How does archaeology contribute to our …...civilization, ages, hunting-and-food-gathering period decipher, data Additional Information: Students will work in groups to reconstruct

How does archaeology contribute to our understanding ofhuman history?

Legends

8.4.9.B, 8.1.9.D

Locating Archaeological Sites

8.4.9.B, 8.1.9.A

Procedures followed to protectartifacts and prevent sitedestruction

8.1.9.A, 8.1.9.D

How do legends help archaeologists andanthropologist understand the past? (A)

How do archaeologists decide where to dig?(A)

What procedures do archaeologists followwhen excavating a site? (A)

archaeologist, anthropologist, legend,prehistory

archaeology, tells, strata, strata excavated, kitchen midden, artifact

Page 1 of 2

Curriculum: 2009 Pequea Valley SD Curriculum PEQUEA VALLEY SD Course: History - Grade 7 Date: May 25, 2010 ET

Topic: ArchaeologySubject(s): Social Studies

Days: 18

Grade(s): 7th

Key Learning: Archaeology is a tool for learning about the past.

Unit Essential Question(s):

Concept: Concept: Concept:

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):

Vocabulary: Vocabulary: Vocabulary:

Methods to date artifacts

8.1.9.A, 8.1.9.D

Interpreting Artifacts from a dig site

8.1.9.D, 8.1.9.A, 8.4.9.B

How do archaeologists use cultural dating to date artifacts? (A)

How do archaeologists use tree-ring dating to date artifacts? (A)

How do archaeologists use radiocarbon dating to date artifacts?(A)

How do archaeologists use the location of an artifact tounderstand how that artifact was used? (ET)

How does a midden area give the archaeologist clues to the diet,technology, jobs and trade relationships of the people beingstudied? (ET)

How does a burial site reveal the beliefs and attitudes a group ofpeople have about life and death? (ET)

How does an archaeologist use the artifacts from a dig site tointerpret or reconstruct the history of the site? (ET)

civilization, ages, hunting-and-food-gathering period decipher, data

Additional Information:

Students will work in groups to reconstruct a model of an archaeological dig on paper. Paper artifacts will be placed on the paper usinga grid and an artifact key. Student will work independently to interpret the dig site.

Page 2 of 2


Topic: ArchaeologySubject(s): Social Studies

Days: 18

Grade(s): 7th

Concept: Concept:

Lesson Essential Question(s): Lesson Essential Question(s):

Vocabulary: Vocabulary:

Attached Document(s):

Concept:

Locating Archaeological Sites

archaeology - tells - strata - strata -

Concept:

Procedures followed to protect artifacts and prevent site destruction

excavated - kitchen midden - artifact -

Concept:

Methods to date artifacts

civilization - ages - hunting-and-food-gathering period -

Concept:

Interpreting Artifacts from a dig site

decipher - data -

Concept:

Legends

archaeologist - anthropologist -

legend - prehistory -

Page 1 of 1


Vocab Report for Topic: ArchaeologySubject(s): Social Studies

Days: 18

Grade(s): 7th

How does the development of early human beings duringthe Paleolithic Age compare with the human development

during the Neolithic Age?

Homo Sapiens

7.3.9.A, 8.1.9.A

Paleolithic innovations anddiscoveries

7.4.9.A, 8.4.9.C, 8.1.9.C

Beginning of Agriculture

8.1.9.C, 8.1.9.A, 7.4.9.B

What were the characteristics ofNeanderthal and Cro-Magnon man? (A)

How did tools, language, clothing, and thediscovery of fire help early people advance?(A)

How did Paleolithic people get their food?(A)

How did people change from food gathersto food producers? (A)

Neanderthal, Cro-Magnon fist hatchet, spear thrower, pitfall, bands,home territory, migrate, flint, mammoth

domesticated, specialization

Neolithic social organization

6.4.9.A, 7.4.9.B, 7.3.9.A

Effects of Agriculture

7.4.9.A, 7.4.9.B

Comparing Old and New StoneAges

8.4.9.C, 8.1.9.A

Why were specialization, government, andreligion important to Neolithic society? (A)

How did the development of agricultureaffect Neolithic people? (A)

How were the old and new stone ages alikeand how were they different (ET)

Page 1 of 2


Topic: The Stone AgesSubject(s):

Days: 14Grade(s):

Key Learning: During the stone ages human beings made significant advancements, discoveriesand innovations.









