USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Date
completed
1st Quarter Curriculum Objectives
(K) illustrate that every civilization has a form of law or order.(3) (communication)
▲(K) categorizes the basic features of systems of government (e.g.,
republic, democracy, monarchy, dictatorship, oligarchy, theocracy).(4) (categorize)
▲(K) explains how scarcity of resources requires communities and
nations to make choices about goods and services (e.g., what foods to eat, where to settle,
how to use land).(2) (communication)
▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation,
geography).(5)
($) determines the costs and benefits of a spending, saving, or borrowing decision.(5) (cause
and effect)
(K) - ($) explains that budgeting requires trade-offs in managing income and spending. (2)
(communication)
(K) ($)justify the opportunity cost that resulted from a spending decision.(5)
(communication, analysis)
(A) ($) analyzes how supply of and demand for workers in various careers affect income.
(4) (critical thinking, problem solving)
(K) explains the importance of the Neolithic Agricultural Revolution in moving people from
Nomadic to settled village life (e.g., food production, changing technology, domestication of
animals).(5) (communication, analysis)
(K) summarize key cultural accomplishments of classical India (e.g., Asoka, Sanskrit
literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).(5)
▲(K) Prioritize key accomplishments of ancient China (e.g., Great Wall of China, Shi
Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk
Road).(5) (analysis, critical thinking)
(K) outline the governmental/political, social, and economic institutions and innovations of
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(CGB1I1)
(CGB5I1)
(EB1I1)
(EB3I2)
(EB5I1)
(EB5I2)
(EB5I3)
(EB5I4)
(HB1I1)
(HB2I8)
(HB2I9)
(HB3I1)
1 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
the Maya, Aztec, and Inca civilizations.(4) (communication)
explains and map geographic, economic, political reasons for Islam’s spread into Europe,
Asia, and Africa (e.g., geographic, economic, political reasons).(3) (communication, map
skills, critical thinking, analysis)
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings (5)
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts)(3)
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.(4)
Distinguish among fact, opinion, and reasoned judgment in a text.(4)
Determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.(5)
Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.(5)
Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.(4)
Draw evidence from informational texts to support analysis reflection, and research(3)
(HB3I5)
(RH6-8.4)
ELACCS
(RH6-8.6)
ELACCS
(RH6-8.7)
ELACCS
(RH6-8.8)
ELACCS
(RST6-8.2)
ELACCS
(RST6-8.4)
ELACCS
(RST6-8.8)
ELACCS
(WHST6-8.9)
ELACCS
Vocabulary
Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and
learning
Republic - a government rooted in the consent of the governed, whose power is exercised by elected representatives responsible to the
governed.
Monarchy - governed by a monarch (king, queen, emperor, empress).
2 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Dictatorship - a government system controlled by one ruler who has absolute power and usually controlled by force.
Oligarchy - a form of government in which the supreme power is placed in the hands of a few persons.
Theocracy - a government ruled by religious leaders.
Goods - something that you can touch or hold.
Services - something that one person does for someone else
Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand
Cost - something that is given up to satisfy your wants
Benefit - something that satisfies one’s wants.
Opportunity cost - in making a decision, the most valuable alternative not chosen
Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.
Demand - the number of consumers willing and able to purchase a good or service at a given price
Trade-off - getting less of one thing in order to get a little more of another
Essential Questions
1.What are the different types of governments and how are they different?
