Transcript 2016-2017 6th Grade SS Curriculum Guidex

BRUNSWICK COUNTY
SCHOOLS
CURRICULUM GUIDE
6TH GRADE SOCIAL STUDIES
2015-2016
Revised June 2015
Social Studies Curriculum Guide
Grade 6
Brunswick County Schools
North Carolina Essential Standards (NCES): Begin all of your planning with the North Carolina Essential Standards. Each unit includes generalizations
and guiding questions that have been crafted to directly align to the NCES. PLCs will determine how those standards will be met by aligning daily
assessments, instructions and curriculum with particular students/classes. This curriculum document serves as a guide. The units are organized thematically
and chronologically, with specific NCES aligned to each unit so that students are building skills to meet every standard. Overlap of the standards is
intentional and will help ensure mastery of the curriculum.
Unit Components: Within each unit plan there is a unit title, conceptual lens, generalizations, and guiding questions. The unit title frames the centering
topic of study. The conceptual lens is a broad, integrating concept that acts a conceptual filter for students to use while processing factual information. The
generalizations are conceptual statements that are drawn from and supported by the critical content. These are the significant ideas that students must
understand at a deeper level. The guiding or essential questions guide student thinking and lesson planning (Erickson, 71-72).
Timeline: The pacing of the curriculum is based on the standards covered in unit. There are five units total for the school year. Within each unit, teachers
will cover all 5 social studies strands. Individual PLCS must work together to determine the most effective timeframe for instruction.
Language Study: In each unit, there is essential vocabulary that is embedded in the critical content and separated by strand. Each content statement is
aligned with an essential question and will explicitly guide which content is to be taught and in what context.
Information and Technology Standards: Teachers are expected to incorporate standards for technology into their lesson/unit plans. These instructional
decisions should b based on the availability of technology resources, implementation of the this curriculum as describe in the Common Core State
Standards and 21st Century Skills framework, specified below: Global Awareness, Civic Literacy. Creativity, Innovation, Critical Thinking, Problem
Solving, Communication and Collaboration, Informational Literacy, Media Literacy, Flexibility and Adaptability, Initiative and Self Direction, Social and
Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility.
Social Studies Skills Standards: Each unit has unpacked content and conceptual standards, however, the NCES have skills based standards that also need
to by integrated into daily lessons. It is expected that students will use these skills as they learn new Social Studies material:
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives
6.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution
patterns).
6.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about
social, economic, and environmental issues in modern societies and regions
North Carolina Essential Standards
6.H.1 Use historical thinking to understand the emergence, expansion, and decline of civilizations, societies, and regions over time.
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives
6.H.2 Understand the political, economic, and/or social significance of historical events, issues, individuals and cultural groups.
6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies, and regions (e.g. Mongol invasion, The
Crusades, the Peopling of the Americas, and Alexander the Great).
6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change.
6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology,
weaponry, transportation and communication).
6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius,
Charlemagne and Qin Shi Huangdi).
6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over
time (i.e. Africa, Asia, Europe, and the Americas).
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and
regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).
6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and
regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).
6.G.1.3 Compare distinguishing characteristics of various world regions (e.g., physical features, culture, political organization and ethnic
makeup).
6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of
tools, domestication of plants and animals, farming techniques and creation of dwellings).
6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and
decline of civilizations, societies and regions.
6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population, resource
distribution patterns).
North Carolina Essential Standards
6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations,
societies and regions.
6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the
economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and
the emergence of powerful trading networks).
6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
6.C&G.1 Understand the development of government in various civilizations, societies and regions.
6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional
monarchy).
6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty,
citizen participation and integration of religious principles).
6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service)
citizenship under various governments.
6.C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g., need
for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.
6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music,
literature, and architecture).
6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism,
Christianity, Confucianism, Hinduism, Islam, and Judaism).
6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste
system and feudal, matrilineal and patrilineal societies).
Year at a Glance
2016-2017
Unit 1: Packing for Discovery:
Prehistory
Unit 2: Just Beyond the River
Bend
(4000 BCE-1000 BCE)
Unit 3: Let’s Get Classy: Classical
Era, Major Religions, and Giant
Empires
(1000 BCE- 300 CE)
Unit 4: Expanding Zones of
Exchange and Encounter
Imperial crisis in Europe, Rise of
Medieval Times, Tang Dynasty,
Rise of Islam (300CE-1000CE)
Unit 5: Many Worlds Meet Pre
Columbian - Hemispheric
Interaction
(1000CE-1500CE)
Unit Overview:
The common past that all students share
begins with the peopling of our planet
and the spread of settled societies
around the world. This unit focuses on
the transition of man from huntergatherer societies to the development of
the first civilizations. Students will
understand how the human species fully
emerged out of biological evolution and
study the cultural forms, social
institutions, and practical techniques
that emerged in the Neolithic Age. In
addition, students will analyze how
limitations of human control over the
environment can impact a people.
Unit Overview:
This is the period when civilizations
appeared, shaping all subsequent eras
of history. This unit will examine this era
and its many similarities in the
fundamental inventions, geographic
locations, discoveries, institutions, and
techniques. All subsequent civilizations
would be built on these achievements.
Early civilizations were not selfcontained but developed their
distinctive characteristics partly as a
result of interactions with other peoples.
Unit Overview:
Classical civilizations such as Ancient
Greece and Rome established
institutions and defined values and
styles that endured for many centuries
and that continue to influence our lives
today. Six of the world’s major faiths
and ethical systems emerged in this
period and set forth their fundamental
teachings. This was a formative era for
many fundamental institutions and
ideas in world history, such as
universalist religion, monotheism, the
bureaucratic empire, the city-state, and
the relation of technology to social
change. Students’ explorations in the
social sciences, literature, and
contemporary affairs will be enriched by
understanding such basic concepts as
these. This era presents rich
opportunities for students to compare
empires, religions, social systems, art
styles, and other aspects of the past,
thus sharpening their understanding and
appreciation of the varieties of human
experience.
Unit Overview:
In this era, societies will develop deep
roots of encounter and exchange.
Students will learn about the search for
political, social, and cultural redefinition
in Europe (500-1000 CE), major
developments in East Asia and
Southeast Asia in the era of the Tang
dynasty (600-900 CE), and imperial crises
and their aftermath (300-700 CE). In
addition, Buddhism, Christianity,
Hinduism, and Islam spread far and wide
beyond their lands of origin. These
religions became established in regions
where today they command the faith of
millions. In this era the configuration of
empires and kingdoms in the world
changed dramatically. In this era no
sustained contact existed between the
Eastern Hemisphere and the Americas.
Unit Overview:
The civilizations that flourished in this
era-- Mesoamerican, American Indian,
and others-- created a legacy of cultural
and social achievements of continuing
significance today. In order to
understand both the history of modern
Europe and the United States, requires a
grasp of the variety of institutions, ideas,
and styles that took shape in western
Christendom during this era of
expansion and innovation. In the
Western Hemisphere empire building
reached an unprecedented scale. The
political styles of the Aztec and Inca
states were profoundly different. Even
so, both enterprises demonstrated that
human labor and creative endeavor
could be organized on a colossal scale
despite the absence of iron technology
or wheeled transport.
Clarifying Objectives
6.H.1.1 6.H.1.2 6.H.1.3
6.H.2.1 6.H.2.3
6.G.1.2 6.G.2.1 6.G.2.2
Clarifying Objectives
6.H.1.1 6.H.1.2 6.H.1.3
6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4
6.G.1.1 6.G.1.3 6.G.1.4
6.G.2.1 6.G.2.2
6.E.1.2
6.C&G.1.1 6.C&G.1.2 6.C&G.1.4
6.C.1.1 6.C.1.2 6.C.1.3
Clarifying Objectives
6.H.1.1 6.H.1.2 6.H.1.3
6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4
6.G.1.1 6.G.1.2 6.G.1.3 6.G.1.4
6.G.2.1 6.G.2.2
6.E.1.1 6.E.1.2
6.C&G.1.1 6.C&G.1.2 6.C&G.1.3
6.C&G.1.4
6.C.1.1 6.C.1.2 6.C.1.3
Clarifying Objectives
6.H.1.1 6.H.1.2 6.H.1.3
6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4
6.G.1.1 6.G.1.2 6.G.1.3 6.G.1.4
6.G.2.1 6.G.2.2
6.E.1.1 6.E.1.2
6.C&G.1.1 6.C&G.1.2 6.C&G.1.3
6.C&G.1.4
6.C.1.1 6.C.1.2 6.C.1.3
Clarifying Objectives
6.H.1.1 6.H.1.2 6.H.1.3
6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4
6.G.1.1 6.G.1.2 6.G.1.3 6.G.1.4
6.G.2.1 6.G.2.2
6.E.1.1 6.E.1.2
6.C&G.1.2 6.C&G.1.4
6.C.1.1 6.C.1.3
Unit 1 - Packing for Discovery: Prehistory
Conceptual Lens: Human Development
Unit Overview: The common past that all students share begins with the peopling of our planet and the spread of settled societies around the world. This unit focuses on the transition of man from hunter-gatherer societies
to the development of the first civilizations. Students will understand how the human species fully emerged out of biological evolution and study the cultural forms, social institutions, and practical techniques that emerged
in the Neolithic Age. In addition, students will analyze how limitations of human control over the environment can impact a people.
History
Clarifying Objectives
1.1, 1.2, 2.1, 2.3
Concepts: Emergence, Expansion, Decline, Society, Migration,
Continuity & Change, Innovation & Technology
Geography
Clarifying Objectives:
1.2, 2.1, 2.2
Concepts: Place, Location, Movement, Human-Environmental
Interaction, Region, Emergence, Expansion, and Decline
Culture
Clarifying Objectives:
1.1, 1.3
Concepts: Society, Gender Roles, Characteristics of a Civilization
Generalizations:
1. Migrations may have social and technological consequences.
2. Innovation and or technology can cause social change.
3. Innovation and or technology can be temporary or longlasting.
4. Humans develop over time.
Generalizations:
1. The movement of people, goods and ideas can affect a
society or region culturally, economically.
2. The desire for wealth and the scarcity of resources can often
be motivating factors in influencing the movement of people,
goods, and ideas.
Generalizations:
1. Gender roles often shape social structures.
2. The emergence of culture often leads to the development of
a civilization.
Guiding Questions:
1.1 Why did nomadic people migrate?
1.2 How does migration hinder or aid the advancement of
technology?
1.3 How does migration hinder social relationships?
Guiding Questions:
1.1 What geographic tools assist in understanding the
migration of man?
1.2 What are the theories of the origins of man?
1.3 What factors determined where early humans settled?
2.1 What basic necessities need to be met in order for people to
be innovative thinkers?
