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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Social Studies - Grade 6 |
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Ancient Era (1000 BCE - 300 CE)
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Religion: Recognize
The learner will be able to
recognize major religions of the Ancient Era.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Religion: Judaism/Understand
The learner will be able to
demonstrate an understanding of Judaism as a major religion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Religion: Buddhism/Understand
The learner will be able to
demonstrate an understanding of Buddhism as a major religion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Greek Civilizations: Alexander the Great
The learner will be able to
identify Alexander the Great as a significant king of the Greek city-state of Macedonia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Greek Civilizations |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Greek Civilizations: Structure/Political
The learner will be able to
demonstrate an understanding of Greek city-states' political structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Greek Civilizations |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Greek Civilizations: Structure/Social
The learner will be able to
demonstrate an understanding of Greek city-states' social structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Greek Civilizations |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Greek Civilizations: Athens/Politics
The learner will be able to
demonstrate an understanding of the political organization of Athenian society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Greek Civilizations |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Greek Civilizations: Government Systems
The learner will be able to
examine the advantages and disadvantages of systems of government in the Greek city-states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Greek Civilizations |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Roman Empire: "Silk Roads"/Com
The learner will be able to
understand the commercial importance of the trans-Eurasian "silk roads" to the Roman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Roman Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Roman Empire: "Silk Roads"/Cul
The learner will be able to
understand the cultural importance of the trans-Eurasian "silk roads" to the Roman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Roman Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Roman Empire: Republic to Empire
The learner will be able to
examine the reasons for Rome's transformation from Republic to Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Roman Empire |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Chinese Dynasties: Unification
The learner will be able to
demonstrate knowledge of how China became unified under the early imperial dynasties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chinese Dynasties |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Chinese Dynasties: "Silk Roads"
The learner will be able to
understand the commercial importance of the trans-Eurasian "silk roads" to the Han Dynasty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chinese Dynasties |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Chinese Dynasties: "Silk Roads"
The learner will be able to
understand the cultural importance of the trans-Eurasian "silk roads" to the Han Dynasty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chinese Dynasties |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Mesoamerica: Olmec Civilization
The learner will be able to
demonstrate an understanding of the major accomplishments of the Olmec civilization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mesoamerica Civilizations |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Persian Empire: Cyrus the Great
The learner will be able to
identify Cyrus the Great as a significant Persian king.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persian Empire |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Persian Empire: Greek Conflict
The learner will be able to
demonstrate an understanding of the Persian Empire's conflicts with the Greeks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persian Empire |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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India: Mauryan Empire/Cultural
The learner will be able to
demonstrate knowledge of cultural developments in India during the Gangetic states and the Mauryan Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| India |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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India: Mauryan Empire/Religious
The learner will be able to
demonstrate knowledge of religious developments in India during the Gangetic states and the Mauryan Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| India |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Citizenship: Interpersonal Relationships
The learner will be able to
understand interpersonal relationships and analyze reasons for compromises.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Government: Define
The learner will be able to
provide a definition for the term "government".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Principles: Understand Process
The learner will be able to
understand the democratic process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Democratic Principles |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Constitution: Purposes/Different
The learner will be able to
describe the different purposes constitutions serve.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitution |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Citizenship: Civic Life/Define
The learner will be able to
provide a definition for the term "civic life".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Types: Draw Conclusions
The learner will be able to
draw conclusions about different types of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Types |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Limited: Characteristics/Identify
The learner will be able to
identify characteristics of limited types of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Limited |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Unlimited: Characteristics/Identify
The learner will be able to
identify characteristics of unlimited types of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Unlimited |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Necessity: Arguments/Describe
The learner will be able to
describe key arguments on the necessity of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Necessity |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Diversity: Culture/Common Factors
The learner will be able to
recognize common factors among different cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diversity |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Diversity: Comparisons
