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Course
Description:
Ancient History Ancient History- Using the current six
content standards and four process standards found within
the Tennessee Social Studies Curriculum Framework, this
course will focus on the history of times long past.
Tennessee teachers are working to create an Ancient History
curriculum framework that will serve as a measure guiding
students toward an understanding of the relationships among
persons and places, and an overall era's relationship with
those proceeding and preceding it in the history of our
world before the Renaissance.
Ancient History Standards
Era 1: The Beginnings of Human Society Standard
Number: 1.0
Culture Culture encompasses similarities and differences
among people, including their beliefs, knowledge, changes,
values, and tradition. Students will explore these elements
of society to develop an appreciation of and respect for the
variety of human cultures.
Learning
Expectations:
The student
will
1.1
understand the relationship between physical
environments and culture.
1.2
understand how language, art, music, belief systems,
traditions, science, technology, values and
behaviors
contribute to the development and transmission of
culture.
1.3 understand
the role that diverse cultures and historical experiences
had on the development of the
world.
Performance
Indicators:
At Level 1, the student is
able to
describe the components of
culture (e.g., language, religion, customs, gender
relations); recognize how human
migration and cultural
activities influence the character of a place.
At Level 2, the student is
able to
development of Earth’s
cultural landscapes (e.g., the environmental changes of late
Ice Age, changing
territorial range in
Africa and Asia); compare how cultures differ in their use
of similar environments and
resources.
At Level 3, the student is
able to
interpret scientific
evidence regarding early human communities and its impact on
the hunter gatherer
culture.
1.2 understand how
language, art, music, belief systems, traditions,
science, technology, values and behaviors contribute to
the development and transmission of culture.
At Level 1, the student is
able to
identify early forms of
written expression; identify early world examples of art.
At Level 2, the student is
able to
use archaeological evidence
to discuss early cultural beliefs (e.g., emergence of
complete belief systems).
At Level 3, the student is
able to
indicate how different
human communities expressed their beliefs. (e.g. late
Paleolithic cave paintings, the communication of past
memory). construct a time line of technological
innovations and rate the importance of technological
advancements.
1.3 understand the role
that diverse cultures and historical experiences had on
the development of the world.
At Level 1, the student is
able to
identify differing early world cultures; identify
characteristics of a physical environment that
contribute to the growth and development of a culture.
At Level 2, the student is
able to
compare and contrast the
resulting cultural difference between hunter gatherer
cultures and agricultural
cultures.
At Level 3, the student is
able to
analyze the various social
and cultural roles that resulted due to a community's
society (e.g. emergence of
social class, occupational
specialization, gender role differences).
The
Origin of Man
Standard Number:
2.0 Economics Standard: Globalization of the
economy, the explosion of population growth, technological
changes and international competition compel students to
understand, both personally and globally, production,
distribution, and consumption of goods and services.
Students will examine and analyze economic concepts such as
basic needs versus wants, using versus saving money, and
policy-making versus decision-making.
Learning Expectations:
The student will
2.1 understand economic
connections, conflicts, and interdependence.
2.2 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
2.3 recognize the
importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and
interdependence.
At Level 1, the student is
able to
identify how early world
communities economically provided for their families (e.g.,
identify the location of
major anthropologic
geographic discoveries in relation to resources); explain
the relationship of supply an
demand in early world
communities.
At Level 2, the student is
able to
recognize
economic relationships that resulted from early world
economies; describe the change from hunter/gatherer
economies to economies based on animal and plant
domestication.
At Level 3, the student is
able to
compare and contrast the
interactions among early world economic systems (e.g.,
evidence of early trade
systems).
2.2
understand the changes that occur in the nature, use,
distribution, and importance of resources.
At Level 1, the student is
able to
identify early world economy
systems (e.g., hunter gatherers, agricultural, nomads).
The Origin of Man
At Level 2, the student is
able to
study the changing role of
economies based on the spread of agricultural communities.
At Level 3, the student is
able to
evaluate the advantages and
disadvantages of hunter gatherer and early farming styles.
The
Origin of Man
2.3 recognize the importance
of technologies on economic development.
At Level 1, the student is
able to
explain the relationship
between the use, availability, and accessibility of
resources and the subsequent
technological
developments;
At Level 2, the student is
able to
identify how agricultural
advancements encouraged a further advancement in population
and
sophistication in
early world communities.
At Level 3, the student is
able to
analyze how technological developments aided the
development of produce and livestock.
The Origin of Man
Standard Number:
3.0 Geography Standard: Geography enables the
students to see, understand and appreciate the web of
relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding
of concepts within the six essential elements of geography:
world in spatial terms, places and regions, physical
systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
3.1 understand the
importance of physical geographic features on world historic
events.
3.2 understand human
geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the
importance of physical geographic features on world historic
events.
At Level 1, the student is
able to
recognize and name early
world major physical geographic features.
At Level 2, the student is
able to
examine the ways in which
physical geographic features influence interaction of
individuals and civilizations; identify early world
vegetation, and natural resources; recognize how the world's
surface is different from today's surface.
At Level 3, the student is
able to
assess the relative
importance of physical geographic features the development
of early world societies
(e.g., changing climate of
the world).
3.2 understand human
geographic interactions and their impact on world historic
events.
At Level 1, the student is
able to
identify human
communities that developed in response to environment.
At Level 2, the student is
able to
recognize the rise in human
population in relation to climate changes and available
resources.