2.2 What is innovation?
2.3 What is the difference between innovation and technology?
2.4 How did the discovery of a means for starting fires and
other innovations/technology lead to social change?
2.5 What innovations that were created during these eras will
be necessary for future peoples/what innovations will be
abandoned?
3.1 What innovation/technology was developed in the
Paleolithic and Neolithic Eras?
3.2 How do we characterize eras of technological advancement
in prehistoric times?
3.3 How did the development of innovations/technology
change between the Paleolithic and Neolithic Eras?
4.1 What are primary and secondary sources?
4.2 What is Prehistory?
4.3 What are the different stages in hominid development?
4.4 How do we gather information about human development
before a system of writing?
2.1 Why do nomadic people migrate/move to new areas ?
2.2 What are the push/pull factors that influenced the
migrations of people?
2.3 What are hunter and gatherers?
2.4 What are resources?
2.5 What is scarcity of resources?
Guiding Questions:
1.1 What was the social structure in early tribes?
1.2 How does the leading gender role affect the structure and
running of early tribes?
2.1 What is culture?
2.2 What are the aspects of a civilization?
2.3 What was the purpose of painting on cave walls for early
man? (Communication, artwork, etc.)
Unit 1 - Packing for Discovery: Prehistory
Conceptual Lens: Human Development
Unit Overview: The common past that all students share begins with the peopling of our planet and the spread of settled societies around the world. This unit focuses on the transition of man from hunter-gatherer societies
to the development of the first civilizations. Students will understand how the human species fully emerged out of biological evolution and study the cultural forms, social institutions, and practical techniques that emerged
in the Neolithic Age. In addition, students will analyze how limitations of human control over the environment can impact a people.
History
Clarifying Objectives
1.1, 1.2, 2.1, 2.3
Concepts: Emergence, Expansion, Decline, Society, Migration, Continuity
& Change, Innovation & Technology
Geography
Clarifying Objectives:
1.2, 2.1, 2.2
Concepts: Place, Location, Movement, Human-Environmental Interaction,
Region, Emergence, Expansion, and Decline
Culture
Clarifying Objectives:
1.1, 1.3
Concepts: Society, Gender Roles, Characteristics of a
Civilization
Generalizations:
1. Migrations may have social and technological consequences.
2. Innovation and or technology can cause social change.
3. Innovation and or technology can be temporary or long-lasting. 4. Humans
develop over time.
Generalizations:
1. The movement of people, goods and ideas can affect a society or region
culturally, economically.
2. The desire for wealth and the scarcity of resources can often be motivating
factors in influencing the movement of people, goods, and ideas.
Generalizations:
1. Gender roles often shape social structures.
2. The emergence of culture often leads to the development
of a civilization.
Content:
1.1 Nomadic peoples migrated due to climate change, and scarcity of
resources (water, food, shelter).
1.2 Migration hinders the advancement of technology because people are
living in unstable environments that do not consistently support basic human
needs.
1.3 It is difficult to form lasting social relationships outside of immediate
family/clans/tribes when you are always moving.
Content:
1.1 Geographic tools that assist in understanding movement of man include:
Parts of a map: key, legend, compass rose, title, scale.
1.2 Two theories that describe the origins of man are “Out of Africa” and
“Multiregional”.
1.3 Factors that determined where humans settled were access to and
availability of natural resources to support their way of life. (i.e. water, food,
shelter)
Content:
1.1 Early tribes were patrilineal or matrilineal in structure.
1.2 If the leading gender role was patrilineal then when a
couple married they would go to the husband’s tribe. If it
was matrilineal they would go with the women's tribe.
(Discuss who did what job within the tribe: gatherers were
mostly women and children and hunters were men).
2.1 Basic necessities that need to be met: Food, Water, Shelter, Safety, etc.
(students are meant to generate their own ideas)
2.2 Innovation is a new or different way of thinking.
2.3Technology is something new or different that is used or manipulated to
improve everyday life. Innovation is something intangible such as a new
philosophy, idea, or concept that may lead to the creation of technology.
2.4 The discovery of fire led to social change by providing opportunities for
people to gather and exchange stories and cook, provided opportunities for
interaction during the night, improvement in nutrition (cooked food) led
increases in population.
3.1 Innovations & technologies that emerged during the Neolithic and
Paleolithic Eras included stone tools, weapons, cave drawings, artisans, and
ideas for domestication, and agrarian processes.
3.2 Eras of technological advancement are characterized by the use of
minerals to make tools for which they are classified as the Bronze Age and
Iron Age.
3.3 (Students will generate own ideas)
4.1 Primary sources are first hand accounts of events. Secondary sources are
second hand accounts.
4.2 Prehistoric times allude to an era of human development prior to writing.
4.3 The different stages of hominid development are: Australopithecus,
homo habillis, homoerectus, homo sapiens, homo sapiens (Neanderthals).
4.4 Archaeologists excavate and analyze artifacts and fossils from the past.
Anthropologists study the artifacts and fossils in order to understand
prehistoric humans and their way of life. (Discuss significant people such as
Leakey.)
2.1 The availability of resources and habitable land as well as climate affect
the migration of people to new areas.
2.2 Push/pull factors that would influence migration would be access to
habitable land, climate, and availability of resources (i.e. food, water, shelter,
tool making materials, etc.),
2.3 Hunters and gatherers were nomadic people whose migration depended
upon food sources.
2.4 Resources are a source of supply or support (food, water and shelter).
2.5 The scarcity of resources defined as unlimited and wants and limited
needs influenced the movement of people. The scarcity of resources such as
food, water, and shelter led early humans to migrate in search for these
items.
2.1Culture is the total of the inherited ideas, beliefs, values,
and knowledge, which constitute the shared bases of social
action.
2.2 Civilizations must have cities, art, religion, writing
(language), social structure, and government.
2.3 Cave paintings were for the purposes of communication,
magical or religious ritual, or simply to please the eye.
Unit 1 - Suggested Sequencing (5 Lessons)
Why & how we study
Prehistory
Hominid Development
Understanding Nomadic
Peoples
Paleolithic Era
Neolithic Era
Guiding Questions:
H. 4. 2 What is Prehistory?
H. 4. 4 How do we gather
information about human
development before a system of
writing?
G. 1. 2 What are the theories of the
origins of man?
Guiding Questions:
H. 4.3 What are the different
stages in hominid development?
G. 1.1 What geographic tools assist
in understanding the migration of
man?
G. 1.2 What are the theories of the
origins of man?
Guiding Questions:
H. 1.1 Why did nomadic people
migrate?
H. 1.2 How does migration hinder
or aid the advancement of
technology?
H. 1.3 How does migration hinder
social relationships?
H. 2.1 What basic necessities need
to be met in order for people to be
innovative thinkers?
H. 2.2 What is innovation?
H. 2.3 What is the difference
between innovation and
technology?
G. 2.1 Why do nomadic people
migrate/move to new areas?
G. 2.2 What are the push/pull
factors that influenced the
migrations of people?
G. 2.4 What are resources?
G. 2.5 What is scarcity of
resources?
Guiding Questions:
H. 1.2 How does migration hinder
or aid the advancement of
technology?
H. 1.3 How does migration hinder
social relationships?
H. 2.3 What is the difference
between innovation and
technology?
H. 2.4 How did the discovery of a
means for starting fires and other
innovations/technology lead to
social change?
H. 2.5 What innovations that were
created during these eras will be
necessary for future peoples/what
innovations will be abandoned?
H. 3.1 What innovation/technology
was developed in the Paleolithic
and Neolithic eras
H. 3.3 How did the development of
innovations/technology change
between the Paleolithic and
Neolithic Eras?
G.2.2 What are the push/pull
factors that influenced the
migrations of people?
G. 2.3 What are hunter and
gatherers?
G. 2.4 What are resources?
G. 2.5 What is scarcity of
resources?
C.1.1 What was the social structure
in early tribes?
C. 1.2 How does the leading gender
role affect the structure and
running of early tribes?
C. 2.1 What is culture?
C. 2.3 What was the purpose of
painting on cave walls for early
man? (Communication, artwork,
etc.)
Guiding Questions:
H.1.2. How does migration hinder
or aid the advancement of
technology?
H. 1.3. How does migration hinder
social relationships?
H.2.5. What innovations that were
created during these eras will be
necessary for future peoples/what
innovations will be abandoned?
H. 3.1. What
innovation/technology was
developed in the Paleolithic and
Neolithic Eras?
G.1.3 What factors determined
where early humans settled?
G.2.4.What are resources?
G.2.5. What is scarcity of
resources?
C.1.1. What was the social
structure in early tribes? C.1.2.How
does the leading gender role affect
the structure and running of early
tribes?
C.2.2. What are the aspects of a
civilization?
Unit 2 – Just Around the River Bend (4000 BCE-1000 BCE)
Conceptual Lens: Emergence of and Conflict between Civilizations
Unit Overview: This is the period when civilizations appeared, shaping all subsequent eras of history. This unit will examine this era and its many
similarities in the fundamental inventions, geographic locations, discoveries, institutions, and techniques. All subsequent civilizations would be
built on these achievements. Early civilizations were not self-contained but developed their distinctive characteristics partly as a result of
interactions with other peoples.
History Clarifying Objectives: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Concepts: Conflict Migration Innovation Technology
Generalizations:
1. Invasions, conquests, and migrations may have political consequences.
2. Invasions, conquests, and migrations may have social consequences.
3. Innovations and technology can cause social and cultural change.
4. Innovation and/or technology can be temporary or long lasting.
Guiding Questions:
1.1 What caused conflict between the city-states?
1.2 What were the major empires in Mesopotamia?
1.3 How did invasions politically impact Ancient Egypt?
1.4 How were Ancient Egypt divided and what were characterizations of each?
1.5 What impact did the major nomadic peoples of Ancient Mesopotamia and Egypt have on the development of civilization?
1.6 How did invasions in Ancient India lead to the rise of the empires?
1.7 What were some invasion and conquest of Ancient China and what were the implications?
2.1 How did the migration of Indo-Europeans provide social change the Indus Valley?
3.1 What form of writing did Sumerians develop?
3.2 What forms innovations and technology on the Indus Valley which caused social change?
3.3 What is Hammurabi most known for and what is its significance?
3.4 Who was Confucius and what were his contributions and impacts on China?
4.1 What innovations and technology were invented by the Sumerians?
4.2 What are some innovations and technologies from Ancient Egypt?
4.3 What innovation and technology helped shape Ancient China?
Conceptual Lens: Emergence of and Conflict between Civilizations
Unit Overview: This is the period when civilizations appeared, shaping all subsequent eras of history. This unit will examine this era and its many similarities in the fundamental inventions,
geographic locations, discoveries, institutions, and techniques. All subsequent civilizations would be built on these achievements. Early civilizations were not self-contained but developed their
distinctive characteristics partly as a result of interactions with other peoples.
