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Jefferson County Schools Social Studies In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts. Grade 6 In sixth grade, students begin their study of world history and learn about people and places of ancient times. Course instruction focuses on early communities and civilizations, empires and dynasties, and emerging societies. Students also learn about geographical concepts and types of government that pertain to world history. Various technological developments, such as transportation, written communication, weapons technology, and health and science contributions, are also covered in this course. Sixth graders should be provided opportunities to repeatedly use data interpretation and map skills, as well as historical analysis. |
| Culture |
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Culture: Awareness
The learner will be able to (ESSENTIAL) develop an awareness of multicultural differences among people of the world.
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Culture: Diffusion
The learner will be able to (ESSENTIAL) recognize how migration and cultural diffusion influenced the character of world societies (i.e. spread of religions, empire building, exploration, languages).
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Culture: Influences
The learner will be able to (IMPORTANT) identify how communities reflect the cultural background of their inhabitants, compare how cultures differ in their use of similar environments and resources, and analyze how human migration and cultural activities influence the character of a place.
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Culture: Information /Experiences
The learner will be able to (IMPORTANT) explain how information and experiences may be interpreted differently and describe instances in which language, art, music, belief systems, and other cultural elements can facilitate or cause misunderstanding.
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Culture: Nature/Complexity
The learner will be able to (ESSENTIAL) understand the nature and complexity of culture by identifying basic components of culture (i.e. language, common values, understand, government, art, literature, lifestyles).
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Culture: Understand Relationships
The learner will be able to (IMPORTANT) understand the relationship between physical environments and culture by recognizing characteristics of the environment that contribute to the development/growth of a culture, the effect of technology on a culture, and why individuals and groups respond differently to their environment.
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Cultural Experiences: Contributions
The learner will be able to (IMPORTANT) understand the role that diverse cultures and historical experiences had on the development of the world such as language, literature, the arts, architecture, traditions, beliefs, values, and behaviors.
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Cultural Groups: Identify Differences
The learner will be able to (ESSENTIAL) identify differences between various cultural groups (i.e.European, Eurasian, Indian, Southest Asia, Middle Eastern, African, Native American).
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Diversity: Common Forms
The learner will be able to (COMPACTED) identify common forms of diversity in the United States.
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Early Writings: Influences
The learner will be able to (ESSENTIAL) identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e. legal, religious, and cultural).
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Epics: Recognize
The learner will be able to (ESSENTIAL) recognize significant epics as historical sources (i.e. Illiad, the Odyssey, Mahabharara, Ramayana).
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Jobs: Characteristics
The learner will be able to (ESSENTIAL) identify the job characteristics of archaeologists, anthropologists, geologists, and historians.
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Media: Political/Editorial Cartoons
The learner will be able to (ESSENTIAL) draw conclusions from political and editorial cartoons.
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Religion: Roles
The learner will be able to (ESSENTIAL) recognize a definition of religion , identify the beliefs and founders of the world's major religions (i.e.Judaism, Christianity,Islam, Buddhism, Moses, Jesus, and Mohammed).
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Science/Technology: Effect on Culture
The learner will be able to (IMPORTANT) understand the influence of science and technology on the development of culture over time by constructing a timeline of technological advancements, recognizing specific examples of ways science and technology have changed perceptions of the social and natural world, and examples of how beliefs, values, and attitudes have been influenced by technological knowledge.
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Settlement: Reasons
The learner will be able to (ESSENTIAL) recognize reasons that cultural groups develop or settle in specific physical environments (Terra Nova includes "availability of plants and animals).
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| Economics |
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Costs: Estimated/Actual
The learner will be able to (ESSENTIAL) distinguish between the price someone pays to buy a good/service and the cost of making/producing it.
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Economic Concepts: Understand
The learner will be able to (IMPORTANT) explain the relationship of supply and demand, describe the change from hunter to gatherer economies, and investigate the impact of trade on the economics of early trade.
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Economic Issues: Interpret
The learner will be able to (ESSENTIAL) analyze how basic economic ideas influenced world events (i.e. supply and demand leads to exploration and colonization).
