Grade 7 Social Studies, Quarter 4, Revised 2014
Age of Exploration, Meso-America, China, and Japan: Students analyze the historical developments of the Scientific Revolution and its lasting
effect on religious, political, and cultural institutions. Students analyze political, social, and economic change as a result of the Age of
Enlightenment in Europe. Students compare and contrast the geographic, political, religious, social, and economic structures of the
Mesoamerican and Andean civilizations. Students analyze reasons for movement of people from Europe to the Americas, describing the
impact of exploration by Europeans and American Indians. Finally, students will analyze the geographic, political, economic, social, and
religious structures of the civilizations of China and Japan.
Standards
Student Friendly “I Can” Statements
Resources
Enlightenment Standards
7.59 Describe the roots of the Scientific
Revolution based upon Christian and Muslim
influences.
7.60 Gather relevant information from multiple
print and digital sources explaining the
significance of new scientific theories, the
accomplishments of leading figures including Sir
Frances Bacon, Nicolaus Copernicus, René
Descartes, Galileo Galilei, Johannes Kepler, and
Sir Isaac Newton, and new inventions, including
the telescope, microscope, thermometer, and
barometer.
7.61 Trace how the main ideas of the
Enlightenment can be traced back to such
movements and epochs as the Renaissance, the
Reformation, the Scientific Revolution, the
Enlightenment and Scientific Revolution
I can describe ways the Scientific Revolution
was based on Christian and Muslim
influences.
I can research and identify new scientific
theories, inventions, and figures and explain
their significance to the world including:
 Sir Frances Bacon
 Nicolaus Copernicus
 René Descartes
 Galileo Galilei
 Johannes Kepler
 Sir Isaac Newton
 New inventions such as the
telescope, microscope, thermometer,
and barometer
I can trace the main ideas of the
Enlightenment back to major epochs and
movements in history.
Page 1 of 5
Enlightenment Resources
*As always, the resources below are for one click
in and not a continuation beyond the first page.
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Stanford: Sir Francis Bacon
The Copernican Model
Britannica: René Descartes

Textbook Primary Source- “Galileo
Telescope”
o pg. TN 54
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Science World: Isaac Newton
Textbook Primary Source-Newton’s
“Law of Gravity”
o pg. TN 55
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Rice Univ.: The Galileo Project Johannes Kepler
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Oregon State: John Locke
Textbook Primary Source-John
Locke
Greeks, the Romans, and Christianity.

7.62 Describe the accomplishments of major
Enlightenment thinkers, including Locke and
Charles-Louis Montesquieu.
I can match major Enlightenment thinkers to
their accomplishments and ideas including
Locke and Montesquieu.
WCE.SS7.7 Identify Thomas Hobbes and his
accomplishments and ideas.
I can match Thomas Hobbes to his
accomplishments and ideas.
7.63 Explain the origins of modern capitalism,
the influence of mercantilism, and the cottage
industry; the elements and importance of a
market economy in 17th century Europe; the
changing international trading and marketing
patterns; including their locations on a world
map; and the influence of explorers and
mapmakers.
I can explain the origins of capitalism,
influence of mercantilism, and the cottage
industry.

o pg. TN 52
Fordham: Montesquieu-The Spirit of
Laws, 1748
Textbook Primary SourceMontesquieu
o pg. TN 53

Oregon State: Thomas Hobbes

PBS: The Middle Passage

Map of Triangular Trade

SWS: Enlightenment Analysis Chart
I can explain the elements and importance of
a market economy in 17th century Europe.
I can demonstrate the influence of
geography, explorers and mapmakers on
international trade.
WCE.SS7.8 Explain the Triangular Trade and its
influence.
I can explain triangular trade and its influence
the 17th century economies.
Mesoamerican Civilizations Standards
Mesoamerican Civilizations
7.64 Identify the locations of the Olmecs,
Mayans, Aztec, and Incas and explain the
impact of the geographical features and
climates of Mexico, Central America, and South
America on their civilizations.
I can label the locations of the Olmec, Mayan,
Aztec, and Incan civilizations and identify the
impact of the geography and climate on
them.

Lesson Planet: Possible Olmec
Lesson Plans

Education Portal: Olmecs to Cortes
7.65 Describe the highly structured social and
political system of the Maya civilization, ruled
by kings and consisting of agriculturally
I can diagram the social and political systems
of the Mayan civilization.

