Social Studies Document

Social Studies Document Sixth Grade

Hawaii School Districts Prepared by Marzano and Associates

1 Sixth Grade Summary Strand Standard Topic Number of Elements Historical 1 Causes and Effects in History 1 Understanding Historical 2 Historical Inquiry 1 Understanding Historical 2 Historical Empathy 1 Understanding History 3 Ancient Societies, 3000 B.C.E. to 500 2 B.C.E. History 3 Classical Societies, 500 B.C.E. to 500 2 C.E. History 3 Post-Classical Societies, 500 C.E. to 4 1500 C.E. Political 4 Foundations of Democracy 1 Science/Civics Cultural 6 Cultural Systems and Practices 1 Anthropology Cultural 6 Cultural Dynamics/Change and 1 Anthropology Continuity Geography 7 Places and Regions 1 Geography 7 Human Systems 2 Economics 8 Limited Resources and Choice 3 Total 20

2 Topic: Historical Inquiry Strand: Historical Understanding Standard 2: INQUIRY, EMPATHY, AND PERSPECTIVE— Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  constructs new generalizations or principles based on knowledge ( able to draw conclusions) Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving historical inquiry the student will:  (6.2.1) frame and answer questions through historical research (use historical information gathered from primary and secondary sources to formulate an interpretation of the role of religion in ancient Mesopotamia and Egypt) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o civilization o key rulers – Ashurbanipal, Hammurabi o key places – Sumer, Babylonia, Assyria  performs basic processes such as: o recognizing or recalling examples of historical information from a primary or secondary source that can be used to answer a given question However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

3 Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0  Ask students to compare and contrast the role of religion in ancient Mesopotamia and Egypt, and contrast generalizations based on information.

Level 3.0  Ask students to frame and answer questions from primary and secondary sources on the role of religion in ancient Mesopotamia and Egypt.

Level 2.0  Ask students to identify key rulers and places in ancient Mesopotamia.  Ask students to recognize or recall examples of historical information from a primary or secondary source that can be used to answer a given question.  Ask students to identify or produce definitions to the following terms, events, people, and locations: civilization, Ashurbanipal, Hammurabi, Sumer, Babylonia, Assyria.

4 Topic: Causes and Effects in History Strand: Historical Understanding Standard 1: CHANGE, CONTINUITY, AND CAUSALITY—Understand change and/or continuity and cause and/or effect in history. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  compares and contrasts similarities and differences in historical events Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving causes and effects in history the student will:  (6.1.1) identify and explain causal relationships in historical chronologies (identify and describe the various causes for the fall of the Roman Empire, including administrative problems and Germanic invasions) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o chronology o cause and effect  performs basic processes such as: o recognizing or recalling accurate statements about various causal relationships in historical chronologies However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to select two historical events and compare and contrast them.

Level 3.0  Ask students to identify one or more possible causes for a significant historical event (e.g., the fall of the Roman Empire) and explain how these helped bring about the event).

Level 2.0  Ask students to match terms like “chronology,” and “cause and effect” with their definition.  Provide students with a list of various historical events along with a list of causes (some true and some false). Ask students to match the historical events with its cause.

6 Topic: Historical Empathy Strand: Historical Understanding Standard 2: INQUIRY, EMPATHY, AND PERSPECTIVE— Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  compares and contrasts the important similarities and differences in knowledge (Major world religions) Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving historical empathy the student will:  (6.2.2) explain the past on its own terms; not judging it solely by present-day norms and values (describe the values of early Buddhism, Christianity, and Islam and explain how they reflected the norms and values of the societies from which they emerged) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o values o norms  performs basic processes such as: o describing key elements of the past as well as present-day norms and values However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the important similarities and differences of major world religions.

Level 3.0  Ask students to describe the values of early Buddhism, Christianity, and Islam and explain how they reflected the norms and values of the societies from which they emerged.

Level 2.0  Ask students to recall specific terminology, events, people, and locations: values, norms.  Ask students to describe key elements of the past, as well as present day norms and values.

8 Topic: Ancient Societies, 3000 B.C.E. to 500 B.C.E. Strand: History Standard 3: WORLD CULTURES/HISTORY— Understand important historical events from ancient times through the Renaissance. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to conduct additional investigations or to conduct investigations about knowledge (ex: other resources are used) Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving ancient societies (3000 B.C.E. to 500 B.C.E.) the student will:  (6.3.1) examine written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley (describe what architectural remains found in Mesopotamia tell us about the societies that built them)  (6.3.2) compare the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies (describe similarities and differences between various artifacts from the Mayans and Aztecs) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o artifact o architecture o ancient society  performs basic processes such as: o recognizing or recalling examples of written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley o describing the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the ancient societies in Mesopotamia Egypt, the Indus River Valley, and the Yellow River Valley. (6.3.1)  Ask students to compare and contrast physical evidence of the Maya, Aztec, Inca, and early Pacific Island societies. (6.3.2)

Level 3.0  Ask students to describe what architectural remains found in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley tell us about the societies that built them. (6.3.1)  Ask students to describe the similarities between various artifacts from the Mayans and Aztecs. (6.3.2)

Level 2.0  Ask students to recognize or recall examples of written and physical evidence from ancient societies. (6.3.1)  Ask students to describe the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies. (6.3.2)  Ask students to identify or produce definitions to the following terms, events, people, and locations: artifact, architecture, ancient society.

