Ancient History: 9-12
Course Description: Ancient History
Ancient History- Using the current six content standards and four process standards
found within the Tennessee Social Studies Curriculum Framework, this course
will focus on the history of times long past. Tennessee teachers are working
to create an Ancient History curriculum framework that will serve as a measure
guiding students toward an understanding of the relationships among persons
and places, and an overall era's relationship with those proceeding and preceding
it in the history of our world before the Renaissance.
Ancient History Standards Era 1: The Beginnings of Human Society
Standard Number: 1.0 Culture
Culture encompasses similarities and differences among people, including their
beliefs, knowledge, changes, values, and tradition. Students will explore these
elements of society to develop an appreciation of and respect for the variety
of human cultures.
Learning Expectations:
The student will
- 1.1 understand the relationship between physical environments and culture.
- 1.2 understand how language, art, music, belief systems, traditions, science,
technology, values
and behaviors contribute to the development and transmission of culture.
- 1.3 understand the role that diverse cultures and historical experiences
had on the development of
the world.
Performance Indicators:
1.1 understand
the relationship between physical environments and culture.
At Level 1, the student is able to
- describe the components of culture (e.g., language, religion,
customs, gender relations);
- recognize how human migration and cultural activities influence
the character of a place.
At Level 2, the student is able to
- analyze the role of cultural diffusion and interactions
among Earth’s human systems in the ongoing development of Earth’s cultural
landscapes (e.g., the environmental changes of late Ice Age, changing
territorial range in Africa and Asia);
- compare how cultures differ in their use of similar environments
and resources.
At Level 3, the student is able to
- interpret scientific evidence regarding early human communities
and its impact on the hunter gatherer culture.
1.2 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to
the development and transmission of culture.
At Level 1, the student is able to
- identify early forms of written expression;
- identify early world examples of art.
At Level 2, the student is able to
- use archaeological evidence to discuss early cultural beliefs
(e.g., emergence of complete belief systems).
At Level 3, the student is able to
- indicate how different human communities expressed their
beliefs. (e.g. late Paleolithic cave paintings, the communication of past
memory).
- construct a time line of technological innovations and rate
the importance of technological advancements.
1.3 understand the role that diverse cultures and historical experiences
had on the development of the world.
At Level 1, the student is able to
- identify differing early world cultures;
- identify characteristics of a physical environment that
contribute to the growth and development of a culture.
At Level 2, the student is able to
- compare and contrast the resulting cultural difference between
hunter gatherer cultures and agricultural cultures.
At Level 3, the student is able to
- analyze the various social and cultural roles that resulted
due to a community's society (e.g. emergence of social class, occupational
specialization, gender role differences).
Standard Number: 2.0 Economics
Standard: Globalization of the economy, the explosion of population
growth, technological changes and international competition compel students
to understand, both personally and globally, production, distribution, and consumption
of goods and services. Students will examine and analyze economic concepts such
as basic needs versus wants, using versus saving money, and policy-making versus
decision-making.
Learning Expectations:
The student will
- 2.1 understand economic connections, conflicts, and interdependence.
- 2.2 understand the changes that occur in the nature, use, distribution, and
importance of resources.
- 2.3 recognize the importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and interdependence.
At Level 1, the student is able to
- identify how early world communities economically provided
for their families (e.g., identify the location of major anthroplogic
geographic discoveries in relation to resources);
- explain the relationship of supply and demand in early
world communities.
At Level 2, the student is able to
- recognize economic relationships that resulted from
early world economies;
- describe the change from hunter/gatherer economies to
economies based on animal and plant domestication.
At Level 3, the student is able to
- compare and contrast the interactions among early world
economic systems (e.g., evidence of early trade systems).
2.2 understand the changes that occur in the nature, use, distribution,
and importance of resources.
At Level 1, the student is able to
- identify early world economy systems (e.g., hunter gatherers,
agricultural, nomads).
At Level 2, the student is able to
- study the changing role of economies based on the spread
of agricultural communities.
At Level 3, the student is able to
- evaluate the advantages and disadvantages of hunter gatherer
and early farming styles.
2.3 recognize the importance of technologies on economic development.
At Level 1, the student is able to
- explain the relationship between the use, availability,
and accessibility of resources and the subsequent technological developments;
At Level 2, the student is able to
- identify how agricultural advancements encouraged a further
advancement in population and sophistication in early world communities.
At Level 3, the student is able to
- analyze how technological developments aided the development
of produce and livestock.
Standard Number: 3.0 Geography
Standard: Geography enables the students to see, understand and
appreciate the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts within
the six essential elements of geography: world in spatial terms, places and
regions, physical systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
- 3.1 understand the importance of physical geographic features on world historic
events.
- 3.2 understand human geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the importance of physical geographic features on world historic
events.
At Level 1, the student is able to
- recognize and name early world major physical geographic
features.
At Level 2, the student is able to
- examine the ways in which physical geographic features influence
interaction of individuals and civilizations;
- identify early world vegetation, and natural resources;
- recognize how the world's surface is different from today's
surface.
At Level 3, the student is able to
- assess the relative importance
of physical geographic features the development of early world societies
(e.g., changing climate of the world).
3.2 understand human geographic interactions and their impact on world historic
events.
At Level 1, the student is able to
- identify human communities that developed in response to
environment.