History Clarifying Objectives
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Concepts: Conflict Migration Innovation Technology
Generalizations:
1. Invasions, conquests, and migrations may have political consequences.
2. Invasions, conquests, and migrations may have social consequences.
3. Innovations and technology can cause social and cultural change.
4. Innovation and/or technology can be temporary or long lasting.
Content:
1.1 Conflict between city-states happened when city-states fought for control of land and water.
1.2 Major empires in Mesopotamia were the Akkadians (leader: Sargon), Babylonians (leader: Hammurabi), Assyrians and Neo-Babylonian (Leader: King Nebuchadnezzar).
1.3 Egypt was divided in three kingdoms (old, middle and new). The old kingdom was ruled by Pharaohs and was the time when pyramids were built. The middle kingdom sees
trade expand and pharaohs are now wise rulers. They are now buried in hidden tombs instead of pyramids. In the new kingdom rule is through Hysa kings and they are buried in
the Valley of Kings. Horse, chariot and bronze weapons are introduced.
1.4 Egyptians were ruled by two separate kingdoms until King Menes of Upper Egypt united both and established his capital in Memphis where both Upper and Lower Egypt
met. After Menes death his family ruled Egypt starting a dynasty. Ancient
1.5 Some innovations and technologies from ancient Egypt included: pyramids, mummification, embalming, hieroglyphics, and systems of numbers, a calendar, and advances
in medicine.
1.6 The early Indo-European settlers were Slavic speaker until the invasions of the Aryans which spoke Sanskrit.
1.7 Invasions in China can be traced back as far as the Shang. This dynasty was the first to leave written records (oracle bones) also building palaces and tombs. The Zhou
dynasty overthrew the Shang expanding China’s territory. This dynasty also sees the important philosophical ideas develop like Confucianism, Daoism and Legalism. The Qin
dynasty ruled for a short time but was influential. During the Warring States period the emperor united China into its first centralized country. Emperor Qin Shi Huang
contributed much technological advancement: the Great Wall, standardization of weights and measures, irrigation works and road building projects. He was a cruel emperor,
burning books and killing scholars. China was named after this emperor. The Han dynasty sees the development of the silk road and merit based appointment to government.
This government is more bureaucratic than dynastic.
2.1 After invasion attempts by the Persians, Greeks, and Macedonians, the Indians united to establish the Mauryan Empire under the leadership of Chandragupta Maurya. After
the death of Asoka, the Mauryan Empire fell. After 500 years of invasions, Chandra Gupta seized power to establish the second Indian Empire.
3.1 Sumerians developed a form of writing called cuneiform. The writing first started as pictographs and evolved into the wedge-shaped symbols known as cuneiform.
3.2 Mohenjo-Daro and Harappan civilizations in the Indus Valley had intricate plumbing systems led to centralized city designs. The Ancient Indians were credited with major
advancements in astronomy by charting the movement of the stars and recognizing that Earth was a sphere that rotated on its axis and revolved around the sun, the usage of
algebra, and the concept of zero (0).
3.3 Hammurabi united the Semites and created a uniform code of laws for the kingdom, known as Hammurabi’s Code. The code of laws was the first recorded set of laws in
history and was based on social status and gender.
3.4 Confucius was an influential philosopher and thinker. His ideas shaped the political scene for many years in China.
4.1 Some inventions accredited to the Sumerians are: the wheel, the plow, writing (cuneiform), advancements in mathematics (number system based on 60) and astronomy,
potter’s wheel, irrigation, looms for weaving and weapons from bronze.
4.2 The Hittites were the first to use iron which was generally for weaponry. The Phoenicians created international trade and invented the alphabet. The Israelites had lasting
influence through their religious beliefs rather than military power.
4.3 Some innovations and technology of Ancient China included: irrigation projects, oracle bones, bronze work, silk, paper, gunpowder, rockets, porcelain and much more.
Unit 2 – Just Around the River Bend (4000 BCE-1000 BCE)
Conceptual Lens: Emergence of and Conflict between Civilizations
Unit Overview: This is the period when civilizations appeared, shaping all subsequent eras of history. This unit will examine this era and its many similarities in the
fundamental inventions, geographic locations, discoveries, institutions, and techniques. All subsequent civilizations would be built on these achievements. Early civilizations
were not self-contained but developed their distinctive characteristics partly as a result of interactions with other peoples.
Geography Clarifying Objectives
1.1, 1.3, 1.4, 2.1, 2.2
Concepts: Place Location Movement Human/Environmental Interaction Region
Generalizations:
1. Physical features may influence the emergence and expansion of a civilization.
2.People depend on the physical environment for survival.
3. People modify the environment in order to meet needs.
Guiding Questions:
1.1 Why did early Sumerians settle in Mesopotamia?
1.2 Why did early Egyptians settle along the Nile
1.3 What are the geographic phenomena which special to the Indus River Valley?
1.4 What environmental challenges did the farmers of the Indus Valley face that the Sumerians and Egyptians did not?
2.1 How did China’s geography affect its development?
2.2 What effects did the rivers have on Ancient China?
3.1 How did they Sumerians adapt to their environment?
3.2 How did China adapt to their environment?
Content:
1.1 Mesopotamia, located on the continent of Asia, sits on the Tigris and Euphrates Rivers provided water for crops and transportation. The snow and ice from the mountains
would melt and flood the area known as the floodplain. This created silt, fertile soil, for crops.
1.2 Egypt, located on the continent of Africa, was fed from the Nile River which was considered a gift to Egypt. Without the Nile River, Egypt would be desert land and would
not have supported the early civilizations. Early civilizations settled along the Nile because they could plant crops in the rich silt and have prosperous settlements. Egyptians
lived in isolation for many years because of deserts to the east and west and a sea to the north (when presenting the geography portion refers to cardinal, intermediate, latitude
and longitude vocabulary). In the north the Nile Delta created land suitable to sustain life.
1.3 The Indus River Valley is often referred to as the Indian subcontinent due to the wall of mountains- the Hindu Kush, Karakoram, and Himalaya ranges- separate South Asia
from the rest of the continent. Central to the development of civilization in this area of the world are the Indus and Ganges Rivers. “These two rivers make up a large area that
stretches 1,500 miles across northern India and is called the Indus-Ganges Plain.” (McDougal-Littell, pg. 42) Below this plain is the southern portion of the subcontinent which
is a peninsula. At its center is the Deccan Plateau. Monsoons are predominate to the Indian climate as winter monsoons are prevalent from October to May transitioning to
summer monsoons from mid-June to September. To the west of the subcontinent is the Arabian Sea and to its east is the Bay of Bengal. The southern body of water is the Indian
Ocean.
1.4 Unlike the Nile River, flooding of the Indus River was unpredictable. The river changed course at times. Also, the monsoon winds brought cycle of wet and dry seasons.
2.1 China had natural barriers like the Pacific Ocean, deserts, plateaus mountains and rivers which isolated them from other civilizations. The Huang He (yellow river) and
Yangtze rivers were the two rivers were settlements occurred. The Himalayan mountains and the Gobi desert both contributed to isolation. Because of this isolation China
developed a unique culture and supplied many of their own goods instead of trading.
2.2 The Yellow River was also known as China’s sorrow because it could destroy whole villages when it flooded or be generous with the loess (yellow silt blown from deserts).
Conceptual Lens: Emergence of and Conflict between Civilizations
Unit Overview: This is the period when civilizations appeared, shaping all subsequent eras of history. This unit will examine this era and its many similarities in the fundamental inventions, geographic locations,
discoveries, institutions, and techniques. All subsequent civilizations would be built on these achievements. Early civilizations were not self-contained but developed their distinctive characteristics partly as a result of
interactions with other peoples.
Culture Clarifying Objectives:
1.1, 1.2, 1.3
Concepts: Cultural Expression, Religion, Social Structure
Generalizations:
1. Cultural expression can reveal the values of a civilization.
2. Stratified systems of social structure can affect the way a society’s people interact socially.
3. Religion is a belief system that humans use to explain ideas about human nature and the universe.
4. The spread of religious beliefs can influence or alter societies, civilizations and regions.
Guiding Questions:
1.1 How was the culture of Sumer reflected in their values and beliefs?
1.2 What is philosophy?
1.3 What was the impact of the beliefs in Confucianism on Ancient China?
1.4 What is Daoism and who was the founder?
1.5 What is Legalism?
2.1 What is social structure?
2.2 Speculate why social systems developed.
2.3 What was the social structure of Ancient Egypt?
2.4 What was the social structure of Ancient India?
3.1 How did religion affect life in Ancient Egypt?
3.2 & 4.1 Explain Judaism and it’s impact on surrounding societies.
3.3 What were the forms of religion in Ancient India?
3.4 What are the basic practices and beliefs of Hinduism?
3.5 What are the basic beliefs and practices of Buddhism?
4.2 & 2.5 In what ways would the beliefs of Hinduism and Buddhism affect one’s social status?
Content:
1.1 Sumerians were polytheistic. They believed the gods controlled the weather and constantly tried to please them. In the center of town was the Ziggurat . Priests were held in high regard because it was thought they
could influence the gods.
1.2 Philosophy is the investigation of truths and principles of being, knowledge and conduct.
1.3 Confucianism focused on respect for others, family, and elders (filial piety). Confucius believed that you should respect other cultures. He believed everyone should learn and was known as the “great teacher” He
believed that if everyone focused on their role in society and stuck to ancient rituals, peace and harmony would return. Confucianism was used off and on throughout China’s history in government.
1.4 Daoism was founded by Lao-Tzu and was a major religion in China. It focuses on finding the Dao (the way) which is the ultimate truth to the universe and how you behave toward others. It is polytheistic.
1.5 Legalism is the need for order above all other human concerns. It is based on providing highly publicized laws, the accountability and management of those laws and the political office. Rigid punishments and rewards
were also in place. Some of the ideas of legalism are still used in China today.
2.1 Social Structure is the system by which groups of people are organized based on certain criterion (i.e. wealthy, location, educations, etc.) .
2.2 Early social systems may have come from occupational positions. Political and religious leaders began to form elite classes.
2.3 The social structure in Ancient Egypt was composed of the Pharaoh who was at the top of the social class along with nobles, Egyptian government officials and priests. The middle class consisted of artisans, trader,
shopkeepers and scribes. Farmers, unskilled workers and herders made up the lower class of Egypt.
