Download Grades 6: The Eastern Hemisphere

Grades 6: The Eastern Hemisphere
“The Eastern Hemisphere” surveys the Eastern Hemisphere (Africa, Asia, Europe, and Oceania). The units on geography, economic
systems, and governance are not period specific and allow teachers to examine these concepts both today and in the past. The historic
portion of the course focuses on civilizations between 8000 BCE and 600 CE. The course introduces students to the complex
relationships between people and their environment with particular attention to the diverse ways people shape and are shaped by
their environment across the Eastern Hemisphere. Students learn that there is great variation across the hemisphere. Students study
the multiple ways societies organize themselves, social and scientific achievements, and the religious systems that guide and
distinguish civilizations. The comparative study of political systems in the Eastern Hemisphere introduces students to the structure of,
role of citizens in, and protection of individual and human rights in aristocracies, theocracies, monarchies, dictatorships, oligarchies,
and democracies. The course also teaches students about international organizations and institutions that promote peace, global
health, and cultural understanding. A significant portion of the course focuses on the study of ancient civilizations and empir s giving a
context through which to examine the concepts of society, econ and governance. This study also provides students with the
foundational topics for global history.
Key Ideas
Conceptual Understandings
Theme(s)
Standard
Geography, Humans, and the Environment of the Eastern Hemisphere
6.1 The Eastern Hemisphere has6.1.a Physical maps reflect the varied climate zones, landforms, bodies of
water, and natural resources of the Eastern Hemisphere.
an expansive and varied
geography comprised of different 6.1.b The Eastern Hemisphere can be divided into various
geographic regions based on physical features, human
regions, physical features,
characteristics, or both.
climates, and human
communities. The geographic 6.1.c The physical diversity of the Eastern Hemisphere affects the varied
spread of settlements in Africa, Asia, Europe, and Oceania.
diversity of the Eastern
Hemisphere has significantly
influenced physical mobility and
the course of human
development.
Geography,
Humans, and the
Environment
3
6.2.a Early Eastern Hemisphere settlements made use of fertile lands along
6.2 The physical environment and
rivers to sustain their communities.
natural resources of the Eastern
Hemisphere promoted
6.2.b Human populations that settled along rivers, in rainforests, along
oceans, in deserts, and in mountains made use of the resources and
development of the first human
settlements and cultural systems. landscapes
Key Ideas
Conceptual Understandings
around them in developing distinct ways of life.
6.3.a Humans living together develop specific patterns of governance and
6.3 Civilizations across the
geographic arrangement that allow them to manage their society.
Eastern Hemisphere are
characterized by centralized
6.3.b Humans living together in settlements develop shared customs,
beliefs, ideas, and languages that give identity to the group.
governments, advanced
commerce and trade systems,
6.3.c Civilizations create systems for locating and producing the
and complex social hierarchies.
materials they need and/or for trading with other communities to
acquire these goods.
These civilizations are influenced
by scientific and cultural
6.3.d Social hierarchies within civilizations mean that people have
achievements of civilizations that different roles and different access to power and wealth.
came before them.
6.3.e Ancient and classical civilizations in the Eastern Hemisphere mad
scientific, cultural and political discoveries that have shaped the world
today.
Time, Continuity and Change in the Eastern Hemisphere (8000 BCE – 600 CE)
Geography, Humans,
and the Environment
2, 3
Development,
Movement, and
Interaction of
Theme(s)
Standard
Cultures
Time, Continuity, and
Change
Development,
Movement, and
Interaction of Cultures
Science, Technology,
and Innovation
Development and
Transformation of
Social
Structures
2
6.4 The Neolithic Revolution was
a technological development that
radically changed the nature of
human society
led the way to
more stable
settlements
and communities.
6.4.a Patterns in global turning points an events allow the histories of
the Eastern Hemisphere to be divided into time periods, eras, or ages.
Time, Continuity, and
Change
6.3.b Various types of revolutions throughout history mark significant
changes to the political, economic, cultural, or social systems in which
human societies live.
