Grades 6: The Eastern Hemisphere -...

Grades 6: The Eastern Hemisphere

“The Eastern Hemisphere” surveys the Eastern Hemisphere (Africa, Asia, Europe, and Oceania). The units on geography, economic

systems, and governance are not period specific and allow teachers to examine these concepts both today and in the past. The historic

portion of the course focuses on civilizations between 8000 BCE and 600 CE. The course introduces students to the complex

relationships between people and their environment with particular attention to the diverse ways people shape and are shaped by

their environment across the Eastern Hemisphere. Students learn that there is great variation across the hemisphere. Students study

the multiple ways societies organize themselves, social and scientific achievements, and the religious systems that guide and

distinguish civilizations. The comparative study of political systems in the Eastern Hemisphere introduces students to the structure of,

role of citizens in, and protection of individual and human rights in aristocracies, theocracies, monarchies, dictatorships, oligarchies,

and democracies. The course also teaches students about international organizations and institutions that promote peace, global

health, and cultural understanding. A significant portion of the course focuses on the study of ancient civilizations and empir s giving a

context through which to examine the concepts of society, econ and governance. This study also provides students with the

foundational topics for global history.

Key Ideas Conceptual Understandings Theme(s) Standard

Geography, Humans, and the Environment of the Eastern Hemisphere

6.1 The Eastern Hemisphere has

an expansive and varied

geography comprised of different

regions, physical features,

climates, and human

communities. The geographic

diversity of the Eastern

Hemisphere has significantly

influenced physical mobility and

the course of human

development.

6.1.a Physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Eastern Hemisphere.

6.1.b The Eastern Hemisphere can be divided into various geographic regions based on physical features, human characteristics, or both.

6.1.c The physical diversity of the Eastern Hemisphere affects the varied spread of settlements in Africa, Asia, Europe, and Oceania.

Geography,

Humans, and the

Environment

3

6.2 The physical environment and

natural resources of the Eastern

Hemisphere promoted

development of the first human

settlements and cultural systems.

6.2.a Early Eastern Hemisphere settlements made use of fertile lands along rivers to sustain their communities.

6.2.b Human populations that settled along rivers, in rainforests, along oceans, in deserts, and in mountains made use of the resources and landscapes

Geography, Humans,

and the Environment

Development,

Movement, and

Interaction of

2, 3


around them in developing distinct ways of life. Cultures

6.3 Civilizations across the

Eastern Hemisphere are

characterized by centralized

governments, advanced

commerce and trade systems,

and complex social hierarchies.

These civilizations are influenced

by scientific and cultural

achievements of civilizations that

came before them.

6.3.a Humans living together develop specific patterns of governance and geographic arrangement that allow them to manage their society.

6.3.b Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.

6.3.c Civilizations create systems for locating and producing the materials they need and/or for trading with other communities to acquire these goods.

6.3.d Social hierarchies within civilizations mean that people have different roles and different access to power and wealth.

6.3.e Ancient and classical civilizations in the Eastern Hemisphere mad scientific, cultural and political discoveries that have shaped the world today.

Time, Continuity, and

Change

Development,

Movement, and

Interaction of Cultures

Science, Technology,

and Innovation

Development and

Transformation of

Social

Structures

2

Time, Continuity and Change in the Eastern Hemisphere (8000 BCE – 600 CE)

6.4 The Neolithic Revolution was

a technological development that

radically changed the nature of

human society led the way to

more stable settlements

and communities.

6.4.a Patterns in global turning points an events allow the histories of

the Eastern Hemisphere to be divided into time periods, eras, or ages.

6.3.b Various types of revolutions throughout history mark significant changes to the political, economic, cultural, or social systems in which human societies live.

6.3.c The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form stationary settlements.

6.3.d Early human settlements relied on favorable geographic areas where

humans could adapt these environments to produce food and build

shelters.

Time, Continuity, and

Change

Development,

Movement, and

Interaction of Cultures

2

6.5 As the ancient river valley

civilizations turned to agriculture,

world populations grew, and as a

result, these civilizations created

centralized systems of

6.5.a Many ancient civilizations made use of and learned to adapt to powerful rivers that produced fertile farming lands, materials for shelter, and water for the movement of goods and people.

