Embedded Files
Curriculum and Instructional Guide
Curriculum and Instructional Guide
Course Description: Seventh grade students will explore the cultural, economic, geographical, historical, and political changes of Western Civilization in Europe after the collapse of the Western Roman Empire. The course will begin with the Middle Ages and cover historical events through the modern era. Students will describe the indigenous populations of the Americas and the long-term impact of European exploration in the New World. Students will examine the growth in economic interactions among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. Students will study the rise of the nation-state in Europe, the origins and consequences of the Industrial Revolution, political reform in Western Europe, imperialism across the world, and the economic and political roots of the modern world. Students will explain the causes and consequences of the great military and economic events of the past century, including the World Wars and Cold War. Students will explore geographic influences on history, with attention to political boundaries that developed with the evolution of nations from 1750 to the present.
Key Ideas to Consider - Key ideas teachers may want to consider include things such as vocabulary, essential knowledge, places, and historical figures. The list provided is not all inclusive but provides a basis for teachers to build upon with additional resources.
Course Concepts - The content and performance Social Studies standards are organized around the following guidelines:
CIV - Civics & Government – Citizenship entails an understanding of the nature of government and the unique qualities of a democracy including fundamental rights, structure, and the role of the citizen. Students will apply justice, equality, responsibility, and freedom to life. Students will understand and be able to describe various forms of government and analyze rights and responsibilities within each.
CUL - Cultures & Societies – Culture is the way of life shared by a group of people. Culture includes ideas, religion, traditions, philosophy, social rules and institutions. Students will analyze human behavior based on the major components of culture. Students will interact and work cooperatively with diverse groups throughout the world based on their knowledge of culture. Students will understand that culture relates directly to the environment, economy, religion, education, family, and government.
ECO - Economics – Economics includes the study of production, distribution, and consumption of goods and services. Students will understand how their economic decisions affect themselves, others, the nation, and the world as a whole. Students will be able to reconcile unlimited wants with limited resources. Students will understand the effects of economic decisions in daily living.
GEO - Geography – Geography includes the study of location, place, regions, movement and human interaction with the environment. Understanding the world and its delicate balance are essential to human survival. A geographic perspective allows better understanding of the past and preparation for the future.
HIS - History – History is an interpretation of events, people, ideas, and their interaction over time. In order for students to understand the present and make plans for the future, they must understand the past. Students will be able to understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspectives.
If you would like to provide any feedback or suggestions on our new curriculum, please complete this form:
Ways to Infuse the Catholic Faith:
Catholic Social Teaching Themes:
Life and Dignity of the Human Person – The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. The Church believes that every person is precious, that people are more important than things and the measure of every institution is whether it threatens or enhances the life and dignity of the human person.
Call to Family, Community and Participation – The Catholic Church tradition proclaims that the person is not only sacred but also social. Marriage and the family is the central social institution that must be supported and strengthened, not undermined. Our Church teaches that the role of government and other institutions is to protect human life and human dignity and promote the common good.
Rights and Responsibilities – Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met.
Option for the Poor and Vulnerable – Catholic teaching proclaims that a basic moral test is how our most vulnerable members are faring. We are instructed in Matthew 25: 31-46 to put the needs of the poor and vulnerable first.
The Dignity of Work and the Rights of Workers – The Catholic Church believes that the economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation.
Solidarity – Catholic social teaching proclaims that we are our brothers’ and sisters’ keepers, wherever they live. We are one human family whatever our national, racial, ethnic, economic, and ideological differences. Learning to practice the virtue of solidarity means learning that “loving our neighbor” has global dimensions in an interdependent world.
Care for God’s Creation –The Catholic tradition insists that we show our respect for the Creator by our stewardship of creation. We are called to protect people and the planet, living our faith in relationship with all of God’s creation.
Catholic Social Teaching Questions:
Unit 1 (The Middle Ages) Catholic Social Teaching Questions:
How do the modern “printing presses” (cinema and social media) form your conscience, knowingly or unknowingly? How much of what you see and read can you control? See Catechism of the Catholic Church 2493-2499.
Since 1967, the Church has celebrated World Communications Day. What are the messages given by the Church to those in communication? See Catechism of the Catholic Church 2493-2499.
Discuss the media’s effect on current culture in America.
The Church believes no scientific discovery can ever contradict the Faith. (Fides et Ratio and Veritatis Spendor). It does recommend principles for research. What are some principles for scientific research? See Catechism of the Catholic Church 31, 39, 159, 283-84, 1673, 1723.
·Gothic and Romanesque architecture are said to have built in ‘theologies’. How is this?