Students will create a chart showing the development of and changes in clothes, houses, jobs, tools, weapons, skills, transportation,religion, government, and new ideas during the Paleolithic and Neolithic Ages. They will use the chart to complete a graphic organizercomparing the two ages. They will then write a two paragraph essay comparing human development during the Paleolithic and Neolithicperiod.

Page 2 of 2


Topic: The Stone AgesSubject(s):

Days: 14Grade(s):


Concept:

Paleolithic innovations and discoveries

fist hatchet - spear thrower - pitfall - bands - home territory - migrate - flint - mammoth -

Concept:

Homo Sapiens

Neanderthal - Cro-Magnon -

Concept:

Beginning of Agriculture

domesticated - specialization -

Concept:

Neolithic social organization

-

Page 1 of 1


Vocab Report for Topic: The Stone AgesSubject(s):

Days: 14Grade(s):

Why is Mesopotamia called the "cradle of civilization"?

Beginning of Civilization - TheRise of Sumer

8.4.9.D, 8.4.9.A

Characteristics of SumerianCivilization

8.4.9.D, 6.4.9.B

Government and Religion5.1.9.A

Why did civilization begin at Sumer? (A) What were the characteristics of Sumeriancivilization? (A)

How did government and religion influenceSumerian civilization? (A)

levees, culture city-state, artisans, ziggurat priest-king, empire, polytheistic

Development of Writing8.1.9.B, 8.4.9.B

Contributions

8.4.9.A

Why is writing important to the development of civilization? (A)

What effect did written records have on trade? (ET)

How did writing develop? (A)

How do you write and translate cuneiform? (ET)

How did the developments of Mesopotamia contribute to othercivilizations. (A)

scribe, cuneiform, stylus reform

Page 1 of 2


Topic: MesopotamiaSubject(s):

Days: 14Grade(s):

Key Learning: The development of civilization and writing in Mesopotamia from around 3500 BCto 1800 BC





Concept: Concept:




Culminating Project: Students will create their own cuneiform alphabet/writing and use it to write a story about life in Sumeria.

Page 2 of 2


Topic: MesopotamiaSubject(s):

Days: 14Grade(s):


Concept:

Beginning of Civilization - The Rise of Sumer

levees - culture -

Concept:

Characteristics of Sumerian Civilization

city-state - artisans - ziggurat -

Concept: Government and Religionpriest-king - empire - polytheistic -

Concept: Development of Writingscribe - cuneiform - stylus -

Concept:

Contributions

reform -

Page 1 of 1


Vocab Report for Topic: MesopotamiaSubject(s):

Days: 14Grade(s):

How did Egyptian civilization develop and change duringthe Old, Middle, and New Kingdoms?

Egyptian Mythology

8.4.9.C

Nile River

7.1.9.B

Old Kingdom8.4.9.C, 8.4.9.A, 8.1.9.A, 8.1.9.D

What did the Egyptians believe about howthe world began? (A)

What is the story of Isis and Osiris? (A)

Why was the Nile River so important to thegrowth of Egyptian civilization? (A)

How did the Egyptians view the pharaoh?(A)

What was the purpose of the pyramids? (A)

How did Egyptian religious beliefs influencethe Old Kingdom? (A)

delta, cataract, shadoof pharoah, pyramids, embalming, mummy,canopic jar

Middle Kingdom8.1.9.A, 8.4.9.C

New Kingdom8.4.9.A, 8.1.9.A, 8.4.9.B

Contrubutions of EgyptianCivilization8.4.9.C

What happened during Egypt's MiddleKingdom? (A)

Why did Egypt grow and decline in the NewKingdom? (A)

What did the Egyptians contribute to othercivilizations? (A)

hieroglyphic papyrus

Page 1 of 2


Topic: EgyptSubject(s):

Days: 21Grade(s):

Key Learning: The changes in society during Egypt's Old, Middle, New Kingdoms.









Culminating Project: Students will create a time line showing the development of Egyptian civilization during the Old, Middle and NewKingdoms.