3.1 Ancient Egypt, like Mesopotamia, was polytheistic. They believe in over 200 gods some were part human and part animal. Some of the main gods were the sun god Re and Osiris and Isis were rulers of the dead. Priest
in Egypt would take care of the gods, perform funeral rites, advise and teach. Another effect of religion in Ancient Egypt was the belief in the afterlife. To prepare for the afterlife, Egyptians studied the Book of the Dead to
recite to Osiris. Pharaohs were embalmed and mummified to preserve their bodies for the afterlife.
3.2 & 4.1 Judaism is a monotheistic faith that believed in one true God who created the universe. Jews believed that you could have a relationship with God. They believed in the covenant with God, the law, and the
prophets. They believed that while rabbis and prophets knew God’s wishes, all had access to God. They did not accept other religions and therefore did not integrate with other civilizations.
3.3 The Ancient Indian social structure was called the Caste System. The highest level of the caste system was the Brahmins which were the priests. The second caste was Kshatriyas (rulers and warriors), third caste was
Vaishyas (peasants and traders) and the fourth caste was Shudras (laborers). The lowest caste were the Untouchables.
3.4 The Ancient Indians were polytheistic in nature, however, Hinduism and Buddhism were major religions in Ancient India. Hinduism was polytheistic. Hindus believed in process of reincarnation and central to this
process was the idea of karma. A soul’s karma follows one reincarnation to another. Karma influences specific life circumstances, such as the caste one is born into, one’s state of health, wealth, poverty, etc.
Unit 2 – Just Around the River Bend (4000 BCE-1000 BCE)
Conceptual Lens: Emergence of and Conflict between Civilizations
Unit Overview: This is the period when civilizations appeared, shaping all subsequent eras of history. This unit will examine this era and its many similarities in the
fundamental inventions, geographic locations, discoveries, institutions, and techniques. All subsequent civilizations would be built on these achievements. Early civilizations
were not self-contained but developed their distinctive characteristics partly as a result of interactions with other peoples.
Civics & Government
Clarifying Objectives:
1.1, 1.2, 1.4
Concepts: Government
Economics
Clarifying Objectives:
1.1, 1.2
Concepts: Conflict/Compromise, Economic Development, Quality of Life
Generalizations:
1. Government structure depends on location and leadership.
2. Laws and legal systems within a society may evolve in response to political, economic, and social factors.
Generalizations:
1. Trading networks can influence economic development both negatively and positively.
Guiding Questions:
1.1 What is an empire?
1.2 What type of community developed in Mesopotamia?
1.3 How do character traits of a leader affect the government structure of Ancient India?
1.4 What is a dynasty?
1.5 What is the mandate of heaven?
1.6 What were major dynasties of ancient China?
Guiding Questions:
1.1 What was the economy of Ancient Egypt?
1.2 How did trading networks influence life in Ancient Egypt?
1.3 What influence did trade networks have on the economy system of Ancient India?
1.4 What was the influence of the Silk Road on China?
2.1 How was Sumer ruled?
2.2 How was Ancient Egypt ruled?
2.3 What was the government structure of China?
Content:
1.1 An empire an extensive group of states or countries under a single supreme authority.
1.2 The type of community that developed in Sumer was the city-state.
1.3 Chandragupta’s paranoia lead to a highly bureaucratic government divided into provinces with leaders
carefully chosen by him but had them closely supervised. Each province was divided into local districts who
assessed taxes and enforced law.
1.4 A dynasty is rule by one family over a region for a specific amount of time.
1.5 The mandate of heaven was the belief that the right to rule was given by the gods.
1.6 Major dynasties included: Xia, Shang, Zhou, Qin, and Han.
2.1 Sumer was ruled by priests and kings. Temple priests ruled first then leaders were selected and finally
those leaders became kings.
2.2 Ancient Egypt was a theocracy. A single ruler, a Pharaoh, was thought to be a living god and had
unlimited power and authority. Other leaders included: bureaucracy: (viziers, army commanders, treasurers,
public works officers and tax collectors)
2.3 Beginning with the Shang dynasty, empires were created and ruled by emperors(ress). These emperors
claimed to have the mandate of heaven to rule. Only when that mandate was lost would a new dynasty take
control; this created a dynastic cycle.
Content:
1.1 The Egyptians traded with other civilizations, had an agrarian (farming) economy and industry
(craftspeople).
1.2 Egyptians began using the Nile and also trading caravans to trade goods with neighbors. They traded
goods and ideas enriching all civilizations.
1.3 The exchange of precious resources on the Silk Road and on the sea led to the rise of a banking system in
Ancient India.
1.4 The Silk Road expanded trade throughout Europe and Asia. Items traded were silk, tea, spices, porcelain,
etc… Religion and technological ideas were traded as well along this route.
Unit 2 - Suggested Sequencing (7 Lessons)
The Story of
Mesopotamia
Lens: Emergence of and
Conflict between
Civilizations
The Story of Egypt
Lens: Emergence of and
Conflict between
Civilizations
Now let's compare
Mesopotamia & Egypt:
Let's make Predictions
about India
The Story of India
Lens: Emergence of and
Conflict between
Civilizations
Now let’s compare
Mesopotamia, Egypt &
India:
Let’s make predictions
about China
The Story of China
Lens: Emergence of and
Conflict between
Civilizations
Now let’s compare all River
Civilizations
H.1.1 What caused conflict
between the city-states?
H.1.2 What were the major
empires in Mesopotamia?
H.3.1 What form of writing
did Sumerians develop?
H.3.3 What is Hammurabi
most known for and what is
its significance?
H. 4.1 What innovations and
technology were invented by
the Sumerians?
G. 1.1 Why did early
Sumerians settle in
Mesopotamia?
G. 3.1 How did they
Sumerians adapt to their
environment?
C. 1.1 How was the culture of
Sumer reflected in their
values and beliefs?
C. 1.2 What is philosophy?
C. 3.2 & 4.1 Explain Judaism
and it’s impact on
surrounding societies.
CG.1.2 What type of
community developed in
Mesopotamia?
CG.2.1 How was Sumer
ruled?
1.3 How did invasions
politically impact Ancient
Egypt?
1.4 How were Ancient Egypt
divided and what were
characterizations of each?
4.2 What are some
innovations and technologies
from Ancient Egypt?
1.2 Why did early Egyptians
settle along the Nile
1.2 What is philosophy?
2.1 What is social structure?
2.3 What was the social
structure of Ancient Egypt?
3.1 How did religion affect
life in Ancient Egypt?
1.1 What is an empire?
2.2 How was Ancient Egypt
ruled?
1.1 What was the economy
of Ancient Egypt?
1.2 How did trading networks
influence life in Ancient
Egypt?
1.5 What impact did the
major nomadic peoples of
Ancient Mesopotamia and
Egypt have on the
development of civilization?
2.2 Speculate why social
systems developed.
1. Trading networks can
influence economic
development both negatively
and positively.
1. Government structure
depends on location and
leadership.
2. Laws and legal systems
within a society may evolve
in response to political,
economic, and social factors.
1. Cultural expression can
reveal the values of a
civilization.
2. Stratified systems of social
structure can affect the way
a society’s people interact
socially.
3. Religion is a belief system
that humans use to explain
ideas about human nature
and the universe.
4. The spread of religious
beliefs can influence or alter
societies, civilizations and
regions.
1. Physical features may
influence the emergence and
expansion of a civilization.
2.People depend on the
physical environment for
survival.
3. People modify the
environment in order to
meet needs.
1. Invasions, conquests, and
migrations may have political
consequences.
2. Invasions, conquests, and
migrations may have social
consequences.
3. Innovations and
technology can cause social
and cultural change.
4. Innovation and/or
technology can be temporary
or long lasting.
1.6 How did invasions in
Ancient India lead to the rise
of the empires?
2.1 How did the migration of
Indo-Europeans provide
social change the Indus
Valley?
3.2 What forms innovations
and technology on the Indus
Valley which caused social
change?
1.3 What are the geographic
phenomena which special to
the Indus River Valley?
1.2 What is philosophy?
2.4 What was the social
structure of Ancient India?
3.3 What were the forms of
religion in Ancient India?
3.4 What are the basic
practices and beliefs of
Hinduism?
3.5 What are the basic beliefs
and practices of Buddhism?
4.2 & 2.5 In what ways would
the beliefs of Hinduism and
Buddhism affect one’s social
status?
1.1 What is an empire?
1.3 How do character traits
of a leader affect the
government structure of
Ancient India?
1.3 What influence did trade
networks have on the
economy system of Ancient
India?
1.4 What environmental
challenges did the farmers of
the Indus Valley face that the
Sumerians and Egyptians did
not?
2.2 Speculate why social
systems developed.
1. Trading networks can
influence economic
development both negatively
and positively.
1. Government structure
depends on location and
leadership.
2. Laws and legal systems
within a society may evolve
in response to political,
economic, and social factors.
1. Cultural expression can
reveal the values of a
civilization.
2. Stratified systems of social
structure can affect the way
a society’s people interact
socially.
3. Religion is a belief system
that humans use to explain
ideas about human nature
and the universe.
4. The spread of religious
beliefs can influence or alter
societies, civilizations and
regions.
1. Physical features may
influence the emergence and
expansion of a civilization.
2.People depend on the
physical environment for
survival.
3. People modify the
environment in order to
meet needs.
1. Invasions, conquests, and
migrations may have political
consequences.
2. Invasions, conquests, and
migrations may have social
consequences.
3. Innovations and
technology can cause social
and cultural change.
4. Innovation and/or
technology can be temporary
or long lasting.
1.7 What were some invasion
and conquest of Ancient
China and what were the
implications?
3.4 Who was Confucius and
what were his contributions
and impacts on China?
4.3 What innovation and
technology helped shape
Ancient China?
2.1 How did China’s
geography affect its
development?
1. Trading networks can influence
economic development both
negatively and positively.
1. Government structure depends on
location and leadership.
2. Laws and legal systems within a
society may evolve in response to
political, economic, and social factors.
1. Cultural expression can reveal the
values of a civilization.
2. Stratified systems of social
structure can affect the way a
society’s people interact socially.
3. Religion is a belief system that
humans use to explain ideas about
human nature and the universe.
4. The spread of religious beliefs can
influence or alter societies,
civilizations and regions.
1. Physical features may influence the
emergence and expansion of a
civilization.
2.People depend on the physical
environment for survival.
3. People modify the environment in
order to meet needs.
1. Invasions, conquests, and
migrations may have political
consequences.
2. Invasions, conquests, and
migrations may have social
consequences.
3. Innovations and technology can
cause social and cultural change.
4. Innovation and/or technology can
be temporary or long lasting.
Exemplar Lessons
for this Unit:
https://goo.gl/9Q1z
7P
2.2 What effects did the
rivers have on Ancient China?
3.2 How did China adapt to
their environment?
1.2 What is philosophy?
1.3 What was the impact of
the beliefs in Confucianism
on Ancient China?