At Level 2, the student is able to
- recognize the rise in human population in relation to climate
changes and available resources.
At Level 3, the student is able to
- contrast the development and the sophistication of human
communities in response to their environment;
- create a model fictitious early world community based on
geographic elements.
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of power and authority
in order to provide order and stability. Civic efficacy requires understanding
rights and responsibilities, ethical behavior, and the role of citizens within
their community, nation, and world.
Learning Expectations:
The student will
- 4.1 explain the development of a people’s need to belong and organize into
a system of governance.
- 4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and organize into
a system of governance.
At Level 1, the student is able to
- recognize the relationship between a place's physical, political
and cultural characteristics and the type of governance that emerges in
that place.
At Level 2, the student is able to
- analyze types of early world governance (e.g., within the
community, within the family);
- recognize the differing role of individuals in governance;
- identify traditional laws and rules enacted in ancient civilizations.
At Level 3, the student is able to
- distinguish the differences among early world communities
in their approach and implementation of governance.
4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
At Level 1, the student is able to
- list probable situations for early world cooperation and
conflict over resources or privileges.
At Level 2, the student is able to
- compare and contrast roles of individuals in different forms
of governance due to the economic, environmental, and geographic situations;
- analyze the necessity of establishing and enforcing the
rule of law in early world communities.
At Level 3, the student is able to
- research archaeological evidence on cooperation and conflict
among early world cultures over resources;
- explore the issues power, role, and status within early
world communities.
Standard Number: 5.0 History
Standard: History involves people, events, and issues. Students
will evaluate evidence to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical arguments and perspectives
on which informed decisions in contemporary life can be based.
Learning Expectations:
The student will
- 5.1 understand the processes that gave rise to the earliest human civilizations.
- 5.2 understand the chronological flow of historical eras and events in Ancient
History.
- 5.3 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
Performance Indicators:
5.1. understand the processes that gave rise to the earliest human civilizations.
At Level 1, the student is able to
- list ancient weapons and tools.
At Level 2, the student is able to
- understand the role of the environment in terms of influencing
the development of weapons, and tools.
5.2 understand the chronological flow of historical eras and events in Ancient
History.
At Level 1, the student is able to
- describe the interaction between early human groups, the environmental
and survival methods that led to the formation of civilizations.
At Level 2, the student is able to
- compare the development of several different early human civilizations
including agrarian, hunter-gather, nomadic, warrior and pastoral;
- identify the characteristics of hunter-gatherer communities
in various continental regions in Africa, the Americas, and Europe.
At Level 3, the student is able to
- explore the scientific evidence regarding early human settlements
in Africa.
5.3 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
At Level 1, the student is able to
- describe the biological processes that shaped the earliest
human communities;
- explain how geologists, archaeologists, and anthropologists
study early human development.
At Level 2, the student is able to
- identify and label key traits of the various civilizations
and how researches and archaelogists record these artifacts.
At Level 3, the student is able to
- compare and contrast the world civilizations by examining
similarities and differences.
Standard Number: 6.0 Individuals, Groups, and Interactions
Standard: Personal development and identity are shaped by factors
including culture, groups, and institutions. Central to this development are
exploration, identification, and analysis of how individuals and groups work
independently and cooperatively.
Learning Expectations:
The student will
- 6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
Performance Indicators:
6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
At Level 1, the student is able to
- identify the difficulty of knowing individuals, and groups
from early world cultures.
At Level 2, the student is able to
- create graphic representations or models of significant contact
or trading patterns based on archaeological evidence;
- relate probable personal changes to early world social, cultural,
and historical contexts.
At Level 3, the student is able to
- discuss why some groups developed and accepted complete sedentary
agricultural practices while others retained earlier subsistence methods;
- Describe surviving evidence showing personal connections to
place.
Ancient History Standards
Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000
BCE)
Standard Number: 1.0 Culture
Culture encompasses similarities and differences among people, including their
beliefs, knowledge, changes, values, and tradition. Students will explore these
elements of society to develop an appreciation of and respect for the variety
of human cultures.
Learning Expectations:
The student will
- 1.1 understand the relationship between physical environments and culture.
- 1.2 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to the development and transmission
of culture.
- 1.3 understand the role that diverse cultures and historical experiences
had on the development of the world.
Performance Indicators:
1.1 understand
the relationship between physical environments and culture.
At Level 1, the student is able to
- identify pastoral people cultures;
- list ways in which new ideas, products, techniques, and
institutions spread from culture to culture.
At Level 2, the student is able to
- locate early stories and written codes to describe social
conditions of Mesopotamia and the Indus Valley;
- identify the concept of a patriarchal society and how this
came to develop during this time period (e.g., contrasting women's rights
among societies);
- explain how the physical environment of China lead to the
advanced culture of writing tools, and advancements.
At Level 3, the student is able to
- analyze the role culture plays in incidents of cooperation
and conflict in pastoral people cultures.
- contrast pastoral people's outlook on death and life in
response to their differing environments and social structures. (e.g.,
Southwest Asia, Europe, Egypt, China);
- evaluate the importance of physical geography to the development
of culture.
1.2 understand how language, art, music, belief systems, traditions, science, technology,
values and behaviors contribute to the development and transmission of culture.
