pacing guide and curriculum map th grade world … · language arts, mathematics, science, social...

Revised

07/28/10

Pacing Guide and Curriculum Map

7th

Grade World History

Revised 06/09/11

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Preface Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s):

o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn

o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card

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Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

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Required Instruction for Social Studies Grade 7

The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 7. This does not imply, however, that non-highlighted items cannot be addressed as appropriate.

The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states:

o Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.

o Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:

a. The content of the Declaration of Independence and how it forms the philosophical foundation of our government.

b. The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.

c. The essentials of the United States Constitution and how it provides the structure of our government.

d. Flag education, including proper flag display and flag salute.

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e. The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts.

f. The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

g. The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

h. The history of the state.

i. The study of Hispanic contributions to the United States.

j. The study of women’s contributions to the United States.

k. A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.

l. In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.

1003.421 Recitation of the Declaration of Independence.--

To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom

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Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.

To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”

Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.

Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.

The Florida Statutes may be viewed online at http://flsenate.gov/statutes.

http://flsenate.gov/status

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Social Studies Skills and Concepts Matrix This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of

essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.

The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced.

For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. Standard: The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.

SS.6.G.4.4

Subject Area: SS Social Studies

LA Language Arts

Grade

Level

Strand:

A=American

History

G=Geography

E=Economics

C=Civics &

Government

W=World

History

H=Humanities

Standard

Number

Benchmark

Number

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GEOGRAPHY SKILLS AND CONCEPTS

Skills and Concepts K

1

2

3

4

5

6

7

8

9

10

11

12

Introduction Benchmark

Globe and maps are models of Earth, countries, states, etc. I

D

M R R R R R R R R R R SS.K.G.1.2

Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2

Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1

Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3

Equator I D M R R R R R R R R SS.2.G.1.3

Continents I D D M R R R R R R R SS.2.G.1.3

Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4

Four oceans I D D M R R R R R R R SS.2.G.1.3

Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1

State capital of Florida I D M R R R R R R R R SS.2.G.1.2

Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2

Hemispheres I D D D M R R R R R R SS.2.G.1.3

Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1

Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3

Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1

Identify map types: physical, political 1 D D M R R R R R R SS.3.G.1.4

Landforms, water bodies I D D D D D D M R R SS.3.G.2.4

Name and location of 50 states I D D D M R R R R R SS.3.G.2.3

Time zones I D D D D D D D M R SS.2.G.1.3

U.S. regions I D D D D M R R R R SS.3.G.2.2

Latitude/longitude I D D M R R R R R SS.4.G.1.4

Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4

Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1

Map projections I D D D M R R SS.6.G.1.2

I = Introduce D = Develop M = Mastery R = Reinforce

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RESEARCH SKILLS AND CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Provides supporting details of answer from text I D D D D D D D D D M R R LA.K.1.7.3

Media skills – student knows how to find materials in the media center I D D D D D D M R R R R

LA.2.6.2.2 SS.1.A.1.2

Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA.2.6.2.2

Identify fact and opinion I D D D D M R R R R LA.3.6.3.1

Search engines – student can use an internet search engine to research I D D D D M R R R R

LA.3.6.2.1 SS.3.A.1.2

Oral history – interviewing skills I D D D D D D D M R LA.3.6.1.1

Check validity of information from research/text I D D D M R R R LA.5.6.2.1

Identify strong vs. weak arguments I D D D D D M LA.6.1.7.5

Identify and use articles, periodicals, journals I D D D M R LA.7.2.2.4


SOCIAL STUDIES SKILLS AND CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2

Create timelines – chronological order I D D D D D D D M D R R R SS.K.A.1.1

Charts/graphs/photo analysis I D D D D D D D D M R R LA.1.2.2.1

Cause/effect I D D D D D D D D M R R LA.1.1.7.5

Compare and contrast I D D D D D D D M R R LA.2.1.7.7

Point of view I D D D D D D D M R R LA.2.3.3.1

Create timelines using a scale I D D D M R R SS.6.W.1.1

Analyze current events I D D M R SS.8.A.1.3

Political cartoons I D D M R SS.8.A.1.2


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CIVIC AWARENESS CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Concept of voting I D D D D M R R R R R R R SS.K.C.2.3

Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2

Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4

Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4

Martin Luther King was an influential leader of the Civil Rights Movement of the 20th century I D D D D D D D D D D M R SS.K.A.2.4

Patriotic holidays that represent America I D D D D D D D D D D M R SS.K.A.2.2

Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5

U.S.A. is a nation of immigrants I D D D D M R R R R R R R SS.K.A.2.3

Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1

Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1

Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1

Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4

Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2

America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3


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Next Generation Sunshine State Standards for Social Studies and Health

Related to Character Education The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate

required instruction related to Character Education into the standards. The intent was to include character education as a learning

progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for

grades K – 8. For high school courses, these character education standards will be included as part of required Social Studies courses

in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies

and Health Education standards for middle school:

Patriotism:

-Evaluate the obligations of citizens (i.e. including obeying laws, paying taxes, defending the nation, serving on juries). – SS.7.C.2.2

Responsibility:


Citizenship:

-Identify ideals from Ancient Greek and Roman civilizations which are reflected in the American political process today (i.e., civic

participation, role of government). – SS.6.C.2.1

-Define the term ―citizen‖ and identify legal means of becoming a United States citizen. – SS.7.C.2.1


-Experience the responsibilities of citizens at the local, state, and federal levels (e.g., registering or pre-registering to vote, volunteering,

communicating with government officials, informing others about current issues, participating in political campaign/mock election).

SS.7.C.2.3

-Apply the rights contained in the Constitution and Bill of Rights to the lives of citizens today. –SS.8.C.1.5

Kindness:

Conduct a service project to further the public good (e.g., school, community, state, national, international levels). –SS.7.C.2.14

Racial, Ethnic, and Religious Tolerance:

-Examine the possible causes of conflict among youth in schools and communities. (e.g., relationships, territory, jealousy) –HE.8.B.2.3

Cooperation:

Conduct a service project to further the public good (e.g., school, community, state, national, international levels). –SS.7.C.2.14

Pacing Guide - 7th Grade World History

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First Nine Weeks

Geographer and Historians’ tools

(2 weeks)

Timelines

Terms referring to time

periods (BC/ AD, BCE/CE,

decade, century, etc)

Primary and secondary

sources

Historical inquiry/

historiography

Freedom Week (Last full week in

September)(.5 weeks)

Paleolithic and Neolithic Eras (2

weeks)

Hunter gatherer societies

Stone age

Neolithic revolution

Bronze Age

River Civilizations and

Mediterranean Civilizations (3.5

weeks)

Ancient Egypt/Nile River

Civilizations

Mesopotamia (Tigris &

Euphrates Rivers)

Phoenicia

Ancient Israel

DBQ-Hammurabi’s Code:

Was It Just?

8 weeks instructional time

1 week buffer

Second Nine Weeks

Cultures of India (2 weeks)

Aryan migrations

Hinduism

Caste system

Maurya and Gupta Empires

Buddhism

Achievements and

contributions of Indian

Civilization

DBQ- Asoka: Ruthless

Conqueror or Enlightened

Ruler?

Cultures of Ancient China (2

weeks)

Mandate of Heaven

Taoism/Legalism/Confucianis

m

Contributions of Ancient

Chinese civilizations

Key figures of ancient China

Zhou, Han and Qin dynasties

Meso-American Civilizations (3

weeks)

Olmecs

Aztecs

Maya

Inca


1 week review/exams

1 week buffer

Third Nine Weeks

Ancient Greece (3.5 weeks)

Concept of Greek democracy

Compare Athens and Sparta

Causes and effects of Persian and

Peloponnesian Wars

Contributions of Greek civilization

Key figures in Greek history

(Pericles)

Key achievements and events of

Hellenistic period

Ancient Rome (3.5 Weeks)

Significant figures of Ancient

Rome

Punic Wars

Government of the Roman

Republic

Growth and longevity of the

Roman Empire

Key figures and basic beliefs of

Christianity

Key achievements of Roman

civilization

Decline and Fall of the Roman

Empire

DBQ-Athens and Rome: Whose

Ideas of Citizenship Made the

Most Sense?


