Course: 2109020 M/J World History, Advanced

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BASIC INFORMATION

 

Course Title:

 M/J World History, Advanced

Course Number:

 2109020

Course Abbreviated Title:

 M/J WORLD HIST ADV

Course Path:

 Section: Grades PreK to 12 Education Courses » Grade Group: Grades 6 to 8 Education Courses » Subject: Social Studies » SubSubject: World and Eastern Hemispheric Histories »

Course length:

 Year (Y)

Course Level:

 3

Status:

 State Board Approved

General Notes:

 The primary content for this course pertains to the world’s earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).




STANDARDS (113)



SS.6.W.1.1:

Use timelines to identify chronological order of historical events.

SS.6.W.2.1:

Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.

SS.6.W.3.1:

Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication (alphabet).

SS.6.W.4.1:

Discuss the significance of Aryan and other tribal migrations on Indian civilization.

SS.6.C.1.1:

Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy.

SS.6.C.2.1:

Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process.   

SS.6.E.1.1:

Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

SS.6.E.2.1:

Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development.

SS.6.E.3.1:

Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions.

SS.6.G.1.1:

Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.

SS.6.G.2.1:

Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.

SS.6.G.3.1:

Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.

SS.6.G.4.1:

Explain how family and ethnic relationships influenced ancient cultures.

SS.6.G.5.1:

Identify the methods used to compensate for the scarcity of resources in the ancient world.

SS.6.G.6.1:

Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people.

LACC.68.RH.1.1:

Cite specific textual evidence to support analysis of primary and secondary sources.

LACC.68.WHST.1.1:

Write arguments focused on discipline-specific content.

  1. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  2. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from and supports the argument presented.

LACC.68.WHST.1.1a:

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

LACC.68.WHST.1.1b:

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

LACC.68.WHST.1.1c:

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

LACC.68.WHST.1.1d:

Establish and maintain a formal style.

LACC.68.WHST.1.1e:

Provide a concluding statement or section that follows from and supports the argument presented.

MACC.K12.MP.1.1:

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MACC.K12.MP.3.1:

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MACC.K12.MP.5.1:

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

MACC.K12.MP.6.1:

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

SS.6.W.1.2:

Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods.

SS.6.W.2.2:

Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.

SS.6.W.3.2:

Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece.

SS.6.W.4.2:

Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India.

SS.6.C.1.2:

Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty).

SS.6.E.1.2:

Describe and identify traditional and command economies as they appear in different civilizations.

SS.6.E.3.2:

Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.

SS.6.G.1.2:

Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.

SS.6.G.2.2:

Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.

SS.6.G.3.2:

Analyze the impact of human populations on the ancient world's ecosystems.

SS.6.G.4.2:

Use maps to trace significant migrations, and analyze their results.

SS.6.G.5.2:

Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.

SS.6.G.6.2:

Compare maps of the world in ancient times with current political maps.

LACC.68.RH.1.2:

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.

LACC.68.WHST.1.2:

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style and objective tone.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.

LACC.68.WHST.1.2a:

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

LACC.68.WHST.1.2b:

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

LACC.68.WHST.1.2c:

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

LACC.68.WHST.1.2d:

Use precise language and domain-specific vocabulary to inform about or explain the topic.

LACC.68.WHST.1.2e:

Establish and maintain a formal style and objective tone.

LACC.68.WHST.1.2f:

Provide a concluding statement or section that follows from and supports the information or explanation presented.

SS.6.W.1.3:

Interpret primary and secondary sources.

SS.6.W.2.3:

Identify the characteristics of civilization.

SS.6.W.3.3:

Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots).

SS.6.W.4.3:

Recognize the political and cultural achievements of the Mauryan and Gupta empires.

SS.6.E.1.3:

Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).

SS.6.E.3.3:

Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.

SS.6.G.1.3:

Identify natural wonders of the ancient world.

