Social Studies - Lower Township Elementary School
... of each empire as well as the empires’ relationships with other parts of the world. Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. Analyze the motiv ...
... of each empire as well as the empires’ relationships with other parts of the world. Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. Analyze the motiv ...
Contents Page - Waterford Public Schools
... Research selected topics to further enhance ones understanding and appreciation of the life style. ...
... Research selected topics to further enhance ones understanding and appreciation of the life style. ...
World History: Ancient Civilizations Through the Renaissance
... Main Idea 2: People adapted to new environments by making clothing and new types of tools • Early people had to adapt to new environments. – They learned how to sew animal skins together for clothing. – They found new shelters, such as pit houses and caves. Then, created structures made out of anima ...
... Main Idea 2: People adapted to new environments by making clothing and new types of tools • Early people had to adapt to new environments. – They learned how to sew animal skins together for clothing. – They found new shelters, such as pit houses and caves. Then, created structures made out of anima ...
Social Studies - Renton School District
... complements—the former providing broad standards, the latter providing additional specificity— that together define the skills and understandings that all students must demonstrate. ℗Power Standards highlighted All standards must be taught and assessed. Power standards identify the standards that sh ...
... complements—the former providing broad standards, the latter providing additional specificity— that together define the skills and understandings that all students must demonstrate. ℗Power Standards highlighted All standards must be taught and assessed. Power standards identify the standards that sh ...
World History: Prehistory: Teacher`s Guide
... Why did Shi Huangdi build the Great Wall of China? Was it effective? Would it be effective for the same purposes today? ...
... Why did Shi Huangdi build the Great Wall of China? Was it effective? Would it be effective for the same purposes today? ...
Advanced Placement World History is a 5
... class and for homework in all five units. Moreover, these timelines and maps will help you see global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular. This skill will be ...
... class and for homework in all five units. Moreover, these timelines and maps will help you see global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular. This skill will be ...
6 SS Unit 6 - final
... Unit Summary: In this last unit students will study how people throughout the Ancient world communicated and interacted with each other. Students will begin their study with what life was like for people living in Europe during the Middle Ages and how their view of the world around them gradually gr ...
... Unit Summary: In this last unit students will study how people throughout the Ancient world communicated and interacted with each other. Students will begin their study with what life was like for people living in Europe during the Middle Ages and how their view of the world around them gradually gr ...
Unit 3
... 5. Explain reasons for different patterns of migration among early peoples (G-1C-M4) 14. Use economic concepts (e.g., supply and demand, interdependence, push and pull factors) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A-M9) 29. Describe ...
... 5. Explain reasons for different patterns of migration among early peoples (G-1C-M4) 14. Use economic concepts (e.g., supply and demand, interdependence, push and pull factors) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A-M9) 29. Describe ...
File
... 1) During the post-classical period did the societies in the Americas have direct contact with the Old World? 2) What were the characteristics of American civilizations during the post-classic period? 3) Who were the northern nomadic peoples who entered central Mexico fol ...
... 1) During the post-classical period did the societies in the Americas have direct contact with the Old World? 2) What were the characteristics of American civilizations during the post-classic period? 3) Who were the northern nomadic peoples who entered central Mexico fol ...
World History: Ancient Civilizations Through the Renaissance
... irrigation and farming techniques improved. ...
... irrigation and farming techniques improved. ...
Pre-AP World History
... section. Make sure you read the primary source on p. 33. Use the new info in this reading to answer any of the SPRITE questions you can about each new group of people—Akkadians and Babylonians. There won’t be much—mostly “P” for both—but what is there is important! ...
... section. Make sure you read the primary source on p. 33. Use the new info in this reading to answer any of the SPRITE questions you can about each new group of people—Akkadians and Babylonians. There won’t be much—mostly “P” for both—but what is there is important! ...
History 140 (C-ID Number: HIST 150) World History to 1500 (C
... demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support; analyze broad patterns of change on both interregional scales and within complex societies; demonstrate an understanding of civilization through multiple analyt ...
... demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support; analyze broad patterns of change on both interregional scales and within complex societies; demonstrate an understanding of civilization through multiple analyt ...
The Return of Civilization—and of Arnold Toynbee?
... of the whole of humanity. Here what is at issue is not so much the rivalry and competition between civilizations, but between civilization and nature, or perhaps more accurately the way in which human action impacts on the relation between human civilization and the natural world. The reference here ...
... of the whole of humanity. Here what is at issue is not so much the rivalry and competition between civilizations, but between civilization and nature, or perhaps more accurately the way in which human action impacts on the relation between human civilization and the natural world. The reference here ...
World History
... Warm-up: What is your opinion of the diagram on page seven? o Discussion Essential Questions: What four types of hominids have scientists identified based on fossil evidence? How did the ice age influence early human migration? How did Stone Age people use technology to adapt and survive? Read ...
... Warm-up: What is your opinion of the diagram on page seven? o Discussion Essential Questions: What four types of hominids have scientists identified based on fossil evidence? How did the ice age influence early human migration? How did Stone Age people use technology to adapt and survive? Read ...
The Changing Shape of World History
... Christendom faced each other along the north-south divide between the Levant and the westein Mediterranean, a line running froin the shores of the Adriatic to Sicily and then on to the coast of present-day Tunisia. All the great battles between Christians and Infidels were fought on this line. But m ...