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Economic Systems: Early
The learner will be able to (ESSENTIAL) recognize the importance of economic systems in he development of early civilizations around rivers (i.e.Tigris, Euphrates, Huang He, Nile, Indus).
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Economic Systems: Features
The learner will be able to (IMPORTANT) discuss economic connections, conflicts, and interdependence by defining various types of economies and their methods of production and consumption, applying economic concepts to evaluate historic developments, explaining the economic impact of improved communication and transportation, and analyzing the relationship among scarcity of resources, economic development, and various conflict.
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Economics: Costs/Benefits of Choices
The learner will be able to (IMPORTANT) understand the potential costs and benefits of individual economic choices by differentiating between needs and wants, analyzing how supply and demand and change in technologies impact the cost for goods and services, and evaluate the relationship between creditors and debtors.
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Economics: Data/Interpret/Chart/Pictures
The learner will be able to (COMPACTED) interpret economic data presented on a chart or a series of pictures and draw conclusions based on the data.
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Economics: Predict
The learner will be able to (COMPACTED) using a stimulus (chart, table, graph) predict the outcome of an economic situation.
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Map: Interpret
The learner will be able to (COMPACTED) interpret a map showing agricultural and industrial areas.
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Money/Barter Economies: Differentiate
The learner will be able to (ESSENTIAL) differentiate between money and barter economies.
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Natural Resource/Finished: Differentiate
The learner will be able to (COMPACTED) differentiate between a natural resource and a finished product.
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Nomadic/Early Farming: Adv/Disadv
The learner will be able to (ESSENTIAL) identify advantages and disadvantages of nomadic and early farming lifestyles (i.e.shelter, food supply, and domestication of plants and animals.
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Producer/Consumer: Differentiate
The learner will be able to (COMPACTED)differentiate between a producer and a consumer using a picture(s).
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Tools/Machines: Production
The learner will be able to (COMPACTED) identify ways in which tools and machines make people more productive.
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Trade: Importance
The learner will be able to (ESSENTIAL) recognize the importance of trade in later civilizations (i.e.Mediterranean, Southeast Asia, India, European).
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Trade Routes: Identify
The learner will be able to (ESSENTIAL) identify major trade routed (i.e.silk roads, Persian trade routes, African trade routes, Mediterranean Trade routes, ocean routes).
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| Geographic Perspectives |
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Basic Forms: Identify
The learner will be able to (ESSENTIAL) identify basic geographic forms (i.e. rivers, lakes, bays, mountains, plateaus, deserts, plains, coastal plains).
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Concepts: Affect/Community Development
The learner will be able to (ESSENTIAL) identify geographic reasons for the location of population centers prior to 1500 (i.e.coastal plain, deserts, mountains, river valleys).
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Concepts:Issues/Make Decisions
The learner will be able to (ESSENTIAL) able to describe how his/her geographic knowledge, skills, and/or perspectives can be used to examine issues and make decisions.
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Concepts: Location: Effects
The learner will be able to (ESSENTIAL) make inferences about the effect of a geographic location (jobs held by people living in various areas).
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Conservation Practices: Examine
The learner will be able to (ESSENTIAL) examine conservation practices of physical resources.
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Early Settlements: Factors Influencing
The learner will be able to (COMPACTED) identify and recognize how major river systems affected the development of early settlements.
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Earth Attributes: Equator
The learner will be able to (COMPACTED) locate the equator.
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Earth Attributes: Hemispheres
The learner will be able to (COMPACTED) identify the Northern, Southern, Eastern, and Western hemispheres using the equator and prime meridian.
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Earth Attributes: Isthmus
The learner will be able to (COMPACTED) identify an isthmus.
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Earth Attributes: Latitude/Longitude
The learner will be able to (COMPACTED) differentiate between the meridians of longitude and parallels of latitude and use this knowledge to locate places.
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Earth Attributes: Physical /Human Charac
The learner will be able to (ESSENTIAL) understand and be able to locate major know location of physical/human geographic features by identifying the location of earth's major landforms such as continents, island, mountain ranges, oceans, rivers, seas, and gulfs, describing the location of major physical characteristics such as landforms, climate, soil, water, feature, vegetation, resources, animal life and human characteristics such as language groups, religions, political systems, economic systems, and population centers, and why geographic features change over time. (Terra Nova objective includes "identify key geographical locations on a map").
