Map and Timeline Skills
6.1.spi.2
 I can identify what an archaeologist
studies.
 I can identify what an anthropologist
studies.
 I can identify what a geologist studies.
 I can identify the job of a historian.
Map and Timeline Skills
6.3.spi.1
 I can use a compass rose to find locations on a world map.
 I can use the map key to read a map.
 I can use the scale of a map to determine distance between
locations.
 I can distinguish the difference between latitude and longitude line
on a map.
 I can find locations using latitude and longitude.
 I can identify the 7 continents.
 I can locate the 7 continents by their hemisphere and their relation
to other continents.
 I can identify the 5 oceans.
 I can locate the oceans by their location in relation to the
continents and hemispheres.
Map and Timeline Skills
6.3.spi.5
 I can interpret information represented on a political
map.
 I can interpret information represented on a resource
map.
 I can interpret information represented on a product
map.
 I can interpret information represented on a physical
map.
 I can interpret information represented on a climate
map.
 I can interpret information represented on a vegetation
map.
Map and Timeline Skills
6.3.spi.2
I can restate the definition of geographic
forms in my own words.
I can identify the definition of the basic
geographic forms.
I can locate basic geographic forms on a map.
Map and Timeline Skills
6.3.spi.6
I can determine what a bar graph is and
identify the various parts (title, x-axis, y-axis,
contrast of bars).
I can determine what a circle graph is and
identify the various parts (title, key, pieces)
I can determine what a line graph is and
identify the various parts (title, line, rise and
fall of line)
Map and Timeline Skills
6.5.spi.6. recognize
I can identify the definition for the various
time periods (BCE, AD, centuries, decades,
prehistoric, historic)
I can use a timeline to show my understanding
of BCE, AD, centuries, decades, prehistoric
time, and historic time.
Mesopotamia
6.1.spi.1
I can define culture and list aspects of a
society that make up a culture.
I can list the components of a Mesopotamian
society that make up their culture (language,
common values, traditions, government, art
forms, literature, and lifestyle).
Mesopotamia
6.1.spi.3.
I can explain that prior to Abraham,
Mesopotamian people were primarily a
polytheistic people.
I can identify the characteristics Judaism and
Abraham as the founder.
I can explain the part that Moses played in the
deliverance of the Jewish people from Egypt.
I can analyze how the beliefs of the Jews
affected events in Mesopotamia.
Mesopotamia
6.1.spi.4.
I can identify the Epic of Gilgamesh as a
Mesopotamian epic.
I can discuss characteristics of Mesopotamian
culture that are portrayed in the epic.
Mesopotamia
6.1.spi.6.
I can explain why Mesopotamian city-states
settled next to the Tigris and Euphrates.
Mesopotamia
6.1.spi.7
I can explain that cuneiform was a type of
writing that used wedge-shaped symbols.
I can identify how Mesopotamia used
cuneiform in their everyday life.
Mesopotamia
6.1.spi.8
I can explain how the Jewish religion spread
because of the Diaspora
Mesopotamia
6.2.spi.1
I can define the term barter.
I can explain that Mesopotamians attained
what they needed through a surplus and
bartering.
Mesopotamia
6.2.spi.3.
I can explain the lifestyle of the hunter
gatherers and how this forced them to
constantly migrate.
I can explain how the discovery of agriculture
led to surplus, specialization, artisans, large
villages, permanent shelters, and the
domestication of plants and animals.
Mesopotamia
6.2.spi.4
I can understand and explain why
Mesopotamian cities formed between the
Tigris and the Euphrates.
I can list the specific benefits of settling next
to rivers.
Mesopotamia
6.3.spi.3
I can find and label Mesopotamia on a world
map.
Mesopotamia
6.3.spi.4
I can understand and explain why
Mesopotamian cities formed between the
Tigris and the Euphrates.
I can list the specific benefits of settling next
to rivers.
Mesopotamia
6.3.spi.5.
I can analyze a variety of maps to better
understand Mesopotamia (resources, citystates, etc. )
Mesopotamia
6.3.spi.6
I can interpret a graph that shows the growth
of populations after the agricultural
revolution.