The Origin of Man
At Level 3, the student is
able to
contrast the development and the sophistication of human
communities in response to their environment; create a
model fictitious early world community based on geographic
elements.
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of
power and authority in order to provide order and stability.
Civic efficacy requires understanding rights and
responsibilities, ethical behavior, and the role of citizens
within their community, nation, and world.
Learning Expectations:
The student will
4.1 explain the development
of a people’s need to belong and organize into a system of
governance.
4.2 identify how cooperation
and conflict among people influence the division and control
resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and
organize into a system of governance.
At Level 1, the student is
able to
recognize the relationship
between a place's physical, political and cultural
characteristics and the type o
governance that
emerges in that place.
At Level 2, the student is
able to
analyze types of early world
governance (e.g., within the community, within the family);
recognize the differing role of individuals in governance;
identify traditional laws and rules enacted in ancient
civilizations.
At Level 3, the student is
able to
distinguish the differences
among early world communities in their approach and
implementation of
governance.
4.2 identify how cooperation
and conflict among people influence the division and control
resources, rights, and privileges.
At Level 1, the student is
able to
list probable situations for
early world cooperation and conflict over resources or
privileges.
At Level 2, the student is
able to
compare
and contrast roles of individuals in different forms of
governance due to the economic,
environmental,
and geographic situations; analyze the necessity of
establishing and enforcing
the
rule of law in early world communities.
At Level 3, the student
is able to
research archaeological
evidence on cooperation and conflict among early world
cultures over resources;
explore the issues power,
role, and status within early world communities.
Standard Number:
5.0 History Standard: History involves
people, events, and issues. Students will evaluate evidence
to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
The student will
5.1 understand the
processes that gave rise to the earliest human
civilizations.
5.2 understand the
chronological flow of historical eras and events in Ancient
History.
5.3 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
Performance Indicators:
5.1. understand the processes that gave rise to the earliest
human civilizations.
At Level 1, the student is
able to
list ancient weapons and
tools.
At Level 2, the student is
able to
understand the role of the
environment in terms of influencing the development of
weapons, and tools.
5.2 understand the chronological flow of historical eras and
events in Ancient History.
At Level 1, the student is
able to
describe the interaction
between early human groups, the environmental and survival
methods that led to the
formation of
civilizations.
At Level 2, the student is
able to
compare the development of
several different early human civilizations including
agrarian,
hunter-gather,
nomadic, warrior and pastoral; identify the characteristics
of hunter-gatherer
communities in various
continental regions in Africa, the Americas, and Europe.
At Level 3, the student is
able to
explore the scientific evidence regarding early human
settlements in Africa.
5.3 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
At Level 1, the student is
able to
describe the biological processes that shaped the
earliest human communities; explain how geologists,
archaeologists, and anthropologists study early human
development.
At Level 2, the student is
able to
identify and label key
traits of the various civilizations and how researches and
archaeologists record
these artifacts.
At Level 3, the student is
able to
compare and contrast the
world civilizations by examining similarities and
differences.
Standard Number:
6.0 Individuals, Groups, and Interactions Standard:
Personal development and identity are shaped by
factors including culture, groups, and institutions. Central
to this development are exploration, identification, and
analysis of how individuals and groups work independently
and cooperatively.
Learning Expectations:
The student will
6.1 understand the extent to
which individuals, groups and institutions interact to
produce continuity and
change throughout
world history.
Performance Indicators:
6.1 understand the extent to
which individuals, groups and institutions interact to
produce continuity and change throughout world history.
At Level 1, the student is
able to
identify the difficulty of
knowing individuals, and groups from early world cultures.
At Level 2, the student is
able to
create graphic
representations or models of significant contact or trading
patterns based on archaeological
evidence; relate
probable personal changes to early world social, cultural,
and historical contexts.
At Level 3, the student is
able to
discuss why some groups
developed and accepted complete sedentary agricultural
practices
while others retained
earlier subsistence methods; Describe surviving evidence
showing
personal connections to
place.
Ancient History Standards Era 2: Early
Civilizations and the Emergence of
Pastoral Peoples (4000-1000 BCE) Standard Number:
1.0
Culture Culture encompasses similarities and differences
among people, including their beliefs, knowledge,
changes, values, and tradition. Students will explore
these elements of society to develop an appreciation of
and respect for the variety of human cultures.
Learning Expectations:
The student will
1.1 understand the
relationship between physical environments and culture.
1.2 understand how language,
art, music, belief systems, traditions, science, technology,
values and
behaviors contribute
to the development and transmission of culture.
1.3 understand the role that
diverse cultures and historical experiences had on the
development of the world.
Performance Indicators:
1.1 understand the
relationship between physical environments and culture.
At Level 1, the student is
able to
identify pastoral people cultures; list ways in which
new ideas, products, techniques, and institutions spread
from culture to culture.
At Level 2, the student is
able to
locate
early stories and written codes to describe social
conditions of Mesopotamia and
the
Indus Valley; identify the concept of a patriarchal society
and how this came to
develop
during this time period (e.g., contrasting women's rights
among societies);
explain
how the physical environment of China lead to the advanced
culture of writing
tools,
and advancements.
At Level 3, the student is
able to
analyze the role culture
plays in incidents of cooperation and conflict in
pastoral people cultures. contrast pastoral people's
outlook on death and life in response to their differing
environments and social structures (e.g., Southwest
Asia, Europe, Egypt, China); evaluate the importance of
physical geography to the development of culture.
Religion and Rituals
1.2 understand how language,
art, music, belief systems, traditions, science, technology,
values and behaviors contribute to the development and
transmission of culture.
