Welcome to World History and Geography Class
Grade Level: 7
Subject area: Social Science
California Content Standards
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
1. Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
2. Study the roles of people in each society, including class structures, family life, war-fare, religious beliefs and practices, and slavery.
3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.
4. Describe the artistic and oral traditions and architecture in the three civilizations.
5. Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilization's agricultural systems.
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
1. Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
2. Study the roles of people in each society, including class structures, family life, war-fare, religious beliefs and practices, and slavery.
3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.
4. Describe the artistic and oral traditions and architecture in the three civilizations.
5. Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilization's agricultural systems.
Common Core Literacy Standards
Common Core Reading Standards for Literacy in History/Social Studies 6-8
·CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
·CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
·CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
· CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
· CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
· CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
· CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
· CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Common Core Writing Standards for Literacy in History/Social Studies 6-8
· CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
· CCSS.ELA-Literacy.WHST.6-8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
· CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
· CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
· CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
· CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
· CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
. CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Common Core Reading Standards for Literacy in History/Social Studies 6-8
·CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
·CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
·CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
· CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
· CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
· CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
· CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
· CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Common Core Writing Standards for Literacy in History/Social Studies 6-8
· CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
· CCSS.ELA-Literacy.WHST.6-8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
· CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
· CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
· CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
· CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
· CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
. CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Big Ideas/Essential Historical Questions
Big Ideas
. The first people in the Americas arrived thousands of years ago.
. Physical geography plays a role in how civilizations develop: farming led to the growth of civilizations in what is now
Mexico, Central America, and Peru.
. The Maya, Aztec, and many other Naive American civilizations developed in North and South America; these
societies were organized with powerful dings and social classes.
. Spanish explorers and soldiers were drawn to the riches of Native American civilization.
. Spaniards defeated the Aztec and Inca Empires in the early A.D. 1500s.
Essential Historical Questions
. How and where did the first people came to the Americas? How did they survive in the new land? Where did they
settle and why?
. What would our lives be like if people never learned to farm? How did farming make civilization possible in
Mesoamerica?
. How can different social, economic, and political classes exist in a society? How did the natural resources in the
Americas help in the establishment of the new civilizations? Why did the Maya build cities in the rain forest?
. Why did Columbus sail west across the Atlantic?
. How were Spanish conquerors able to defeat the Aztec and Inca Empire? How did the arrival of Spaniards in
America affect Native American lives? Did Native Americans become slaves?
Big Ideas
. The first people in the Americas arrived thousands of years ago.
. Physical geography plays a role in how civilizations develop: farming led to the growth of civilizations in what is now
Mexico, Central America, and Peru.
. The Maya, Aztec, and many other Naive American civilizations developed in North and South America; these
societies were organized with powerful dings and social classes.
. Spanish explorers and soldiers were drawn to the riches of Native American civilization.
. Spaniards defeated the Aztec and Inca Empires in the early A.D. 1500s.
Essential Historical Questions
. How and where did the first people came to the Americas? How did they survive in the new land? Where did they
settle and why?
. What would our lives be like if people never learned to farm? How did farming make civilization possible in
Mesoamerica?
. How can different social, economic, and political classes exist in a society? How did the natural resources in the
Americas help in the establishment of the new civilizations? Why did the Maya build cities in the rain forest?
. Why did Columbus sail west across the Atlantic?
. How were Spanish conquerors able to defeat the Aztec and Inca Empire? How did the arrival of Spaniards in
America affect Native American lives? Did Native Americans become slaves?
Assessment Plan
. Review content vocabulary: match vocabulary words with their definitions.
. Reviewing the big ideas, or content knowledge: written summary about the arrival of the first people in the Americas, the ways the obtained food, and how civilization developed in Mexico, Central America, and Peru.
. Read to write: a written summary of a short article about the Mayan people and life in Mesoamerica before and after Europeans arrival. Consequently, students will work on a research paper about changes that occurred in the Americas in the 1500s.
. Critical thinking: students write short answers to questions about what they think about the end of Mayan civilization, why was so importance for Cortes to have Aztec people help, and what if the Incas would have seen Pizarro as a threat from the beginning.
. Geography skills: studying a map about human/environment interaction, places, and movement to answer
questions that will target geography skills.
. Review content vocabulary: match vocabulary words with their definitions.
. Reviewing the big ideas, or content knowledge: written summary about the arrival of the first people in the Americas, the ways the obtained food, and how civilization developed in Mexico, Central America, and Peru.
. Read to write: a written summary of a short article about the Mayan people and life in Mesoamerica before and after Europeans arrival. Consequently, students will work on a research paper about changes that occurred in the Americas in the 1500s.
. Critical thinking: students write short answers to questions about what they think about the end of Mayan civilization, why was so importance for Cortes to have Aztec people help, and what if the Incas would have seen Pizarro as a threat from the beginning.
. Geography skills: studying a map about human/environment interaction, places, and movement to answer
questions that will target geography skills.