EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit I: FROM CAVES TO CIVILIZATIONS - EARLY HUMANS
In the 6th grade World Geography and Cultures course, students studied the interactions between people and their environment, developing conceptual background knowledge about human geography and regions in the world. Students will use their geographic background knowledge as they begin a more in-depth study of ancient human civilizations in this unit by completing the inquiry arc “How did humans become civilized?” Through this arc of inquiry, students will explore how humans transitioned from a nomadic life to one of complex civilization. They will also analyze information on the early Mesopotamian civilizations and critique the level of justice within Hammurabi’s Code. Students will understand the basic timeline of civilization’s development by analyzing primary and secondary sources, as well as climate data. Students will engage in the historical debate over the Agriculture Revolution and articulate their conclusions through a multi-paragraph argumentative essay. Finally, students will have to develop criteria for justice, then analyze ancient laws from Mesopotamia using their criteria. They will share their analyses with each other during a Paideia seminar discussion.
BIG Ideas
- Early humans were hunters and gatherers and lived a nomadic lifestyle.
- Agriculture was a revolutionary development and led to humans settle in small villages. Successful agriculture led to a surplus of food, increased population, and the growth of cities, specialization, and civilization.
- As humans lived in cities, religion and governments developed. City life led to the codes of justice, like the Code of Hammurabi, to protect property and society.
Questions That Need To Be Answered
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This set is a combination of 5 Themes of Geography, Perspectives, and ISPICE. This will be the set that will be used for the upcoming quizzes. The individual sets follow the combined set below.
ISPICE Vocabulary Set
Perspectives Vocabulary Set
5 Themes of Geography Vocabulary Set
Neolithic Revolution Vocabulary Set
Unit 1 - Rise of Humans
Characteristics of a Civilization
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5 Themes of Geography Lesson/Cornell Notes
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If you want to download the powerpoint click here or go to WH additional resources
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TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
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Online Discovery Techbook
Take notes and watch the videos at the bottom of the page for more clarification
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Complete the Student Assessments at the bottom of the Review Pages Below.
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Ancient Civilizations Rivers and Geography
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Additional Resources/Homework Documents
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Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DC Content Power Standards
7.2: Describe how the development of agriculture related to village settlement, population growth, and the emergence of civilization (e.g., prehistoric art of the cave of Lascaux, the megalithic ruin of Stonehenge, the Stone City of Great Zimbabwe).
7.3.4: Understand the significance of Hammurabi’s Code and the basic principle of justice contained within the code.
7.2: Describe how the development of agriculture related to village settlement, population growth, and the emergence of civilization (e.g., prehistoric art of the cave of Lascaux, the megalithic ruin of Stonehenge, the Stone City of Great Zimbabwe).
7.3.4: Understand the significance of Hammurabi’s Code and the basic principle of justice contained within the code.
C3 Framework Indicators and Common Core Literacy Standards
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: 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.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.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.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: 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.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.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.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
DC Content Supporting Standards
7.1.2: Locate human communities that populated the major regions of the world, and identify how humans adapted to a variety of environments.
7.1.5: Describe the characteristics of hunter-gatherer societies of the Paleolithic Age (e.g., use of tools and fire, hunting weapons, and typical division of labor by gender).
7.3.1: Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilizations.
7.1.2: Locate human communities that populated the major regions of the world, and identify how humans adapted to a variety of environments.
7.1.5: Describe the characteristics of hunter-gatherer societies of the Paleolithic Age (e.g., use of tools and fire, hunting weapons, and typical division of labor by gender).
7.3.1: Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilizations.