The learner will be able to
compare different cultural groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diversity |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Art: Reflection
The learner will be able to
understand how art reflects the culture and values of a group of people.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fine Arts |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Art: Classical Greek/Compare
The learner will be able to
compare and contrast Classical and modern Greek art.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fine Arts |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Literature: Greek Mythology/Non-human
The learner will be able to
demonstrate an understanding that gods and goddesses in Greek mythology represent non-human entities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Humanities |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Literature: Greek Mythology/Interaction
The learner will be able to
demonstrate an understanding of the interactions between gods/goddesses and humans in Greek mythology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Humanities |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Architecture: Classical Greek/Compare
The learner will be able to
compare and contrast Classical and modern Greek architecture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fine Arts: Architecture |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Early Common Era (300 - 1450)
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Roman Empire: Decline
The learner will be able to
demonstrate knowledge of the decline of the Roman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Roman Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Han Empire: Decline/Knowledge
The learner will be able to
demonstrate knowledge of the decline of the Han Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Han Empire |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Han Empire: Decline/Analyze
The learner will be able to
analyze reasons for the decline of the Han Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Han Empire |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
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Religion: Buddhism/Southeast Asia
The learner will be able to
demonstrate knowledge of the growth of Buddhism in Southeast Asia during the first millenium CE.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Religion: Hinduism/Basics
The learner will be able to
discuss the basic teachings of Hinduism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Religion: Hinduism/Growth
The learner will be able to
demonstrate knowledge of the growth of Hinduism in Southeast Asia during the first millenium CE.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Religion |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Gupta Empire: Accomplishments/Art
The learner will be able to
understand Gupta accomplishments in art.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gupta Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Gupta Empire: Accomplishments/Literature
The learner will be able to
understand Gupta accomplishments in literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gupta Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Gupta Empire: Accomplishments/Math
The learner will be able to
understand Gupta accomplishments in mathematics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gupta Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Persian Empire: Political/Knowledge
The learner will be able to
demonstrate knowledge of the political problems facing the Sassanid Empire in the 7th century.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persian Empires |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Persian Empire: Social/Knowledge
The learner will be able to
demonstrate knowledge of the social problems facing the Sassanid Empire in the 7th century.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persian Empires |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Persian Empire: Religious/Knowledge
The learner will be able to
demonstrate knowledge of the religious problems facing the Sassanid Empire in the 7th century.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persian Empires |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
African Societies: East African Coast
The learner will be able to
describe the rise of population centers in towns of the East African coastal region.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| African Societies |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mayan Civilization: Key Characteristics
The learner will be able to
name key characteristics of Mayan civilization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mayan Civilization |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mayan Civilization: Aztec/Inca/Compare
The learner will be able to
compare and contrast the Mayan, Aztec, and Inca civilizations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mayan Civilization |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mayan Civilization: Mathematics
The learner will be able to
assess Mayan accomplishments in mathematics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mayan Civilization |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mayan Civilization: Calendar
The learner will be able to
assess Mayan accomplishments, such as the invention of a calendar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mayan Civilization |
Evaluation |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mayan Civilization: Decline/Infer
The learner will be able to
make inferences about different opinions of how and why Mayan civilization declined.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mayan Civilization |
Evaluation |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: China/Effects/Culture
The learner will be able to
determine the effects of Mongol rule on China's culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: China/Effects/Economy
The learner will be able to
determine the effects of Mongol rule on China's economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: China/Effects/Society
The learner will be able to
determine the effects of Mongol rule on China's society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: Korea/Effects/Culture
The learner will be able to
determine the effects of Mongol rule on Korea's culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: Korea/Effects/Economy
The learner will be able to
determine the effects of Mongol rule on Korea's economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mongol Empire: Korea/Effects/Society
The learner will be able to
determine the effects of Mongol rule on Korea's society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mongol Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Aztec Empire: Building
The learner will be able to
