Curriculum Map Social Studies - 2109020/NEC M/J World History and M/J World History - Volusia County Schools
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Volusia County School 2019-2020
Social Studies
Curriculum Map
Volusia County Schools
M/J World History and M/J World History
Advanced 2109010/NEB
2109020/NEC
1|PageVolusia County School 2019-2020 Table of Contents Understanding the Curriculum Maps ………………………………………………………………………………………………………Page 3 Curriculum Map Organizational Scheme…………………………………………………………………………………………………..Page 4 What is “Advanced”?.....................................................................................................................................................................................Page 5 Important Events……………………………………………………………………………………………………………………………Page 6-7 Pacing Guide………………………………………………………………………………………………………………………………..Page 8 Literacy Standards…………………………………………………………………………………………………………………………..Page 9-12 2|Page
Volusia County School 2019-2020
UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay
and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student
know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back
to the Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of some of the items you can use to
teach the unit.
Considering the Next Generation Sunshine State Standards, please keep in mind the Department of Education has determined the content that will
be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy
Standards are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment is found on the Resource Page
with example activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources
to teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps, but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland Curriculum Map Revision Committee
Social Studies Curriculum Specialist
Volusia County Schools
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Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MIND-
Next Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Teaching Resources (Florida
Measurement Topic Curriculum Standards (NGSSS) Academic Language
Literacy Standards)
Assessment
Formative and Summative
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MIDDLE SCHOOL ADVANCED COURSE - Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high school.
After taking middle school Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP higher level, Pre-AICE/AICE, or Pre-
IB/IB. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are expected to
participate in more rigorous coursework including, but not limited to the following:
- Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional guide,
not a textbook or other resource.
- Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each
day. They should be visible and discussed before and after instruction.
- Social Studies Literacy Strategies should be utilized regularly (such as: Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and
PERSIA or G- SPRITE categorization tools).
- Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources),
methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons).
- Students should conduct research projects related to the Social Studies Fair (World History and History) or portfolios related to projects such as: Project Citizen (Civics) or
The Civics Action Project.
- Assessments should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low
order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking
beyond the information at hand.
- Writing for Content Understanding is an essential element in the learning process. Students should be engaged in higher order writing on a regular basis, short and
extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing. Students should be given multiple opportunities to
take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide
cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
- Targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving
homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
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Important Events Observed by Volusia County Social Studies Courses
American Founders Month
September All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or celebrations in which state,
county, and local governmental officials are invited to participate.
All public schools in the state are encouraged to coordinate, at all grade levels, instruction related to our nation's founding fathers.
(H.B. 7069, Section 683.1455)
Sept 17-23 Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S.
Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
(Teachers will receive further instruction from content area specialist)
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in
September each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration
Last full week of of Independence.
the month (2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15- Hispanic Heritage Month
October 15 Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the
U.S., has resulted in a whole month being designated for that purpose.
November 11th Veterans Day - celebrates the service of all U.S. military veterans
February Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week
in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs and activities.
(Teachers will receive further instruction from content area specialist)
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March Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the
week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as
"Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March
1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year
as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s
History Month.”
Medal of Honor Day - Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to
March 25th members of the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…
May Memorial Day is a day of remembering the men and women who died while serving.
Last Monday
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Volusia County School
M/J World History Pacing Guide
2019-2020
The completion dates are a guideline to stay on track to complete the course and cover all standards by the end of the year.
OP # Organizing Principle Length of Unit Grading Unit
Period Completed
By
2 weeks 1 August 23
1 Geography and Research Literacy
5 weeks 1 September 27
2 Early River Civilizations
6 weeks 1 and 2 November 1
3 Egypt, Kush, and Israel
5 weeks 2 December 18
4 Ancient India
6 weeks 3 February 14
5 Ancient China
6 weeks 3 and 4 April 3
6 Ancient Greece
6 weeks 4 May 22
7 Ancient Rome
.
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Literacy Standards
Key Ideas and Details
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources.
LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates
are raised or lowered).
Craft and Structure
LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
Integration of Knowledge and Ideas
LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text.
LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic.
Text Types and Purposes
LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
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.
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.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
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a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Production and Distribution of Writing
LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge
LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration
LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence
on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue
under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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LAFS.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,
text, or issue under study.
LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and clear pronunciation.
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if
necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on
their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations,
verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically
proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?”
They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They
justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data,
making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are
also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is
flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete
referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are
not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to
clarify or improve the arguments.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include
pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or
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course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated
using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge.
When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions,
explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve
problems. They are able to use technological tools to explore and deepen their understanding of concepts.
MAFS.K12.MP.6.1 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with
others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently
and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By
the time they reach high school they have learned to examine claims and make explicit use of definitions.
Language of Social and Instructional Purposes
ELD.K12.ELL.SL.1 English language learners communicate for social and instructional purposes within the school setting.
Language of Social Studies
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of
Social Studies.
Internal and External Influence
HE.6.C.2.4 Investigate school and public health policies that influence health promotion and disease prevention.
Remarks/Examples:
Fitness reports for students, school zone speeding laws, school district wellness policies, and helmet laws.
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Geography and Research Literacy 3 2 Weeks-August
Meso and South America
Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
NOTE: These Benchmarks are introduced and will be reviewed through each Organizing Principle Chapter 1
hereafter. era, archaeology, artifact, paleontology, fossil,
anthropology, species, historian
Use timelines to identify chronological order of historical events. SS.6.W.1.1
Some examples of success criteria may include:
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. evidence, primary sources, secondary sources, point
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and of view, bias, conclusion, scholarly
SS.6.W.1.2
designations of time periods.
