7th Grade
Build Your Own
Growth and Expansion of Civilization
600 CE to 1600 CE
7th Grade: Living Democracy Curriculum for Build Your Own
7th Grade: Living Democracy Curriculum for Build Your Own
Instructions: For ease, instructional steps are embedded on the curriculum page. Each link breaks down a specific aspect of the inquiry process in order to build, teach, and assess an inquiry lesson. Select based upon need. Click on the unit drop down for Supporting Questions. Click on linked Supporting Questions for sources.
Unit 1: What makes a civilization complex? (600-1600 C.E.)
Unit 1: What makes a civilization complex? (600-1600 C.E.)
Supporting Questions (SQ):
Supporting Questions (SQ):
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 2: How can religion define a civilization? (600-1600 C.E.)
Unit 2: How can religion define a civilization? (600-1600 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question:
- What influence did Islam have on Asian civilizations?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 3: How can trade define a civilization? (600-1600 C.E.)
Unit 3: How can trade define a civilization? (600-1600 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 4: How are growth and destruction interrelated? (600-1350 C.E.)
Unit 4: How are growth and destruction interrelated? (600-1350 C.E.)
Supporting Questions:
Supporting Questions:
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 5: How can geography define a civilization? (600-1491 C.E.)
Unit 5: How can geography define a civilization? (600-1491 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 6: How can civilizations be both old and new? (600-1300 C.E.)
Unit 6: How can civilizations be both old and new? (600-1300 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 7: How can civilization be both good and bad? (1200-1400 C.E.)
Unit 7: How can civilization be both good and bad? (1200-1400 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 8: What causes change for a civilization? (1350-1600 C.E.)
Unit 8: What causes change for a civilization? (1350-1600 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 9: Does development mean progress? (1450-1600 C.E.)
Unit 9: Does development mean progress? (1450-1600 C.E.)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.