1 week FCAT testing

1 week buffer

Fourth Nine Weeks

African Civilizations (2 weeks)

Islam: Beliefs and brief history

Savanna kingdoms (Ghana, Mali,

Songhai)

Rainforest kingdoms (Ile-Ife, Benin)

Sub-Saharan Africa (Great

Zimbabwe, Aksum, Kilwa)

Classical Asia (3 weeks)

Contributions of classical Chinese

civilizations (Tang, Song, Yuan,

Ming)

Mongol Empires of China, India,

etc

Silk Road

DBQ- The Silk Road: Recording the

Journey

Feudal Japan

Shintoism and Buddhism

Delhi Sultanate

Mughal Empire

Islamic/Hindu conflicts

Holocaust (2 weeks)

Holocaust


1 week exam/review

1 week buffer

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7th Grade World History

Tools of the Historian and Geographer (2.5 weeks)

Objective(s) of Learning

The student will demonstrate knowledge of earliest human civilizations including:

a) Identify the ways in which geography influenced early hunter-gatherer societies

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Academic Vocabulary: Archaeology, history, prehistory, primary source, secondary source, time line, historiography, decade, century

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Why do we study history?

How do geographers and

historians study the past?

What are the benefits and

limitations of the tools used by

historians and geographers?

How do geography and climate

affect where people live and

how they live?

Essential Concepts:

Pre-history

History/Historian

BC – BCE

AD – CE

Archaeology/Archaeologist

Historical Evidence

Primary/Secondary Source

Historiography

Century

Culture

Decade, Century, Epoch, Millennium

Essential Understandings:

Archaeologists study past cultures by locating

and analyzing human remains, fossils, and

artifacts.

Archaeologists apply scientific tests such as

carbon dating to analyze fossils and artifacts.

Stonehenge is an example of an

archaeological site in England that was begun

during the Neolithic and completed during the

Bronze Age.

Archaeologists continue to find and interpret

evidence of early humans and their lives.

SS.6.W.1.1- Use timelines to identify

chronological order of historical

events.

SS.6.W.1.2- Identify terms (decade,

century, epoch, era, millennium,

BC/BCE, AD/CE) and designations

of time periods.

SS.6.W.1.3- Interpret primary and

secondary sources

SS.6.W.1.4- Describe the methods

of historical inquiry and how history

relates to the other social sciences

SS.6.W.1.5- Describe the roles of

historians and recognize varying

historical interpretations

(historiography)

SS.6.W.1.6- Describe how history

transmits culture and heritage and

provides models of human

character

Formal:

Quiz on the historian’s tools

Informal:

Archaeological Dig Activity

History Lab

Library of Congress lesson

on primary vs. secondary

sources

Resources:

National Geographic

Video – The Iceman

www.learn360.com

Library of Congress has

several lessons on

primary/secondary

sources, photo analysis,

etc. (www.loc.gov)

History Alive Activities –

Early Humans

1.2 Understanding Our

Place in History






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Key Terms

Latitude and longitude

Types of maps and map projections

Scale, cardinal and intermediate

directions

Major bodies of water and land masses

Chloropleths and dot density maps.

Essential Understandings

Geographers use a variety of tools to

study to world.

Major bodies of water have influenced

the development of civilizations.

physical characteristics, natural

resources, absolute and relative location

affect civilizations

geographic boundaries invite or limit

interaction with other regions

the six essential understandings of

geography (The world in spatial terms,

places and regions, physical systems,

human systems, environment, and the

uses of geography) are the tools

geographers use to study and

understand the world.

Homo sapiens emerged in Africa between

100,000 and 400,000 years ago.

Homo sapiens migrated from Africa to Eurasia,

Australia, and the Americas.

SS.6.G.1.1- Use latitude and

longitude coordinates to

understand the relationship

between people and places on

the Earth.

SS.6.G.1.2- Analyze the purposes

of map projections (political,

physical, special purpose) and

explain the applications of various

types of maps.

SS.6.G.1.4- Utilize tools

geographers use to study the

world.

SS.6.G.1.5- Use scale, cardinal,

and intermediate directions, and

estimation of distances between

places on current and ancient

maps of the world.

SS.6.G.1.6- Use a map to identify

major bodies of water of the

world, and explain ways they have

impacted the development of

civilizations.

SS.6.G.2.2- Differentiate between

continents, regions, countries and

cities in order to understand the

complexities of regions created by

Formal:

Pre-test on general world

locations

Reading Quiz

Informal:

Vocabulary Handout

Word Wall activity:

―Vocabulary of Early

Humans‖






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Early humans were hunters and gatherers whose

survival depended on the availability of wild

plants and animals.

The life of early hunter-gatherer societies was

shaped by their physical environment.

civilizations.

SS.6.G.3.1- Explain how the

physical landscape has affected

the development of agriculture

and industry in the ancient world.

SS.6.G.3.2- Analyze the impact of

human populations on the ancient

world’s ecosystems.

SS.6.G.4.2- Use maps to trace

significant migrations, and analyze

their results.

SS.6.G.2.7- Interpret choropleths or

dot-density maps to explain the

distribution of population in the

ancient world.

SS.6.G.6.1- Describe the six

essential elements of geography

(the World in Spatial Terms, Places

and Regions, Physical Systems,

Human Systems, Environment, the

Uses of Geography) as the

organizing framework for

understanding the world and its

people.


Paleolithic Era to Agricultural Revolution (2 weeks)


The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by

b) listing characteristics of hunter-gatherer societies, including their use of tools and fire.

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Academic Vocabulary: Old Stone Age/Paleolithic, New Stone Age/Neolithic, Agricultural Revolution, nomad, hunter-gatherer, artifacts,

agriculture, domesticate, migrate, civilization, metallurgy


How is the life of hunter-

gatherers different from

our own?

How did physical

geography determine

the lives of early

humans?

Essential Concepts:

Hunter-gatherer societies during the Paleolithic

Era (Old Stone Age)

Were nomadic (migrated in search of food,

water, shelter)

Hunters-gatherers

Invented the first tools, including simple

weapons

Learned how to make fire

Lived in clans

Developed oral language

Created ―cave art‖


Early human societies, through the development

of culture, began the process of overcoming

the limits set by the physical environment.

SS.6.W.2.1- Compare the lifestyles

of hunter-gatherers to those of

settlers in early agricultural

communities.

SS.6.E.2.1- Evaluate how

civilizations through clans, leaders,

and family groups make

economic decisions for that

civilization providing a framework

for future city-states or nation

development

Formal:

Reading Quiz

Informal:

Discussion of Reading

Assignment

―Classifying Prehistoric

People‖ Chart


Paleolithic Era to Agricultural Revolution (2 weeks)


The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by

c) describing technological and social advancements that gave rise to stable communities.

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Academic Vocabulary: Old Stone Age/Paleolithic, New Stone Age/Neolithic, Agricultural Revolution, nomad, hunter-gatherer, artifacts,

agriculture, domesticate, migrate, civilization, metallurgy


How was the Neolithic

Era different from the

Paleolithic Era?

Why were the

development of

agriculture and the

domestication of animals

important for early

humans?

Societies during the Neolithic Era (New Stone

Age)

Developed agriculture

Domesticated animals

Used advanced tools

Made pottery

Developed weaving skills

Revolution

Bronze Age

Slash and Burn


The beginning of settled agriculture (including

permanent settlements) was a major step in the

advance of civilization.

SS.6.W.2.2- Describe how the

developments of agriculture and

metallurgy related to settlement,

population growth, and the

emergence of civilization

SS.6.W.2.3- Identify the

characteristics of civilization.

Formal:

Unit test covering the

essential questions, skills

and concepts for this unit

History Alive – Early Humans

Culminating Project

Activity 5.1, Creating a

Character Collage of Early

Human Achievements

Informal:

Short essay describing

importance of Neolithic

period in history of

civilization

Compare and contrast the

Paleolithic and Neolithic

Age

Resources:

www.learn360.com


Early Humans

3.1 From Paleolithic to

Neolithic

4.1 Discovering How

Sumerian City-States

Emerged


Ancient River Valley Civilizations (4 weeks)


The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia,and the civilzations of the

Hebrews, Phoenicians, and Kush, by

a) locating these civilizations in time and place.

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Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora,

delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics


Why were the earliest

civilizations established

near rivers?

What are the

characteristics of a

civilization? Do early river

civilizations meet these

characteristics?

River valley civilizations (about 3500 to 500 B.C.):

Egyptian civilization—Nile River Valley and

Delta (Africa)

Mesopotamian civilization—Tigris and

Euphrates River Valleys (Southwest Asia)

Indian civilization—Indus River Valley (South

Asia)

Chinese civilization—Huang He Valley (East

Asia)

Other early civilizations (about 2000 to 500 B.C.):

Hebrews settled between the Mediterranean

Sea and the Jordan River Valley (part of

Fertile Crescent in Southwest Asia).

Phoenicians settled along the Mediterranean

coast (part of Fertile Crescent in Southwest

Asia).