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Environment: Affect/Community
The learner will be able to (COMPACTED) describe how the environment affects communities (pollution, crowdedness).
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Graph: Interpret
The learner will be able to (ESSENTIAL) interpret a graph that illustrates a major trend in world history (i.e. population growth, economic development, governance land areas, growth of religions).
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Human-Environment: Technology
The learner will be able to (IMPORTANT) identify how technology shapes the physical and human characteristics of places.
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Map: Early Civilizations
The learner will be able to (ESSENTIAL) identify the location of early civilizations on a map ((i.e. Mesopotamia, Egyptian, Ancient Chinese, Indian).
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Maps : Basic Components
The learner will be able to (ESSENTIAL) identify the basic components of a world map (i.e. compass rose, map key, scale, scale , latitude and longitude lines, continents, oceans).
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Maps: Characteristics/Uses
The learner will be able to (IMPORTANT) use the basic elements of maps and mapping and identify the location of certain physical and human features and events on maps and globes.
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Maps: Use Variety
The learner will be able to (ESSENTIAL) use a variety of maps to understand geographic and historical information(i.e. political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).
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Place: Human/Physical Characteristics
The learner will be able to (IMPORTANT) understand the physical and human characteristics of place by describing the physical and human processes that shape the characteristics of place, how technology shapes the characteristics of place, and why places have specific physical and human characteristics in different parts of the world.
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Products/Resources: Examine
The learner will be able to (ESSENTIAL) examine the products and resources of a given country.
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Regions: Characteristics
The learner will be able to (COMPACTED) understand the characteristics of a region.
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Spatial Representations: Use
The learner will be able to (IMPORTANT) identify concepts that define and describe spatial organization such as location, distance, direction, scale, movement, and region and identify how transportation and communication technology affect spatial organization.
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| Governance and Civics |
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Common Beliefs: Importance/Opportunity
The learner will be able to (COMPACTED) identify the American common belief in the importance of equal opportunity, equal protection, respect for the law, work, and voluntarism.
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Constitution: Common Good/Current
The learner will be able to (COMPACTED) use current examples to identify how constitutions have been used to promote the common good.
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Cooperation/Conflict: Influences
The learner will be able to (IMPORTANT) identify how cooperation and conflict among people influence the division and control of resources, rights, and privileges by identifying natural resources necessary of survival of a civilization, influence between rights and privileges, and consider how cooperation and conflict affects the influence of resources, rights, and privileges.
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State/City Laws
The learner will be able to (ESSENTIAL) understand what government offices are responsible for carrying out decisions.
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Governmental Organizations: Organizatio
The learner will be able to (ESSENTIAL) recognize the steps that give rise to complex governmental organizations (i.e.nomadic, farming, village, city, city-states, states).
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Governments: Structures/Purposes
The learner will be able to (IMPORTANT) describe the purposes and structure of government by identifying written laws handed down, exploring development of ancient citizenship and governments, understanding concepts such as power, role, status, justice, and influence to issues and social problems, and recognize the recognize between a place's physical, political, and cultural characteristics and the type of government that emerges.
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Government: World
The learner will be able to (ESSENTIAL) recognize types of government (i.e. formal/informal, monarchy, direct/indirect, democracy, republic, theocracy).
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Individual Lives: Compare/Contrast
The learner will be able to (ESSENTIAL) compare and contrast the lives of individual citizens in various governmental organizations (i.e.monarchical systems, feudal systems, caste systems, democratic systems, Greek).
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Individuals: Roles
The learner will be able to (ESSENTIAL) recognize the roles assigned to individuals in various societies (i.e.caste systems, feudal systems, city-state systems, class systems).
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Laws: Written
The learner will be able to (ESSENTIAL) identify the development of written laws (i.e. Hammurabi's Code, Justinian Code, Magna Carta).
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Need: Belong/Organize
The learner will be able to (IMPORTANT) understand the development of a peoples need to belong and organize into a system of governance by identifying formal and informal types of government, describing the purpose of governance and how its powers are acquired, used and justified, the necessity of establishing and enforcing the law,order for of social and political orders.