10 Topic: Classical Societies, 500 B.C.E. to 500 C.E. Strand: History Standard 3: WORLD CULTURES/HISTORY— Understand important historical events from ancient times through the Renaissance. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  compares and contrasts similarities and differences in knowledge Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving classical societies (500 B.C.E. to 500 C.E.) the student will:  (6.3.3) compare classical societies, including China during the reign of Han Wudi; Maurya India under Ashoka; Greek city-states under Pericles; and the Roman Empire under Augustus (analyze how Han Wudi, Ashoka, Pericles, and Augustus dealt with major political problems and explain their significant accomplishments)  (6.3.4) describe the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times, including Judaism, Confucianism, Daoism, Hinduism, Buddhism, Greek philosophy, Christianity, and Islam (explain the influence of earlier religions and their key figures on later religions (e.g., Judaism on Christianity and Islam or Hinduism on Buddhism)) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o classical society o religion o philosophy  performs basic processes such as: o describing various classical societies o recognizing or recalling accurate statements about key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast how Han Wudi, Ashoka, Pericles, and Augustus dealt with major political problems and explain their significant accomplishments. (6.3.3)  Ask students to compare and contrast influence of earlier religions and their key figures on later religions. (6.3.4)

Level 3.0  Ask students to analyze how Han Wudi, Ashoka, Pericles, and Augustus dealt with major political problems and explain their significant accomplishments. (6.3.3)  Ask students to explain the influence of earlier religions and their key figures on later religions. (6.3.4) Level 2.0

 Ask students to match terms with their definitions.  Ask students to describe the various classical societies. (6.3.3)  Ask students to recognize accurate statements about key figures and major beliefs of the major religions and philosophical traditions of ancient and classical times. (6.3.4)

12 Topic: Post-Classical Societies, 500 C.E. to 1500 C.E. Strand: History Standard 3: WORLD CULTURES/HISTORY— Understand important historical events from ancient times through the Renaissance. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to judge and conduct investigations Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving post-classical societies (500 C.E. to 1500 C.E.) the student will:  (6.3.5) compare post-classical societies, including China at the time of Tang Taizong, the Abbasid dynasty at the time of Harun al-Rashid, the Carolingian Empire at the time of Charlemagne, and the Mali Empire at the time of Mansa Musa (analyze and describe the major accomplishments of Tang Taizong, Harun-al-Rashid, Charlemange, and Mansa Musa)  (6.3.6) describe the trade networks, including the Silk Road and Saharan caravan trade; conflicts, including the Crusades and Mongol conquests; communications; and exchanges, including Chinese inventions and the bubonic plague, that linked the post-classical societies (explain the large scale influence of Silk Road trade networks, Saharan caravan trade, Chinese inventions, Crusades, Mongol conquests, and the bubonic plague)  (6.3.7) describe the re-establishment of Chinese imperial rule and the voyages of Zheng He (explain the influence of the Ming Dynasty in Asia)  (6.3.8) explain the impact of the Renaissance and the European voyages of exploration (explain the concept of humanism and the significance of Leonardo da Vinci and Christopher Columbus) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

13 Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o post-classical society o trade network o humanism  performs basic processes such as: o describing post-classical societies o recognizing or recalling accurate statements about the trade networks, conflicts, communications, and exchanges that linked the post-classical societies o recognizing or recalling examples of important milestones in the re- establishment of Chinese imperial rule o recognizing or recalling examples of important contributions of the Renaissance and significant European voyages of exploration However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contract post classical societies. (6.3.5)  Ask students to compare and contrast the trade net works and their conflicts, communications, and exchanges of post classical societies.(6.3.6)  Ask to students to analyze the re-establishment of Chinese imperial rule and voyages.(6.3.7)  Ask students to analysis the impact of the concept of humanisms and the significance of Leonardo da Vinci and Christopher Columbus.(6.3.8)

