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St. Fabian |
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St. Fabian Social Studies K-8 |
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Social Studies - Grade 6 |
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Ancient Era (1000 BCE - 300 CE)
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Religion: Recognize
The learner will be able to
recognize major religions of the Ancient Era.
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Religion: Judaism/Understand
The learner will be able to
demonstrate an understanding of Judaism as a major religion.
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Religion: Buddhism/Understand
The learner will be able to
demonstrate an understanding of Buddhism as a major religion.
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Greek Civilizations: Alexander the Great
The learner will be able to
identify Alexander the Great as a significant king of the Greek city-state of Macedonia.
| Strand |
| Greek Civilizations |
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Greek Civilizations: Structure/Political
The learner will be able to
demonstrate an understanding of Greek city-states' political structure.
| Strand |
| Greek Civilizations |
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Greek Civilizations: Structure/Social
The learner will be able to
demonstrate an understanding of Greek city-states' social structure.
| Strand |
| Greek Civilizations |
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Greek Civilizations: Athens/Politics
The learner will be able to
demonstrate an understanding of the political organization of Athenian society.
| Strand |
| Greek Civilizations |
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Greek Civilizations: Government Systems
The learner will be able to
examine the advantages and disadvantages of systems of government in the Greek city-states.
| Strand |
| Greek Civilizations |
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Roman Empire: "Silk Roads"/Com
The learner will be able to
understand the commercial importance of the trans-Eurasian "silk roads" to the Roman Empire.
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Roman Empire: "Silk Roads"/Cul
The learner will be able to
understand the cultural importance of the trans-Eurasian "silk roads" to the Roman Empire.
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Roman Empire: Republic to Empire
The learner will be able to
examine the reasons for Rome's transformation from Republic to Empire.
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Chinese Dynasties: Unification
The learner will be able to
demonstrate knowledge of how China became unified under the early imperial dynasties.
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Chinese Dynasties: "Silk Roads"
The learner will be able to
understand the commercial importance of the trans-Eurasian "silk roads" to the Han Dynasty.
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Chinese Dynasties: "Silk Roads"
The learner will be able to
understand the cultural importance of the trans-Eurasian "silk roads" to the Han Dynasty.
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Mesoamerica: Olmec Civilization
The learner will be able to
demonstrate an understanding of the major accomplishments of the Olmec civilization.
| Strand |
| Mesoamerica Civilizations |
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Persian Empire: Cyrus the Great
The learner will be able to
identify Cyrus the Great as a significant Persian king.
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Persian Empire: Greek Conflict
The learner will be able to
demonstrate an understanding of the Persian Empire's conflicts with the Greeks.
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India: Mauryan Empire/Cultural
The learner will be able to
demonstrate knowledge of cultural developments in India during the Gangetic states and the Mauryan Empire.
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India: Mauryan Empire/Religious
The learner will be able to
demonstrate knowledge of religious developments in India during the Gangetic states and the Mauryan Empire.
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Citizenship: Interpersonal Relationships
The learner will be able to
understand interpersonal relationships and analyze reasons for compromises.
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Government: Define
The learner will be able to
provide a definition for the term "government".
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Principles: Understand Process
The learner will be able to
understand the democratic process.
| Strand |
| Democratic Principles |
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Constitution: Purposes/Different
The learner will be able to
describe the different purposes constitutions serve.
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Citizenship: Civic Life/Define
The learner will be able to
provide a definition for the term "civic life".
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Types: Draw Conclusions
The learner will be able to
draw conclusions about different types of government.
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Limited: Characteristics/Identify
The learner will be able to
identify characteristics of limited types of government.
| Strand |
| Government: Limited |
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Unlimited: Characteristics/Identify
The learner will be able to
identify characteristics of unlimited types of government.
| Strand |
| Government: Unlimited |
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Necessity: Arguments/Describe
The learner will be able to
describe key arguments on the necessity of government.
| Strand |
| Government: Necessity |
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Diversity: Culture/Common Factors
The learner will be able to
recognize common factors among different cultures.
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Diversity: Comparisons
The learner will be able to
compare different cultural groups.
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Art: Reflection
The learner will be able to
understand how art reflects the culture and values of a group of people.
