
WHI - smcallister2
... b. Using maps globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to A.D. 1500. c. Identifying major geographic features important to the study of world history to A.D. 1500 d. Identifying and comparing political boundaries with the loc ...
... b. Using maps globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to A.D. 1500. c. Identifying major geographic features important to the study of world history to A.D. 1500 d. Identifying and comparing political boundaries with the loc ...
6th Grade Western Hemisphere Social Studies Standards at a Glance:
... 1. Describe the events that occurred in Europe during the Dark Ages. 2. Explain the importance the Muslim Empire had on preserving ancient texts as well as developments in mathematics and the sciences. 3. Identify the impact and achievements of Asian Empires and Dynasties. 4. Analyze how Silk Road t ...
... 1. Describe the events that occurred in Europe during the Dark Ages. 2. Explain the importance the Muslim Empire had on preserving ancient texts as well as developments in mathematics and the sciences. 3. Identify the impact and achievements of Asian Empires and Dynasties. 4. Analyze how Silk Road t ...
Advanced Placement World History
... firedrills/alarms, FCAT, short periods, etc. This means that any topics on the course schedule that are interrupted by such general interruptions, it is expected that those topics will be completed by the student. 8. Students are expected to review discussion topics from class with their parents in ...
... firedrills/alarms, FCAT, short periods, etc. This means that any topics on the course schedule that are interrupted by such general interruptions, it is expected that those topics will be completed by the student. 8. Students are expected to review discussion topics from class with their parents in ...
World History - cloudfront.net
... AP World History is the equivalent of a college-level survey course in world history. Like college students, you are expected to read the assigned pages in the textbook as listed in the unit calendars and take notes in the charts and types of graphic organizers provided by the teacher. In designing ...
... AP World History is the equivalent of a college-level survey course in world history. Like college students, you are expected to read the assigned pages in the textbook as listed in the unit calendars and take notes in the charts and types of graphic organizers provided by the teacher. In designing ...
Pitt County Schools
... Revised 2010 Standard World History Instructional Guide analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans ...
... Revised 2010 Standard World History Instructional Guide analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans ...
Pitt County Schools
... Revised 2010 Standard World History Instructional Guide analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans ...
... Revised 2010 Standard World History Instructional Guide analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans ...
File - 7th Grade Social Studies
... punishments for crimes, such as people being beaten or even decapitated. Conflict! ...
... punishments for crimes, such as people being beaten or even decapitated. Conflict! ...
View PDF - Flat Rock Community Schools
... punishments for crimes, such as people being beaten or even decapitated. Conflict! ...
... punishments for crimes, such as people being beaten or even decapitated. Conflict! ...
The World in 1450 - WerkmeisterAPWorldHistory
... – China embarked on a period of exploration early in the Ming Dynasty (1405-1433) – Chinese exploration would bring a significantly greater amount of resources to the problem of exploration than any single of combination of European states could marshal ...
... – China embarked on a period of exploration early in the Ming Dynasty (1405-1433) – Chinese exploration would bring a significantly greater amount of resources to the problem of exploration than any single of combination of European states could marshal ...
History-Social_Science_Quick_Guide
... Students in grade twelve pursue a deeper understanding of the institutions of American government as a one-semester course. They compare systems of government in the world today and analyze the life and changing interpretations of the U.S. Constitution, the Bill of Rights, and the current state of t ...
... Students in grade twelve pursue a deeper understanding of the institutions of American government as a one-semester course. They compare systems of government in the world today and analyze the life and changing interpretations of the U.S. Constitution, the Bill of Rights, and the current state of t ...
Syllabus
... differences between the different periods of time such as Paleolithic and Neolithic. 1. How do scientists/historians know about the earliest people of prehistory? 2. How are Geography and History linked? What are the five themes of Geography? 3. Compare and contrast the Paleolithic and Neolithic age ...
... differences between the different periods of time such as Paleolithic and Neolithic. 1. How do scientists/historians know about the earliest people of prehistory? 2. How are Geography and History linked? What are the five themes of Geography? 3. Compare and contrast the Paleolithic and Neolithic age ...
World History Unit Curriculum Document
... (A) describe how people have participated in supporting or changing their governments (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history (22) Citizenship. The student understands the historical development of significant legal and polit ...
