Unit 1- Human Beginnings
Essential Standards – H.1.3, H.2.3, G&EL.1.1, G&EL.1.2, G&EL.1.3, G&EL.1.4,
G&EL.2.1, C&G.1.1, C&G.1.4, E&FL.1.1, E&FL.1.2, C.1.1, C.1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
CULTURE
Unit Overview
In this unit, students will examine the origins of human society. Students should develop an
understanding of the role of paleontologists, archaeologists, and anthropologists in the context of social
studies and prehistory. Students should be able to analyze the origins of human society and trace its
transition from nomadic hunter-gatherer cultures to agrarian civilizations, including the introduction and
subsequent developments of tools and agricultural technology.
Generalizations
1. Anthropologists, archaeologists, and paleontologists work together to create our understanding of
prehistoric cultures since the defining trait of prehistory is its lack of a writing system.
2. The development and use of tools enabled the nomadic hunter-gatherers to settle into a more
agrarian civilization, which in turn led to the creation of villages and permanent settlements.
3. Essential resources such as access to food, water, and shelter are necessary for a society to thrive.
Essential Questions
1. What is social studies? Why do we study it?
2. How do anthropologists, archaeologists, and paleontologists work together to create our modern
understanding of the prehistoric era?
3. How did the development of tools lead to more stable societies?
4. What caused the transition from nomadic societies to agrarian civilizations?
5. What are the most essential resources for a society to thrive?
6. How are the Stone and Bronze Ages similar and different?
7. How are Cro-Magnons and Neanderthals similar and different?
8. What is the Neolithic Revolution, and how did it impact the cultures of the Prehistoric Era?
Unit Vocabulary
Agrarian
Homo sapiens
Nomadic
Anthropologist
Human community
Origin
Archaeologist
Hunter-gatherer
Paleolithic cave painting
Artifact
Ice Age
Paleontologist
Bronze Age
Innovation
Prehistoric
Clovis
Location
Resources
Cro-Magnon
Migration
Scarcity
Decline
Neanderthal
Social studies
Hominid
Neolithic Revolution
Stone Age
Donald Johanson
Lucy
Key People
Mary and Louis Leakey
Unit 1- Goals
What do students need to KNOW?
What do students need to be able to DO?

A working definition of social studies

Define “social studies”

The reasons we study history

Explain the reasons for studying history

What anthropologists, archaeologists, and paleontologists do


How anthropologists, archaeologists, and paleontologists work
together to create an understanding of a prehistoric culture
Explain what anthropologists, archaeologists, and paleontologists
do

Analyze how they work together to create an understanding of a
prehistoric culture

Identify the tools developed during the Prehistoric Era

Analyze the impact of tool development and use on the cultures of
that time period

Explain why many nomadic societies settled into agrarian
civilizations

The timeline of tool development from the Prehistoric Era

The impact of tool development and use on the cultures of that
time period

Why many nomadic societies settled into agrarian civilizations

The essential resources necessary for a society to thrive

The defining characteristics of the Stone Age and the Bronze Age

Identify the essential resources necessary for a society to thrive

The defining characteristics of Cro-Magnons and Neanderthals

Identify the characteristics of the Stone Age and the Bronze Age

The causes and effects of the Neolithic Revolution

Compare and contrast the Cro-Magnons and Neanderthals

Analyze the causes and effects of the Neolithic Revolution
I Can… Statements

I Can… define “social studies.”

I Can… explain the reasons we study history.

I Can… explain what anthropologists, archaeologists, and paleontologists do.

I Can… analyze how these people work together to create an understanding of a prehistoric culture.

I Can… identify the tools developed during the Prehistoric Era.

I Can… analyze the impact of tool development and use on the cultures of that time period.

I Can… explain why many nomadic societies settled into agrarian civilizations.

I Can… identify the essential resources necessary for a society to thrive.

I Can… identify the characteristics of the Stone Age and the Bronze Age.

I Can… compare and contrast the Cro-Magnons and Neanderthals.

I Can… analyze the causes and effects of the Neolithic Revolution.
Unit 1- Essential Standards
HISTORY
H.1.3 Use primary and
secondary sources to
interpret various historical
perspectives.
H.2.3 Explain how
innovation and/or
technology transformed
civilizations, societies, and
regions over time (e.g.,
agricultural technology,
weaponry, transportation,
and communication).
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G&EL.1.1 Explain how
the physical features and
human characteristics of a
place influenced the
development of
civilizations, societies, and
regions (e.g., location near
rivers and natural barriers,
trading practices, and
spread of culture).
G&EL.1.2 Explain the
factors that influenced the
movement of people,
goods, and ideas and the
effects of that movement
on societies and regions
over time (e.g., scarcity of
resources, conquests,
desire for wealth, disease,
and trade).
CIVICS AND
GOVERNMENT
C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
C&G.1.4 Compare the
role (e.g. maintain order
and enforce societal values
and beliefs) and evolution
of laws and legal systems
(e.g. need for and
changing nature of
codified system of laws
and punishment) in various
civilizations, societies and
regions.
ECONOMICS &
FINANCIAL
LITERACY
E&FL.1.1 Explain how
conflict, compromise, and
negotiation over the
availability of resources
(natural, human and
capital) impacted the
economic development of
various civilizations,
societies and regions (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
trading networks).
E&FL.1.2 Explain how
quality of life is impacted
by economic choices of
civilizations, societies and
regions.
CULTURE
C.1.1 Analyze how
cultural expressions
reflected the values of
civilizations, societies and
regions (e.g., oral
traditions, art, dance,
music, literature, and
architecture).
C.1.3 Summarize systems
of social structure within
various civilizations and
societies over time (e.g.
Roman class structure,
Indian caste system and
feudal, matrilineal and
patrilineal societies).
G&EL.1.3 Compare
distinguishing
characteristics of various
world regions (e.g.,
physical features, culture,
political organization, and
ethnic make-up).
G&EL.1.4 Explain how
and why civilizations,
societies and regions have
used, modified and
adapted to their
environments (e.g.,
invention of tools,
domestication of plants
and animals, farming
techniques and creation of
dwellings).
G&EL.2.1 Use maps,
charts, graphs, geographic
data and available
technology tools to draw
conclusions about the
emergence, expansion,
and decline of civilizations,
societies, and regions.
Academic Vocabulary:
agrarian, artifact, Stone
Age, Bronze Age, Neolithic
Revolution, anthropologist,
archaeologist,
paleontologist
Academic Vocabulary:
resources, agrarian,
hunter-gatherer, nomadic,
Neolithic Revolution,
migration, location,
scarcity
Academic Vocabulary:
agrarian civilization,
nomadic culture
Academic Vocabulary:
domestication, innovation,
scarcity
Academic Vocabulary:
cuneiform, domestication,
agricultural innovation,
resources, cave paintings,
community, artifact
Unit 1- Common Core Standards
READING
WRITING
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific
content.
R.6-8.10 Read and comprehend history/social studies
texts in the grade 6 text complexity band independently
and proficiently.
W.6-8.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. 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.
W.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
R.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
R.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
R.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
R.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
W.6-8.5 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, focusing on how well purpose and audience
have been addressed.
W.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Unit 1- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
H.1.3, H.2.3
G&EL.1.1, G&EL.1.2,
G&EL.1.3, G&EL.1.4,
G&EL.2.1
C&G.1.1, C&G.1.4
E&FL.1.1, E&FL.1.2
Time:
Era 1-2, may touch the
beginning of Era 3
 Ice Age
 Stone Age
 Bronze Age
 Paleolithic
 Mesolithic
 Neolithic
Location: (absolute and
relative)
 Olduvai Gorge
 Africa
 Fertile Crescent
 Asia
 Europe
 Indus River Valley
 Yellow River Valley
Leadership:
Government Structure:
Military Innovation:
Citizenship:
Rules and Laws:
Historical Figures:
 Mary Leakey
 Louis Leakey
Place: (physical & human
characteristics)
 Fertile soil
 Mountainous
 Access to resources
 River valleys
Economic
Development
 Division of labor
 Trade
 Development of
agriculture
 Population growth
 Access to resources
leading to
exploration,
conquest, and
settlement
Technological
Developments:
 Agricultural
 Tools
 Communication
Cultural Developments:
 Nomadic cultures
 Agrarian cultures
Connections to Today:
 Archaeologists
 Paleontologists
 Anthropologists
Natural Resources:
 Stone
 Bronze
 Wood
 Metal
 Water
 Animals
 Food sources—huntergatherer to agrarian
 Irrigation
 Agriculture
Movement:
 Nomads
 Hunter-gatherer
 Neolithic Revolution
 Migration
 settlement