6.5.b Many of the beliefs, traditions, and technologies

2


government to provide structure

and order.

in early river civilizations reflected respect for and reliance on rivers.

6.5.c Stationary settlements became civilizations in which humans living together developed specific patterns of governance and geographic arrangement that allowed them to manage their society.

6.5.d Settlements of people left behind artifacts that archaeologists collect

to learn more ut the lives of people.

6.5.e The achievements, values, and structures of ancient societies shaped classical civilizations and are reflected in contemporary societies.

6.6 Classical civilizations

developed and grew into large

empires characterized by

powerful centralized

governments, advanced

commerce and trade systems,

and complex social hierarchies.

The scientific and cultural

achievements of these

civilizations continue to impact

the world toda

6.6.a The classical era was marked by an increase in the number and size of civilizations.

6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.

6.6.c Social divisions in classical civilizations meant that some people had access to power and wealth.

6.6.d Classical civilizations were able to specialize their production of goods because of trade and interaction with other civilizations.

6.6.e Classical trade routes show the breadth of travel around the globe and reflect the limitations of physical geography.

6.6.f cient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.

Development,

Movement, and

Interaction of

Cultures

Development and

Transformation of

Social Structures

2

6.7 Major religions and belief

systems developed as

civilizations grew, which unified

societies, but also became a

major source of tension and

conflict.

6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.

6.7.b Over time, civilizations developed belief systems and religions that differed across place but shared similar themes.

6.7.c Belief systems and religions unify groups of

Development,

Movement, and

Interaction of

Cultures

2


people and are woven into the social organization of societies.

6.7.d Differences between belief systems and disputes over lands

associated with religious groups have created tension and conflict

between peoples.

6.8 From earliest times, networks

of trade have connected the

various civilizations of the

Eastern Hemisphere. Long

distance trade routes promoted

interregional trade, cultural

exchanges and diffusion, and the

desire to expand empires and

influence.

6.8.a Civilizations design technologies for transportation that allow them to traverse challenging landscapes and move people and goods efficiently.

6.8.b The comparative advantage some civilizations had in producing certain goods, growing particular crops, or collecting import mineral resources encouraged trade among civilizations.

6.8.c The interaction of people along trade routes promoted exchange of language, belief systems, tools, intellectual ideas, and inventions.

6.8.d Extensive global trade routes map the diffusion of belief systems, language, crops, and inventions across the Eastern Hemisphere and between the Eastern and Western Hemispheres.

Development,

Movement, and

Interaction of

Cultures

Global

Connections and

Exchange

Creation, Expansion,

and Interaction of

Economic Systems

2, 4

Power, Authority, and Governance in the Eastern Hemisphere

6.9 As settlement s

changed and civilizations

developed, new forms of political

order were created to meet the

more complex needs societies

and to maintain order, provide

security, and protect individual

rights in different ways.

6.9.a Aristocracies, theocracies, monarchies, kinship systems, dictatorships,

oligarchies, and democracies have flourished at different times in

different Eastern Hemisphere nations and empires.

6.9.b ch of these political systems has had different ways of selecting leaders, making laws, enforcing order, and protecting, and sometimes infringing upon, individual rights.

6.9.c Religious values, nationalism, and humanist philosophies have shaped political systems in the Eastern Hemisphere.

Power, Authority,

and Governance

Time, Continuity,

and Change

2, 5

6.10 Different roles of citizenship

and individual rights and

responsibilities are defined in

different constitutions and

governing systems across the

6.10.a Constitutions in many Eastern Hemisphere nations outline the functions of the government and the rights and responsibilities of the people.

6.10.b The nations of the Eastern Hemisphere reveal

Power, Authority,

and Governance

Civic Ideals and

5


Eastern Hemisphere. a multitude of ways for people to be involved in their government.

6.10.c Democratizers in Asia and Africa have included or proposed extensive lists of human rights in their constitutions in response to the lack of human rights experienced before and during European colonialism.

6.10.d Some governments suppress the individual rights of their citizens.

6.10.e Women and people in minority racial, ethnic, or religious groups face struggles for justice and equal rights in countries across the Eastern Hemisphere.

