Theme World Studies from 750 B. C. to 1600 A. D.: Ancient Greece to the First Global Age



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Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Government

Topic Civic Participation and Skills

Civic participation embraces the ideal that an individual actively engages in his or her community, state, or nation for the common good. Students need to practice effective communication skills including negotiation, compromise, and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy.



Pacing


Content Statement

16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.

Learning Targets:

 I can demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues.





Content Elaborations

Individuals and groups often hold differing perspectives on issues, both historic and contemporary. As students investigate issues, they should be challenged to understand the multiple perspectives that individuals and groups may have.


For example, to reach an understanding of the dynamics of the trans-Atlantic slave trade, one should analyze the perspectives of those who justified it and those who opposed it, including the slaves. An understanding of the dynamics of colonialism should include an analysis of the perspectives of the colonial power and the colonized.
It is also essential that one understands what may influence the perspective of an individual or group. These influences can be based on cultural, ethnic, religious, or geographical contexts.


Content Vocabulary

 essential

contemporary


Academic Vocabulary

 demonstrate

 analyze


Formative Assessments


Summative Assessments

Resources


Enrichment Strategies

Integrations


Intervention Strategies




Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Government

Topic Roles and Systems of Government

The purpose of government in the United States is to establish order, protect the rights of individuals, and to promote the common good. Governments may be organized in different ways and have limited or unlimited powers.



Pacing


Content Statement

17. Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments.

Learning Targets:

 I can describe how Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments.





Content Elaborations

The Athenian form of democracy invested power with its citizens, not an individual ruler. It was a direct form of democracy since all of the citizens (i.e., males over 18 with Athenian fathers) participated.


The Roman Republic expanded the Greek model of democracy. It was a representative government with elected officials, division of powers, and an emphasis on civic duty. The powers of the Roman government were divided among the Senate, the Consuls, and the Assemblies. Roman citizenship was granted to males if they had a parent who was a citizen, was a freed slave, or made a huge payment. Citizens had rights and were expected to vote, register for the census, and perform military service.
Many governments today were influenced by the Greek and Roman models. For example, the United States is a representative democracy with a written constitution that limits the powers of the government by dividing them among three branches with a system of checks and balances.


Content Vocabulary

 radical

 monarchy

 theocracy

 democracy


Academic Vocabulary

 describe

discuss

cite cause and effect




Formative Assessments

Summative Assessments

Resources

Enrichment Strategies

Integrations


Intervention Strategies




Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Government

Topic Roles and Systems of Government

The purpose of government in the United States is to establish order, protect the rights of individuals, and to promote the common good. Governments may be organized in different ways and have limited or unlimited powers.



Pacing


Content Statement

18. With the decline of feudalism, consolidation of power resulted in the emergence of nation states.

Learning Targets:

 I can explain how the decline of feudalism (Crusades, plague) and consolidation of power resulted in the emergence of kingdoms (Magna Carta).





Content Elaborations

There were many causes of the decline of feudalism in Western Europe, including the impact of trade that developed as a result of the Crusades, the transition from a land-based economy to a money-based economy, the growth of towns, and the increase in centralized governments.


Kings began to consolidate power, lessening the power of nobles. This led to the rise of nation states (i.e., sovereign territorial units characterized with defined borders, common languages, culture, and values).
As England emerged as a nation state, the lesser nobles limited the authority of the king by forcing him to sign the Magna Carta. The document placed limits on the power of the king and led to the development of democratic principles that influenced the Declaration of Independence, American Revolution, and the Bills of Right.


Content Vocabulary

 emergence

 kingdoms

 nation-states

 consolidation


Academic Vocabulary


Formative Assessments

Summative Assessments

Resources

Enrichment Strategies

Integrations


Intervention Strategies



Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Economics

Topic Economic Decision Making and Skills

Effective economic decision making requires students to be able to reason logically about key economic issues that affect their lives as consumers, producers, savers, investors, and citizens. Economic decision making and skills engage students in the practice of analyzing costs and benefits, collecting and organizing economic evidence, and proposing alternatives to economic problems.



Pacing


Content Statement

19. Individuals, governments, and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.

Learning Targets:

 I can explain why individuals, governments, and businesses must analyze costs and benefits when making economic decisions.

 I can describe how a cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.



Content Elaborations

Economic decisions, whether they are made by individuals, governments, or businesses, are generally made by weighing the costs with the benefits. The desired choice is when the benefits of a decision exceed the costs. This decision-making process is referred to as cost-benefit analysis.


For example, individuals weigh the potential costs and benefits of purchasing expensive products or attending college. Governments do the same when making economic decisions such as erecting public buildings or funding military actions. Historical examples can be found in decisions of early civilizations and countries to establish trade routes, engage in slave trade, explore, and colonize new lands. Businesses determine the potential costs and benefits of activities such as investing in research and development, expanding, or changing production.


Content Vocabulary

 costs and benefits

 potential costs


Academic Vocabulary

 explain

 analyze

 describe



Formative Assessments

Summative Assessments

Resources

Enrichment Strategies

Integrations


Intervention Strategies



Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Economics

Topic Scarcity

There are not enough resources to produce all the goods and services that people desire.



Pacing


Content Statement

20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade, and interdependence.

Learning Targets:

 I can discuss how specialization, trade, and interdependence are a result of different resources available in different regions.





Content Elaborations

Productive resources are not distributed equally around the world. Productive resources (i.e., natural resources, human resources, and capital goods) are the resources used to make goods and services. The abundance or lack of resources in a region contributes to specialization and trade with other regions.


Specialization is the concentration of production on fewer kinds of goods and services than are consumed. When regions and/or countries specialize, they trade to obtain goods and services they want but do not or cannot produce. As societies grew and trade expanded, interdependence increased.
For example, the availability of productive resources such as tea and spices in Asia; tobacco, cotton, coffee, gold, and silver in the Americas; and ivory and gold in Africa, led these regions to specialize. They traded for goods they did not have and wanted. This exchange promoted global interdependence.


Content Vocabulary

 specialization

 interdependence


Academic Vocabulary

 discuss

explain

 cite cause and effect




Formative Assessments

Summative Assessments

Resources

Enrichment Strategies

Integrations


Intervention Strategies



Grade Seven Social Studies

Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

Strand Economics

Topic Markets


Pacing


Content Statement

21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

Learning Targets:

 I can explain how the growth of cities and empires fostered the growth of markets. Describe how market exchanges contributed to the transition from bartering to monetary economies.




Content Elaborations

Markets grew with the development of cities and empires. The increased demand of goods and services by larger populations led to the growth of markets.


Consequently, growth of markets encouraged specialization and advanced a more efficient system for the exchanges of goods and services. The barter system limited market exchanges, so money-based systems were created.

Content Vocabulary

 market exchanges

 bartering

 monetary economics




Academic Vocabulary

 describe

 explain

 cite cause and effect



Formative Assessments


Summative Assessments

Resources


Enrichment Strategies

Integrations


Intervention Strategies




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