Name:______________
Mining the Standards
How is it that your teachers develop questions? Here is what we do! First we start with the standards. Then, we really dig into them to
find the desirable resources and content of the standards. Once we have extracted the most important items, we find a way to
process the information into another form. SO HERE IS YOUR ASSIGNMENT:
1) DIG IN: Circle the content you think is the desirable information (think NOUNS)
a. You should FIND at least 35 noun nuggets! Some are only one word while others are noun phrases.
2) PROCESS the nouns into a form which you understand (DEFINE THEM).
3) You MAY work with a partner in class.
4) YOU MUST WRITE OUT THE FULL STANDARD AND THE ELEMENT where you are answering.
For the test, you must have MASTERY of the content below.
SOC.9-12.SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.
b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.
SOC.9-12.SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.
a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand
Magellan, James Cook, and Samuel de Champlain.
b. Define the Columbian Exchange and its global economic and cultural impact.
c. Explain the role of improved technology in European exploration; include the astrolabe.
SOC.9-12.SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to
mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent
Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b. Analyze the impact of population growth and its impact on the social structure of Japan and China.
SOC.9-12.SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire
during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Learning Questions:
1. What do the Olmec, Mayan, Aztec and Incan civilizations have in common in regards to their locations, rise, fall and
significance?
2. What do the Olmec, Mayan, Aztec and Incan civilizations have in common in regards to their government, economy, religion,
and arts?
3. What is the difference between an explorer and a conquistador?
a. Why would you classify the following people as explorers or conquistadors? Zheng He, Vasco da Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain
b. Identify the lasting impacts of the previously listed people.
4. What is the cultural and economic impact of the Columbian Exchange?
5. What role does technology play in the Age of Exploration?
6. How do the policies put in place by Tokugawa leaders (Oda Nobunaga) impact future leaders and the social structure of
Japan?
7. How do the policies put in place by Qing leaders (Kangxi) impact future leaders and the social structure of China?
8. What effect does Suleyman the Magnificent (Ottoman Empire) have upon the religion, law, arts, and expansion of the Muslim
Empire?
9. What effect does Shah Abbas I (Safavid Empire) have upon the religion, law, arts, and expansion of the Muslim Empire?
10. What effect do Babur and Akbar (Mughal Empire) have upon the religion, law, arts, and expansion of the Muslim Empire?
Unit VI: Cornell Notes
SOC.9-12.SSWH8 (Chapter 16)
LQ: What did the Olmecs, Maya, Aztec, and Inca Civilizations have in
common in regards to their locations, rise, fall, and significance?
Where did the
earliest Americans
come from?
Land Bridge
40,000-12,000 years ago (Beringia)
Connected Asia and N. America
Allowed hunter-gathers to settle North America
Not used by everyone, boats
9,000 miles
Ice Age- Bering Strait
Name: _____________ Class Period: _____________ Unit Name: ___
LQ1:
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LQ3:
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LQ5:
LQ6:
LQ7:
LQ8:
LQ9:
LQ10:
The student will demonstrate an understanding of the development of societies in Central and South America.
1. Land Bridge (235/441)
a. What?
b. When?
c. Why significant?
Element: SOC.9-12.SSWH8.a
Explain the RISE AND FALL:
2. Olmec (240)
a. Location- Mexico, north of Yucatan Peninsula
b. Rise- not much
c. Significance- 1st, influenced later Central American
d. Fall- not much
3. Mayan
a. Location- Yucatan Peninsula, Belize, Guatemala & Honduras
b. Rise- 250 AD (fall of Rome)
c. Fall- mysterious, 1000 AD
4. Aztec
a. Location- Northern Mexico
b. Rise- 1200
c. Fall- 1500’s, Cortez- smallpox
5. Inca
a. Location- Peru- Andes Mtns.
b. Rise- 1230
c. Fall- 1500’s- civil war, Pizarro
Element: SOC.9-12.SSWH8.b
Compare the culture of the Americas
6. Government (include capital)
a. Mayan- Tikal, city-states, theocracy, dynasty
b. Aztec- Tenochtitlan- Lake Texcoco, theocracy, war-like, Montezuma II
c. Incan- Cuzco, Quechua, ayllu, mita, chasquis-road system, Huayna Capac- 2 sons
Atahulapa & Huascar
7. Economy
a. Mayan- cacao beans= currency, farmed- maize, beans
b. Aztec- farming- floating beds
c. Incan- welfare state, quipu,
8. Religion
a. Mayan- human sacrifice (cenote), polytheistic
b. Aztec- polytheistic, human sacrifice
c. Incan (mention Macchu Pichu-city found in 1912), polytheistic, Mamakuna, Yamacuna
9. Arts & Science
a. Mayan- 365 calendar, Base 20, zero, writing- glyphs, codex, Popol Vuh, stele, ball court
b. Aztec- sunstone-Mayan calendar
c. Incan-see above
10. European Encounters (pg. 554, 555)
SOC.9-12.SSWH11 (Chapter 19)
Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
Element: SOC.9-12.SSWH11.a
Describe the policies of the
1. Tokugawa Shogunate
a. Policies
i. Unification
ii. Shogunates
iii. Isolation
b. Leaders
i. Oda Nobunaga
ii. Toyotomi Hideyoshi
iii. Tokugawa Ieyasu
2. Ming Dynasty
a. Policies
i. Exploration
ii. Isolation
3. Qing Dynasty
a. Leadership
i. Manchu
ii. Kangxi
Element: SOC.9-12.SSWH11.b
Analyze the impact of:
4. Population trends and social structures
a. Japan
i. Feudalism
ii. Culture/Arts
b. China
i. Korean subjugation
ii. Role of Women
5. Contact with Foreigners
a. Japan (Europeans)
b. China (exploration)
SOC.9-12.SSWH12 (CHAPTER 18)
The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
Element: SOC.9-12.SSWH12.a
Describe the geographical extent of:
1. Ottoman Empire
a. Location
b. Rise
c. Fall
2. Suleyman the Magnificent
3. Safavid Empire
a. Location
b. Rise
c. Fall
4. Shah Abbas I
5. Mughal Empire
a. Location
b. Rise
c. Fall
6. Babur and Akbar.
7. Taj Mahal
Element: SOC.9-12.SSWH12.b
Explain the ways in which these Muslim empires influenced
8. Religion
a. Ottoman
b. Safavid
c. Mughal
9. Law
a. Ottoman
b. Safavid
c. Mughal
10. Arts
a. Ottoman
b. Safavid
c. Mughal