I can interpret characteristics of a complex
village.
Mesopotamia
6.4.spi.1
6.4.spi.2.
 I can explain the informal family based government used by
the nomads.
 I can explain why there was a need for formal governments
began to arise during the Agricultural revolution.
 I can explain that the first governments grew out of a need
to solve problems within civilizations.
 I can explain the role of a priest in Mesopotamian cities as
both a leader of government and religion.
 I can explain how villages grew into cities and then citystates.
 I can explain why Mesopotamian city-states began to have
kings for protection and guidance and that a king is the
head of a monarchy.
Mesopotamia
6.4.spi.3
I can identify Hammurabi as a Babylonian king
and that Babylon is in Mesopotamia.
I can explain that Hammurabi created a code
of law by looking at all the existing laws in the
empire and putting them together in one set
of laws.
I can explain the importance of Hammurabi
writing the laws on a pillar in the city, and how
this was different from previous codes of law.
Mesopotamia
6.5.spi.1
I can place significant Mesopotmian events in
time sequence on a timeline.
Mesopotamia
6.5.spi.2.
I can define the terms nomads, hunter
gatherers, and agriculture.
I can describe the lifestyle of a nomad.
I can describe the lifestyle of a farmer after
the agricultural revolution and how it was so
different from that of a nomad.
Mesopotamia
6.5.spi.4.
I can explain that cuneiform was a type of
writing that used wedge-shaped symbols.
I can identify how Mesopotamia used
cuneiform in their everyday life.
Mesopotamia
6.5.spi.5.
I can explain the importance of the
agricultural revolution.
I can explain how the development of tools
made life different for Mesopotamians.
I can explain the importance of the
Mesopotamian writing system.
I can identify the wheel, irrigation and the
plow as Mesopotamian inventions and why
they were so important to the farmers.
Mesopotamia
6.5.spi.7
I can place Mesopotamian events on a
timeline and recognize the time period as
being “Early Civilizations”
Mesopotamia
6.5.spi.8.
I can list cultural characteristics of
Mesopotamia after reading the Epic of
Gilgamesh.
I can recognize artifacts from a complex
village.
Mesopotamia
6.5.spi.11.
 I can define economy, social class, and political authority.
 I can explain how Mesopotamia’s economy revolved
around agriculture.
 I can explain the different levels of the Mesopotamian
(Sumer) social classes.
 I can explain that Mesopotamia divided into city-states for
political reasons.
 I can identify the common religious practices in
Mesopotamia.
 I can explain that they priests and kings were the head of
the government and religion, and that this religious
leadership gave them power over the people.
Mesopotamia
6.5.spi.12.
I can explain how climate change led to the
development of the agricultural revolution.
I can explain why nomads began to look for
other food sources through farming.
I can explain how a desire for more land and
wealth influenced a Mesopotamian city-states
and surrounding areas.
Mesopotamia
6.5.spi.13
I can explain the importance of the
agricultural revolution.
Mesopotamia
6.5.spi.17
I can identify the Sumerians as being
polytheistic.
I can identify their four main gods as being
sky, wind, hills, and water.
Egypt
6.1.spi.1
I can list the components of a Egyptian society
that make up their culture (language, common
values, traditions, government, art forms,
literature, and lifestyle).
I can discuss the importance of monuments
and statues as a part of Egyptian culture.
Egypt
6.1.spi.6
I can explain why the Egyptian civilizations
settled next to the Nile.
I can explain how the Sahara impacted
Egyptian society
Egypt
6.1.spi.7
I can explain that hieroglyphics were a type of
writing that used pictures to represent words
and sounds.
I can identify how Egypt used hieroglyphics in
their everyday life.
Egypt
6.2.spi.1.
I can explain the importance of trade in the
Egyptian Economy.
Egypt
6.2.spi.4.
I can understand and explain why Egyptian
cities formed around the Nile river.
I can list the specific benefits of settling next
to the Nile.
Egypt
6.3.spi.3
I can find and label Egypt on a world map.
Egypt
6.3.spi.4
I can explain why the Egyptian civilizations
settled next to the Nile.