Kush was located on the upper (southern) Nile

River (Africa).


These river valleys offered rich soils for

agriculture, and they tended to be in locations

easily protected from invasion by nomadic

peoples.

During the New Stone Age, permanent

settlements appeared in river valleys and

around the Fertile Crescent.

River valleys provided rich soil for crops, as well

SS.6.W.2.4- Compare the

economic, political, social and

religious institutions of ancient river

civilizations.

SS.6.W.2.7- Summarize the

important achievements of

Mesopotamian civilization

SS.6.W.2.9- Identify key figures and

basic beliefs of the Israelites and

determine how these beliefs

compared with those of others in

the geographic area.

SS.6.G.6.2- Compare maps of the

world in ancient times with current

political maps.

SS.6.W.2.5- Summarize important

achievements of Egyptian

civilization

SS.6.W.2.6- Determine the

contributions of key figures from

ancient Egypt.

SS.6.G.2.3- Analyze the relationship

of physical geography to the

development of ancient river

valley civilizations.

Formal:

Map test

Informal:

River Valley Civilization

Map

Pretest on writing skills,

using the following

prompts:

Why Mesopotamia is

considered the ―Cradle

of Civilization?‖

Why is Ancient Egypt

referred to as the ―Gift

of the Nile?‖

Resources:


Ancient Egypt and the

Near East

1.2 Understanding

geography’s effect on

settlement in three

regions







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as protection from invasion.







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DBQ: Hammurabi’s

Code: Was It Just?

DBQ: Hammurabi’s Code: Was It Just?

SS.6.G.5.1- Identify the methods

used to compensate for the

scarcity of resources in the ancient

world.

SS.6.G.5.3- Use geographic tools

and terms to analyze how famine,

drought, and natural disasters

plagued many ancient

civilizations.

SS.6.E.3.4- Describe the

relationship among civilizations

that engage in trade, including

the benefits and drawbacks of

voluntary trade.

SS.6.W.1.3- Interpret primary and

secondary sources

SS.6.W.1.4- Describe the methods

of historical inquiry and how history

relates to the other social sciences

SS.6.W.2.5- Summarize important

achievements of Egyptian

civilization

SS.6.W.2.6- Determine the

contributions of key figures from

ancient Egypt.

Informal

Document analysis

Classroom discussion

Formal

Final essay answering DBQ




The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley, and

China, and the civilizations of the Hebrews, Phoenicians, and Kush, by

b) describing the development of social, political, and economic patterns, including slavery.

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Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta,

dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics


What were the important

achievements/developments

of these early civilizations?

Development of social patterns:

Hereditary rulers (dynasties of kings,

pharaohs)

Rigid class system, where slavery was

accepted

Development of political patterns:

World’s first states (city-states, kingdoms,

empires)

Centralized government (often based on

religious authority)

Written law codes (Ten Commandments,

Code of Hammurabi)

Development of economic patterns:

Metal tools and weapons (bronze, iron)

Increasing agricultural surplus (better tools,

plows, irrigation)

Increasing trade along rivers and by sea

(Phoenicians)

Development of the world’s first cities

Specialization of labor


River valleys were the ―Cradles of Civilization.‖

Early civilizations made major contributions to

social, political, and economic progress.


economic, political, social, and

religious institutions of ancient

river civilizations

SS.6.E.1.3- Describe the following

economic concepts as they

related to early civilization:

scarcity, opportunity cost, supply

and demand, barter, trade,

productive resources (land, labor,

capital, entrepreneurship)

SS.6.W.2.8- Determine the impact

of key figures from ancient

Mesopotamian civilizations.

Formal:

Reading Quiz

Informal:

Discussion of achievements

and contributions of river

valley civilizations

Create a chart listing the

economic, political, religious,

and social characteristics of

the ancient river valley

civilizations

Resources:

Primary sources :

Hammurabi’s Code

Ten Commandments

Literature selection:

The Epic of Gilgamesh


Ancient Egypt and the Near

East

2.2 Applying the Code of

Hammurabi to

Babylonian Court Cases

3.2 Creating Illustrated

Journals About Daily Life




The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley, and

China, and the civilizations of the Hebrews, Phoenicians, and Kush, by

c) explaining the development of religious traditions.

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How did early religions

develop?

How were these early

religions different and

similar?

How have these early

religions continued to

influence the modern

world?

Development of religious traditions:

Polytheism was practiced by most early

civilizations.

Monotheism was practiced by the Hebrews.


Religion was a major part of life in all early

civilizations.

SS.6.G.4.4- Map and analyze the

impact of the spread of various

belief systems in the ancient world.

Formal:

Reading Quiz

Informal:

World Religions Chart

Resources:

www.learn360.com has

several videos and video

segments on the basics of

world religions




The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the civilizations of the


describing the origins, beliefs, traditions, customs, and spread of Judaism.

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How was Judaism

different from other

religions of the time?

How did Judaism

influence Western

civilization?

Origins of Judaism:

Abraham, Moses

David, Solomon

Jerusalem, Israel

Judah

Beliefs, traditions, and customs of Judaism:

Belief in one God (monotheism)

Torah, which contains written records and

beliefs of Hebrews

Ten Commandments, which state moral and

religious conduct

Spread of Judaism:

Exile

Diaspora


The monotheism of Abraham became the

foundation of Judaism, Christianity, and Islam—

religions that changed the world. The Hebrews

were the first to become monotheists.

SS.6.W.2.9- Identify key figures and

basic beliefs of the Israelites and

determine how these beliefs

compared with those of others in

the geographic area.



belief systems in the ancient world.




civilizations



Mesopotamian civilizations.

Formal:

Reading Quiz

Informal:

Discussion of development

of Hebrew civilization and

major contributions

Create a graphic organizer

contrasting the religions of

the Egyptians and the

Hebrews (Judaism)

Resources:

Literature selection:

the Torah

the Ten

Commandments


Ancient Egypt and the

Near East

4.1 Origins of Judaism

4.2 Responding to

Challenges Faced by

the Ancient Israelites




The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, and the civilizations of the


explaining the development of language and writing.

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How did writing develop?

Why was a written

language important?

Language and writing:

Pictograms (earliest written symbols)

Hieroglyphics (Egypt)

Cuneiform (Sumer)

Alphabet (Phoenicians)


Language and writing were important cultural

innovations.




civilizations

SS. 6.W.3.1- Analyze the cultural

impact the ancient Phoenicians

had on the Mediterranean world

with regard to colonization

(Carthage), exploration, maritime

commerce (purple dye, tin), and

written communication (alphabet)

SS.6.G.1.3- Identify the natural

wonders of the ancient world.

Formal:

Unit test covering the

essential questions, skills

and concepts for this unit

History Alive – Ancient

Egypt and the Near East

Culminating Project

Activity 6.1, Creating

Mobile to Compare

Ancient Civilizations

Informal:

Discussion of importance of

language and writing

G-SPRITE on the ancient

river civilizations


Ancient India (2 weeks)


The student will demonstrate knowledge of the civilization of Ancient India in terms of chronology, geography, social structures,

government, economy, religion, and contributions to later civilizations by

a) describing India, with emphasis on the Aryan migrations and the caste system.

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Academic Vocabulary: subcontinent, monsoon, caste, Brahman, reincarnation, nirvana, meditate, dharma, karma, ahimsa, golden age


How did geography

influence the

development of

civilization in the Indian

subcontinent?

How did the Aryan

migrations impact

ancient India?


contributions of the

Maurya and Gupta

dynasties?

Physical barriers such as the Himalayas, the

Hindu Kush, and the Indian Ocean made

invasion more difficult.

Mountain passes in the Hindu Kush provided

invasion routes into the Indian subcontinent.

The Indus and Ganges were the most important

rivers in the Indian subcontinent.

Aryans (Indo-Aryans):

Migration, assertion of dominance

Rigid caste system (hereditary), which

influenced all social interactions and

choices of occupations

Gupta empire:

Golden age of classical Indian culture

Contributions—mathematics, new textiles,

literature

Essential Understandings: Classical Indian civilization began in the Indus River

Valley and spread to the Ganges River Valley, then

through the Indian subcontinent. It continued with

little interruption because of its geographic location.

The Indo-Aryan people invaded the area, creating a

rigidly structured society (caste system) blended with

native beliefs.

During the Golden Age of classical Indian

culture, Indian people made significant

contributions to world civilization.

SS.6.W.4.1- Discuss the Aryan and

other tribal migrations on Indian

civilization.