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Art: Classical Greek/Compare
The learner will be able to
compare and contrast Classical and modern Greek art.
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Literature: Greek Mythology/Non-human
The learner will be able to
demonstrate an understanding that gods and goddesses in Greek mythology represent non-human entities.
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Literature: Greek Mythology/Interaction
The learner will be able to
demonstrate an understanding of the interactions between gods/goddesses and humans in Greek mythology.
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Architecture: Classical Greek/Compare
The learner will be able to
compare and contrast Classical and modern Greek architecture.
| Strand |
| Fine Arts: Architecture |
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Early Common Era (300 - 1450)
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Roman Empire: Decline
The learner will be able to
demonstrate knowledge of the decline of the Roman Empire.
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Han Empire: Decline/Knowledge
The learner will be able to
demonstrate knowledge of the decline of the Han Empire.
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Han Empire: Decline/Analyze
The learner will be able to
analyze reasons for the decline of the Han Empire.
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Religion: Buddhism/Southeast Asia
The learner will be able to
demonstrate knowledge of the growth of Buddhism in Southeast Asia during the first millenium CE.
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Religion: Hinduism/Basics
The learner will be able to
discuss the basic teachings of Hinduism.
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Religion: Hinduism/Growth
The learner will be able to
demonstrate knowledge of the growth of Hinduism in Southeast Asia during the first millenium CE.
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Gupta Empire: Accomplishments/Art
The learner will be able to
understand Gupta accomplishments in art.
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Gupta Empire: Accomplishments/Literature
The learner will be able to
understand Gupta accomplishments in literature.
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Gupta Empire: Accomplishments/Math
The learner will be able to
understand Gupta accomplishments in mathematics.
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Persian Empire: Political/Knowledge
The learner will be able to
demonstrate knowledge of the political problems facing the Sassanid Empire in the 7th century.
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Persian Empire: Social/Knowledge
The learner will be able to
demonstrate knowledge of the social problems facing the Sassanid Empire in the 7th century.
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Persian Empire: Religious/Knowledge
The learner will be able to
demonstrate knowledge of the religious problems facing the Sassanid Empire in the 7th century.
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African Societies: East African Coast
The learner will be able to
describe the rise of population centers in towns of the East African coastal region.
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Mayan Civilization: Key Characteristics
The learner will be able to
name key characteristics of Mayan civilization.
| Strand |
| Mayan Civilization |
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Mayan Civilization: Aztec/Inca/Compare
The learner will be able to
compare and contrast the Mayan, Aztec, and Inca civilizations.
| Strand |
| Mayan Civilization |
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Mayan Civilization: Mathematics
The learner will be able to
assess Mayan accomplishments in mathematics.
| Strand |
| Mayan Civilization |
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Mayan Civilization: Calendar
The learner will be able to
assess Mayan accomplishments, such as the invention of a calendar.
| Strand |
| Mayan Civilization |
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Mayan Civilization: Decline/Infer
The learner will be able to
make inferences about different opinions of how and why Mayan civilization declined.
| Strand |
| Mayan Civilization |
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Mongol Empire: China/Effects/Culture
The learner will be able to
determine the effects of Mongol rule on China's culture.
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Mongol Empire: China/Effects/Economy
The learner will be able to
determine the effects of Mongol rule on China's economy.
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Mongol Empire: China/Effects/Society
The learner will be able to
determine the effects of Mongol rule on China's society.
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Mongol Empire: Korea/Effects/Culture
The learner will be able to
determine the effects of Mongol rule on Korea's culture.
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Mongol Empire: Korea/Effects/Economy
The learner will be able to
determine the effects of Mongol rule on Korea's economy.
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Mongol Empire: Korea/Effects/Society
The learner will be able to
determine the effects of Mongol rule on Korea's society.
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Aztec Empire: Building
The learner will be able to
examine the building of the Aztec Empire in the 14th and 15th centuries.
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Aztec Empire: Characteristics/Government
The learner will be able to
describe key characteristics of government in the Aztec Empire.
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Aztec Empire: Characteristics/Society
The learner will be able to
describe key characteristics of society in the Aztec Empire.