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Participation: Demo/Jury/Voting/Writing
The learner will be able to (ESSENTIAL) understand how the principles and values of American democracy are promoted through participation in government, such as serving on juries, voting, and writing to legislators.
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Principles: Understand Process
The learner will be able to (ESSENTIAL) understand the democratic process.
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Facts/Opinions: Identify
The learner will be able to (ESSENTIAL) identify facts and opinions in a historical document.
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| History |
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African/Asian Empires: Achievements
The learner will be able to (IMPORTANT) understand the achievements of great African and Asian Empires by identifying the spread of Islamic beliefs, explaining how the influence of Islamic ideas influenced cultural/social behavior, identifying the characteristics of African/Asian civilizations, and identifying the influence of Chinese society on surrounding cultures.
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Agriculture/Writing/Education: Importan
The learner will be able to (IMPORTANT) describe the characteristics of writing in Mesopotamia, Egypt and the Indus valley, compare/contrast the Mycenaean Greek development of agriculture, writing, education, law and trade, and explain how the development of different types of tools, laws, and religion influenced early Chinese civilization.
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Analysis: Quotations/Draw Conclusion
The learner will be able to (ESSENTIAL) draw conclusions based on a given quotation.
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Archaeological Evidence
The learner will be able to (ESSENTIAL) demonstrate knowledge of what archaeological evidence indicates (Learning Accomplishment includes "explain how archaeologists, geologists and anthropologists obtain information and identify scientific evidence regarding early settlement in Africa").
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Artifacts: Identify
The learner will be able to (ESSENTIAL) identify types of artifacts by pictorial representation (i.e. Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
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Civilizations: Rise and Decline
The learner will be able to (IMPORTANT) understand the rise and decline of ancient civilization including cause and effect leading to the decline, and how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written language, and trade networks affected societies.
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Data Interpretation: Chart/Graph/Analyze
The learner will be able to (ESSENTIAL) analyze, draw conclusions, and make inferences from data presented in a chart, graph, or journal entry.
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Data Interpretation: Timeline/Diagram
The learner will be able to (ESSENTIAL) make generalizations regarding information presented in a diagram or timeline.
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Developments: Importance of
The learner will be able to (ESSENTIAL) recognize the possible causes of change in civilizations (i.e. environmental revolution, Renaissance scientists, exploration during the 1400's).
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Early Communities: Recognize
The learner will be able to (ESSENTIAL) recognize the types of early communities (i.e.nomadic, fishing, farming(.
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Early Societies: Characteristics
The learner will be able to (ESSENTIAL) identify characteristics including economy, social relations, religion, and political authority of various societies (i.e.Mesopotamia, Egyptian, Greek city-States, Roman Empire, Indian, Medieval).
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Early Writing: Recognize
The learner will be able to (ESSENTIAL) recognize the forms of early world writing (i.e. cuneiform, Egyptian/Native American Hieroglyphics).
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Egypt: Nile River Valley/Farming
The learner will be able to (ESSENTIAL) demonstrate an understanding that farming first appeared in the Nile River Valley due to geological benefits and the importance of the Nile River.
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Fire/Weapons/Tools: Importance
The learner will be able to (IMPORTANT) recognize the importance of fire/ weapons, and tools by listing ancient weapons and tools, understanding the role of environment in the development of weapons and tools, explaining the role of agriculture, and recognizing the impacts of early agricultural communities (Asia, African Nile Valley).
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Historical Development: Compare/Contrast
The learner will be able to (ESSENTIAL) compare and contrast the historical development of the Western, Eastern, and African cultures.
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Historical Events: Context/Recognize
The learner will be able to (IMPORTANT) explain the patterns of Phoenician political organization, culture, and trade, describe the development of Greek city states, identify the characteristics of the Assyrian and Babylonian Empires, understand origins of Roman society, explain the jmpact of the Hellenistic period on art, mathematics, science, philosophy, and political thought, and identify fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties.
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Historical Events: Context/Recognize
The learner will be able to (IMPORTANT) compare/contrast contrast and contrast, explain the cultural characteristics of Islamic society, identify features of trade routes in Asia, Europe, and Africa, describe the roles and motivations of squires, saints, and soldiers in Christian Europe, and describe the economic, social, and religious features of West Africa.