The need for all these
things stems from the
development of permanent
civilizations: As people live
together in closer proximity
and as population grows
due to agricultural and
technological developments,
communities expand and
eventually develop the need
for leaders, social
structures, military,
citizenship, and rules and
laws.
Quality of Life
 Population growth
 Surplus of food due
to agricultural
developments
CULTURE
C.1.1, C.1.3
People:
 Cro-Magnon
 Neanderthal
 Hominids
 Lucy
 Australopithecine
 Homo habilis
 Homo erectus
 Homo sapiens
Cultural Expression:
 Cave paintings
 Artifacts
 Tools
 Religion
 Art
Social Structure
 Settling of nomadic
cultures into agrarian
civilizations
 Division and
specialization of labor
 Formalized religion
Unit 2- Geography of Ancient Civilizations
Essential Standards – H.2.3, G&EL.1.1, G&EL.1.2, G&EL.1.3, G&EL.1.4, G&EL.2.1,
C&G.1.1, C&G.1.4, E&FL.1.1, E&FL.1.2, C.1.1
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL LITERACY
CULTURE
Unit Overview
In this unit, students will study the 4 cradles of civilization in order to understand how physical geography shaped the
social, economic and political development of ancient civilizations. Students should develop an understanding of how
ancient societies used technology to change their environment as well as how the environment shaped the development
of that technology. Students should draw conclusions about ancient civilizations based upon patterns of migration and
settlement. Geographical features and resources and how they influenced ancient civilizations should be emphasized.
Generalizations
1. Physical geographical features and resources of an area determine the ability of a culture to create a successful
permanent civilization in that area.
2. For a permanent civilization to thrive successfully, it should have access to food sources (meat and vegetation),
fertile soil for agricultural development, sources of shelter such as forests or the ability to create shelter (wood,
animal skins, etc), and water for drinking and irrigation.
3. The needs created by the environment directly contribute to the types of technology developed by the culture that
settles in that environment.
4. Once a culture settles in an environment, it develops technology to shape that environment into that which will best
improve and propagate that culture.
5. When geographical features change, the settled cultures must adapt or move.
6. Social structures often stem from a culture’s needs in relation to the environment (e.g., the need for huntergatherers, domestication of work and food animals, development of agriculture).
7. Political structures become necessary as populations grow and permanent civilizations expand.
8. With technological and agricultural advancements, ancient civilizations improved their economies through such
techniques as irrigation, planting, surplus, domestication, travel, and trade.
Essential Questions
1. What geographical features are beneficial to the establishment of a permanent civilization?
2. What geographical features are detrimental to the establishment of a permanent civilization?
3. How did geography shape the social development of ancient civilizations?
4. How did geography shape the economic development of ancient civilizations?
5. How did geography shape the political development of ancient civilizations?
6. How did ancient civilizations use technology to change their environment?
7. How did the environment shape the development of a civilization’s technology?
8. What conclusions can you draw about ancient civilizations based upon patterns of migration and settlement?
9. What are the beneficial geographical features of the Mesopotamian region that encouraged permanent civilization?
10. What are the beneficial geographical features of the Egyptian region that encouraged permanent civilization?
11. What are the beneficial geographical features of the Indian region that encouraged permanent civilization?
12. What are the beneficial geographical features of the Yellow River Valley that encouraged permanent civilization?
Unit Vocabulary
Agriculture
Migration
Aryan
Mohenjo-Daro
Civilization
Mountains
Conquest
Movement
Cooperation
Nile River
Domestication
Place
Fertile Crescent
Region
Fire
Resources
Flood
Silt
Harappa
Tigris & Euphrates Rivers
Human-environment interaction
Vegetation zones
Innovation
Irrigation
Yellow (Huang He) River
Unit 2- Goals
What do students need to KNOW?

Beneficial geographical features and resources

Detrimental geographical features

The geographical features and resources that contributed
to the success of Mesopotamia

The geographical features and resources that contributed
to the success of Egypt
What do students need to be able to DO?

Identify beneficial and detrimental geographical features
and resources

Explain the geographical features and resources of
Mesopotamia

Explain the geographical features and resources of Egypt

Explain the geographical features and resources of India

Explain the geographical features and resources of China

The geographical features and resources that contributed
to the success of India

Identify the types of technology these cultures developed

The geographical features and resources that contributed
to the success of China

Analyze how these cultures used technology to change their
environments

The types of technology developed by the cultures that
settled in these areas

Analyze how the environment determined the types of
technology these cultures developed

How these cultures used technology to change their
environment

Identify the geographical changes that influence a culture’s
ability to remain settled in that area

How the environment determined the types of technology
these cultures developed

Analyze the connection between social structures and the
society’s relationship with the environment

The geographical changes that influence a culture’s ability
to remain settled in that area

Analyze how economies develop based on agricultural and
technological developments

How social structures arise from the society’s relationship
with the environment

Analyze the development of political systems as populations
grow and civilizations expand

How economies develop based upon environmental
(agricultural and technological) advances

How political systems become necessary as populations
grow and civilizations expand
I Can… Statements

I Can… identify beneficial and detrimental geographical features and resources.

I Can… explain the geographical features and resources of Mesopotamia.

I Can… explain the geographical features and resources of Egypt.

I Can… explain the geographical features and resources of India.

I Can… explain the geographical features and resources of China.

I Can… identify the types of technology developed in the 4 cradles of civilization.

I Can… analyze how these cultures used technology to change their environments.

I Can… analyze how the environment determined the types of technology these cultures developed.

I Can… identify the geographical changes that influence a culture’s ability to remain settled in that area.

I Can… analyze the connection between social structures and the society’s relationship with the environment.

I Can… analyze how economies develop based on agricultural and technological developments.