I can explain how the Sahara impacted
Egyptian society.
Egypt
6.3.spi.5
I can analyze a variety of maps to better
understand Egypt (resources, trade,
boundaries, etc. )
Egypt
6.4.spi.1
I can discuss and explain the term empire.
I can identify an Egyptian Pharaoh as the head
of a Monarchy.
Egypt
6.4.spi.4.
I can discuss what life would be like and the
roles of individuals in various levels of the
Egyptian class system.
Egypt
6.5.spi.1
I can place significant Egyptian events in time
sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
Egypt
6.5.spi.2
I can identify Egypt as an agricultural
community.
I can describe the lifestyle of a farmer in Egypt
and how his practices compare the life of
famers in Mesopotamia in regard to the tools
used.
Egypt
6.5.spi.3
I can describe the characteristics of Egyptian
artifacts.
I can look at a variety of artifacts and
distinguish which belong to the Egyptians.
Egypt
6.5.spi.4.
I can explain that hieroglyphics were a type of
writing that used pictures to represent words
and sounds.
I can identify how Egyptians used
hieroglyphics in their everyday life.
Egypt
6.5.spi.5
I can identify specific tools that were
developed for the purpose of fishing and
trading on the Nile.
I can compare and contrast Mesopotamian
irrigation methods with the methods of the
Egyptians.
I can list significant advances in Egyptian
science and technology.
Egypt
6.5.spi.7.
I can place Egyptian events on a timeline and
recognize the time period as being “Early
Civilizations”
Egypt
6.5.spi.8.
I can list cultural characteristics about
Egyptian’s belief in afterlife after reading an
expert from the Book of the Dead.
Egypt
6.5.spi.11
I can explain the significance of trade to the
Egyptian civilization.
I can explain how life was different for people in
the different levels of the Egyptian social
pyramid.
I can discuss how the Egyptian mythologies
influenced their everyday lives.
I can identify how their beliefs about the afterlife
played a significant role in their burial practices.
I can explain the pharaoh’s role as the head of the
government and the religion.
Egypt
6.5.spi.12.
I can explain how a desire for more land and
wealth influenced Egyptian pharaoh and led
to the growth and change within the
civilization.
I can explain how Egypt changed as they were
conquered by other civilizations.
Egypt
6.5.spi.15.
I can see how the development of tools in
Mesopotamia helped in the Egyptian
civilization.
Egypt
6.5.spi.17.
I can discuss how the Egyptian mythologies
influenced their everyday lives.
I can identify the how their beliefs about the
afterlife played a significant role in their burial
practices.
I can explain the pharaohs role as the head of
the government and the religion.
Egypt
6.6.spi.2
I can explain the important role that Ramses II
played in history.
India
6.1.spi.1
I can list the components of Indian society
that make up their culture (language, common
values, traditions, government, art forms,
literature, and lifestyle).
India
6.1.spi.3.
I can identify the characteristics Hinduism.
I can identify the characteristics Buddhism
and Siddhartha Gautama as their founder.
India
6.1.spi.4.
I can define the word epic.
I can recognize that the Mahabharata and the
Ramayana as Sanskrit epic works of the
ancient Indian civilizations.
I can explain the significance of the BhagavadGita on Indian’s beliefs and culture.
India
6.1.spi.6
I can explain why the Harappan civilizations
settled in the Indus River Valley.
I can explain how the Himalayas and the
Hindu Kush mountain ranges impacted Indian
society.
India
6.1.spi.7.
I can explain that Sanskrit in an Indo-European
language was the writing that was used by the
Indus Valley civilizations.
I can identify how Sanskrit was used in their
everyday life
India
6.2.spi.1.
I can explain the importance of trade in the
Indian civilizations.
India
6.2.spi.4
I can understand and explain why civilizations
formed in the Indus River Valley and the
Ganges River Valley.
I can list the specific benefits of settling next
to the Indus River.
India
6.3.spi.3.
I can find and label India and the Indus river
on a world map.
India
6.3.spi.4
I can explain why civilizations settled next to
the Indus river.
