Ancient History Scope and Sequence

7th Grade Ancient History Scope and Sequence

Students explore the Ancient Egyptian and Hebrew 7.3.5, 7.7.2, 7.7.3 7.3.3, HCI.12, GS.2 RH.6-8.1, WHST.6-8.2ai, Polytheism, 7.3.6-7.3.11, Primary and RH.6-8.2, WHST.6-8.2f, peoples, focusing on how societies and religion operate Hebrews, Judaism 7.6.1-7.6.5, 7.7.1, secondary RH.6-8. 9, WHST.6-8.2ci, Unit 2 30 days in reciprocal relationships. Students deepen their 7.7.4-7.7.6 sources, Maps RH.6-8.10 Write intro, st Cite evidence, Write Ancient Egypt 15 days (End of 1 analyses of sources, using research and pre-writing skills Summarize, conclusion, advisory Primary and Use transitions and Israel 11/2) to write historical narratives with effective introductions, secondary conclusions, and transitions. sources, Complex texts

Students consider how civilizations in India emerged 7.4.2, 7.4.4, 7.4.1, 7.4.3, 7.4.5, HCI.1, HCI.2 RH.6-8.1, WHST.6-8.1ai, 7.10.1, 7.10.3 7.10.2, 7.10.4, Major events, RH.6-8.3, WHST.6-8.1cii, along river valleys because of favorable geographic Harrapan 7.10.5 Timelines RH.6-8.6, WHST.6-8.1bi, civilization, Caste RH.6-8.10 WHST.6-8.1bii conditions. They also compare the common system, Hinduism, Cite evidence, Write thesis, Unit 3 characteristics of early Indian societies, including of Buddhism Cause/effect. Write sub- Point of view, theses, Use Civilization and 10 days 20 days government, social structure, politics, religion, writing, Complex texts evidence in Religion in India and art. Students read complex texts and analyze body paragraphs, textual structure to determine meaning prior to writing a Evaluate thesis-based essay. evidence

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Common Common DC Core Core Historical Writing DC Content DC Content Reading for Block Trad. and Social for Power Supporting Literacy in Unit Unit Overview Studies Literacy in Days Days Standards Standards Social Skills Social Studies Standards Studies Standards Standards Students explain the influence of Ancient Greece on the 7.8.3, 7.8.9 7.8.1, 7.8.2, 7.8.4- HCI.5, HCI.10 RH.6-8.1, RH.6- Political 7.8.8, 7.8.10 Continuity, 8.5, RH.6-8.8, modern world, specifically the power of people in developments, Opinion and fact RH.6-8.10 15 days Alexander the Cite evidence, Unit 4 st shaping government. Students also recognize the (End of 1 30 days Great Structure, WHST.6-8.8b, Advisory Ancient Greece, (End of 2nd importance of charismatic leaders and military Argument, WHST.6-8.8e, 11/2 Advisory Complex texts WHST.6-8.2bii, from Tyranny to End of 3rd conquest in cultural diffusion. Students read primary WHST.6-8.8f, 1/25) Democracy Advisory source accounts from political leaders, using evidence to WHST.6-8. 5c, 3/29) WHST.6-8.5b support claims in a thesis-based essay. Conduct advanced searches, Students describe Republican influences on modern 7.9.3, 7.9.4, 7.9.6 7.9.1, 7.9.2, 7.9.5, HCI.2, GS.3 RH.6-8.1, RH.6-8. Roman Republic, 7.9.7-7.9.10 Timelines, Empire 5, RH.6-8. 8, RH.6- Avoid civilization. They also explore the Roman Empire, Empire, Religion 8.10 plagiarism, 30 Use quotations, Unit 5 including the cycles of order and disorder and the decline Cite evidence, Structure, Use citations, days Edit writing, Roman Republic 15 days rd that often follows imperial expansion. Students learn to Argument, (End of 3 Revise writing and Empire Advisory edit one another’s writing and use feedback to make Complex texts 3/29) revisions for a final draft.