I Can… analyze the development of political systems as populations grow and civilizations expand.
Unit 2- Essential Standards
HISTORY
H.2.3 Explain how
innovation and/or
technology
transformed
civilizations, societies,
and regions over time
(e.g., agricultural
technology, weaponry,
transportation, and
communication).
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G&EL.1.1 Explain how the physical
features and human characteristics
of a place influenced the
development of civilizations,
societies, and regions (e.g., location
near rivers and natural barriers,
trading practices, and spread of
culture).
G&EL.1.2 Explain the factors that
influenced the movement of people,
goods, and ideas and the effects of
that movement on societies and
regions over time (e.g., scarcity of
resources, conquests, desire for
wealth, disease, and trade).
G&EL.1.3 Compare distinguishing
characteristics of various world
regions (e.g., physical features,
culture, political organization, and
ethnic make-up).
CIVICS AND
GOVERNMENT
C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
C&G.1.4 Compare the role
(e.g. maintain order and
enforce societal values and
beliefs) and evolution of
laws and legal systems (e.g.
need for and changing
nature of codified system of
laws and punishment) in
various civilizations,
societies and regions.
ECONOMICS &
FINANCIAL
LITERACY
E&FL.1.1 Explain how
conflict, compromise,
and negotiation over the
availability of resources
(natural, human and
capital) impacted the
economic development
of various civilizations,
societies and regions
(e.g. competition for
scarce resources,
unequal distribution of
wealth and the
emergence of powerful
trading networks)
CULTURE
C.1.1 Analyze how
cultural expressions
reflected the values of
civilizations, societies
and regions (e.g., oral
traditions, art, dance,
music, literature, and
architecture).
E&FL.1.2 Explain how
quality of life is
impacted by economic
choices of civilizations,
societies and regions.
G&EL.1.4 Explain how and why
civilizations, societies and regions
have used, modified and adapted to
their environments (e.g., invention
of tools, domestication of plants
and animals, farming techniques
and creation of dwellings).
G&EL.2.1 Use maps, charts,
graphs, geographic data and
available technology tools to draw
conclusions about the emergence,
expansion, and decline of
civilizations, societies, and regions.
Academic
Vocabulary:
Agriculture, irrigation,
domestication,
innovation, cooperation
Academic Vocabulary:
resources, irrigation, trade routes,
silt, flood, fire, Fertile Crescent,
Harappa, Aryan, Yellow River
Valley, Tigris & Euphrates Rivers,
vegetation zones, Mohenjo-Daro,
migration, Nile River
Academic Vocabulary:
Pharaoh, emperor,
conquest, civilization,
cooperation, dynasty,
Hammurabi’s code
Academic
Vocabulary:
domestication,
agricultural, innovation,
resources, social class,
irrigation, artisan, trade
routes
Unit 2- Common Core Standards
READING
WRITING
Academic
Vocabulary:
cuneiform,
domestication,
agricultural,
innovation, resources,
social class,
polytheism,
hieroglyphics, trade
routes, cooperation
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific
content.
R.6-8.10 Read and comprehend history/social studies
texts in the grade 6 text complexity band independently
and proficiently.
W.6-8.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. 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.
W.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
R.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
R.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
R.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
R.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
W.6-8.5 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, focusing on how well purpose and audience
have been addressed.
W.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Unit 2- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
ECONOMICS &
FINANCIAL
LITERACY
CIVICS AND
GOVERNMENT
CULTURE
H.2.3
G&EL.1.1, G&EL.1.2,
G&EL.1.3, G&EL.1.4,
G&EL.2.1
C&G.1.1, C&G.1.4
E&FL.1.1, E&FL.1.2
Time:
Eras 2 and 3
Location: (absolute and
relative)
 Fertile CrescentMesopotamia
 Egyptian River Valley
 Indus River Valley
 Yellow River Valley
Leadership:
 Emperor
 Pharaoh
 King
 Military Ruler
Conflict &
Compromise:
 Trade routes
 Expanding markets
 Competition for
resources and
goods
 Access to natural
resources
 Access to human
capital
People:
 Mesopotamians
 Egyptians
 Indians
 Chinese
Economic
Development
 Trade routes
 Math systems
 Writing systems
 Record-keeping
 Supply, demand,
and surplus
Values & Beliefs,
Religion:
 Religious artifacts
 Religious structures
 Religious records
 Religious traditions
Innovations:
 Agricultural technology
 Weaponry
 Travel
 Trade
 Irrigation
 Surplus
 Math systems
 Writing systems
 Planting-harvesting
developments
Place: (physical & human
characteristics)
 Rivers and bodies of
water
 Natural barriers
 Fertile soils
 Temperate climate
Natural Resources:
 Leather
 Iron
 Wood
 Silver
 Stone
 Bronze
 Water
 Vegetation
 Animals
Government Structure:
 Development of political
structures due to permanent
settlement
Military Innovation:
 Weaponry
 Organized military invasions
and conquests
Rules and Laws:
 Hammurabi’s Code
Quality of Life
 Permanent
settlements
 Political and social
structures
 Improving
economies with
agricultural
developments
Movement:
 Trade routes
 Migration due to natural
disasters
 Conquest & colonization
C.1.1
Cultural Expression:
 Art
 Religion
 Architecture
 Literary tradition
Social Structure
 Development of social
classes, caste systems
 Division and
specialization of labor
Unit 3- Rise and Fall of Civilization
Essential Standards –H1.3, H2.3, H2.4, G1.1, G1.4, G2.1, C&G1.4, E&FL1.1, C1.1, C1.2, C1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS AND
FINANCIAL
LITERACY
CULTURE
Unit Overview
During this unit, students identify and analyze the 5 primary factors that relate to the emergence, rise,
expansion, and fall of civilizations: technology, environment, leadership, governmental and social
structures, and cultural value systems. When choosing civilizations, teachers should represent a variety
of areas. If teachers are following a chronological study format, they can choose civilizations from Era 3:
1000 BCE – 300 CE; however, teachers may also choose to represent multiple eras in order to reinforce
the connection that all civilizations across time are subject to the same primary factors in their
developmental arc. Students will use the primary factors to examine different global civilizations in
analyzing similarities and differences among those civilizations over time. Based on the evidence,
students will then need to be able to provide explanations of the impacts these factors have on
civilizations. Students may also want to develop their own civilizations as a project-based learning
experience using the factors to guide their product.
Generalizations
1. Throughout time, civilizations have emerged, expanded, and declined due to 5 primary factors:
technology, environment, leadership, governmental and social structures, and cultural value
systems.
2. Technological developments influence the development of a civilization.
3. Access to resources contributes to the success and/or failure of a civilization.
4. Leadership impacts the growth and/or decline of a civilization.
5. The structures of both the government and the society play important roles in the rise and fall of
a civilization.
6. A civilization’s cultural value system influences its success and/or failure.
Essential Questions
1.
2.
3.
4.
5.
6.
What advantages does civilization offer society?
How do technological developments impact the growth or decline of a civilization?
How have competition, conflict and compromise over natural resources impacted development?
How have key historical figures and cultural groups influenced society?
How do a society’s governmental and social structures affect its development?
What impact does a civilization’s cultural value system have on its success and/or failure?
Unit Vocabulary
agricultural
artisan
city-state
cuneiform
domestication
dynasty
emperor
Great Wall of China
Hammurabi's Code
hieroglyphics
innovation
irrigation
law
pharaoh
polytheism
resources
social class
trade routes
Unit 3- Civilizations to Consider for Case Study
Civilization
Time Period
(Era)
Leader(s)
Egypt
3000-800 BCE (Era 2-3)
Ramses II
Carthage
650-146 BCE (Era 3)
Hannibal
Mali
1230-1600 CE (Era 5+)
Mansa Musa
Songhai Empire
1340-1591 CE (Era 5+)
Sonni Ali, Askia Muhammed the
Great
Olmec
1200-400 BCE (Eras 2-3)
Unknown
Aztec
1300-1581 CE (Era 5+)
Moctezuma I or II, Tlacaelel
Central America
Mayans
1800 BC-800 CE (Eras 2-4)
Dynastic rule of city-states by
hereditary position
South America
Incans
1438-1533 CE (Era 5+)
Atahualpa, Pachacuti
Babylonia
1894-539 BCE (Eras 2-4)
Hammurabi, Nebuchadnezzar I
Sumer
4500-1700 BCE (Eras 1-2)
Gilgamesh, Sargon
Mongol Empire
1206-1370 CE (Era 5)
Genghis Khan
Indus Valley
3000-1700 BCE (Era 2)
Unknown
Phoenicia
2300-1200 BCE (Era 2)
Nebuchadnezzar, King Hiram,
King David, King Solomon
Persia
550-330 BCE (Era 3)
Cyrus the Great
Shang Dynasty
1600-1046 BCE (Era 2)
Wu Ding
Zhou Dynasty
Western 1029-771 BCE (Eras 23)
King Zhao, Confucius, Laozi
Area/Region
Northern Africa
Southern Africa
Mexico
Mesopotamia
Northern Asia
Southwest Asia
Eastern 770-256 BCE (Era 3)
China
Qin Dynasty
Han Dynasty
Japan
Heian Period
221-206 BCE (Era 4)
Qin Shi Huangdi
Western 206 BCE-9 CE (Era 4)
Liu Bang, Emperor Wu, Wang
Mang
Eastern 25-220 CE (Era 4)
794-1185 CE (Eras 4-5)
Fugiwara no Michinaga
Greece
1000-323 BCE (Era 3)
Alexander the Great, Homer,
Pericles
Roman Empire
27 BCE-476 CE (Eras 3-4)
Julius Caesar, Augustus,
Constantine
Western Europe
Reminder: Teachers are NOT expected to teach ALL these civilizations. Students need 3-5 civilizations to
learn the objectives of the unit.
Unit 3- Goals
What do students need to KNOW?
What do students need to be able to DO?

Biographical information about notable leaders of 35 major civilizations

Use primary and secondary sources to develop an
understanding of 3-5 major civilizations

Governmental and social structures of 3-5 major
civilizations


Major technological developments of 3-5 major
civilizations
Use maps, charts, and geographic data to support
conclusions about the development of 3-5 major
civilizations

Explain how technological developments influence
the growth of 3-5 major civilizations

Identify and analyze the role of the environment in
the rise and decline of 3-5 major civilizations

Analyze how competition, conflict, and compromise
over natural resources affect the development of 3-5
major civilizations

Explain the governmental and social structures of 35 major civilizations

Explain the cultural value systems of 3-5 major
civilizations, including references to cultural
expressions and religion, for several major
civilizations

Analyze the roles of those structures in the rise and
fall of their respective civilizations

Analyze the effects of key historical figures and
cultural groups within 3-5 major civilizations

Compare and contrast the rise and fall of 3-5 major
civilizations

Environmental factors for 3-5 major civilizations

Cultural value systems of 3-5 major civilizations
I Can… Statements

I Can… explain the advantages of civilization.

I Can… identify the technological developments of a variety of civilizations
HISTORY
H1.3 Use primary and
secondary sources to
interpret various historical
perspectives.
H2.3 Explain how
innovation and/or
technology transformed
civilizations, societies and
regions over time (e.g.
agricultural technology,
weaponry, transportation
and communication).
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G1.1 Explain how the
physical features and
human characteristics of a
place influenced the
development of
civilizations, societies and
regions (e.g., location near
rivers and natural barriers,
trading practices and
spread of culture).
G1.4 Explain how and
why civilizations, societies
and regions have used,
CIVICS AND
GOVERNMENT
ECONOMICS AND
FINANCIAL LITERACY
C&G1.4 Compare the role
(e.g. maintain order and
enforce societal values and
beliefs) and evolution of
laws and legal systems
(e.g. need for and
changing nature of
codified system of laws
and punishment) in various
civilizations, societies and
regions.
E1.1 Explain how conflict,
compromise, and
negotiation over the
availability of resources
(natural, human and
capital) impacted the
economic development of
various civilizations,
societies and regions (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
CULTURE
C1.1 Analyze how cultural
expressions reflected the
values of civilizations,
societies and regions (e.g.
oral traditions, art, dance,
music, literature, and
architecture).
C1.2 Explain how religion
transformed various
societies, civilizations, and
regions (e.g., beliefs,
practices and spread of
Buddhism, Christianity,
H2.4 Explain the role that
key historical figures and
cultural groups had in
transforming society (e.g.,
Mansa Musa, Confucius,
Charlemagne, and Qin Shi
Huangdi).
modified and adapted to
their environments (e.g.,
invention of tools,
domestication of plants
and animals, farming
techniques and creation of
dwellings).
trading networks)
Confucianism, Hinduism,
Islam and Judaism).
C1.3 Summarize systems
of social structure within
various civilizations and
societies over time (e.g.
Roman class structure,
Indian caste system and
feudal, matrilineal and
patrilineal societies).
G2.1 Use maps, charts,
graphs, geographic data
and available technology
tools to draw conclusions
about the emergence,
expansion, and decline of
civilizations, societies and
regions.
Academic Vocabulary:
Academic Vocabulary:
Academic Vocabulary:
Academic Vocabulary:
Academic Vocabulary:
city-state, pharaoh,
dynasty, domestication,
Great Wall of China,
emperor, Hammurabi, Qin
Shi Huangdii, Ramses II
resources, irrigation, trade
routes, domestication,
agricultural
city-state, pharaoh,
dynasty, domestication,
Great Wall of China,
emperor, Hammurabi, Shi
Huang Di, Ramses II
domestication, agricultural,
innovation, resources,
social class, irrigation,
artisan, trade routes
cuneiform, domestication,
agricultural, innovation,
resources, social class,
polytheism, hieroglyphics,
trade routes
Unit 3- Common Core Standards
READING
WRITING
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis of primary
and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific content.
R.6-8.10 Read and comprehend history/social studies texts in the
grade 6 text complexity band independently and proficiently.
W.6-8.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. 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.
W.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
R.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
W.6-8.5 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, focusing on how well purpose and
audience have been addressed.
Unit 3- Concepts with Subtopics Aligned to Unit Generalizations
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
HISTORY
H1.3, H2.3, H2.4
Technology