SS.6.W.4.3- Recognize the political

and cultural achievements of the

Mauryan and Gupta empires.


important achievements and

contributions of ancient Indian

civilization

SS.6.G.1.7- Use maps to identify

characteristics and boundaries of

ancient civilizations that have

shaped the world today.

SS.6.G.4.1- Explain how family and

ethnic relationships influenced

ancient cultures.





civilizations.



political maps.

Formal:

Reading Quiz

Informal:

Class review of Indian

civilization

Guided Reading

Worksheet

Participation in map

activity on the spread of

Indian civilizations

Compare and contrast the

Mauryan and Gupta

empires politically,

religiously, and socially.

Resources:

Video clip on the Mauryan

Elephant Army

History Alive Activity

1.1 Predicting Areas of

Early Settlement in India






b) describing the origins and beliefs of the Hindu religion.

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How did Hinduism’s

unique beliefs influence

Indian society and

culture?

Hinduism:

Caste system in religious law based on

occupations

Belief in many forms of one major deity

Reincarnation: Cycles of rebirth

Karma: Future reincarnation based on present

behavior

Vedas and Upanishads: Sacred writings


Hinduism was an important contribution of

classical India.

Hinduism influenced Indian society and culture

and is still practiced in India today.

SS.6.W.4.2- Explain the major

beliefs and practices associated

with Hinduism and the social

structure of the caste system in

ancient India.

Formal:

Reading quiz

Informal:

Discussion of Hindu Religion

Creation of a Learning

Cube on The Guptas

Resources:


2.2 Understanding Hindu

Beliefs in the Ramayana






c) describing the origins and beliefs of Buddhism.

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Is Buddhism a religion or

a philosophy?

How has Buddhism

influenced civilization in

Asia? How did it spread?

DBQ: Asoka: Ruthless

Conqueror or Enlightened

Ruler

Buddhism:

Founder: Siddhartha Gautama (Buddha)

Four Noble Truths

Eightfold Path to Enlightenment


Asoka’s missionaries and their writings spread

Buddhism from India to China and other parts of

Asia.

DBQ: Asoka: Ruthless Conqueror or Enlightened

Ruler

SS.6.W.4.4- Explain the teachings

of Buddha, the importance of

Asoka, and how Buddhism spread

in Indian, Ceylon and other parts

of Asia.

Formal:

Reading quiz

History Alive – Ancient India

Culminating Project

Activity 5.1 Creating a

Palm-Leaf Book About

Ancient India

Informal:

Research of the Four-Noble

Truths an Eightfold Path for

notes

Discussion of Buddhist

Religion

Creation of Learning Cube

Resources:


2.3 Discovering the

Buddha’s Path to

Enlightenment

Informal

Document analysis


Formal

Final essay answering DBQ


Ancient China (2 weeks)


The student will demonstrate knowledge of the civilization China in terms of chronology, geography, social structures, government,

economy, religion, and contributions to later civilizations by

d) describing China, with emphasis on the development of an empire and the construction of the Great Wall;

f) describing the impact of Confucianism, Taoism, and Legalism.

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Academic Vocabulary: philosophy, dike, loess, civil service, warlords, currency, silk, Mandate of Heaven


How did China’s

geography influence the

development of that

civilization?

What gave Chinese rulers

the right to rule?

Evaluate Chinese

emperors during this time

period.

How has Chinese

philosophy influenced

Chinese civilization?

Why was silk such an

important part of the

Chinese civilization?


political and cultural

contributions of the Zhou,

Qin and Han dynasties?

Migratory invaders raided Chinese settlements

from the North. The Great Wall was built by Qin

Shi Huangdi as a line of defense against

invasions.

China was governed by a succession of ruling

families called dynasties.

Chinese rulers were considered divine, but they

served under a Mandate of Heaven only as

long as their rule was just.

The Silk Roads facilitated trade and contact

between China and other cultures as far away

as Rome.

Contributions of classical China

civil service system

paper

porcelain

silk

Contributions of Confucianism in forming the

social order in China

Belief that humans are good, not bad

Respect for elders

Code of politeness, still used in Chinese society

today

Emphasis on education

Ancestor worship

Contributions of Taoism in forming Chinese

culture and values

Humility

SS.6.W.4.6- Describe the concept

of the Mandate of heaven and its

connection to the Zhou and later

dynasties.

SS.6.G.2.1- Explain how major

physical characteristics, natural

resources, climate, and absolute

and relative locations have

influenced settlement, interactions

and the economies of ancient

civilizations of the world.

SS.6.W.4.7- Explain the basic

teachings of Laozi, Confucius and

Han Fei Zi

SS.6.W.4.8- Describe the

contributions of classical and post

classical China

SS.6.W.4.9- Identify key figures from

classical and post classical China



SS.6.G.4.1- Explain how family and

ethnic relationships influenced

ancient cultures.

Under Development

Formal:

Reading Quiz

Unit Test

Informal:

Video Viewing Guide

Discussion of Video

Check of class notes

Discussion of Classical

China

Completion of

Comparative Religion

Chart

G-SPRITE Chart of Persia,

India, and China

Discussion of trade routes

Maps of Silk Road


Ancient China (2 weeks)


The student will demonstrate knowledge of the civilization China in terms of chronology, geography, social structures, government,

economy, religion, and contributions to later civilizations by

d) describing China, with emphasis on the development of an empire and the construction of the Great Wall;

f) describing the impact of Confucianism, Taoism, and Legalism.

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Academic Vocabulary: philosophy, dike, loess, civil service, warlords, currency, silk, Mandate of Heaven


Simple life and inner peace

Harmony with nature


Yin/Yang represented opposites for

Confucianism and Taoism.

Legalism and Confucianism helped to shape

Chinese ideas about government.

Chinese forms of Buddhism spread throughout

Asia.



political maps.





civilizations.

Resources:


China

1.1 Creating Annotated

relief Maps of Ancient

China

2.2 Learning about three

ways of thought:

Confucianism, Daoism

and Legalism

3.1 Examining the Rise of

Qin Shi Huang Di

3.3 The Silk Road:

examining foreign

Influence on Chinese

culture.

Evaluate the following

quote by the Chinese

philosopher Confucius:

―Study the past if you

would divine the future.‖


Meso-American and South American Civilizations (3 weeks)


The student will demonstrate knowledge of the civilization Meso and South America in terms of chronology, geography, social

structures, government, economy, religion, and contributions to later civilizations by

e) describing the civilizations of the Olmecs, Aztecs, Maya, and Inca

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Academic Vocabulary: quipu, terraces, census, slash-and-burn agriculture, maize, chinampas, causeway


How did Meso and South

American civilizations

adapt to their

environment?


political, cultural and

economic achievements

of these civilizations?

How were these

civilizations similar to and

different from the

ancient river civilizations

of the Asia and Africa?

Early American civilizations

Migrated from Eastern Asia 40,000 years ago

Many different cultures developed based on

climate and geography

Many early civilizations settled on or near water

for drinking, farming, fishing and

transportation

Mayan civilization

Located in the Mexican and Central American

rain forest

Represented by Chichén Itzá

Group of city-states ruled by a king

Economy based on agriculture and trade

Polytheistic religion—Pyramids

Aztec civilization

Located in arid valley in central Mexico

Represented by Tenochtitlan

Ruled by an emperor

Economy based on agriculture

Polytheistic religion, based on warfare—

Pyramids

Incan civilization

Located in the Andes Mountains of South

America

Represented by Machu Picchu

Ruled by an emperor

Economy based on high-altitude agriculture

Polytheistic religion


emergence of advanced

civilizations in Meso- and South

America with the four early river

valley civilizations





ancient civilizations that have

shaped the world today.



political maps.

SS.6.E.1.1- Identify the factors (new

resources, increased productivity,

education, technology, slave

economy, territorial expansion)

that increase economic growth.

SS.6.E.1.2- Describe and identify

traditional and command

economies as they appear in

different civilizations.



Under Development

Formal:

Research project on

civilizations of the Western

Hemisphere

Informal:

Map Worksheet

Check for class notes on

Civilizations in North

America

Video viewing guide on

the Inca

Discussion of video

Word Wall activity:

Comparison of Civilizations

of the Western Hemisphere


Meso-American and South American Civilizations (3 weeks)


The student will demonstrate knowledge of the civilization Meso and South America in terms of chronology, geography, social

structures, government, economy, religion, and contributions to later civilizations by

e) describing the civilizations of the Olmecs, Aztecs, Maya, and Inca

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Academic Vocabulary: quipu, terraces, census, slash-and-burn agriculture, maize, chinampas, causeway


Road system

Achievements of Mayan, Aztec, and Incan

civilizations

Calendars

Mathematics

Writing system


The Mayan, Aztec, and Incan civilizations

emerged in South America, Central America,

and Mexico.







