| OUTCOME/
ESSENTIAL
QUESTION |
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1.
What is culture?
2. What is a civilization?
3. What were some major accomplishments of Ancient
Egypt? |
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Review
latitude and longitude, map skills
1. Define culture
2. Specialization, technology, customs, primary and
secondary sources, Old Stone Age, New Stone Age
3. Ancient Egypt-Nile River Valley irrigation,
Pharoahs, hieroglyphics, religion, beliefs, social
pyramid, Koran, 5 pillars, Mohammed, Upper Egypt and
Lower Egypt |
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Use
maps to locate places on earth (throughout
year)
2. Explain why Egypt and Mesopotamia were
civilizations.
Identify 5 fundamental themes of geography. Identify
cause and effect of people in civilizations on
society. Identify primary and secondary sources.
(G6B1I1, G6B1I2, G6B1I3, WH6B5I1, WH6B5I2, WH6B5I4-throughout
year) (C6B1I1, C6B1I2,
C6B5I1, E6B1I1, E6B3I3, G6B3I3, G6B1I4, US6B3I2,
WH6B1I1, WH6B1I2, WH6B1I3, G8B5I1, G8B5I2) |
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Chapter
tests, observation, locate places on a map, workbook
pages
Construct a mobile illustrating aspects of culture.
Build a pyramid. |
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| 1.
How does the development of a culture impact other
cultures? |
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| 1.
Fertile Crescent-Sumerians, Babylonians, Hebrews,
Mesopotamia, Code of Hammurabi, religion,
cuneiforms, Indus River Valley, Huang Valley,
Chinese-Shang Dynasty, importance of family, chinese
writing, Asoka |
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Students
will begin to form a mental map of major world
regions (throughout year).
1. Make a graphic organizer showing major beliefs of
Buddhism and Hinduism. Identify types of writing.
Identify bodies of water around Indian subcontinent.
Explain how the available resources affected
formation of cultures. (G6B2I1, G6B2I2, G6B2I3,
G6B2I4-throughout year)
(C6B5I1, E6B3I3, W6B1I4, W6B1I6, G6B3I4, WH6B2I9,
WH6B2I10, WH6B2I12, WH6B2I13) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Project over ancient civilization, locate places
on maps from memory, diagram the similarities and
differences of Buddhism and Hinduism |
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| 1.
What were the key aspects of classical Greek
civilization? |
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| 1.
Ancient Greece, Democratic government, religion,
Greek alphabet, philosophy, sports, theater,
literature, Sparta, Athens, Alexander the Great |
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| 1.
Contrast the governments of Sparta and Athens.
Interpret historical maps. Use research skills.
Write a summary. Put historical materials in
chronological order and analyze changes over time.
(G6B4I1, G6B4I2, G6B4I3, G6B4I4, G6B4I5-throughout
year) (G6B5I1, E6B4I2,
WH6B2I1, WH6B2I2, WH6B5I3, WH6B2I4, WH6B2I3) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Paragraph explaining advantages of either the
government of Sparta or Athens. |
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| 1.
What was the government of the Roman Republic like? |
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| 1.
Ancient Rome, individuals/events contributed to the
rise of Roman empire, achievements of ancient Romans |
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| 1.
Describe the government of the Roman Republic.
Interpret contour maps. Use electronic media for
research. (G6B5I1, G6B5I2, G6B5I3, G6B5I4-throughout
year) (WH6B2I5, WH6B2I6,
WH6B2I7, G8B5I1, WH6B2I4) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Helen of Troy project, graphic organizer on
government of Roman Republic |
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| 1.
What were the basic teachings of Christianity? |
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| 1.
Basic teachings of Christianity, government/rulers
of Rome, Senate, Pax Romana, Constantine |
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Outline major beliefs of Christianity. Compare major
religions. Identify major contributions of Roman
rulers to society. (C6B5I1, WH6B2I8, WH6B2I9) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Compare Christianity to Buddhism or Hindusim on a
graphic organizer |
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| 1.
What were the main political, social, and economic
institutions and innovations of Medieval Europe? How
do countries depend on each other? |
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Middle Ages, living conditions, Charlemagne,
Christian church, economy-trade, Magna Carta,
feudalism, crusades |
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Describe feudalism. Describe trade in Medieval
Europe. Identify cause and effect of trade with
other countries. (C6B2I2, C6B5I1, E6B1I3, E6B1I4,
E6B3I3, WH6B3I1, WH6B3I2, WH6B3I3) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Coat of arms, paper explaining how student would
fit into feudal system of Medieval Europe, graphic
organizer showing how trade developed in Medieval
Europe |
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| 1.
How did the Renaissance change the world? |
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Influence of Renaissance on European culture,
Artists Reformation-changes by Catholic church,
Jesuits, printing press-spread of Luther's idea,
Calvin, legacy of Queen Elizabeth I, English Bill of
Rights vs American Constitution |
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Identify provisions of Bill of Rights. Compare and
contrast. Identify how Renaissance was a transition
from Medieval to Modern Age. (E6B1I4, E6B1I5,
C6B5I7, C6B4I3, C6B4I1, C6B2I1, C6B2I5, WH6B4I1,
WH6B4I2, WH6B4I3, WH6B4I4, UH6B2I10) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Chart of Bill of Rights, write about Queen
Elizabeth, write a report comparing Renaissance to
Ancient Greece |
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| 1.
What were advances made by the Maya, Aztec, and
Incan societies in the Americas? |
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Mayas, Incas, Aztec civilizations, calendar,
sundial, aqueducts, bridges, terraces, mathematics |
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Identify similarities in cultural development in
Eastern and Western hemispheres. Graph comparisons
in cultural development. (C6B5I1, E6B5I4, WH6B4I4) |
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Chapter
tests, observation, locate places on a map, workbook
pages
1. Create a graph, project |
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