At Level 1, the student is
able to
explain
how information and experiences may be interpreted
differently from people of diverse
cultural
perspectives and frames of reference; identify contrasting
examples of art, belief
systems,
traditions, behaviors, and technology among pastoral
culture's.
At Level 2, the student is
able to
identify the characteristics
of writing forms in Sumerian, Chinese Egypt and the Indus
Valley (e.g., clay tablets,
stylus, papyrus,
hieroglyphics); locate archaeological evidence of cultural
artifacts. (e.g., oracle bone
inscriptions, bronze
weapons, pottery, instruments, writings); recognize
pastoral peoples' architectural
advancements (e.g.,
arches, ziggurat, temples, pyramids); identify
characteristics of the development of
language, inventions,
discoveries, techniques.
The Fertile Crescent
Religion and Rituals
At Level 3, the student
is able to
analyze
how early written records impacted political, legal,
religious, and cultural life (e.g., Standard of Ur);
discuss
how the code of Hammurabi illustrated ethical values,
hierarchy and attributes, and roles of women in
Mesopotamia; explore the different stories resulting from
the Aryan culture's Vedas.
The Fertile Crescent
1.4 understand the role that
diverse cultures and historical experiences had on the
development of the world.
At Level 1, the student is
able to
explain how information and
experiences may be interpreted differently from people of
diverse cultural
perspectives and
frames of reference.
At Level 2, the student is
able to
demonstrate an understanding of how cultural factors
legitimized political and social orders; compare and
contrast
social communities in urban centers versus agrarian
societies.
At Level 3, the student is
able to
analyze how the Epic of
Gilgamesh reflected and shaped political, religious, and
cultural life of
Mesopotamia; contrast the
biblical account of Genesis and the Enuma Elish from
Babylon.
The Fertile Crescent
Standard Number:
2.0 Economics Standard: Globalization of the
economy, the explosion of population growth, technological
changes and international competition compel students to
understand, both personally and globally, production,
distribution, and consumption of goods and services.
Students will examine and analyze economic concepts such as
basic needs versus wants, using versus saving money, and
policy-making versus decision-making.
Learning Expectations:
The student will
2.1 understand economic
connections, conflicts, and interdependence.
2.2 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
2.3 recognize the
importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and
interdependence.
At Level 1, the student is
able to
identify how early pastoral
communities economically provided for their families;
explain the changing relationship of supply and demand in
pastoral communities.
At Level 2, the student is
able to
recognize economic
relationships that resulted from differing pastoral
economies.
At Level 3, the student is
able to
compare
and contrast the interactions among early world economic
systems (e.g., evidence of early trade
systems);
differentiate among pastoral economies (e.g., Indus Valley,
Egyptian, Aryan, Mycenaean,
Mesopotamian,
Chinese).
The
Fertile Crescent
2.2 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
At Level 1, the student is
able to
identify pastoral economy
systems (e.g., militaristic, barter).
At Level 2, the student is
able to
study the changing role of
economies based on the spread of agricultural communities
through surviving
artifacts (e.g.,
hieroglyphics, surviving architectural structures,
considered luxury good items).
Religion and Rituals
At Level 3, the student is
able to
evaluate the importance
of developments on the course of pastoral economies.
2.3 recognize the importance of technologies on economic
development.
At Level 1, the student is
able to
explain the relationship
between the use, availability, and accessibility of
resources and the subsequent
technological developments;
At Level 2, the student is
able to
identify how agricultural
advancements encouraged a further advancement in population
and sophistication in
pastoral communities.
At Level 3, the student is
able to
analyze the potential
sources for the decline in trade and overcrowding of Indus
Valley cities; evaluate the
decline of Egyptian
dominance based on economic or governance theories.
Standard Number:
3.0 Geography Standard: Geography enables the
students to see, understand and appreciate the web of
relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding
of concepts within the six essential elements of geography:
world in spatial terms, places and regions, physical
systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
3.1 understand the
importance of physical geographic features on world historic
events.
3.2
understand human geographic interactions and their impact on
world historic events.
Performance Indicators:
3.1 understand the
importance of physical geographic features on world historic
events.
At Level 1, the student is
able to
recognize and name early
world major physical geographic features that influenced
pastoral communities'
development.
Blank
Mesopotamia Map
Mesopotamia
Map Quiz
At Level 2, the student is
able to
examine
how the natural environment of the Tigris Euphrates, Nile
and Indus Valley shaped the development
of
societies; recognize that a natural disaster brought about
the decline of the Minoan civilization. explain why
urban
development occurred in Mesopotamia, Egypt, and the Indus
Valley in response to the environment.
identify
the significance of the "fertile crescent."
Ancient Egypt Map Quiz
At Level 3, the student is
able to
assess the relative
importance of physical geographic in developing trade
networks; discuss how natural
disasters affected pastoral
communities.
3.2 understand human
geographic interactions and their impact on world historic
events.
At Level 1, the student is
able to
identify human
communities that developed in response to environment.
At Level 2, the student is
able to
recognize how pastoral
communities began to reshape the environments in which they
resided;
understand how humans in the Tigris, Nile, and Huang He
valleys manipulated environmental conditions
such as prevailing wind, current, and flow patterns to
advance their societies; identify the different type
of communities that resulted on the Mediterranean coast in
comparison to Chinese or Egyptian
societies due to the environment.