I can explain how the Himalayas and the
Hindu Kush mountain ranges impacted Indian
society.
India
6.3.spi.5.
I can analyze a variety of maps to better
understand the Indian civilizations (resources,
locations, etc. )
India
6.3.spi.6.
I can interpret a graph that shows the growth
of Buddhism and Hinduism throughout India
India
6.4.spi.1
I can identify the Indian kings and emperors as
the head of a monarchy.
India
6.4.spi.4
I can discuss what life would be like and the
roles of individuals in various levels of the
Indian caste system.
India
6.4.spi.5.
I can compare the lives of various levels of the
caste system.
India
6.5.spi.1
I can place significant Indian events in time
sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
India
6.5.spi.2.
I can identify India as an agricultural
community
India
6.5.spi.5.
I can discuss the significance of the
advancements of Harappan civilizations.
(planned cities, sewer systems, etc.)
I can list significant advances in Indian science
and technology. (number system, pi, etc.)
India
6.5.spi.7.
I can place Indian events on a timeline and
recognize the time period as being “Early
Civilizations”
India
6.5.spi.8.
I can explain the significance of the BhagavadGita on Indian’s beliefs and culture.
India
6.5.spi.11.
I can explain how the Aryan social class system
led to the Indian caste system.
I can discuss what life would be like and the roles
of individuals in various levels of the Indian caste
system.
I can discuss and explain how their strong belief
system influenced every aspect their daily lives.
I can list the characteristics of the Indian political
system
India
6.5.spi.12.
I can explain how the Aryan belief system led
to Hinduism.
I can explain how the new way of Buddhist
thinking influenced changes in the culture of
India.
I can theorize that the Indus River changed
course, therefore causing a culture to decline.
I can explain how the Indian culture would
grow under nomads
India
6.5.spi.15.
I can see how the Indian civilizations based
some of their new accomplishment on the
accomplishments of other civilizations
India
6.6.spi.3.
I can explain the significance of Buddha’s new
way of thinking and how it affected the Indian
people.
China
6.1.spi.1
I can list the components of Chinese society
that make up their culture (language, common
values, traditions, government, art forms,
literature, and lifestyle).
China
6.1.spi.3.
I can identify the characteristics Buddhism
and Siddhartha Gautama as their founder.
China
6.1.spi.6
I can explain why the Chinese civilizations
settled in the Huang He River valley.
I can explain how the Himalayas, and various
deserts played a significant role in China’s
early abilities to trade with other civilizations.
China
6.1.spi.8
I can explain how the silk roads contributed to
the spread of relation and culture.
China
6.2.spi.1.
I can explain the importance of silk roads and
trade in the later Chinese civilizations
China
6.2.spi.2.
I can trace the silk roads across a map of
Eurasia
China
6.2.spi.4
I can understand and explain why civilizations
formed on the Huang He River
I can list the specific benefits of settling next
to the rivers in China.
China
6.3.spi.3.
I can find and label China on a world map.
China
6.3.spi.4
I can explain why the Chinese civilizations
settled in the Huang He River valley.
I can explain how the Himalayas, and various
deserts played a significant role in China’s
early abilities to trade with other civilizations.
China
6.3.spi.5
I can analyze a variety of maps to better
understand China (silk roads, boundaries,
physical features, resources, etc. )
China
6.4.spi.1
I can identify the role of the emperor in the
dynasties of China.
China
6.5.spi.1
I can place significant Chinese events in time
sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time
China
6.5.spi.2.
I can identify China as an agricultural
community
China
6.5.spi.5
I can list significant advances in Chinese
science and technology (advanced plow,
wheelbarrow, horse harness, watermill, paper,
silk, etc.).
China
6.5.spi.7.
I can place Chinese events on a timeline and
recognize the time period as being “Early
Civilizations”
China
6.5.spi.8.
I can explain the significance of the Analects
of Confucius on Indian’s beliefs and culture.
China
6.5.spi.11.
I can explain how the various Indian belief
systems impacted their daily lives
(Confucianism, Daoism, Legalism)
China
6.5.spi.12.