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Aztec Empire: Characteristics/Culture
The learner will be able to
describe key characteristics of culture in the Aztec Empire.
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Aztec Empire: Collapse
The learner will be able to
examine the collapse of the Aztec Empire.
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Inca Empire: Growth/Examine
The learner will be able to
examine the growth of the Inca Empire.
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Inca Empire: Unification/Examine
The learner will be able to
examine the unification of the Inca Empire.
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Inca Empire: Development/Social
The learner will be able to
describe the development of Inca social customs.
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Inca Empire: Development/Political
The learner will be able to
describe the development of Inca political practices.
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Inca Empire: Collapse
The learner will be able to
examine the collapse of the Inca Empire.
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Inca Empire: Aztecs/Custom/Compare
The learner will be able to
compare the social customs of the Aztec and Inca Empires.
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Inca Empire: Aztecs/Government/Compare
The learner will be able to
compare the governments of the Aztec and Inca Empires.
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Inca Empire: Aztecs/Religion/Compare
The learner will be able to
compare the religions of the Aztec and Inca Empires.
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Inca Empire: Aztecs/Economy/Compare
The learner will be able to
compare the economies of the Aztec and Inca Empires.
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Inca Empire: Aztecs/Compare/Contrast
The learner will be able to
compare and contrast similarities and differences between the Aztec and Inca Empires.
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Mali Empire: Expansion/Agriculture
The learner will be able to
determine the role of agriculture in the expansion of the Mali Empire.
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Mali Empire: Growth
The learner will be able to
track the growth of the Mali Empire.
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Songhay Empire: Expansion/Agriculture
The learner will be able to
determine the role of agriculture in the expansion of the Songhay Empire.
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Japan: Indigenous Development
The learner will be able to
explain the indigenous development of Japanese society up to the 7th century.
| Strand |
| Asian Civilizations: Japan |
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Economics: Sales, Expenses, Profits
The learner will be able to
associate sales, expenses, and profits.
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Economics: Opportunity Cost/Define
The learner will be able to
define opportunity cost as what someone gives up in order to get something.
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Economics: Choice/Analyze
The learner will be able to
analyze economic choices.
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Economics: Resources/Countries
The learner will be able to
associate a country with its economic resources.
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First Global Era (1450 - 1750)
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Europe: Countries
The learner will be able to
associate a country with its explorations.
| Strand |
| European Expansion |
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Ming Dynasty: Manchus/Overthrew
The learner will be able to
describe how the Manchus overthrew the Ming Dynasty.
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Ming Dynasty: Power/Restrictions
The learner will be able to
examine the power and restrictions of imperial absolutism under the Ming Dynasty.
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Ottoman Empire: Origins
The learner will be able to
examine the origins of the Ottoman Empire.
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Ottoman Empire: Spread/Constantinople
The learner will be able to
examine the spread of the Ottoman Empire up to the capture of Constantinople.
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Ottoman Empire: Growth/Constantinople
The learner will be able to
examine how the capture of Constantinople affected the growth of the Ottoman Empire.
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Ottoman Empire: Accomplishment/Art
The learner will be able to
assess the Ottoman Empire's artistic accomplishments.
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Ottoman Empire: Accomplishment/Architect
The learner will be able to
assess the Ottoman Empire's architectural accomplishments.
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Ottoman Empire: Accomplishment/Literary
The learner will be able to
assess the Ottoman Empire's literary accomplishments.
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Mughal Empire: Indian Conquest
The learner will be able to
describe the Mughal Empire's conquest of India.
| Strand |
| Safavid and Mughal Empires |
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Mughal Empire: Reasons for Decline
The learner will be able to
examine reasons for the decline of the Mughal Empire in connection with the rise of regional powers, such as the Marathas and Sikhs.
| Strand |
| Safavid and Mughal Empires |
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Safavid Empire: Accomplishment/Cultural
The learner will be able to
assess cultural accomplishments of the Safavid Empire under Shah Abbas.
| Strand |
| Safavid and Mughal Empires |
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China: Zheng He/Political
The learner will be able to
determine how the Zheng He voyages from 1405 to 1433 affected China's view of political relations.
| Strand |
| Asian Civilizations |
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China: Zheng He/Commercial
The learner will be able to
determine how the Zheng He voyages from 1405 to 1433 affected China's view of commercial relations.
| Strand |
| Asian Civilizations |
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Physical Resources: Renewable/Uses
The learner will be able to
examine the uses of renewable physical resources.
| Strand |
| Physical Resources |
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Physical Resources: Nonrenewable/Uses
The learner will be able to
examine the uses of nonrenewable physical resources.
| Strand |
| Physical Resources |
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Map: Read
The learner will be able to
read a map.