... (A) describe how people have participated in supporting or changing their governments (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history (22) Citizenship. The student understands the historical development of significant legal and polit ...
AP World History : Sample Syllabus 1
... Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history ...
... Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history ...
Discovering the Ancient Kingdoms of Africa
... colonize the African continent, or slave traders would come to its shores in the hopes of making quick money off of the backs of others, Africa was home to some of the most advanced, wealthy, and diverse kingdoms in the world. These kingdoms were found throughout the expansive continent and their co ...
... colonize the African continent, or slave traders would come to its shores in the hopes of making quick money off of the backs of others, Africa was home to some of the most advanced, wealthy, and diverse kingdoms in the world. These kingdoms were found throughout the expansive continent and their co ...
AMDG World History One Enduring Understandings and Essential
... Why did previously separated cultures meet and exchange religious and political ideas between 500-‐1500? How did people seek to build their own nations and create new forms of government? ...
... Why did previously separated cultures meet and exchange religious and political ideas between 500-‐1500? How did people seek to build their own nations and create new forms of government? ...
Fusion The Aztecs - White Plains Public Schools
... joined with two other city-states – Texcoco and Tlacopan – to form the Triple Alliance. This alliance became the leading power in the Valley of Mexico and soon gained control over neighboring regions. By the early 1500s, the alliance controlled a vast empire that covered some 80,000 square miles str ...
... joined with two other city-states – Texcoco and Tlacopan – to form the Triple Alliance. This alliance became the leading power in the Valley of Mexico and soon gained control over neighboring regions. By the early 1500s, the alliance controlled a vast empire that covered some 80,000 square miles str ...
Durham Research Online
... collecting channel of the avenue wherefrom the waste was disposed of into either a landfill or a lake. The main collecting channel was covered with bricks, and access to the channel was gained by manhole covers when cleaning was required. Historians have different opinions about the land used for th ...
... collecting channel of the avenue wherefrom the waste was disposed of into either a landfill or a lake. The main collecting channel was covered with bricks, and access to the channel was gained by manhole covers when cleaning was required. Historians have different opinions about the land used for th ...
Social Studies: World History Pacing Resource Document
... How did competition, conflict and alliance between city-states shape Greek culture? WH.2.3 What issue led to the downfall of Athens? WH.2.9, WH.7.2 What were key Greek notions about government, art, science and logic? WH.2.9 How did Greek colonization into Italy and other parts of Europe influence o ...
... How did competition, conflict and alliance between city-states shape Greek culture? WH.2.3 What issue led to the downfall of Athens? WH.2.9, WH.7.2 What were key Greek notions about government, art, science and logic? WH.2.9 How did Greek colonization into Italy and other parts of Europe influence o ...
Early Civilizations
... • Nomadic hunter-gatherers of northeastern Africa began to settle near the Nile as early as 5000 B.C. • The early Egyptians harvested papyrus that grew wild along the banks of the Nile. The long, thin reeds of papyrus were used to make rope, matting, sandals, baskets, and later on, sheets of paper ...
... • Nomadic hunter-gatherers of northeastern Africa began to settle near the Nile as early as 5000 B.C. • The early Egyptians harvested papyrus that grew wild along the banks of the Nile. The long, thin reeds of papyrus were used to make rope, matting, sandals, baskets, and later on, sheets of paper ...
SOCIAL STUDIES Global History I/AP World History I
... order thinking skills, such as close reading of primary sources and the analysis of procon, continuity and change over time, compare and contrast, and point of view. Students consistently learn to make connections between past and present. In addition, all students engage in research to solve pr ...
... order thinking skills, such as close reading of primary sources and the analysis of procon, continuity and change over time, compare and contrast, and point of view. Students consistently learn to make connections between past and present. In addition, all students engage in research to solve pr ...
The Conquistadors: First-person Accounts of the Conquest of
... after the conquest of Mexico, finding in all of it what he calls an aesthetics of conquest and violence; Sara Castro-Klaren deals with the theme of the sacred dance in Andean culture, working her way from the 16th century forward to the 20th and to a short story by Jose Maria Arguedas; Louis Montros ...
... after the conquest of Mexico, finding in all of it what he calls an aesthetics of conquest and violence; Sara Castro-Klaren deals with the theme of the sacred dance in Andean culture, working her way from the 16th century forward to the 20th and to a short story by Jose Maria Arguedas; Louis Montros ...
