TN Social Studies Standards - 2008-2009 Implementation

Ancient History - Era 2

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Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)
Culture 1.1 | 1.2 | 1.4
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
1.1 understand the relationship between physical environments and culture
Level 1 - identify pastoral people cultures
Level 1 - list ways in which new ideas, products, techniques, and institutions spread from culture to culture
Level 2 - locate early stories and written codes to describe social conditions of Mesopotamia and the Indus Valley
Level 2 - identify the concept of a patriarchal society and how this came to develop during this time period (e.g., contrasting women's rights among societies)
Level 2 - explain how the physical environment of China lead to the advanced culture of writing tools, and advancements.
Level 3 - analyze the role culture plays in incidents of cooperation and conflict in pastoral people cultures
Level 3 - contrast pastoral people's outlook on death and life in response to their differing environments and social structures. (e.g., Southwest Asia, Europe, Egypt, China)
Level 3 - evaluate the importance of physical geography to the development of culture
1.2 understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.
Level 1 - explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference
Level 1 - identify contrasting examples of art, belief systems, traditions, behaviors, and technology among pastoral culture's
Level 2 - identify the characteristics of writing forms in Sumerian, Chinese Egypt and the Indus Valley (e.g., clay tablets, stylus, papyrus, hieroglyphics)
Level 2 - locate archaeological evidence of cultural artifacts. (e.g., oracle bone inscriptions, bronze weapons, pottery, instruments, writings)
Level 2 - recognize pastoral peoples' architectural advancements (e.g., arches, ziggurat, temples, pyramids)
Level 2 - identify characteristics of the development of language, inventions, discoveries, techniques
Level 3 - analyze how early written records impacted political, legal, religious, and cultural life (e.g., Standard of Ur)
Level 3 - discuss how the code of Hammurabi illustrated ethical values, hierarchy and attributes, and roles of women in Mesopotamia
Level 3 - explore the different stories resulting from the Aryan culture's Vedas
1.4 understand the role that diverse cultures and historical experiences had on the development of the world.
Level 1 - explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference
Level 2 - demonstrate an understanding of how cultural factors legitimized political and social orders
Level 2 - compare and contrast social communities in urban centers versus agrarian societies
Level 3 - analyze how the Epic of Gilgamesh reflected and shaped political, religious, and cultural life of Mesopotamia
Level 3 - contrast the biblical account of Genesis and the Enuma Elish from Babylon
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Economics 2.1 | 2.2 | 2.3
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
2.1 understand economic connections, conflicts, and interdependence.
Level 1 - identify how early pastoral communities economically provided for their families
Level 1 - explain the changing relationship of supply and demand in pastoral communities
Level 2 - recognize economic relationships that resulted from differing pastoral economies
Level 3 - compare and contrast the interactions among early world economic systems (e.g., evidence of early trade systems)
Level 3 - differentiate among pastoral economies (e.g., Indus Valley, Egyptian, Aryan, Mycenaean, Mesopotamian, Chinese)
2.2 understand the changes that occur in the nature, use, distribution, and importance of resources.
Level 1 - identify pastoral economy systems (e.g., militaristic, barter)
Level 2 - study the changing role of economies based on the spread of agricultural communities through surviving artifacts (e.g., hieroglyphics, surviving architectural structures, considered luxury good items)
Level 3 - evaluate the importance of developments on the course of pastoral economies
2.3 recognize the importance of technologies on economic development.
Level 1 - explain the relationship between the use, availability, and accessibility of resources and the subsequent technological developments
Level 2 - identify how agricultural advancements encouraged a further advancement in population and sophistication in pastoral communities
Level 3 - analyze the potential sources for the decline in trade and overcrowding of Indus Valley cities
Level 3 - evaluate the decline of Egyptian dominance based on economic or governance theories
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Geography 3.1 | 3.2
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
3.1 understand the importance of physical geographic features on world historic events.
Level 1 - recognize and name early world major physical geographic features that influenced pastoral communities' development
Level 2 - examine how the natural environment of the Tigris Euphrates, Nile and Indus Valley shaped the development of societies
Level 2 - recognize that a natural disaster brought about the decline of the Minoan civilization
Level 2 - explain why urban development occurred in Mesopotamia, Egypt, and the Indus Valley in response to the environment
Level 2 - identify the significance of the "fertile crescent."
Level 3 - assess the relative importance of physical geographic in developing trade networks
Level 3 - discuss how natural disasters affected pastoral communities
3.2 understand human geographic interactions and their impact on world historic events.
Level 1 - identify human communities that developed in response to environment
Level 2 - recognize how pastoral communities began to reshape the environments in which they resided
Level 2 - understand how humans in the Tigris, Nile, and Huang He valleys manipulated environmental conditions such as prevailing wind, current, and flow patterns to advance their societies
Level 2 - identify the different type of communities that resulted on the Mediterranean coast in comparison to Chinese or Egyptian societies due to the environment
Level 3 - contrast the development and the sophistication of human communities in response to their environment
Level 3 - create a model fictitious early pastoral communities based on geographic elements
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Governance and Civics 4.1 | 4.2
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
4.1 explain the development of a people’s need to belong and organize into a system of governance.
Level 1 - recognize the relationship between a place's physical, political and cultural characteristics and the type of governance that emerges in that place
Level 2 - identify the contrasting versions of governance in pastoral people's lives (citystates, pharaohs, dynasties, hostile takeovers)
Level 2 - indicate how technology influenced the rise in organized governance (e.g., irrigation in the Nile region, the plow in South west Asia, advancements in weaponry)
Level 3 - rate the implementation and relative success of governance systems
4.2 identify how cooperation and conflict among people influence the division and control resources, rights, and privileges
Level 1 - recognize the role of individuals in governance
Level 2 - compare and contrast roles of individuals in different forms of governance. (e.g., state authority, aristocratic society, taxation systems, slavery, coerced labor)
Level 3 - assess how the role of individual changed throughout history in different societies
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History 5.1 | 5.2
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
5.1 understand the chronological flow of historical eras and events in Ancient History.
Level 1 - describe the interaction between early human groups, the environmental and survival methods that led to the formation of civilizations (e.g., Mesopotamia, Egypt, China, Indus Valley).
Level 2 - compare the development of several different pastoral civilizations by constructing a timeline of known advancements and achievement
Level 3 - develop an "imaginary" civilization consistent with early human civilizations, given a set of environmental conditions (e.g., social, religious, economic factors)
5.2 understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.
Level 1 - identify and label key traits of the various civilizations (e.g., Old, Middle and New Kingdoms in Egypt.)
Level 2 - compare and contrast the world civilizations by examining similarities and differences. (e.g., Mycenaean Greek, Southwest Asian, Aryan)
Level 3 - analyze surviving accounts of history written at later dates about this time period in history (e.g., Old Testament in the Bible, the Odyssey, the Mahabharata, Ramayana, Iliad)
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Individuals, Groups and Interactions 6.1
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
6.1 understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.
Level 1 - recall examples of two groups’ interaction such as economic, political, social and cultural exchanges
Level 2 - detect noted individuals for their contributions throughout history (e.g., Thutmose, Ramses II, Queen Hatshepsut, Sargon, Amenhotep IV)
Level 3 - through surviving artifacts describe consequences to the individual for violating the community's governing system
Level 3 - debate the existing rights of the individual noting gender and social differences within the various pastoral people communities