examine the building of the Aztec Empire in the 14th and 15th centuries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Aztec Empire |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Aztec Empire: Characteristics/Government
The learner will be able to
describe key characteristics of government in the Aztec Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Aztec Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Aztec Empire: Characteristics/Society
The learner will be able to
describe key characteristics of society in the Aztec Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Aztec Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Aztec Empire: Characteristics/Culture
The learner will be able to
describe key characteristics of culture in the Aztec Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Aztec Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Aztec Empire: Collapse
The learner will be able to
examine the collapse of the Aztec Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Aztec Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Growth/Examine
The learner will be able to
examine the growth of the Inca Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Unification/Examine
The learner will be able to
examine the unification of the Inca Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Development/Social
The learner will be able to
describe the development of Inca social customs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Development/Political
The learner will be able to
describe the development of Inca political practices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Collapse
The learner will be able to
examine the collapse of the Inca Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Aztecs/Custom/Compare
The learner will be able to
compare the social customs of the Aztec and Inca Empires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Aztecs/Government/Compare
The learner will be able to
compare the governments of the Aztec and Inca Empires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Aztecs/Religion/Compare
The learner will be able to
compare the religions of the Aztec and Inca Empires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Aztecs/Economy/Compare
The learner will be able to
compare the economies of the Aztec and Inca Empires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inca Empire: Aztecs/Compare/Contrast
The learner will be able to
compare and contrast similarities and differences between the Aztec and Inca Empires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inca Empire |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mali Empire: Expansion/Agriculture
The learner will be able to
determine the role of agriculture in the expansion of the Mali Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mali Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mali Empire: Growth
The learner will be able to
track the growth of the Mali Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mali Empire |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Songhay Empire: Expansion/Agriculture
The learner will be able to
determine the role of agriculture in the expansion of the Songhay Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Songhay Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Japan: Indigenous Development
The learner will be able to
explain the indigenous development of Japanese society up to the 7th century.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asian Civilizations: Japan |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Economics: Sales, Expenses, Profits
The learner will be able to
associate sales, expenses, and profits.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Economics: Opportunity Cost/Define
The learner will be able to
define opportunity cost as what someone gives up in order to get something.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Economics: Choice/Analyze
The learner will be able to
analyze economic choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Economics: Resources/Countries
The learner will be able to
associate a country with its economic resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Synthesis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
|
First Global Era (1450 - 1750)
|
|
|
Europe: Countries
The learner will be able to
associate a country with its explorations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| European Expansion |
Synthesis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ming Dynasty: Manchus/Overthrew
The learner will be able to
describe how the Manchus overthrew the Ming Dynasty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ming Dynasty |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ming Dynasty: Power/Restrictions
The learner will be able to
examine the power and restrictions of imperial absolutism under the Ming Dynasty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ming Dynasty |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Origins
The learner will be able to
examine the origins of the Ottoman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Spread/Constantinople
The learner will be able to
examine the spread of the Ottoman Empire up to the capture of Constantinople.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Growth/Constantinople
The learner will be able to
examine how the capture of Constantinople affected the growth of the Ottoman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Accomplishment/Art
The learner will be able to
assess the Ottoman Empire's artistic accomplishments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Accomplishment/Architect
The learner will be able to
assess the Ottoman Empire's architectural accomplishments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Ottoman Empire: Accomplishment/Literary
The learner will be able to
assess the Ottoman Empire's literary accomplishments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ottoman Empire |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mughal Empire: Indian Conquest
The learner will be able to
describe the Mughal Empire's conquest of India.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safavid and Mughal Empires |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mughal Empire: Reasons for Decline
The learner will be able to
examine reasons for the decline of the Mughal Empire in connection with the rise of regional powers, such as the Marathas and Sikhs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safavid and Mughal Empires |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Safavid Empire: Accomplishment/Cultural
The learner will be able to
assess cultural accomplishments of the Safavid Empire under Shah Abbas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safavid and Mughal Empires |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
China: Zheng He/Political
The learner will be able to
determine how the Zheng He voyages from 1405 to 1433 affected China's view of political relations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asian Civilizations |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
