Social Studies Curriculum Guide

							                    Social Studies Grade 7 Curriculum Guide
                                 Unit 6 Overview
Unit Title: Civilizations of the Americas
Unit Time Frame: 4 weeks
Unit Priority Standards
SOC 7.01 Explain how cultures change to accommodate different ideas and beliefs.
SOC 7.02 Understand the fundamental tenets and practices of the belief systems of the scope
of this course and the relationship of beliefs, values, and culture.
SOC 7.03 Analyze a variety of historical sources and engage in historical analysis and
interpretation.
SOC 7.04 Understand the major characteristics, developments, contributions and historical
influence of early civilizations of the Americas.
SOC 7.06 Evaluate how different points of view, self-interest, and global distribution of natural
resources play a role in conflict over territory.
SOC 7.07 Demonstrate an understanding of concepts such as role, status, and social class in
describing the interactions of individuals and social groups.

Unit Big Ideas/Enduring Understandings

      The Aztecs, Incas, and Maya used different strategies to manage their empires.
      The civilizations of the Americas made advancements in technology, art, and language
       that surpassed those of concurrent societies around the world.
      The development of a civilization requires adaptation to and of the environment.
      The Aztecs, Incas, and Maya, like all civilizations, had unique cultures that included
       class structures, family life, religion, agriculture, and recreation.

Unit Essential Question(s)

      What are identifying characteristics of a culture?
      How do we define and describe the stages of development in a civilization?
      What are some solutions used by empires to acquire natural resources and wealth?
      How does environment influence the development of a culture?
      How do cultures change the environment to meet their needs?
      How do societies organize themselves to create and manage wealth and resources?
      How do empires and societies assimilate new cultures?
      How do innovations solve problems and shape societies?

Unit Academic Vocabulary
Mesoamerica, Olmec, hieroglyphic, slash -and -burn agriculture, coming-of-age ceremony
Tenochtitlan, alliance, hereditary, polygamy, quipus, communal, pictographs, mercenaries
tribute, allylu
(Italicized words are tested)

Unit Pre-assessment
Post several chart papers each with Maya, Aztec, and Inca written in the middle. On a few, add
key vocabulary terms on spokes (or visuals.) On a few others, add lesson questions.

Provide large sticky notes at each table. Ask students to write their names on about 10 of the
sticky notes. Have students write explanations about the terms or responses to the questions
and then post them on the charts.

These responses can be used to begin responding to the lesson questions and to begin building
a word wall for the lesson, as well as to identify any students who might have so much actual
content knowledge, that they can be given the lesson test right away and, if they score well, can
be provided with an alternate activity from the Enrichment section at teachtci.com.
Supplemental Resources:

Nystrom Desk Atlas and Teacher Binder (shared building resource)
 th
7 Grade History Alive and Desk Atlas Correlation Document

Ancient Civilizations for Children DVD Series
Teachers’ Guide and Spanish Language Tracks
H00381 Ancient Aztec Empire
H00382 Ancient Aztec: The Fall of the Empire
H00388 Ancient Inca
H00389 Ancient Maya

Grade 7 Government Comparison Matrix

Social Science Analysis Embedded in Grade 7 Daily Instruction

Grades 6-8 Social Studies Related Titles with Reading Levels from MultCoLib
Grades 6-8 SS Related Fiction with Reading Levels from MultCoLib

Differentiation Support
Grade 7 Social Studies Enrichment Resources Unit Six