Some examples of success criteria may include: credentials, URL, .gov, .com, .org, .edu, plagiarize,
• Students will understand that time can be broken down into identifiable times spans. plagiarism
• Students will identify eras as a period marked by a specific event and identify examples, such as the Neolithic
Age, the Bronze Age, and the Iron Age.
• Students will identify the point at which the timeline changes.
Chapter 2
Interpret primary and secondary sources. SS.6.W.1.3 hemisphere, latitude, longitude, projection, culture,
Some examples of success criteria may include: physical map, special-purpose map, scale, political
• Students will examine primary and secondary sources on the same event or time period in history and compare map, cardinal directions, choropleth, migration,
details.
culture
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources.
Describe the methods of historical inquiry and how history relates to the other social
sciences.
SS.6.W.1.4 exports, imports, barter/trade, globalization
Some examples of success criteria may include:
• Students will describe the importance of using both primary and secondary sources to answer Other Vocabulary
questions about an event or time period. Geographer, BC/BCE, AD/CE, decade, century,
• Students will understand the importance of credibility of sources.
millennium, era, epoch, geography
• Students will describe how to deal with conflicting historical accounts. Students will analyze how cause and
effect relationships can be established.
Describe the roles of historians and recognize varying historical interpretations
SS.6.W.1.5
(historiography).
Some examples of success criteria may include:
• Students will define historiography as the study of the ways in which history is written and the changes of
interpretations of events over time or through point of view.
• Students will identify a historical event in history and its varying interpretations of the events by historians.
Describe how history transmits culture and heritage and provides models of human
SS.6.W.1.6
character.
Some examples of success criteria may include:
• Students will demonstrate that major events have a cause-and effect relationship on history.
• Students will trace the evolution of a cultural practice or cultural norm from its beginnings to modern times
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Compare the emergence of advanced civilizations in Meso and South America with the
SS.6.W.2.10
four early river valley civilizations. (Not in textbook, see resources)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Some examples of success criteria may include:
Students will examine Olmec, Zapotec, and Chavin societies.
Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.
Some examples of success criteria may include: SS.6.G.1.1
• Students will identify lines of latitude and longitude on a map
• Students will understand the terms degrees and coordinates and that latitude and longitude are measured in
degrees, minutes, and seconds.
Students will locate and identify the equator, prime meridian, tropic of Cancer, and tropic of Capricorn, as well as
their latitude and longitude.
Analyze the purposes of map projections (political, physical, special purpose) and explain the
applications of various types of maps.
SS.6.G.1.2
Some examples of success criteria may include:
• Students will understand that map projection are used to display a spherical globe on flat surface.
• Students will identify the various map projections
• Students will recognize that map titles and keys are used to identify the type of map being used.
Identify natural wonders of the ancient world.
Some examples of success criteria may include: SS.6.G.1.3
Students will recognize the Seven Natural Wonders of Africa, Himalayas, and the Gobi Desert
Utilize tools geographers use to study the world.
Some examples of success criteria may include: SS.6.G.1.4
• Students will analyze charts and graphs for geographical data including, but not limited to, population,
climate, and environmental issues.
Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient
maps of the world. SS.6.G.1.5
Some examples of success criteria may include:
• Students will use a map scale to measure distances of the world on a map and to estimate distances from
location to another.
Students will give directions from one place in the ancient world to another, identifying distances traveled using
map scale and cardinal and intermediate directions
Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of
civilizations. SS.6.G.2.1
Some examples of success criteria may include:
• Students will identify the locations of major civilizations and explain how the major bodies of water
impacted their development.
Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the today
Some examples of success criteria may include: SS.6.G.1.7
Students will compare and contrast size and geographic characteristics of each ancient civilization labeled
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Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have
influenced settlement, interactions, and the economies of ancient civilizations of the world. SS.6.G.2.1
Some examples of success criteria may include:
• Students will analyze how the locations of ancient civilizations determined what natural resources were
available to them, and how these resources and other physical characteristics influenced their settlement
and trading patterns.
Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions
created by civilizations. SS.6.G.2.2
Some examples of success criteria may include:
Students will relate their own town or city, county, state, country, and continent to how where we live is broken
down into smaller and larger places.
Explain how the geographical location of ancient civilizations contributed to the culture and politics of those
societies. SS.6.G.2.4
Some examples of success criteria may include:
• Students will determine how civilizations’ location affected cultural and political interaction with others.
Students will determine how the presence or lack of natural boundaries affected the safety of various ancient
civilizations.
Interpret how geographic boundaries invite or limit interaction with other regions and cultures.
Some examples of success criteria may include: SS.6.G.2.5
Students will recognize borders between countries and understand that countries control these borders
Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
Some examples of success criteria may include: SS.6.G.2.6
Students will list ways that the concept of cultural diffusion is evident through the language, food, clothing, and art
of ancient societies.
Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.
Some examples of success criteria may include: SS.6.G.2.7
Students will analyze population distribution in the ancient world
Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.
Some examples of success criteria may include: SS.6.G.3.1
Students will understand that societies adapt to their physical environment in order to be successful.
Analyze the impact of human populations on the ancient world's ecosystems.
Some examples of success criteria may include: SS.6.G.3.2
Students will understand that logging, overgrazing, and overproduction of agriculture harmed ancient ecosystems
Map and analyze the impact of the spread of various belief systems in the ancient world. SS.6.G.4.4
Some examples of success criteria may include:
• Students will understand Buddhism, Christianity, Judaism, and Hinduism.
Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical SS.6.G.6.1
Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding
the world and its people.
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