SS.6.G.2.3:

Analyze the relationship of physical geography to the development of ancient river valley civilizations.

SS.6.G.4.3:

Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world.

SS.6.G.5.3:

Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations.

LACC.68.RH.1.3:

Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

SS.6.W.1.4:

Describe the methods of historical inquiry and how history relates to the other social sciences.

SS.6.W.2.4:

Compare the economic, political, social, and religious institutions of ancient river civilizations.

SS.6.W.3.4:

Explain the causes and effects of the Persian and Peloponnesian Wars.

SS.6.W.4.4:

Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia.

SS.6.E.3.4:

Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade.

SS.6.G.1.4:

Utilize tools geographers use to study the world.

SS.6.G.2.4:

Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies.

SS.6.G.4.4:

Map and analyze the impact of the spread of various belief systems in the ancient world.

LACC.68.RH.2.4:

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

LACC.68.WHST.2.4:

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SS.6.W.1.5:

Describe the roles of historians and recognize varying historical interpretations (historiography).

SS.6.W.2.5:

Summarize important achievements of Egyptian civilization.

SS.6.W.3.5:

Summarize the important achievements and contributions of ancient Greek civilization.

SS.6.W.4.5:

Summarize the important achievements and contributions of ancient Indian civilization.

SS.6.G.1.5:

Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.

SS.6.G.2.5:

Interpret how geographic boundaries invite or limit interaction with other regions and cultures.

LACC.68.WHST.2.5:

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.

SS.6.W.1.6:

Describe how history transmits culture and heritage and provides models of human character.

SS.6.W.2.6:

Determine the contributions of key figures from ancient Egypt.

SS.6.W.3.6:

Determine the impact of key figures from ancient Greece.

SS.6.W.4.6:

Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties.

SS.6.G.1.6:

Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations.

SS.6.G.2.6:

Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.

LACC.68.RH.2.6:

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).

LACC.68.WHST.2.6:

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

SS.6.W.2.7:

Summarize the important achievements of Mesopotamian civilization.

SS.6.W.3.7:

Summarize the key achievements, contributions, and figures associated with The Hellenistic Period.

SS.6.W.4.7:

Explain the basic teachings of Laozi, Confucius, and Han Fei Zi.

SS.6.G.1.7:

Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.

SS.6.G.2.7:

Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.

LACC.68.RH.3.7:

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

SS.6.W.2.8:

Determine the impact of key figures from ancient Mesopotamian civilizations.

SS.6.W.3.8:

Determine the impact of significant figures associated with ancient Rome.

SS.6.W.4.8:

Describe the contributions of classical and post classical China.

LACC.68.RH.3.8:

Distinguish among fact, opinion, and reasoned judgment in a text.

LACC.68.WHST.3.8:

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SS.6.W.2.9:

Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area.

SS.6.W.3.9:

Explain the impact of the Punic Wars on the development of the Roman Empire.

SS.6.W.4.9:

Identify key figures from classical and post classical China.

LACC.68.RH.3.9:

Analyze the relationship between a primary and secondary source on the same topic.

LACC.68.WHST.3.9:

Draw evidence from informational texts to support analysis reflection, and research.

SS.6.W.2.10:

Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations.

SS.6.W.3.10:

Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty).

SS.6.W.4.10:

Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin.

LACC.68.WHST.4.10:

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SS.6.W.3.11:

Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one.

SS.6.W.4.11:

Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan.

SS.6.W.3.12:

Explain the causes for the growth and longevity of the Roman Empire.

SS.6.W.4.12:

Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century.

SS.6.W.3.13:

Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire.

SS.6.W.3.14:

Describe the key achievements and contributions of Roman civilization.

SS.6.W.3.15:

Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana.

SS.6.W.3.16:

Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves.

SS.6.W.3.17:

Explain the spread and influence of the Latin language on Western Civilization.

SS.6.W.3.18:

Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity's development in Ethiopia.



 

 

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