Development,
Movement, and
Interaction of Cultures
2
6.3.c The Neolithic Revolution was marked by technological
advances in agriculture and domestication of animals that allowed
people to form stationary settlements.
6.3.d Early human settlements relied on favorable geographic areas where
humans could adapt these environments to produce food and build
shelters.
6.5 As the ancient river valley 6.5.a Many ancient civilizations made use of and learned to adapt to powerful
civilizations turned to agriculture, rivers that produced fertile farming lands, materials for shelter, and
water for the movement of goods and people.
world populations grew, and as a
result, these civilizations created 6.5.b Many of the beliefs, traditions, and technologies
centralized systems of
2
Key Ideas
Conceptual Understandings
government to provide structure
and order.
in early river civilizations reflected respect for and reliance on rivers.
6.5.c Stationary settlements became civilizations in which humans living
together developed specific patterns of governance and geographic
arrangement that allowed them to manage their society.
6.5.d Settlements of people left behind artifacts that archaeologists collect
to learn more
ut the lives of people.
6.5.e The achievements, values, and structures of ancient societies
shaped classical civilizations and are reflected in contemporary societies.
Theme(s)
Standard
6.6.a The classical era was marked by an increase in the number and size of
6.6 Classical civilizations
civilizations.
developed and grew into large
empires characterized by
6.6.b Classical civilizations maintained social order through various political
systems that corresponded to the values of their citizens.
powerful centralized
governments, advanced
6.6.c Social divisions in classical civilizations meant that some people had
commerce and trade systems,
access to power and wealth.
and complex social hierarchies.
6.6.d Classical civilizations were able to specialize their production of
The scientific and cultural
goods because of trade and interaction with other civilizations.
achievements of these
6.6.e Classical trade routes show the breadth of travel around the globe
civilizations continue to impact
and reflect the limitations of physical geography.
the world toda
Development,
Movement, and
Interaction of
Cultures
2
Development and
Transformation of
Social Structures
6.6.f cient civilizations made scientific, cultural, and political discoveries
that have shaped our understanding of the world today.
6.7 Major religions and belief 6.7.a Belief systems and religions are sets of mutual values that help to
explain the way the world and humanity work.
systems developed as
civilizations grew, which unified6.7.b Over time, civilizations developed belief systems and religions that
societies, but also became a
differed across place but shared similar themes.
major source of tension and
6.7.c Belief systems and religions unify groups of
conflict.
Key Ideas
Conceptual Understandings
Development,
Movement, and
Interaction of
Cultures
Theme(s)
2
Standard
people and are woven into the social organization of societies.
6.7.d Differences between belief systems and disputes over lands
associated with religious groups have created tension and conflict
between peoples.
6.8.a Civilizations design technologies for transportation that allow them to
6.8 From earliest times, networks
traverse challenging landscapes and move people and goods efficiently.
of trade have connected the
various civilizations of the
6.8.b The comparative advantage some civilizations had in producing
certain goods, growing particular crops, or collecting import mineral
Eastern Hemisphere. Long
resources encouraged trade among civilizations.
distance trade routes promoted
interregional trade, cultural
6.8.c The interaction of people along trade routes promoted exchange of
exchanges and diffusion, and the language, belief systems, tools, intellectual ideas, and inventions.
desire to expand empires and
6.8.d Extensive global trade routes map the diffusion of belief systems,
influence.
language, crops, and inventions across the Eastern Hemisphere and
between the Eastern and Western Hemispheres.
Power, Authority, and Governance in the Eastern Hemisphere
Development,
Movement, and
Interaction of
Cultures
Global
Connections and
Exchange
Creation, Expansion,
and Interaction of
Economic Systems
2, 4
6.9.a Aristocracies, theocracies, monarchies, kinship systems, dictatorships,
6.9 As settlement
s
oligarchies, and democracies have flourished at different times in
changed and civilizations
developed, new forms of political different Eastern Hemisphere nations and empires.
order were created to meet the6.9.b ch of these political systems has had different ways of selecting leaders,
more complex needs societies making laws, enforcing order, and protecting, and sometimes infringing
upon, individual rights.
and to maintain order, provide
security, and protect individual
6.9.c Religious values, nationalism, and humanist philosophies have
rights in different ways.
shaped political systems in the Eastern Hemisphere.