1.4 What is Daoism and who
was the founder?
1.5 What is Legalism?
3.4 What are the basic
practices and beliefs of
Hinduism?
3.5 What are the basic beliefs
and practices of Buddhism?
4.2 & 2.5 In what ways would
the beliefs of Hinduism and
Buddhism affect one’s social
status?
1.1 What is an empire?
1.4 What is a dynasty?
1.5 What is the mandate of
heaven?
1.6 What were major
dynasties of ancient China?
2.3 What was the
government structure of
China?
1.4 What was the influence
of the Silk Road on China?
Unit 3: Let’s Get Classy: Classical Era, Major Religions, and Giant Empires (1000 BCE-300 CE)
Conceptual Lens: Political Thought and Cultural Diffusion
Unit Overview: Classical civilizations such as Ancient Greece and Rome established institutions and defined values and styles that endured for many centuries and that continue to influence our lives today. Six of the
world’s major faiths and ethical systems emerged in this period and set forth their fundamental teachings. This was a formative era for many fundamental institutions and ideas in world history, such as universalist religion,
monotheism, the bureaucratic empire, the city-state, and the relation of technology to social change. Students’ explorations in the social sciences, literature, and contemporary affairs will be enriched by understanding such
basic concepts as these. This era presents rich opportunities for students to compare empires, religions, social systems, art styles, and other aspects of the past, thus sharpening their understanding and appreciation of the
varieties of human experience.
History Clarifying Objectives
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Concepts: Historical Thinking, Innovation and Technology, Continuity and Change, Conflict
Geography and Environmental Literacy Objectives
1.1, 1.2, 1.3, 1.4, 2.1, 2.2
Concepts: Place, Location, Movement, Human/Environment Interaction, Region
Generalizations:
1. Invasions, conquest, and migrations may have social, economic, technological, political, consequences.
2. Repeated issues and events do not necessarily result in the same outcomes.
3. Conflict over natural resources is a repeated issue throughout history.
4. Imperialism and expansion has similar outcomes throughout history.
5. Innovation and/or technology can cause social, cultural change, political change, and economic change.
6. Historical figures and cultural groups can have influence.
Generalizations:
1. Physical features may influence the emergence and expansion of a civilization.
2. The movement of people, goods and ideas can affect a society or region, culturally, politically,
and economically.
3. World regions develop differently because of their distinctive characteristics.
4. Societies use, modify, and adapt to their environments for a variety of reasons.
Guiding Questions
Guiding Questions:
1.1 What role did the mountains and the sea play in the development of the Greek civilization?
1.2 How did Rome’s geographic features make it a desirable location from which to expand?
2.1 Why did large numbers of Greeks move from place to place? How did this effect Greek society?
2.2 How did the movement of ideas affect Rome politically and culturally?
3.1 How did geography influence the development of Sparta?
3 How did geography influence the development of Greek city-states?
4 How did Rome modify their environment to support their growing population?
Content:
Content:
1.1 & 3 The mountains isolate Greeks from one another, causing different Greek communities to
develop their own ways of life.
1.1 The sea also influenced the evolution of Greek society. Greece is a peninsula bordered by 3 seas.
Its location give Greece a long seacoast dotted by bays and inlets that provided many harbors. As a
result the Greeks became seafarers.
1.2 Rome’s location was inland on the Tiber River gave Rome a route to the sea, but was far enough
inland to be safe from invaders. Italy had more land for farming than did Greece, enabling it to
support a large population.
1.2 The Apennines, less rugged mountains than the ranges of Greece, did not divide The Italian
peninsula into many isolated communities.
2.1 Between 750 BC and 550 BC large numbers of Greeks left their homelands to settle in areas with
desirable farmland and trade routes. With each relocation, came the creation of a new polis
independent of the polis that founded it. Therefore Greek city-states greatly increased.
2.2 Rome was large geographically and practiced religious tolerance. Over time religious tolerance
led to a spread of Judaism, Islam, and Christianity
3.1 Sparta required more land early on and acquired new territory through conquest of neighboring
colonies. To ensure tight control of conquered lands the Spartans created a military state.
Unit 3: Let’s Get Classy: Classical Era, Major Religions, and Giant Empires (1000 BCE-300 CE)
Conceptual Lens: Political Thought and Cultural Diffusion
Unit Overview: Classical civilizations such as Ancient Greece and Rome established institutions and defined values and styles that endured for many centuries and that continue to influence our lives today. Six of the
world’s major faiths and ethical systems emerged in this period and set forth their fundamental teachings. This was a formative era for many fundamental institutions and ideas in world history, such as universalist religion,
monotheism, the bureaucratic empire, the city-state, and the relation of technology to social change. Students’ explorations in the social sciences, literature, and contemporary affairs will be enriched by understanding such
basic concepts as these. This era presents rich opportunities for students to compare empires, religions, social systems, art styles, and other aspects of the past, thus sharpening their understanding and appreciation of the
varieties of human experience.
Civics & Government
Clarifying Objectives
1.1, 1.2, 1.3, 1.4
Concepts: Rights and Responsibilities, Government, Citizenship, Political Thought
Economics
Clarifying Objectives
1.1, 1.2
Concepts: Conflict/Compromise, Economic Development, Quality of Life
Generalizations:
Generalizations:
Governmental systems have varying structures and may change over time.
Political thought is often influenced by cultural and economic factors.
The role of a citizen, as determined by a government, determines the roles and responsibilities in a society.
Government has certain obligations to citizens.
Law systems evolve over time in response to societal changes.
Conflict over the availability of resources impacts the economic development of civilizations, regions, and
societies.
Trading networks can influence economic development both negatively and positively.
Unit 3: Let’s Get Classy: Classical Era, Major Religions, and Giant Empires (1000 BCE-300 CE)
Conceptual Lens: Political Thought and Cultural Diffusion
Unit Overview: Classical civilizations such as Ancient Greece and Rome established institutions and defined values and styles that endured for many centuries and that continue to influence our lives today. Six of the
world’s major faiths and ethical systems emerged in this period and set forth their fundamental teachings. This was a formative era for many fundamental institutions and ideas in world history, such as universalist religion,
monotheism, the bureaucratic empire, the city-state, and the relation of technology to social change. Students’ explorations in the social sciences, literature, and contemporary affairs will be enriched by understanding such
basic concepts as these. This era presents rich opportunities for students to compare empires, religions, social systems, art styles, and other aspects of the past, thus sharpening their understanding and appreciation of the
varieties of human experience.
Culture
Clarifying Objectives
1.1, 1.2, 1.3
Concepts: Society, Gender Roles, Characteristics of a Civilization
Generalizations:
1. Culture is often expressed through the art, dance, music, literature and architecture of a society or civilization
2. The spread of religious beliefs can influence or alter societies, civilizations, and regions.
3. Systems of social structure have positive and negative impacts on society.
Guiding Questions:
1. 1 What are some major themes from Greek culture and how did Greece’s culture help shape Western Civilization?
1.2 What are the main forms of Greek architecture and how have they influenced modern society?
1.3 What was the influence of Greek sculptures and how is it different from the Romans?
1.4 What forms of drama were invented by the Greeks and how has that influenced other civilizations?
1.5 What are the various forms of writing in Ancient Greece?
1.6 What is philosophy? Who were the great philosophers of Ancient Greece and what was their importance to history?
2.1 What ideas did the Ancient Greeks have about religion and how did this shape their lives?
2.2 What impact did the Greeks religion have on other civilizations?
Content:
1.1 Impact includes Olympic games, Greek drama, festivals to the gods, many buildings were built for the gods, Romans adopted Greek gods, and influence is seen in literature today. Greek culture can be seen through
their music, art, architecture, sculpture, drama, and pottery. It shaped later civilizations when it was passed down through the Hellenistic Age, the Romans and can still be seen in the modern world.
1.2 The main forms of Greek architecture are Doric, Ionic and Corinthian. Their impact can still be seen today throughout the U.S. and other parts of the world in building designs.
1.3 Greek sculptures were created to show idealism and beauty while Roman sculptures were created to show realism.
1.4 The Greeks invented tragedies and comedies mainly as religious festivals. These dramas evolved from one character on a stage to traveling troupes in Europe to the industry of today.
1.5 Ancient Greeks wrote epics (Homer), poems, dramas, philosophical papers, historical documents (Herodotus and Thucydides) and legal speeches to name a few.
1.6 Philosophy is a love of wisdom and pursuit logic. The great philosophers of Ancient Greece were Sophists, Socrates, Plato and Aristotle. These philosophers were important to history because they taught others,
established schools and debated questions that are still of importance in today’s society.
2.1 Greeks were polytheistic and spent their lives trying to appease and honor the gods.
2.2 Greeks wanted the gods to look favorably on their activities and so would perform rituals and give gifts to honor or ask for things from the gods.
Unit 3Suggested Sequencing
Topic: Introduction to classical
civilizations
What defines a classical
civilization?
of or relating to the ancient
Greek and Roman world and
especially to its language,
literature, art, etc.
Why is it important that we
study classical civilizations?
Study of the ancient past
increases understanding of the
present because of the great
debt of the modern world to the
classical past. In addition, the
striking differences between
ancient civilization and our
own help put the modern world
into perspective.
Topic: Ancient Greek
Geography & its Impact on
Society
Geography
What role did the mountains
and the sea play in the
development of the
Greek civilization?
The mountains isolate Greeks
from one another, causing
different Greek communities to
develop their own ways of life.
2.1 Why did large numbers of
Greeks move from place to
place? How did this affect
Greek society?
3.1 How did geography
influence the development
of Sparta?
Sparta was located more inland
and thus more isolated than
Athens.
Exemplar Lessons for this
Unit:
https://goo.gl/9Q1z7P
3 How did geography influence
the development of Greek citystates?
Topic: Ancient Greece
Topic: Ancient Rome
Topic: Comparison of Ancient
Greece and Rome & Lasting
impacts
History
How did invasions and
conquests affect Ancient
Greece?
Conflict between city-states Athens and Sparta, Trojan war,
Persian invasion….
(Sparta’s offensive culture vs.
Athens’ defensive culture;
Persian culture - cultural
diffusion; Trojan War is 1 of
many that reinforce the warring
between city-states (over
resources especially trade
routes on the water)
History
How did invasions and
conquests affect Ancient
Rome?
How did innovation in Ancient
Rome shape society?
What role did important
historical figures play in
shaping Ancient Greece &
Rome?
1.3 What was the influence of
Greek sculptures and how is it
different from the Romans?
How did innovation in Ancient
Greece shape society?
Olympics, early medicine,
concepts in geometry, water
mill, odometer, alarm clock,
modern
philosophies/government
(democracy)
What role did important
historical figures play in
shaping Ancient Greece &
Rome?
