Learning Outcomes:

1. Synthesize maps, images, and texts to argue a thesis on geography’s impact.

2. Construct evidence-based paragraphs connecting rivers to class structures.

3. Critique sample student essays for claim-evidence reasoning quality.

4. Design a visual organizer showing environment-governance-belief interactions.

5. Present a brief argument contrasting Mesopotamian and Egyptian senses of security.

Learning Targets:

1. Identify key characteristics of Sumerian city-states, including government (theocracy), economy (farming, trade), and social hierarchy.

2. Describe the three major periods of Egyptian history (Old, Middle, New Kingdoms) and their defining features.

3. Compare the role and power of rulers (kings, pharaohs) in Mesopotamia and Egypt.

4. Discuss the significance of Hammurabi's Code in establishing laws and reflecting social conditions in Mesopotamia.

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Learning Targets:

1. List and explain the significance of Sumerian inventions such as cuneiform, the wheel, and the arch.

2. Describe Egyptian achievements in writing (hieroglyphics, hieratic script), mathematics, astronomy, and architecture (pyramids).

3. Explain the Phoenicians' development of an alphabet and its lasting influence on Western writing systems.

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Learning Targets:

1. Describe the polytheistic beliefs of Mesopotamians and Egyptians, including their gods and views on the afterlife.

2. Explain the monotheistic nature of Israelite religion (Judaism) and the role of prophets.

3. Outline the core tenets of Zoroastrianism, including the struggle between good and evil and the concept of free will.

4. Differentiate between polytheistic and monotheistic religious systems as presented in the content.

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Learning Targets:

1. Identify the key leaders and geographical extent of the Akkadian, Assyrian, and Persian Empires.

2. Describe the military tactics and administrative strategies employed by the Assyrians and Persians.

3. Explain the factors contributing to the decline and fall of each empire, such as internal strife or external invasions.

4. Compare the leadership styles and treatment of conquered peoples by Assyrian and Persian rulers (e.g., Cyrus the Great).

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Learning Targets:

1. Identify key geographic features (rivers, mountains, deserts, monsoons) of India and China.

2. Explain how specific geographic features influenced the location and development of early civilizations.

3. Describe how climate patterns, such as monsoons, affected agricultural practices and daily life.

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Learning Targets:

1. Describe the key characteristics of the Indus Valley, Mauryan, and Gupta Empires in India.

2. Identify the defining features of the Shang, Zhou, Qin, and Han Dynasties in China.

3. Discuss the roles of rulers, social classes, and economic activities (e.g., trade, agriculture) in each civilization.

4. Differentiate between the political systems, such as centralized rule, Mandate of Heaven, and dynastic cycles.

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Learning Targets:

1. Summarize the origins and fundamental beliefs of Hinduism, including Brahman, atman, yoga, reincarnation, karma, and dharma.

2. Explain the life and teachings of Siddhartha Gautama and the Four Noble Truths and Eightfold Path of Buddhism.

3. Contrast the key similarities and differences between Hinduism and Buddhism, including their views on social class.

4. Assess the influence of these religions on Indian society, art, and political rule (e.g., Asoka).

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Learning Targets:

1. Articulate the main principles of Confucianism, including filial piety, the Five Constant Relationships, and the role of a virtuous ruler.

2. Describe the core ideas of Daoism, emphasizing inaction, harmony with nature, and the concept of the Dao.

3. Outline the tenets of Legalism, focusing on human nature, strong rule, and impersonal laws.

4. Compare and contrast the practical applications and societal impact of these three philosophies.

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Learning Targets:

1. List major literary works from India (e.g., Vedas, Mahabharata, Ramayana) and their themes.

2. Describe architectural developments in India (e.g., pillars, stupas, rock chambers) and China (e.g., Great Wall, terra-cotta army).

3. Recognize key scientific and mathematical innovations from India (e.g., zero, algebra, astronomy).

4. Explain the significance of Chinese inventions like silk production, papermaking, and the crossbow.

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Learning Targets:

1. Locate the Silk Road and other major ancient trade routes on a map.

2. Identify the types of goods exchanged along the Silk Road between China, India, and the Roman Empire.

3. Explain the economic benefits and challenges of long-distance trade for participating empires.

4. Discuss how trade routes facilitated cultural exchange and the spread of ideas and religions.

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Learning Targets:

1. Describe the four major climate zones and key landforms of Africa.

2. Explain how geographical features influenced trade routes and settlement patterns for early African societies.

3. Discuss the challenges and opportunities presented by Africa's environment for its early inhabitants.

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Learning Targets:

1. Compare and contrast the economic foundations (e.g., gold, salt, ivory) of Ghana, Mali, and Songhai.

2. Identify key rulers and their contributions to the expansion and administration of these kingdoms.

3. Describe the role of Indian Ocean trade in the prosperity and cultural development of East African city-states like Kilwa and Mogadishu.

4. Assess the factors leading to the decline of at least two major African kingdoms.

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Learning Targets:

1. Describe the importance of extended families and lineage groups in African society.

2. Summarize traditional African religious beliefs, including the role of a creator god, lesser gods, diviners, and ancestors.

3. Identify various forms of African art (e.g., rock paintings, sculpture, music, dance) and their religious or social purposes.