Level 3.0  Ask students to analyze and describe the mayor accomplishments of Tang Taizong, Harun-al-Rashid, Charlemange, and Mansa Musa. (6.3.5)  Ask students to explain the large scale influence of Silk Road trade networks, Saharan caravan trade, Chinese inventions, Crusades, Mongol conquests and the bubonic plague. (6.3.6)  Ask students to explain the influence of the Ming Dynasty in Asia. (6.3.7)  Ask students to explain the concept of humanism and the significance of Leonardo da Vinci and Christopher Columbus. (6.3.8)

Level 2.0  Ask students to match terms with their definitions.  Ask students to describe post-classical societies. (6.3.5)  Ask students to recognize accurate statements about the trade networks, conflicts, communications, and exchanges that linked the post-classical societies. (6.3.6)  Ask students to recognize or recall examples of important milestones in the re- establishment of Chinese imperial rule. (6.3.7)  Ask students to recognize or recall examples of important contributions of the Renaissance and significant European voyages of exploration. (6.3.8)

15 Topic: Foundations of Democracy Strand: Political Science/Civics Standard 4: GOVERNANCE, DEMOCRACY, AND INTERACTION—Understand the purpose and historical impact of political institutions and the similarities and differences in government across cultural perspectives. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to solve problems or to solve problems about the knowledge Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving the foundations of democracy the student will:  (6.4.1) analyze the foundations of democracy in classical Greece and Rome (compare the constitutions of Athens and the Roman Republic) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o democracy o constitution  performs basic processes such as: o recognizing or recalling accurate statements about the foundations of democracy in classical Greece and Rome However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the constitutions of Athens and Roman Republic.

Level 3.0  Ask students to compare the constitutions of Athens and Roman Republic.

Level 2.0  Ask students to match terms with their definitions.  Ask students to recognize accurate statements about the foundations of democracy in classical Greece and Rome.

17 Topic: Cultural Systems and Practices Strand: Cultural Anthropology Standard 6: SYSTEMS, DYNAMICS, AND INQUIRY—Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to judge and conduct investigations Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving cultural systems and practices the student will:  (6.6.1) examine the ways in which different cultures have influenced families and communities (compare the role and status of women in China, India, the Islamic World, Europe, and the Pre-Columbian Americas) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o culture o community  performs basic processes such as: o describing various ways in which different cultures have influenced families and communities However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the role and status of women in China, India, the Islamic world, Europe, and the Pre- Columbian Americas.

Level 3.0  Ask students to compare the role and status of women in China, India, the Islamic world, Europe, and the Pre- Columbian Americas.

Level 2.0  Ask students to match terms with their definitions.  Ask students to describe various ways in which different cultures have influenced families and communities.

19 Topic: Cultural Dynamics/Change and Continuity Strand: Cultural Anthropology Standard 6: SYSTEMS, DYNAMICS, AND INQUIRY—Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to conduct investigations or conduct investigations about the knowledge Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving cultural dynamics/change and continuity the student will:  (6.6.2) use examples of changing culture to identify and analyze ways to respond to cultural differences and problems within and across groups (e.g., stereotyping, ethics) (explain the evolution of cultural changes and/or problems related to the spread of a major religion through the world (e.g., Judaism, Christianity, Confucianism, Taoism, Buddhism, Hinduism, Islam)) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o stereotyping o ethic  performs basic processes such as: o describing ways to respond to cultural differences and problems within a group However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the evolution of cultural changes and or problems related to the spread of a major religion throughout the world.

Level 3.0  Ask students to explain the evolution of cultural changes and or problems related to the spread of a major religion throughout the world.

Level 2.0  Ask students to match terms with their definitions.  Ask students to describe ways to respond to cultural differences and problems within a group.

21 Topic: Human Systems Strand: Geography Standard 7: WORLD IN SPATIAL TERMS—Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  uses the knowledge to conduct investigations or conducts investigations about the knowledge Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving human systems the student will:  (6.7.2) describe the impact of printing, the compass, and gunpowder in China and Europe (explain different applications of technological innovations in different lands)  (6.7.3) analyze patterns of cultural encounters and exchanges and assess their impact on societies (assess the impact of the Crusades in fostering cultural exchange between the East and the West in the areas of technology, food, language, and learning) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o invention o technology  performs basic processes such as: o recognizing or recalling accurate statements about the importance of printing, the compass, and gunpowder in China and Europe o recognizing or recalling examples of patterns in cultural encounters and exchanges However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to analyze different applications of technological innovations in different lands. (6.7.2)  Ask students to compare and contrast the impact of the Crusades in fostering cultural exchange between the east and the West in the areas of technology, food, language, and learning. (6.7.3)

Level 3.0  Ask students to explain different applications of technological innovations in different lands. (6.7.2)  Ask students to assess the impact of the Crusades in fostering cultural exchange between the east and the West in the areas of technology, food, language, and learning. (6.7.3)

