Sixth+Core

Obj 1.1: Explain why physical geography affected the development of early civilizations.
 * What has changed?**
 * The old core was much more Europe-centric, from the start of the Middle Ages to the current day. The new core takes more of a world view.
 * The old core essentially ended at World War II, with a brief wrap-up of any issues since then. The new core covers a few major events since then and focuses on current world issues and problems.
 * The old core included map skills and a heavy emphasis on national borders and how they change, while the new core has removed them almost completely.
 * a. Identify the major physical features of the regions where ancient civilizations flourished. ||
 * b. Describe how these features influenced the success or decline of the civilizations. ||
 * **c.** **Compare maps of these ancient civilizations to current political maps and make inferences about the continuing affects of physical geography on cultural development.** ||
 * Obj 1.2: Evaluate how religion has played a central role in human history from ancient times to today. ||
 * a. Explore the importance of religion in the cultural expression of ancient civilizations (e.g. customs, artistic expression, creation stories, architecture of sacred spaces). ||
 * **b.** **Identify key tenets of the major world religions (i.e. Buddhism, Christianity, Hinduism, Islam, Judaism).** ||
 * **c.** **Analyze how religious ideas influence current issues.** ||
 * Obj 1.3: Explain how modern governments can trace some of their attributes to the systems of power, authority, and governance established in ancient civilizations. ||
 * a. Identify forms of government within these civilizations. ||
 * **b.** **Compare those forms to existing systems of governance in today's world.** ||
 * Obj 1.4: Analyze how the earliest civilizations created technologies and systems to meet community and personal needs. ||
 * **a.** **Identify innovations in manmade structures over time (e.g. irrigation, roads, building materials) and their influence on meeting needs.** ||
 * **b.** **Examine the evolution and importance of writing.** ||
 * c. Identify cultural expressions that reflect these systems (e.g. architecture, artistic expression, medicine, philosophy, drama, literature). ||
 * **d.** **Compare social classes, vocations, and gender roles within ancient civilizations.** ||
 * Obj 2.1: Explain how physical geography affects economic and cultural expansion. ||
 * a. Identify natural resources and physical features that affected expansion. ||
 * **b.** **Describe the development of international trade via the desert, sea, and land and the resultant cultural exchanges between Asia, the Middle East, and Europe (e.g. the Silk Road)** ||
 * Obj 2.2: Explore the importance of religion in the Middle Ages and the Renaissance and its relevance to modern times. ||
 * **a.** **Explain the influence of religion on cultural expression (e.g. the arts, architecture, government, education, family structure).** ||
 * **b.** **Compare relations between the Muslim, Christian, and Jewish faiths during the Middle Ages, Renaissance, and the modern world (e.g. Crusades, periods of peaceful coexistence, periods of conflict).** ||
 * Obj 2.3: Examine how systems of governance began steps toward self-rule during the Middle Ages and the Renaissance. ||
 * a. Examine relationships between significant events and ideas and their influence on systems of government (e.g. the rise of the merchant class, the **Magna Carta**, **the impact of the Black Death, Germanic tribes**, feudalism, manors, **city-states**). ||
 * **b.** **Compare individual rights of people in the United States today with the rights of selected groups in the Middle Ages and the Renaissance (e.g. serfs, nobility, merchant class).** ||
 * Obj 2.4: Explain the importance of the Renaissance as a rebirth of cultural and intellectual pursuits. ||
 * a. Investigate how technological and scientific developments of the time promoted literacy and the exchange of ideas that continue to this day (e.g. moveable type, telescope, microscope). ||
 * b. Identify leading Renaissance artists and thinkers and their contributions to visual arts, writing, music, and architecture (e.g. Machiavelli, Michelangelo, Leonardo da Vinci, Palestrina, Shakespeare, Tallis). ||
 * Obj 3.1: Understand processes of revolution ||
 * a. Examine social, religious, and economic issues that may lead to revolution. ||
 * b. Identify and compare how revolutions develop in multiple areas of human life (e.g. scientific, agricultural, industrial, political, medical). ||
 * Obj 3.2: Analyze the impact of selected revolutions. ||
 * a. Identify representative people from selected revolutions (e.g. Napoleon, Martin Luther, James Watt, Isaac Newton, Madame Curie, Anton Van Leeuwenhoek). ||
 * b. Examine the outcomes of selected revolutions (e.g. the Scientific and Industrial revolutions, the Reformation, the French Revolution). ||
 * Obj 4.1: Analyze how major world events of the 20th century affect the world today. ||
 * a. Identify key events, ideas, and leaders of the 20th century (e.g. World War I, World War II, the Cold War, **the Korean and Vietnamese conflicts, dynamic Asian economies**). ||
 * b. Describe the impact of these events on the world today. ||
 * Obj 4.2: Explore current global issues facing the modern world and identify potential solutions. ||
 * a. Investigate pressing issues facing the world today (e.g. environmental, pollution, political turmoil, hunger, poverty, genocide, famine, natural disasters, child labor). ||
 * **b.** **Identify potential solutions to pressing issues.** ||
 * **c.** **Identify individuals and groups making positive changes in the world today and support these choices with evidence.** ||
 * Obj 4.3: Determine human rights and responsibilities in the world. ||
 * **a.** **Identify rights considered essential for all humans (e.g. health care, education, safety, freedom from fear, freedom of expression).** ||
 * **b.** **Propose steps individual students can take to protect these rights (e.g. support for sister schools, energy and resource conservation, letter writing, career choices, fundraising efforts).** ||