Ancient Greece (4 weeks)


The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by

a) identifying the significance of citizenship and the development of democracy, and comparing the city-states of Athens and

Sparta.

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Academic Vocabulary: peninsula, democracy, aristocracy, tyranny, oligarchy, helots


How did geography

influence the

development of Greek

civilization and

economy?

What were the benefits

and drawbacks to the

governments of ancient

Greece (tyranny,

democracy, aristocracy,

oligarchy)?

How were Sparta and

Athens similar? How

were they different?

Social structure and citizenship in the Greek

polis

Citizens (free adult males) had political rights

and the responsibility of civic participation in

government.

Women and foreigners had no political rights.

Slaves had no political rights.

Athens

Stages in evolution of Athenian government:

Monarchy, aristocracy, tyranny, democracy

Tyrants who worked for reform: Draco, Solon

Origin of democratic principles: Direct

democracy, public debate, duties of the

citizen

Sparta

Oligarchy (rule by a small group)

Rigid social structure

Militaristic and aggressive society


Classical Athens developed the most

democratic system of government the world

had ever seen, although not everyone could

participate in decision-making. It became a

foundation of modern democracies.

Contrasting philosophies of government divided

the Greek city-states of Athens (democracy)

and Sparta (oligarchy).

SS.6.C.2.1- Identify principles (civic

participation, role of government)

from ancient Greek and Roman

civilizations which are reflected in

the American political process

today, and discuss their effect on

the American political process.

SS.6.C.1.1- Identify democratic

concepts developed in ancient

Greece that served as a

foundation for American

constitutional democracy.

SS.6.W.3.2- Explain the democratic

concepts (polis, civic participation

and voting rights, legislative

bodies, written constitutions, rule of

law) developed in ancient

Greece.

SS.6.W.3.3- Compare life in Athens

and Sparta (government and the

status of citizens, women and

children, foreigners, helots).

SS.6.E.1.2- Describe and identify

traditional and command

economies as they appear in

different civilizations.

Formal:

Reading Quiz

Informal:

Discussion of classical

Athenian democratic

system

Venn Diagram Athens vs.

Sparta

Resources:


Ancient Greece

1.4 - Tracing the

Development of

Democracy

2.2 – Touring Athens During

the Golden Age

2.3 – Greek Against Greek:

Athens v. Sparta





b) evaluating the significance of the Persian and Peloponnesian Wars.

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Academic Vocabulary: peninsula, democracy, aristocracy, tyranny, oligarchy, helots


What were the causes

and effects of the Persian

Wars and Peloponnesian

Wars?

Why were the Persian

and Peloponnesian Wars

important to Greece’s

development?

Importance of Persian Wars (499-449

B.C.)

Persian wars united Athens and Sparta against

the Persian Empire.

Athenian victories over the Persians at

Marathon and Salamis left Greeks in control

of the Aegean Sea.

Athens preserved its independence and

continued innovations in government and

culture.

Importance of Peloponnesian War (431-404 B.C.)

Caused in part by competition for control of

the Greek world—Athens and the Delian

League v. Sparta and the Peloponnesian

League

Resulted in the slowing of cultural

advancement and the weakening of

political power


The Greeks defeated the Persian empire and

preserved their political independence.

Competition between Sparta and Athens for

control of Greece helped cause the

Peloponnesian War.

SS.6.W.3.4- Explain the causes and

effects of the Persian and

Peloponnesian Wars

Formal:

Reading Quizzes

DBQ Classical Athens

Informal:

Discussion of causes and

effects of the Persian War

Discussion of causes and

effects of the

Peloponnesian War





c) Identifying key figures in Greek history such as Pericles;

f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on

Socrates, Plato, and Aristotle.

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Academic Vocabulary: acropolis, agora, epic, tribute, tragedy, oracle, myth, plague, blockade


Who was Pericles? Why

is he important to

Athenian history?

How has Greek culture

influenced Western

civilization?

Golden Age of Pericles (mostly occurring

between the Persian and the Peloponnesian

Wars)

Pericles extended democracy; most adult

males had equal voice.

Pericles had Athens rebuilt after destruction in

Persian Wars; the Parthenon is an example

of this reconstruction.

Contributions of Greek culture to Western

civilization

Drama: Aeschylus, Sophocles

Poetry: Homer (Iliad and Odyssey)

History: Herodotus, Thucydides

Sculpture: Phidias

Architecture: Types of columns included Doric

(Parthenon), Ionian, and Corinthian

Science: Archimedes, Hippocrates

Mathematics: Euclid, Pythagoras

Philosophy: Socrates, Plato, Aristotle


Athenian culture, during the Classic Era,

became one of the foundation stones of

Western civilization.



contributions of ancient Greek

civilization





Greece.

Formal:

Reading Quizzes

Greek Culture Projects

Informal:

Video Viewing Guide

Discussion of Video

Resources:


Ancient Greece

3.2 – Creating Human

Statues to Honor Significant

Greeks

4.1 – Recognizing Ancient

Greek Achievements in the

Modern World





g) explaining the conquest of Greece by Macedonia and the spread of Hellenistic culture by Alexander the Great.

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Academic Vocabulary: Hellenistic Age


Why is Alexander the

Great important to

ancient history?

Was Alexander the Great

a historical hero or

villain? Why?

How did Alexander’s

actions help to spread

Greek culture?

Phillip II, King of Macedon

Conquered most of Greece

Alexander the Great

Established an empire from Greece to Egypt

and the margins of India

Extended Greek cultural influences

Hellenistic Age

Blend of Greek and oriental elements

Spread of Hellenistic culture through trade


The Macedonian conquest of Greece followed

the weakening of Greek defenses during the

Peloponnesian Wars.

Alexander the Great adopted Greek culture

and spread Hellenistic influences throughout his

vast empire.

SS.6.W.3.7- Summarize the key

achievements, contributions, and

figures associated with the

Hellenistic period.



Greece.

Formal:

Reading Quizzes

Unit Test


Greece – Culminating

Project

Activity 5.1 - Creating a

Dramatic Reading to

Commemorate Ancient

Greece

Informal:

Discuss powerful countries

of the world

Discuss the conquest of

Alexander the Great

throughout Asia

Janus figure on Alexander

the Great

Review Game

Resources:


Ancient Greece

3.1 – Alexander the Great –

Hero or Villain?


Ancient Rome (4 weeks)


The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization

by

a) assessing the influence of geography on Roman economic, social, and political development.

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Academic Vocabulary: peninsula


How did geography

influence the

development of Roman

civilization?

Location and place

Rome—Centrally located in the Mediterranean

Basin and distant from eastern

Mediterranean powers

Italian Peninsula

Alps—Protection

Mediterranean Sea—Protection, sea-borne

commerce


The city of Rome, with its central location on the

Italian peninsula, was able to extend its

influence over the entire Mediterranean Basin.

The Italian peninsula is protected by the sea

and the Alps.

SS.6.G.2.1- Explain how major physical

characteristics, natural resources,

climate, and absolute and relative

locations have influenced settlement,

interactions, and the economies of

ancient civilizations of the world


geographical location of ancient

civilizations contributed to the culture

and politics of those societies

SS.6.G.2.5- Interpret how geographic

boundaries invite or limit interaction

with other regions and cultures

SS.6.G.2.6- Explain the concept of

cultural diffusion, and identify the

influences of different ancient cultures

on one another



ancient civilizations that have shaped

the world today.



political maps.


economic concepts as they related to

early civilization: scarcity, opportunity

cost, supply and demand, barter,

trade, productive resources (land,

labor, capital, entrepreneurship)

Under Development

Formal:

Pre-Test

Map Quiz

Reading Quiz

Informal:

Video Viewing Guide

Discussion of Video

Discussion on Roman

Empire

Word Wall activity:

Map with terms





by

b) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in

the government of the Roman Republic.

Revised 06/09/11

39

Academic Vocabulary: republic, patrician, plebeian, consul, senate, dictator, veto


How did the government

of the Roman Republic

become more

democratic over time?