... Christendom faced each other along the north-south divide between the Levant and the westein Mediterranean, a line running froin the shores of the Adriatic to Sicily and then on to the coast of present-day Tunisia. All the great battles between Christians and Infidels were fought on this line. But m ...
AP World History Summer Assignment
... One of the three essays that you will be asked to write on the AP World History exam is a comparison essay. This is a style of essay that will compare to societies or civilizations in a given time frame. We do not expect a perfect essay but we do expect full effort given. Essays will have a minimum ...
... One of the three essays that you will be asked to write on the AP World History exam is a comparison essay. This is a style of essay that will compare to societies or civilizations in a given time frame. We do not expect a perfect essay but we do expect full effort given. Essays will have a minimum ...
CLT STDS-12-13 CRS I CO
... The Cultural Studies 11/12/13 curriculum has been designed as a three-year walk through history from Early Man to the mid-1800s. Cultural Studies-12/13 Course II is meant to be the final part of the middle school ancient history courses. It begins with the History of Early Man and ends with the foun ...
... The Cultural Studies 11/12/13 curriculum has been designed as a three-year walk through history from Early Man to the mid-1800s. Cultural Studies-12/13 Course II is meant to be the final part of the middle school ancient history courses. It begins with the History of Early Man and ends with the foun ...
GRADE 6 SOCIAL STUDIES SAMPLE ITEMS
... The Crusades brought about results of which the popes had never dreamed, and which were perhaps the most, important of all. They re-established traffic between the East and West, which, after having been suspended [ended] for several centuries, was then resumed [begun again] with even greater energy ...
... The Crusades brought about results of which the popes had never dreamed, and which were perhaps the most, important of all. They re-established traffic between the East and West, which, after having been suspended [ended] for several centuries, was then resumed [begun again] with even greater energy ...
HIST 1801 History of Asia in the World to 1500 DRAFT SYLLABUS
... formation of the agrarian civilizations of the Indic and Sinitic core regions and their spread to peripheral regions and maritime areas. The third part of the course examines the relationships among va ...
... formation of the agrarian civilizations of the Indic and Sinitic core regions and their spread to peripheral regions and maritime areas. The third part of the course examines the relationships among va ...
Editor`s Introduction: Civilization (Critical Concepts in
... While art might be a marker of civilization, it is civilization that makes the arts possible. Underlying this statement is the assertion that civilization is first and foremost about socio-politics. As most dictionaries will recount, civilization refers to an advanced state of human society. It is ...
... While art might be a marker of civilization, it is civilization that makes the arts possible. Underlying this statement is the assertion that civilization is first and foremost about socio-politics. As most dictionaries will recount, civilization refers to an advanced state of human society. It is ...
Grade 6 Social Studies Curriculum
... Stage 1-Desired Results Understandings • A civilization is a multi-faceted organization which developed because of its relationship with the environment. • Ancient India and ancient China made significant contributions to the advancement of science, religion, math, literature, arts, and medicine. • ...
... Stage 1-Desired Results Understandings • A civilization is a multi-faceted organization which developed because of its relationship with the environment. • Ancient India and ancient China made significant contributions to the advancement of science, religion, math, literature, arts, and medicine. • ...
Period 2 Organization and Reorganization of Human Societies, c
... who sought to promote social harmony by outlining proper rituals and social relationships for all people in China, including the rulers. C. In the major Daoist writings, the core belief of balance between humans and nature assumed that the Chinese political system would be altered indirectly. Daoism ...
... who sought to promote social harmony by outlining proper rituals and social relationships for all people in China, including the rulers. C. In the major Daoist writings, the core belief of balance between humans and nature assumed that the Chinese political system would be altered indirectly. Daoism ...
Lesson Plans – Unit 1
... (1) History. The student understands traditional historical points of reference in World History (1)(a) History. Identify the major eras in world history and describe their defining characteristics (1)(b) History. Identify changes that resulted from important turning points in world history such as ...
... (1) History. The student understands traditional historical points of reference in World History (1)(a) History. Identify the major eras in world history and describe their defining characteristics (1)(b) History. Identify changes that resulted from important turning points in world history such as ...
AP World History
... sharpen their navigational skills to open new markets? d. What distinguishes the Ming dynasty? e. Why didn’t the Chinese make more of Admiral Zhen he’s voyages to India and Africa? f. What characterized Japan’s relationship with China during this period, and to what degree were the Japanese successf ...
... sharpen their navigational skills to open new markets? d. What distinguishes the Ming dynasty? e. Why didn’t the Chinese make more of Admiral Zhen he’s voyages to India and Africa? f. What characterized Japan’s relationship with China during this period, and to what degree were the Japanese successf ...
Document Based Question
... Dear Parent(s) or Guardian(s): In preparation for your son or daughter’s entrance into Honors World History next year, this letter explains the summer reading assignment they are required to complete, which consists of three parts. The first part involves answering questions for documents on the top ...
... Dear Parent(s) or Guardian(s): In preparation for your son or daughter’s entrance into Honors World History next year, this letter explains the summer reading assignment they are required to complete, which consists of three parts. The first part involves answering questions for documents on the top ...
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.