Grade 6– Social Studies Curriculum:

Ancient and classical civilizations in the mediterranean to the fall of the Roman Empire: ideas that shaped history Chicopee Public Schools

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Some districts may wish to teach the grade 6 standards, skills, and concepts in grade 7, and the grade 7 standards, skills, and concepts in grade 6. The planned MCAS at the end of grade 7 will accommodate this change.  With this mind, Fairview Veterans Memorial and Edward Bellamy Middle Schools may select a sequence for grades 6 and 7 however; the sequence must be the same for each school.

 

Six graders study the origins of human beings in Africa and the early civilizations that flourished in the Mediterranean area. They study the religions, governments, trade, philosophies, and art of these civilizations as well as the powerful ideas that arose in the ancient world and profoundly shaped the course of world history. These ideas include monotheism, democracy, the rule of law, individual worth, personal responsibility, the alphabetic principle for a writing system, and scientific reasoning.

 

Note: The grade 7 MCAS will cover the world geography, history, economics, and civics standards, concepts and skills of grades 6 and 7. Students should be able to apply concepts and skills learned in previous grades.

 

 

Human Origins in Africa through the Neolithic Age

 

Week 1

Strands: 7.1

  1. Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life.

 

Objectives:

  1. The students will be able to use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa).
  2. The students will be able to identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE).
  3. The students will be able to construct and interpret timelines of events and civilizations studied.
  4. The students will be able to identify multiple causes and effects when explaining historical events.

 

Week 2

Strands: 7.2, 7.3

  1. Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found.
  2. Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry).

 

Objectives:

  1. The students will be able to distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to identify multiple causes and effects when explaining historical events.
  4. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 3

Strands: 7.4, 7.5

  1. Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the domestication of animals).
  2. Neolithic people learned to farm.
  3. Describe how the invention of agriculture related to:
    1. Settlement
    2. Population growth
    3. The emergence of civilization.

 

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. The students will be able to define and apply economic concepts learned in pre- sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.

 

Week 4

Strands: 7.6

  1. Identify the characteristics of civilizations.
    1. The presence of geographic boundaries and political institutions.
    2. An economy that produces food surpluses.
    3. A concentration of population in distinct areas or cities.
    4. The existence of social classes and specialized workers.
    5. Developed systems of religion, learning, art, and architecture.
    6. A system of record keeping.

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.
  4. The students will be able to compare information shown on modern and historical maps of the same region.

 

Mesopotamia: Site of Several Ancient River Civilizations

C. 3500-1200 BC/BCE

Week 5

Strands: 7.7

  1. On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called "the Fertile Crescent."
  2. On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey).

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 6

Strands: 7.8

  1. Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations.

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.

 

Week 7

Strands: 7.9

1.      Describe how the following contributed to the growth of Mesopotamian civilizations:

a.      Irrigation.

b.      Metalsmithing.

c.      Slavery.

d.      The domestication of animals.

e.      Inven­tions such as the wheel.

f.        The sail.

g.      The plow.

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.
  4. The students will be able to define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

 

Week 8

Strands: 7.10

1.      Describe the important achievements of Mesopotamian civilization.

2.      The system of writing (and its importance in record keeping and tax collection).

3.      Monumental architecture (the ziggurat).

4.      Art (large relief sculpture, mosaics, and cylinder seals).

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history.
  4. Describe ways of interpreting archaeological evidence from societies leaving no written records.
  5. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.

 

Week 9

Strands: 7.11

1.      Describe who Hammurabi was and explain the basic principle of justice in Hammurabi's Code.

a.      “an eye for an eye”

 

Objectives:

  1. The students will be able to construct and interpret timelines of events and civilizations studied.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history.
  4. Describe ways of interpreting archaeological evidence from societies leaving no written records.
  5. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.
  6. The students will be able to define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

 

Egypt: an Ancient River Civilization, c. 3000-1200 BC/BCE

Week 10

Strands: 7.12

  1. On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt.
  2. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean.
  3. On a modern map, identify the modern countries of Egypt and Sudan.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 11

Strands: 7.13

  1. Describe the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of ancient Nubia (the Kingdom of Kush).  Describe their relationship to the social and economic characteristics of ancient Egypt.