Social structure in the Roman Republic

Patricians—Powerful nobility (few in number)

Plebeians—Majority of population

Slaves—Not based on race

Citizenship

Patrician and plebeian men

Selected foreigners

Rights and responsibilities of citizenship (taxes,

military service)

Features of Democracy

Representative democracy

Assemblies

The Senate

Consuls

Laws of Rome codified as Twelve Tables


Although women, most aliens (non-Romans

living in the Republic), and slaves were

excluded from the governing process, the

Roman Republic made major strides in the

development of representative democracy,

which became a foundation of modern

democracy.


of significant figures associated

with ancient Rome


government of the Roman

Republic and its contribution to

the development of democratic

principles (separation of powers,

rule of law, representative

government, civic duty)

SS.6.W.3.16- Compare life in the

Roman Republic for patricians,

plebeians, women, children, and

slaves

SS.6.C.1.2- Identify how the

government of the Roman

Republic contributed to the

development of democratic

principles (separation of powers,

rule of law, representative

government, civic duty.)

Under Development

Formal:

Reading Quiz

Informal:

Discussion of the Roman

Republic and Democracy

Discussion of role of

citizenship

Venn Diagram: Patricians

vs. Plebeians





by

c) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of

Roman culture in these areas.

Revised 06/09/11

40

Academic Vocabulary: empire,


Why are the Punic Wars

important to the

development of the

Roman Republic and

Empire?

Punic Wars: Rome v. Carthage (264-146 B.C.)

Rome and Carthage were in competition for

trade.

Hannibal invaded the Italian Peninsula.

Three wars resulted in Roman victory, the

destruction of Carthage, and expanded

trade and wealth for Rome.

Evolution of the Roman Empire and spread of

Roman culture

Mediterranean basin (Africa, Asia, Europe,

including the Hellenistic world of the Eastern

Mediterranean)

Western Europe (Gaul, British Isles)


After the victory over Carthage in the Punic

Wars, Rome was able, over the next 100 years,

to dominate the Mediterranean basin, leading

to the diffusion of Roman culture.



with ancient Rome

SS.6.W.3.9- Explain the impact of

the Punic Wars on the

development of the Roman

Empire

SS.6.W.3.11- Explain the transition

from Roman Republic to empire

and Imperial Rome, and compare

Roman life under each one

SS.6.W.3.12- Explain the causes for

the growth and longevity of the

Roman Empire



education, technology, slave

economy, territorial expansion)

that increase economic growth.








Under Development

Formal:

Reading Quizzes

Creation of Roman Empire

Timeline

Informal:

Discussion of Punic Wars

Check for class notes

Completion of

Mediterranean Basin and

Western Europe





by

d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of

Roman culture in these areas.

Revised 06/09/11

41

Academic Vocabulary: province


What was the

impact/significance of

the Pax Romana?

The Pax Romana

Two centuries of peace and prosperity under

imperial rule

Expansion and solidification of Roman Empire,

particularly in the Near East

Economic impact of the Pax Romana

Established uniform system of money, which

helped to expand trade

Guaranteed safe travel and trade on Roman

roads

Promoted prosperity and stability

Social impact of the Pax Romana

Returned stability to social classes

Increased emphasis on the family

Political impact of the Pax Romana

Created a civil service

Developed a uniform rule of law


Augustus Caesar established the Roman Empire

by instituting civil service, rule by law, a

common coinage, and secure travel and trade

throughout the Empire.

Following Augustus Caesar, the Roman Empire

enjoyed 200 years of peace and prosperity

known as the Pax Romana.

SS.6.G.5.2- Use geographic terms and

tools to explain why ancient

civilizations developed networks of

highways, waterways, and other

transportation linkages

SS.6.W.3.8- Determine the impact of

significant figures associated with

ancient Rome

SS.6.W.3.11- Explain the transition from

Roman Republic to empire and

imperial Rome, and compare Roman

life and culture under each one

SS.6.W.3.12- Explain the causes for the

growth and longevity of the Roman

Empire

SS.6.E.3.1- Identify examples of

mediums of exchange (currencies)

used for trade (barter) for each

civilization, and explain why

international trade requires a system

for a medium of exchange between

trading both inside and among

various regions.

SS.6.E.3.2- Categorize products that

were traded among civilizations, and

give examples of barriers to trade of

those products.

Under Development

Formal:

Research Project on Early

Roman Empire

Oral Presentations of

Projects

Mid-Unit Test

Informal:

Discussion of the Fall of the

Roman Republic





by

g) describing the origin, beliefs, traditions, customs, and spread of Christianity.

Revised 06/09/11

42

Academic Vocabulary: messiah, disciple, epistle, monotheism, persecution


How important was

development of

Christianity in the Roman

Empire?

What was the impact of

the Christian religion on

the Roman Empire?

How did Christianity

spread?

Origins of Christianity

Had its roots in Judaism

Was led by Jesus of Nazareth, who was

proclaimed the Messiah

Conflicted with polytheistic beliefs of Roman

Empire

Beliefs, traditions, and customs of Christianity

Monotheism

Jesus as both Son and incarnation of God

Life after death

New Testament, containing accounts of the

life and teachings of Jesus, as well as writings

of early Christians

Christian doctrine established by early church

councils

Spread of Christianity

Carried by the Apostles, including Paul,

throughout the Roman Empire

Slowed as a result of persecution by Roman

authorities

Adopted and legalized by Emperor

Constantine


The followers of Jesus spread Christianity

throughout the Roman Empire, bringing it into

conflict with Roman polytheism and eventually

changing Western civilization.

SS.6.W.3.13- Identify key figures

and the basic beliefs of early

Christianity and how these beliefs

impacted the Roman Empire

Under Development

Formal:

Creation of Learning Cube

for the Christian Religion

Reading Quizzes

Informal:

Discussion on the origin of

Christianity

Guided Notes on the

spread of Christianity





by

h) explaining the development and significance of the Church in the late Roman Empire.

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43

Academic Vocabulary: messiah, disciple, epistle, monotheism, persecution, martyr


What was the impact of

the early Church in the

late Roman Empire?

Impact of the Church of Rome in the late Roman

Empire

Church became an example of moral

authority.

Loyalty to the church became more important

than loyalty to the Emperor.

Church became main unifying force of

Western Europe.


As the Roman Empire declined in the West, the

Church in Rome grew in importance,

membership, and influence.

SS.6.W.3.12- Explain the causes for

the growth and longevity of the

Roman Empire

SS.6.W.3.13- Identify key figures

and the basic beliefs of early

Christianity and how these beliefs

impacted the Roman Empire

Under Development

Formal:

Reading Quiz

One page written review

of the Church in the late

Roman Empire

Informal:

Discussion of Impact of the

Church in the late Roman

Empire





by

i) listing contributions in art and architecture, technology and science, literature and history, language, religious institutions, and

law.

Revised 06/09/11

44

Academic Vocabulary: arch, aqueduct, Coliseum, census, villa, circus


How did Roman

achievements influence

Western civilization?

Contributions of ancient Rome

Art/architecture: Pantheon, Colosseum, Forum

Technology: Roads, aqueducts, Roman

arches

Science: Ptolemy

Medicine: Emphasis on public health (public

baths; public water system; medical schools)

Language: Latin, Romance languages

Literature: Virgil’s Aeneid

Religion: Roman mythology; adoption of

Christianity as the imperial religion

Law: The principle of ―innocent until proven

guilty‖ (from the Twelve Tables)


Conquests and trade spread Roman cultural

and technological achievements throughout

the Empire.

Western civilization was influenced by the

cultural achievements of Rome.



with ancient Rome

SS.6.W.3.14- Describe the key

achievements and contributions

of Roman civilization

SS.6.W.3.17- Explain the spread

and influence of the Latin

language on Western Civilization



Under Development

Formal:

Reading Quiz

Group presentations on the

contributions of Ancient

Rome

Informal:

Discussion on Roman

achievements that impact

the U.S. today





by

j) citing the reasons for the decline and fall of the Western Roman Empire.

Revised 06/09/11

45

Academic Vocabulary: mercenary, inflation


Why did the Western

Roman Empire decline?

Causes for the decline of the Western Roman

Empire

Economy—The cost of defense and

devaluation of Roman currency

Military—Army membership starting to include

invaders, resulting in decline of discipline

Moral decay—People’s loss of faith in Rome

and the family

Political problems—Civil conflict and weak

administration

Invasion—Attacks on borders

Division of Roman Empire

Move of capital by Constantine from Rome to

Byzantium, renaming it Constantinople

Survival of Western Roman Empire until 476 A.D.,

when it ceased to have a Roman Emperor

Eastern Roman Empire (Byzantine Empire)

Over a 300-year period, the western part of the

Roman Empire steadily declined because of

internal and external problems.

SS.6.W.3.15- Explain the reasons for

the gradual decline of the Western

Roman Empire after the Pax Romana

Under Development

Formal:

Reading quiz

Unit Test

Map quiz

Informal:

Discussion of the

Decline of the Roman

Empire





by

j) citing the reasons for the decline and fall of the Western Roman Empire.