At Level 1, the student is able to
- explain how information and experiences may be interpreted
differently from people of diverse cultural perspectives and frames of
reference;
- identify contrasting examples of art, belief systems, traditions,
behaviors, and technology among pastoral culture's.
At Level 2, the student is able to
- identify the characteristics of writing forms in Sumerian,
Chinese Egypt and the Indus Valley (e.g., clay tablets, stylus, papyrus,
hieroglyphics);
- locate archaeological evidence of cultural artifacts. (e.g.,
oracle bone inscriptions, bronze weapons, pottery, instruments, writings);
- recognize pastoral peoples' architectural advancements (e.g.,
arches, ziggurat, temples, pyramids);
- identify characteristics of the development of language,
inventions, discoveries, techniques.
At Level 3, the student is able to
- analyze how early written records impacted political, legal,
religious, and cultural life (e.g., Standard of Ur);
- discuss how the code of Hammurabi illustrated ethical values,
hierarchy and attributes, and roles of women in Mesopotamia;
- explore the different stories resulting from the Aryan culture's
Vedas.
1.4 understand the role that diverse cultures and historical experiences
had on the development of the world.
At Level 1, the student is able to
- explain how information and experiences may be interpreted
differently from people of diverse cultural perspectives and frames of
reference.
At Level 2, the student is able to
- demonstrate an understanding of how cultural factors legitimized
poiltcial and social orders;
- compare and contrast social communities in urban centers
versus agrarian societies.
At Level 3, the student is able to
- analyze how the Epic of Gilgamesh reflected and shaped political,
religious, and cultural life of Mesopotamia;
- contrast the biblical account of Genesis and the Enuma Elish
from Babylon.
Standard Number: 2.0 Economics
Standard: Globalization of the economy, the explosion of population
growth, technological changes and international competition compel students
to understand, both personally and globally, production, distribution, and consumption
of goods and services. Students will examine and analyze economic concepts such
as basic needs versus wants, using versus saving money, and policy-making versus
decision-making.
Learning Expectations:
The student will
- 2.1 understand economic connections, conflicts, and interdependence.
- 2.2 understand the changes that occur in the nature, use, distribution, and
importance of resources.
- 2.3 recognize the importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and interdependence.
At Level 1, the student is able to
- identify how early pastoral communities economically provided
for their families;
- explain the changing relationship of supply and demand in
pastoral communities.
At Level 2, the student is able to
- recognize economic relationships that resulted from differing
pastoral economies.
At Level 3, the student is able to
- compare and contrast the interactions among early world
economic systems (e.g., evidence of early trade systems);
- differentiate among pastoral economies (e.g., Indus Valley,
Egyptian, Aryan, Mycenaean, Mesopotamian, Chinese).
2.2 understand the changes that occur in the nature, use, distribution, and
importance of resources.
At Level 1, the student is able to
- identify pastoral economy systems (e.g., militaristic, barter).
At Level 2, the student is able to
- study the changing role of economies based on the spread
of agricultural communities through surviving artifacts (e.g., hieroglyphics,
surviving architectural structures, considered luxury good items).
At Level 3, the student is able to
- evaluate the importance of developments on the course of
pastoral economies.
2.3 recognize the importance of technologies on economic development.
At Level 1, the student is able to
- explain the relationship between the use, availability,
and accessibility of resources and the subsequent technological developments;
At Level 2, the student is able to
- identify how agricultural advancements encouraged a further
advancement in population and sophistication in pastoral communities.
At Level 3, the student is able to
- analyze the potential sources for the decline in trade and
overcrowding of Indus Valley cities;
- evaluate the decline of Egyptian dominance based on economic
or governance theories.
Standard Number: 3.0 Geography
Standard: Geography enables the students to see, understand and
appreciate the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts within
the six essential elements of geography: world in spatial terms, places and
regions, physical systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
- 3.1 understand the importance of physical geographic features on world historic
events.
- 3.2 understand human geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the importance of physical geographic features on world historic
events.
At Level 1, the student is able to
- recognize and name early world major physical geographic
features that influenced pastoral communities' development.
At Level 2, the student is able to
- examine how the natural environment of the Tigris Euphrates,
Nile and Indus Valley shaped the development of societies;
- recognize that a natural disaster brought about the decline
of the Minoan civilization.
- explain why urban development occurred in Mesopotamia, Egypt,
and the Indus Valley in response to the environment.
- identify the significance of the "fertile crescent."
At Level 3, the student is able to
- assess the relative importance
of physical geographic in developing trade networks;
- discuss how natural disasters
affected pastoral communities.
3.2 understand human geographic interactions and their impact on world historic
events.
At Level 1, the student is able to
- identify human communities that developed in response to
environment.
At Level 2, the student is able to
- recognize how pastoral communities began to reshape the
environments in which they resided;
- understand how humans in the Tigris, Nile, and Huang He
valleys manipulated environmental conditions such as prevailing wind,
current, and flow patterns to advance their societies;
- identify the different type of communities that resulted
on the Mediterranean coast in comparison to Chinese or Egyptian societies
due to the environment.
At Level 3, the student is able to
- contrast the development and the sophistication of human
communities in response to their environment;
- create a model fictitious early pastoral communities based
on geographic elements.
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of power and authority
in order to provide order and stability. Civic efficacy requires understanding
rights and responsibilities, ethical behavior, and the role of citizens within
their community, nation, and world.