The Fertile Crescent
Religion and Rituals
At Level 3, the student
is able to
contrast
the development and the sophistication of human communities
in response to their environment;
create a
model fictitious early pastoral communities based on
geographic elements.
Standard Number:
4.0 Governance and Civics Standard: Governance
establishes structures of power and authority in order to
provide order and stability. Civic efficacy requires
understanding rights and responsibilities, ethical behavior,
and the role of citizens within their community, nation, and
world.
Learning Expectations:
The student will
4.1 explain the development
of a people’s need to belong and organize into a system of
governance.
4.2 identify how cooperation
and conflict among people influence the division and control
resources,
rights, and
privileges.
Performance Indicators:
4.1
explain the development of a people’s need to belong and
organize into a system of governance.
At Level 1, the student is
able to
recognize the relationship
between a place's physical, political and cultural
characteristics and the type of
governance that emerges in
that place.
At Level 2, the student is
able to
identify the contrasting versions of governance in pastoral
people's lives (citystates, pharaohs,
dynasties, hostile takeovers);
indicate how technology
influenced the rise in organized governance (e.g.,
irrigation in the Nile
region, the plow in South west Asia, advancements in
weaponry).
The Fertile Crescent
Old
and Middle Kingdoms
New
Kingdom
At Level 3, the student is
able to
rate the implementation and
relative success of governance systems.
4.2
identify how cooperation and conflict among people
influence the division and control resources, rights,
and privileges.
At Level 1, the student is
able to
recognize the role of
individuals in governance.
At Level 2, the student is
able to
compare and contrast roles
of individuals in different forms of governance. (e.g.,
state authority,
aristocratic society,
taxation systems, slavery, coerced labor).
At Level 3, the student is
able to
assess how the role of
individual changed throughout history in different
societies.
Standard Number:
5.0 History Standard: History involves
people, events, and issues. Students will evaluate evidence
to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
The student will
5.1
understand the chronological flow of historical eras and
events in Ancient History.
5.2 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated
across various historical eras.
Performance Indicators:
5.1 understand the
chronological flow of historical eras and events in
Ancient History.
At
Level 1, the student is able to
describe
the interaction between early human groups, the
environmental and survival methods that led to the formation
of civilizations (e.g., Mesopotamia, Egypt, China, Indus
Valley).
At
Level 2, the student is able to
compare the development of
several different pastoral civilizations by constructing a
timeline of known advancements and achievement.
At
Level 3, the student is able to
develop an "imaginary"
civilization consistent with early human civilizations,
given a set of environmental conditions (e.g., social,
religious, economic factors).
5.2
understand how historical information is collected,
recorded, interpreted, transmitted, and disseminated
across various historical eras.
At
Level 1, the student is able to
identify and label key
traits of the various civilizations (e.g., Old, Middle and
New Kingdoms in Egypt.)
Old
and Middle Kingdoms
New
Kingdom
At
Level 2, the student is able to
compare
and contrast the world civilizations by examining
similarities and differences. (e.g., Mycenaean Greek,
Southwest Asian, Aryan).
At
Level 3, the student is able to
analyze
surviving accounts of history written at later dates about
this time period in history (e.g., Old Testament in the
Bible, the Odyssey, the Mahabarata, Ramayana, Illiad).
Standard Number:
6.0 Individuals, Groups, and Interactions
Standard:
Personal development and
identity are shaped by factors including culture,
groups, and institutions.
Central to this development are exploration, identification,
and
analysis of how individuals
and groups work independently and cooperatively.
Learning Expectations:
The student will
Performance Indicators:
6.1 understand the
extent to which individuals, groups and institutions
interact to produce continuity and change throughout
world history.
A
t Level 1, the student is able to
recall examples of two
groups’ interaction such as economic, political, social and
cultural exchanges.
At
Level 2, the student is able to
detect noted individuals for
their contributions throughout history (e.g., Thutmose,
Ramses II, Queen Hatshepsut, Sargon, Amenhotep IV).
At Level 3, the student
is able to
through
surviving artifacts describe consequences to the individual
for violating the community's governing
system;
debate the existing
rights of the individual noting gender and social
differences within the various
pastoral people communities.
Ancient
History Standards Era 3: Classical Traditions, Major
Religions, and Giant Empires (1000
BCE-300
AD)
Standard
Number:
1.0
Culture
Culture
encompasses similarities and differences among people,
including their beliefs, knowledge, changes, values, and
tradition. Students will explore these elements of society
to develop an appreciation of and respect for the variety of
human cultures.
Learning
Expectations:
The
student will
1.1 understand the
relationship between physical environments and culture.
1.2
recognize how cultural and individual’s perceptions
affect places and regions.
1.3 understand how
language, art, music, belief systems, traditions,
science, technology, values and behaviors contribute to
the development and transmission of culture.
1.4
understand the role that diverse cultures and historical
experiences had on the development of the world.
Performance Indicators:
1.1 understand the relationship between physical
environments and culture.
A
Level 1, the student is able to
describe
the location of major cultural attributes such as language,
religion, political systems, economic systems, and
population centers in the growing empires (e.g., Greek
city-states, Phoenician, Roman, Persian empires, and Chinese
dynasties); describe how human characteristics make
specific regions of the world distinctive.
At Level 2, the student is able to
in
dicate how societies developed a special culture due to
their environmental conditions (e.g., the Phoenician trading
culture, the Aegean city-state system, Jewish monotheism);
contrast the difference cultures that arise between land and
water based communities. (e.g., pastoral nomadic societies,
trade societies).