I can compare and contrast the Chinese
civilization before and after the silk roads were
formed.
China
6.5.spi.15.
I can discuss how many future
accomplishments will be built on Chinese
inventions.
China
6.6.spi.3
I can explain the significance of Buddha’s new
way of thinking and how it affected the
Chinese people.
Greece
6.1.spi.1
I can list the components of Greek society that
make up their culture (language, common
values, traditions, government, art forms,
literature, and lifestyle).
Greece
6.1.spi.4.
I can identify the Iliad and the Odyssey as
begin written by Homer.
I can discuss and list ways in which they
represent Greek culture.
Greece
6.1.spi.6.
I can identify the importance of the water
routes on the Greek culture and economy.
Greece
6.1.spi.8
I can explain how the conquests of Alexander
the Great impacted the culture of all of the
lands that he reached.
Greece
6.2.spi.1
I can explain the importance of trade in the
Greek economy
Greece
6.2.spi.2
I can identify the importance of the
Mediterranean and Persian trade routes for
the Greeks.
Greece
6.2.spi.5.
I can discuss the importance of trade on the
Greek economy.
Greece
6.3.spi.5.
I can analyze a variety of maps to better
understand the Classical Period (trade and
resources, Alexander the Great expansion,
boundaries, etc. )
Greece
6.3.spi.6
I can use a graph or map to explain the
conquests of Alexander the Great.
Greece
6.4.spi.1
I can discuss and explain the characteristics of
the direct democracy that formed in Athens.
I can identify the other types of government
that were common in Greece
I can identify an Egyptian Pharaoh as the head
of a Monarchy.
Greece
6.4.spi.2.
I can explain how the geography of Greece led
to the development of different city-states
Greece
6.4.spi.4.
I can discuss what life would be like and the
roles of individuals as a citizen of a Greek citystate.
Greece
6.4.spi.5.
I can list differences and similarities between
lives of citizens of different city-states
throughout Greece.
Greece
6.5.spi.1
I can place significant Greek events in time
sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
Greece
6.5.spi.3
I can describe the characteristics of Greek
artifacts.
I can look at a variety of artifacts and
distinguish which belong to the Greeks.
Greece
6.5.spi.5
I can discuss the importance of the alphabet
on writing systems.
I can identify Greek technological advances
(catapult, compound pulley, etc.)
Greece
6.5.spi.7.
I can recognize that Greek advancements are
considered to be in the Classical time period.
I can recognize that Greek advancements are
considered to be in the Classical time period.
Greece
6.5.spi.8.
I can list cultural characteristics about Greek
lifestyle by reading and discussing Homer’s
Iliad and Odyssey
Greece
6.5.spi.11
I can explain the significance of trade to the
Greek civilization.
I can explain how life was different for people
in the different governmental systems of the
Greek city-states.
I can discuss how the Greek mythologies
influenced their everyday lives.
I can explain the importance of festivals on
the Greek city-states.
Greece
6.5.spi.12.
I can discuss how a change in political power
caused significant changes throughout the
city-states.
I can explain how the conquests of Alexander
the Great created a new culture group.
I can explain how the ideas of Socrates and
Aristotle created a new way of thinking.
Greece
6.5.spi.15.
I can see how the development of tools in
previously studied civilizations led to the
advancement of Greek civilizations.
I can explain how the Athenian Democracy
was an important piece for democracies that
would come later.
Greece
6.5.spi.17.
I can discuss how the Greek mythologies
influenced their everyday lives.
I can identify the prominent gods and
goddesses and their roles in the Greek
mythology.
Greece
6.6.spi.2
I can explain what Alexander the Great
accomplished that made him famous in
history.
I can discuss how his conquests changed and
influenced the culture of his conquered
regions.
I can discuss the teachings of Socrates and
Aristotle and how their philosophies were a
new way of thinking.
Rome
6.1.spi.1
I can list the components of Roman society
that make up their culture (language, common
values, traditions, government, art forms,
literature, and lifestyle).
Rome
6.1.spi.8.
I can explain how the conquests of Roman
Emperors impacted the cultures of all of the
lands that it reached. (Christianity, language,
government)
Rome
6.2.spi.1.