The Church said everyone is called to be saints and missionaries. (See Catechism of the Catholic Church 849-856) Saints and missionaries must respond to the needs of the time. What are the needs of this time and what are some ways to grow in holiness as well as evangelize today in your place and time?
Units 2 & 3 (The Renaissance / The Reformation & Enlightenment) Catholic Social Teaching Questions:
What are the Council of Trent and the “Catholic Enlightenment”?
Machiavelli wrote in his book, The Prince, that “the end justifies the means”. The Church says the end does not justify the means as one should never do evil that good may come of it. See Catechism of the Catholic Church 1756, 1759, 1761, 1789. What are the ramifications for a country with a leader with either fundamental belief?
The Church is a promoter of the arts, music, architecture and literature as a means of creating and communicating truth, beauty and goodness. What are some classics from this time that illustrate this well? See Catechism of the Catholic Church 2500-2503.
Unit 4 (Exploration and Colonization) Catholic Social Teaching Questions:
The US Bishops have spoken out against modern forms of slavery, especially regarding human trafficking. What are some current human rights abuses that mimic the idea that people are property to be used as a means to an end?
People traveled for “gold, glory, and God”. Who are Francis Xavier, Paul Miki and Companions, North American Martyrs, Peter Claver, Peter Chanel?
·Progress and development can be good. What are some principles Pope Paul VI gives for development in Populorum Progressio?
·The ideas of solidarity and that man has dignity may seem evident, but looking at history what are examples and how are these concepts missing? Are there areas in the world today where this central principle is missing? How might you convince a bully that all men have dignity? What are some principles for a bystander to injustice? See Catechism of the Catholic Church 2437-2442.
Unit 5 (Age of Revolutions) Catholic Social Teaching Questions:
Jesus said we are citizens and members of the kingdom of God. Catholics believe we can live in any society due to this transcendent view. Why do totalitarian regimes want to suppress religion? See Catechism of the Catholic Church 763.
What is the Carmelite Massacre and who are the Carmelite nuns of Campiegne?
Many Enlightenment ‘thinkers’ believed the Church was superstitious, and in fact many at that time were. What is the difference between superstition and religion? See Catechism of the Catholic Church 2111.
Moral Relativism is an erroneous way of thinking about truth that started with enlightenment philosophy. What is objective truth and subjective truth? Pope Benedict said this generation lives under a dictatorship of moral relativism. What are examples of moral relativism in society?
Everyone can be a little Robespierre or Napoleon and justify his/her own actions, but the Church says there are actions which are objectively wrong regardless of intention. Explain this. See Catechism of the Catholic Church 1749-1761.
Unit 6 (Nationalism, Imperialism and Colonial Empires: European Scramble) Catholic Social Teaching Questions:
Rerum Novarum was written in response to the Industrial Revolution and is the foundational document for Catholic Social Teaching. What are the main points in Rerum Novarum?
What ’problems’ are the social encyclicals following Rerum Novarum addressing and what principles did they suggest for the issues presented? See the Compendium of the Social Doctrine of the Church for a summary of Quadragesimo Anno, Mater et Magistra, Pacem in Terris, Dignitatis Humanae, Gaudium et Spes, Populorum Progressio, Octogesimo Adveniens, Laborem Exercens, Solicitudo Rei Socialis, Centesimus Annus, Evalengium Vitae, Caritas in Veritate, Evangelium Gaudium and Laudato Si.
Utilitarianism is when we see people as objects. See Catechism of the Catholic Church 1929-1933. How is utilitarianism evident in the Industrial Revolution? Discuss how we can see utilitarianism today?
The definition of love is “to will the good of the other as other”. What are ways our nice treatment of others may be for selfish reasons and not for their good alone? See Deus Caritas Est (God Is Love)—Pope Benedict XVI, 2005.
A business or government that ‘micromanages’ lacks the principle of subsidiarity. See Catechism of the Catholic Church 1883, 1894. What does this mean? How is a violation of the principle of subsidiarity a concern in socialism?
·What is the history of May Day and why did the Church dedicate May 1st to St. Joseph the Worker in 1955?
·Governments are called to work for the common good and protect the dignity of each person. See Catechism of the Catholic Church 1897-1912. History demonstrates human judgment can be clouded by fear or desire for power. How can we not let our judgment become clouded?
Units 7 & 8 (World War I / Rise of Totalitarianism and World War II) Catholic Social Teaching Questions:
Analyze the “Just War” principles as found in the Catechism of the Catholic Church 2263-2267.
What does the Church say about the accumulation of arms (the arms race)? See the Catechism of the Catholic Church 2315.