At
Level 3, the student is able to
analyze
the role of cultural diffusion and interactions among
Earth’s human systems in the ongoing development of Earth’s
cultural landscapes (e.g., Greek colonies in the Black Sea,
North Africa, and the Western Mediterranean); analyze the
role culture plays in incidents of cooperation and conflict
in the contemporary world (e.g., continual warfare for
resources and religion).
1.2 recognize how cultural and individual’s perceptions
affect places and regions.
At L
evel 1, the student is able to
describe characteristics of
physical environments that contribute to the growth and
development of cultures.
At Level 2, the student is
able to
recognize that the Sumerian,
Egyptian, and Greek societies saw themselves in relation to
their gods, and how attitudes toward women appeared in
relation to their goddesses;
describe how cultural life
in the Hellenistic era was a diffusion of Greek, Egyptian,
Persian, and Indian art and architecture because of
assimilation, conquest, trade, and migration;
indicate the major religious
beliefs and social framework in India that gave rise to
Brahmanism.
At Level 3, the student is
able to
analyze how communication,
transportation and other forms of technology contribute to
the development of a culture.
1.3 understand how language,
art, music, belief systems, traditions, science, technology,
values and behaviors contribute to the development and
transmission of culture.
At Level 1, the student is
able to
explain how information and
experiences may be interpreted differently from people of
diverse cultural perspectives and frames of reference.
At Level 2, the student is
able to
demonstrate how language, art, music, belief systems, and
other cultural elements facilitate global understanding or
cause misunderstanding; identify the social development and
the religious beliefs of the Jewish civilization. (e.g., the
development of the Jewish kingdoms, Jews' maintenance of
religious and cultural traditions despite destruction of
kingdoms, the significance of the Torah);
indicate
the major tenants of Persian religious beliefs (e.g., basic
teachings of Zoroastrianism, religious relationship to
society and politics); recognize the cultural elements of
Kush society (e.g., linguistic, architectural, and artistic
achievements); identify the achievements of Roman society
(e.g., legal, artistic, architectural, technological and
literary); recognize the artistic achievements of the Han
dynasty.
At Level 3, the student is
able to
analyze how Greek drama and
mythology reveal ancient moral values and cultural
traditions; debate the lasting significance of great empire
language, myths, religion, and writings.
1.4 understand the role that
diverse cultures and historical experiences had on the
development of the world.
At Level 1, the student
is able to
explain how information and
experiences may be interpreted differently from people of
diverse cultural
perspectives and frames of
reference.
At Level 2, the student is
able to
recognize significant
Greek writings, art, literature, and mythology (e.g.,
prominent ideas of Greek philosophers, significance and
major works of Greek historians, the significant events
and subsequent lessons in tragedies and comedies, and
events of every day life, major characteristics of
Hellenistic sculpture, architecture, and pottery);
indicate the differences among religious groups. (e.g.,
Judaism, Greek mythology, Zoroastianism); compare and
contrast Roman writings and mythology with Greek
writings and mythology; recognize the events that gave
birth to Christianity (e.g., the story of the life of
Jesus of Nazareth, the messages of Jesus' prominent
parables); recognize the events that gave prominence to
Buddhism (e.g., the life and story of Buddha, Buddha's
essential teachings and their response to the Brahmanic
system, Indian epic stories).
At Level 3, the student is
able to
evaluate how the great
empire stories, traditions, myths, language, writings,
and culture affects the world today; debate the status
of women and children within the great empires.
Standard Number: 2.0 Economics Standard:
Globalization of the economy, the explosion of
population growth, technological changes and
international competition compel students to understand,
both personally and globally, production, distribution,
and consumption of goods and services. Students will
examine and analyze economic concepts such as basic
needs versus wants, using versus saving money, and
policy-making versus decision-making.
Learning Expectations:
The student will
2.1 understand economic
connections, conflicts, and interdependence.
2.2 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
2.3 recognize the
importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and
interdependence.
At Level 1, the student is
able to
explain the changing
relationship of supply and demand in great empire
communities; list evidence that
supports the growing
importance of trade to the great empires.
At Level 2, the student is
able to
recognize economic
relationships that resulted among different great empire
economies. (e.g., trade, slavery, farming, civil service).
At Level 3, the student is
able to
compare and contrast the
interactions among empire economic systems (e.g., evidence
of early trade systems);
2.2 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
At Level 1, the student is
able to
identify great empire
economy systems.
At Level 2, the student is
able to
study influences on the
economic Roman empire (e.g., trade, conquest, commercial
connections).
At Level 3, the student is
able to
appraise the relationship
among scarcity of resources, economic development, and
conflict.
2.3 recognize the importance of technologies on economic
development.
At Level 1, the student is
able to
explain the relationship
between the use, availability, and accessibility of
resources and the subsequent technological developments.
At Level 2, the student is
able to
identify
the commercial significance of the trans-Eurasian silk road
economy; recognize the importance of Phoenician trade to
the spread of the alphabet; identify the importance of the
trading society the Lydians of Asia Minor as the
first society to use coined
money rather than barter.
Standard Number:
3.0 Geography Standard: Geography enables the
students to see, understand and appreciate the web of
relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding
of concepts within the six essential elements of geography:
world in spatial terms, places and regions, physical
systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
3.1 understand the
importance of physical geographic features on world historic
events.
3.2 understand human
geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1
understand the importance of physical geographic features on
world historic events.