Alexander the Great, Plato,
Aristotle, Socrates
Geography
1.2 How did Rome’s
geographic features make it a
desirable location from which
to expand?
2.2 How did the movement of
ideas affect Rome politically
and culturally?
4 How did Rome modify their
environment to support their
growing population?
Topic: Introduction to classical
civilizations
Topic: Ancient Greek
Geography & its Impact on
Society
The geography led to the
development of the polis and
city-states growing up very
independently from each
other.
2.1 What ideas did the
Ancient Greeks have about
religion and how did
geography shape these
beliefs?
They were polytheistic and
believed that gods were
ageless and had superhuman
abilities. The Greek gods
protected one particular citystate. Greek gods controlled
nature and you needed to keep
them satisfied. Greeks held
festivals to the deities that
protected their polis and
would petition any deity to
whom they had offered
sacrifice.
Topic: Ancient Greece
How did government
structures emerge differently
in the various city-states of
Ancient Greece?
Google search comparison
between governments in...
Sparta: male dominated
VS.
Athens: democracy
How did the requirements for
citizenship vary across
Ancient Greek city-states?
Google citizenship - Athens
vs. Sparta
Topic: Ancient Rome
Government
What was the origin and
structure of government in
Ancient Rome?
What were the requirements
and responsibilities of a
Roman citizen?
How did the legal systems of
Ancient Rome evolve in order
to enforce societal values?
What ideas shaped the
political values of Ancient
Rome?
Economics
What legal systems were in
place to maintain order in
Ancient Greece?
What laws governed
Athens vs. what laws
governed Sparta?
How did conflict over
resources (land, water, trade)
impact the relationships
between the city-states of
Ancient Greece?
(See first history question
above)
How did the need for natural
resources lead to conflict in
Ancient Rome?
How did the expansion of
trade networks impact the
power of Ancient Rome?
How did control of trading
networks lead to conflict in
Ancient Rome?
How did the control of trading
networks increase the wealth
and power of the Roman
Empire?
Topic: Comparison of Ancient
Greece and Rome & Lasting
impacts
Unit 3Suggested Sequencing Continued…
Topic: Introduction to
classical civilizations
Topic: Ancient Greek
Geography & its Impact on
Society
Topic: Ancient Greece
How did economic
competition lead to the
emergence of powerful
trading networks?
when there is competition,
there is a winner and then
those networks prevail
How was the quality of life
impacted by the economy of
Ancient Greek city-states?
Athens economy stronger
because of arable land &
geography
Sparta: when my quality of
life is increased I have time
to spend on philosophy, art,
etc.
What are some major themes
from Greek culture and how
did Greece’s culture help
shape Western Civilization?
What are the main forms of
Greek architecture and how
have they influenced modern
society?
Topic: Ancient Rome
How did the control of
trading networks increase the
wealth and power of the
Roman Empire?
Culture
1.2 What are the main forms
of Roman architecture and
how have they influenced
modern society?
How did Roman social
structure designate roles in
society?
How did religion evolve
from Ancient Rome though
the Roman Empire?
Topic: Comparison of
Ancient Greece and Rome &
Lasting impacts
Unit 3Suggested Sequencing Continued…
Topic: Introduction to
classical civilizations
Topic: Ancient Greek
Geography & its Impact on
Society
Topic: Ancient Greece
What forms of drama were
invented by the Greeks and
how has that influenced other
civilizations?
What are the various forms of
writing in Ancient Greece?
What is philosophy? Who
were the great philosophers of
Ancient Greece and what was
their importance to history?
What ideas did the Ancient
Greeks have about religion
and how did this shape their
lives?
What impact did the Greeks
religion have on other
civilizations?
Topic: Ancient Rome
Topic: Comparison of
Ancient Greece and Rome &
Lasting impacts
Unit 4: Expanding Zones of Exchange and Encounter: Imperial crisis in Europe, Rise of Medieval Times, Tang Dynasty, and Rise of Islam (300CE-1000CE)
Conceptual Lens: Movement and Interaction
Unit Overview: In this era, societies will develop deep roots of encounter and exchange. Students will learn about the search for political, social, and cultural redefinition in Europe (500-1000 CE), major developments in
East Asia and Southeast Asia in the era of the Tang dynasty (600-900 CE), and imperial crises and their aftermath (300-700 CE). In addition, Buddhism, Christianity, Hinduism, and Islam spread far and wide beyond their
lands of origin. These religions became established in regions where today they command the faith of millions. In this era the configuration of empires and kingdoms in the world changed dramatically. In this era no
sustained contact existed between the Eastern Hemisphere and the Americas.
History
Clarifying Objectives
2.1,2.2, 2.3, 2.4
Concepts: Invasions/Conquests, Change, Innovation, Technology, Historical Figures
Geography
Clarifying Objectives
1.1, 1.2, 1.3, 1.4, 2.1, 2.2
Concepts: Physical & Human Characteristics, movement, ethnic makeup, regions, adaption
Generalizations
1. Invasions and conquests have political, economic, and social consequences.
2. Historical figures often change the course of history.
Generalizations
1. The movement of people and ideas can affect a society culturally.
2. Civilizations adapt to the environment in order to meet their needs.
Guiding Questions:
Guiding Questions
1.1 How did conflict among the Germanic kingdoms of Europe lead to the creation of new nations?
1.2 How did the Mongolian invasions advance the Mongolian people?
1.3 How did the Crusades impact the relationship between Europe and the Middle East?
1.1 How & Why did China’s western borders shift in regards to the change in dynasties?
1.2 How did the movement of Germanic people throughout Europe impact the spread of ideas?
1.3 How was Chinese society impacted by the movement of Mongols into China?
2.1 How did Charlemagne’s rule strengthen the political and economic stability of Europe?
2.2 How did the writings of Marco Polo influence other European explorers?
2.3 How has the Islamic prophet Muhammad transformed Arabic society and the world?
2.1 What is the manor system?
2.2 How did European society use the manor system to structure their everyday lives?
2.3 How did political borders shift in Europe between the 5th – 10th centuries?
2.4 In what ways did the people of the Arabian peninsula have to adapt to endure the harsh physical
environment?
Content:
Content:
Europe:
1. Barbaric Invasion
2. Establishment of Germanic Kingdoms
3. Carolingian Empire – established by Charlemagne – spread of Christianity
4. The Beginning of Feudalism – After Charlemagne’s death the empire fell apart and then there were
Muslim invasions. Viking ships enabled the Vikings to strategically attack near water
5. European Kingdoms – Magna Carta, Byzantine Empire established,
China/Southeast Asia
1. Sui Dynasty
2. Tang Dynasty – growth of the Silk Road
3. Song Dynasty
4. China invaded by Kublai Khan (Marco Polo) the initial conquest of China was started by Genghis Khan
Arabian Peninsula/ Southwest Asia
1. The Birth of Islam – Muhammad’s life story and teachings.
2. Creation of an Arab Empire – began an era after Muhammad’s death marked by ruling caliphs
3. Split in Islam – Shia & Sunni
4. Invasions by the Mongols
Europe:
1. Manor system – pg. 335
2. Using maps to trace the transition of political regions over time
3. The spread of ideas – Germanic laws vs. Roman law (Wergild)
China/Southeast Asia
1. Understanding the movement of China’s western borders in regards to the change in dynasties.
2. Proximity and challenges of China and Mongolia
3. Travels of Marco Polo
Arabian Peninsula/ Southwest Asia
1. The Arabian Peninsula is a desert land lacking in rivers and lakes.
2. Trade is challenging because of the terrain – the use of caravans and camels are utilized.
3. Major cities such as: Mecca & Medina
Unit 4: Expanding Zones of Exchange and Encounter: Imperial crisis in Europe, Rise of Medieval Times, Tang Dynasty, and Rise of Islam (300CE-1000CE)
Conceptual Lens: Movement and Interaction
Unit Overview: In this era, societies will develop deep roots of encounter and exchange. Students will learn about the search for political, social, and cultural redefinition in Europe (500-1000 CE), major developments in
East Asia and Southeast Asia in the era of the Tang dynasty (600-900 CE), and imperial crises and their aftermath (300-700 CE). In addition, Buddhism, Christianity, Hinduism, and Islam spread far and wide beyond their
lands of origin. These religions became established in regions where today they command the faith of millions. In this era the configuration of empires and kingdoms in the world changed dramatically. In this era no
sustained contact existed between the Eastern Hemisphere and the Americas.
Civics & Government
Clarifying Objectives:
1.1, 1.2, 1.3, 1.4
Concepts: Government, political thought, citizenship, legal systems
Economics
Clarifying Objectives:
1.1, 1.2
Concepts: Quality of Life, trade networks, availability and conflict of resources, economic development
Generalizations:
1. Government may evolve over time in response to social and economic changes.
2. Political thought is often influenced by cultural and economic factors.
3. Citizens and their government have certain roles and responsibilities in a society.
4. Legal systems evolve in response to social factors.
Generalizations:
1. Trading networks can influence economic development both negatively and positively.
2. Leaders make economic choices that impact citizen’s quality of life.
Guiding Questions:
1.1 How did the government transition in Europe after the fall of the Roman Empire?
1.2 What is feudalism?
1.3 What is a monarchy? Absolute vs. constitutional?
1.4 What is a dynasty?
1.5 What is a theocracy?
2.1 How did political ideas change in Europe after the fall of the Roman Empire?
2.2 How have Confucian ideas influenced China’s government?
3.1 What securities does feudalism provide both the nobility and peasant classes?
3.2 How do dynasties use the idea of divine right to explain their role to society?
3.3 What expectations must people meet that follow shari’ah law? Why is this so important?
4.1 How did new Germanic ideas of justice change preexisting laws?
4.2 How do the laws in an Islamic nation reflect religious ideas?
Guiding Questions
1.1 How did feudalism hinder trade?
1.2 Evaluate the Push/Pull factors of Mongol control over the Silk Road trade.
1.3 How did trade routes across the Arabian peninsula lead to economic growth?
2.1 How did the role of nobility in feudalism impact the social and economic mobility of the
peasant class?
2.2 How did the Tang’s dynasty’s campaign to strengthen Silk Road trade impact daily life in
China?
Content:
Content:
Europe
1. Out of the fall of the Carolingian Empire and the need to protect oneself from invasion,
people sought protection locally – out of this need came Feudalism – an economic, political, and
social order where nobles offered protection and land in return for service. Feudalism is a
structure within a Monarchy.
Europe
1. Based on a system of feudalism – military service based on land grants
2. Creation of Guilds
2. Magna Carta
China/Southeast Asia
1. China was a monarchy that employed a large bureaucracy. Confucian ideas held the political
system together.