Agricultural technology
 weaponry
 transportation
 communication
Leadership






Gilgamesh
Sargon of Akkad
Hammurabi
King David
Genghis Khan
Ramses II
G1.1, G1.4, G2.1
Environment










Location near rivers and
natural barriers
Natural, physical
environment
Access to natural
resources
Trading practices
Spread of cultures
Invention of tools
Domestication of plants
and animals
Farming techniques
Creation of dwellings
Maps, charts, graphs
CIVICS AND
GOVERNMENT
C&G1.4
Leadership






Hammurabi
Qin Shi Huangdi
Confucius
Atahualpa
Askia Muhammed the
Great
Hannibal
ECONOMICS AND
FINANCIAL LITERACY
E1.1
Environment

Competition over natural
resources
 Distribution of wealth
 Trade networks
 Economic development
due to natural resources

Governmental & Social
Structures






Type of government
Social classes or castes
Legal systems and laws
Land ownership
Centralized/
decentralized
Citizenship
Skill development due to
natural resources (e.g.,
shipbuilding, invention of
the wheel)
Leadership

Social classes vs.
government
 Specialization of labor
and organized
workforces
 Governmental policies
regarding natural
resources and wealth
CULTURE
C1.1, C1.2, C1.3
Cultural Value Systems

Cultural expressions
(e.g., oral traditions, art,
dance, music, literature,
and architecture)
 Religion (e.g., beliefs,
practices, and spread)
 Gender roles
 Slavery
Governmental & Social
Structures

Social structures (e.g.,
Roman class structure,
Indian caste system,
feudal, matrilineal, and
patrilineal societies)
 Gender roles
 Slavery
Unit 3- Concepts with Subtopics Aligned to Unit Generalizations
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
HISTORY
H1.3, H2.3, H2.4
Technology

Agricultural technology
 weaponry
 transportation
 communication
Leadership






Gilgamesh
Sargon of Akkad
Hammurabi
King David
Genghis Khan
Ramses II
G1.1, G1.4, G2.1
Environment










Location near rivers and
natural barriers
Natural, physical
environment
Access to natural
resources
Trading practices
Spread of cultures
Invention of tools
Domestication of plants
and animals
Farming techniques
Creation of dwellings
Maps, charts, graphs
CIVICS AND
GOVERNMENT
C&G1.4
Leadership






Hammurabi
Qin Shi Huangdi
Confucius
Atahualpa
Askia Muhammed the
Great
Hannibal
ECONOMICS AND
FINANCIAL LITERACY
E1.1
Environment

Competition over natural
resources
 Distribution of wealth
 Trade networks
 Economic development
due to natural resources

Governmental & Social
Structures






Type of government
Social classes or castes
Legal systems and laws
Land ownership
Centralized/
decentralized
Citizenship
Skill development due to
natural resources (e.g.,
shipbuilding, invention of
the wheel)
Leadership

Social classes vs.
government
 Specialization of labor
and organized
workforces
 Governmental policies
regarding natural
resources and wealth
CULTURE
C1.1, C1.2, C1.3
Cultural Value Systems

Cultural expressions
(e.g., oral traditions, art,
dance, music, literature,
and architecture)
 Religion (e.g., beliefs,
practices, and spread)
 Gender roles
 Slavery
Governmental & Social
Structures

Social structures (e.g.,
Roman class structure,
Indian caste system,
feudal, matrilineal, and
patrilineal societies)
 Gender roles
 Slavery
Unit 3- “Case Study” Ideas
In order to conduct “case studies” of selected civilizations, teachers may consider
collecting a variety of items such as:








Primary and secondary texts
Video clips (Discovery Ed, BBC, National Geographic, internet resources)
Maps of the areas at that time period (Maps 101, internet resources)
Biographical information about the key historical figures or groups (textbooks, internet resources,
video clips, Discovery Ed)
Information about the government type and structure as well as the social structure of the
civilization (textbooks, articles, internet resources)
Information about the religion and value systems of the culture (religious documents—may be
primary sources, textbooks, internet resources)
Information about the policies regarding crime and punishment (legal documents, law codes,
primary sources, articles, textbooks, internet resources)
Information about the technological developments of the civilization such as agricultural
technology, weaponry, transportation, and communication (textbook, video clips, Discovery Ed,
internet resources)
Unit 3- List of Additional Concepts with Subtopics (may be used in this unit or in
other units)
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS AND
FINANCIAL LITERACY
CULTURE
H1.3, H2.3, H2.4
G1.1, G1.4, G2.1
C&G1.4
E1.1
C1.1, C1.2, C1.3
Time:
 Unit Three – Rise and
Fall of Civilization
Location: (absolute and
relative)
 Fertile CrescentMesopotamia (Tigris &
Euphrates Rivers) &
Egyptian (Nile River
Valley)
 Afroerasia
 Indus River Valley
 Ganges River Valley
 Huang He (Yellow) River
Valley
 Yangzi River Valley
 Mesoamerica
 Teotihuacan
 Australia/Oceania
Leadership:
Hammurabi
Qin Shi Huangdi
Ramses II
Genghis Khan
Mansa Musa
Confucius
Charlemagne
Competition, Conflict &
Compromise:
Silk Road
Mediterranean Trade
Routes
People:
 Indo-European
 African
 Asian
 Pacific Islander
 Nomads
 Farmers
 Urban Dwellers
 Era 3 – Farming and the
Emergence of Complex
Societies (10,000 –
1,000 BCE)
Historical Figures:








Gilgamesh
Sargon of Akkad
Hammurabi
King David
King Solomon
Nebuchadnezzar
Confucius
Laozi
Invasions/Conquests:
 Sumerian City-States
 Babylonian Empire
 Hebrews, Israelites, and
Jews
 Phoenicians
 Assyrian Empire
 New Babylonian Empire
 Egyptian Empire (Old
Kingdom, Middle
Place: (physical & human
characteristics)
 Steppe
 Desert
 River Valley
 Growing Season
 Climate Zones
Natural Resources:
 Domesticated Animals
and Plants
Government Structure:
Authoritarian
Monarchy
Centralized
Decentralized
Economic Development
Bronze Metallurgy
Iron Metallurgy
The Wheel
Horse-drawn Chariots
Shipbuilding
Specialization of Labor
Military Innovation:
Bow and Arrow
Walled Cities
Trade:
Trade Networks –
Phoenicians & Silk Road
Citizenship:
Factors of Citizenship –
Comparison of Ancient and
Modern Citizenship
Quality of Life
 Emergence of Social
Classes
Rules and Laws:
Hammurabi’s Code
Cultural Expression:
Writing Forms –
Hieroglyphics and
Cuneiform
Alphabet
Egyptian Tombs and
Mummification
Pottery
Values & Beliefs,
Religion:
Polytheism
Monotheism
Temple Communities
Ritual Sacrifices
Spirituality
The Mandate of Heaven
Mayan Calendar and
Writing System














Kingdom, and New
Kingdom)
Kush Kingdom
Bantu Migration
Harappan Society
Aryan Migration
Vedic Age
Yangshao Society
Xia Dynasty
Shang Dynasty
Zhou Dynasty
Warring States Period
Early Han Dynasty
(Unification of China)
Olmecs & Mayas
Aztecs and Incas
Native American Groups
Comparisons to Today:
 Ancient and Modern Life
 Ancient and Modern
Citizenship