China: Zheng He/Commercial
The learner will be able to
determine how the Zheng He voyages from 1405 to 1433 affected China's view of commercial relations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asian Civilizations |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Physical Resources: Renewable/Uses
The learner will be able to
examine the uses of renewable physical resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Resources |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Physical Resources: Nonrenewable/Uses
The learner will be able to
examine the uses of nonrenewable physical resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Resources |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Map: Read
The learner will be able to
read a map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Map: Scale/Application
The learner will be able to
apply various map scales.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Map: Time Zone
The learner will be able to
utilize a time zone map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Populations: Growth Graph
The learner will be able to
interpret the data presented on a population growth graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations |
Evaluation |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Populations: Continents
The learner will be able to
analyze the difference in populations among the continents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Time: BCE/Determine
The learner will be able to
determine time-frames of historical events before the Common Era (BCE).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Time: CE/Determine
The learner will be able to
determine time-frames of historical events in the Common Era (CE).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Awareness: Influences
The learner will be able to
understand that individuals, ideas, and/or events have influenced historical outcomes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Awareness |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Awareness: Civilization/Define
The learner will be able to
define civilization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Awareness |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Analysis: Historical Figures
The learner will be able to
identify historical figures and their accomplishments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Analysis: Fact vs. Fiction
The learner will be able to
distinguish between fact and fiction using historical resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Analysis: Quotations/Analyze
The learner will be able to
analyze a quote.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Data Interpretation: Interpret
The learner will be able to
interpret historical information presented on a graph or chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Evaluation |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Data Interpretation: Predict
The learner will be able to
make predictions based on information presented in a graph or chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
|
Prehistoric/Early Civilizations
|
|
|
Archaeological Evidence: Social
The learner will be able to
demonstrate knowledge of what archaeological evidence indicates about the social conditions of agricultural communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Archaeological Evidence |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Archaeological Evidence: Cultural
The learner will be able to
demonstrate knowledge of what archaeological evidence indicates about the cultural conditions of agricultural communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Archaeological Evidence |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Characteristics/Define
The learner will be able to
define characteristics of hunter-gatherer communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Nomadic Life/Describe
The learner will be able to
describe the nomadic life of early hunter-gatherer communities, such as the Cro-Magnons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Characteristics/Social
The learner will be able to
demonstrate knowledge of social characteristics of hunter-gatherer communities in different continental regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Characteristics/Culture
The learner will be able to
demonstrate knowledge of cultural characteristics of hunter-gatherer communities in different continental regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Similarity/Difference
The learner will be able to
compare and contrast the similarities and differences between hunter-gatherer communities in Africa, Eurasia, and the Americas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Theories/Communication
The learner will be able to
describe theories on how hunter-gatherer communities may have communicated with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Hunter-Gatherer: Theories/Recording
The learner will be able to
describe theories on how hunter-gatherer communities may have recorded past events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Hunter-Gatherer |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Agriculture: Characteristics/Define
The learner will be able to
define characteristics of agricultural communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Agriculture |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Agriculture: Patterns of Settlement
The learner will be able to
understand how the availability of plants and animals affected settlement patterns of agricultural communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Agriculture |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Agriculture: Characteristics/Economic
The learner will be able to
demonstrate knowledge of economic characteristics of agricultural communities in different regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Agriculture |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Agriculture: Characteristics/Cultural
The learner will be able to
demonstrate knowledge of cultural characteristics of agricultural communities in different regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Agriculture |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mesopotamia: Assyrian Empire
The learner will be able to
describe characteristics of the Assyrian Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mesopotamia |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mesopotamia: Babylonian Empire
The learner will be able to
describe characteristics of the Babylonian Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mesopotamia |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mesopotamia: Hittite Empire/Identify
The learner will be able to
identify the Hittite Empire as one of the many empires that rose and fell in Mesopotamia from about 2000 BCE on.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mesopotamia |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Mesopotamia: Writing Characteristics