Power, Authority,
and Governance
6.10.a Constitutions in many Eastern Hemisphere nations outline the functions
6.10 Different roles of citizenship
of the government and the rights and responsibilities of the people.
and individual rights and
responsibilities are defined in
6.10.b The nations of the Eastern Hemisphere reveal
different constitutions and
governing systems across the
Power, Authority,
and Governance
Key Ideas
Eastern Hemisphere.
Conceptual Understandings
a multitude of ways for people to be involved in their government.
6.10.c Democratizers in Asia and Africa have included or proposed
extensive lists of human rights in their constitutions in response to the
lack of human rights experienced before and during European colonialism.
6.10.d Some governments suppress the individual rights of their citizens.
6.10.e Women and people in minority racial, ethnic, or religious groups
face struggles for justice and equal rights in countries across the Eastern
Hemisphere.
2, 5
Time, Continuity,
and Change
5
Civic Ideals and
Theme(s)
Practices
Standard
6.11.a ontinental and regional alliances in Africa, Asia, and Europe intend to
6.11 Increasingly, the nations of
promote economic development, secure military protection, and support
the Eastern Hemisphere
cooperation among countries in the alliance.
participate in and benefit from
6.11.b ry loans from the World Bank and the International Monetary F
international organizations that
have had varying impacts on countries in Africa, Asia, Eastern
promote peace, cooperation,
Europe, and Oceania.
economic development, global
health, and cultural
6.11.c The United Nations works to promote peace and cooperation
understanding.
between nations and to protect the rights indigenous peoples, children,
Power, Authority,
and Governance
2, 4, 5
Global Connections
and Exchange
and other minority or marginalized groups in the Eastern Hemisphere.
Creation, Expansion, and Interaction of Economic Systems in the Eastern Hemisphere
The economic system of a nation determines how goods are produced
6.12 The types and availability 6.12.a
of
and distributed and the role of the government in that process.
natural resources shape the
economic systems of nations in
6.12.b There is an economic gap between Eastern Hemisphere nations
the Eastern Hemisphere and play that extract natural resources and those that make and distribute finished
products.
a strong role in determining the
strength and influence of those
6.12.c The economic health of a nation is measured by factors such as
gross domestic product, literacy rate, trade balance, and infant mortality
nations.
Creation, Expansion,
and Interaction of
Economic Systems
3, 4
Geography,
Humans, and the
Environment
rates.
6.13 The study of urban and
suburban communities across
Key Ideas
6.13.a The organization – layout, types of jobs available to people,
locations – of urban areas varies
Conceptual Understandings
Creation, Expansion,
and
Theme(s)
4
Standard
across the Eastern Hemisphere.
the Eastern Hemisphere reveals
differences between urban and
6.13.b Increased urbanization and climate/environmental challenges have
rural ways of living, as well as
affected the function, survival, and way of life in rural areas in different
regional differences in the types
ways across the Eastern Hemisphere.
of urban and rural areas.
6.13.c The economic systems in urban and rural areas affect the values
and ways of life in these communities.
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Interaction of
Economic Systems
Global
Connections and
Exchange
WEEK OF:
September 8-12
September 15-19
September 22-24
September 29October 3
October 8-October 12
October 14-17
October 20-24
October 27-October
31
November 3-7
November 10-14
CHAPTER
ESSENTIAL QUESTIONS
Chapter 4:
Mesopotamia
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November 17-21
Chapter 4:
Mesopotamia
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Why does conflict develop?
November 24-26
Chapter 5:
Ancient Egypt and Kush
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How does geography influence the
way people live?
December 1-5
Chapter 5:
Ancient Egypt and Kush
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What makes a culture unique?