Learning Expectations:
The student will
- 4.1 explain the development of a people’s need to belong and organize into
a system of governance.
- 4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and organize into
a system of governance.
At Level 1, the student is able to
- recognize the relationship between a place's physical, political
and cultural characteristics and the type of governance that emerges in
that place.
At Level 2, the student is able to
- identify the contrasting versions of governance in pastoral
people's lives (city-states, pharaohs, dynasties, hostile takeovers);
- indicate how technology influenced the rise in organized
governance (e.g., irrigation in the Nile region, the plow in South west
Asia, advancements in weaponry).
At Level 3, the student is able to
- rate the implementation and relative success of governance
systems.
4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
At Level 1, the student is able to
- recognize the role of individuals in governance.
At Level 2, the student is able to
- compare and contrast roles of individuals in different forms
of governance. (e.g., state authority, aristocratic society, taxation
systems, slavery, coerced labor).
At Level 3, the student is able to
- assess how the role of individual changed throughout history
in different societies.
Standard Number: 5.0 History
Standard: History involves people, events, and issues. Students
will evaluate evidence to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical arguments and perspectives
on which informed decisions in contemporary life can be based.
Learning Expectations:
The student will
- 5.1 understand the chronological flow of historical eras and events in Ancient
History.
- 5.2 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
Performance Indicators:
5.1 understand the chronological flow of historical eras and events in Ancient
History.
At Level 1, the student is able to
- describe the interaction between early human groups, the
environmental and survival methods that led to the formation of civilizations
(e.g., Mesopotamia, Egypt, China, Indus Valley).
At Level 2, the student is able to
- compare the development of several different pastoral civilizations
by constructing a timeline of known advancements and achievement.
At Level 3, the student is able to
- develop an "imaginary" civilization consistent
with early human civilizations, given a set of environmental conditions
(e.g., social, religious, economic factors).
5.2 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
At Level 1, the student is able to
- identify and label key traits of the various civilizations
(e.g., Old, Middle and New Kingdoms in Egypt.)
At Level 2, the student is able to
- compare and contrast the world civilizations by examining
similarities and differences. (e.g., Mycenaean Greek, Southwest Asian,
Aryan).
At Level 3, the student is able to
- analyze surviving accounts of history written at later dates
about this time period in history (e.g., Old Testament in the Bible, the
Odyssey, the Mahabarata, Ramayana, Illiad).
Standard Number: 6.0 Individuals, Groups, and Interactions
Standard: Personal development and identity are shaped by factors
including culture, groups, and institutions. Central to this development are
exploration, identification, and analysis of how individuals and groups work
independently and cooperatively.
Learning Expectations:
The student will
- 6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
Performance Indicators:
6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
At Level 1, the student is able to
- recall examples of two groups’ interaction such as economic,
political, social and cultural exchanges.
At Level 2, the student is able to
- detect noted individuals for their contributions throughout
history (e.g., Thutmose, Ramses II, Queen Hatshepsut, Sargon, Amenhotep
IV).
At Level 3, the student is able to
- through surviving artifacts describe consequences to the
individual for violating the community's governing system;
- debate the existing rights of the individual noting gender
and social differences within the various pastoral people communities.
Ancient History Standards
Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300
AD)
Standard Number: 1.0 Culture
Culture encompasses similarities and differences among people, including their
beliefs, knowledge, changes, values, and tradition. Students will explore these
elements of society to develop an appreciation of and respect for the variety
of human cultures.
Learning Expectations:
The student will
- 1.1 understand the relationship between physical environments and culture.
- 1.2 recognize how cultural and individual’s perceptions affect places and
regions.
- 1.3 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to the development and transmission
of culture.
- 1.4 understand the role that diverse cultures and historical experiences
had on the development of the world.
Performance Indicators:
1.1 understand
the relationship between physical environments and culture.
At Level 1, the student is able to
- describe the location of major cultural attributes such
as language, religion, political systems, economic systems, and population
centers in the growing empires (e.g., Greek city-states, Phoenician, Roman,
Persian empires, and Chinese dynasties);
- describe how human characteristics make specific regions
of the world distinctive.
At Level 2, the student is able to
- indicate how societies developed a special culture due to
their environmental conditions (e.g., the Phoenician trading culture,
the Aegean city-state system, Jewish monotheism);
- contrast the difference cultures that arise between land
and water based communities. (e.g., pastoral nomadic societies, trade
societies).
At Level 3, the student is able to
- analyze the role of cultural diffusion and interactions
among Earth’s human systems in the ongoing development of Earth’s cultural
landscapes (e.g., Greek colonies in the Black Sea, North Africa, and the
Western Mediterranean);
- analyze the role culture plays in incidents of cooperation
and conflict in the contemporary world (e.g., continual warfare for resources
and religion).
1.2 recognize
how cultural and individual’s perceptions affect places and regions.
At Level 1, the student is able to
- describe characteristics of physical environments that contribute
to the growth and development of cultures.
At Level 2, the student is able to
- recognize that the Sumerian, Egyptian, and Greek societies
saw themselves in relation to their gods, and how attitudes toward women
appeared in relation to their goddesses;
- describe how cultural life in the Hellenistic era was a
diffusion of Greek, Egyptian, Persian, and Indian art and architecture
because of assimilation, conquest, trade, and migration;
- indicate the major religious beliefs and social framework
in India that gave rise to Brahmanism.