AP World History
... • Key cultural and social systems: • Buddhism• Christianity• Confucianism• Daoism• Hellenism• Hinduism• Islam• Judaism• Polytheism• Major developments in the arts and sciences• Basic characteristics of social structures as they developed by 1000• the caste system• the nature and location of major s ...
... • Key cultural and social systems: • Buddhism• Christianity• Confucianism• Daoism• Hellenism• Hinduism• Islam• Judaism• Polytheism• Major developments in the arts and sciences• Basic characteristics of social structures as they developed by 1000• the caste system• the nature and location of major s ...
6th Grade Social Studies Curriculum Map Unit / Essential Standard
... How does social/class structure affect how we interact with each other? Can people change their social/economic class structure? How do class structures exist within the various forms of government? How much movement and interaction does the various types of government allow for? ...
... How does social/class structure affect how we interact with each other? Can people change their social/economic class structure? How do class structures exist within the various forms of government? How much movement and interaction does the various types of government allow for? ...
Boston, MA: Houghton Mifflin. - Harrisburg Area Community College
... (It is assumed that maximum enrollments for blended courses are the same as those identified for In-Class instruction. Maximum enrollments for Virtual Learning courses are to be 75% of In-Class instruction, as per the SGP on Maximum Class Size): ...
... (It is assumed that maximum enrollments for blended courses are the same as those identified for In-Class instruction. Maximum enrollments for Virtual Learning courses are to be 75% of In-Class instruction, as per the SGP on Maximum Class Size): ...
Unit Plan Design Template - South Plainfield Public Schools
... not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be ...
... not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be ...
Civilization

A civilization (US) or civilisation (UK) is any complex society characterized by urban development, social stratification, symbolic communication forms (typically, writing systems), and a perceived separation from and domination over the natural environment. Civilizations are intimately associated with and often further defined by other socio-politico-economic characteristics, including centralization, the domestication of both humans and other organisms, specialization of labor, culturally ingrained ideologies of progress and supremacism, monumental architecture, taxation, societal dependence upon agriculture, and expansionism.Historically, a civilization was an ""advanced"" culture in contrast to more supposedly barbarian, savage, or primitive cultures. In this broad sense, a civilization contrasts with non-centralized feudal or tribal societies, including the cultures of nomadic pastoralists or hunter-gatherers. As an uncountable noun, civilization also refers to the process of a society developing into a centralized, urbanized, stratified structure.Civilizations are organized in densely populated settlements divided into hierarchical social classes with a ruling elite and subordinate urban and rural populations, which engage in intensive agriculture, mining, small-scale manufacture and trade. Civilization concentrates power, extending human control over the rest of nature, including over other human beings.The earliest emergence of civilizations is generally associated with the final stages of the Neolithic Revolution, culminating in the relatively rapid process of state formation, a political development associated with the appearance of a governing elite. This neolithic technology and lifestyle was established first in the Middle East (for example at Göbekli Tepe, from about 9,130 BCE), and later in the Yangtze and Yellow river basins in China (for example the Pengtoushan culture from 7,500 BCE), and later spread. But similar ""revolutions"" also began independently from 7,000 BCE in such places as the Norte Chico civilization in Peru and Mesoamerica at the Balsas River. These were among the six civilizations worldwide that arose independently. The Neolithic Revolution in turn was dependent upon the development of sedentarism, the domestication of grains and animals and the development lifestyles which allowed economies of scale and the accumulation of surplus production by certain social sectors. The transition from ""complex cultures"" to ""civilisations"", while still disputed, seems to be associated with the development of state structures, in which power was further monopolised by an elite ruling class.Towards the end of the Neolithic period, various Chalcolithic civilizations began to rise in various ""cradles"" from around 3300 BCE. Chalcolithic Civilizations, as defined above, also developed in Pre-Columbian Americas and, despite an early start in Egypt, Axum and Kush, much later in Iron Age sub-Saharan Africa. The Bronze Age collapse was followed by the Iron Age around 1200 BCE, during which a number of new civilizations emerged, culminating in the Axial Age transition to Classical civilization. A major technological and cultural transition to modernity began approximately 1500 CE in western Europe, and from this beginning new approaches to science and law spread rapidly around the world.