December 7-12
Chapter 6: The Israelites
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December 15-19
Chapter 6: The Israelites
January 5-9
Chapter 7: The Ancient Greeks
January 12-16
Chapter 7: The Ancient Greeks
Why do civilizations rise and fall?
How do religions develop?
What are the characteristics of a
leader?
How does religion shape society?
Why does conflict develop?
How does geography influence the
way people live?
Why do people form governments?
Why does conflict develop?
How do governments change?
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How does geography influence the
way people live?
LESSON TITLE
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The Sumerians
Mesopotamian Empires
The Sumerians
Mesopotamian Empires
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The Nile River
Life in Ancient Egypt
Egypt’s Empire
Egypt’s Empire
Kingdom of Kush
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Beginnings
The Israelite Kingdom
The Development of Judaism
The Jews in the Mediterranean World
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The Rise of Greek Civilization
Sparta and Athens; City-State Rivals
Greece and Persia
Glory, War, and Decline
WEEK OF:
January 19-22
LESSON NUMBER
Chapter 8: Greek Civilizations
January 26-30
Chapter 8: Greek Civilizations
February 2-6
Chapter 11: Rome; Republic to
Empire
Chapter 11: Rome; Republic to
Empire
February 9-13
February 23-27
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Chapter 12: Roman
Civilization
March 2-6
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Chapter 12: Roman
Civilization
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Chapter 13: The Rise of
Christianity
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March 9-March 13
Chapter 13: The Rise of Christianity
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March 16-March 20
Chapter 14: Islamic Civilization
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ESSENTIAL QUESTION
What makes a culture unique?
How do new ideas change the way
people live?
What are the characteristics of a
leader?
How does geography influence the
way people live?
How do governments change?
Why does conflict develop?
What are the characteristics of a
leader?
What makes a culture unique?
What do civilizations rise and fall?
How does geography influence the
way people live?
What are the characteristics of a
leader?
How do religions develop?
How do new ideas change the way
people live?
What are the characteristics of a
leader?
How do religions develop?
How do new ideas change the way
people live?
How do religions develop?
How do new ideas change the way
people live?
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LESSON TITLE
Greek Culture
The Greek Mind
Alexander’s Empire
Hellenistic Culture
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The Founding of Rome
Rome as A Republic
The End of the Republic
Rome Builds and Empire
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The Roman Way of Life
Rome’s Decline
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The Byzantine Empire
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Early Christianity
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Early Christianity
The Early Church
A Christian Europe
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A New Faith
The Spread of Islam
Life in the IslamicWorld
April 7-April 10
Chapter 15: African Civilizations
April 13-April 17
Chapter 15: African Civilizations
WEEK OF:
April 20-April 24
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LESSON NUMBER
Chapter 10: Early China
Chapter 10: Early China
May 4- May 8
Chapter 17: Imperial China
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May 11-May 15
Chapter 17: Imperial China
May 18-22
Chapter 9: Ancient India
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Chapter 19: Medieval Europe
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May 25-29
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The Rise of African Civilizations
Africa’s Governments and Religions
African Society and Culture
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The Rise of African Civilizations
Africa’s Governments and Religions
African Society and Culture
ESSENTIAL QUESTIONS
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April 27-May 1
Why do people trade?
How does religion shape society?
How do religions develop?
What makes a culture unique?
How do new ideas change the way
people live?
How do governments change?
LESSON TITLE
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The Birth of Chinese Civilizations
Society and Culture in Ancient China
The Quin and the Han Dynasties
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The Birth of Chinese Civilizations
Society and Culture in Ancient China
The Quin and the Han Dynasties
How does geography affect the way
people live?
How do new ideas change the way
people live?
What are the characteristics of a
leader?
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China Reunites
Chinese Society
The Mongols in China
The Ming Dynasty
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China Reunites
Chinese Society
The Mongols in China
The Ming Dynasty
How does geography influence the
way people live?
How do religions develop?
What makes culture unique?
Why does conflict develop?