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Historical Events: Context/Understand
The learner will be able to (IMPORTANT) understand the significant features of Mayan and Andean civilization including cities, road systems, sea routes, status of elite women and men, art and architecture and recognize the importance of maritime and overland trade routes linking regions of the Afro-Eurasian societies.
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Historical Events: Place/Recognize
The learner will be able to (IMPORTANT) compare/contrast how the economic, political, and cultural factors 0f Egypt, Indus River Valley, China, and Mesopotamia shaped their histories, explain the decline of the Indus Valley civilization, identify significant individuals and events in identify civilization, and describe the characteristics of Aryan society.
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Historical Events: Understand
The learner will be able to (IMPORTANT) understand the place of historical events in the context of past, present and future by describing the biological processes that shaped the earliest human communities, identifying the characteristics of hunter-gatherer communities(Africa, the Americas), and understanding how early communities expressed their beliefs (ERA 1).
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Historical Information: Sources/Variety
The learner will be able to (IMPORTANT) gain information from a variety of sources to list the major achievements in technology, astronomy, and medicine in the Gupta society, identify monastic examples of preserving Greco-Roman /early Christian learning, and read an example of African oral history for its historical importance.
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Historical Information: Sources/Variety
The learner will be able to (IMPORTANT) compare geographical and architectural features of Egypt, identify major cultural elements of Greek society, explore the role of art, literature, and mythology in Greek society by analyzing primary sources, and explain the political, commercial, and cultural uses of Latin and Greek as universal languages in the Roman Empire.
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Historical Information: Sources/Variety
The learner will be able to (IMPORTANT) identify aspects of the architecture of Medieval Europe and how some elements can still be seen in modern architecture, compare/contrast art, architecture, and education in medieval contrast and Spanish Muslim society, and rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and Ibn Battuta.
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Historical Information: Sources/Variety
The learner will be able to (IMPORTANT) describe what archaeological evidence reveals about Chinese History during the Chang Dynasty, and identify early forms of writing, law, and trade (i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments).
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Historical Sources: Primary/Secondary
The learner will be able to (ESSENTIAL) identify conclusions about early world historical events using primary and secondary sources.
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Historical Time Periods: Recognize
The learner will be able to (ESSENTIAL) recognize major historical time periods(i.e.Early Civilizations, Classical Period, Dark Ages, Middle Ages, Renaissance).
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Institutions: Shift
The learner will be able to (IMPORTANT) recognize the shift in institutions from a church dominated society to the rise of science, philosophy, and art by understanding the developments of medieval English in legal and constitutional practices and how this shaped the development of European governments, the economic, social, and political impact of the plague on Eurasian societies, and the significance of the Reformation on the development of Europe.
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Inventions/Inventors: Impact
The learner will be able to (ESSENTIAL) analyze the impact of inventions on the spread of ideas (radio, calculator, television, telephone, abacus, printing press, water wheel, uniform currency) and recognize the importance of the inventors.
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Language: Identify Development
The learner will be able to (ESSENTIAL) identify the development of written and spoken language (i.e. Roman alphabet, Latin work origins, Romance Languages).
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Major Religions Influences
The learner will be able to (IMPORTANT) recognize the influence of major religions by illustrating the placement of major religions on the earth, comparing and contrasting elements of Judaism, Christianity, and Islam, causes and spread of Christianity, and the origins of Buddhism and fundamental Buddhist beliefs (1000 BCE-300 AD).
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Medieval Europe: Understand Factors
The learner will be able to (IMPORTANT) understand feudalism and the rise of the Christian church a dominant factor of Medieval Europe by identifying the spread of Christianity in Europe, understanding the social structure of medieval society, the significance of Norse migrations and invasions, and the social and gender roles in Medieval Europe.
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Mythologies: Recognize
The learner will be able to (ESSENTIAL) recognize the significant mythologies of the Sumerians, Egyptian, Greeks, and Romans.
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Past: Importance
The learner will be able to (ESSENTIAL) understand the importance of studying the past.
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