Social Studies
|
7th Grade
|
GRADE LEVEL STANDARDS/DOK
|
ESSENTIAL QUESTIONS/
CONTENT/TERMS
|
SUGGESTED ACTIVITIES/ ASSESSMENTS
|
GRADING PERIOD
|
Government & Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.
|
Formation of Governments
|
SS-07-1.1.1
Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D.
DOK 2
|
Explain the influence of government on early civilizations.
How is power distributed among different types of government?
Monarchy, democracy, republic, dictatorship, Hammurabi
|
Kentucky Learns Links
(Early Governments)
Kentucky Learns Links
(Ancient Civilizations)
|
|
SS-07-1.1.2
Students will describe and give examples of how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, and freedom).
DOK 3
|
How did ancient Greeks and Romans apply democratic principles?
Democracy, justice, republic, equality, freedom, rights,
responsibilities, citizens
|
ORQ – Roman Empire: Influence on the U.S.
Kentucky Learns Links
(Ancient Greece)
Kentucky Learns Links
(Ancient Rome)
|
|
Cultures & Societies
Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
| Elements of Culture |
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives.
DOK 2
|
How do language, arts, and religion define a people?
Why did some early civilizations’ views on life differ?
Culture, holidays mythology, hieroglyphics, pyramids
|
Kentucky Learns Links
(Ancient Civilizations)
|
|
Social Institutions
|
SS-07-2.2.1
Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society, and influence behavior.
|
Why did social institutions develop?
How do social institutions provide benefits for people?
Social institution, clubs, human needs, society
|
Kentucky Learns Links
(Ancient Civilizations)
Culture
|
|
Interactions Among Individuals and Groups
|
SS-07-2.3.1
Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D.
DOK 2
|
How do conflict and competition develop between both individuals and groups?
Conflict, competition
|
|
|
SS-07-2.3.2
Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D.
DOK 2
|
How did early civilizations resolve conflict?
Cooperation, compromise, conflict
|
|
|
Economics
Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.
|
Scarcity
|
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups, and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used.
DOK 2
|
How did scarcity require individuals, groups, and governments in early civilizations (before 1500) to make decisions on the use of human, natural, and capital resources?
Scarcity, natural resources, human resources, capital resources.
|
Kentucky Learns Links
(Sites relate world history to economics)
|
|
Production, Distribution, and Consumption
|
SS-07-3.4.1
Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D.
DOK 2
|
What are the three questions of economics?
(What to produce, how to produce it, and who buys the products?)
How did early civilizations prior to 1500 A.D. answer the three basic questions?
Scarcity, production, distribution, traditional system, command system, Market system, mixed system, supply and demand, profit, surplus, production, distribution, consumption, farming, division of labor, trade, depression, economic cycles, consumer, producer, distributor, capitalists
|
Kentucky Learns Links
(Ancient Civilizations)
|
|
SS-07-3.4.2
Students will describe how new knowledge, technology/tools, and specialization increased productivity in early civilizations prior to 1500 A.D.
DOK 2
|
Explain how new knowledge and technology led to better tools and specialization in ancient societies prior to 1500 A.D.?
Surplus, specialization, technology (ancient), Great Wall, inventions, mathematics, medicine, astronomers, maps, compass, telescope, astrolabe
|
|
| Geography
Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.
|
The Use of Geographic Tools
|
SS-07-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D.
DOK 3
|
How has geography influenced the development of early world civilizations?
Maps, geographic features, monsoons, rivers, Himalayas, Indus, River Valley, Tigris, Euphrates, Nile, Silk Road, Great Wall of China
|
Kentucky Learns Links
|
|
SS-07-4.1.2
Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.
|
How has geography influenced the development of early world civilizations?
Amazon, oceans, alps, River Valleys, Jade, Silk Road, spices, trade, economy, supply and demand
|
|
|
Regions
|
SS-07-4.2.1
Students will describe how regions in early civilizations prior to 1500 A.D.
were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement).
DOK 2
|
How did human-environmental interaction change the physical characteristics of regions in ancient civilizations?
Dams, irrigation, roads
How did physical characteristics of lands create advantages and disadvantages for human activities?