Students trace the development of civilization and 7.5.2, 7.5.4, 7.5.1, 7.5.3, 7.5.5 HCI.3, HCI.15, RH.6-8.1, WHST.6-8.6 7.11.2, 7.11.3 7.11.1, 7.11.4, GS.3 RH.6-8.7, Use technology 12 days dynasty in China, focusing on the importance of Chinese societies, 7.11.5 Central issues, RH.6-8.10 to publish nd Unit 6 (End of 2 24 days geography. Students study how societies and religion Shang dynasty, Generalizations, Cite evidence, writing, present Advisory Han Dynasty, Empire Integrate ideas clearly, (End of 4th Chinese 1/25 shape each other, as well as the power of political Confucianism different info efficiently Advisory End of 4th types (visuals, Civilization 6/20) organization, trade, and technology. Students publish Advisory text), Complex texts 6/20) their research papers using an online medium.

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 1 7.2: Describe how the development of 7.1.1: Trace the great climatic and GS.5: Students explain RH.6-8.1: Cite specific WHST.6-8.8a: Gather Early Humans agriculture related to village settlement, environmental changes that shaped the the historical migration textual evidence to relevant information population growth, and the emergence earth and eventually permitted the of people, expansion support analysis of from multiple print and

of civilization (e.g., prehistoric art of the growth of human life. and disintegration of primary and secondary digital sources. Block: 13 days cave of Lascaux, the megalithic ruin of empires, and the sources. Traditional: 26 days Stonehenge, the Stone City of Great 7.1.2: Locate human communities that growth of economic WHST.6-8.8c: Assess Zimbabwe). populated the major regions of the systems. Identify spatial RH.6-8.2: Determine the credibility and Students trace the world, and identify how humans patterns in the the central ideas or accuracy of each emergence of civilization, 7.3.4: Understand the significance of adapted to a variety of environments. movement of people, information of a source. considering the ways Hammurabi’s Code and the basic goods, and ideas primary or secondary humans adapted to their principle of justice contained within the 7.1.3: Explain the evidence supporting throughout history. source; provide an WHST.6-8.5a: With code. hominid origin in East Africa. accurate summary of some guidance and environments depending GS.9: Students explain the source distinct from support from peers and on the natural resources 7.1.4: Articulate the theoretical basis for the effects of prior knowledge or adults, develop and available. Students read modern human evolution that led to interactions between opinions. strengthen writing as complex primary sources, migration out of Africa, first to Europe humans and natural needed by planning. summarizing based on and Asia, and later to the Americas and systems, including how RH.6-8.4: Determine evidence while Australia. humans depend on the meaning of words natural resources and and phrases as they are developing historical 7.1.5: Describe the characteristics of adapt to and affect the used in a text, including vocabulary. Students hunter-gatherer societies of the natural environment. vocabulary specific to learn research and pre- Paleolithic Age (e.g., use of tools and domains related to writing skills. fire, hunting weapons, and typical history/social studies. division of labor by gender). RH.6-8.10: By the end 7.3.1: Locate and describe the major of grade 8, read and river systems and the physical settings comprehend that supported permanent settlement history/social studies and early civilizations. texts in the grades 6–8 text complexity band 7.3.2: Trace the development of independently and agricultural techniques (e.g., plant proficiently. cultivation, domestication of animals) that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 2 7.3.5: Describe the relationship 7.3.3: Identify the location of the Kush HCI.12: Students assess RH.6-8.1: Cite specific WHST.6-8.2a.i: Ancient Egypt and Israel between religion (polytheism) and the civilization and its political, commercial, the credibility of textual evidence to Introduce a topic social and political order in and cultural relations with Egypt. primary and secondary support analysis of clearly, previewing