The learner will be able to
understand characteristics of written communication in Mesopotamia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mesopotamia |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Eurasia: China/Tool Development
The learner will be able to
observe how the development of tools affected Chinese civilization during 3000-2000 BCE.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Eurasia |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Eurasia: China/Compare
The learner will be able to
compare characteristics of early Chinese civilization to those of Mesopotamia and the Indus Valley.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Eurasia |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Early Civilizations: Characteristics
The learner will be able to
identify characteristics of an ancient culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Early Civilizations |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Early Civilizations: Location
The learner will be able to
recognize the locations of early civilizations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Early Civilizations |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Early Civilizations: Skills
The learner will be able to
identify the skills of ancient people.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Early Civilizations |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Early Civilizations: Terms/Associate
The learner will be able to
associate terms with early civilizations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Early Civilizations |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Egypt: Contributions
The learner will be able to
understand the contributions of ancient Egypt.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Egypt |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Egypt: Writing Characteristics
The learner will be able to
understand characteristics of written communication in Egypt.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Egypt |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Indus Valley: Writing Characteristics
The learner will be able to
understand characteristics of written communication in the Indus Valley.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indus Valley |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Indus Valley: Mohenjo Daro/Disappearance
The learner will be able to
list possible reasons for the disappearance of Indus cities, such as Mohenjo Daro, during 2000 BCE.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indus Valley |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
|
Technological Developments
|
|
|
Transportation: Chariot/Affect
The learner will be able to
demonstrate an understanding of how the chariot affected transportation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transportation |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Transportation: Water/Shipbuilding
The learner will be able to
identify Spanish and Portuguese technological innovations in shipbuilding during the 15th-16th centuries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transportation |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Communication: Written/Hieroglyphics
The learner will be able to
recognize ancient forms of writing, such as hieroglyphics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Communication: Written/Prehistoric
The learner will be able to
recognize the effect of ancient writings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inventions: Paper/Impact
The learner will be able to
analyze the impact of the invention of paper on various societies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inventions |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Inventions: Recognize Inventors
The learner will be able to
recognize the contributions of important inventors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inventions |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Weapons: Bronze/Stone
The learner will be able to
understand why bronze weapons were a technological achievement superior to stone weapons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weapons |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Weapons: Iron
The learner will be able to
analyze changes in the ancient era due to iron weapons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weapons |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Weapons: Bow and Arrow
The learner will be able to
analyze changes in early civilizations due to the bow and arrow.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weapons |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Weapons: Chariot Warfare
The learner will be able to
demonstrate an understanding of how the chariot affected warfare.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weapons |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Weapons: Gunpowder/Impact
The learner will be able to
examine the impact of gunpowder in changing European warfare.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weapons |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Science: Hellenistic Contributions
The learner will be able to
name the scientific contributions of the Hellenistic society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Math/Science |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Science: Evaluate Methods/1450 to 1750
The learner will be able to
evaluate how the acceleration of new scientific methods affected social, economic, and/or cultural life in different parts of the world from 1450 to 1750.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Math/Science |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Technology: Evaluate Methods/1450/1750
The learner will be able to
evaluate how the acceleration of new methods in technology affected social, economic, and/or cultural life in different parts of the world from 1450 to 1750.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Technology: Social Change
The learner will be able to
associate changes in technology with social change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Technology: Tools/Iron
The learner will be able to
analyze changes in the ancient era due to iron tools.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Technology: Tools/Pottery
The learner will be able to
analyze changes in early civilizations due to pottery.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Technology: Tools/Plow
The learner will be able to
analyze changes in early civilizations due to the plow.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Health: Plague/Origins
The learner will be able to
identify the origins of the plague of the mid-14th century.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
Health: Plague/Transmission
The learner will be able to
explain the transmission of the plague of the mid-14th century throughout Eurasia and North Africa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, September 1998, Sixth Grade |
Classroom
|
|
|