At Level 1, the student is
able to
recognize and name major
physical geographic features and climate of the great empire
world;
know the importance of the
physical setting of Canann to its subsequent society (e.g.,
the Jordan River northern valley, natural produce, desert
region to the south of the Dead sea, arid plateau, use as a
land bridge between Asia and Africa).
At Level 2, the student is
able to
examine
the ways in which physical geographic features influence
interaction of individuals and civilizations; recognize the
physical barriers that isolated some civilizations for
thousands of years. identify how Canaan's location became a
disadvantage to conquering armies (e.g., Egyptians, Syrians,
Assyrians, Persians, Babylonians); indicate how the
mountainous region of Greece gave rise to individual
city-states rather than a unified kingdom due to its
physical geography.
At Level 3, the student is
able to
assess the relative
importance of physical geographic features on the great
empires (e.g,. plains, plateaus, mountains, hills, water
sources).
3.2 understand human
geographic interactions and their impact on world historic
events.
At
Level 1, the student is able to
recall examples of how great empires impacted their
surrounding environment.
At Level
2, the student is able to
recognize how the Persians
initially manipulated the environment in order to expand
their empire from southeastern Europe to the Indus River
Valley (e.g., Persian royal roads, assimilating local
customs);
identify the success of the
Phoenicians as a society due to their lack of available
natural resources but as a sea trading power.
At Level 3, the student is
able to
evaluate how great empire
societies utilized their surrounding physical
geography. (grazing for
sheep, mild climates for produce, waterways for trade).
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of power
and authority in order to provide order and stability. Civic
efficacy requires understanding rights and responsibilities,
ethical behavior, and the role of citizens within their
community, nation, and world.
Learning Expectations:
The student will
4.1 explain the development
of a people’s need to belong and organize into a system of
governance.
4.2 identify how cooperation
and conflict among people influence the division and control
resources, rights, and privileges.
Performance Indicators:
4.1
explain the development of a people’s need to belong and
organize into a system of governance.
At Level 1, the student is
able to
recognize the relationship
between a place's physical, political and cultural
characteristics and the type of governance that emerges in
that place.
At Level 2, the student is
able to
recognize the political
characteristics of Chinese society under early imperial
dynasties (e.g., the "mandate to heaven" given to the Zhou
dynasty, the development of imperial rule, comparisons
between the Shang, Quin, and Han Empires and their
governance style);
compare and contrast
Hellenistic governance systems (e.g., Athenian democracy,
Spartan military aristocracy);
differentiate among the
political responsibilities required of Hellenistic peoples.
(e.g., hierarchical relationships, civic duties of men and
women from different classes).
At Level 3, the student is
able to
analyze the political legacy of Roman and Greek society in
today's world.
4.2
identify how cooperation and conflict among people influence
the division and control resources, rights, and privileges.
At Level 1, the student is
able to
recognize the role of
individuals in differing governance structures; list the
importance of universal communication systems to growing
empires.
At Level 2, the student is
able to
compare and contrast roles
of individuals in different forms of governance;
indicate the changing role
of governance throughout the Roman empire (e.g., major
phases in the empire's expansion, imperial rule over Roman
society, transformation from republic to empire);
identify
how religious beliefs began to influence governance
structures; recognize how imperial systems required an
active bureaucratic system. (e.g., Han dynasty);
recognize the significant
military developments of the Persian Empire (e.g., wars
between Persia and the Greek city-states, founding under
Darius the Great, warfare under Alexander, Persia's
subsequent failure).
At Level 3, the student is
able to
debate
whether religion did impact governance structures (e.g.,
Brahman response to Buddhist teachings); analyze Alexander
as a military and political leader (e.g., disintegration of
his
empire after his death,
campaigns, battles). Standard Number: 5.0
History Standard: History involves people,
events, and issues. Students will evaluate evidence to
develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
The student will
5.1 understand the
chronological flow of historical eras and events in Ancient
History.
5.2 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
Performance Indicators:
5.1 understand the chronological flow of historical eras and
events in Ancient History.
At Level 2, the student is
able to
recognize
the technological and cultural innovation and change from
1000 to 600 BCE; identify how the Aegean civilization
emerged and how interrelations developed within the Eastern
Mediterranean and Southwest Asia from 600 to 200 BCE;
identify how major religious and large scale empires arose
in the Mediterranean region, China, and India from 500 BCE
to 300 CE; know how early agrarian civilizations arose in
Mesoamerica.
At Level 3, the student is
able to
develop an "imaginary"
civilization consistent with early human civilizations,
given a set of environmental conditions.
5.3 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
At Level 1, the student is
able to
identify and label key
traits of the various civilizations.
At Level 2, the student is
able to
compare and contrast growing
major global trends from 1000 BCE to 300 CE (e.g., slavery
found in the Han, the Maurya, the Greek and Roman empires,
centralization of religious thought, enduring ideas, art
forms, and written languages, development of technology;
construct time lines to show sequences of important dates
and events.
At Level 3, the student is
able to
analyze the difficulty in
studying Olmec (Mesoamerican) civilization based on
available archaeological evidence.
At Level 3, the student is
able to
weigh the relative impact of
world civilizations upon the modern world. Standard
Number: 6.0 Individuals, Groups, and Interactions
Standard: Personal development and identity are
shaped by factors including culture, groups, and
institutions. Central to this development are exploration,
identification, and analysis of how individuals and groups
work independently and cooperatively.
Learning Expectations:
The student will
6.1 understand the extent to
which individuals, groups and institutions interact to
produce continuity and change throughout world history.