Mesopotamia and Egypt. sources, draw sound primary and secondary what is to follow. Block: 15 days 7.3.6: Understand the significance of conclusions from them, sources. Traditional: 30 days 7.7.2: Describe the settlements and Egyptian rulers Amenemhat, Queen and cite sources WHST.6-8.2f: Provide a st (End of 1 Advisory 11/2) movements of Hebrew peoples, Hatshepsut, and Ramses the Great. appropriately. RH.6-8.2: Determine concluding statement including the exodus and their the central ideas or or section that follows Students explore the movement to and from Egypt, and the 7.3.7: Understand the contribution of GS.2: Students use a information of a from and supports the Ancient Egyptian and significance of the exodus to the Jewish Egyptian intellectual thought, including variety of maps and primary or secondary information or Hebrew peoples, focusing and other peoples. the moral teachings of Ptahotep (the documents to identify source; provide an explanation presented. Wisdom Texts), contributions in physical and cultural accurate summary of on how societies and 7.7.3: Identify the sources of the ethical mathematics (Rhind Mathematical features of the source distinct from WHST.6-8.2c.i: Use religion operate in teachings and central beliefs of Judaism Papyrus), and religion (Pyramid texts). neighborhoods, cities, prior knowledge or appropriate and varied reciprocal relationships. (the Hebrew Bible, the Commentaries): states, and countries. opinions. transitions to create Students deepen their belief in God; emphasis on individual 7.3.8: Explain the relationship of Students interpret cohesion. analyses of sources, using worth; personal responsibility; the rule pharaohs to peasants as a primary form historical maps and RH.6-8.9: Analyze the research and pre-writing of law; observance of law; practice of of labor in Egypt. charts. relationship between a the concepts of righteousness and primary and secondary skills to write historical justice; and importance of study. 7.3.9: Describe the main features of source on the same narratives with effective Egyptian art and monumental topic. introductions, architecture, particularly sculptures, conclusions, and such as the Pyramids and Sphinx at Giza. RH.6-8.10: By the end transitions. of grade 8, read and 7.3.10: Trace the evolution of language, comprehend its written forms (for record keeping, tax history/social studies

collection, and more permanent texts in the grades 6–8 preservation of ideas), and the invention text complexity band of papyrus in the early river civilizations. independently and proficiently. 7.3.11: Describe the role of Egyptian trade in the eastern Mediterranean and Nile Valley.

7.6.1: Describe the Olmec’s highly developed agricultural system.

7.6.2: Explain its complex society that is governed by kings and priests with impressive ceremonial centers and artworks.

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 2 (see previous page) 7.6.3: Describe the creation of syllabic (see previous page) (see previous page) (see previous page) Ancient Egypt and Israel and hieroglyphic writing systems and an accurate calendar. (continued) 7.6.4: Explain the religious traditions, including the worship of gods, goddesses, and Shamanistic rituals.

7.6.5: Describe characteristics of the Olmec architecture, sculpture, and stone carvings, such as the colossal heads.

7.7.1: Identify the location of ancient Israel.

7.7.4: Describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.

7.7.5: Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.

7.7.6: Explain how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 3 7.4.2: Identify the origins of Indus 7.4.1: Locate the early civilization HCI.1: Students RH.6-8.1: Cite WHST.6-8.1ci: Civilization and Religion or Harappan civilization in the of the Indus Valley. explain how major specific textual Introduce claim(s) in India Indus Valley, and describe how events are related evidence to support about a topic or the major river system and the 7.4.3: Describe the Vedic hymns to one another in analysis of primary issue. Block: 10 days physical setting supported the rise and the beginnings of what would time. and secondary Traditional: 20 days of the civilization. later become Hinduism. sources. WHST.6-8.1c.ii: HCI.2: Students Clarify the Students consider how 7.4.4: Describe the development 7.4.5: Identify the causes of the construct various RH.6-8.3: Identify relationships among civilizations in India of Sanskrit literature and its decline and collapse of this time lines of key key steps in a text’s claim(s), emerged along river relationship to the development civilization (the first successive events, people, and description of a counterclaims, valleys because of of the caste system. waves of Aryans invade portions of periods of the process related to reasons, and favorable geographic the subcontinent). historical era they history/ social evidence. conditions. They also 7.10.1: Identify the major beliefs are studying. studies (e.g., how a compare the common and practices of Brahmanism and 7.10.2: Explain the growth of the bill becomes law, WHST.6-8.1b.i: characteristics of early how they evolved into early Mauryan Empire in the context of how interest rates Support claim(s) Indian societies, including Hinduism. rivalries among Indian states. are raised or with logical of government, social lowered). reasoning and structure, politics, 7.10.3: Describe the story and 7.10.4: Describe the achievements relevant, accurate RH.6-8.6: Identify religion, writing, and art. teachings of the Buddha. of the emperor Ashoka and his data and evidence aspects of a text that Students read complex contribution to the expansion of that demonstrate an reveal an author’s texts and analyze textual Buddhism in the Indian understanding of point of view or structure to determine subcontinent. the topic or text. purpose (e.g., loaded meaning prior to writing language, inclusion a thesis-based essay. 7.10.5: Describe the growth of WHST.6-8.1b.ii: or avoidance of trade and commerce in the Support claim(s) particular facts). ancient civilization. using credible RH.6-8.10: By the sources. end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

