7th Grade Ancient History Scope and Sequence 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 trace the emergence of civilization, considering 7.2, 7.3.4 7.1.1-7.1.5, 7.3.1, GS.5, GS.9 RH.6-8.1, WHST.6-8.8a, Agriculture, 7.3.2 Migration, RH.6-8.2 , WHST.6-8.8c, the ways humans adapted to their environments Hammurabi’s Interaction RH.6-8.4, WHST.6-8.5a depending on the natural resources available. Students code between humans RH.6-8.10 Use print and and natural Cite evidence, digital sources, Unit 1 read complex primary sources, summarizing based on systems Summarize, 13 days 26 days Determine value Early Humans evidence while developing historical vocabulary. Vocab, Complex of a source, texts Brainstorming, Students learn research and pre-writing skills. Outlining 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 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov 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. 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov 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. 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov 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.