Practices

6.11 Increasingly, the nations of

the Eastern Hemisphere

participate in and benefit from

international organizations that

promote peace, cooperation,

economic development, global

health, and cultural

understanding.

6.11.a ontinental and regional alliances in Africa, Asia, and Europe intend to promote economic development, secure military protection, and support cooperation among countries in the alliance.

6.11.b ry loans from the World Bank and the International Monetary F

have had varying impacts on countries in Africa, Asia, Eastern

Europe, and Oceania.

6.11.c The United Nations works to promote peace and cooperation between nations and to protect the rights indigenous peoples, children, and other minority or marginalized groups in the Eastern Hemisphere.

Power, Authority,

and Governance

Global Connections

and Exchange

2, 4, 5

Creation, Expansion, and Interaction of Economic Systems in the Eastern Hemisphere

6.12 The types and availability of

natural resources shape the

economic systems of nations in

the Eastern Hemisphere and play

a strong role in determining the

strength and influence of those

nations.

6.12.a The economic system of a nation determines how goods are produced and distributed and the role of the government in that process.

6.12.b There is an economic gap between Eastern Hemisphere nations that extract natural resources and those that make and distribute finished products.

6.12.c The economic health of a nation is measured by factors such as gross domestic product, literacy rate, trade balance, and infant mortality rates.


and Interaction of

Economic Systems

Geography,

Humans, and the

Environment

3, 4

6.13 The study of urban and

suburban communities across

6.13.a The organization – layout, types of jobs available to people,

locations – of urban areas varies


and

4


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the Eastern Hemisphere reveals

differences between urban and

rural ways of living, as well as

regional differences in the types

of urban and rural areas.

across the Eastern Hemisphere.

6.13.b Increased urbanization and climate/environmental challenges have affected the function, survival, and way of life in rural areas in different ways across the Eastern Hemisphere.

6.13.c The economic systems in urban and rural areas affect the values

and ways of life in these communities.

Interaction of

Economic Systems

Global

Connections and

Exchange


WEEK OF: CHAPTER ESSENTIAL QUESTIONS LESSON TITLE September 8-12 September 15-19 September 22-24 September 29-October 3

October 8-October 12 October 14-17 October 20-24 October 27-October 31

November 3-7 November 10-14 Chapter 4:

Mesopotamia

How does geography influence the way people live?

Why does conflict develop?

The Sumerians Mesopotamian Empires

November 17-21 Chapter 4: Mesopotamia

The Sumerians Mesopotamian Empires

November 24-26 Chapter 5: Ancient Egypt and Kush


What makes a culture unique?

Why do civilizations rise and fall?

The Nile River Life in Ancient Egypt Egypt’s Empire

December 1-5 Chapter 5: Ancient Egypt and Kush

Egypt’s Empire Kingdom of Kush

December 7-12 Chapter 6: The Israelites How do religions develop? What are the characteristics of a

leader? How does religion shape society? Why does conflict develop?

Beginnings The Israelite Kingdom

December 15-19 Chapter 6: The Israelites

The Development of Judaism The Jews in the Mediterranean World

January 5-9 Chapter 7: The Ancient Greeks


Why do people form governments? Why does conflict develop? How do governments change?

The Rise of Greek Civilization Sparta and Athens; City-State Rivals

January 12-16 Chapter 7: The Ancient Greeks

Greece and Persia Glory, War, and Decline


WEEK OF: LESSON NUMBER ESSENTIAL QUESTION LESSON TITLE January 19-22 Chapter 8: Greek Civilizations What makes a culture unique?

How do new ideas change the way people live?

What are the characteristics of a leader?

Greek Culture The Greek Mind

January 26-30 Chapter 8: Greek Civilizations Alexander’s Empire Hellenistic Culture

February 2-6 Chapter 11: Rome; Republic to Empire


How do governments change? Why does conflict develop? What are the characteristics of a

leader?

The Founding of Rome Rome as A Republic

February 9-13 Chapter 11: Rome; Republic to Empire

The End of the Republic Rome Builds and Empire

February 23-27 Chapter 12: Roman Civilization

What makes a culture unique? What do civilizations rise and fall? How does geography influence the

way people live?