At Level 3, the student is able to
- analyze how communication, transportation and other forms
of technology contribute to the development of a culture.
1.3 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to the development and transmission
of culture.
At Level 1, the student is able to
- explain how information and experiences may be interpreted
differently from people of diverse cultural perspectives and frames of
reference.
At Level 2, the student is able to
- demonstrate how language, art, music, belief systems, and
other cultural elements facilitate global understanding or cause misunderstanding;
- identify the social development and the religious beliefs
of the Jewish civilization. (e.g., the development of the Jewish kingdoms,
Jews' maintenance of religious and cultural traditions despite destruction
of kingdoms, the significance of the Torah);
- indicate the major tenants of Persian religious beliefs
(e.g., basic teachings of Zoroastrianism, religious relationship to society
and politics);
- recognize the cultural elements of Kush society (e.g., linguistic,
architectural, and artistic achievements);
- identify the achievements of Roman society (e.g., legal,
artistic, architectural, technological and literary);
- recognize the artistic achievements of the Han dynasty.
At Level 3, the student is able to
- analyze how Greek drama and mythology reveal ancient moral
values and cultural traditions;
- debate the lasting significance of great empire language,
myths, religion, and writings.
1.4 understand the role that diverse cultures and historical experiences
had on the development of the world.
At Level 1, the student is able to
- explain how information and experiences may be interpreted
differently from people of diverse cultural perspectives and frames of
reference.
At Level 2, the student is able to
- recognize significant Greek writings, art, literature, and
mythology (e.g., prominent ideas of Greek philosophers, significance and
major works of Greek historians, the significant events and subsequent
lessons in tragedies and comedies, and events of every day life, major
characteristics of Hellenistic sculpture, architecture, and pottery);
- indicate the differences among religious groups. (e.g.,
Judaism, Greek mythology, Zoroastianism);
- compare and contrast Roman writings and mythology with Greek
writings and mythology;
- recognize the events that gave birth to Christianity (e.g.,
the story of the life of Jesus of Nazareth, the messages of Jesus' prominent
parables);
- recognize the events that gave prominence to Buddhism (e.g.,
the life and story of Buddha, Buddha's essential teachings and their response
to the Brahmanic system, Indian epic stories).
At Level 3, the student is able to
- evaluate how the great empire stories, traditions, myths,
language, writings, and culture affects the world today;
- debate the status of women and children within the great
empires.
Standard Number: 2.0 Economics
Standard: Globalization of the economy, the explosion of population
growth, technological changes and international competition compel students
to understand, both personally and globally, production, distribution, and consumption
of goods and services. Students will examine and analyze economic concepts such
as basic needs versus wants, using versus saving money, and policy-making versus
decision-making.
Learning Expectations:
The student will
- 2.1 understand economic connections, conflicts, and interdependence.
- 2.2 understand the changes that occur in the nature, use, distribution, and
importance of resources.
- 2.3 recognize the importance of technologies on economic development.
Performance Indicators:
2.1 understand economic connections, conflicts, and interdependence.
At Level 1, the student is able to
- explain the changing relationship of supply and demand in
great empire communities;
- list evidence that supports the growing importance of trade
to the great empires.
At Level 2, the student is able to
- recognize economic relationships that resulted among different
great empire economies. (e.g., trade, slavery, farming, civil service).
At Level 3, the student is able to
- compare and contrast the interactions among empire economic
systems (e.g., evidence of early trade systems);
2.2 understand the changes that occur in the nature, use, distribution, and
importance of resources.
At Level 1, the student is able to
- identify great empire economy systems.
At Level 2, the student is able to
- study influences on the economic Roman empire (e.g., trade,
conquest, commercial connections).
At Level 3, the student is able to
- appraise the relationship among scarcity of resources, economic
development, and conflict.
2.3 recognize the importance of technologies on economic development.
At Level 1, the student is able to
- explain the relationship between the use, availability,
and accessibility of resources and the subsequent technological developments.
At Level 2, the student is able to
- identify the commercial significance of the trans-Eurasian
silk road economy;
- recognize the importance of Phoenician trade to the spread
of the alphabet;
- identify the importance of the trading society the Lydians
of Asia Minor as the first society to use coined money rather than barter.
Standard Number: 3.0 Geography
Standard: Geography enables the students to see, understand and
appreciate the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts within
the six essential elements of geography: world in spatial terms, places and
regions, physical systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
- 3.1 understand the importance of physical geographic features on world historic
events.
- 3.2 understand human geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the importance of physical geographic features on world historic
events.
At Level 1, the student is able to
- recognize and name major physical geographic features and
climate of the great empire world;
- know the importance of the physical setting of Canann to
its subsequent society (e.g., the Jordan River northern valley, natural
produce, desert region to the south of the Dead sea, arid plateau, use
as a land bridge between Asia and Africa).
At Level 2, the student is able to
- examine the ways in which physical geographic features influence
interaction of individuals and civilizations;
- recognize the physical barriers that isolated some civilizations
for thousands of years.