Arabian Peninsula/Southwest Asia
1. Islam is not just a set of religious beliefs but a way of life – this is evident in shari’ah or
Islamic Law. It regulates all aspects of Muslim life including family, business, government, and
moral conduct. Shari’ah does not separate religious matters from civil or political law.
China/Southeast Asia
1. Farming society and increased manufacturing and trade
2. The Silk Road was renewed during the Tang dynasty and recovered from the collapse of the
Roman Empire – the Chinese exported tea, silk, and porcelain.
Arabian Peninsula/Southwest Asia
1. Trade routes across the Arabic peninsula sparked a growth in towns, ports, and market
(bazaar) places.
2. Camels and caravans were a major transport of trade.
Unit 4: Expanding Zones of Exchange and Encounter: Imperial crisis in Europe, Rise of Medieval Times, Tang Dynasty, and Rise of Islam (300CE-1000CE)
Conceptual Lens: Movement and Interaction
Unit Overview: In this era, societies will develop deep roots of encounter and exchange. Students will learn about the search for political, social, and cultural redefinition in Europe (500-1000 CE), major developments in
East Asia and Southeast Asia in the era of the Tang dynasty (600-900 CE), and imperial crises and their aftermath (300-700 CE). In addition, Buddhism, Christianity, Hinduism, and Islam spread far and wide beyond their
lands of origin. These religions became established in regions where today they command the faith of millions. In this era the configuration of empires and kingdoms in the world changed dramatically. In this era no
sustained contact existed between the Eastern Hemisphere and the Americas.
Culture
Clarifying Objectives:
1.1, 1.2, 1.3
Concepts: Expression, Religion, Social Structure
Generalizations:
1.Culture is often expressed through the arts.
2. Cultural expressions can reveal the values of a civilization, society, or region.
3. The spread of religious beliefs can influence or altar societies, civilizations, and regions.
4. Systems of social structure have positive and negative impacts on society.
Guiding Questions:
1.1 How was knighthood captured by the arts in Europe?
1.2 What examples of paintings, poetry, and ceramics illustrate the culture of China during this era?
1.3 How did Arabic literature capture Arabic life during this time period?
2.1 How do arabesques illustrate the collision of art and religion?
2.2 How did art in Europe support the concepts of chivalry and war?
2.3 How did Daoism paintings allude to the impossibility of understanding the universe?
3.1 How did the spread of Christianity impact the development of Europe?
3.2 How did the spread of Islam shape Arabic society and region?
3.3 How did the growing popularity of Buddhism, Daoism, and Neo-Confucianism impact the political and social structures of China?
3.4 How did the growth of Islam and Christianity cause conflict?
4.1 How did feudalism aid and hinder society?
4.2 How did the social structures of Europe, China, and Arabia impact the social role of women?
Content:
Europe
1. Organization of the Catholic Church .
2. Charlemagne’s Spread of Christianity
3. Knighthood – Chivalry, Tournaments
4. Subservient role of women, Eleanor of Aquitaine
5. Peasant Household, serfdom
6. Architecture
China/Southeast Asia
1. Innovations – gunpowder, steel, fire-lance, printing
2. Growing popularity of Buddhism, Daoism, and neo-Confucianism
3. Chinese poetry – Li Bo & Du Fu “Quiet Night Thoughts”
4. Painting – landscape painting
5. Ceramics- the art of making porcelain
Arabian Peninsula/Southwest Asia
1. Survival in such harsh environments is not easy and the Arabs organized into tribes to help one another survive. “sheikh”
2. Arabs trace their ancestors to Abraham and his son Ishmael.
3. Islam (monotheistic) – Quran, Muslims, 5 Pillars of Islam, hajj, shari’ah, Shia, Sunni, mosques
4. Social Structure – well defined upper class that consists of ruling families & wealthy merchants. Slaves came from Africa or non-Islamic populations elsewhere in Asia. Quran granted women spiritual and social equality
with men. Most of the time men were the dominant gender. Women had a mail guardian that helped arrange marriages. The custom of requiring women to cover is still practiced today.
5. Innovation – Paper Factories in Baghdad preceded the opening of libraries, perfected the astrolabe, developed medicine as a field of scientific study, writing of history (Ibn-Khaldun), Literature such as Arabian Nights,
the 1001 Nights, architecture such as: the Islamic mosque with features like the minaret and the muezzin, great palaces (Alhambra), and the use of arabesques to decorate the surfaces.
Unit 5: Many Worlds Meet: Pre Columbian-Hemispheric Interaction
Conceptual Lens: Rebirth and Exploration
Unit Overview: The civilizations that flourished in this era-- Mesoamerican, American Indian, and others-- created a legacy of cultural and social achievements of continuing significance today. In order to understand both
the history of modern Europe and the United States, requires a grasp of the variety of institutions, ideas, and styles that took shape in western Christendom during this era of expansion and innovation. In the Western
Hemisphere empire building reached an unprecedented scale. The political styles of the Aztec and Inca states were profoundly different. Even so, both enterprises demonstrated that human labor and creative endeavor
could be organized on a colossal scale despite the absence of iron technology or wheeled transport.
History
Clarifying Objectives
1.1, 1.2, 1.3, 2.1,2.2, 2.3, 2.4
Concepts: Emergence, Expansion, Decline, Society, Migration, Continuity & Change, Innovation & Technology, Historical Thinking
Generalizations:
Invasions, conquest, and migrations may have consequences.
Innovation and or technology can lead to change.
Innovation or technology can have positive and/or negative consequences.
Historical figures and cultural groups can have a cultural and economic influence.
Guiding Questions:
1) What is Renaissance?
2) What were major causes for the European Renaissance?
3) What was the Age of Exploration?
4) Why did exploration “take-off” in the 1400s and 1500s?
5) How did innovation and technological advancement lead to new world migration?
6) Who were some major explorers and what was their importance to exploration?
7) What are the theories of settlement and migration of the Aztecs?
8) What political and economic factors led to the decline of the Aztec civilization?
9) What were the social consequences which lead to the decline of the Aztecs?
10) What were the negative and positive factors of the Columbian Exchange on both the Old and New World?
Content:
1) A renaissance is a rebirth or revival.
2) Some causes of the renaissance are; the Hundred Years’ war, the black death (rise of middle class), reintroduction of classical texts, and the printing press.
3) The age of exploration is the period of European exploration and American colonization.
4) European countries first began exploring to find new trade routes to Asia. The Ottoman Turks had taken control of the routes along the Black Sea and were driving prices for goods up. In addition, technology was now
available to begin exploring in the Atlantic Ocean.
5) Some technologies and innovations that aided in exploration were astrolabes, compasses, redesigned ships (specifically triangular sails), cartography and Prince Henry the Navigator’s school.
6) Dias, Columbus, Vasco De Gama, Magellan, Cabot, Cartier and Hudson were major explorers during the exploration period. Dias sailed around the tip of Africa. De Gama sailed around Africa and on to India.
Columbus, looking for a route to India, discovered the new world, and Magellan’s crew circumnavigated the globe. De Soto was the first European to discover the Mississippi. Cartier and Cabot were responsible for claims
of the French to Canada.
7) Even though their origins are uncertain, it is suggested from their traditions that Aztecs were hunters and gatherers from the northern Mexican Plateau. They eventually settled on the islands of Lake Texcoco and
founded Tenochtitlan. The Mexican people (Aztecs) joined with two other cities to form the Triple Alliance with Tenochtitlan being the most powerful.
8) Part of the political and economic issues with the Aztecs surrounded the issues of how they governed the conquered territories. For instance, provinces under their rule had to pay tributes, other payments, and were
forced into the practice of human sacrifice. These reasons made the provinces willing to ally with Cortez when he arrived.
9) The Aztecs first viewed Cortez as a god that was bringing about the end of the world. For this reason, they allowed them into their city. The Spaniards had superior weapons and had allied themselves with other
provinces to fight against the Aztecs.
10) The positive effects of the Columbian Exchange were agricultural species and animals: soybeans, rice, wheat, bananas (from Europe), tobacco and coca from the old world. Animals: pigs, cattle, horses (from Europe).
From the New World: turkeys, llamas and alpaca. Negative effects would be the exchange of diseases that killed huge numbers of natives and the rise of slavery.
Unit 5: Many Worlds Meet: Pre Columbian-Hemispheric Interaction
Conceptual Lens: Rebirth and Exploration
Unit Overview: The civilizations that flourished in this era-- Mesoamerican, American Indian, and others-- created a legacy of cultural and social achievements of continuing significance today. In order to understand both
the history of modern Europe and the United States, requires a grasp of the variety of institutions, ideas, and styles that took shape in western Christendom during this era of expansion and innovation. In the Western
Hemisphere empire building reached an unprecedented scale. The political styles of the Aztec and Inca states were profoundly different. Even so, both enterprises demonstrated that human labor and creative endeavor
could be organized on a colossal scale despite the absence of iron technology or wheeled transport.
Geography
Clarifying Objectives
1.1, 1.2, 1.3, 1.4
Concepts: Place, Location, Movement, Human-Environment Interaction, Region
Civic & Government
Clarifying Objectives
1.2, 1.4
Concepts: Government, rights and responsibilities, citizenship, political thought
Generalizations:
Physical features may influence where we settle and how our civilization is built.
The movement of people, goods and ideas can affect a society or region culturally.
The movement of people, goods and ideas can affect a society or region’s economics.
Exploration and expansion can influence a civilizations economy, politics and culture..
Generalizations:
Political thought is often influenced by cultural and economic factors.
Forms of government in a particular region may evolve over time in response to social and
economic changes.
Functions of government in a particular region may evolve over time in response to social and
economic changes.
Guiding Questions:
(1) What is political thought?
(2) How did religion influence political thought during the Renaissance?
(3) How might other forms of cultural expression influence political thought during the
Renaissance?
(4) What regional economic factors lead to the change in government forms?
Guiding Questions:
What were the physical features of the settlements in Mesoamerica?
How did societies adapt to their environment in Mesoamerica?
How did global sea travel affect Europe’s economy?
How did exploration influence Europe’s culture?
How did exploration affect the culture of the native people?
Content:
1) A renaissance is a rebirth or revival.
2) Some causes of the renaissance are; the Hundred Years’ war, the black death (rise of middle class), reintroduction
of classical texts, and the printing press.
3) The age of exploration is the period of European exploration and American colonization.
4) European countries first began exploring to find new trade routes to Asia. The Ottoman Turks had taken control of
the routes along the Black Sea and were driving prices for goods up. In addition, technology was now available to
begin exploring in the Atlantic Ocean.
5) Some technologies and innovations that aided in exploration were astrolabes, compasses, redesigned ships
(specifically triangular sails), cartography and Prince Henry the Navigator’s school.
