanges
During the age of Exploration
Websites:
See all websites for the Age of Exploration, the Enlightenment,
and the Age of Reason suggested by TCI at
www.historyalive.com/resources/ha/MWH/connections/
including:
http://www.fordham.edu/halsall/mod/modsbook.html
A World in Transition: “Prince Henry the Navigator”; “All
That Glitters”
REP: Research, Evidence, and Point of View
Pg. 11
HI: Historical Interpretation
Curriculum Map for SMMUSD 7th Grade Social Studies
(The Medieval World and Beyond, the TCI textbook, divides 35 chapters into 8 units.
The teacher lesson guide books (2) indicate the transparencies, placards, and audio tracks that can be used for each chapter and unit.)
CST: Chronological/Spatial Thinking
REP: Research, Evidence, and Point of View
Pg. 12
HI: Historical Interpretation