How do religions develop? How do new ideas change the way

people live?

The Roman Way of Life Rome’s Decline

March 2-6 Chapter 12: Roman Civilization

Chapter 13: The Rise of

Christianity

The Byzantine Empire

Early Christianity

March 9-March 13 Chapter 13: The Rise of Christianity What are the characteristics of a leader?

How do religions develop? How do new ideas change the way

people live?

Early Christianity The Early Church A Christian Europe

March 16-March 20 Chapter 14: Islamic Civilization How do religions develop? How do new ideas change the way

people live?

A New Faith The Spread of Islam Life in the IslamicWorld


April 7-April 10 Chapter 15: African Civilizations Why do people trade? How does religion shape society? How do religions develop?

The Rise of African Civilizations Africa’s Governments and Religions African Society and Culture

April 13-April 17 Chapter 15: African Civilizations The Rise of African Civilizations Africa’s Governments and Religions African Society and Culture

WEEK OF: LESSON NUMBER ESSENTIAL QUESTIONS LESSON TITLE

April 20-April 24 Chapter 10: Early China What makes a culture unique? How do new ideas change the way

people live? How do governments change?

The Birth of Chinese Civilizations Society and Culture in Ancient China The Quin and the Han Dynasties

April 27-May 1 Chapter 10: Early China The Birth of Chinese Civilizations Society and Culture in Ancient China The Quin and the Han Dynasties

May 4- May 8 Chapter 17: Imperial China How does geography affect the way people live?

How do new ideas change the way people live?


China Reunites Chinese Society The Mongols in China The Ming Dynasty

May 11-May 15 Chapter 17: Imperial China China Reunites Chinese Society The Mongols in China The Ming Dynasty

May 18-22 Chapter 9: Ancient India How does geography influence the way people live?

How do religions develop? What makes culture unique?

Early Civilizations Religions of Ancient India The Mauryan Empire

May 25-29 Chapter 19: Medieval Europe Why does conflict develop? The Early Middle Ages


What is the role of religion in government?

What are the characteristics that define a culture?

How do governments change?

Feudalism and the Rise of Towns Kingdoms and Crusades

June 1-5 Chapter 19: Medieval Europe Kingdoms and Crusades Culture and the Church The Late Middle Ages

WEEK OF: LESSON NUMBER ESSENTIAL QUESTIONS LESSON TITLE June 8-June 12 Chapter 20: Renaissance and

Reformation Why do people make economic

choices? How do new ideas change the way

people live? Why does conflict develop?

The Renaissance Begins New Ideas and Art The Reformation Begins Catholics and Protestants


Grade 6 Social Studies is based on the history and geography of the Eastern Hemisphere, including the development of cultures, civilizations, and empires, interaction between societies, and the comparison of trends in government and economics. It also incorporates elements of some of the social sciences. The course is divided into eight Key Ideas that cover a time span from pre-history into the 1300s. Teachers should note that some Key Ideas and Concepts may require extra time or attention. These include Key Ideas

6.3 Early River Valley Civilizations in the Eastern Hemisphere, 6.6 Mediterranean World: Feudal Western

Europe, the Byzantine Empire and the Islamic Caliphates, and 6.8 Interactions across the Eastern Hemisphere.


6.1 GEOGRAPHY OF THE EASTERN HEMISPHERE TODAY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard: 3: Theme: GEO) 6.1a Maps can be used to represent varied climate zones, landforms, bodies of water, and resources of the Eastern Hemisphere. 6.1b The Eastern Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics, such as physical, political, economic, or cultural features. Regions within the Eastern Hemisphere include:

Middle East (North Africa and Southwest Asia)

Sub-Saharan Africa

Europe (West, North, South, Central, and Southeast)

Russia and the Independent States (Russia, Caucasia, Central Asia, the region of Belarus, Moldova, and Ukraine)

East Asia (People’s Republic of China, North Korea, South Korea, Japan, and Taiwan)

Southeast Asia (Vietnam, Cambodia, Laos, Thailand, Myanmar [Burma], Malaysia, Singapore, Indonesia, Brunei, Philippines)

South Asia (Afghanistan, Pakistan, India, Bangladesh, Nepal, Bhutan) Oceania (Australia, New Zealand, the Pacific)

6.1c The physical environment influences human population distribution, land use, economic activities and political connections.