6) Dias, Columbus, Vasco De Gama, Magellan, Cabot, Cartier and Hudson were major explorers during the
exploration period. Dias sailed around the tip of Africa. De Gama sailed around Africa and on to India. Columbus,
looking for a route to India, discovered the new world, and Magellan’s crew circumnavigated the globe. De Soto was
the first European to discover the Mississippi. Cartier and Cabot were responsible for claims of the French to Canada.
7) Even though their origins are uncertain, it is suggested from their traditions that Aztecs were hunters and gatherers
from the northern Mexican Plateau. They eventually settled on the islands of Lake Texcoco and founded Tenochtitlan.
The Mexican people (Aztecs) joined with two other cities to form the Triple Alliance with Tenochtitlan being the
most powerful.
8) Part of the political and economic issues with the Aztecs surrounded the issues of how they governed the conquered
territories. For instance, provinces under their rule had to pay tributes, other payments, and were forced into the
practice of human sacrifice. These reasons made the provinces willing to ally with Cortez when he arrived.
9) The Aztecs first viewed Cortez as a god that was bringing about the end of the world. For this reason, they allowed
them into their city. The Spaniards had superior weapons and had allied themselves with other provinces to fight
against the Aztecs.
10) The positive effects of the Columbian Exchange were agricultural species and animals: soybeans, rice, wheat,
bananas (from Europe), tobacco and coca from the old world. Animals: pigs, cattle, horses (from Europe). From the
New World: turkeys, llamas and alpaca. Negative effects would be the exchange of diseases that killed huge numbers
of natives and the rise of slavery.
Content:
(1) Political thought is the study of questions concerning power, justice, rights, law, and other
issues pertaining to government.
(2) The Christian Church took a leading role in the operation of the civilization until secularism led
society to views outside of traditional Christian values...
(3) Humanism influenced philosophical thought on the functions and role of government as artists
and architects revealed the views of society and government. (I.e. Leonardo DaVinci’s Mona Lisa
[role of women] and Last Supper [role of religion].
(4) Wealthy city-states in Rome were competitive and wars were common among them.
Government was influenced by the wealthy families ruling those city-states.
Unit 5: Many Worlds Meet: Pre Columbian-Hemispheric Interaction
Conceptual Lens: Rebirth and Exploration
Unit Overview: The civilizations that flourished in this era-- Mesoamerican, American Indian, and others-- created a legacy of cultural and social achievements of continuing significance today. In order to understand both
the history of modern Europe and the United States, requires a grasp of the variety of institutions, ideas, and styles that took shape in western Christendom during this era of expansion and innovation. In the Western
Hemisphere empire building reached an unprecedented scale. The political styles of the Aztec and Inca states were profoundly different. Even so, both enterprises demonstrated that human labor and creative endeavor
could be organized on a colossal scale despite the absence of iron technology or wheeled transport.
Economics and Personal Financial Literacy
Clarifying Objectives
1.1, 1.2
Concepts: Conflict/Compromise, Economic Development, Quality of Life
Generalizations:
1-2 Competition over natural resources can cause conflicts.
3-6) Conflict over the availability of natural, and human resources impacts economic development.
7-9) Compromise and negotiations over the availability of natural, and human resources impacts economic
development.
Trading networks can influence economic development both negatively and positively.
Guiding Questions:
1) What are natural resources?
2) What were the motivating factors for exploration?
3) What are modern-day conflicts over natural resources?
4) What are some reasons competition can cause conflict of natural resources?
5) What are some examples of conflict over availability of natural resources during the age of exploration? 6) How does
that conflict impact economic development?
7) What was the Columbian Exchange?
8) Describe what was exchanged during the Columbian Exchange.
9) Using primary sources, analyze Columbus’ effect on the natives over the resources of the land.
10) How did trade routes affect the economies of European countries?
11) What is capitalism?
12) What is mercantilism?
13) What is a market economy?
Content:
1) Natural Resources are materials or substances such as; minerals, forests, water, fertile land that occur in nature and
are used for economic gain.
2) Motivating factors for exploration were gold, spices, land, spread of Christianity and the patriotism of doing for their
country (gold, God and glory).
3) Modern day conflicts can stem from the consumption of natural resources and hostile takeover of lands. Resources
such as diamonds, minerals, oil and natural gas and to some extent water can cause competition and fighting. Connect to
modern day fighting such as the Congo and other places in Africa.
4) Competition over natural resources doesn’t have to cause conflict, however, scarcity of resources, how the resource is
shared among groups and control of those resources can lead to conflict.
6) For the conquered Aztecs they no longer have an economy as their civilization was destroyed. Spanish rule
eventually spread throughout the new land. 5) Hernando Cortés and Spanish conquistadors invaded the Aztecs to gain
the gold and wealth of their empire. Columbus enslaved natives while looking for gold on the island of Hispaniola.
7) The Columbian Exchange was the cultural and biological exchange between the new world and the old world.
8) Goods, crops (plants), animals, ideas (technology), and germs were traded.
9) Columbus’ search for gold led to the mistreatment and enslavement of native people.
10) More goods, precious metals and raw materials went to Europe. New trading ports were created. The growth of
trade contributed to future economic systems such as: capitalism and mercantilism. Supply and demand created a
market economy.
11) Capitalism is an economic system based on private ownership of businesses and resources.
12) Mercantilism is an economic system whereby a nation stores it’s wealth through the collection of precious metals.
The county’s goal is to export more goods than it imports.
Unit 5: Many Worlds Meet: Pre Columbian-Hemispheric Interaction
Conceptual Lens: Rebirth and Exploration
Unit Overview: The civilizations that flourished in this era-- Mesoamerican, American Indian, and others-- created a legacy of cultural and social achievements of continuing significance today. In order to understand both
the history of modern Europe and the United States, requires a grasp of the variety of institutions, ideas, and styles that took shape in western Christendom during this era of expansion and innovation. In the Western
Hemisphere empire building reached an unprecedented scale. The political styles of the Aztec and Inca states were profoundly different. Even so, both enterprises demonstrated that human labor and creative endeavor
could be organized on a colossal scale despite the absence of iron technology or wheeled transport.
Culture
Clarifying Objectives
1.1,1.3
Concepts: Cultural Expression, Religion, Social Structure
Generalizations:
Cultural expressions can reveal the values of a civilization, society or region.
Systems of social structure have positive and negative impacts on society..
Guiding Questions:
1. What are the characteristics of the renaissance?
2. What is humanism?
3. How can catastrophic events change a civilization’s culture?
4. Who were some major figures during the Renaissance?
5. What brings about the decline of the Italian Renaissance?
6. What is meant by Protestant Reformation?
7. Who was Martin Luther and what role did he play in the changes in the church?
8. What were some of Martin Luther’s problems with the catholic church?
9. What was the church’s response to Martin Luther and describe each response.
Content:
1. The characteristics of the renaissance are: fine arts, literature, science and technology, religion and spiritually, and jousting.
2. Humanism is the philosophy that denies any power superior to mankind. It is based in reason and secular belief, often placing little to no importance on the church. During the renaissance, humanism was focused on
classical studies.
3. The effects of tragic events can be seen in a society’s literature. For example, the wars and plagues of the Middle Ages brought about the desire to return to classical literature from Rome and Greece. Which in turn
brought about humanism? Any social or political conflict can be seen in literature and can be shared with students (poetry, songs, and stories from wars or tragic events).
4. Some, but not all, major figures from the renaissance time period were: Petrarch, Vinci, Donatello, Michelangelo, Gutenberg, Raphael, Machiavelli, Galileo and Martin Luther. (The teacher should choose some major
figures to demonstrate the diversity of learning and advancement during this time)
5. Invasions and warfare destroyed the wealth of nobles and aristocrats in Italy. This decline in wealth led to a decline in patronage to the arts. In addition, the response to the Protestant Reformation led officials to ban
and persecute artists and scholars.
6. The Protestant Reformation was a schism between western Christianity and early Protestants.
7. Martin Luther was a monk and professor in the 1500’s. His 95 theses sparked the protestant reformation.
8. Some issues Martin Luther had with the church was, but not limited to, selling of indulgences, instead of works alone you must live by faith, the scripture should be the only instruction to live by, and
transubstantiation was wrong.
9. They began a counter-reformation and opened the Council of Trent. The counter-reformation was a reform movement within the Catholic Church in response to the Protestant Reformation The Council of Trent was
formed to change the corruption in the church and to establish doctrine and traditions that had been questioned by Luther.
Unit 5 Sequencing
What was going on in Europe?
Arrival to the New World: What did
Europeans think about the people?
What was the land like? What were
the initial interactions?
The indigenous people of...Aztec
Mayans
History
1) What is Renaissance?
2) What were major causes for the
European Renaissance?
3) What was the Age of Exploration?
4) Why did exploration “take-off” in
the 1400s and 1500s?
5) How did innovation and
technological advancement lead to
new world migration?
6) Who were some major explorers
and what was their importance to
exploration?
History
7) What are the theories of settlement
and migration of the Aztecs?
Geography
History
8) What political and economic
factors led to the decline of the Aztec
civilization?
9) What were the social consequences
which lead to the decline of the
Aztecs?
10) What were the negative and
positive factors of the Columbian
Exchange on both the Old and New
World?
History
What were the first interactions like?
What advancements or technologies?
I wouldn’t spend too much time
here. Just make sure that your
students understand the basics so
you can get to the other three areas
:)
What were the physical features of the
settlements in Mesoamerica?
Here are 5 short passages on how
the two cultures: european and
american collided during the
European’s arrival to the new
world. This is a great opportunity
for students to get multiple passages
at their tables and make claim
statements about their interactions
and back them with evidence from
their readings.
http://www.ushistory.org/civ/11e.asp
Geography
How did exploration affect the culture
of the native people?
How did societies adapt to their
environment in Mesoamerica?
1) What are natural resources?
5) What are some examples of
conflict over availability of natural
resources during the age of
exploration? 6) How does
that conflict impact economic
development?
How did indigenous people modify
and adapt to their environment?
Video:
https://www.youtube.com/watch?v=i3
kWJfkqT0g&list=PLf2z9xGWCE6_j
N7xmf7Pi3KaElkDg6ir_
Perfect Video for students!
Geography
How did indigenous people modify
and adapt to their environment?
Where was the Mayan civilization
located?
Culture
What was the social structure of this
civilization?
Video:
https://www.youtube.com/watch?v=p
XpdruZ04R4
This video is dry but it is very short
and has video from the historical
sites. I would stop this several times
and make it interactive...
Video:
Here is a video on Mayan today:
https://www.youtube.com/watch?v=8
6F10IrvVus&list=PL9SLkANZIEtUx
pN8A9BHFR6GGFTk24Nis