Leather
Iron
Wood
Silver
Social Structure
 Patriarchal Society
 Matriarchal Society
 Caste System - Varnas
 Role of Women
 Peasants
 Slaves
Movement:
 Nomads/Migration
 Silk Road
 Water Routes
 Pastoral Nomadism
Region:
Southwest Asia
South Asia
East Asia
Southeast Asia
Afroerasia
North Africa
East Africa
West Africa
Sub-Saharan Africa
South Africa
Australia/Oceania
Mesoamerica
The Americas
Unit 4- Classical Civilizations
Essential Standards – H.1.2, H.1.3, H.2.1, H.2.3, H.2.4, G&EL.1.1, G&EL.1.2,
G&EL.2.1, C&G.1.1, C&G.1.2, C&G.1.3, C&G.1.4, E&FL.1.1, E&FL.1.2, C.1.2,
C.1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
CULTURE
Unit Overview
In this unit, students will study the development of civilizations into city-states and then the transition to
empires. Students should focus on the Persian Empire (Achaemenid, Seleucid, Parthian, Sassanid, and
Classical Persia), unification of China (Confucianism, Daoism, Legalism, Qin Dynasty, Early Han Dynasty,
and Later Han Dynasty), Classical India, Greek civilization, and Roman civilization in order to develop an
understanding of the reasons behind the creation of city-states and then empires as well as the process
(including expansion and colonization) and the effects of these developments. Students need to develop
an understanding of the influence of the conqueror’s attitude and beliefs toward the conquered peoples
and how that translates into the success and/or failure of the empire’s newly acquired territory (e.g.,
Cyrus’s respect for other cultures’ customs). Students should also examine cross-cultural exchanges
(e.g., the influence of the Silk Road) and analyze the fall of the Roman Empire and the rise of religious
authority.
Generalizations
1. A variety of factors determines a culture’s development of city-states and then empires, including a
need or desire for access to natural resources, a desire for power and control over neighboring areas,
an expanding population, a need or desire for access to new trading markets, and the desire to
diffuse culture and religion.
2. The structure, order, and ability of a civilization’s military has a significant impact on its success
and/or failure as an empire.
3. Several early civilizations expanded and maintained their control over ever-broadening areas by
encouraging peace and tolerance with the conquered peoples.
4. Early civilizations saw many notable achievements, often due to contact with other cultures and
civilizations.
5. The government, leadership structures, and citizenship rules and regulations of early civilizations
varied over time and across regions, but many changed and adapted as the empire expanded in
order to handle the problems that arise with governing large areas.
6. Contact with new cultures and civilizations brought about many innovations and changes in art,
architecture, and religion for the early civilizations.
7. Religion played an important role in the government and leadership of many early civilizations.
8. The governmental structures of Greece and Rome have significantly impacted modern forms of
government.
9. Many aspects of early civilizations have contributed to modern culture.
Essential Questions
1. What is the general developmental process of city-states and empires?
2. How did the military structures of different civilizations impact their success and/or failure as an
empire?
3. When conquering and annexing a culture, why is it important to encourage peace, and how is that
accomplished?
4. What are the notable achievements of the different civilizations?
5. What are the similarities and differences among early civilizations concerning government and
leadership structures?
6. As empires expanded, how did their government and leadership structures adapt?
7. What are the similarities and differences among early civilizations regarding citizenship?
8. As empires expanded, how did regulations regarding citizenship adapt?
9. As empires expanded, how did art, architecture, and religion change for the early civilizations?
10. In what ways was religion often tied to government and leadership in early civilizations?
11. How have Greece and Rome laid the foundations for modern government?
12. How did early civilizations contribute to modern culture?
Unit Vocabulary
12 Tables
Han Dynasty
philosophy
Aristocracy
Hellenes
plebeian
Athens
hieroglyphics
polis
Calligraphy
mercenaries
polytheism
caste system
militia
Republic
Ch’in Dynasty
Minoans
Rosetta Stone
Chou Dynasty
monarchy
Satrap
city-state
monotheism
senate
conscription
oligarchy
Shang Dynasty
democracy
papyrus
Sparta
dictator
patrician
T’ang Dynasty
dynasty
Pax Romana
Trojans
empire
peninsula
Gupta Dynasty
pharaoh
Key People
Alexander the Great
Amenhotep IV/Akhenaten
Aristotle
Attila
Caesar Augustus
Confucius
Constantine
Cyrus the Great
Darius I
Hammurabi
Hannibal
Hatshepsut
Julius Caesar
Marcus Aurelius
Menes
Pericles
Philip II
Plato
Ramses the Great
Socrates
Wu Chao
Zoroaster
Unit 4- Goals
What do students need to KNOW?
What do students need to be able to DO?

The factors that contribute to the establishment of city-states and
the transition to empires

Identify the factors that contribute to the establishment of citystates and the transition to empires

The role of the military in the creation of empires

Explain the role of the military in the creation of empires

The influence of the conqueror’s attitude toward the culture and
customs of the conquered people in maintaining control

Analyze the influence of the conqueror’s attitude toward the culture
and customs of the conquered people in maintaining control

The notable achievements of several early civilizations

Identify the notable achievements of several early civilizations

The similarities and differences among early civilizations in relation
to government and leadership structures

Compare and contrast government and leadership structures in
several early civilizations

The similarities and differences among early civilizations in relation
to citizenship

Compare and contrast the rules and regulations regarding
citizenship in several early civilizations

The ways governments, leadership structures, and citizenship rules
and regulations changed and adapted as empires expanded


How the art, architecture, and religion of early civilizations changed
as empires expanded
Analyze the ways in which governments, leadership structures, and
citizenship rules and regulations changed and adapted as empires
expanded

The ways religion was tied to government and leadership in several
early civilizations
Analyze how the art, architecture, and religion of early civilizations
changed as empires expanded

Explain how religion was tied to government and leadership in
several early civilizations

Identify the contributions of Greece and Rome to modern
government

Identify contributions of other early civilizations to modern cultures


The contributions of Greece and Rome to modern government

Contributions of other early civilizations to modern cultures
I Can… Statements

I Can… Identify the factors that contribute to the establishment of city-states and the transition to empires.

I Can… Explain the role of the military in the creation of empires.

I Can… Analyze the influence of the conqueror’s attitude toward the culture and customs of the conquered people in
maintaining control.

I Can… Identify the notable achievements of several early civilizations.

I Can… Compare and contrast government and leadership structures in several early civilizations.

I Can… Compare and contrast the rules and regulations regarding citizenship in several early civilizations.

I Can… Analyze the ways in which governments, leadership structures, and citizenship rules and regulations changed and
adapted as empires expanded.

I Can… Analyze how the art, architecture, and religion of early civilizations changed as empires expanded.

I Can… Explain how religion was tied to government and leadership in several early civilizations.

I Can… Identify the contributions of Greece and Rome to modern government.

I Can… Identify contributions of other early civilizations to modern cultures.
Unit 4- Essential Standards
HISTORY
H.1.2 Summarize the
literal meaning of historical
documents in order to
establish context.
H.1.3 Use primary and
secondary sources to
interpret various historical
perspectives.
H.2.1 Explain how
invasions, conquests, and
migrations affected various
civilizations, societies, and
regions (e.g., Mongol
invasion, the Crusades, the
Peopling of the Americas
and Alexander the Great).
H.2.3 Explain how
innovation and/or
technology transformed
civilizations, societies, and
regions over time (e.g.,
agricultural technology,
weaponry, transportation,
and communication).
H.2.4 Explain the role that
key historical figures and
cultural groups had in
transforming society (e.g.,
Mansa Musa, Confucius,
Charlemagne, and Qin Shi
Huangdi).
Academic Vocabulary:
democracy, republic,
Athens, Sparta, city-state,
peninsula, polis, senate,
plebeian, patrician,
oligarchy, Pax Romana, 12
Tables, philosophy,
empire, senate, satrap,
militia
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G&EL.1.1 Explain how the
physical features and
human characteristics of a
place influenced the
development of
civilizations, societies, and
regions (e.g., location near
rivers and natural barriers,
trading practices, and
spread of culture).
G&EL.1.2 Explain the
factors that influenced the
movement of people,
goods, and ideas and the
effects of that movement
on societies and regions
over time (e.g., scarcity of
resources, conquests,
desire for wealth, disease,
and trade).
G&EL.2.1 Use maps,
charts, graphs, geographic
data and available
technology tools to draw
conclusions about the
emergence, expansion,
and decline of civilizations,
societies, and regions.
Academic Vocabulary:
resources, plague,
peninsula, trade routes
CIVICS AND
GOVERNMENT
C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
C&G.1.2 Summarize the
ideas that shaped political
thought in various
civilizations, societies, and
regions (e.g., divine right,
equality, liberty, citizen
participation, and
integration of religious
principles).
C&G.1.3 Compare the
requirements for (e.g.,
age, gender and status)
and responsibilities of
(e.g., paying taxes and
military service) citizenship
under various
governments.
ECONOMICS &
FINANCIAL
LITERACY
E&FL.1.1 Explain how
conflict, compromise, and
negotiation over the
availability of resources
(natural, human and
capital) impacted the
economic development of
various civilizations,
societies and regions (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
trading networks)
E&FL.1.2 Explain how
quality of life is impacted
by economic choices of
civilizations, societies, and
regions.
C.1.2 Explain how religion
transformed various
societies, civilizations, and
regions (e.g., beliefs,
practices, and spread of
Buddhism, Christianity,
Confucianism, Hinduism,
Islam, and Judaism).
C.1.3 Summarize systems
of social structure within
various civilizations and
societies over time (e.g.
Roman class structure,
Indian caste system and
feudal, matrilineal and
patrilineal societies).
C&G.1.4 Compare the
role (e.g. maintain order
and enforce societal values
and beliefs) and evolution
of laws and legal systems
(e.g. need for and
changing nature of
codified system of laws
and punishment) in various
civilizations, societies and
regions.
Academic Vocabulary:
city-state, pharaoh,
dynasty, Great Wall of
China, emperor, dictator,
Hammurabi, Ramses II. 12
Tables, aristocracy,
democracy, oligarchy,
Alexander the Great,
Hammurabi, Hannibal,
Attila
Academic Vocabulary:
domestication, agricultural,
innovation, resources,
social class, irrigation,
artisan, trade routes,
papyrus
Unit 4- Common Core Standards
READING
CULTURE
WRITING
Academic Vocabulary:
cuneiform, social class,
caste system, philosophy,
conscription, calligraphy,
architecture, polytheism,
hieroglyphics, trade routes,
Aristotle, Plato, Socrates,
Pericles, Confucius,
Akhenaten
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific
content.
R.6-8.10 Read and comprehend history/social studies
texts in the grade 6 text complexity band independently
and proficiently.
W.6-8.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. 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.
W.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
R.6-8.3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill
becomes the law, how interest rates are raised or
lowered).
R.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
R.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
R.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
R.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
W.6-8.5 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, focusing on how well purpose and audience
have been addressed.
W.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Unit 4- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
H.1.2, H.1.3, H.2.1,
H.2.3, H.2.4
G&EL.1.1, G&EL.1.2,
G&EL.2.1
C&G.1.1, C&G.1.2,
C&G.1.3, C&G.1.4
E&FL.1.1,
E&FL.1.2
Time:
Era 4-5: Intensified
Hemispheric Interactions
Location: (absolute and
relative)
 Fertile CrescentMesopotamia
 Egyptian River Valley
 Indus River Valley
 Yellow River Valley
 Greece
 Rome
 Persia
 Egypt
 India
 China
Leadership:
 Genghis Khan
 Akhenaten
 Attila
 Constantine
 Cyrus
 Darius I
 Hannibal
 Marcus Aurelius
 Menes
 Philip II
 Ramses the Great
Competition,
Conflict &
Compromise:
 Silk Road
 Trade routes
 Resources
 Mercenaries
 Militia
Historical Figures:

Julius Cesar

Augustus

Alexander the Great

Pericles

Socrates

Plato

Aristotle

Constantine
Invasions & Conquests:
 Mongol conquests of





1206-1279
Greek and Roman
conquests
Persian Wars
China (1207-1227)
Khwarizm (1218-1220)
Russia (1219-1224)
Comparisons to Today:
 Addition of Puerto Rico
to the US
Place: (physical & human
characteristics)
 Desert
 Steppe
 Valley
 River valley
 mountains
Natural Resources:
 Leather
 Iron
 Wood
 Silver
 Water
 Metals
Movement:
 Nomads
 Silk Road
 Conquest & colonization
Region:
 Southwest Asia
 Northeast Africa
 Eastern Asia
 Afroeurasia
 Mesoamerica
Government Structure:
 Traction trebuchet – adapted
from the Chinese
 Aristocracy
 Democracy
 Dictator
 Dynasty
 Empire
 Monarchy
 Oligarchy
 Pharaoh
 Republic
 Satrap
 senate
Economic
Development
 Rosetta Stone
 Silk Road
 Coins & money
 bartering
Trade:
 Silk Road
Quality of Life
 Access to goods
from distant
markets
 Innovations in
architecture
CULTURE
C.1.2, C.1.3
People:
 Confucius
 Aristotle
 Pericles
 Plato
 Socrates
Cultural Expression:
 Art
 Architecture
 Literature
Values & Beliefs,
Religion:
 Buddhism
 Confucianism
 Taoism
 Judaism
 Christianity
 Polytheism
 Monotheism
Social Structure
 Caste system
 Plebians
 varnas
Military Innovation:
 Traction trebuchet – adapted
from the Chinese
 Strong bows
 Horse-drawn chariots
 Advanced weaponry
Citizenship:
 The Yasa Code
 Aristotle’s Politics
Rules and Laws:
 The Yasa Code
 Hammurabi’s Code
 History of the Peloponnesian
War
 The Laws of Manu
Unit 5- Religion
Essential Standards – H.1.2, H.1.3, H.2.1, H.2.2, H.2.4, G&EL.1.2, G&EL.2.1,
C&G.1.1, C&G.1.2, C&G.1.4, E&FL.1.1, C.1.1, C.1.2, C.1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
CULTURE
Unit Overview
In this unit, students will study the development of several influential religions: Buddhism, Christianity,
Confucianism, Hinduism, Islam, and Judaism. Students should identify and analyze the factors that led to
the development of both Eastern and Western religions and ultimately be able to compare and contrast
the two. Students should also examine the effects of religious developments, including the ways in which
religions were often tied to government and leadership structures in early civilizations. Students should
be able to explain how religions both unite and divide humanity.
Generalizations
9. Major religions such as Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism have had
significant impacts on history, culture, government, and the economy.
10. The development of Eastern and Western religions stemmed from the needs, desires, and problems
of a culture; often refer to the writings and/or teachings of a particular individual; and spread,
changed, and adapted through contact with and conquest of other cultures.
11. Eastern and Western religions share certain similarities (e.g., reference to the writings and/or
teachings of a particular individual) while still being distinct from one another (e.g., monotheistic vs.
polytheistic, doctrines).
12. In many early civilizations, religious beliefs, customs, and leaders were often tied to the government
and leadership structures of the culture.
13. Throughout history, religions have served to both unite and divide humanity.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What factors led to the development of Eastern and Western religions?
How have the major religions in history impacted their respective cultural histories?
How have the major religions in history impacted their respective cultures?
How have the major religions in history impacted their respective economies?
How did religions spread, change, and adapt through contact with and conquest of other cultures?
What are the similarities among Eastern and Western religions?
What are the differences among the Eastern and Western religions?
Are religions more similar or different in their beliefs?
In what ways were the major religions in history tied to their respective government and leadership
structures?
10. How does religion unite and divide humanity?
Unit Vocabulary
10 Commandments
Filial piety
Monotheistic
4 Noble Truths
Ganges River
Mosque
5 Pillars
Hinduism
Nirvana
Analects
Islam
Polytheistic
Bible
Jerusalem
Reincarnation
Brahmin
Judaism
Synagogue
Buddhism
Karma
Temple
Christianity
Koran
Temple Mount
Church
Li
Torah
Confucianism
Mecca
Vedas
Dharma
Messiah
Dome of the Rock
Moksha
Key People
Abraham
Confucius
Jesus
Krishna
Muhammad
Siddhartha
Unit 5- Goals
What do students need to KNOW?
What do students need to be able to DO?

the impact of major religions on culture

Analyze the impact of major religions on culture

the impact of major religions on cultural history

Analyze the impact of major religions on cultural history

the impact of major religions on government and leadership
structures

Analyze the impact of major religions on government and
leadership structures

the impact of major religions on the economy

Analyze the impact of major religions on the economy

the factors leading to the development of Eastern and Western
religions

Identify the factors that led to the development of Eastern and
Western religions

The similarities and differences between Eastern and Western
religions

Compare and contrast Eastern and Western religions
How major religions spread, changed, and adapted through
contact with and conquest of other cultures


Explain how major religions have spread, changed, and adapted
through contact with and conquest of other cultures
How religious beliefs, customs, and leaders were tied to the
government and leadership structures of many early civilizations


Explain how religious beliefs, customs, and leaders were tied to the
government and leadership structures of many early civilizations
The ways in which religions have united and divided humanity


Analyze the ways in which religions have both united and divided
humanity
I Can… Statements

I Can… analyze the impact of major religions on culture.

I Can… analyze the impact of major religions on cultural history

I Can… analyze the impact of major religions on government and leadership structures.

I Can… analyze the impact of major religions on the economy

I Can… identify the factors that led to the development of Eastern and Western religions

I Can… compare and contrast Eastern and Western religions

I Can… explain how major religions have spread, changed, and adapted through contact with and
conquest of other cultures

I Can… explain how religious beliefs, customs, and leaders were tied to the government and
leadership structures of many early civilizations