Students will use physical, climate, and vegetation maps in combination with population density, land use, and resource distribution maps in order to discern patterns in human settlement, economic activity, and the relationship to scarcity of resources.


To understand scale, students will work with maps at a variety of scales so they can compare patterns in population density and land use, economic activity and political connections across the Eastern Hemisphere, within a region of the Eastern Hemisphere, and in a specific country. In doing so, students will examine maps of the hemisphere, three regions within the Eastern Hemisphere, and one specific country within each region. Current political issues for this time may be incorporated into this work.


6.2 THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: The first humans modified their physical environment as well as adapted to their environment. (Standards: 2, 3; Themes: MOV, TCC, GEO, TECH) 6.2a Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life. 6.2b Early peoples in the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features. Archaeologists engage in digs and study artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time. 6.2c The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form semi-sedentary and sedentary settlements.

Students will explore the early human migration patterns and settlements through the use of multiple maps and the examination of various forms of archaeological evidence.

Students will be introduced to pastoral nomadic peoples as a culture type that existed throughout history. Students will compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples and distinguish

between the Paleolithic Age and Neolithic Age. 6.2d Historians use archaeological and other types of evidence to investigate patterns in history and identify turning points. A turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or economic change.

Students will determine if the Neolithic Revolution is a turning point in world history using various forms of evidence.


6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE: Between 3500 B.C.E. and 600 B.C.E., complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC) 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group. 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley developed complex societies and civilizations.

Students will explore the river valley societies and civilizations by examining archaeological and historical evidence to compare and contrast characteristics of these complex societies and civilizations.

6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and modified their environment to meet the needs of their population.

Students will explore how these complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.

6.3d Political and social hierarchies influenced the access that groups and individuals had to power, wealth, and jobs and influenced their roles within a society.

Students will compare and contrast the gender roles, access to wealth and power, and division of labor within the political and social structures of river valley societies and civilizations.

Students will examine the unique achievements of each of these complex societies and civilizations that served as lasting contributions.


6.4 COMPARATIVE WORLD RELIGIONS: Between 600 B.C.E. and 630 C.E., major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. (Standard: 2; Themes: ID, SOC) 6.4a Civilizations and complex societies developed belief systems and religions that have similar as well as different characteristics. 6.4b Belief systems and religions are based on a set of mutually held values.

Students will study the belief systems of Judaism, Christianity, Islam, Buddhism, Hinduism, and Confucianism by looking at where the belief system originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for each. (Note: Although not within this historic period, students may also study Sikhism and other major belief systems at this point).

6.4c Belief systems and religions often are used to unify groups of people and may affect social order and gender roles.

Students will be able to identify similarities and differences across belief systems including their effect on social order and gender roles.


6.5 COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE: As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements. (Standards: 2, 3, 5; Themes: ID, TCC, GEO, SOC GOV) 6.5a Geographic factors influence the development of classical civilizations and their political structures.

Students will locate the classical civilizations on a map and identify geographic factors that influenced the extent of their boundaries, locate their cities on a map, and identify their political structures.

Students will compare and contrast the similarities and differences of the Chinese (Qin, Han) and Greco-Roman classical civilizations by examining religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy.

6.5b Political structures developed to establish order, to create and enforce laws, and to enable decision-making.

Students will examine the similarities and differences in the political systems of Chinese (Qin, Han) and Greco-Roman (Athens, Sparta, Roman Republic, Roman Empire) classical civilizations.

6.5c A period of peace, prosperity, and cultural achievements may be indicative of a golden age.

Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and Roman Empire) civilizations and determine if these civilizations have experienced a time period that should be designated as a golden age.


6.6 MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE ISLAMIC CALIPHATES: The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands. (Standards: 2, 3, 4, 5; MOV, TCC, GOV, EXCH) 6.6a Overexpansion, corruption, invasions, civil wars, and discord among the Christians led to the fall of Rome. Feudalism developed in Western Europe in reaction to a need for order and to meet basic needs.