Performance
Indicators:
6.1 understand the
extent to which individuals, groups and institutions
interact to produce continuity and change throughout
world history.
At Level 1, the student is
able to
recall examples of two
groups’ interaction such as economic, political, social and
cultural exchanges.
At Level 2, the student is
able to
identify the individual
significance of religious leaders (e.g., Jesus of Nazareth,
Buddha);
describe how Jesus
conflicted with and agreed with larger Jewish society (e.g.,
expansion of Ten
Commandments, friction with
established Judaism and Roman empire, stories and values
expressed
through teachings);
identify the contributions of individual rulers to their
greater societies (e.g., Alexander,
Cincinnatus, Scipio
Africanus, Julius Caesar, Augustus, Nero, Marcus Aurelius,
Constantine, Cleopatra,
Qin emperor Shi Huangdi).
Ancient
History Standards Era 4: Expanding Zones of Exchange and
Encounter (300AD-1000 AD) Standard Number:
1.0
Culture Culture encompasses similarities and differences
among people, including their beliefs, knowledge, changes,
values, and tradition. Students will explore these elements
of society to develop an appreciation of and respect for the
variety of human cultures.
Learning Expectations:
The student will
1.1 recognize how cultural
and individual’s perceptions affect places and regions.
1.2 understand how language,
art, music, belief systems, traditions, science, technology,
values and
behaviors contribute
to the development and transmission of culture.
1.3 understand the role that
diverse cultures and historical experiences had on the
development of the world.
Performance
Indicators:
1.2 understand how language,
art, music, belief systems, traditions, science, technology,
values and behaviors contribute to the development and
transmission of culture.
At Level 1, the student is
able to
identify the basic
components of Hinduism (e.g., concept of dharma, roles of
family and friends,
Brahma, khrama, caste
system, ritual sacrifice, reincarnation);
At Level 2, the student is
able to
identify the influence
geography on the growth of Hinduism and Buddhism in
Eastern and Southeast Asia. (e.g., trade, ocean
currents, physical geography); identify the response of
Christianity and Buddhism to the fall of the Roman and
Han Empires; recognize the spread of Islam in Southwest
Asia and Mediterranean region and its subsequent
divisions between Sunni and Shi'ite (e.g., life of
Muhammed, basic tents and beliefs, five pillars);
describe the growing appeal of Christianity and Buddhism
to people living from the third to fifth centuries;
read the basic beliefs of Shintoism in order to discover
legends in Japanese history.
At Level 3, the student is able to
analyze the unique art
and architectural expression that emerged from the
spread of Islam; evaluate the spread and adaptation of
Buddhism from China to Korea and Japan; investigate the
cultural and technological achievements of Tang China
(e.g., poetry, landscape, painting, pottery, road
building, canal implementation); evaluate the role of
the griot in West African society.
1.3 understand the role that
diverse cultures and historical experiences had on the
development of the world.
At Level 1, the student is
able to
review the historical status
of women in children.
At Level 2, the student is
able to
recognize the changing role
of women from pagan Roman to the spread of Christianity;
compare and contrast
the cultural role of
women in court and as authors in Imperial Japan with the
status of men in government and
politics; identify the
growing influence of the monastery in European development
(e.g., monasteries, convents,
and missionaries from
Britain to Ireland); recognize the social factors of Mayan
(e.g., art and architecture,
status of women,
social class, political structure).
At Level 3, the student is
able to
analyze
the social relationships and technology advancements in
India during the Gupta era
(e.g.,
gender roles, caste system, legal restrictions); evaluate
the influence of Islam on
cultural
ideas and social practices (e.g., family, morals, marriage,
inheritance, slavery, non
Muslims); appraise Korea's adaptation of Chinese and
Japanese culture and society for
survival.
Standard Number:
2.0 Economics Standard: Globalization of the
economy, the explosion of population growth, technological
changes and international competition compel students to
understand, both personally and globally, production,
distribution, and consumption of goods and services.
Students will examine and analyze economic concepts such as
basic needs versus wants, using versus saving money, and
policy-making versus decision-making.
Learning Expectations:
The student will
2.1 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
2.2 recognize the importance of technologies on economic
development.
Performance Indicators:
2.1 understand the changes
that occur in the nature, use, distribution, and importance
of resources.
At Level 1, the student is
able to
describe the spatial
organization of economic trade networks; explain the major
components of and reasons for world trade; explain the role
of transportation and communication networks in the
development of economic activities.
At Level 2, the student is
able to
recognize the importance of
international trade for African and Eurasian societies.
At Level 3, the student
is able to
evaluate the advantages
and disadvantages of the growing economic patterns.
2.2 recognize the importance of technologies on economic
development.
At Level 1, the student
is able to
describe the
characteristics, location, and use of renewable and
nonrenewable resources. explain the
relationship between
the use, availability, and accessibility of resources and a
country’s standard of living
including the role of
technology in resource acquisition and use; describe world
patterns of resource
distribution and
utilization.
At Level 2, the student is
able to
identify the economic and
agricultural elements of Mayan society (e.g., Mayan trade,
rise of city states, development in agriculture);
understands the growth of
economic exchanges from different regions from 300 to 1000
CE (e.g., Muslims mediating long distances, food crop
exchange, migrating peoples, and settlement connections).
Standard Number:
3.0 Geography Standard: Geography enables the
students to see, understand and appreciate the web of
relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding
of concepts within the six essential elements of geography:
world in spatial terms, places and regions, physical
systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
3.1 understand the
importance of physical geographic features on world historic
events.
