World History Organizing Principle 1

Organizing Principle 1: The earliest river civilizations began as farming settlements that 6 Weeks/August-September Celebrate Freedom Week
evolved into the first cities, kingdoms, and empires. – last week of September)

Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary

NOTE: Benchmarks SS.6.W.1.1 to SS.6.W.1.6, and SS.6.W.2.10 are introduced era, archaeology, artifact, paleontology,
fossil, anthropology, species
through Organizing Principle 1 and reviewed through each Organizing Principle

hereafter. evidence, primary sources, secondary

Use timelines to identify chronological order of historical events. SS.6.W.1.1 sources, point of view, bias, conclusion,
scholarly
Learning Target:

• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E.

Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and SS.6.W.1.2 credentials, URL, .gov, .com, .org, .edu,
designations of time periods. plagiarize, plagiarism

Learning Targets: SS.6.W.1.3 hemisphere, latitude, longitude, projection,
• Students will understand that time can be broken down into identifiable times spans. culture, physical map, special-purpose map,
• Students will identify eras as a period marked by a specific event and identify examples, such as the scale, political map, cardinal directions,
choropleth, migration, culture
Neolithic Age, the Bronze Age, and the Iron Age.
exports, imports, barter, globalization
• Students will identify the point at which the timeline changes
Early Civilizations (Assessment items in BOLD) Interpret primary and secondary sources.

Learning Targets:
• Students will examine primary and secondary sources on the same event or time period in history and

compare details.

• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources.

Describe the methods of historical inquiry and how history relates to the other SS.6.W.1.4 Paleolithic, technology, nomads, Ice Age
social sciences.

Learning Targets: domesticate, Neolithic Age, systematic
• Students will describe the importance of using both primary and secondary sources to answer agriculture, shrine, specialization, Bronze
Age, monarchy
questions about an event or time period.
• Students will understand the importance of credibility of sources. silt, irrigation, surplus, city-state,
• Students will describe how to deal with conflicting historical accounts. Students will analyze how cause SS.6.W.1.5 polytheism, ziggurat, cuneiform, scribe, epic

and effect relationships can be established. empire, tribute, province, caravan,
astronomer
Describe the roles of historians and recognize varying historical interpretations
(historiography).

Learning Targets:

• Students will define historiography as the study of the ways in which history is written and the changes

of interpretations of events over time or through point of view.

• Students will identify a historical event in history and its varying interpretations of the events by

historians.

Describe how history transmits culture and heritage and provides models of human SS.6.W.1.6
character.

Learning Targets:
• Students will demonstrate that major events have a cause-and effect relationship on

history.

• Students will trace the evolution of a cultural practice or cultural norm from its beginnings to modern SS.6.W.2.10

times

Compare the emergence of advanced civilizations in Meso and South America with
the four early river valley civilizations. (Not in textbook, see resources)

Examples may include, but are not limited to, Olmec, Zapotec, and Chavin

Compare the lifestyles of hunter-gatherers with those of settlers of early SS.6.W.2.1
agricultural communities.
SS.6.W.2.2
Learning Targets:
• Students will identify the time and culture of the Paleolithic people as hunter-gatherers SS.6.W.2.3
SS.6.W.2.7
who discovered fire, painted cave walls, and made simple tools. SS.6.W.2.8
• Students will explain the emergence of agriculture and its effect on Paleolithic societies. SS.6.E.1.1
SS.6.E.1.2
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.E.1.3
population growth, and the emergence of civilization. SS.6.E.3.1

Learning Targets:
• Students will identify the relationship between the domestication of plants and animals and the

development of early settlements.
• Students will analyze how the development of metallurgy helped early civilizations to grow.
• Students will interpret the effect of a surplus of food as a cause for population growth in successful

Neolithic settlements.
• Students will compare behaviors of Neolithic people who started in Europe, India, Egypt, China and

Mexico.

Identify the characteristics of civilization.

Learning Target:

• Examples may include, but are not limited to, public works, urbanization, specialized labor,

advanced technology, organized government, religious institutions, social classes, writing, and art

and architecture.

Summarize the important achievements of Mesopotamian civilization.

Learning Target:

• Examples may include, but are not limited to, cuneiform writing, epic literature such as Gilgamesh,

art and architecture, technology such as the wheel, sail, and plow.

Determine the impact of key figures from ancient Mesopotamian civilizations.

Learning Target:

• Examples may include, but are not limited to, Abraham, Hammurabi, Nebuchadnezzar, Cyrus, and

Zoroaster.

Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth.

Describe and identify traditional and command economies as they appear in different
civilizations.

Describe the following economic concepts as they relate to early civilization: scarcity, opportunity
cost, supply and demand, barter, trade, productive resources (land, labor,
capital, and entrepreneurship).

Identify examples of mediums of exchange (currencies) used for trade (barter) for each

civilization, and explain why international trade requires a system for a medium of exchange

between trading both inside and among various regions.

Analyze the purposes of map projections (political, physical, special purpose) and explain the SS.6.G.1.2
applications of various types of maps. SS.6.G.1.6
Use a map to identify major bodies of water of the world, and explain ways they have
impacted the development of civilizations.

Early Civilizations Explain how major physical characteristics, natural resources, climate, and absolute and relative SS.6.G.2.1
Continued…. locations have influenced settlement, interactions, and the economies of ancient SS.6.G.2.3
civilizations of the world. SS.6.G.2.6
SS.6.G.4.3
Analyze the relationship of physical geography to the development of ancient river SS.6.G.6.1
valley civilizations.
Explain the concept of cultural diffusion, and identify the influences of different ancient
cultures on one another.
Locate sites in Africa and Asia where archaeologists have found evidence of early human
societies, and trace their migration patterns to other parts of the world.

Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and
Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the
organizing framework for understanding the world and its people.

Volusia District Social Studies Office 2017-2018