Students will examine reasons for the fall of the Roman Empire and the development of feudalism in Western Europe, including efforts to restore the empire, the decentralization of political authority, and the role of the Christian Church in providing some measure of central authority.

6.6b The Byzantine Empire preserved elements of the Roman Empire, controlled lands within the Mediterranean basin, and began to develop Orthodox Christianity.

Students will examine how the Byzantine Empire preserved elements of the Roman Empire by blending Roman traditions with Greek culture and developed a Christian faith, known as Orthodox Christianity, which united Church and state authority in the person of the emperor.

6.6c Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula.

Students will examine the Umayyad and Abbasid caliphates, noting how Islam changed the societies and cultures each conquered, blending with those societies and cultures and creating dynamic new Islamic societies and cultures.

6.6d Competition and rivalry over religious, economic, and political control over the holy lands led to conflict such as the Crusades.

Students will examine the three distinct cultural regions of the Mediterranean world in terms of their location, the extent of each region at the height of its power, and the political, economic, and social interactions between these regions.

Students will examine the conflict of the Crusades from three different perspectives: feudal Europe, Byzantine, and Islamic.


6.7 THE INFLUENCE OF THE MONGOLS ON THE EASTERN HEMISPHERE: Mongols affected the Eastern Hemisphere through their expansion and interactions. (Standards: 2, 3, 5: Themes: MOV, TCC, GEO, GOV) 6.7a Mongol nomadic culture had unique ways of meeting its basic needs and providing order and stability.

Students will study the Mongol culture and determine whether it was ever a complex society or civilization. 6.7b As the Mongols created a large empire across regions, Mongol nomadic culture changed over time.

Students will map the extent of the Mongol Empire at the height of its power and compare it with a map of the modern day Eastern Hemisphere.

Students will examine the methods used by the Mongols to enable them to rule over a diverse population. Students will examine the characteristics of the Mongol culture and determine whether it experienced a Golden Age.


6.8 INTERACTIONS ACROSS THE EASTERN HEMISPHERE: Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases. (Standards: 2, 3, 4; Themes: MOV, TCC, GEO, TECH, EXCH) 6.8a The Silk Roads, the Indian Ocean, and the Trans-Saharan routes formed the major Afro-Eurasian trade networks connecting the East and the West. Ideas, people, technologies, products, and diseases moved along these routes.

Students will create maps that illustrate items exchanged and ideas spread along the Silk Roads, across the Indian Ocean, and on the Trans-Saharan trade routes.

6.8b The desire for knowledge and luxury items led to the revitalization of some trade routes and increased cross-cultural exchanges.

Students will study interregional travelers such as Marco Polo, Ibn Battuta, Mansa Musa, and Zheng He and examine why they traveled, the places visited, what was learned, and what if any products were exchanged as a result of their travel.

Students will examine the spread of the Black Death/Bubonic Plague as a result of inter-regional exchange and its impact on various regions within Afro-Eurasia using a variety of sources such as maps, poetry and other forms of literature, and primary source documents.


6.8c Complex societies and civilizations adapted and designed technologies for transportation that allowed them to cross challenging landscapes and move people and goods efficiently. 6.8d The location of resources, particularly in Africa, was a determining factor in the location of trade routes. The exchange of resources had economic impacts on different regions. 6.7c. Mongols served as important agents of change and cultural diffusion, conquering Eurasia and fostering connections between the East and the West.

Students will determine the ways in which Mongols served as agents of change.

Students will examine how the location of resources helped determine the location of trade routes and the economic impact of the exchange of resources.


Students will examine how various technologies affected trade and exchanges. Some examples are types of ships including junks and caravels, improvements to ships such as sails and rudders, navigation tools such as the compass and astrolabe, and gunpowder. 6.8d The location of resources, particularly in Africa, was a determining factor in the location of trade routes. The exchange of resources had economic impacts on different regions.


6.7c. Mongols served as important agents of change and cultural diffusion, conquering Eurasia and fostering connections between the East and the West.

Students will determine the ways in which Mongols served as agents of change.

Students will examine how the location of resources helped determine the location of trade routes and the economic impact of the exchange of resources.

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