Social Studies 7 Ancient World to 7th Century (Planning KDU) (*Note: Big ideas are grouped please adjust to teaching preferences) – CORE COMPETENCIES CORE COMPETENCIES CORE COMPETENCIES COMMUNICATION THINKING (CRITICAL/CREATIVE) (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA What do we want students to Content (& Elaborations) (Understand…) DO? (Activities, lessons…) (Know) Use Social Studies inquiry processes Key questions to support inquiry: Anthropological origins of humans (early Geographic and skills to: ask questions; gather, What can we learn from ancient origins of humans in Africa and the conditions shaped interpret, and analyze ideas; and civilizations based on the migration of early humans out of Africa to the emergence of communicate findings and decisions artifacts we have found? How the rest of the world; interactions between civilizations (Key skills: Select a relevant problem do artifacts and monuments early humans & Neanderthals; (Geography) or issue for inquiry; Use comparison, reflect the surrounding technological developments of early classification, inference, geography? humans and the increasingly sophisticated imagination, verification, and use of stone tools and early metalworking; analogy to clarify and define a shift of early humans from a nomadic problem or issue; Compare a range hunter-gatherer way of life to more of points of view on an issue; Draw settled agricultural communities. Key conclusions about a problem or issue; Identify ways of marking question: What advantages did agriculture historical time (decade, century, have over the hunter-gather way of life?) millennium, BCE, CE); Compare the Human responses to particular geographic advantages and disadvantages of challenges and opportunities, including various graphic forms of climates, landforms, and natural resources communication (graphs, tables, (Identify the key characteristics of physical charts, maps, photographs, environments that affected the following sketches); Demonstrate an ability to for selected ancient cultures: development interpret scales and legends in and settlement (proximity to water, fertile graphs, tables, and maps (climograph, topographical map, pie land, natural resources, defensibility); the chart); Draw conclusions from maps, fall of the culture (earthquakes, tsunamis, tables, timelines, graphs; Compare volcanic activity, unsustainable human maps of early civilizations with practices); interactions among cultures modern maps of the same area; (mountain ranges, oceans, rivers); Select an appropriate graphic form Describe how humans adapted to their
Social Studies 7 Ancient World to 7th Century (Planning KDU) (*Note: Big ideas are grouped – please adjust to teaching preferences) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Key skills: Select a relevant problem or issue for inquiry; Use comparison, classification, inference, imagination, verification, and analogy to clarify and define a problem or issue; Compare a range of points of view on an issue; Draw conclusions about a problem or issue; Identify ways of marking historical time (decade, century, millennium, BCE, CE); Compare the advantages and disadvantages of various graphic forms of communication (graphs, tables, charts, maps, photographs, sketches); Demonstrate an ability to interpret scales and legends in graphs, tables, and maps (climograph, topographical map, pie chart); Draw conclusions from maps, tables, timelines, graphs; Compare maps of early civilizations with modern maps of the same area; Select an appropriate graphic form Geographic conditions shaped the emergence of civilizations (Geography) Key questions to support inquiry: What can we learn from ancient civilizations based on the artifacts we have found? How do artifacts and monuments reflect the surrounding geography? Anthropological origins of humans (early origins of humans in Africa and the migration of early humans out of Africa to the rest of the world; interactions between early humans & Neanderthals; technological developments of early humans and the increasingly sophisticated use of stone tools and early metalworking; shift of early humans from a nomadic hunter-gatherer way of life to more settled agricultural communities. Key question: What advantages did agriculture have over the hunter-gather way of life?) Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources (Identify the key characteristics of physical environments that affected the following for selected ancient cultures: development and settlement (proximity to water, fertile land, natural resources, defensibility); the fall of the culture (earthquakes, tsunamis, volcanic activity, unsustainable human practices); interactions among cultures (mountain ranges, oceans, rivers); Describe how humans adapted to their
Socials-7-Planning-KDU.docx