4. Discuss the significance of oral tradition and griots in preserving African history and culture.

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Learning Targets:

1. Trace the general routes and timeline of the Bantu migrations across Africa.

2. Explain the cultural and technological contributions of the Bantu, particularly ironworking and agriculture.

3. Describe how Islam was introduced and spread in North, West, and East Africa.

4. Discuss the ways in which Islam interacted with and sometimes integrated into existing African beliefs and customs.

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Learning Targets:

1. Identify key geographical features that impacted the lifestyles of early North Americans.

2. Compare and contrast the cultural characteristics of at least two North American groups, such as the Hopewell and Iroquois.

3. Explain how human-environment interaction shaped the settlement patterns and resource use of early North American peoples.

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Learning Targets:

1. Describe the key features of the Olmec, Teotihuac 00e1n, Maya, Toltec, and Aztec civilizations.

2. Discuss the significance of religion, monumental architecture, and record-keeping systems in Mesoamerican societies.

3. Evaluate primary and secondary sources to understand different perspectives on Aztec religious practices and societal roles.

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Learning Targets:

1. Identify the distinguishing features of the Caral, Chavin, Nazca, and Moche cultures.

2. Outline the political and social organization of the Inca Empire under leaders like Pachacuti.

3. Analyze the role of warfare, forced labor, and infrastructure (e.g., roads, quipu) in maintaining the Inca Empire.

4. Locate significant geographical sites and estimate distances related to South American civilizations on a map.

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Learning Targets:

1. Organize facts about a specific civilization using a study organizer or diagram.

2. Draw conclusions from visual evidence, such as city planning and artifact placement, regarding societal values.

3. Answer document-based questions by integrating information from multiple historical accounts and images.

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Learning Targets:

1. Describe how mountains and seas influenced settlement patterns and political divisions.

2. Compare the geographical influences on Minoan, Mycenaean, Spartan, and Athenian development.

3. Explain how geographical features fostered both independence and conflict among Greek communities.

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Learning Targets:

1. Identify the key characteristics of Spartan military-focused society and its government (oligarchy, ephors, council of elders).

2. Describe the evolution of Athenian government from monarchy to oligarchy to democracy (Solon, Cleisthenes, Pericles).

3. Discuss the roles of citizens, women, and non-citizens in both city-states.

4. Evaluate the strengths and weaknesses of each city-state's system.

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Learning Targets:

1. Identify the primary motivations for the Persian invasions of Greece.

2. Outline the significant battles and strategies employed by both Greeks and Persians.

3. Explain how the Delian League's formation led to the Athenian Empire and subsequent conflict with Sparta.

4. Assess the long-term consequences of these wars on Greek political landscape and power dynamics.

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Learning Targets:

1. Describe the nature of Greek religion, its gods, rituals, and the role of oracles.

2. Identify prominent Greek dramatists (Aeschylus, Sophocles, Euripides) and historians (Herodotus, Thucydides) and their literary contributions.

3. Discuss the characteristics of classical Greek architecture (Parthenon) and sculpture, emphasizing ideals of beauty and reason.

4. Summarize the core ideas of key philosophers (Socrates, Plato, Aristotle) and their impact on Western thought.

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Learning Targets:

1. Explain how Philip II unified Greece and prepared Alexander for leadership.

2. Map Alexander's conquests and identify key cities established during his empire.

3. Describe how Greek language, art, architecture, and literature spread throughout Southwest Asia and North Africa.

4. Distinguish between Epicureanism and Stoicism as major philosophies of the Hellenistic period.

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Learning Targets:

1. Analyze excerpts from historical texts (e.g., Pericles' Funeral Oration, Thucydides' account) to identify perspectives and key arguments.

2. Interpret visual sources (maps, art, artifacts) to draw conclusions about Greek life and events.

3. Formulate reasoned responses to document-based questions by integrating textual and visual evidence.

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Learning Targets:

1. Describe the tools and technologies used by Paleolithic peoples.

2. Explain the nomadic lifestyle and food acquisition strategies (hunting and gathering) of early humans.

3. Discuss the roles of men and women in Paleolithic societies.

4. Identify ways Paleolithic humans adapted to their environment, including the use of fire and shelter.

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Learning Targets:

1. Define systematic agriculture and domestication.

2. Compare and contrast the Paleolithic and Neolithic ways of life.

3. Assess the social, economic, and gender role changes resulting from the shift to agriculture.

4. Identify key Neolithic farming villages and their significance.

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Learning Targets:

1. List the six characteristics: cities, government, religion, social structure, writing, and art.

2. Explain how each characteristic contributed to the development of complex societies.

3. Provide examples of these characteristics from early river valley civilizations discussed in the text.

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Learning Targets:

1. Chronologically order the development and use of stone, copper, bronze, and iron tools.

2. Explain how metalworking techniques evolved.

3. Discuss the impact of these technological changes on human capabilities and societal development.

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Learning Targets:

1. Interpret the meaning and significance of cave art, like those found in Lascaux and Chauvet Cave.

2. Discuss how remnants of hearths and charred bones provide insights into early human practices.

3. Formulate conclusions about early human beliefs, daily life, and technological capabilities based on archaeological findings.

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Learning Targets:

1. Identify the causes leading to the shift from hunting/gathering to systematic agriculture.

2. Describe the effects of systematic agriculture, such as food surplus and permanent settlements.

3. Connect the rise of farming villages to the subsequent development of cities and civilizations.

4. Illustrate the causal chain using examples from the content.

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