2. What makes a society civilized?
3. How and why does the rule of law develop in civilizations?
Activity Options/Strategies/Skills/Curricular Integration/Multiple
Intelligences/21st Century Skills
•
•
•
•
Archeology dig to analyze artifacts and make a determination about a civilization
Mapping of migration and population distribution
Create graphic organizer to illustrate basic features of systems of governments
Create our own eye for an eye laws
3 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Resources
www.ancienthistory.mrdonn.org/
http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html
Assessments
projects, daily work, chapter tests
Teacher notes
4 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Date
completed
2nd Quarter Curriculum Objectives
▲(A) compares and contrasts the rights of people living in Ancient Greece
(Sparta and Athens) and Classical Rome with the modern United States(4)
(compare and contrast)
(K) describes the impact of natural hazards on people and their activities (e.g., floods: EgyptNile, Mesopotamia-Tigris/Euphrates; volcanic eruptions: Mt.Vesuvius).(2)
(communication, cause and effect)
explains the relationship between the availability and use of natural resources and advances
in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paperprinting press, computer).(5) (analysis, communication)
▲(A) compares the origin and accomplishments of early river valley civilizations (e.g.,
Tigris and Euphrates (Mesopotamia): city-states, Hammurabi’s code; Nile Valley Egypt):
Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huang He (China):
Shang Dynasty).(2) (compare and contrast)
(K) explains central beliefs of early religions (e.g., polytheism,monotheism, animism).(5)
▲(K) compares and contrast characteristics of classic Greek government (e.g., city-states,
slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city’s
needs come first).(2) (compare and contrast)
(K) explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great,
Persian Empire).(5) (analysis, communication)
(K) describes the significant contributions of ancient Greece to western culture (e.g.,
philosophy: Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture,
sculpture).(2) (communication)
▲(K) describes key characteristics of classical Roman government (e.g., Roman Republic:
senate, consuls, veto, written law; Roman Empire: emperors, expansion).(2)
analyzes the reasons for the decline and fall of the Roman Empire.(4) (analysis)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(CGB4I1)
(GB5I2)
(GB5I3)
(HB1I2)
(HB1I3)
(HB2I1)
(HB2I3)
(HB2I2)
(HB2I4)
(HB2I5)
5 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
examines a variety of primary sources in World history and analyzes them in terms of
credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters,
government documents).(4) (analysis, research, critical thinking,)
uses at least three primary sources to interpret a person or event from World history to
develop an historical narrative.(3) (communication, research, interpretation)
compares contrasting descriptions of the same event in World history to understand how
people differ in their interpretations of historical events.(2) (compare and contrast
determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings (5)
identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts)(3)
integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.(4)
distinguish among fact, opinion, and reasoned judgment in a text.(4)
analyze the relationship between a primary and secondary source on the same topic (4)
determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.(5)
determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.(5)
distinguish among facts, reasoned judgment based on research findings, and speculation in
a text.(4)
draw evidence from informational texts to support analysis reflection, and research(3)
(HB4I2)
(HB4I3)
(HB4I4)
(RH6-8.4)
ELACCS
(RH6-8.6)
ELACCS
(RH6-8.7)
ELACCS
(RH6-8.8)
ELACCS
(RH6-8.9)
ELACCS
(RST6-8.2)
ELACCS
(RST6-8.4)
ELACCS
(RST6-8.8)
ELACCS
(WHST6-8.9)
ELACCS
6 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Vocabulary
Monotheism - belief in a single God
Polytheism - the doctrine of, or belief in, a plurality of gods.
Hellenistic Age- “Greek-like” age
Senate- a counc il of representatives
Consuls- one of two officials who held high office in the ancient Roman Republic
Veto- to stop passage of a law
Philosophy - investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning rather than
empirical
methods.
Essential Questions
1. How do primary and secondary sources affect historical awareness?
2. Which achievements of Ancient Greece and Ancient Rome have had the greatest
impact on the world community?