Page 2 of 2


Topic: EgyptSubject(s):

Days: 21Grade(s):


Concept:

Nile River

delta - cataract - shadoof -

Concept: Old Kingdompharoah - pyramids - embalming - mummy - canopic jar -

Concept: New Kingdomhieroglyphic -

Concept: Contrubutions of Egyptian Civilizationpapyrus -

Page 1 of 1


Vocab Report for Topic: EgyptSubject(s):

Days: 21Grade(s):

How have ideas from the ancient Middle East influencedworld history?

Growth of Trade

7.1.9.B

The Phoenicians8.4.9.A

The Hebrews8.4.9.A, 8.4.9.B, 5.1.9.J

How did trade help the Phoenicians buildtheir civilization? (A)

What important cultural contrubutions weremade by the Phoenicians? (A)

What religious beliefs were held by theHebrews? (A)

What important cultural contributions weremade by the Hebrews? (A)

treaties, colonies holy of holies, alphabet descendants, judge, sabbath, prophets,psalms

Code of Laws8.4.9.B, 5.1.9.B, 5.1.9.A, 5.1.9.J

The Assyrians8.1.9.A

The Caldeans8.1.9.A

How do Old Testament laws compare withHammurabi's Code? (ET)

How can you create a code of law? (ET)

How did the Assyrians establish andmaintain an empire in Mesopotamia? (A)

What was the Caldean city of Babylon like?(A)

social justice smelting, provinces caravans, astronomers

Page 1 of 2


Topic: The Ancient Middle EastSubject(s):

Days: 14Grade(s):

Key Learning: The rise and fall of important kingdoms and empires in the ancient Middle East to1500 AD and how they influenced world history.








The Persians8.1.9.A

How were the Persians able to rule an empire that stretched from Egypt to India? (A)


Page 2 of 2


Topic: The Ancient Middle EastSubject(s):

Days: 14Grade(s):

Concept:

Lesson Essential Question(s):

Vocabulary:


Concept:

Growth of Trade

treaties - colonies -

Concept: The Phoeniciansholy of holies - alphabet -

Concept: The Hebrewsdescendants - judge -

sabbath - prophets - psalms -

Concept: Code of Lawssocial justice -

Concept: The Assyrianssmelting - provinces -

Concept: The Caldeanscaravans - astronomers -

Page 1 of 1


Vocab Report for Topic: The Ancient Middle EastSubject(s):

Days: 14Grade(s):

Why was the polis the geographic and political center ofGreek life?

Minoans and Mycenaeans

8.4.9.C, 8.1.9.A

The Polis5.1.9.C

Sparta v Athens8.4.9.A

How did the Minoan and Mycenaeancivilization combine to form Greekcivilization? (A)

How did the polis develop as the primaryfocus of Greek life? (A)

What was daily life like in a Greek city-state? (ET)

How was life in Sparta different from life inother Greek city-states? (ET)

labyrinth polis, acropolis, agora helots, perioeci, aristocrats

Beginnings of Democracy8.4.9.A, 5.1.9.C, 5.2.9.A, 5.2.9.E

Persian Wars8.4.9.C, 8.1.9.A

Greek Gods and Goddesses8.1.9.D

How did democracy evolve in Athens? (A)

How does a direct democracy work? (ET)

How did the Persian Wars affect Greece?(A)

What happened at the Battles of Marathonand Salamis? (A)

How did religion affect the lives of ancientGreeks? (A)

oligarchy, democratic, constitution triremes, defensive league, strait philosopher

Page 1 of 2


Topic: Ancient GreeceSubject(s):

Days: 30Grade(s):

Key Learning: Importance of the city-state as the center of Greek culture, the growth of Athensas the dominate city-state and the spread and influence of Greek culture throughout the Mediterranean world.








Peloponnesian War anddecline of the city-state8.4.9.C, 8.1.9.A

Alexander the Great8.4.9.A

Hellenistic Period and Spreadof Greek Culture8.4.9.C, 8.1.9.A

How did the Peloponnesian War lead to thedecline of the Greek city-states? (A)

What were the military conquests andpolitical ambitions of Alexander the Great?(A)

How did the death of Alexander the Greatlead to the spread of Greek culture? (A)

mercenaries, alliances phalanx, orator barbaroi


This unit will include a simulation of direct democracy.Students will research life in ancient Greece and teach a mini-lesson to the class.

