Sixth Grade Social Studies
Course Description
Sixth Grade Social Studies focuses on Ancient Civilizations, starting from early man and covering world history up to the beginning of the Common Era (AKA 0 BC/AD). We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall Ancient Civilizations and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Sexto Grado Traducción de Google, pido disculpas por los errores.
Sexto Grado Estudios Sociales se centra en las antiguas civilizaciones, desde el hombre primitivo y que cubre la historia del mundo hasta el comienzo de la era común (AKA 0BC/AD). También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil.
Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
World History & Geography: Ancient Civilizations – Grade Six
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
4. Know the significance of Hammurabi's Code.
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses the Great.
8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
9. Trace the evolution of language and its written forms.
6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
1. Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
1. Locate and describe the major river system and discuss the physical setting that sup-ported the rise of this civilization.
2. Discuss the significance of the Aryan invasions.
3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.
4. Outline the social structure of the caste system.
5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.
6. Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.
7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).
6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
6. Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
7. Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.
8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
Course Description
Sixth Grade Social Studies focuses on Ancient Civilizations, starting from early man and covering world history up to the beginning of the Common Era (AKA 0 BC/AD). We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall Ancient Civilizations and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Sexto Grado Traducción de Google, pido disculpas por los errores.
Sexto Grado Estudios Sociales se centra en las antiguas civilizaciones, desde el hombre primitivo y que cubre la historia del mundo hasta el comienzo de la era común (AKA 0BC/AD). También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil.
Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
World History & Geography: Ancient Civilizations – Grade Six
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
4. Know the significance of Hammurabi's Code.
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses the Great.
8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
9. Trace the evolution of language and its written forms.
6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
1. Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
1. Locate and describe the major river system and discuss the physical setting that sup-ported the rise of this civilization.
2. Discuss the significance of the Aryan invasions.
3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.
4. Outline the social structure of the caste system.
5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.
6. Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.
7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).
6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
6. Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
7. Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.
8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.