~ Ancient World History Course Syllabus~

“The Mesopotamians were the first to record their thoughts in writing, the first to divide the day into 24 hours, 
the first to eat off ceramic plates.” 
 ~Deborah Solomon


The seventh grade social studies curriculum focuses on early world history and geography with a deliberate focus on the content literacy. Students begin their exploration into world history with a focus on historical thinking. By unpacking historical and geographic thinking, students learn how these disciplines are distinct in how they ask questions and frame problems to organize and drive inquiry. Students learn that historians must have some evidence to support the claims they make in their accounts. They investigate how these social scientists select, analyze, and organize evidence, and then use that evidence to create accounts that answer questions or problems. By introducing students to the “invisible” tools that historians use to create historical accounts -- significance, social institutions, temporal frames (time), and spatial scales (space) – the course deepens students’ historical habits of mind and builds students’ social and content literacy.


In this grade, students investigate human history from the beginning until around 1500. They explore major and significant changes in each era through a chronological organization. Students learn about the earliest humans and explore early migration and settlement patterns. In studying the origins of farming and its impact upon emerging human cultures, students analyze evidence from the fields of archaeology and anthropology, and employ a wide range of data sources including artifacts, photographs, and geographic information. Students examine how the emergence of pastoral and agrarian societies set the stage for the development of powerful empires, trade networks, and the diffusion of people, resources, and ideas.


Extending students study of world history through Era 4 (300 CE – 1500 CE) places world religions and development of empires in the Americas (Aztecs, Incas, Mayans) in their historical context. The rise and fall of empires, as well as the nomadic groups in Afro-Eurasia, generated new zones of cultural and commercial exchange that linked regions across the world and enabled ideas to spread. Students also examine the development of belief systems in their historical context. These new belief systems had distinctive beliefs, texts, and rituals. Each shaped cultures by developing ethical practices and establishing codes within which diverse people were able to communicate and interact, often well beyond their local neighborhood. In doing so, students consider why some belief systems grew into world religions. In studying the precursors to the meeting of the “Three Worlds,” students expand their view of human history and begin to see the story of the United States in a more global context. The course concludes with students analyzing global patterns of continuity and change over time, and using evidence to construct historical arguments about the past.



Unit 1: An Introduction to World History

Unit 2: Beginnings of Human Societies

Unit 3: Early Civilizations and Pastoral Peoples

Unit 4: The Rise of Classical Empires ... (Era 3)

Unit 5: Interactions, the Fall of Empires…

Unit 6: Patterns of Adaptation: Reorganizing …

Unit 7: Converging Patterns 1000 CE - 1450 CE



  1. 1½ - 2” Binder

  2. 2 Spiral Notebooks

  3. Colored Pencils

  4. Highlighter



World History Ancient Through Early Modern Times by McDougal & Littell 




Visit MiStar Parent/Connect on a regular basis to view grades and attendance in this course.  Contact the main office/counselor for login information.


Google Site is designed for students to take full advantage of the wealth of resource and practice activities that I have provided. This is used by students on a regular basis, enriching them with educational and interactive links that are related to the topics that we cover.


  • Grades are based on assignments (35%), tests (35%), projects (25%), and student participation/parent communication (5%). 

  • Completing assignments, taking notes, studying for tests, and monitoring grades online equal SUCCESS.  Submit quality work on time. 

  • Getting a parent signature on project checklist/rubric, as requested by the classroom teacher, helps parents know well in advance what to expect and resources needed.

  • To help gain  deep knowledge on the topics/concepts that are covered, additional research can be found in the class Google Site (webpage) and Google Classroom.


  • Each card marking, students are administered a pre- and posttest.  Students are assessed throughout each card marking. Assessments include assignments, group collaboration, presentations, quizzes, unit tests, projects, etc.


  • Students are expected to complete and turn in all assigned work on time, demonstrating accountability and responsibility. 

  • If absent, students may make up their work without penalty.  Refer to Middle School Policy.

  • Anyone missing an exam will make up the exam during SEAMS.

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