Page 2 of 2


Topic: Ancient GreeceSubject(s):

Days: 30Grade(s):





Concept:

Minoans and Mycenaeans

labyrinth -

Concept: The Polispolis - acropolis - agora -

Concept: Sparta v Athenshelots - perioeci - aristocrats -

Concept: Persian Warstriremes - defensive league - strait -

Concept: Beginnings of Democracyoligarchy - democratic - constitution -

Concept: Greek Gods and Goddessesphilosopher -

Concept: Hellenistic Period and Spread of Greek Culturebarbaroi -

Concept: Alexander the Greatphalanx - orator -

Concept: Peloponnesian War and decline of the city-statemercenaries - alliances -

Page 1 of 1


Vocab Report for Topic: Ancient GreeceSubject(s):

Days: 30Grade(s):

What events lead to the rise and fall of the RomanEmpire?

The Founding of Rome - TheLegend

8.4.9.A, 8.4.9.B

The Etruscans8.1.9.A, 8.4.9.C

The Rise of Roman Democracy8.1.9.A, 8.1.9.C

How was Rome founded? (A) How did the Etruscan rise to power andwhat contributions did they make to Romancivilization? (A)

How was the government of the RomanRepublic organized? (A)

Why was it important for the Romans tohave laws written down? (ET)

Romulus and Remus, omen forum, social order, gladitorial games,triumph

plebeians, patricians, republic, veto,consuls, tribunes

The Role of the Army in theRoman Republic8.1.9.C

Punic Wars and the Effects ofForeign Conquest8.4.9.A, 8.4.9.C

Problems and Attempts atReform8.1.9.A, 8.1.9.C

How was the Roman Republic able toexpand and protect its territory? (A)

How did Rome become a leading power inthe Mediterranean world? (A)

How did the effects of conquest change theRoman economy and government? (ET)

How did the Romans attempt to solve theproblems caused by expansion? (ET)

legions, legionaries latifundias, publicans, Hannibal, Carthage triumvirate

Page 1 of 2


Topic: The Roman EmpireSubject(s):

Days: 30Grade(s):

Key Learning: The Etruscan contributions to Roman civilization, the development of the RomanRepublic, the high point of Roman culture during the Pax Romana and the fall ofthe Roman Empire.








Pax Romana8.4.9.A, 8.1.9.A

Causes of the Fall8.1.9.A, 8.1.9.C

Christianity and the RomanEmpire8.4.9.C, 8.4.9.A, 8.1.9.C

What happened to trade and law during thePax Romana? (A)

What was daily life like during the PaxRomana? (A)

Why did the Roman Empire decline? (A)

What attempts were made to save theempire from collapse? (A)

What relationship existed betweenChristianity and Roman society? (A)

census, tariffs, gladiator, aqueduct, emperor rule by divine right, inflation, barter

Additional Information: Students will complete a Time Line Project as part of this unit.

Page 2 of 2


Topic: The Roman EmpireSubject(s):

Days: 30Grade(s):





Concept:

The Founding of Rome - The Legend

Romulus and Remus - omen -

Concept: The Etruscansforum - social order - gladitorial games - triumph -

Concept: The Rise of Roman Democracyplebeians - patricians - republic - veto - consuls - tribunes -

Concept: The Role of the Army in the Roman Republiclegions - legionaries -

Concept: Punic Wars and the Effects of Foreign Conquestlatifundias - publicans - Hannibal - Carthage -

Concept: Problems and Attempts at Reformtriumvirate -

Concept: Pax Romanacensus - tariffs - gladiator - aqueduct - emperor -

Concept: Causes of the Fallrule by divine right - inflation - barter -

Page 1 of 1


Vocab Report for Topic: The Roman EmpireSubject(s):

Days: 30Grade(s):

Why is the early Middle Ages an important period inEuropean history?

Germanic peoples

8.4.9.C, 8.4.9.D

Franks8.4.9.A, 8.4.9.C, 8.1.9.C, 7.1.9.A

Vikings8.4.9.A, 8.4.9.D

What role did the Goths and Vandals play inthe decline of the Roman Empire? (A)

How did Clovis unite the Franks and bringthem Christianity? (A)

How did Charlemagne bring all of westernEurope under his rule? (A)

How was a Frankish estate organized? (ET)

How did the Vikings influence culture inEurope? (A)

clans, chieftain converted, lords, serf jarls, runes, beserkers, Eddas


Students will make a map of a Frankish estate.