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Early Civilizations
Religions of Ancient India
The Mauryan Empire
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The Early Middle Ages
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June 1-5
Chapter 19: Medieval Europe
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WEEK OF:
June 8-June 12
LESSON NUMBER
Chapter 20: Renaissance and
Reformation
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What is the role of religion in
government?
What are the characteristics that
define a culture?
How do governments change?
ESSENTIAL QUESTIONS
Why do people make economic
choices?
How do new ideas change the way
people live?
Why does conflict develop?
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Feudalism and the Rise of Towns
Kingdoms and Crusades
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Kingdoms and Crusades
Culture and the Church
The Late Middle Ages
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LESSON TITLE
The Renaissance Begins
New Ideas and Art
The Reformation Begins
Catholics and Protestants
Grade 6 Social Studies is based on the history and geography of the Eastern Hemisphere, including the development of
cultures, civilizations, and empires, interaction between societies, and the comparison of trends in government and
economics. It also incorporates elements of some of the social sciences.
The course is divided into eight Key Ideas that cover a time span from pre-history into the 1300s.
Teachers should note that some Key Ideas and Concepts may require extra time or attention. These include Key Ideas
6.3 Early River Valley Civilizations in the Eastern Hemisphere, 6.6 Mediterranean World: Feudal Western
Europe, the Byzantine Empire and the Islamic Caliphates, and 6.8 Interactions across the Eastern Hemisphere.
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6.1 GEOGRAPHY OF THE EASTERN HEMISPHERE TODAY: The diverse geography of the Eastern
Hemisphere has influenced human culture and settlement patterns in distinct ways. Human
communities in the Eastern Hemisphere have adapted to or modified the physical environment.
(Standard: 3: Theme: GEO)
6.1a Maps can be used to represent varied climate zones, landforms, bodies of water, and resources of the Eastern Hemisphere.
6.1b The Eastern Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics, such
as physical, political, economic, or cultural features. Regions within the Eastern Hemisphere include:
 Middle East (North Africa and Southwest Asia)
 Sub-Saharan Africa
 Europe (West, North, South, Central, and Southeast)
 Russia and the Independent States (Russia, Caucasia, Central Asia, the region of Belarus, Moldova, and Ukraine)
 East Asia (People’s Republic of China, North Korea, South Korea, Japan, and Taiwan)
 Southeast Asia (Vietnam, Cambodia, Laos, Thailand, Myanmar [Burma], Malaysia, Singapore, Indonesia, Brunei, Philippines)
 South Asia (Afghanistan, Pakistan, India, Bangladesh, Nepal, Bhutan)
 Oceania (Australia, New Zealand, the Pacific)
6.1c The physical environment influences human population distribution, land use, economic activities and political connections.
 Students will use physical, climate, and vegetation maps in combination with population density, land use, and resource distribution
maps in order to discern patterns in human settlement, economic activity, and the relationship to scarcity of resources.
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To understand scale, students will work with maps at a variety of scales so they can compare patterns in population density and land
use, economic activity and political connections across the Eastern Hemisphere, within a region of the Eastern Hemisphere, and in a
specific country. In doing so, students will examine maps of the hemisphere, three regions within the Eastern Hemisphere, and one
specific country within each region. Current political issues for this time may be incorporated into this work.
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6.2 THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: The first
humans modified their physical environment as well as adapted to their environment. (Standards: 2, 3; Themes:
MOV, TCC, GEO, TECH) 6.2a Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in
mountains made use of the resources and the environment around them in developing distinct ways of life. 6.2b Early peoples in
the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features. Archaeologists engage in digs and study
artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time. 6.2c The
Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to
form semi-sedentary and sedentary settlements.
 Students will explore the early human migration patterns and settlements through the use of multiple maps and the examination of
various forms of archaeological evidence.
 Students will be introduced to pastoral nomadic peoples as a culture type that existed throughout history.
 Students will compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples and distinguish
between the Paleolithic Age and Neolithic Age.
6.2d Historians use archaeological and other types of evidence to investigate patterns in history and identify turning points. A
turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or
economic change.