- identify how Canaan's location became a disadvantage to
conquering armies (e.g., Egyptians, Syrians, Assyrians, Persians, Babylonians);
- indicate how the mountainous region of Greece gave rise
to individual city-states rather than a unified kingdom due to its physical
geography.
At Level 3, the student is able to
- assess the relative importance
of physical geographic features on the great empires (e.g,. plains, plateaus,
mountains, hills, water sources).
3.2 understand human geographic interactions and their impact on world historic
events.
At Level 1, the student is able to
- recall examples of how great empires impacted their surrounding
environment.
At Level 2, the student is able to
- recognize how the Persians initially manipulated the environment
in order to expand their empire from southeastern Europe to the Indus
River Valley (e.g., Persian royal roads, assimilating local customs);
- identify the success of the Phoenicians as a society due
to their lack of available natural resources but as a sea trading power.
At Level 3, the student is able to
- evaluate how great empire societies utilized their surrounding
physical geography. (grazing for sheep, mild climates for produce, waterways
for trade).
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of power and authority
in order to provide order and stability. Civic efficacy requires understanding
rights and responsibilities, ethical behavior, and the role of citizens within
their community, nation, and world.
Learning Expectations:
The student will
- 4.1 explain the development of a people’s need to belong and organize into
a system of governance.
- 4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and organize into
a system of governance.
At Level 1, the student is able to
- recognize the relationship between a place's physical, political
and cultural characteristics and the type of governance that emerges in
that place.
At Level 2, the student is able to
- recognize the political characteristics of Chinese society
under early imperial dynasties (e.g., the "mandate to heaven"
given to the Zhou dynasty, the development of imperial rule, comparisons
between the Shang, Quin, and Han Empires and their governance style);
- compare and contrast Hellenistic governance systems (e.g.,
Athenian democracy, Spartan military aristocracy);
- differentiate among the political responsibilities required
of Hellenistic peoples. (e.g., hierarchical relationships, civic duties
of men and women from different classes).
At Level 3, the student is able to
- analyze the political legacy of Roman and Greek society
in today's world.
4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
At Level 1, the student is able to
- recognize the role of individuals in differing governance
structures;
- list the importance of universal communication systems to
growing empires.
At Level 2, the student is able to
- compare and contrast roles of individuals in different forms
of governance;
- indicate the changing role of governance throughout the
Roman empire (e.g., major phases in the empire's expansion, imperial rule
over Roman society, transformation from republic to empire);
- identify how religious beliefs began to influence governance
structures;
- recognize how imperial systems required an active bureaucratic
system. (e.g., Han dynasty);
- recognize the significant military developments of the Persian
Empire (e.g., wars between Persia and the Greek city-states, founding
under Darius the Great, warfare under Alexander, Persia's subsequent
failure).
At Level 3, the student is able to
- debate whether religion did impact governance structures
(e.g., Brahman response to Buddhist teachings);
- analyze Alexander as a military and political leader (e.g.,
disintegration of his empire after his death, campaigns, battles).
Standard Number: 5.0 History
Standard: History involves people, events, and issues. Students
will evaluate evidence to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical arguments and perspectives
on which informed decisions in contemporary life can be based.
Learning Expectations:
The student will
- 5.1 understand the chronological flow of historical eras and events in Ancient
History.
- 5.2 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
Performance Indicators:
5.1 understand the chronological flow of historical eras and events in Ancient
History.
At Level 2, the student is able to
- recognize the technological and cultural innovation and
change from 1000 to 600 BCE;
- identify how the Aegean civilization emerged and how interrelations
developed within the Eastern Mediterranean and Southwest Asia from 600
to 200 BCE;
- identify how major religious and large scale empires arose
in the Mediterranean region, China, and India from 500 BCE to 300 CE;
- know how early agrarian civilizations arose in Mesoamerica.
At Level 3, the student is able to
- develop an "imaginary" civilization consistent
with early human civilizations, given a set of environmental conditions.
5.3 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
At Level 1, the student is able to
- identify and label key traits of the various civilizations.
At Level 2, the student is able to
- compare and contrast growing major global trends from 1000
BCE to 300 CE (e.g., slavery found in the Han, the Maurya, the Greek and
Roman empires, centralization of religious thought, enduring ideas, art
forms, and written languages, development of technology;
- construct time lines to show sequences of important dates
and events.
At Level 3, the student is able to
- analyze the difficulty in studying Olmec (Mesoamerican)
civilization based on available archaeological evidence.
At Level 3, the student is able to
- weigh the relative impact of world civilizations upon the
modern world.
Standard Number: 6.0 Individuals, Groups, and Interactions
Standard: Personal development and identity are shaped by factors
including culture, groups, and institutions. Central to this development are
exploration, identification, and analysis of how individuals and groups work
independently and cooperatively.
Learning Expectations:
The student will
- 6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
Performance Indicators:
6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
At Level 1, the student is able to
- recall examples of two groups’ interaction such as economic,
political, social and cultural exchanges.
At Level 2, the student is able to
- identify the individual significance of religious leaders
(e.g., Jesus of Nazareth, Buddha);
- describe how Jesus conflicted with and agreed with larger
Jewish society (e.g., expansion of Ten Commandments, friction with established
Judaism and Roman empire, stories and values expressed through teachings);
- identify the contributions of individual rulers to their
greater societies (e.g., Alexander, Cincinnatus, Scipio Africanus, Julius
Caesar, Augustus, Nero, Marcus Aurelius, Constantine, Cleopatra, Qin emperor
Shi Huangdi).