 

Objectives:

  1. The students will be able to distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history.
  2. The students will be able to identify multiple causes and effects when explaining historical events.
  3. The students will be able to construct and interpret timelines of events and civilizations studied.
  4. The students will be able to describe ways of interpreting archaeological evidence from societies leaving no written records.

 

Week 12

Strands: 7.14

  1. Describe the role of the pharaoh as god/king
  2. Describe the concept of dynasties,
  3. Describe the importance of at least one Egyptian ruler,
  4. Describe the relationship of pharaohs to peasants, and
  5. Describe the role of slaves in ancient Egypt.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

 

Week 13

Strands: 7.15

  1. Describe the polytheistic religion of ancient Egypt with respect to ;
    1. beliefs about death
    2. afterlife
    3. mummification
    4. roles of different deities.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.

 

 

Week 14

Strands: 7.16

  1. Summarize important achievements of Egyptian civilization.

a.    the agricultural system

b.    the invention of a calendar

c.    monumental architecture and art such as the Pyramids and Sphinx at Giza

d.    hieroglyphic writing

e.    the invention of papyrus

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.

 

Phoenicia, c. 1000-300 BC/BCE

Week 15

Strands: 7.17

1.      On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea.

2.      On a modern map, locate Greece, Crete, Turkey, Lebanon, and
Syria.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 16

Strands: 7.18

1.      Identify the Phoenicians as the successors to the Minoans in dominating maritime trade in the Mediterranean from c. 1000-300 BC/BCE.

2.      Describe how the Phoenician writing system was the first alphabet (with 22 symbols for consonants) and the precursor of the first complete alphabet developed by the ancient Greeks (with symbols representing both consonants and vowels).

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to define and apply economic concepts learned in pre-kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.
  4. The students will be able to compare information shown on modern and historical maps of the same region.

 

The Roots of Western Civilization: Ancient Israel c. 2000 BC/BCE-70 AD/CE

 

Week 17

Strands: 7.19

  1. On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt.
  2. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon, the area governed by the Palestinian Authority, Syria, and Turkey.

 

Objectives:

  1. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 18

Strands: 7.20

1.      Identify the ancient Israelites, or Hebrews.

2.      Trace their migrations from Mesopotamia to the land called Canaan.

3.      Explain the role of Abraham and Moses in Israelite/Hebrew history.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.
  3. The students will be able to compare information shown on modern and historical maps of the same region.

 

Week 19

Strands: 7.21

1.  Describe the monotheistic religion of the Israelites.

a.   The belief that there is one God.

b.   The Ten Commandments and the Torah.

c.   The emphasis on individual worth and personal responsibility.

d.   The belief that all people must adhere to the same moral obligations, whether   ruler or ruled.

e.   The Hebrew Bible (Old Testament) as part of the history of early Israel.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.

 

 

Week 20

Strands: 7.22

1.       Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon.

2.       Include David's founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon.

 

Objectives:

  1. The students will be able to identify multiple causes and effects when explaining historical events.
  2. The students will be able to construct and interpret timelines of events and civilizations studied.

 

Week 21

Strands: 7.23

1.  Explain the expulsion/dispersion of the Jews to other lands (referred to as the 

Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE,       

and the renaming of the country by the Romans.

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining

      historical events.

2.  The students will be able to compare information shown on modern and historical

      maps of the same region.

 

      The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE

 

Week 22

Strands: 7.24

1.  On a historical map of the Mediterranean area, locate Greece and trace the

      extent of its influence to 300 BC/BCE.

 

2.   On a modern map of the Mediterranean area, Europe, England, the Middle East,

and the Indian subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey.

 

Objectives:

1.  The students will be able to compare information shown on modern and historical

      maps of the same region.

 

 

Week 23

Strands: 7.25

1.  Explain how the geographical location of ancient Athens and other city-states

contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.