I can explain the importance of trade in the
Roman economy
Rome
6.2.spi.2
I can identify the importance of the
Mediterranean trade routes for the Romans.
Persian??
Rome
6.2.spi.5
I can discuss the importance of trade on the
Roman economy.
Rome
6.3.spi.5
I can analyze a variety of maps to better
understand the Roman Empire (trade and
resources, boundaries of empire, growth and
decline of empire, growth of church, etc. )
Rome
6.3.spi.6.
I can use a graph or map to explain the
conquests of the Roman Empire.
I can use a graph or a map to discuss and
explain the growth of the Christian Church
throughout the empire.
Rome
6.4.spi.1
I can discuss and explain the characteristics of
the Republic of Rome and how it was different
from previous democratic governments.
I can explain how the government changed
after the Republic changed after the reign of
Julius Caesar.
Rome
6.4.spi.3.
I can see how the development of the
Justinian Code was influential in future written
laws.
Rome
6.4.spi.4.
I can discuss what life would be like and the
roles of individuals as a citizen of Rome.
Rome
6.4.spi.5
I can discuss how life in the Republic of Rome
differed from living in other societies.
Rome
6.5.spi.1
I can place significant Roman events in time
sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
Rome
6.5.spi.3.
I can describe the characteristics of Roman
artifacts.
I can look at a variety of artifacts and
distinguish which belong to the Romans.
Rome
6.5.spi.5.
I can discuss the importance of the alphabet
on writing systems.
I can identify Roman technological advances
(aqueducts, architecture, etc.)
Rome
6.5.spi.10.
I can discuss and explain how the Roman
languages led to the development of current
languages.
Rome
6.5.spi.11.
I can explain the significance of trade to the
Roman civilization.
I can discuss how the Roman mythologies
influenced their everyday lives.
I can explain the roles of various citizens
within the Republic.
Rome
6.5.spi.12.
I can explain how an expansion mindset
affected the Roman Empire.
I can explain how the various changes in
leadership affected the Empire.
I can discuss the growth of the Christian
church and how it affected the Roman Empire.
Rome
6.5.spi.15.
I can see how the development of tools in
previously studied civilizations led to the
advancement of Roman civilizations.
I can explain how the Roman Republic was an
important piece for democracies that would
come later.
Rome
6.5.spi.17.
I can discuss how the Roman mythologies
influenced their everyday lives.
I can identify the prominent gods and
goddesses and their roles in the Roman
mythology.
Rome
6.6.spi.1
I can list ways in which the Christians have
impacted world history.
6.6.spi.2. recognize the impact of individuals on
world history (i.e., Charlemagne, Joan of Arc,
William the Conqueror, Ramses II, Julius Caesar,
Socrates, Aristotle, Marco Polo, Alexander the
Great, King Ferdinand and Queen Isabella, Martin
Luther, and Johannes Gutenberg).
I can explain the events surrounding the
assassination of Julius Caesar and how it affected
the Roman Empire.
Medieval Europe
6.1.spi.1
I can list the components of Medieval
European society that make up their culture
(language, common values, traditions,
government, art forms, literature, and
lifestyle).
I can list and discuss the basic components of
the Muslim culture (beliefs, common values,
founders, traditions, etc.)
Medieval Europe
6.1.spi.3.
I can list the major beliefs of Islam and
identify Mohamed as its founder
Medieval Europe
6.3.spi.5.
I can analyze a variety of maps to better
understand Medieval Europe (boundaries,
crusades, etc. )
Medieval Europe
6.4.spi.1
I can discuss and explain how and why the
power of the monarchy changed throughout
the period of Medieval Europe.
Medieval Europe
6.4.spi.3
I can identify what the Magna Carta was, who
signed it, and why the people decided that it
was needed.
I can see how the development of the Magna
Carta was influential in future written laws.
Medieval Europe
6.4.spi.4.
I can discuss what life would be like and the
roles of individuals in the feudal system of
Medieval Europe.
I can describe a day in the life of various levels
of people living on a manor.