Ancient History Standards Era 4: Expanding Zones of Exchange
and Encounter (300AD-1000 AD)
Standard Number: 1.0 Culture
Culture encompasses similarities and differences among people, including their
beliefs, knowledge, changes, values, and tradition. Students will explore these
elements of society to develop an appreciation of and respect for the variety
of human cultures.
Learning Expectations:
The student will
- 1.1 recognize how cultural and individual’s perceptions affect places and
regions.
- 1.2 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to the development and transmission
of culture.
- 1.3 understand the role that diverse cultures and historical experiences
had on the development of the world.
Performance Indicators:
1.2 understand how language, art, music, belief systems, traditions, science,
technology, values and behaviors contribute to the development and transmission
of culture.
At Level 1, the student is able to
- identify the basic components of Hinduism (e.g., concept
of dharma, roles of family and friends, Brahma, khrama, caste system,
ritual sacrifice, reincarnation);
At Level 2, the student is able to
- identify the influence geography on the growth of Hinduism
and Buddhism in Eastern and Southeast Asia. (e.g., trade, ocean currents,
physical geography);
- identify the response of Christianity and Buddhism to the
fall of the Roman and Han Empires;
- recognize the spread of Islam in Southwest Asia and Mediterranean
region and its subsequent divisions between Sunni and Shi'ite (e.g., life
of Muhammed, basic tents and beliefs, five pillars);
- describe the growing appeal of Christianity and Buddhism
to people living from the third to fifth centuries;
- read the basic beliefs of Shintoism in order to discover
legends in Japanese history.
At Level 3, the student is able to
- analyze the unique art and architectural expression that
emerged from the spread of Islam;
- evaluate the spread and adaptation of Buddhism from China
to Korea and Japan;
- investigate the cultural and technological achievements
of Tang China (e.g., poetry, landscape, painting, pottery, road building,
canal implementation);
- evaluate the role of the griot in West African society.
1.3 understand the role that diverse cultures and historical experiences
had on the development of the world.
At Level 1, the student is able to
- review the historical status of women in children.
At Level 2, the student is able to
- recognize the changing role of women from pagan Roman to
the spread of Christianity;
- compare and contrast the cultural role of women in court
and as authors in Imperial Japan with the status of men in government
and politics;
- identify the growing influence of the monastery in European
development (e.g., monasteries, convents, and missionaries from Britain
to Ireland);
- recognize the social factors of Mayan (e.g., art and architecture,
status of women, social class, political structure).
At Level 3, the student is able to
- analyze the social relationships and technology advancements
in India during the Gupta era (e.g., gender roles, caste system, legal
restrictions);
- evaluate the influence of Islam on cultural ideas and social
practices (e.g., family, morals, marriage, inheritance, slavery, non-Muslims);
- appraise Korea's adaptation of Chinese and Japanese culture
and society for survival.
Standard Number: 2.0 Economics
Standard: Globalization of the economy, the explosion of population
growth, technological changes and international competition compel students
to understand, both personally and globally, production, distribution, and consumption
of goods and services. Students will examine and analyze economic concepts such
as basic needs versus wants, using versus saving money, and policy-making versus
decision-making.
Learning Expectations:
The student will
- 2.1 understand the changes that occur in the nature, use, distribution, and
importance of resources.
- 2.2 recognize the importance of technologies on economic development.
Performance Indicators:
2.1 understand the changes that occur in the nature, use, distribution, and
importance of resources.
At Level 1, the student is able to
- describe the spatial organization of economic trade networks;
- explain the major components of and reasons for world trade;
- explain the role of transportation and communication networks
in the development of economic activities.
At Level 2, the student is able to
- recognize the importance of international trade for African
and Eurasian societies.
At Level 3, the student is able to
- evaluate the advantages and disadvantages of the growing
economic patterns.
2.2 recognize the importance of technologies on economic development.
At Level 1, the student is able to
- describe the characteristics, location, and use of renewable
and nonrenewable resources.
- explain the relationship between the use, availability,
and accessibility of resources and a country’s standard of living, including
the role of technology in resource acquisition and use;
- describe world patterns of resource distribution and utilization.
At Level 2, the student is able to
- identify the economic and agricultural elements of Mayan
society (e.g., Mayan trade, rise of city states, development in agriculture);
- understands the growth of economic exchanges from different
regions from 300 to 1000 CE (e.g., Muslims mediating long distances, food
crop exchange, migrating peoples, and settlement connections).
Standard Number: 3.0 Geography
Standard: Geography enables the students to see, understand and
appreciate the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts within
the six essential elements of geography: world in spatial terms, places and
regions, physical systems, human systems, environment and society, and the use
of geography.
Learning Expectations:
The student will
- 3.1 understand the importance of physical geographic features on world historic
events.
- 3.2 understand human geographic interactions and their impact on world historic
events.
Performance Indicators:
3.1 understand the importance of physical geographic features on world historic
events.
At Level 1, the student is able to
- recognize and name major physical geographic features of
this era.
At Level 2, the student is able to
- indicate the effect of geography on different groups and
their trade practices;
- recognize the geographic significance of Baghdad;
- identify the geographic influence on Japan's status with
the kingdom's of Korea and China.