Migration, physical barriers, exploration, Sumeria, Assyria, Babylon, Alexander’s Empire
|
Kentucky Learns Links
|
|
SS-07-4.2.2
Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources, and knowledge became available. DOK 2
|
How do government, philosophy, architecture, art, and literature impact early civilizations?
Sumeria, Egypt, pyramids, hieroglyphics, mummifications, Greek mythology, columns, democracy, Rome, forum, dome, arch, coliseum, aqueducts, folk tales, legends
|
|
|
Patterns
|
SS-07-4.3.1
Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs.
DOK 2
|
Give examples of patterns of human settlement in early civilizations prior to 1500 AD, and explain how these patterns were influenced by human needs.
Migrations, barbarian invasions, natural barriers, climate change, increase in food production, wars of conquest and annihilation
|
|
|
SS-07-4.3.2
Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity, and technology in early civilizations prior to 1500 A.D.
DOK 3
|
Why was migration important for early world civilizations?
Farming, domestication of animals, trade, migration, hunter gatherers, silk road, barbarians, nomadic raiders
|
|
|
Human-Environment Interaction
|
SS-07-4.4.1
Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
DOK 2
|
What advancements in technology assisted human modification of the physical environment?
Maps, trade migration, stone cutting, concrete, pyramid builders, stone cities
|
|
|
SS-07-4.4.2
Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D.
DOK 2
|
How did the physical environment either promote or limit human activities in early civilizations prior to 1500 A.D.?
In early civilizations prior to 1500 AD, how were trade, exploration, migration, and defense impacted by the physical environment?
Mountains, oceans, rivers, deserts
|
|
|
SS-07-4.4.3
Students will explain how the natural resources of a place or region impact its political, social, and economic development in early civilizations prior to 1500 A.D.
|
How the natural resources of various places impact the political, social, and economic development in early civilizations prior to 1500 A.D.?
Place, region, political, social, economic, natural resources
|
|
|
Historical Perspective
History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.
|
The Factual and Interpretive Nature of History
|
SS-07-5.1.1
Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D.
DOK 3
|
Explain how and why conflict and competition occur as cultures emerge and develop?
Data, research, resources (secondary, primary), treaties, civilization, gender, race, nationality, ethnic groups, conflict, competition
|
Kentucky Learns Links
(Ancient Civilizations)
|
|
SS-07-5.1.2
Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.
DOK 3
|
Describe the significance of connected events in understanding history.
Timelines (personal and Historical), interaction, interdependence,
cause and effect
|
|
|
The History of the World
| SS-07-5.3.1 Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2 |
Evaluate the importance of archaeology in studying ancient civilizations.
Cave drawings, Rosetta stone, artifacts, hunter-gatherers, farming, civilization, language
|
Kentucky Learns Links
(Early Civilizations)
|
| SS-07-5.3.2 Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3
|
Analyze the lasting impact of Greece and Rome concerning government, philosophy, architecture, art, and literature.
Socrates, Aristotle, senate, emperor, Athens, Sparta, Alexander, Plato, mythology, columns, democracy, forum, arch, coliseum, aqueducts
|
Kentucky Learns Links
(Ancient Civilizations)
|
| SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3 |
Explain how non-western cultures have influenced government, philosophy, literature and culture.
Hinduism, Buddhism, Taoism, Ancestor Worship, reincarnation, trade routes, Khan, caravans, Marco Polo, caste system, dynasties, Great Wall of China, Confucius, Buddha, silk
|
Kentucky Learns Links
(Ancient Civilizations)
|
| SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3 |
Explain how developments during the Middle Ages influenced modern society.
Feudalism, knight, serf, vassal, clergy, nation states, monarchy, religious institutions, trade associations, trade, capitalism, limited government
|
Kentucky Learns Links
(Detailed resources for the Middle Ages)
|
| SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact. |
Explain the impact that Euro-American contact in the New World had on each culture.
Describe new technology impacted cultural development in the New World?
Disease, smallpox, compass, astrolabe, silk road, Marco Polo, trade, import export, travels maps, spices, migration, telescope
|
Kentucky Learns Links
(Links to Age of Exploration web sites)
|
|
Bold – State Assessment Content Statement
Italics – Supporting Content Statement updated 1/11/07
Share with your friends: |
