7-8th

7-8th Grade ** SOCIAL STUDIES – Grades 7 & 8 ** PEP Curriculum Guide can be downloaded for the year needed. Year 1 Year 2

This Curriculum Guide organizes the Ohio Social Studies content standards for grades 7 & 8 in a two year cycle. The first year focuses on the content found in seventh grade while the second focuses on eighth. To help with pacing, each unit has a suggested number of weeks of presentation to reflect the expectation of depth of study.

** World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age (Grade 7) ** ** The 7th grade year is an integrated study of world history. All four strands are use to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today. **

** U.S. Studies from 1492-1877: Exploration through Reconstruction (Grade 8) **
 * The historical focus of study continues with the study of European exploration and the early years of the United States. This study incorporates all four strands into a chronological view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors. **

** ORC Resources: **[|**www.ohiorc.org**]** Username: content Password: password1 ** SSGrades 7-8 – subfolders matched to units listed at top of each Resources/Assessments column For example:

** Using This Guide **

** Year 1, Quarter 1 ** ** Unit 1: **** World Studies: Historical & Spatial Thinking and Skills **
 * ** Unit 1: ****Historical Thinking and Skills, Spatial Thinking and Skills ** ||
 * ** Big Ideas: **

Using the tools of social sciences to explore elements of history, geography, government and economics. ||
 * ** Essential Questions: **


 * 1) Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values?


 * 1) How can you show the relationship among people and places and their environments? ||

//ORC:// || (1)Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. || **__History__** (1)Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values. || Primary sources - documents
 * **Unit 1: Historical Thinking and Skills, Spatial Thinking and Skills** ||
 * **Strands and Content Statements** || **Student Expectations** || **Key Concepts & Vocabulary** || **Resources/Assessments**
 * **__History__**

Secondary sources

Perspective of the time || Teaching History (video) :

(?video: What is Historical Thinking?) [] Read Like a historian: (Use their posters for the thinking process on Smartboard.) [] ||

//ORC:// || (12)Maps and other geographic representations can be used to trace the development of human settlement over time. || **__Geography__** (12)Demonstrate how maps and other geographic representations can be used to trace the development of human settlement from past to present. || Geographic tools
 * **Unit 1: Historical Thinking and Skills, Spatial Thinking and Skills** ||
 * **Strands and Content Statements** || **Student Expectations** || **Key Concepts & Vocabulary** || **Resources/Assessments**
 * **__Geography __**

Artifacts || (12) Online Maps: [] Lesson Plan: [] ||

** Year 1, Quarter 1 ** ** Unit 2: **** World Studies - Ancient Civilizations **
 * ** Unit 2: Early Civilizations – Ancient Greece & Rome ** ||
 * ** Big Ideas: **

The development of Western civilization including cultural and governmental components ||
 * ** Essential Questions: **


 * 1) How did Ancient Greece influence the development of Western civilization?
 * 2) How did the Roman Empire influence the development of Western civilization? ||

//ORC:// || (2) The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity**.**
 * **Unit 2: Early Civilizations – Ancient Greece & Rome** ||
 * **Strands and Content Statements** || **Student Expectations** || **Key Concepts & Vocabulary** || **Resources/Assessments**
 * **__History__**

(3)Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks. || **__History__** (2)Cite examples and explain the enduring impact that Ancient Greece and Ancient Rome had on later civilizations.

(3)Describe how the dominance of Mongols in Asia led to the destruction of the Byzantine Empire by the Turks. || **Greek Influence on western cultures** (concepts and aspects of living): -citizenship and (direct) democracy

-Greek inventions (astrolabe, pulley block, wood screw, ore smelting and casting, faster ships) -Greek art and building design -Greek literature -Greeks and the development of the study of history

-Athenian form of government: power of the citizens

-government and law - First republic -layouts of modern cities -road system -literature, poetry, and art || (2) (17) Lesson Plan: To be or not to be Democratic. []
 * Roman influence on western civilization** (structural aspects of society):

(3) Mongol Empire http://www.globaled.org/nyworld/materials/mongol/index.html The website has teaching units that can be aligned with the content

The Fall of Rome http://library.thinkquest.org/26907/fall.htm This website covers the Germanic and Mongol invasions that led to the fall of Rome ||

//ORC:// || (17) Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influence the structure and function of modern democratic governments. || **//__Government__//** (17)Describe how the Greek democracy and the Roman Republic were radical departures from monarchy and theocracy.
 * **Unit 2: Early Civilizations – Ancient Greece & Rome** ||
 * **Strands and Content Statements** || **Student Expectations** || **Key Concepts & Vocabulary** || **Resources/Assessments**
 * **//__Government__//**

Explain how they influenced the structure and function of modern democratic governments || **Roman Government** -elected official -systems of law as a foundation for U.S. government -written constitution -three branches -checks and balances -civic duty -citizenship granted to males, freed slaves, and citizens -expected to vote

-decline of the Roman institutions || (3) Causes for the Fall of Rome [] || Resources: [|Global Trek]: Simulation: Students can plan a fake trip to one of many countries. Use to compare today to long ago or to see some of the sites that still exist today.
 * Decline of Roman empire**
 * -**Influence of Germanic invasions
 * ||  || As you visit each country, you will be asked to keep a travel journal and write about different topics. Keep your journal and a pen next to your computer and write down what you think. Start your journal by answering the following questions:
 * Why do you think people travel? What are some benefits of seeing the world?** ||


 * ADDITIONAL RESOURCES ||
 * 7TH GRADE
 * CCS Social Studies 7 Pacing Guide and Standards**
 * CCS Social Studies 7 Pacing Guide and Standards**


 * ODE Social Studies 7 Model Curriculum **


 * Instructional Resources by Unit**


 * Social Studies Thinking and Skills**


 * TimeToast - Teachers and/or students can use the site to create historical timelines of important events


 * Engaging Students with Primary Sources (Smithsonian) - A guide for teachers, includes brief introductions to using documents, photographs, oral histories, and objects for classroom learning.