At Level 3, the student is able to
- assess the relative importance
of physical geographic features on world historic and current events.
3.2 understand human geographic interactions and their impact on world historic
events.
At Level 1, the student is able to
- locate the urban areas and major geographical regions of
Tang China;
- know that Pacific Islanders and New Zealand natives used
navigational techniques to journey long routes;
- know the maritime and overland trade routes linking regions
of Afro-Eurasia and Europe.
At Level 2, the student is able to
- identify how the location and network of canals forever
changed life in China.
At Level 3, the student is able to
- determine which factors have been most significant in the
development of the modern world;
- evaluate how early migrants carried plants and animals with
them in the Pacific Islands and New Zealand affecting existing flora and
fauna.
Standard Number: 4.0 Governance and Civics
Standard: Governance establishes structures of power and authority
in order to provide order and stability. Civic efficacy requires understanding
rights and responsibilities, ethical behavior, and the role of citizens within
their community, nation, and world.
Learning Expectations:
The student will
- 4.1 explain the development of a people’s need to belong and organize into
a system of governance.
- 4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
Performance Indicators:
4.1 explain the development of a people’s need to belong and organize into
a system of governance.
At Level 1, the student is able to
- recognize the relationship between a place's physical, political
and cultural characteristics and the type of governance that emerges in
that place;
- review the rise to power of Roman and Han empires.
At Level 2, the student is able to
- list possible political reasons for the decline of Roman
and Han empires. (e.g., significant battles, internal divisions, political
changes, and invasions);
- identify the political events that shaped the Gupta empire;
- recognize the changing influence from the Carolingian Empire
on the development of European civilization (e.g., Charlemagne's royal
court, monasteries' preservation of Greco-Roman learning, contribution
of Christian learning, conflict among secular and papacy;
At Level 3, the student is able to
- rate the implementation and relative success of governance
systems.
4.2 identify how cooperation and conflict among people influence the division
and control resources, rights, and privileges.
At Level 1, the student is able to
- review the political and social motivation for the Roman
empire's relocation of their capital to Byzantine.
At Level 2, the student is able to
- identify how Byzantine withstood attacks between the 8th and 10th CE centuries;
- list the strengths and weaknesses of the Abbasid, Byzantine
and Sassamid governments and military institutions;
- understand the significance of Norse migrations and invasions
( e.g., independent lords, knightly class, locations of settlements);
- compare and contrast the size of European empires to that
of Byzantium;
- trace the development of state building in West Africa.
At Level 3, the student is able to
- evaluate the blending of Islamic beliefs with establishing
an empire;
- evaluate the political shifts in power during 9th and 10th century Europe (e.g., royalty, counts, dukes, hereditary
autonomous power over land and people).
Standard Number: 5.0 History
Standard: History involves people, events, and issues. Students
will evaluate evidence to develop comparative and causal analyses, and to interpret
primary sources. They will construct sound historical arguments and perspectives
on which informed decisions in contemporary life can be based.
Learning Expectations:
The student will
- 5.1 understand the chronological flow of historical eras and events in Ancient
History.
- 5.2 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
Performance Indicators:
5.1 understand the chronological flow of historical eras and events in Ancient
History.
At Level 2, the student is able to
- recognize imperial crises and subsequent aftermath in various
regions from 300 to 700 CE;
- identify the development of the Islam in the world from
7th to 10th CE;
- Explore the major developments in East and Southeast Asia
from 600 to 900 CE (e.g., Tan dynasty, Japanese imperialism);
- Identify the changing world of Europe from 500 to 1000 CE
(e.g., growth of missionaries, Merovigian and Caroligian states, Norse
invasions);
- compare and contrast the development of agricultural societies
in tropical Africa and Oceania;
- indicate the rise of civilizations in Mesoamerica and Andean
South America in First millennia CE.
At Level 3, the student is able to
- develop an "imaginary" civilization consistent
with early human civilizations, given a set of environmental conditions.
This would include an understanding of social, religious, and economic
factors.
5.3 understand how historical information is collected, recorded, interpreted,
transmitted, and disseminated across various historical eras.
At Level 1, the student is able to
- identify and label key traits of the various civilizations.
At Level 2, the student is able to
- research the expanding zones of exchange and encounter from
300-1000- CE by utilizing surviving evidence and artifacts (e.g., the
spread of Christianity, Buddhism, Hinduism, and Islam throughout diverse
cultures, international trade).
Standard Number: 6.0 Individuals, Groups, and Interactions
Standard: Personal development and identity are shaped by factors
including culture, groups, and institutions. Central to this development are
exploration, identification, and analysis of how individuals and groups work
independently and cooperatively.
Learning Expectations:
The student will
- 6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
Performance Indicators:
6.1 understand the extent to which individuals, groups and institutions interact
to produce continuity and change throughout world history.
At Level 1, the student is able to
- recall examples of two groups’ interaction such as economic,
political, social and cultural exchanges.
At Level 2, the student is able to
- identify the significance of Charlesmagne as an individual.
(e.g., government, laws, conquest, personality);
- know the story of Alfred the Great of England;
At Level 3, the student is able to
- evaluate the significance of Clovis's conversion to Christianity
and its affects on the Frankish and Saxon peoples.