Medieval Europe
6.4.spi.5.
I can discuss how life in feudal system differed
greatly from living in other societies.
Medieval Europe
6.5.spi.1
I can place significant Medieval European
events in time sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
Medieval Europe
6.5.spi.3
I can describe the characteristics of medieval
artifacts.
I can look at a variety of artifacts and
distinguish which belong to Medieval Europe.
Medieval Europe
6.5.spi.11.
I can explain the decline in education and
trade influenced European society.
I can explain the importance of the Roman
catholic church on Medieval Europe.
I can describe the various roles of individuals
living in the feudal system.
Medieval Europe
6.5.spi.12.
I can explain how unreliable food sources and
fear of war brought about various aspects of
Medieval Europe (knights, manor life, etc.)
I can discuss how the crusades affected all of
Europe and Asia.
I can describe the effects of the plague on
Medieval Europe.
Medieval Europe
6.5.spi.15.
I can see how the development of the Roman
Catholic church was the head of all decisions
made in Medieval Europe
Medieval Europe
6.6.spi.1
 I can identify where the Mongolians were and the role
they played in the Black Death.
 I can list ways in which the Christians have impacted
world history.
 I can list ways in which the Muslims have impacted
world history.
 I can compare the views of the Muslims and the
Christians.
 I can explain how these similarities and differences led
to the Crusades.
 I can explain the impact the crusades had on various
groups involved.
Medieval Europe
6.6.spi.2.
I can identify who Charlemagne was and the
impact that he had on the Roman Catholic
Church.
I can explain the importance of the Hundred
Years war and the crucial roles of William the
Conqueror and Joan of Arc.
I can explain the events surrounding the
Inquisition and the parts played by King
Ferdinand and Queen Isabella.
Medieval Europe
6.6.spi.3
I can describe the impact that William of
Normandy (William the Conqueror) had on
the English Monarchy.
I can describe the impact that Joan of Arc had
on the Hundred Years War and why it was so
significant.
Renaissance and Reformation
6.1.spi.1
I can list the components of Renaissance
Europe that make up their culture (language,
common values, traditions, government, art
forms, literature, and lifestyle).
I can list significant works of literate and art
along with their authors.
Renaissance and Reformation
6.1.spi.8
I can list ways that trade and exploration led
to the spread and diffusion of cultures.
Renaissance and Reformation
6.2.spi.2.
I can explain the renewed importance on
trade during the Renaissance and how it
affected the economy of Europe.
I can explain how the emphasis on trade led
to a desire to find ocean routes to India and
other part of Asia.
Renaissance and Reformation
6.2.spi.5.
I can explain the importance of trade in
Renaissance Europe
Renaissance and Reformation
6.2.spi.6
I can explain how the greater need for trade
led to exploration for new trade routes
resulted in the discovery of new lands.
Renaissance and Reformation
6.3.spi.5.
I can analyze a variety of maps to better
understand the Renaissance (trade routes,
resources, etc. )
Renaissance and Reformation
6.3.spi.6
I can use information from maps and graphs
to analyze the renewed importance on trade
and how that led to the exploration of new
waterways and lands.
Renaissance and Reformation
6.4.spi.1
I can discuss and explain how and why the
power of the monarchy changed throughout
the period of Renaissance Europe.
Renaissance and Reformation
6.4.spi.4
I can discuss what life would be like and the
roles of individuals in the class system of
Europe.
I can describe a day in the life of various
individuals in Europe.
Renaissance and Reformation
6.4.spi.5.
I can discuss how life in Europe differed
greatly from living in other societies
Renaissance and Reformation
6.5.spi.1
I can place significant Renaissance events in
time sequence on a timeline.
I can use a timeline to discuss events from
multiple civilizations that occurred at the
same time.
Renaissance and Reformation
6.5.spi.3.
I can describe the characteristics of
Renaissance art.
I can look at a variety of artifacts and
distinguish which belong to the Renaissance.
Renaissance and Reformation
6.5.spi.5.
I can explain why there was an outpouring of
new advances during the Renaissance.