 Students will determine if the Neolithic Revolution is a turning point in world history using various forms of evidence.
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6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE: Between 3500 B.C.E. and
600 B.C.E., complex societies and civilizations developed in the Eastern Hemisphere. Although
these complex societies and civilizations have certain defining characteristics in common, each is
also known for unique cultural achievements and contributions. Early human communities in the
Eastern Hemisphere adapted to and modified the physical environment. (Standards: 2, 3; Themes:
ID, TCC, GEO, SOC)
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government,
language/record keeping system, technology, and social hierarchy. People in Mesopotamia, Yellow River valley, Indus River valley, and
Nile River valley developed complex societies and civilizations.
 Students will explore the river valley societies and civilizations by examining archaeological and historical evidence to compare and
contrast characteristics of these complex societies and civilizations.
6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and
modified their environment to meet the needs of their population.
 Students will explore how these complex societies and civilizations adapted to and modified their environment to meet their basic
needs of food, clothing, and shelter.
6.3d Political and social hierarchies influenced the access that groups and individuals had to power, wealth, and jobs and
influenced their roles within a society.
 Students will compare and contrast the gender roles, access to wealth and power, and division of labor within the political and social
structures of river valley societies and civilizations.
 Students will examine the unique achievements of each of these complex societies and civilizations that served as lasting
contributions.
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6.4 COMPARATIVE WORLD RELIGIONS: Between 600 B.C.E. and 630 C.E., major religions and belief
systems developed in the Eastern Hemisphere. There were important similarities and differences
between these belief systems. (Standard: 2; Themes: ID, SOC)
6.4a Civilizations and complex societies developed belief systems and religions that have similar as well as different
characteristics.
6.4b Belief systems and religions are based on a set of mutually held values.
 Students will study the belief systems of Judaism, Christianity, Islam, Buddhism, Hinduism, and Confucianism by looking at where the
belief system originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for
each. (Note: Although not within this historic period, students may also study Sikhism and other major belief systems at this point).
6.4c Belief systems and religions often are used to unify groups of people and may affect social order and gender roles.
 Students will be able to identify similarities and differences across belief systems including their effect on social order and gender
roles.
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6.5 COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE: As complex
societies and civilizations change over time, their political and economic structures evolve. A
golden age may be indicated when there is an extended period of time that is peaceful,
prosperous, and demonstrates great cultural achievements.
(Standards: 2, 3, 5; Themes: ID, TCC, GEO, SOC GOV)
6.5a Geographic factors influence the development of classical civilizations and their political structures.
 Students will locate the classical civilizations on a map and identify geographic factors that influenced the extent of their boundaries,
locate their cities on a map, and identify their political structures.
 Students will compare and contrast the similarities and differences of the Chinese (Qin, Han) and Greco-Roman classical civilizations
by examining religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy.
6.5b Political structures developed to establish order, to create and enforce laws, and to enable decision-making.
 Students will examine the similarities and differences in the political systems of Chinese (Qin, Han) and Greco-Roman (Athens, Sparta,
Roman Republic, Roman Empire) classical civilizations.
6.5c A period of peace, prosperity, and cultural achievements may be indicative of a golden age.
 Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and Roman Empire) civilizations and determine if
these civilizations have experienced a time period that should be designated as a golden age.
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6.6 MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE
ISLAMIC CALIPHATES: The Mediterranean world was reshaped with the fall of the Roman Empire.
Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the
Islamic caliphates. These regions interacted with each other and clashed over control of holy
lands. (Standards: 2, 3, 4, 5; MOV, TCC, GOV, EXCH)
6.6a Overexpansion, corruption, invasions, civil wars, and discord among the Christians led to the fall of Rome. Feudalism
developed in Western Europe in reaction to a need for order and to meet basic needs.
 Students will examine reasons for the fall of the Roman Empire and the development of feudalism in Western Europe, including
efforts to restore the empire, the decentralization of political authority, and the role of the Christian Church in providing some
measure of central authority.
6.6b The Byzantine Empire preserved elements of the Roman Empire, controlled lands within the Mediterranean basin, and began
to develop Orthodox Christianity.