 

Objectives:

1.  The students will be able to compare information shown on modern and historical

      maps of the same region.

2.  The students will be able to identify multiple causes and effects when explaining    

      historical events

  1. The students will be able to define and apply economic concepts learned in pre

kindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.

 

Week 24

Strands: 7.26

1.  Explain why the government of ancient Athens is considered the beginning of

Democracy and explain the democratic political concepts developed in ancient Greece.

                  A.  the “polis” or city-state

B.  civic participation and voting rights

C.  legislative bodies

D.  constitution writing

E.  rule of law

           

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining     

      historical events

2.  The students will be able to distinguish between primary and secondary sources

and describe how each kind of source is used in interpreting history.

  1. The students will be able to define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military

 

Week 24

Strands: 7.27, 7.28

    1. Compare and contrast life in Athens and Sparta.
    2. Describe the status of women in Athens
    3. The functions of slaves in ancient Athens.

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to Compare information shown on modern and

historical maps of the same region

3.  The students will be able to Construct and interpret timelines of events and

civilizations studied

 

Week 25

Strand: 7.29

1.  Analyze the causes, course, and consequences of the Persian Wars

2.  The origins of marathons.

            *3.  Summarize the battles and results of the Persian Wars

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to compare information shown on modern and

historical maps of the same region

3.  The students will be able to construct and interpret timelines of events and  

civilizations studied.

 

Week 26

Strand: 7.30

1.  Analyze the causes, course, and consequences of the Peloponnesian Wars

     between Athens and Sparta.

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to compare information shown on modern and

historical maps of the same region

3.  The students will be able to construct and interpret timelines of events and  

civilizations studied.

 

Week 27

Strand: 7.31

1.  Describe the rise of Alexander the Great and the spread of Greek culture.

*2.  Describe how Alexander defeated the Persian Empire

*3.  Summarize Alexander’s military conquests and their impact on future

      cultures.

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to compare information shown on modern and

historical maps of the same region

3.  The students will be able to construct and interpret timelines of events and  

civilizations studied

 

 

Week 28

Strand: 7.32

1.  Describe the myths and stories of classical Greece;

b.      give examples of Greek gods and goddesses

c.      give examples of Greek heroes and events,

d.      explain where and how we see their names used today.

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to construct and interpret timelines of events and  

civilizations studied

3.  The students will be able distinguish between primary and secondary sources and

            describe how each kind of source is used in interpreting history.

 

Week 29

Strand: 7.33

1.      Explain why the city-states of Greece instituted a tradition of athletic

competitions.

2.      Describe the kinds of sports they featured

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to construct and interpret timelines of events and  

civilizations studied

 

Week 30

Strand: 7.34 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks.

a.      Thales (science)

b.      Pythagoras and Euclid (mathematics)

c.      Hippocrates (medicine)

d.      Socrates, Plato, and Aristotle (philosophy)

e.      Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama)

f.        the Parthenon, the Acropolis, and the Temple of Apollo (architecture)

g.      the development of the first complete alphabet with symbols for consonants and vowels

 

Objectives:

1.  The students will be able to identify multiple causes and effects when explaining    

      historical events

2.  The students will be able to construct and interpret timelines of events and 

civilizations studied

      3.   The students will be able to Distinguish between primary and secondary sources

            and describe how each kind of source is used in interpreting history.

 

 

 

The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE

Week 31

Strand: 7.35

1.  On a historical map, identify ancient Rome

2.  Trace the extent of the Roman Empire to 500 AD/CE.

 

Objectives:

  1. The students will be able to compare information shown on modern and historical maps of the same region

2.      The students will be able to use correctly the words or abbreviations for identifying time periods or dates  in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) (H)

 

Week 32

Strand: 7.36

1. Explain how the geographical location of ancient Rome contributed to the

shaping of Roman society and;

h.      the expansion of its political power in the Mediterranean region and

     beyond. 

 

Objectives:

1.  The students will be able to compare information shown on modern and

     historical maps of the same region

2.   The students will be able to define and use correctly words and terms relating

to government such as city-state, dynasty, kingdom, empire, republic,

                 separation of powers, civic duty, rule of law, and military.