Activity Options/Strategies/Skills/Curricular Integration/Multiple
Intelligences/21st Century Skills
• Create a float to represent a subject within our ancient Greece unit
• Use three primary sources to write a historical fiction story on a person
from history
7 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Resources
Assessments
http://www.princeton.edu/~refdesk/primary2.html
http://www.ancientgreece.com/s/Main_Page/
projects, daily work, chapter tests
Teacher notes
8 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Date
completed
3rd Quarter Curriculum Objectives
▲(A) explains and uses map titles, symbols, cardinal and intermediate directions,
legends, latitude and longitude. (5) (communication, map skills)
▲(K) identifies and describes the location, landscape, climate, and resources of early
world civilizations (e.g., ▲Mesopotamia, ▲Egypt, ▲India, ▲China, ▲Greece, ▲Rome,
▲Middle/South America, Western Europe, West Africa, Japan).(1) (map skills)
compares and contrasts early world civilizations in terms of human characteristics (e.g.,
people, religion, language, customs, government, agriculture, industry, architecture, arts,
education).(2) (compare and contrast, map skills)
traces the movement (diffusion) from one region or center of civilization to other regions of
the world (e.g., people, goods, and ideas).(3) (map skills)
▲(K) evaluate the forces and processes of conflict and cooperation that divide or unite
people (e.g., ▲uneven distribution of resources, ▲water use in ancient Mesopotamia,
▲building projects in ancient Egypt and ▲Middle/South America, ▲the Greek city-states,
empire building, movements for independence or rights).(5) (analysis)
explains how humans modify the environment and describes some of the possible
consequences of those modifications (e.g., Greeks clearing the vegetation of the hillsides,
dikes on the Nile and in the Mesopotamia raising the level of the river, terracing in Middle
America and Asia).(5) (cause and effect, communication)
explains the relationship between resources and the exploration, colonization
and settlement patterns of different world regions (e.g., mercantilism, imperialism,
and colonialism).(5) (analysis, communication)
▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and
Islam.(4)
▲(A) examines a topic in World history to analyze changes over time and makes logical
inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(GB1I1)
(GB2I3)
(GB2I4)
(GB2I5)
(GB4I2)
(GB5I1)
(GB5I4)
(HB2I6)
(HB4I1)
9 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
empires). (4) (analysis, cause/effect, research)
determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings (5)
identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts)(3)
integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.(4)
distinguish among fact, opinion, and reasoned judgment in a text.(4)
conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration. (3)
gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format
for citation(6)
determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.(5)
determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.(5)
distinguish among facts, reasoned judgment based on research findings, and speculation
in a text.(4)
draw evidence from informational texts to support analysis reflection, and research(3)
(RH6-8.4)
ELACCS
(RH6-8.6)
ELACCS
(RH6-8.7)
ELACCS
(RH6-8.8)
ELACCS
(WHST6-8.7)
ELACCS
(WHST6-8.8)
ELACCS
(RST6-8.2)
ELACCS
(RST6-8.4)
ELACCS
(RST6-8.8)
ELACCS
(WHST6-8.9)
ELACCS
10 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Vocabulary
Distribution - the arrangement of items over a specified area.
Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary
wealth of
a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the
development of
agriculture and manufacturing, and foreign trading monopolies.
Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations
Colonialism - a policy by which a nation obtains and controls foreign lands as colonies, usually for economic gain
Diffusion - the spread of people, goods, and ideas from one place to another
Essential Questions
1. How do religion and government exercise authority over people?
2. How do you examine reasons and patterns of human migration through the use
of maps, charts, and diagrams?
3. What geographic factors stimulate the movement of goods, people, and ideas?
11 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Activity Options/Strategies/Skills/Curricular Integration/Multiple
Intelligences/21st Century Skills
• Create a flip chart of world civilizations
• Choose two world civilizations to do a compare/contrast project over.