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Greece on the modern evidence and can cease text. some guidance and 7.8.5 State the key differences between world, specifically the to be facts if new support from peers and Athenian, or direct democracy, and evidence renders RH.6-8.10: By the end of adults, develop and power of people in representative democracy. previous evidence wrong grade 8, read and strengthen writing as shaping government. or unreliable. comprehend history/ needed by editing. Students also recognize 7.8.6. Outline the founding, expansion, and political organization of the Persian social studies texts in the the importance of Empire. grades 6–8 text WHST.6-8. 5b: With charismatic leaders and complexity band some guidance and military conquest in 7.8.7 Explain the significance of Greek independently and support from peers and proficiently. adults, develop and cultural diffusion. mythology to the everyday life of people in the region and how Greek literature strengthen writing as Students read primary continues to permeate our literature and needed by revising. source accounts from language today, drawing from Greek political leaders, using mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables. evidence to support claims in a thesis-based 7.8.8 Compare and contrast life in Athens essay. to Sparta, with emphasis on the daily life of women and children, the games and sports of the Olympiad, the education of youths, the trial of Socrates, and their roles in the Persian and Peloponnesian Wars.

7.8.10: Identify key Greek figures in the arts and sciences (e.g., Hypatia, Hippocrates, Homer, Socrates, Sophocles, Plato, Pythagoras, Aristotle, Euclid, Euripedes, and Thucydides).

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 5 7.9.3: Explain the government of the Roman 7.9.1: Locate and describe the major river HCI.2: Students construct RH.6-8.1: Cite specific WHST.6-8.8b: Use search Republic and its significance (e.g., written system and the physical setting that various time lines of key textual evidence to terms effectively. Roman Civilization constitution, separation of powers, rule of supported the rise of this civilization and the events, people, and support analysis of law, representative government, the notion expansion of its political power in the periods of the historical primary and secondary WHST.6-8.8e: Avoid Block: 15 days of civic duty, and checks and balances) and Mediterranean region and beyond through era they are studying. sources. plagiarism. Traditional: 30 days why it was inadequate to administer Roman the use of currency and trade routes. rd affairs by the end of the second century B.C. GS.3: Students create RH.6-8.5: Describe how a WHST.6-8.1b.ii: Support (End of 3 Advisory 3/29) (B.C.E.). 7.9.2: Describe the rise of the Roman maps that show the text presents information claim(s) using credible Republic, including the importance of such growth and decline of (e.g., sequentially, sources. Students describe 7.9.4: Describe the influence of Julius Caesar mythical and historical figures as Aeneas, empires. comparatively, causally). and Augustus in Rome’s transition from Romulus and Remus, Cincinnatus, Julius WHST. 6-8.8f: Follow a Republican influences on republic to empire. Caesar, and Cicero. RH.6-8.8: Distinguish standard format for modern civilization. They among fact, opinion, and citation. also explore the Roman 7.9.6: Explain the origins of Christianity in the 7.9.5: Trace the migration of Jews around the reasoned judgment in a Empire, including the Jewish Messianic prophecies, the life and Mediterranean region and the effects of their text. WHST.6-8.5c: With some teachings of Jesus of Nazareth as described conflict with the Romans, including the guidance and support cycles of order and in the New Testament, and the contribution Romans’ restrictions on their right to live in RH.6-8.10: By the end of from peers and adults, disorder and the decline of St. Paul the Apostle to the definition and Jerusalem. grade 8, read and develop and strengthen that often follows spread of Christian beliefs (e.g., belief in the comprehend history/social writing as needed by Trinity, Resurrection, and Salvation). (R) 7.9.7: Describe the circumstances that led to studies texts in the grades editing. imperial expansion. the spread of Christianity in Europe and other 6–8 text complexity band Students learn to edit Roman territories. independently and WHST.6-8.5b: With some one another’s writing and proficiently. guidance and support 7.9.8: Describe the legacies of Roman art and from peers and adults, use feedback to make architecture, technology and science (e.g., develop and strengthen revisions for a final draft. roads, bridges, arenas, baths, aqueducts, writing as needed by central heating, plumbing, and sanitation), revising. literature and poetry, language, and law.