            3.  The students will be able to identify multiple causes and effects when

                 explaining historical events

 

Week 33

Strand: 7.37

1.  Explain the rise of the Roman Republic and the role of mythical and historical

     figures in Roman history.

A.  Romulus and Remus

B.  Hannibal and the Carthaginian Wars

C.  Cicero

D.  Julius Caesar and Augustus

E.  Hadrian

 

Objectives:

1.  The students will be able to compare information shown on modern and

     historical maps of the same region

2.  The students will be able to define and use correctly words and terms relating

to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

2.      The students will be able to identify multiple causes and effects when

explaining historical events.

3.      The students will be able to construct and interpret timelines of events and civilizations studied

Week 34

Strand: 7.38

1.  Describe the government of the Roman Republic and its contribution to the

     development of democratic principles, including;

    1. separation of powers
    2. rule of law
    3. representative government
    4. the notion of civic duty.

 

Objectives:

1.  The students will be able to Define and use correctly words and terms relating

to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

2.  The students will be able to Distinguish between primary and secondary

     sources and describe how each kind of source is used in interpreting history

 

Week 35

Strand: 7.39

1.  Describe the influence of Julius Caesar and Augustus in Rome’s transition

     from a republic to an empire.

2.  Explain the reasons for the growth and long life of the Roman Empire.

                  a.  Military organization, tactics, and conquests; and decentralized administration

b.  the purpose and functions of taxes

c.  the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes

d.  the benefits of a Pax Romana 

 

Objectives:

1.  Define and use correctly words and terms relating to government such as city-

state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military.

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

3.  The students will be able to identify multiple causes and effects when

     explaining historical events.

      4. The students will be able to define and apply economic concepts learned in

pre-kindergarten through grade 6:producers, consumers, goods, services,             

buyers, sellers, natural resources,   taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand.

 

 

Week 36

Strands: 7.40, 7.41

1.  Describe the characteristics of slavery under the Romans.

2.  Describe the origins of Christianity and its central features.

                        a.  monotheism

b.  the belief in Jesus as the Messiah and God’s son who redeemed

     humans from sin

c.  the concept of salvation

 

Objectives:

1.  The students will be able to identify multiple causes and effects when

explaining historical events.

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

3.  The students will be able to compare information shown on modern and

     historical maps of the same region

 

Week 37

Strand:  7.41 (continued)

1.  Describe the origins of Christianity and its central features.

a.  belief in the Old and New Testament

b.  the lives and teachings of Jesus and Saint Paul

c.  the relationship of early Christians to officials of the Roman Empire

 

Objectives:

1.  The students will be able to identify multiple causes and effects when

explaining historical events.

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

3.  The students will be able to distinguish between primary and secondary

     sources and describe how each kind of source is used in interpreting history

 

Week 38

Strand: 7.42

1.  Explain how inner forces (including the rise of autonomous military powers,

political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire.

 

Objectives:

1.  The students will be able to identify multiple causes and effects when

explaining historical events.

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

 

 

Week 39

Strand: 7.43

1.  Describe the contribution of Roman civilization to;

            a.  law

b.  literature

c.  poetry

d.  architecture

e.  engineering

f.  technology (e.g., roads, bridges, arenas, baths, aqueducts, central  

    heating, plumbing, and sanitation).

 

Objectives:

1.  The students will be able to identify multiple causes and effects when

explaining historical events.

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

3.  The students will be able to Distinguish between primary and secondary   

     sources and describe how each kind of source is used in interpreting history

 

Week 40

Strand: 7.44

1.  Explain the spread and influence of;

d.       the Roman alphabet and the Latin language

e.       the use of Latin as the language of education for more than 1,000 years

f.         the role of Latin and Greek in scientific and academic vocabulary.

 

Objectives:

1.  The students will be able to compare information shown on modern and

     historical maps of the same region

2.  The students will be able to construct and interpret timelines of events and

     civilizations studied

 

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