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Map: Scale/Application
The learner will be able to
apply various map scales.
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Map: Time Zone
The learner will be able to
utilize a time zone map.
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Populations: Growth Graph
The learner will be able to
interpret the data presented on a population growth graph.
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Populations: Continents
The learner will be able to
analyze the difference in populations among the continents.
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Time: BCE/Determine
The learner will be able to
determine time-frames of historical events before the Common Era (BCE).
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Time: CE/Determine
The learner will be able to
determine time-frames of historical events in the Common Era (CE).
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Awareness: Influences
The learner will be able to
understand that individuals, ideas, and/or events have influenced historical outcomes.
| Strand |
| Historical Awareness |
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Awareness: Civilization/Define
The learner will be able to
define civilization.
| Strand |
| Historical Awareness |
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Analysis: Historical Figures
The learner will be able to
identify historical figures and their accomplishments.
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| Historical Analysis |
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Analysis: Fact vs. Fiction
The learner will be able to
distinguish between fact and fiction using historical resources.
| Strand |
| Historical Analysis |
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Analysis: Quotations/Analyze
The learner will be able to
analyze a quote.
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| Historical Analysis |
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Data Interpretation: Interpret
The learner will be able to
interpret historical information presented on a graph or chart.
| Strand |
| Data Interpretation |
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Data Interpretation: Predict
The learner will be able to
make predictions based on information presented in a graph or chart.
| Strand |
| Data Interpretation |
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Prehistoric/Early Civilizations
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Archaeological Evidence: Social
The learner will be able to
demonstrate knowledge of what archaeological evidence indicates about the social conditions of agricultural communities.
| Strand |
| Archaeological Evidence |
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Archaeological Evidence: Cultural
The learner will be able to
demonstrate knowledge of what archaeological evidence indicates about the cultural conditions of agricultural communities.
| Strand |
| Archaeological Evidence |
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Hunter-Gatherer: Characteristics/Define
The learner will be able to
define characteristics of hunter-gatherer communities.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Nomadic Life/Describe
The learner will be able to
describe the nomadic life of early hunter-gatherer communities, such as the Cro-Magnons.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Characteristics/Social
The learner will be able to
demonstrate knowledge of social characteristics of hunter-gatherer communities in different continental regions.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Characteristics/Culture
The learner will be able to
demonstrate knowledge of cultural characteristics of hunter-gatherer communities in different continental regions.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Similarity/Difference
The learner will be able to
compare and contrast the similarities and differences between hunter-gatherer communities in Africa, Eurasia, and the Americas.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Theories/Communication
The learner will be able to
describe theories on how hunter-gatherer communities may have communicated with others.
| Strand |
| Community: Hunter-Gatherer |
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Hunter-Gatherer: Theories/Recording
The learner will be able to
describe theories on how hunter-gatherer communities may have recorded past events.
| Strand |
| Community: Hunter-Gatherer |
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Agriculture: Characteristics/Define
The learner will be able to
define characteristics of agricultural communities.
| Strand |
| Community: Agriculture |
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Agriculture: Patterns of Settlement
The learner will be able to
understand how the availability of plants and animals affected settlement patterns of agricultural communities.
| Strand |
| Community: Agriculture |
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Agriculture: Characteristics/Economic
The learner will be able to
demonstrate knowledge of economic characteristics of agricultural communities in different regions.
| Strand |
| Community: Agriculture |
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Agriculture: Characteristics/Cultural
The learner will be able to
demonstrate knowledge of cultural characteristics of agricultural communities in different regions.
| Strand |
| Community: Agriculture |
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Mesopotamia: Assyrian Empire
The learner will be able to
describe characteristics of the Assyrian Empire.
