geography on the development and expansion of the civilizations b. development of concepts of government and citizenship (e.g., democracy, republic, codification of laws, Code of Hammurabi) c. scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy) d. contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus); and 6. compare and contrast the political and economic events and the social and geographic characteristics of medieval European life and their enduring impacts on later civilizations, to include: a. creation and expansion of the Byzantine empire; b. reasons for the fall of the Roman Empire c. New forms of government, feudalism and the beginning of limited government with the Magna Carta d. Role of the roman catholic church and its monasteries e. Causes, course and effects of the Crusades; impact of the black plague; contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo). Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors
Students can: 1 Describe and compare ancient civilizations of Egypt, Mesopotamia and China 2 Analyze the structure of ancient civilization of India 3 Describe and analyze the early civilization of China 4 Describe major religions of the world Compare and Contrast the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and Middle Eastern civilizations 6 Compare and Contrast the characteristics of Medieval European life and the impact of later civilizations Egypt China Mesopotamia Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus Irrigation Theocracies Empire Dynasties Aryan invasions caste system Sanskrit Hindu-Arabic Numerals Huang-He valley Shang dynasty Ottoman Empire Confucius Confucianism Taoism Hinduism, CCSS: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. (a-e) Write arguments to support claims with clear reasons and relevant evidence. (a-f) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Level I: Able to identify at least 3 ancient civilizations. Level II: Able to describe and analyze at least 2 ancient civilizations. Able to identify at least one major religion of the world. Level III: Able to compare and contrast ancient civilizations. ADVANCED CURRICULUM Level IV: Able to explain in detail, with supporting evidence, the characteristics of an early civilization and its impact on later civilizations.
Buddhism Judaism Christianity Islam Mediterranean codification of laws Code of Hammurabi Byzantine empire Magna Carta Feudalism Crusades Black plague Charlemagne Joan of Arc Marco Polo Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Draw evidence from literary or informational texts to support analysis, reflection, and research. Cite specific textual evidence to support analysis of primary and secondary sources. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
perceived characteristics. Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Explain how places change due to human activity Explain how places are influenced by the people Identify a region by its characteristics human activity cultural symbols regions regional symbols formal characteristics functional characteristics perceived characteristics Both physical and human characteristics are used to define regions of a place. Places and regions serve as cultural symbols of the area (eg. Pyramids are an easily recognizable symbol of Egypt). Regions can be identified by their formal (landscape/climate), functional (cities/government) or perceived (cultural identity of the people in the region) characteristics. NGSS: MS-ESS2-1 Earth's Systems Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. MS-ESS2-2 Earth's Systems Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS2-4 Earth's Systems Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Level I: Able to identify regions. Level II: Able explain how places change due to human activity. Level III: Able to explain how places and regions serve as cultural symbols ADVANCED CURRICULUM Level IV: Able to explain in detail, with supporting evidence, the influences, perceived characteristics, functions and effects of regions and their symbols.
appropriate eye contact, adequate volume, and clear pronunciation. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Resources to Support this Section Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043. Online Resources BBC Primary History: How Did the Greeks Change the World? This page includes basic overview of government in ancient Greece. Britannica School This online encyclopedia includes entries on hundreds of topics at elementary, middle, and high school levels. Also includes images, video, links to web sites, full text magazine articles. A search for “ancient Rome” yields an article that thoroughly explains the concept of a republic and the history of its original formation. Printed Media On Order for the SGA/PVMS Library Ancient Greece: birthplace of democracy. Covert, Kim. Published 2012. BL: 5 Other Resources
refocusing the inquiry when appropriate. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Draw evidence from literary or informational texts to support analysis, reflection, and research. Cite specific textual evidence to support analysis of primary and secondary sources. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
Grade 6: 1. Describe the characteristics of traditional, command, market and mixed economic systems 2. Explain how different economic systems affect the allocation of resources 3. Understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs). Quarter 1: Quarter 2: Quarter 3: Quarter 4: 1. Describe the characteristics of traditional, command, market and mixed economic systems 2. Explain how different economic systems affect the allocation of resources 3. Understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs). Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Describe the characteristics of traditional economic systems and how they affect the allocation of resources Understand how the “factors of production” influence a society’s economy Factors of production natural resources, labor, capital, entrepreneurs allocation of resources Traditional economic system Command economic system Market economic system Mixed economic system CCSS: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Determine an author's point of view or purpose in a text and explain how it is Level I: Able to identify traditional economic systems and the “factors of production”. Level II: Able to describe the characteristics of traditional, command, market and mixed economic systems and the role of the “factors of production” Level III: Able to describe how traditional economic systems affect the allocation of resources and how the “factors of production” influence a society’s economy. ADVANCED CURRICULUM Level IV: Able to create a fictional economic system that has the characteristics of either traditional, command, market or mixed and includes: factors of production, incentives and allocation of resources.
6th Grade STRAND 5-8 Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. 5-8 Benchmark 4-C: describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world: Standard 4-C Grade 6: 1. Compare and contrast the trade patterns of early civilizations 2. Analyze the impact of the Neolithic agricultural revolution on mankind, and the impact of technological changes in the bronze age and the iron age. Quarter 1: 1. Compare and contrast the trade patterns of early civilizations 2. Analyze the impact of the Neolithic agricultural revolution on mankind, and the impact of technological changes in the bronze age and the iron age. Quarter 2: Quarter 3: Quarter 4: Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Compare and contrast the trade patterns of early civilizations Analyze the impact of technological changes through the different ages Trade patterns Neolithic Bronze Age Iron Age Domesticate The Neolithic era (aka “New Stone Age”) lasted from 8,000 to 4,000 BC. Some of the contributions of the Neolithic agricultural revolution are: the beginning of farming, people could stay in one place and hunting and gathering was replaced with CCSS: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and Level I: Able to identify the trade patterns of early civilizations. Level II: Able to compare and contrast the trade patterns of early civilizations. Able to identify characteristics of the Neolithic agricultural revolution. Level III: Able to analyze the impact of technological changes through the different ages of time