I can list some of the major advances during
the Renaissance (art, architecture, science,
printing press, algebra, mapmaking,
astronomy, etc.)
Renaissance and Reformation
6.5.spi.7.
I can place events on a timeline and recognize
the time period as being the Renaissance
Renaissance and Reformation
6.5.spi.12
I can explain the affect humanist thinking had
on Europe.
I can explain how humanist led to a change in
thinking regarding the Catholic Church.
I can discuss the impact that Martin Luther’s
new ideas reformed the Christian church.
Renaissance and Reformation
6.5.spi.13.
I can identify how many of the advancements
in technology and ideas that we have were
first thought of by people during the
Renaissance.
Renaissance and Reformation
6.5.spi.14
I can explain how people’s way of thinking
changed during the Renaissance.
I can explain how this shifting in thinking
impacted science, philosophy, and art.
Renaissance and Reformation
6.5.spi.15.
I can explain how many of the advanced ideas
and thinking that we have today began
because of accomplishments during the
Renaissance.
Renaissance and Reformation
6.6.spi.1
I can explain the affect that Vikings had on
trade in Europe.
I can explain the impact that inventors and
scientists had on the world.
I can explain the impact that merchants,
traders, and explorers had on spreading
culture across the world
Renaissance and Reformation
6.6.spi.2.
I can identify the impact that Marco Polo had
on trade throughout out Europe.
I can discuss and explain how the ideas of
Martin Luther started the Reformation and
forever changed the Christian church.
I can explain the monumental impact that
Johannes Gutenberg’s printing press had on
the spread of the Reformation.
Renaissance and Reformation
6.6.spi.3.
I can describe the impact Martin Luther and
the Reformation had on the Christian Church.
Exploration and the American Civilizations
6.1.spi.1
I can list the components of various regional
civilizations (Review Renaissance Europe,
Asian, American, etc.).
Exploration and the American Civilizations
6.1.spi.5.
I can compare and contrast cultural
characteristics of Native Americans, African
Civilizations, and other civilizations
Exploration and the American Civilizations
6.1.spi.8.
I can list ways that trade and exploration led
to the spread and diffusion of cultures
Exploration and the American Civilizations
6.2.spi.1
I can explain that trade was a way of life for
Europe and the Americas
Exploration and the American Civilizations
6.2.spi.2.
I can explain the importance of the Colombian
Exchange.
I can identify major trade items in African
civilizations (slaves, salt, gold, etc.)
Exploration and the American Civilizations
6.2.spi.5.
I can explain the importance of trade and
expansion on Europe (wealth, power,
territories, etc).
Exploration and the American Civilizations
6.2.spi.6
I can explain how the greater need for trade
led to exploration for new trade routes
resulted in the discovery of new lands
Exploration and the American Civilizations
6.3.spi.5
I can analyze a variety of maps to better
understand the Age of Exploration (resources,
Columbian exchange, Explorers routes, etc. )
Exploration and the American Civilizations
6.4.spi.1
I can discuss what life would be like for
members of various American tribes.
Exploration and the American Civilizations
6.4.spi.5
I can discuss how life in was different for
American tribes in comparison to European
individuals
Exploration and the American Civilizations
6.5.spi.1
I can place the major explorers journeys on a
timeline (Columbus, Magellan, Cortes, etc.)
Exploration and the American Civilizations
6.5.spi.4.
I can recognize Native American writing forms.
Exploration and the American Civilizations
6.5.spi.5
I can list some of the major advances during
the Age of Exploration (ships, maps, etc.)
Exploration and the American Civilizations
6.5.spi.12
I can explain the effect that various explorers
had on the American Civilizations.
I can explain the role that diseases played in
the Spanish’s ability to conquer Central
America.
Exploration and the American Civilizations
6.5.spi.13
I can identify how advancements in
exploration affected history
Exploration and the American Civilizations
6.5.spi.16
I can use examples to explain how civilizations
began in various ways (conquering, settling,
expansion, etc.)
Exploration and the American Civilizations
6.6.spi.1
I can explain the impact explorers had on
spreading culture across the world.
I can explain the significance of the discovery
of the Americas.