Revised 06/09/11

46

Academic Vocabulary: mercenary, inflation


DBQ-Athens and Rome:

Whose

Ideas of Citizenship

Made the

Most Sense?

DBQ-Athens and Rome: Whose

Ideas of Citizenship Made the

Most Sense?

In Greece:

Citizens (free adult males) had political

rights and the responsibility of civic

participation in government.

Women and foreigners had no political

rights.

Slaves had no political rights.

Athenians developed the idea of

democracy, or government by the

people (or citizens) of a place

In Rome:

At first, only wealthy Patricians had the

rights of citizenship

Later, Plebeians were granted rights

Selected foreigners were given rights of

citizenship

Citizens elected representatives

(senators) to make laws and run the

Republic.

Students will evaluate historical documents will

evaluate historical documents to

determine which system they feel made

more sense.

SS.6.W.1.3- Interpret primary and secondary

sources

SS.6.W.1.4- Describe the methods of historical

inquiry and how history relates to the other

social sciences

SS.6.W.3.10- Describe the government of the

Roman Republic and its contribution to the

development of democratic principles

(separation of powers, rule of law,

representative government, civic duty)

SS.6.W.3.16- Compare life in the Roman

Republic for patricians, plebeians, women,

children, and slaves

SS.6.C.1.2- Identify how the government of the

Roman Republic contributed to the

development of democratic principles

(separation of powers, rule of law,

representative government, civic duty.)

SS.6.C.2.1- Identify principles (civic

participation, role of government) from ancient

Greek and Roman civilizations which are

reflected in the American political process

today, and discuss their effect on the

American political process.

SS.6.C.1.1- Identify democratic concepts

developed in ancient Greece that served as a

foundation for American constitutional

democracy.

SS.6.W.3.2- Explain the democratic concepts

(polis, civic participation and voting rights,

legislative bodies, written constitutions, rule of

law) developed in ancient Greece.

Informal

Document analyses


Formal

Student essay

answering question

posed by the DBQ




a) The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 by:

Describing the origin, beliefs, traditions, customs and spread of Islam

Assessing the influence of geography on Islamic economic, social and political development, including the impact of

conquest and trade. .

Revised 06/09/11

47

Academic Vocabulary: mosque, Quran, prophet, caliph, Sunni, Shi’a/Shi’ite, nomads, caravan, Sufis


How has Islam influenced

the development of

civilization in the Middle

East and Asia?

How did Islam spread?

What are the cultural

and scientific

contributions of Islam?

Origins of Islam

Muhammad, the Prophet

Mecca and Medina on the Arabian

Peninsula: Early Muslim Cities

Spread of Islam

Across Asia and Africa, and into Spain

Geographic extent of first Muslim empire

Beliefs, traditions, and customs of Islam

Monotheism (Allah, Arabic word for

―God‖)

Quran (Koran): The word of God

Five pillars of Islam

Acceptance of Judeo-Christian

prophets, including Moses and Jesus

Geographic influences on the origin and spread

of Islam

Diffusion along trade routes from Mecca

and Medina

Expansion despite great distances,

desert environments, and mountain

barriers

Spread into the Fertile Crescent, Iran,

and Central Asia. Facilitated by weak

Byzantine and Persian empires





voluntary trade.

Formal:

Reading quiz

Informal:

Map on the spread of

Islam

Islamic Empire Scavenger

Hunt

Word Wall Activity:

Pictorial representation of

the Five Pillars of Islam

Resources:

History Alive – The Rise of

Islam

1.1 Adapting to the

Geography of the Arabian

Peninsula

2.2 The Development of

the Muslim Empire

3.1 The Contributions of

Muslims to World

Civilization

History Alive – The Rise of

Islam - Culminating Project

5.1 Designing Museums




a) The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 by:

Describing the origin, beliefs, traditions, customs and spread of Islam

Assessing the influence of geography on Islamic economic, social and political development, including the impact of

conquest and trade. .

Revised 06/09/11

48

Academic Vocabulary: mosque, Quran, prophet, caliph, Sunni, Shi’a/Shi’ite, nomads, caravan, Sufis


Geographic influences on economic, social,

and political development

Political unity of the first Muslim empire

was short-lived

Arabic language spread with Islam and

facilitated trade across Islamic lands

Slavery was not based on race

Cultural contributions and achievements

Architecture

Mosaics

Arabic alphabet

Universities

Translation of ancient texts into Arabic

Scientific contributions and achievements

Arabic numerals (adapted from India),

including zero

Algebra

Medicine

Expansion of geographic knowledge


Early Islamic civilization was characterized by

achievements in science and the arts that

transformed the Islamic world and contributed

to world civilization.

Political unity and the Arabic language

facilitated trade and stimulated intellectual

activity.




The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional

trade patterns by

a) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms

of geography, society, economy, and religion.

b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions.

Revised 06/09/11

49

Academic Vocabulary: migration, savanna, oral history, clan, Swahili


How did geography

influence the

development of

civilization in Africa?

How did civilizations in

Africa adapt to the

climate, geography, and

available resources?

West African Kingdoms

Location of Ghana, Mali, Songhai empires

relative to Niger River and the Sahara

Importance of gold and salt to trans-Saharan

trade

City of Timbuktu as center of trade and

learning

Role of animism and Islam

Ile-Ife

Located in the rainforest, they could not

depend on farming or ranching

A cultural and trading center

Little of their culture survives due to the damp

rainforest conditions

Benin

Complex rainforest society

Center of art, known for the skilled artists

Reached their greatest power in the 1500s

Axum

Location relative to the Ethiopian Highlands

and the Nile River

Christian kingdom

Zimbabwe

Location relative to the Zambezi and Limpopo

SS.6.G.4.3- Locate sites in Africa

and Asia where archaeologists

have found evidence of early of

early human societies, and trace

their migration patterns to other

parts of the world.

SS.6.E.3.3- Describe traditional

economies (Egypt, Greece, Rome,

Kush) and elements of those

economies that led to the rise of a

merchant class and trading

partners

SS.6.W.3.18- Describe the rise and

fall of the ancient East African

kingdoms of Kush and Axum and

Christianity’s development in

Ethiopia

SS.6G.5.1- Identify the methods

used to compensate for the

scarcity of resources in the ancient

world.



political maps.

Formal:

Reading quiz

Unit Test

Informal:

Completion of African Map

Discussion of Sub-Saharan

Civilizations

Discussion of Zimbabwe

Check of class notes on

Kingdoms of Ghana and

Songhai

Worksheet on Kingdom of

Mali

Discussion of video

Resources:

History Alive – Empires and

Kingdoms of Sub-Saharan

Africa

1.1 Mapping the

Physiographic Features of





trade patterns by

a) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms

of geography, society, economy, and religion.

b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions.

Revised 06/09/11

50

Academic Vocabulary: migration, savanna, oral history, clan, Swahili


rivers and the Indian Ocean coast

City of ―Great Zimbabwe‖ as capital of a

prosperous empire

Kilwa

Trade-based city state on African coast

A center for Christianity in Sub-Saharan

Africa

Home to underground churches carved

into the red rocks of the region

Conquered by Muslims who in turn took

over trade


African civilizations developed in sub-Saharan

west and east Africa.

Trade brought important economic, cultural,

and religious influences to African civilizations

from other parts of the Eastern Hemisphere.

States and empires flourished in Africa during

the medieval period, including Ghana, Mali,

and Songhai in west Africa, Axum in east Africa,

and Zimbabwe in southern Africa.

SS.6.E.1.3- Describe the following economic

concepts as they related to early

civilization: scarcity, opportunity cost,

supply and demand, barter, trade,

productive resources (land, labor, capital,

entrepreneurship)



education, technology, slave economy,

territorial expansion) that increase

economic growth.

SS.6.E.1.2- Describe and identify traditional

and command economies as they appear

in different civilizations.

SS.6.E.3.1- Identify examples of mediums of

exchange (currencies) used for trade

(barter) for each civilization, and explain

why international trade requires a system

for a medium of exchange between

trading both inside and among various

regions.

SS.6.E.3.2- Categorize products that were

traded among civilizations, and give

examples of barriers to trade of those

products.

SS.6.E.3.4- Describe the relationship among

civilizations that engage in trade, including

the benefits and drawbacks of voluntary

trade.

