© 2003 by
Fayetteville Public Schools
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
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Fayetteville Public Schools |
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Social Studies Curriculum |
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Social Studies - Ancient Medieval Civ |
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Prehistoric/Early Civilizations
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The learner will be able to
demonstrate knowledge of how early humans are studied and what archaeological evidence reveals about their communities (Develop).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
understand how information is gained about early humans from archaeological evidence, such as paleolithic cave paintings found in Spain and France (Develop).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
describe advantages and disadvantages of hunter-gatherer communities (Master).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
trace the origins of the development of various agrarian societies (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
examine the differences between hunter-gatherer and agricultural communities (Master).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
compare and contrast characteristics of agrarian and pastoral societies (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
identify characteristics of government in ancient Mesopotamia (Introduce).
| Bloom's |
Source |
| Knowledge |
Fayetteville Public Schools |
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The learner will be able to
evaluate the success of the Sumerian agriculture based on their location (Develop).
| Bloom's |
Source |
| Evaluation |
Fayetteville Public Schools |
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The learner will be able to
understand the development of the Mycenaean society (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
compare and contrast the characteristics of Mycenaean and Minoan societies (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
analyze the religious practices of early civilizations (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
identify the resources necessary to establish civilization (Master).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
know the characteristics of civilization (Develop).
| Bloom's |
Source |
| Application |
Fayetteville Public Schools |
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The learner will be able to
identify important individuals in Egyptian civilization, such as Queen Hatshepsut and Ramses II (Introduce).
| Bloom's |
Source |
| Knowledge |
Fayetteville Public Schools |
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The learner will be able to
demonstrate an understanding that farming first appeared in the Nile River Valley due to geographical benefits (Develop).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
identify characteristics of government in ancient Egypt (Master).
| Bloom's |
Source |
| Knowledge |
Fayetteville Public Schools |
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The learner will be able to
demonstrates knowledge of the Mohenjo Daro civilization within the Indus Valley (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
analyze causes of the collapse of Indus Valley civilization (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
evaluate the importance of the trade routes between Mesopotamia, Egypt, and the Indus Valley in 3000 BCE (Introduce).
| Bloom's |
Source |
| Evaluation |
Fayetteville Public Schools |
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Ancient Era (1000 BCE - 300 CE)
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The learner will be able to
demonstrate an understanding of the fundamental tenets of the world's major religions (Develop & Master).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
examine the long-term impact of the Persian Wars upon Greece (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
compare and contrast Athens and Sparta politically, socially, economically, and culturally (Develop & Master).
| Bloom's |
Source |
| Analysis |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
examine Alexander the Great's rise to power (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
determine the reasons for Alexander the Great's empire being broken into successor kingdoms (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the ideological effect of the Han Dynasty on the development of the imperial bureaucratic state and expansion of the empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the political effect of the Han Dynasty on the development of the imperial bureaucratic state and expansion of the empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
describe the expansion of the Mauryan Empire in the context of rivalries among Indian states (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
recount the sequence of events that led to the rise of the Roman Empire (Develop).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
evaluate the reasons for the fall of the Roman Empire (Develop).
| Bloom's |
Source |
| Evaluation |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
examine the spread of Christianity throughout the Roman Empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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Early Common Era (300 - 1450)
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The learner will be able to
examine the political problems facing the Byzantine Empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the social problems facing the Byzantine Empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the religious problems facing the Byzantine Empire (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the political problems facing the Sassanid Empire in the 7th century (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the social problems facing the Sassanid Empire in the 7th century (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
discuss the contributions of medieval invaders (Develop).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
evaluate the Merovingian states' success in establishing local defense and keeping public order in western Europe (Introduce).
| Bloom's |
Source |
| Evaluation |
Fayetteville Public Schools |
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The learner will be able to
evaluate the Carolingian states' success in establishing local defense and keeping public order in western Europe (Introduce).
| Bloom's |
Source |
| Evaluation |
Fayetteville Public Schools |
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The learner will be able to
describe the political, social, and cultural institutions of feudalism/Middle Ages (Develop & Master).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
explain the causes of the Great Schism (Develop).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
determine reasons for increased manufacturing in Europe (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
determine reasons for an increased money economy in Europe (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
know the results of the Magna Carta (Master).
| Bloom's |
Source |
| Knowledge |
Fayetteville Public Schools |
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The learner will be able to
understand urban growth in the Mediterranean region and northern Europe (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
demonstrate an understanding of Joan of Arc's role in the Hundred Years' War (Develop & Master).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
examine the revitalization of centralized monarchies in western Europe during the 15th century (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
describe how the natural environments of West Africa determined agricultural production (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
examine the causes of Bantu-speaking farmers and cattle herders settling East, Central, and Southern Africa up to 1000 CE (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
examine the results of Bantu-speaking farmers and cattle herders settling East, Central, and Southern Africa up to 1000 CE (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
recall the Mongol conquests of 1206 to 1279 (Introduce).
| Bloom's |
Source |
| Knowledge |
Fayetteville Public Schools |
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The learner will be able to
evaluate the importance of the "Pax Mongolica" (Introduce).
| Bloom's |
Source |
| Evaluation |
Fayetteville Public Schools |
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The learner will be able to
determine why the Abbasid state became a center of Afro-Eurasian commercial exchange (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
analyze the commercial role of the Arab Empire in the Southwest Asian economy (Develop).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
compare and contrast strengths and weaknesses of the Abbasid government with the Byzantine and Sassanid Empires (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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The learner will be able to
describe how the Muslim community separated into the Sunnis and the Shi'ites (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
summarize social characteristics of the Mali Empire (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
summarize political characteristics of the Mali Empire (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
summarize social characteristics of the Songhay Empire (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
summarize political characteristics of the Songhay Empire (Introduce).
| Bloom's |
Source |
| Comprehension |
Fayetteville Public Schools |
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The learner will be able to
evaluate the impact of the rise and fall of the Mongol Empire on Asia and Europe (Develop & Master).
| Bloom's |
Source |
| Evaluation |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
analyze the effects of trade in the Mongol Empire on the spread of culture and technology throughout Eurasia (Introduce).
| Bloom's |
Source |
| Analysis |
Fayetteville Public Schools |
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Dawn of the First Global Era (1400s...)
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The learner will be able to
list and explain the characteristics of Renaissance thought (Master).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
compare and contrast Italian and Christian humanism (Develop).
| Bloom's |
Source |
| Analysis |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
demonstrate an understanding of the contributions of the Renaissance artists, writers, and thinkers to Western Civilization (Develop & Master).
| Bloom's |
Source |
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AR Social Studies Curriculum Frameworks |
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The learner will be able to
compare and contrast the beliefs of Catholicism, Lutheranism, and Calvinism (Develop).
| Bloom's |
Source |
| Analysis |
AR Social Studies Curriculum Frameworks |
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The learner will be able to
explain the impact of religious thought on political, military, and social history (Develop).
| Bloom's |
Source |
| Comprehension |
AR Social Studies Curriculum Frameworks |
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