Textbook: Olmec and Maya
o Chap. 6 Sec. 1 pg. 208-215
Page 2 of 5
Mesoamerican Resources
intensive centers around independent citystates.
7.67 Explain the roles of peoples in the Aztec
and Incan societies, including class structures,
family life, warfare, religious beliefs and
practices, and slavery.
I can explain the roles of peoples in the Aztec
and Incan societies including class structure,
family life, warfare, religious beliefs and
practices, and slavery.

Textbook: Aztecs
o Chap. 6 Sec. 2 pg. 216-221

SWS: Aztec Calendar
7.66 Create a graphic organizer or concept map
explaining how and where each empire arose
(how the Aztec and Incan empires were
eventually defeated by the Spanish in the 16th
century).
I can demonstrate on a graphic organizer the
rise and fall of Aztec and Inca civilizations.

Textbook: Incas
o Chap. 7 Sec. 1 pg. 228-233
7.68 Use multimedia components and visual
displays in presentations to describe the artistic
and oral traditions and architecture in the four
civilizations (Olmecs, Mayan, Aztec, and Incan
civilizations).
I can use multimedia elements to present the
architectural, artistic, and oral traditions of
the major American Indian civilizations.
7.69 Cite several pieces of textual evidence to
support the analysis of the impacts of the
Mesoamerican developments in astronomy and
mathematics, including the calendar, and the
Mesoamerican knowledge of seasonal changes
to the civilizations’ agricultural systems.
Age of Exploration Standards
7.58 Identify the voyages of discovery, the
locations of the routes (Da Gama, Dias, and
Magellan) and the influence of cartography in
the development of a new worldview.
I can show examples in text of the impacts of
Mesoamerican contributions to astronomy
and mathematics.
I can classify the various economies and trade
networks within and among major
indigenous cultures prior to contact with
Europeans.
Exploration Standards
I can identify the voyages of discovery, the
locations of the routes of the following
explorers:
 Vasco Da Gama
Page 3 of 5
Exploration Resources

Map of Early Explorations

Textbook: Vasco Da Gama
o pg. 389
7.70 Compare the varied economies and trade
networks within and among major indigenous
cultures prior to contact with Europeans and
their systems of government, religious beliefs,
distinct territories, and customs and traditions.
7.71 Identify the European countries
responsible for North American exploration and
the modern day countries in which they settled,
including France, Spain, England, Portugal, and
the Dutch. Summarize the reasons for the
success of these countries in colonization or
North and South America.
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Bartolomeu Dias
Ferdinand Magellan
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I can explain the influence of cartography in
the development of a new worldview.
I can identify the European empires who
explored North American and the current
countries in which they settled, including
France, Spain, England, Portugal, and the
Dutch.
I can summarize the reasons for the success
of these countries in colonizing North and
South America.

Bartolomeu Dias
o pg. 390
Ferdinand Magellan
o pg. 392-393
Cartography
o pg. 393

World History for Us All: The Joining
of Two Continents

SWS: Age of Exploration Maps and
Trade Routes

Textbook: The Conquest of the
Americas
o Chap. 13 Sec. 2 pg. 396-401
7.72 Analyze why European countries were
motivated to explore including religion, political
rivalry, and economic gain.
I can analyze why European countries were
motivated to explore including religion,
political rivalry, and economic gain.

Textbook: The Conquest of the
Americas
o Chap. 13 Sec. 2 pg. 396-401
7.73 Identify the voyages of discovery, the
locations of the routes, and the influence of
technology in the developments of a new
European worldview including cartography,
compass, caravel, and astrolabe.
I can identify the voyages of discovery, the
locations of the routes, and the influence of
technology in the developments of a new
European worldview including cartography,
compass, caravel, and astrolabe.

Textbook:
o pg. 388-393
Textbook Map of Voyages:
o Chap. 13 Sec. 1 pg. 390
7.74 Examine the impact of the exchanges of
plants, animals, technology, culture, ideas, and
diseases among Europe, Africa, Asia, and the
Americas in the 15th and 16th centuries and
the major economic and social effects on each
continent.
I can examine the impact of the Columbian
Exchange among Europe, Africa, Asia, and the
Americas and the major economic and social
effects on each continent including plants,
animals, technology, culture, ideas, and
diseases.
Page 4 of 5
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4teachers: Maps, Navigational Tools,
Games, Etc... of European
Explorations
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Textbook: Tools for Discovery
o pg. 393-395
7.75 Write an opinion piece with supporting
details that describes the effects of exploration
on the indigenous American cultures.
I can write an opinion piece with supporting
details that describes the effects of
exploration on the indigenous American
cultures.
Page 5 of 5
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Possible Columbian Exchange
Resources and Lesson Plan

Textbook: Columbian Exchange
o Chap. 13 Sec. 3 pg. 402-404