 * National Geographic MapMaker - Customize one-page maps to download, email, print, or share


 * Mapping Perceptions (Asia Society) - This lesson plan discusses what maps can tell us about how their makers perceive the world.


 * Social Studies Skills Tutor - Interactive tutorials on geographic literacy, visual literacy, critical thinking, and analyzing information


 * Crop It (TeachingHistory.org) - Crop It is a four-step hands-on learning routine where teachers pose questions and students use paper cropping tools to deeply explore a visual primary source.


 * Four Reads: Learning to Read Primary Source Documents (TeachingHistory.org) - A guided four-step reading process for primary documents that trains students to read a primary document like a historian


 * Early Civilizations**


 * Ancient Greece Lessons (Mr. Dowling) - PowerPoints, lesson masters, and student handouts on a variety of topics in Ancient Greece.


 * The Ancient Greeks (Flow of History) - Narrative text and flow charts on topics in Ancient Greece


 * Teaching the Ancient Greeks (History Association UK) - Narrative text, lesson masters, and student handouts


 * [|Battle of Thermopylae] (Stanford History Education Group) - In this lesson, students examine four historians' estimates of the number of participants in this battle and consider how the historians used evidence to support their historical claims.


 * Rome (Flow of History) - Narrative text and flow charts on topics in Ancient Roman history.


 * Ancient Rome Lessons (Mr. Dowling) - PowerPoints, lesson masters, and students handouts on a variety of topics in Ancient Rome.


 * Augustus (Stanford History Education Group) - In this lesson, students corroborate evidence and arguments from a set of primary and secondary sources as they investigate the question: What kind of leader was Augustus?


 * Attila and Pope Leo (Stanford History Education Group) - In this lesson, students develop the skill of sourcing as they consider the question: What happened at the meeting between Pope Leo and Attila the Hun?


 * The Roman Republic. or Empire. Or...Which Was It? (Crash Course World History) - YouTube video on the history of ancient Rome, narrated by John Green

8th Grade
 * CCS Social Studies 8 Pacing Guide and Standards**


 * ODE Social Studies 8 Model Curriculum**

**American History Documents Collection**


 * Instructional Resources by Unit**


 * Introduction to Historical and Spatial Thinking**


 * TimeToast - Teachers and/or students can use the site to create historical timelines of important events
 * Engaging Students with Primary Sources (Smithsonian) - A guide for teachers, includes brief introductions to using documents, photographs, oral histories, and objects for classroom learning.
 * National Geographic MapMaker - Customize one-page maps to download, email, print, or share
 * Social Studies Skills Tutor - Interactive tutorials on geographic literacy, visual literacy, critical thinking, and analyzing information
 * Crop It (TeachingHistory.org) - Crop It is a four-step hands-on learning routine where teachers pose questions and students use paper cropping tools to deeply explore a visual primary source.
 * Four Reads: Learning to Read Primary Source Documents (TeachingHistory.org) - A guided four-step reading process for primary documents that trains students to read a primary document like a historian.
 * Intro to Historical Thinking Lesson Plans (Stanford History Education Group) - This curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities.


 * Exploration and Colonization**
 * Mapping the New World (Stanford History Education Group) Students study two 17th-century maps of Virginia and think critically about how the differences in the maps reveal insights into how the English perspective on land and relations with Native Americans changed over time.
 * Colonizing the Bay (EDSITEment) - This lesson focuses on the content of John Winthrop’s "Model of Christian Charity" speech and how it illuminates the Puritans’ beliefs, goals, and programs.
 * Empire and Identity in the American Colonies (EDSITEment) Students will examine the various visions of three active agents in the creation and management of Great Britain’s empire in North America – British colonial leaders and administrators, North American British colonists, and Native Americans.
 * Slavery and the Making of America: Torn from Each Other's Arms (PBS) - This lesson can be used as a pre- or post- viewing activity for the PBS series //Slavery and the Making of America//, or as an independent lesson.


 * Colonization to Independence**
 * The Stamp Act (Stanford History Education Group) - In this lesson, students engage in key aspects of historical thinking as they explore this question: Why was a rather small tax so fiercely resented?
 * Revolutionary Tea Parties and the Reasons for Revolution (EDSITEment) - Students explore the essential questions: Why did some colonists react so intensely to the Tea Act? Did the Tea Act lead to the American Revolution?
 * The Argument of the Declaration of Independence (EDSITEment) - In this lesson, students attempt to formulate their own declaration before examining the Declaration of Independence. Through a close reading of the document, they come to an understanding of how its structure forms a coherent, lucid, and powerful argument for independence.
 * The Declaration of Independence (Stanford History Education Group) - In this lesson plan, students weigh contrasting interpretations by prominent historians to answer the question: Why did the Founders write the Declaration of Independence? ||