7.9.9: 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.

7.9.10: Describe how inner forces (including the rise of autonomous military powers, political corruption, unemployment, and economic and political instability) and external forces (shrinking trade, external attacks, and barbarian invasions) led to the disintegration of the Roman Empire.

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DC Historical and Common Core Common Core Unit DC Content Supporting DC Content Power Standards Social Studies Skills Reading Standards Writing Standards Information Standards Standards for Social Studies for Social Studies Unit 6 7.5.2: Describe the importance of 7.5.1: Identify the location of the HCI.3: Students RH.6-8.1: Cite WHST.6-8.6: Use Chinese Civilization the fertile valleys of the Huang He early Chinese agrarian societies explain the central specific textual technology, River to the location of early that emerged. issues and problems evidence to support including the Block: 12 days Chinese agricultural societies. from the past, analysis of primary Internet, to produce (End of 2nd Advisory 1/25, 7.5.3: Identify the uses and placing people and and secondary and publish writing End of 4th Advisory 6/20) 7.5.4: Describe the government in significance of bronze making events in a matrix of sources. and present the Traditional: 24 days the Shang Dynasty, the technology. time and place. relationships (End of 4th Advisory 6/20) development of social hierarchy RH.6-8.7: Integrate between and religious institutions, and 7.5.5: Describe the development HCI.15: Students visual information information and Students trace the Zhou political expansion. of a writing system based on know the distinction (e.g., in charts, ideas clearly and development of ideographs of characters that between sound graphs, efficiently. civilization and dynasty in 7.11.2: Detail the political symbolize conceptual ideas. generalizations and photographs, China, focusing on the contributions of the Han Dynasty misleading videos, or maps) importance of geography. to the development of the 7.11.1: Explain China’s oversimplifications with other Students study how imperial bureaucratic state and reunification under the Qin and stereotypes, information in print societies and religion internal political stability and its Dynasty after the disunification of such as the and digital texts. shape each other, as well influence outside of China. the warring states period. attribution of as the power of political individual RH.6-8.10: By the organization, trade, and 7.11.3: Understand the life of 7.11.4: Explain the adoption of perspectives on end of grade 8, read technology. Students Confucius; the fundamental Buddhism and its diffusion historical events to and comprehend publish their research teachings of Confucianism, northward to China during the Han entire demographic history/social papers using an online Daoism, and Legalism; and how Dynasty. groups. studies texts in the medium. Confucius sought to solve the grades 6–8 text political and cultural problems 7.11.5: Describe the foreign trade GS.3: Students complexity band prevalent in the time. through the Silk Roads and the create maps that independently and sea. show the growth proficiently. and decline of empires.

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