 Students will examine how the Byzantine Empire preserved elements of the Roman Empire by blending Roman traditions with Greek
culture and developed a Christian faith, known as Orthodox Christianity, which united Church and state authority in the person of the
emperor.
6.6c Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula.
 Students will examine the Umayyad and Abbasid caliphates, noting how Islam changed the societies and cultures each conquered,
blending with those societies and cultures and creating dynamic new Islamic societies and cultures.
6.6d Competition and rivalry over religious, economic, and political control over the holy lands led to conflict such as the Crusades.
 Students will examine the three distinct cultural regions of the Mediterranean world in terms of their location, the extent of each
region at the height of its power, and the political, economic, and social interactions between these regions.
 Students will examine the conflict of the Crusades from three different perspectives: feudal Europe, Byzantine, and Islamic.
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6.7 THE INFLUENCE OF THE MONGOLS ON THE EASTERN HEMISPHERE: Mongols affected the
Eastern Hemisphere through their expansion and interactions.
(Standards: 2, 3, 5: Themes: MOV, TCC, GEO, GOV)
6.7a Mongol nomadic culture had unique ways of meeting its basic needs and providing order and stability.
 Students will study the Mongol culture and determine whether it was ever a complex society or civilization.
6.7b As the Mongols created a large empire across regions, Mongol nomadic culture changed over time.
 Students will map the extent of the Mongol Empire at the height of its power and compare it with a map of the modern day Eastern
Hemisphere.
 Students will examine the methods used by the Mongols to enable them to rule over a diverse population.
 Students will examine the characteristics of the Mongol culture and determine whether it experienced a Golden Age.
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6.8 INTERACTIONS ACROSS THE EASTERN HEMISPHERE: Trade networks promoted the exchange
and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases.
(Standards: 2, 3, 4; Themes: MOV, TCC, GEO, TECH, EXCH)
6.8a The Silk Roads, the Indian Ocean, and the Trans-Saharan routes formed the major Afro-Eurasian trade networks connecting the East
and the West. Ideas, people, technologies, products, and diseases moved along these routes.
 Students will create maps that illustrate items exchanged and ideas spread along the Silk Roads, across the Indian Ocean, and on the
Trans-Saharan trade routes.
6.8b The desire for knowledge and luxury items led to the revitalization of some trade routes and increased cross-cultural exchanges.
 Students will study interregional travelers such as Marco Polo, Ibn Battuta, Mansa Musa, and Zheng He and examine why they
traveled, the places visited, what was learned, and what if any products were exchanged as a result of their travel.
 Students will examine the spread of the Black Death/Bubonic Plague as a result of inter-regional exchange and its impact on various
regions within Afro-Eurasia using a variety of sources such as maps, poetry and other forms of literature, and primary source
documents.
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6.8c Complex societies and civilizations adapted and designed technologies for transportation that allowed them to cross
challenging landscapes and move people and goods efficiently. 6.8d The location of resources, particularly in Africa, was a
determining factor in the location of trade routes. The exchange of resources had economic impacts on different regions. 6.7c.
Mongols served as important agents of change and cultural diffusion, conquering Eurasia and fostering connections between the
East and the West.
 Students will determine the ways in which Mongols served as agents of change.

Students will examine how the location of resources helped determine the location of trade routes and the economic impact of the
exchange of resources.
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Students will examine how various technologies affected trade and exchanges. Some examples are types of ships including junks and
caravels, improvements to ships such as sails and rudders, navigation tools such as the compass and astrolabe, and gunpowder. 6.8d The
location of resources, particularly in Africa, was a determining factor in the location of trade routes. The exchange of resources had economic
impacts on different regions.
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6.7c. Mongols served as important agents of change and cultural diffusion, conquering Eurasia and fostering connections between
the East and the West.
 Students will determine the ways in which Mongols served as agents of change.

Students will examine how the location of resources helped determine the location of trade routes and the economic impact of the
exchange of resources.
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