Common Core Standards

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1 NM UNIT 8: Rome Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious. Benchmark 1-C. : compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration: Performance Standard 5. compare and contrast the geographic, political, economic, and social characteristics of the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and middle eastern civilizations and their enduring impacts on later civilizations, to include: a. influence of Mediterranean geography on the development and expansion of the civilizations; b. development of concepts of government and citizenship (e.g., democracy, republic, codification of laws, Code of Hammurabi); c. scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy); d. contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus); plebian consul veto dictator province Colosseum aqueduct polytheism census villa circus gladiator Jesus messiah disciple epistle martyr Constantine mercenary inflation RH 4 Determine meaning of words and phrases in text RH 7 Integrate visual information RH 1 Cite specific textual evidence RH 8 distinguish among fact, opinion and reasoned judgment of a text. WHST 1 Write arguments focused on discipline specific content. WHST 4 Produce clear, coherent writing appropriate to task and audience WHST 8 Conduct short research projects. Activity Ideas: Map the Roman Empires Map the geography: seven hills, Tiber River, seas, Sicily, Apennines Mountains Compare and contrast: Venn diagram on Greece and Rome geography Discuss the difference between plebeians and patricians. Write a persuasive letter about why plebeians should not have the right to hold government office. Students will be able to: Compare and contrast the geography of Rome and Greece. Describe the concept of the Roman republic and compare it to other republics. Explain the expansion of Roman societies Describe the daily life of ancient Rome and the technologies and economic systems. Describe the patterns of trade and exchange in Rome. Week implement CFA #6 6 th grade social studies, Quarter 4: 1

2 Rome Benchmark 3-A: demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national): Performance Standard 2. describe the concept of republic as developed by the Romans and compare to other republican governments Benchmark 3-C: compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government. Performance Standard 1. compare and contrast New Mexico s entry into the United States with that of the original thirteen colonies. Benchmark 3-D: explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries: how Greek and Roman societies expanded and advanced the role of citizen. Benchmark 4-A: explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating: and predict how people respond to economic and intrinsic incentives. Compare and contrast (Venn diagram) the Republic and our present day democracy. Create a comic strip timeline on the Punic wars. Research the daily life of Romans and the use of technologies, architecture, religious systems and scientific discoveries in their daily lives. See how many connections students can make to the daily life of early NM. Create foldable to write a series of questions about the chapter and work with partner to answer for chapter review. ) 6 th grade social studies, Quarter 4: 2

3 Rome Benchmark 4-B: explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services: the characteristics of traditional, command, market and mixed economic systems; Performance Standard 2. explain how different economic systems affect the allocation of resources Performance Standard 3. understand the role that factors of production play in a society s economy (e.g., natural resources, labor, capital, entrepreneurs) Benchmark 4-C: describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world: Performance Standard 1. compare and contrast the trade patterns of early civilizations 6 th grade social studies, Quarter 4: 3

4 NM UNIT 9: Middle Ages (3 weeks) Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious systems) and their connection to the early development of New Mexico. Benchmark 1-C. : compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration: Performance Standard 6. compare and contrast the political and economic events and the social and geographic characteristics of medieval European life and their Knight Middle Ages Medieval Feudalism Manor Serf Clergy Excommunicatio n Guild Apprentice Chivalry Troubadour Holy Land Crusades Jerusalem Pilgrim Nation Magna Carta runes Saga long ship barbarian Renaissance RH.2: Determine the central ideas or information of a primary source or secondary source; provide and accurate summary of the source distinct from prior knowledge or opinions. RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history. RH. 7: Integrate visual information with other information in print and digital texts. WH.2: Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical process. WH.9: Draw evidence from informational texts to support analysis reflection, and research. The Students Will Be able to: Identify the roles of people in a feudal society Find out how land and power were divided under feudalism Learn how the manor system worked Discover what life was like for peasants and serfs Discover the connection between an increase in trade and the growth of towns Determine the causes and effects of the Crusades and how the power of the Roman Catholic Church impacted the daily lives of people Identify the impact the plague had on people of the middle ages Characterize the forces that led to nation building in Europe Identify how the Hundred Year s War affected England and France Understand how literature and art were transformed during the Renaissance Characterize the Roman Catholic church s response to the Reformation Week implement #7 6 th grade social studies, Quarter 4: 4

5 NM Age of Exploration (1 weeks) Benchmark 1-B. United States: analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history: and describe the origins, obstacles and impact of the age of exploration, to include: improvements in technology (e.g., the clock, the Benchmark 3-C: compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government. Performance Standard 2. understand the structure and function of New Mexico government as created by the New Mexico constitution and how it supports local, tribal and federal governments. Circumnavigatio n Isthmus Monopoly Colony Missionary persecution RH.1: Cite specific textual evidence to support analysis of primary and secondary sources RH.2: Determine the central ideas of information of a primary source or secondary source; provide a accurate summary of the source distinct from prior knowledge or opinions. RH.3: Identify key steps in a text s description of a process related to history. RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history. WH.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Students Will Be Able to: Explain why Europeans began to exploring the world in the 1400 s Summarize the importance of trade between Portugal and India. Characterize European s efforts to expand trade in East Asia. Describe European encounters with China and Japan between Activity Ideas: Create a map representing the countries, the explorers, and their destinations. 6 th grade social studies, Quarter 4: 5

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