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Mesopotamia: Babylonian Empire
The learner will be able to
describe characteristics of the Babylonian Empire.
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Mesopotamia: Hittite Empire/Identify
The learner will be able to
identify the Hittite Empire as one of the many empires that rose and fell in Mesopotamia from about 2000 BCE on.
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Mesopotamia: Writing Characteristics
The learner will be able to
understand characteristics of written communication in Mesopotamia.
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Eurasia: China/Tool Development
The learner will be able to
observe how the development of tools affected Chinese civilization during 3000-2000 BCE.
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Eurasia: China/Compare
The learner will be able to
compare characteristics of early Chinese civilization to those of Mesopotamia and the Indus Valley.
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Early Civilizations: Characteristics
The learner will be able to
identify characteristics of an ancient culture.
| Strand |
| Early Civilizations |
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Early Civilizations: Location
The learner will be able to
recognize the locations of early civilizations.
| Strand |
| Early Civilizations |
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Early Civilizations: Skills
The learner will be able to
identify the skills of ancient people.
| Strand |
| Early Civilizations |
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Early Civilizations: Terms/Associate
The learner will be able to
associate terms with early civilizations.
| Strand |
| Early Civilizations |
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Egypt: Contributions
The learner will be able to
understand the contributions of ancient Egypt.
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Egypt: Writing Characteristics
The learner will be able to
understand characteristics of written communication in Egypt.
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Indus Valley: Writing Characteristics
The learner will be able to
understand characteristics of written communication in the Indus Valley.
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Indus Valley: Mohenjo Daro/Disappearance
The learner will be able to
list possible reasons for the disappearance of Indus cities, such as Mohenjo Daro, during 2000 BCE.
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Technological Developments
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Transportation: Chariot/Affect
The learner will be able to
demonstrate an understanding of how the chariot affected transportation.
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Transportation: Water/Shipbuilding
The learner will be able to
identify Spanish and Portuguese technological innovations in shipbuilding during the 15th-16th centuries.
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Communication: Written/Hieroglyphics
The learner will be able to
recognize ancient forms of writing, such as hieroglyphics.
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Communication: Written/Prehistoric
The learner will be able to
recognize the effect of ancient writings.
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Inventions: Paper/Impact
The learner will be able to
analyze the impact of the invention of paper on various societies.
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Inventions: Recognize Inventors
The learner will be able to
recognize the contributions of important inventors.
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Weapons: Bronze/Stone
The learner will be able to
understand why bronze weapons were a technological achievement superior to stone weapons.
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Weapons: Iron
The learner will be able to
analyze changes in the ancient era due to iron weapons.
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Weapons: Bow and Arrow
The learner will be able to
analyze changes in early civilizations due to the bow and arrow.
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Weapons: Chariot Warfare
The learner will be able to
demonstrate an understanding of how the chariot affected warfare.
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Weapons: Gunpowder/Impact
The learner will be able to
examine the impact of gunpowder in changing European warfare.
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Science: Hellenistic Contributions
The learner will be able to
name the scientific contributions of the Hellenistic society.
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Science: Evaluate Methods/1450 to 1750
The learner will be able to
evaluate how the acceleration of new scientific methods affected social, economic, and/or cultural life in different parts of the world from 1450 to 1750.
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Technology: Evaluate Methods/1450/1750
The learner will be able to
evaluate how the acceleration of new methods in technology affected social, economic, and/or cultural life in different parts of the world from 1450 to 1750.
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Technology: Social Change
The learner will be able to
associate changes in technology with social change.
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Technology: Tools/Iron
The learner will be able to
analyze changes in the ancient era due to iron tools.
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Technology: Tools/Pottery
The learner will be able to
analyze changes in early civilizations due to pottery.
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Technology: Tools/Plow
The learner will be able to
analyze changes in early civilizations due to the plow.
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Health: Plague/Origins
The learner will be able to
identify the origins of the plague of the mid-14th century.
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Health: Plague/Transmission
The learner will be able to
explain the transmission of the plague of the mid-14th century throughout Eurasia and North Africa.
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