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LA Comprehensive Curriculum

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Title: LA Comprehensive Curriculum


1
LA Comprehensive Curriculum
  • 6th Grade Social Studies
  • Guiding Questions

2
Unit 1 Hunters, Gatherers, Farmers (Beginnings)
  1. Can students locate places on a map or globe
    using latitude, longitude, cardinal directions,
    and intermediate directions?
  2. Can students explain the difference between a
    primary and secondary source and use both to
    describe world civilizations?
  3. Can students interpret artifacts?

3
Unit 1 Hunters, Gatherers, Farmers (Beginnings)
II
  1. Can students describe the wandering, nomadic life
    of hunter-gatherers?
  2. Can students describe the food, shelter,
    clothing, and tools of hunter-gatherers?
  3. Can students explain the roles specialization and
    inventions played in the development of early
    human communities?

4
Unit 1 Hunters, Gatherers, Farmers (Beginnings)
II
  1. Can students explain why and how humans made the
    transition from hunting and gathering to farming
    (cultivation)?
  2. Can students describe climatic changes and
    geographical features that influenced the
    development of early civilizations?
  3. Can students explain why and how the
    domestication of plants and animals for farming
    took place?

5
Unit 2 River Valley Civilizations (4000-1000
B.C.)
  1. Can students identify land and climatic
    conditions that were conducive to early human
    settlement?
  2. Can students explain how different physical
    features affect human activities like
    cultivating, herding, defending land, etc.
  3. Can students identify major river systems and
    describe the physical settings that supported
    permanent settlement along their banks?

6
Unit 2 River Valley Civilizations (4000-1000
B.C.) Continued
  1. Can students explain the growth of cities and the
    defining characteristics of a civilization?
  2. Can students describe the cultures, governments,
    religions, architecture, technological
    innovations, and writings of the four major river
    valley civilizations?
  3. Can students explain cultural diffusion and, in
    particular, how the four early river valley
    civilizations influenced cultures around them?

7
Unit 3 People and Ideas on the Move (1000
B.C.-A.D. 300)
  1. Can students describe the defining
    characteristics of the Hittite, Minoan,
    Mycenaean, and Phoenician civilizations?
  2. Can students explain the reasons for different
    patterns of migration among early people?
  3. Can students explain the different ages of
    technology an, in particular, the development of
    the plow and of iron tools and weapons?

8
Unit 3 People and Ideas on the Move (1000
B.C.-A.D. 300) Cont.
  • 4. Can students explain the significance of
    Phoenician trade in the Mediterranean Sea?

9
Unit 4 Great Empires (1000 B.C.-A.D. 300)
  1. Can students explain the economic interdependence
    that existed among various ancient civilizations?
  2. Can students explain how various ancient
    civilizations established and maintained
    political boundaries?

10
Unit 4 Great Empires (1000 B.C.-A.D. 300)
Continued
  1. Can students identify the essential elements of
    Greek and Roman government that influenced the
    U.S. government?
  2. Can students explain how the sharing of ideas,
    goods, and services through trade between the
    Greek and Roman civilizations influenced other
    cultures?

11
Unit 4 Great Empires (1000 B.C.-A.D. 300)
Continued
  • Can students describe the key characteristics of
    four classical civilizations-Persia, Greece,
    Rome, and China?
  • Can students make valid arguments for why
    civilizations and empires rise and decline?

12
Unit 5 Spread of Culture and Religion (A.D.
300-1000)
  1. Can students identify the major new religions
    during this period and how they relate to the
    different empires?
  2. Can students explain the different ways that
    religions spread, including through trade,
    empire, Diasporas, colonization, and
    proselytizing?

13
Unit 5 Spread of Culture and Religion (A.D.
300-1000) Cont.
  1. Can students explain the differences in beliefs,
    leaders, and locations of the different major
    religions and how they spread?
  2. Can students explain the effect of major
    religions on European, Asian, and African
    civilizations?

14
Unit 6 Rise and Fall of Empires and Kingdoms
(A.D. 300-1000)
  1. Can students identify the functions and
    characteristics of different mediums of exchange,
    including money?
  2. Can students describe why empires rise and fall
    apart, especially the Roman Empire?
  3. Can students explain the economics of European
    feudalism and of other empires of this era?

15
Unit 6 Rise and Fall of Empires and Kingdoms
(A.D. 300-1000) Cont.
  1. Can students explain changes and developments
    that were brought about by the emergence and
    collapse of major empires and kingdoms in Europe,
    Asia, Africa, and the Americas, especially their
    break-up into smaller political units?
  2. Can students describe major events, key figures,
    and social structures of the Middle Ages?

16
Unit 6 Rise and Fall of Empires and Kingdoms
(A.D. 300-1000) Cont.
  • 6. Can students identify the major technological
    inventions that would lead into a period of
    intensive exploration, colonization, and world
    interaction?

17
Unit 7 The Rise of New Empires and Expansion of
Communication and Trade (A.D. 1000-1500)
  1. Can students describe the African trading empires
    of Ghana, Mali, and Songhai and how they
    facilitated the spread of Islamic culture?
  2. Can students explain factors that facilitated
    cultural diffusion like the Crusades and the Silk
    Road?
  3. Can students explain how Europe responded to the
    fall of the Roman Empire?

18
Unit 7 The Rise of New Empires and Expansion of
Communication and Trade (A.D. 1000-1500) Continued
  1. Can students explain how Mongol conquests and
    rule affected Asia?
  2. Can students describe the Aztec and Inca Empires
    in the Americas?
  3. Can students explain the effects of exploration
    and trade on the economic and cultural
    development of Europe, Africa, and Asia prior to
    1500?

19
Unit 8 The Renaissance, the Reformation, and
Global Exploration (A.D. 1300-1600)
  1. Can students define the word Renaissance and
    describe the major contributing factors that led
    to the Renaissance?
  2. Can students describe the achievements of some of
    the major figures of the Renaissance?
  3. Can students explain the causes and effects of
    the Reformation?

20
Unit 8 The Renaissance, the Reformation, and
Global Exploration (A.D. 1300-1600) Continued
  1. Can students explain some of the major
    technological inventions that powered the
    Renaissance, Reformation, and global exploration?
  2. Can students explain the major social, economic,
    political, and cultural underpinnings for global
    exploration and colonization?

21
  • Created for use by social studies teachers in the
    Lafayette Parish School System.
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