The Ten Commandments reflect natural law. Jesus asks us to go deeper with the beatitudes. What would the beatitudes look like in a person your age in your circumstances? In a leader?
Viktor Frankl wrote the classic Man’s Search for Meaning as a result of his suffering in concentration camps. Look up some of his most famous quotes. Which one is your favorite?
John Paul II lived in horrendous times and later said “suffering is in the world to release love”. What does this mean? What does it mean to say that suffering is redemptive?
Why do many attribute John Paul II to the fall of communism? How did he operate within a communist government as a young bishop?
John Paul II died on the vigil of Divine Mercy, a feast he helped institute. During these tumultuous world wars, the devotion of Divine Mercy spread quickly. Who is Faustina and what is the devotion to the image of Divine Mercy?
Edith Stein died in a concentration camp, so why are her writings becoming popular now?
Padre Pio was a favorite person to visit for soldiers during the war. Who was Padre Pio?
What is the miracle of the Rosary of Hiroshima?
Unit 9 (The Cold War Era) Catholic Social Teaching Questions:
The cold war existed on a large scale, but what are examples of similar ‘cold war’ behaviors in daily relationships and what messages of Jesus address this?
What is liberal secularism? What is practical atheism?
A person’s actions reflect inherent ideology. What daily actions do or do not demonstrate recognition of the dignity in each person? Trust in God’s love?
What does the Church say about the accumulation of arms? See Catechism of the Catholic Church 2243.
Who is Nguyễn Văn Thuận? Vincent Robert Capodanno? Walter Ciszek? Emil Kapaun?
Unit 10 (The Modern Era: Globalization, Media, Technology, and a Shrinking World) Catholic Social Teaching Questions:
The Church publishes documents to address current prevalent issues. Researching the website for the United States Conference of Catholic Bishops, www.usccb.org , what are the issues that the bishops have determined are important and need addressing at this time?
Why does the Church even care about principles in government and business? See Catechism of the Catholic Church 2246.
Out of respect, the United States made Mother Teresa an honorary citizen of the United States. This was done even though she spoke out against some American practices when she was here. Who is Mother Teresa and what were her messages?
What is the lesson in the parable of the “widow’s mite”? Which of Jesus’ parables do you think address current issues?
It is easy to criticize others, past and present, from our own armchair. Besides “putting on the mind of Christ” (Phil. 2), what are important elements in dialogue and understanding of others? See Catechism of the Catholic Church 2478.
Some believe if you are basically a good person it doesn’t matter what you do. Most despots and criminals would say they are basically good, mean well or have a good goal. Are good intentions enough when analyzing the morality of your actions? See Catechism of the Catholic Church 1749-1761.
How can you best inform your conscience at your age? Is it better to judge on what “someone said” or what the person actually said? How can you watch the news intelligently? Where can you find what the Church actually teaches?
The Bishops have published points on forming your conscience as a faithful citizen. What are some of its main points? www.usccb.org
Who is Our Lady of Kibeho?
Catholic Resources:
United States Conference of Catholic Bishops
Catechism of the Catholic Church
Suggested Resources:
My World History, Karpiel and Krull, (Boston, Pearson Publishing, 2012).
Our Catholic Legacy: World History for Young Catholics: Volume 1: Ancient History to the Age of Discovery, Seton Press, (Front Royal, Seton Home Study School, 2015).
Discovery Our Past: A History of the World, McGraw Hill, (McGraw Hill Education, 2018).
Population Pyramid for All Countries
Engineering an Empire: History Channel (can be found on Youtube): Greece, Alexander the Great, Aztecs, Carthage, China, Russia, Britain, Persians, Mayans, Napoleon, Byzantines, Da Vinci’s World, Rome, and Egypt
National Council for the Social Studies
Discovery: gives access to free classroom-ready lesson plans and activities for K-12 education, organized by grade level and subject for science, social studies, and literature.
EDSITEment! The Best of the Humanities on the Web: National Endowment for the Humanities website of lessons and other resources.
EdTech Teacher: Aims to provide quick, convenient, and reliable access to the best history-oriented resources online in a wide range of categories and has been designed to benefit history teachers and their students.
National Archives: A collection of U.S. history docs and other resources.
The History Channel: Your must-have site for history resources, including teaching materials, TV shows, videos, games.
Kahoot! Create, share and play fun learning games or trivia quizzes.
Goformative - Choose a premade formative from the library and edit any question to adjust for your students.
Quizizz - Free self-paced quizzes to review, assess, and engage.
IXL- Requires school subscription.
Blooket- Free self-paced games to review and introduce new ideas.
Seterra - More than 400 free map quiz games in more than 40 languages.
Page updated
Report abuse