Level 2.0  Ask students to match terms with their definitions.  Ask students to recognize accurate statements about the importance of printing, the compass, and gunpowder in China and Europe. (6.7.2)  Ask students to recognize or recall examples of patterns in cultural encounters and exchanges.(6.7.3)

23 Topic: Places and Regions Strand: Geography Standard 7: WORLD IN SPATIAL TERMS—Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  constructs new generalizations or principles based on knowledge (able to draw conclusions) Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving places and regions the student will:  (6.7.1) describe the development of agriculture in the Tigris, Euphrates, and Nile river valleys (explain how environmental conditions influenced the development of ancient societies in Mesopotamia and Egypt) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o geography o agriculture  performs basic processes such as: o recognizing or recalling accurate statements about the development of agriculture in the Tigris, Euphrates, and Nile river valleys However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to compare and contrast the development of agriculture in the Tigris, Euphrates and Nile River Valleys.  Ask students to draw conclusions about interactions of geographic regions and societies around the world.

Level 3.0  Ask students to identify one or more possible causes for the development of agriculture in the Tigris, Euphrates and the Nile River Valleys.  Ask students to explain how environmental conditions influenced the development of ancient societies in Mesopotamia and Egypt.

Level 2.0  Ask students to recognize accurate statements about the development of agriculture in the Tigris, Euphrates, and the Nile River Valleys. (Explanation should include specific terminology, events, people, and locations).  Ask students to identify or produce definitions to the following terms, events, people, and locations: geography, agriculture

25 Topic: Limited Resources and Choice Strand: Economics Standard 8: RESOURCES, MARKETS, AND GOVERNMENT—Understand economic concepts and the characteristics of various economic systems. Grade 6 Level 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:  identifies specific applications or logical consequences of knowledge (able to make predictions) Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving limited resources and choice the student will:  (6.8.1) explain exchanges of salt, gold, and other trade over the trans-Saharan trade routes and the impact of these exchanges (describe reasons why one society trades with another)  (6.8.2) describe, in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages (explain reasons, in terms of opportunity cost, Christopher Columbus could not find royal support in Portugal for his voyages and why Ferdinand and Isabella of Spain agreed to finance him)  (6.8.3) explain the impact of the exchange of products throughout the Indian Ocean basin from C.E.500 to C.E. 1500 (identify the various trade items that made their way to lands throughout the Indian Ocean Basin, including silk and porcelain from China, nutmeg and mace from southeast Asia, cotton and pepper from India, and ivory and gold from east Africa, and describe the effects of this trade throughout the Indian Ocean) The student exhibits no major errors or omissions. Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

26 Level 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes and recalls specific terminology, events, people, and locations, such as: o economics o opportunity cost o resources  performs basic processes such as: o recognizing or recalling accurate statements about the trans-Saharan trade routes and describe how exchanges of salt, gold, and other trade took place o recognizing or recalling accurate statements about why, in terms of opportunity cost, it was so difficult for Christopher Columbus to find financial support for his voyages o recognizing or recalling accurate statements about the impact of the exchange of products throughout the Indian Ocean basin from C.E. 500 to C.E. 1500 However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Level 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Level 0.0 Even with help, no understanding or skill demonstrated.

Level 4.0  Ask students to analyze the reasons why one society trades with another. (6.8.1)  Ask students to analyze reasons why Christopher Columbus could not find royal support in Portugal for his voyages and why Ferdinand and Isabella of Spain agreed to finance him. (6.8.2)  Ask students to analyze the various trade items that made their way to lands throughout the Indian Ocean Basin, including silk and porcelain from China, nutmeg and mace from southeast Asia, cotton and pepper from India, and ivory and gold from east Africa, and describe the effects of this trade throughout the Indian Oceans. (6.8.3)

Level 3.0  Ask students to explain reasons one society trades with another. (6.8.1)  Ask students to explain reasons Christopher Columbus could not find royal support in Portugal for his voyages and why Ferdinand and Isabella of Spain agreed to finance him. (6.8.2)  Ask students to identify various trade items that made their way to lands throughout the Indian Ocean Basin, including silk and porcelain from China, nutmeg and mace from Southeast Asia, cotton and pepper from India, and ivory and gold from east Africa, and describe the effects of this trade throughout the Indian Oceans. (6.8.3)

Level 2.0  Ask students to recall specific terminology, events, people, and locations.(6.8.1)

28  Ask students to recognize accurate statements about the impact of the exchange of products throughout the Indian Ocean basin from C.E. 500 to C. E 1500.(6.8.3)  Ask students to recognize accurate statements about why, in terms of opportunity cost, it was so difficult for Christopher Columbus to find financial support for his voyages. (6.8.2)  Ask students to recognize accurate statements about the trans-Saharan trade routes and to describe how exchanges of salt, gold, and other trade took place.