3.2 understand human
geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the
importance of physical geographic features on world historic
events.
At Level 1, the student is
able to
recognize and name major
physical geographic features of this era.
At Level 2, the student is
able to
indicate the effect of
geography on different groups and their trade practices;
recognize the geographic significance of Baghdad; identify
the geographic influence on Japan's status with the
kingdom's of Korea
and China.
At Level 3, the student is
able to
assess the relative
importance of physical geographic features on world historic
and current events.
3.2 understand human
geographic interactions and their impact on world historic
events.
At Level 1, the student is
able to
locate
the urban areas and major geographical regions of Tang
China; know that Pacific Islanders and New Zealand natives
used navigational techniques to journey long routes; know
the maritime and overland trade routes linking regions of
Afro-Eurasia and Europe.
At Level 2, the student is
able to
identify how the location and network of canals forever
changed life in China.
At Level 3, the student is
able to
determine which factors have
been most significant in the development of the modern
world; evaluate how early migrants carried plants and
animals with them in the Pacific
Islands and New Zealand
affecting existing flora and fauna. Standard Number:
4.0 Governance and Civics Standard: Governance
establishes structures of power and authority in order to
provide order and stability. Civic efficacy requires
understanding rights and responsibilities, ethical behavior,
and the role of citizens within their community, nation, and
world.
Learning Expectations:
The student will
4.1 explain the development
of a people’s need to belong and organize into a system of
governance.
4.2 identify how cooperation
and conflict among people influence the division and control
resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and
organize into a system of governance.
At Level 1, the student
is able to
recognize
the relationship between a place's physical, political and
cultural characteristics and the type of governance that
emerges in that place; review the rise to power of Roman
and Han empires.
At Level 2, the student is
able to
list possible political reasons for the decline of Roman and
Han empires. (e.g.,
significant battles,
internal divisions, political changes, and invasions);
identify the political events that shaped the Gupta empire;
recognize the changing influence from the Carolingian Empire
on the
development of European civilization (e.g., Charlemagne's
royal court, monasteries' preservation of Greco-Roman
learning, contribution of Christian learning, conflict among
secular and papacy;
At Level 3, the student is
able to
rate the implementation and
relative success of governance systems.
4.2 identify how cooperation
and conflict among people influence the division and control
resources, rights, and privileges.
At Level 1, the student is
able to
review the political and
social motivation for the Roman empire's relocation of their
capital to Byzantine.
At Level 2, the student is
able to
identify how Byzantine withstood attacks between the 8th and
10th CE
centuries; list the strengths and weaknesses of the
Abbasid, Byzantine and Sassamid governments and military
institutions; understand the significance of Norse
migrations and invasions ( e.g., independent
lords, knightly class,
locations of settlements); compare and contrast the
size of European empires to that of Byzantium; trace the
development of state building in West Africa.
At Level 3, the student is
able to
evaluate
the blending of Islamic beliefs with establishing an
empire; evaluate the political shifts in power during 9th and
10th century
Europe (e.g.,
royalty, counts, dukes, hereditary autonomous power over
land and people).
Standard Number:
5.0 History Standard: History involves
people, events, and issues. Students will evaluate evidence
to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
The student will
5.1 understand the
chronological flow of historical eras and events in Ancient
History.
5.2 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
Performance Indicators:
5.1 understand the chronological flow of historical eras and
events in Ancient History.
At Level 2, the student is
able to
recognize imperial crises
and subsequent aftermath in various regions from 300 to 700
CE; identify the development of the Islam in the world from
7th to
10th CE;
Explore the major developments in East and Southeast Asia
from 600 to 900 CE
Tan
dynasty, Japanese imperialism); Identify the changing world
of Europe from 500 to 1000 CE (e.g., growth of missionaries,
Merovigian and Caroligian states, Norse invasions); compare
and contrast the development of agricultural societies in
tropical Africa and Oceania; indicate the rise of
civilizations in Mesoamerica and Andean South America in
First millennia CE.
At Level 3, the student is
able to
develop an "imaginary"
civilization consistent with early human civilizations,
given a set of environmental
conditions. This would
include an understanding of social, religious, and economic
factors.
5.3 understand how
historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical
eras.
At Level 1, the student is
able to
identify and label key
traits of the various civilizations.
At Level 2, the student is
able to
research the expanding zones
of exchange and encounter from 300-1000- CE by utilizing
surviving
evidence and artifacts
(e.g., the spread of Christianity, Buddhism, Hinduism, and
Islam throughout diverse
cultures, international
trade).
Standard Number:
6.0 Individuals, Groups, and Interactions Standard:
Personal development and identity are shaped by
factors including culture, groups, and institutions. Central
to this development are exploration, identification, and
analysis of how individuals and groups work independently
and cooperatively.
Learning Expectations:
The student will
6.1 understand the extent to
which individuals, groups and institutions interact to
produce continuity and
change throughout
world history.
Performance Indicators:
6.1 understand the extent to
which individuals, groups and institutions interact to
produce continuity and change throughout world history.
At Level 1, the student is
able to
recall examples of two
groups’ interaction such as economic, political, social and
cultural exchanges.
At Level 2, the student is
able to
identify the significance of
Charlesmagne as an individual. (e.g., government, laws,
conquest, personality);
know the story of
Alfred the Great of England;
At Level 3, the student is
able to
evaluate the significance of
Clovis's conversion to Christianity and its affects on the
Frankish and Saxon
peoples.
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