I Can… analyze the ways in which religions have both united and divided humanity
Unit 5- Essential Standards
HISTORY
H.1.2 Summarize the
literal meaning of historical
documents in order to
establish context.
H.1.3 Use primary and
secondary sources to
interpret various historical
perspectives.
H.2.1 Explain how
invasions, conquests, and
migrations affected various
civilizations, societies, and
regions (e.g., Mongol
invasion, the Crusades, the
Peopling of the Americas
and Alexander the Great).
H.2.2 Compare historical
and contemporary events
and issues to understand
continuity and change.
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G&EL.1.2 Explain the
factors that influenced the
movement of people,
goods, and ideas and the
effects of that movement
on societies and regions
over time (e.g., scarcity of
resources, conquests,
desire for wealth, disease,
and trade).
G&EL.2.1 Use maps,
charts, graphs, geographic
data and available
technology tools to draw
conclusions about the
emergence, expansion,
and decline of civilizations,
societies, and regions.
H.2.4 Explain the role
that key historical figures
and cultural groups had in
transforming society (e.g.,
Mansa Musa, Confucius,
Charlemagne, and Qin Shi
Huangdi).
Academic Vocabulary:
Monotheism, polytheism,
filial piety, Koran, Bible,
Abraham, Confucius,
Jesus, Muhammad,
Siddhartha, Krishna
Academic Vocabulary:
resources, trade routes,
Ganges River, Mecca,
Jerusalem, Temple Mount,
Dome of the Rock
CIVICS AND
GOVERNMENT
C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
C&G.1.2 Summarize the
ideas that shaped political
thought in various
civilizations, societies, and
regions (e.g., divine right,
equality, liberty, citizen
participation, and
integration of religious
principles).
ECONOMICS &
FINANCIAL
LITERACY
E&FL.1.1 Explain how
conflict, compromise, and
negotiation over the
availability of resources
(natural, human and
capital) impacted the
economic development of
various civilizations,
societies and regions (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
trading networks)
C&G.1.4 Compare the
role (e.g. maintain order
and enforce societal values
and beliefs) and evolution
of laws and legal systems
(e.g. need for and
changing nature of
codified system of laws
and punishment) in various
civilizations, societies and
regions.
Academic Vocabulary:
4 Noble Truths, 10
Commandments, 5 Pillars,
Vedas, Analects
CULTURE
C.1.1 Analyze how
cultural expressions
reflected the values of
civilizations, societies and
regions (e.g., oral
traditions, art, dance,
music, literature, and
architecture).
C.1.2 Explain how religion
transformed various
societies, civilizations, and
regions (e.g., beliefs,
practices, and spread of
Buddhism, Christianity,
Confucianism, Hinduism,
Islam, and Judaism).
C.1.3 Summarize systems
of social structure within
various civilizations and
societies over time (e.g.
Roman class structure,
Indian caste system and
feudal, matrilineal and
patrilineal societies).
Academic Vocabulary:
resources, trade routes,
temple, church,
synagogue, mosque
Academic Vocabulary:
Buddhism, Christianity,
Confucianism, Hinduism,
Islam, Judaism, nirvana,
reincarnation, Koran, Bible,
Torah, Vedas, Analects,
messiah, Brahmin, Moksha
Unit 5- Common Core Standards
READING
WRITING
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific
content.
R.6-8.10 Read and comprehend history/social studies
texts in the grade 6 text complexity band independently
and proficiently.
W.6-8.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. 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.
W.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
R.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
R.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
R.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
R.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
W.6-8.5 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, focusing on how well purpose and audience
have been addressed.
W.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Unit 5- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
H.1.2, H.1.3, H.2.1,
H.2.2, H.2.4
G&EL.1.2, G&EL.2.1
C&G.1.1, C&G.1.2,
C&G.1.4
E&FL.1.1
Time:
Eras 3-5: this unit is a
broad look into the history
of religion over the ages
Location: (absolute and
relative)
 Europe
 Northern Africa
 Asia
 Afroeurasia
 Middle East
 China
 India
 Rome
 Jerusalem
 Mecca
 Dome of the Rock
Leadership:
 Abraham
 Confucius
 Jesus
 Muhammad
 Siddhartha
 Krishna
Competition,
Conflict &
Compromise:
 Silk Road
 Trade routes
 Spread of religious
views and texts
 Adaptation of
religious views,
customs, and texts
via contact
 Spread of religion
as a by-product of
empire expansion
Historical Figures:

Abraham

Confucius

Jesus

Muhammad

Siddhartha

Krishna
Invasions & Conquests:
 Unification of China
 Spread of Christianity
via Rome and the
Crusades
 Muslim conquest
 Jewish diaspora
 Catholicism vs.
Protestantism
Comparisons to Today:
 Religion and
government
 Islam vs. Christianity
Place: (physical & human
characteristics)
 Steppe
Natural Resources:
 Leather
 Iron
 Wood
 Silver
 Waterways
 Access to trade routes,
travel, and expansion
Movement:
 Silk Road
 Empire expansions
 Travel and trade
Government Structure:
 Roles of religious leaders
 Divine right to rule
Military Innovation:
 Development of weaponry
that aided conquest, such as
hardened steel, horse-drawn
chariots, better bows
Citizenship:
 Role of religion in citizenship
Rules and Laws:
 4 Noble Truths
 5 Pillars
 10 Commandments
 Analects
 Vedas
 Bible
 Koran
 Torah
Economic
Development
 Silk Road
 Spread of religion
opened new
markets for trade
Trade:
 Silk Road
 Trade routes
 New markets from
conquest
CULTURE
C.1.1, C.1.2, C.1.3
People:
 Abraham
 Confucius
 Jesus
 Muhammad
 Siddhartha
 Krishna
Cultural Expression:
 Religious texts
 Art
 music
Values & Beliefs,
Religion:
 religious texts
 Art
 music
Social Structure
 Caste system
 Enslaving conquered
people of different
religions
 High social ranking for
religious leaders or
figures
Quality of Life
 Silk Road
 Influence of
religious customs
from other regions
Unit 6- Middle Ages to Renaissance
Essential Standards – H.1.1, H.1.2, H.1.3, H.2.1, H.2.4, G&EL.1.2, G&EL.2.1,
G&EL.2.2, C&G.1.2, C&G.1.3, C&G.1.4, E&FL.1.1, E&FL.1.2, C.1.1, C.1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
CULTURE
Unit Overview
In this unit, students will study the political, cultural, and economic changes and growth that occurred
from the Middle Ages through the Renaissance with particular emphasis on art, science, language, and
political thought. Students should be able to trace the conflicts that spread language, scientific theories,
artistic ideologies, cultural and religious customs, disease, trade, and territorial boundaries over this time
period, and they should be able to identify several specific changes that took place during these time
periods. Students should ultimately be able to analyze the impact of the Middle Ages and the
Renaissance and explain how these two eras helped to shape modern culture.
Generalizations
14. The Middle Ages and the Renaissance brought about political, cultural and economic changes and
growth in the civilizations of those eras.
15. Art, science, language, and political thought showed significant changes during these time periods.
16. Conflict and conquest spread language, scientific theories, artistic ideologies, cultural and religious
customs, disease, trade, and territorial boundaries.
17. Religion and the Roman Catholic Church played an important role in the culture, economy and
political thought of the Middle Ages and the Renaissance.
18. The developments of the Middle Ages and the Renaissance have helped to shape modern culture,
economy, and political thought.
Essential Questions for the Middle Ages
1. How did the Germanic tribes come to control such a large territory?
2. How did Charlemagne positively impact the Frankish society?
3. What are the reasons behind the conflicts between the Vikings and the Anglo-Saxons, and why did
they virtually stop after 1066?
4. How does feudalism work, and what are the advantages and disadvantages of a feudalist society?
5. How did manorialism create the kind of isolation that prevented cultural growth and maintained the
social status quo?
6. How did the growth and expansion of the Roman Catholic Church impact the government, art,
culture, and scientific theories during the Middle Ages?
7. Although the Crusades were unsuccessful at winning the Holy Land, what were the positive effects of
those conflicts?
8. How were disease, knowledge, culture, and economy accelerated by trade routes, particularly those
established during inter-cultural conflicts?
9. How did the cultural, economic, and political exchanges that occurred with the Crusades serve to
upset the social, political, and economic structures of Europe and Asia?
10. During the middle of the Middle Ages, how did the power and status of the aristocracy begin to
trickle down to the common people?
11. How was Emperor Justinian’s rule over the Byzantine Empire different from the rule of prior
Byzantine emperors?
12. What were the contributions of Constantinople to the culture of the Middle Ages?
13. How did the Byzantine Empire positively affect Russia?
14. How did the governing policies of the Mongols weaken their control over Russia until Ivan the Great
reclaimed it?
15. What were the positives and negatives of the czarist rule over Russia?
Essential Questions for the Renaissance
1.
2.
3.
4.
5.
6.
7.
8.
What were the strengths and weaknesses of the Italian states during the Renaissance?
What were some artistic contributions from Italy during this time period?
What were some political contributions from Italy during the Renaissance?
How have the humanists of the Renaissance impacted modern cultures?
Why was the Gutenberg printing press a key invention during the Renaissance?
What changes in language occurred during the Renaissance?
What pivotal role did Dante Alighieri play in language development during the Renaissance?
How did the development of the scientific method revolutionize scientific thought at the start of the
Renaissance?
9. During the Renaissance, how did science come into conflict with the doctrines of the Roman Catholic
Church, and what were the results?
10. How did the Scientific Revolution instigate revolutions in other fields of learning, particularly in
political thought?
11. How were the rights and responsibilities of the common people bolstered during the Renaissance?
12. How did the Renaissance serve as fuel for the American and French Revolutions?
13. What is the fundamental difference between the Middle Ages and the Renaissance?
Unit Vocabulary
Book of Kells
Byzantine Empire
Canon law
Cavalry
Charter
Chivalry
Code of Justinian
Crusades
Cyrillic alphabet
Divine right
Excommunication
Feudalism
Fief
Key People
Bartolomeu Dias
Cervantes
Charlemagne
Columbus
Da Vinci
Dante
Descartes
Galileo
Henry Hudson
Joan of Arc
Johann Gutenberg
John Cabot
Keppler
Locke
Machiavelli
Magellan
Mansa Musa
Martin Luther
Michelangelo
Montesquieu
Newton
Richard the Lion-Hearted
Rousseau
Saladin
Shakespeare
Vasco da Gama
William the Conqueror
Guild
Hanseatic League
Heresy
Holy Land
Humanism
Knight
Liege
Lord
Magna Carta
Manorialism
Medieval
Monarchy
Parliament
Plague
Pope
Reformation
Renaissance
Salt-gold trade
Samurai
Serf
Shogan
Silk Road
Utopia
Vassal
Unit 6- Goals
What do students need to KNOW?