PowerPoint, visual aid, dress in character
• Outline types of religions and their central beliefs
Resources
Assessments
http://www.theancientweb.com/explore/content.aspx?content_id=9
projects, daily work, chapter tests
Teacher notes
12 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Date
completed
4th Quarter Curriculum Objectives
(K) describes the governmental/ political, social, and economic institutions and
innovations of the Byzantine Empire. (2) (communication)
(K) describes the political and economic institutions of medieval Europe (e.g.,
manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade). (2)
(communication)
(K) describes Japanese feudalism and compares to European feudalism.(3)
(communication, compare and contrast)
discusses how the Crusades allowed interaction between the Islamic world and medieval
Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature). (6)
(analysis, critical thinking, communication)
(K) draw the impact of Mongol Empires (e.g., trade routes, Silk Road, horse, Ghengis
Khan).(3) (analysis)
(K) Assess the ways political systems meet or fail to meet the needs and wants of their
citizens (e.g., democracy, republic monarchy, dictatorship oligarchy, theocracy). (5)
(analysis, compare and contrast)
(K) defines the characteristics of nations (e.g., territory, population,
government, sovereignty).(1)
gives examples of international economic interdependence.(e.g., Europe depended on the
Far East for spices & tea; Far East received silver and gem stones in exchange).(2)
(Communication)
(K) recognizes the economic conditions under which trade takes place among nations (e.g.,
students recognize that trade takes place when nations have wants or needs they cannot
fulfill on their own).(2)
(K) locates major physical and political features of Earth from memory (e.g., China,
Egypt, Greece, Central America, Mediterranean Sea, Nile River, Persian Gulf, Rome, India,
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(HB3I2)
(HB3I3)
(HB3I4)
(HB3I6)
(HB3I7)
(CGB5I2)
(CGB5I3)
(EB1I2)
(EB3I1)
(GB1I2)
13 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Sahara Desert, Saudi Arabia, Adriatic Sea, Aegean Sea, Constantinople (modern Istanbul),
Ganges River, Himalayan Mountains, Huan He (Yellow River), Indus River, Jerusalem,
Mecca, Mesopotamia (modern Iraq), Persia (modern Iran), Red Sea, Tigris River, Yangtze
River, Chile, Brazil, Peru, Amazon River, Andes Mountains). (2) (map skills)
Maps and illustrates major patterns of world populations, physical features, ecosystems,
and cultures using historic and contemporary geographic tools (e.g., maps, illustrations,
photographs, documents, data).(3) (map skills, communication)
(GB1I3)
Graphs types of regions (e.g., climatic, economic, cultural).(3) (map skills)
(K) describes how places and regions may be identified by cultural symbols (e.g.,
Acropolis in Athens, Muslim minaret, Indian sari).(2) (map skills)
(K) explains the distribution patterns of ecosystems within hemispheres to define climatic
regions. (2) (communication skills)
(K) maps renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals,
fertile soil, waterpower, forests).(4) (map skills)
examines reasons for variation in population distribution (e.g., environment, migration,
government policies, birth and death rates).(4) (analysis)
traces the development and spread of Christianity.(3) (map skills)
determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings (5)
identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts)(3)
(GB2I1)
(GB2I2)
integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.(4)
distinguish among fact, opinion, and reasoned judgment in a text.(4)
(RH6-8.7)
ELACCS
(RH6-8.8)
ELACCS
(GB3I1)
(GB3I2)
(GB4I1)
(HB2I7)
(RH6-8.4)
ELACCS
(RH6-8.6)
ELACCS
14 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.(5)
(RST6-8.2)
ELACCS
determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.(5)
distinguish among facts, reasoned judgment based on research findings, and speculation
in a text.(4)
draw evidence from informational texts to support analysis reflection, and research(3)
(RST6-8.4)
ELACCS
(RST6-8.8)
ELACCS
(WHST6-8.9)
ELACCS
Vocabulary
Manorialism - a medieval economic, social, and political system based on the manor (an estate ruled by a lord who enjoyed a variety of
rights
over land and tenants).
Feudalism - an economic and political system in which lords grant land to vassals in exchange for protection, allegiance, and other
services
Magna Carta - document signed by King John of England in 1215 A.D. that guaranteed certain basic rights; considered the beginning of
constitutional government in England.
Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people
Economic interdependence - mutually dependent on each other financ ially.
Renewable resource - a resource that can be regenerated
Population distribution - location patterns of various populations
Migration - the movement of people or other organisms from one region to another
15 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Essential Questions
1. How did geography, economics, people, and key events connect to shape
Europe?
2. How and why did cultures transform during the Middle Ages and Renaissance?
Activity Options/Strategies/Skills/Curricular Integration/Multiple
Intelligences/21st Century Skills
• Students will play the feudal game
http://www.sasked.gov.sk.ca/docs/midlsoc/gr9/92handou
ts.html#P3357_164454
Resources
http://medievaleurope.mrdonn.org/lessonplans.html
Assessments
projects, daily work, chapter tests
Teacher notes
16 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
Ancient Civilizations
Date
completed
Curriculum Objectives Learned and Reinforced
Throughout the Year
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
17 June, 2011 ELA CCS = English Language Arts Common Core Standard
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.