Africa

1.2 Adapting to the

Climate Regions of Sub-

Saharan Africa

2.1 Trading Gold for Salt in

West Africa

2.2 The Empires of West

Africa

2.3 Reaching West Africa

3.1 Kingdoms of Central

and Southern Africa

3.2 Comparing Three

African States Through

Visual Discovery

3.3 Commemorating

African States with Praise

Songs

4.1 Understanding Proverbs

of the Shona: Lessons for

Life

4.2 Discovering Elements of

African Art

4.3 Exploring the African

influence on African-

American art





trade patterns by

a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and

achievements and;

b) Describing religious divisions in India between Muslims and Hindus.

Revised 06/09/11

51

Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system


What were the political,

cultural and economic

contributions of the

China’s Classical

dynasties (Tang, Song,

Yuan and Ming)?

How did the Mongols

influence Asian

civilization during this

time?

What was the historical

significance of the Silk

Road?

Essential Content

Tang Dynasty

Golden Age of Chinese culture

Capital moved to Chang’an

Grand Canal built

Government reform according to the ideas of

Confucius

Song Dynasty

Merit system used in government hiring

Improvements made in agriculture

Invention of printing press

Yuan Dynasty/ Mongols (Genghis Khan & Kublai

Khan)

Dynasty established by Mongol invader

Genghis Khan

Ruled by his grandson, Kublai Khan

Marco Polo visited China during this time

Centralized government under Mongol rule

(Chinese were excluded from positions of

power)

Ming Dynasty

Chinese rule re-established

Borders returned to those of the time of the

Tang

Capital returned to Beijing

Powerful military

SS.6.W.4.6- Describe the concept

of the Mandate of Heaven and its

connection to the Zhou and later

dynasties


contributions of classical and post-

classical China

SS.6.W.4.9- Identify key figures from

classical and post-classical China

SS.6.W.4.10- Explain the

significance of the Silk roads and

maritime routes across the Indian

Ocean to the movement of goods

and ideas among Asia, East

Africa, and the Mediterranean

Basin

SS.6.W.4.11- Explain the rise and

expansion of the Mongol empire

and its effects on peoples of Asia

and Europe including the

achievements of Ghengis and

Kublai Khan

SS.6.W.4.12- Identify the causes





trade patterns by


achievements and;


Revised 06/09/11

52



DBQ-The Silk Road:

Recording the Journey

DBQ-The Silk Road: Recording the Journey

Silk Road

Road from China to Western Asia

Carried silk and other valuable goods as well

as ideas

Travelers faced many dangers

Developed a system of safe stops along the

way

and effects of Chinese isolation

and the decision to limit foreign

trade in the 15th century



political maps.








SS.6.E.3.1- Identify examples of

mediums of exchange

(currencies) used for trade (barter)

for each civilization, and explain

why international trade requires a

system for a medium of exchange

between trading both inside and

among various regions.

SS.6.E.3.2- Categorize products

that were traded among

civilizations, and give examples of

Informal

Document analyses


Formal

Student essay answering

question posed by the DBQ





trade patterns by


achievements and;


Revised 06/09/11

53



How did geography

influence the

development of

Japanese culture?

How has the culture of

Feudal Japan influenced

the culture of modern

Japan?

Location and place

Mountainous Japanese archipelago (four main

islands)

Sea of Japan or East Sea between Japan and

Asian mainland

Proximity to China and Korea

Influence of Chinese culture

Writing

Architecture

Buddhism

Feudalism in Japan

Structure of feudal society in Japan

Weakness of the emperor vs. power of the

shogun

Purposes/culture of the samurai, bushido

Cultural achievements of Japan (haiku, art,

architecture, etc.)

Shinto

Ethnic religion unique to Japan

Importance of natural features, forces of

nature, and ancestors

State religion; worshipping the emperor

Coexistence with Buddhism

barriers to trade of those products.





voluntary trade.



political maps.


geographical location of ancient

civilizations contributed to the

culture and politics of those

societies

SS.6.G.2.5- Interpret how

geographic boundaries invite or

limit interaction with other regions

and cultures



belief systems in the ancient world

Formal:

Reading quiz

Informal:

KWL Chart

Worksheet on influence of

China on Japanese culture

Discussion on Shinto





trade patterns by


achievements and;


Revised 06/09/11

54



How have the Muslim

invasions of Indian

influenced modern India

and Pakistan?

What were the cultural,

political, and economic

contributions of the Delhi

Sultanate and Mughal

Empire?


Japanese cultural development was influenced

by proximity to China.

Shinto and Buddhism coexisted as religious

traditions in the Japanese culture.

Muslim Invasions

Muslims began raiding India around 1000

AD.

India was ruled by a series of sultans from

the 13th century into the 17th.

India was experiencing a revival of

Hinduism at this time

Some rulers during this time tolerated

Hinduism, others were more accepting

and allowed Hindus into the government

Muslim invasions created a minority of

Muslims in present day India, Pakistan,

and Bangladesh. These groups have

experienced a great deal of conflict

during the 19th, 20st and 21st centuries.

Religious differences eventually led

Pakistan and Bangladesh (mostly Muslim

states which had been part of India) to

break away as independent states)



political maps.

SS.6.W.4.2- Explain the major

beliefs and practices associated

with Hinduism and the social

structure of the caste system in

ancient India



contributions of Indian civilization





trade patterns by


achievements and;


Revised 06/09/11

55



Delhi Sultanate

Established by a Afghan and Turkish

groups who ruled from Delhi

Briefly conquered by the Mongols led by

Timur (Tamerlane)

Mongol conquest greatly weakened the

sultanate

It was absorbed into the Mughal Empire

in 1526 when Babur defeated the Delhi

leadership

Mughal Empire

Established by Babur in the 16th century

Greatest ruler was Akbar the Great; his

leadership brought a revival of the arts,

and good relations between Hindus and

Muslims

Shah Jahan built the Taj Mahal during

this time as a monument to his favorite

wife, Mumtaz.

The Empire deteriorated under the

leadership of Jahan’s son, Aurangzeb.

During the 17th and 18th centuries, the

empire broke into weaker, smaller states

India later fell under the control of the

British empire


Appendix A: Freedom Week (Last full week of school in September) and Holocaust (2 weeks)


Students will identify the intent, meaning, and significance of the Declaration of Independence.

Students will describe the Holocaust and other genocides of the 20th century.

Revised 06/09/11

56


On what documents

did the Founding

Fathers base the

Declaration?

How is the Declaration

structured?

What does the

Declaration say? What

does it mean?

Essential Concepts:

Briefly review content from 6th grade

The Declaration of Independence was based

ideas contained in several earlier documents

and from earlier political thinkers:

Magna Carta

Ideas about democracy and

republics from Greece and Rome

English Bill of Rights

Mayflower Compact

Ideas of Locke and Rousseau (social

contract)

The Declaration has three main sections:

Preamble/introduction

List of grievances

Rejection of British rule in section 3

The Declaration contains several important

ideas, including:

All men are created equal

All have certain unalienable rights

Governments should listen to the

people

Governments that do not listen to the

people should be altered or replaced.

Florida Statute 1003.421

(Freedom Week)


Appendix A: Freedom Week (Last full week of school in September) and Holocaust (2 weeks)


Students will identify the intent, meaning, and significance of the Declaration of Independence.

Students will describe the Holocaust and other genocides of the 20th century.

Revised 06/09/11

57

Review content from 6th

grade

Who were the

participants in the

Holocaust? Why did

they participate?

Who were the victims in

the Holocaust? Why

were they victims?

Why did people stand

by and let the Holocaust

happen? How did

resistance groups work

to help victims?

How and why did the

Holocaust escalate from

nonviolence and

prejudice to violent,

racist actions?

Terms to know

Genocide: The systematic and purposeful

destruction of a racial, political, religious,

or cultural group

Elements leading to the Holocaust

Totalitarianism combined with nationalism

History of anti-Semitism

Defeat in World War I and economic

depression blamed on German Jews

Hitler’s belief in the master race

Final solution—Extermination camps, gas

chambers


There had been a climate of hatred against

Jews in Europe and Russia for centuries.

Several groups, in addition to Jews, were

victims of Hitler’s genocidal plans.

Feelings of prejudice helped people to justify

the actions Hitler took and to accept actions

which seem horrible to us today.

Some people did try to help, but risked their

own lives in doing so.

Florida Statute 1003.42 Florida’s

Holocaust Mandate

Formal:

Teacher created test or quiz

Informal:

Have students analyze

photos from the Holocaust.

After analysis, have them

write the story of what they

see in the photo (Images

are available from the

internet and from

www.learn360.com).

KWL: The Holocaust

Videos:

Auschwitz: If you cried, You

Died (available in some

school media centers)

The Holocaust: In Memory

of Millions

Witness: Voices from the

Holocaust

Revised

07/28/10

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