A broad picture of the conflicts and wars that were integral parts
of the Middle Ages

The impact of Charlemagne on the Frankish society

The sources of conflict between the Vikings and the AngloSaxons

Why the events of 1066 curbed the conflicts between the Vikings
and the Anglo-Saxons

How feudalism works and its advantages and disadvantages

How manorialism creates isolation and social stagnation

The impact of the Roman Catholic Church on government, art,
culture, and scientific theories during the Middle Ages

The positive effects of the Crusades

How disease, knowledge, culture, and economy were accelerated
by trade routes

How the cultural, economic, and political exchanges of the
Crusades upset the social, political, and economic structures of
Europe and Asia

How the power and status previously held by the aristocracy
began to be extended to the common people

The influence of Emperor Justinian and the Byzantine Empire

The contributions of Constantinople to the cultures of the Middle
Ages

The positive effects of the Byzantine Empire on Russia

How the governing policies of the Mongols were ineffective in
maintaining their control over Russia

The positives and negatives of czarist rule over Russia

The strengths and weaknesses of the Italian states during the
Renaissance

The artistic and political contributions from Italy during the
Renaissance

The impact of the Renaissance humanists on modern cultures

The significance of the Gutenberg printing press

The language changes that took place during the Renaissance
and Dante Alighieri’s role in them

How the scientific method revolutionized scientific thought

The conflicts between science and the Roman Catholic Church
during the Renaissance

How the Scientific Revolution instigated revolutions in other fields
of learning

How the rights and responsibilities of the common people were
What do students need to be able to DO?

Outline the series of conflicts central to the Middle Ages

Analyze the impact of Charlemagne on the Frankish society

Identify the sources of conflict between the Vikings and AngloSaxons

Explain why the events of 1066 curbed the conflicts between the
Vikings and Anglo-Saxons

Explain the workings, advantages, and disadvantages of feudalism

Analyze the effects of manorialism

Explain the impact of the Roman Catholic Church on government,
art, culture, and scientific theories during the Middle Ages

Identify the positive effects of the Crusades

Explain how disease, knowledge, culture, and economy were
accelerated by trade routes

Analyze how the cultural, economic, and political exchanges of the
Crusades upset the social, political, and economic structures of
Europe and Asia

Explain how the power and status of the aristocracy began to be
extended to the common people

Analyze the influence of Emperor Justinian and the Byzantine Empire

Explain the contributions of Constantinople to the cultures of the
Middle Ages

Identify the positive effects of the Byzantine Empire on Russia

Analyze the flaws in the governing policies of the Mongols that led to
their loss of control over Russia

Identify the positives and negatives of czarist rule over Russia

Identify the strengths and weaknesses of the Italian states during
the Renaissance

Identify the artistic and political contributions from Italy during the
Renaissance

Analyze the impact of the Renaissance humanists on modern cultures

Explain the significance of the Gutenberg printing press

Analyze the changes in language that took place during the
Renaissance and Dante Alighieri’s role in those changes

Analyze how the scientific method revolutionized scientific thought

Explain the conflicts between science and the Roman Catholic Church
during the Renaissance

Explain how the Scientific Revolution instigated revolutions in other
fields of learning

Analyze how the rights and responsibilities of the common people
were bolstered during the Renaissance


bolstered during the Renaissance

How the Scientific Revolution fueled the American and French
Revolutions of the 1700’s
Explain how the Scientific Revolution fueled the American and French
Revolutions of the 1700’s

Identify the fundamental differences between the Middle Ages and
the Renaissance
The fundamental differences between the Middle Ages and the
Renaissance
I Can… Statements
 I Can… outline the series of conflicts central to the Middle Ages
 I Can… analyze the impact of Charlemagne on the Frankish society
 I Can… identify the sources of conflict between the Vikings and Anglo-Saxons
 I Can… explain why the events of 1066 curbed the conflicts between the Vikings and Anglo-Saxons
 I Can… explain the workings, advantages, and disadvantages of feudalism
 I Can… analyze the effects of manorialism
 I Can… explain the impact of the Roman Catholic Church on government, art, culture, and scientific
theories during the Middle Ages
 I Can… identify the positive effects of the Crusades
 I Can… explain how disease, knowledge, culture, and economy were accelerated by trade routes
 I Can… analyze how the cultural, economic, and political exchanges of the Crusades upset the social,
political, and economic structures of Europe and Asia
 I Can… explain how the power and status of the aristocracy began to be extended to the common people
 I Can… analyze the influence of Emperor Justinian and the Byzantine Empire
 I Can… explain the contributions of Constantinople to the cultures of the Middle Ages
 I Can… identify the positive effects of the Byzantine Empire on Russia
 I Can… analyze the flaws in the governing policies of the Mongols that led to their loss of control over
Russia
 I Can… identify the positives and negatives of czarist rule over Russia
 I Can… identify the strengths and weaknesses of the Italian states during the Renaissance
 I Can… identify the artistic and political contributions from Italy during the Renaissance
 I Can… analyze the impact of the Renaissance humanists on modern cultures
 I Can… explain the significance of the Gutenberg printing press
 I Can… analyze the changes in language that took place during the Renaissance and Dante Alighieri’s role
in those changes
 I Can… analyze how the scientific method revolutionized scientific thought
 I Can… explain the conflicts between science and the Roman Catholic Church during the Renaissance
 I Can… explain how the Scientific Revolution instigated revolutions in other fields of learning
 I Can… analyze how the rights and responsibilities of the common people were bolstered during the
Renaissance
I Can… explain how the Scientific Revolution fueled the American and French Revolutions of the 1700s
 I Can… identify the fundamental differences between the Middle Ages and the Renaissance
 I Can… identify the fundamental differences between the Middle Ages and the Renaissance
Unit 6- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
H.1.1, H.1.2, H.1.3,
H.2.1, H.2.4
G&EL.1.2, G&EL.2.1,
G&EL.2.2
C&G.1.2, C&G.1.3,
C&G.1.4
E&FL.1.1,
E&FL.1.2
Time:
Eras 5-6
Location: (absolute and
relative)
 Holy Land
 Russia
 Europe
 Western Asia
 Northwest Africa
 Mesopotamia
 India
 Greece
 Italy
Leadership:
 Charlemagne
 Descartes
 Galileo
 Joan of Arc
 Martin Luther
 Saladin
 William the Conqueror
Competition,
Conflict &
Compromise:
 Trade routes
 Manorialism
 Feudalism
 Salt-gold trade
Historical Figures:
 Bartolomeu Dias
 Columbus
 Henry Hudson
 John Cabot
 Magellan
 Mansa Musa
 Richard the LionHearted

Vasco da Gama
Invasions & Conquests:
 Mongol conquests of
1206-1279
 China (1207-1227)
 Khwarizm (1218-1220)
 Russia (1219-1224)
 Byzantine Empire
 Hanseatic League
 Crusades
 Muslim Conquest




Vikings
Anglo-Saxons
Italian city-states
Greece
Comparisons to Today:
 Addition of Puerto Rico
 Scientific innovations
 Science vs. religion
 Religion in government
Place: (physical & human
characteristics)
 Peninsula
 Island
 Waterways
 Land-locked
 Resources
 Vegetation
 Climate
Natural Resources:
 Leather
 Iron
 Wood
 Silver
 Waterways
 Metals
 Spices
 Building materials
 Cloth
 Dye
 Food
 Animals
Movement:
 Salt-gold trade
 Crusades
 Silk Road
 Plague
Government Structure:
 Monarchy
 Aristocracy
 Feudalism
 Manorialism
 Charter
 Parliament
 Canon Law
Military Innovation:
 Cavalry
Citizenship:
 Charter
 Serf
 Knight
 Vassal
 Lord
Rules and Laws:
 Divine right
 Excommunication
 Canon law
 Heresy
 Code of Justinian
 Pope
 Magna Carta
Economic
Development
 Silk Road
 Salt-gold trade
 Manorialism
 Feudalism
 Fief
Trade:
 Silk Road
 Salt-gold trade
Quality of Life
 Silk Road
 Trade routes
 Scientific
development
CULTURE
C.1.1, C.1.3
People:
 Pope
 Samurai
 Shogan
 Cervantes
 Da Vinci
 Dante
 Johann Gutenberg
 Michelangelo
 Shakespeare
 Keppler
 Locke
 Machiavelli
 Montesquieu
 Newton
 Rousseau
Cultural Expression:
 Utopia
 Art
 Music
 Literature
 Humanism
 Book of Kells
 Chivalry
 Code of Justinian
 Cyrillic alphabet
Values & Beliefs,
Religion:
 Canon law
 Holy Land
 Heresy
Social Structure
 Lord
 Serf
 Vassal
 Knight
 Guild
 Liege
 Fief
 Divine right