Page 1 of 1


Topic: Early Middle AgesSubject(s):

Days: 14Grade(s):

Key Learning: The various groups of people that settled throughout Europe, the changes ingovernment, economy, learning and religion that took place in the early MiddleAges.






Concept:

Germanic peoples

clans - chieftain -

Concept: Franksconverted - lords - serf -

Concept: Vikingsjarls - runes - beserkers - Eddas -

Page 1 of 1


Vocab Report for Topic: Early Middle AgesSubject(s):

Days: 14Grade(s):

How was feudal society organized in the Middle Ages?

Development of FuedalSociety

8.4.9.C

Code of Chivalry8.1.9.B

Life on a Manor8.1.9.C, 8.1.9.D

Why did feudalism develop in westernEurope? (A)

Why was the code of chivalry important tothe life of a noble in the Middle Ages? (A)

How did a man become a knight? (A)

What was life like on a manor? (A)

feudalism, clergy, nobles, fiefs, vassal act of homage, knight, code of chivalry,page, squire, dubbing

castle, portcullis, tournament, joust,drawbridge, keep, manor, bailiff, freeman

Influence of the Church8.4.9.C

Crusades8.4.9.C

Growth of Trade8.4.9.C

How did the church influence life in theMiddle Ages? (A)

Why did the crusades take place? (A) How did the growth of trade lead to the riseof town in the Middle Ages? (A)

cathedral, illuminated manuscript, friars,orders

crusade guilds, apprentice, journeyman, master

Page 1 of 2


Topic: The Age of FeudalismSubject(s):

Days: 19Grade(s):

Key Learning: The development of feudalism, a new social order, based on land ownership andalliegences.








Rise of Towns8.4.9.C, 8.1.9.C

Living Conditions/Plague8.1.9.D

how did merchants contribute to the growth of towns? (A) What were the living conditions like in a medieval town? (A)

plague


Medieval story project, Illuminated Manuscript

Page 2 of 2


Topic: The Age of FeudalismSubject(s):

Days: 19Grade(s):

Concept: Concept:




Concept:

Development of Fuedal Society

feudalism - clergy - nobles - fiefs - vassal -

Concept: Code of Chivalryact of homage - knight - code of chivalry - page - squire - dubbing -

Concept: Life on a Manorcastle - portcullis - tournament - joust - drawbridge - keep - manor - bailiff - freeman -

Concept: Influence of the Churchcathedral - illuminated manuscript - friars - orders -

Concept: Crusadescrusade -

Concept: Growth of Tradeguilds - apprentice - journeyman - master -

Concept: Living Conditions/Plagueplague -

Page 1 of 1


Vocab Report for Topic: The Age of FeudalismSubject(s):

Days: 19Grade(s):

How do different countries compare in terms of theireconomies, standards of living, problems and current

events.

Country Information7.3.9.A, 7.3.9.B

United Nations Organization5.3.12.K, 5.4.9.E

United Nations Meeting5.4.9.E

What country will I represent this year andto what continent bloc does it belong? (A)

What is my country's type of government,who are its leaders, and other importantfacts? (A)

What are the goals of the United Nations?(A)

What country is similar in some way to theone I am representing? (A)

bloc

World Economics6.1.9.C, 6.2.9.L

Standard of Living7.3.9.A, 7.3.9.B

World Current Events7.3.9.B

How does the country I'm representingcompare economically with other countries?(ET)

How does the standard of living compare, inthe country I'm representing, with othercountries around the world? (ET)

How might the events in the news articleaffect the country I am representing? (ET)

unemployment rate infant mortality rate, GDP per capita


Page 1 of 1


Topic: Current Events/United NationsSubject(s):

Days: 8Grade(s):

Key Learning: Comparing country's economies, standards of living and problems and currentevents









Concept: Country Informationbloc -

Concept: World Economicsunemployment rate -

Concept: Standard of Livinginfant mortality rate - GDP per capita -

Page 1 of 1


Vocab Report for Topic: Current Events/United NationsSubject(s):

Days: 8Grade(s):

Documents

How does archaeology contribute to our …...civilization, ages, hunting-and-food-gathering period decipher, data Additional Information: Students will work in groups to reconstruct