TN Social Studies Standards - 2008-2009 Implementation

Ancient History - Era 4

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Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD)
Culture 1.2 | 1.3
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
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 - identify the basic components of Hinduism (e.g., concept of dharma, roles of family and friends, Brahma, khrama, caste system, ritual sacrifice, reincarnation)
Level 2 - identify the influence geography on the growth of Hinduism and Buddhism in Eastern and Southeast Asia. (e.g., trade, ocean currents, physical geography)
Level 2 - identify the response of Christianity and Buddhism to the fall of the Roman and Han Empires
Level 2 - recognize the spread of Islam in Southwest Asia and Mediterranean region and its subsequent divisions between Sunni and Shi'ite (e.g., life of Muhammad, basic tents and beliefs, five pillars)
Level 2 - describe the growing appeal of Christianity and Buddhism to people living from the third to fifth centuries
Level 2 - read the basic beliefs of Shintoism in order to discover legends in Japanese history
Level 3 - analyze the unique art and architectural expression that emerged from the spread of Islam
Level 3 - evaluate the spread and adaptation of Buddhism from China to Korea and Japan
Level 3 - investigate the cultural and technological achievements of Tang China (e.g., poetry, landscape, painting, pottery, road building, canal implementation)
Level 3 - evaluate the role of the griot in West African society
1.3 understand the role that diverse cultures and historical experiences had on the development of the world.
Level 1 - review the historical status of women in children
Level 2 - recognize the changing role of women from pagan Roman to the spread of Christianity
Level 2 - compare and contrast the cultural role of women in court and as authors in Imperial Japan with the status of men in government and politics
Level 2 - identify the growing influence of the monastery in European development (e.g., monasteries, convents, and missionaries from Britain to Ireland)
Level 2 - recognize the social factors of Mayan (e.g., art and architecture, status of women, social class, political structure)
Level 3 - analyze the social relationships and technology advancements in India during the Gupta era (e.g., gender roles, caste system, legal restrictions)
Level 3 - evaluate the influence of Islam on cultural ideas and social practices (e.g., family, morals, marriage, inheritance, slavery, non-Muslims)
Level 3 - appraise Korea's adaptation of Chinese and Japanese culture and society for survival
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Economics 2.1 | 2.2
Ancient History Curriculum Standards 3402 - Social Studies Performance Indicators:	Internet Resources
2.1 understand the changes that occur in the nature, use, distribution, and importance of resources.
Level 1 - describe the spatial organization of economic trade networks
Level 1 - explain the major components of and reasons for world trade
Level 1 - explain the role of transportation and communication networks in the development of economic activities
Level 2 - recognize the importance of international trade for African and Eurasian societies
Level 3 - evaluate the advantages and disadvantages of the growing economic patterns
2.2 recognize the importance of technologies on economic development.
Level 1 - describe the characteristics, location, and use of renewable and nonrenewable resources
Level 1 - explain the relationship between the use, availability, and accessibility of resources and a country’s standard of living, including the role of technology in resource acquisition and use
Level 1 - describe world patterns of resource distribution and utilization
Level 2 - identify the economic and agricultural elements of Mayan society (e.g., Mayan trade, rise of city states, development in agriculture)
Level 2 - understands the growth of economic exchanges from different regions from 300 to 1000 CE (e.g., Muslims mediating long distances, food crop exchange, migrating peoples, and settlement connections)
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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 major physical geographic features of this era
Level 2 - indicate the effect of geography on different groups and their trade practices
Level 2 - recognize the geographic significance of Baghdad
Level 2 - identify the geographic influence on Japan's status with the kingdom's of Korea and China
Level 3 - assess the relative importance of physical geographic features on world historic and current events
3.2 understand human geographic interactions and their impact on world historic events.
Level 1 - locate the urban areas and major geographical regions of Tang China
Level 1 - know that Pacific Islanders and New Zealand natives used navigational techniques to journey long routes
Level 1 - know the maritime and overland trade routes linking regions of Afro-Eurasia and Europe
Level 2 - identify how the location and network of canals forever changed life in China
Level 3 - determine which factors have been most significant in the development of the modern world
Level 3 - evaluate how early migrants carried plants and animals with them in the Pacific Islands and New Zealand affecting existing flora and fauna
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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 1 - review the rise to power of Roman and Han empires
Level 2 - list possible political reasons for the decline of Roman and Han empires. (e.g., significant battles, internal divisions, political changes, and invasions)
Level 2 - identify the political events that shaped the Gupta empire
Level 2 - recognize the changing influence from the Carolingian Empire on the development of European civilization (e.g., Charlemagne's royal court, monasteries' preservation of Greco-Roman learning, contribution of Christian learning, conflict among secular and papacy
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 - review the political and social motivation for the Roman empire's relocation of their capital to Byzantine
Level 2 - identify how Byzantine withstood attacks between the 8 th and 10 th CE centuries
Level 2 - list the strengths and weaknesses of the Abbasid, Byzantine and Sassamid governments and military institutions
Level 2 - understand the significance of Norse migrations and invasions ( e.g., independent lords, knightly class, locations of settlements)
Level 2 - compare and contrast the size of European empires to that of Byzantium
Level 2 - trace the development of state building in West Africa
Level 3 - evaluate the blending of Islamic beliefs with establishing an empire
Level 3 - evaluate the political shifts in power during 9 th and 10 th century Europe (e.g., royalty, counts, dukes, hereditary autonomous power over land and people)
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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 2 - recognize imperial crises and subsequent aftermath in various regions from 300 to 700 CE
Level 2 - identify the development of the Islam in the world from 7 th to 10 th CE
Level 2 - Explore the major developments in East and Southeast Asia from 600 to 900 CE (e.g., Tan dynasty, Japanese imperialism)
Level 2 - Identify the changing world of Europe from 500 to 1000 CE (e.g., growth of missionaries, Merovigian and Caroligian states, Norse invasions)
Level 2 - compare and contrast the development of agricultural societies in tropical Africa and Oceania
Level 2 - indicate the rise of civilizations in Mesoamerica and Andean South America in First millennia CE
Level 3 - develop an "imaginary" civilization consistent with early human civilizations, given a set of environmental conditions. This would include an understanding of social, religious, and 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
Level 2 - research the expanding zones of exchange and encounter from 300-1000- CE by utilizing surviving evidence and artifacts (e.g., the spread of Christianity, Buddhism, Hinduism, and Islam throughout diverse cultures, international trade)
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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 - identify the significance of Charlemagne as an individual. (e.g., government, laws, conquest, personality)
Level 2 - know the story of Alfred the Great of England
Level 3 - evaluate the significance of Clovis's conversion to Christianity and its affects on the Frankish and Saxon peoples