American Common Core Standards

Social Studies

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Ontario (Canadian) Social Studies Curriculum Expectations:

A1.1 compare social organization (e.g., social classes, general political structure, inherited privilege, the status of women) . . .

A1.2 compare aspects of the daily lives of different groups within . . . early societies . . . , and explain how differences were related to the social organization of that society

A1.3 describe some of the ways in which their daily life differs from the lives of young people from different backgrounds

A2.1 formulate questions to guide investigations into ways of life and relationships with the environment in . . . early societies, . . . 
with an emphasis on aspects of the interrelationship between the environment and life in those societies

A2.2 gather and organize information on ways of life and relationships with the environment in . . . early societies, . . . using a variety of primary and secondary sources in both print and electronic formats (e.g., images depicting the daily life of different social classes; religious or spiritual stories that provide evidence of a society’s view of the environment; agricultural artefacts; traditional stories, creation stories, legends, and/or oral history shared by Elders, community members, and/or knowledge keepers; virtual field trips to museums and to First Nations cultural centres to view artefacts and images)

A2.3 analyse and construct print and/or digital maps, including thematic maps, as part of their investigations into interrelationships between the environment and life in . . . early societies, . . . (e.g., analyse thematic and/or physical maps showing rivers, vegetation, volcanoes, soil types; create a thematic map showing traditional trade routes . . .; analyse a climate map to determine the climatic challenges facing early settlements; construct soil and vegetation maps to determine the connection between soil type and agricultural activity; analyse maps to determine the proximity of early settlements to water; construct a map showing the location of some traditional . . . territories; use a decolonial map or atlas to determine the Indigenous names of the places they are investigating)

A2.4 interpret and analyse information relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to help them determine the relationship between soil type, availability of water, and agricultural activity; analyse the content of paintings on the Internet or at a local gallery for information on a society’s religious practices; analyse artefacts found in a museum or on a
website for information on a society’s daily life and relationship with the environment; use a Venn diagram or a T-chart to help them compare historic hunting customs, including giving thanks to animals . . . ; analyse petroglyphs and rock formations for information on sacred sites and their location)

A2.5 evaluate evidence and draw conclusions about ways of life and relationships with the environment in . . . early societies, . . . 
with an emphasis on aspects of the interrelationship between the environment and life in those societies 

A2.6 communicate the results of their inquiries, using appropriate vocabulary (e.g., peasant, . . . merchant, noble, . . . god/goddess, privilege, hierarchy, culture, civilization, rural, urban, resources . . . ) and formats (e.g., an annotated map showing how a society situated on a flood plain was affected by and responded to its environment; an interactive map that highlights traditional territories of some early . . . societies . . . along with key natural features of the environment; an oral presentation on the impact of medieval cities on the environment; a stop-animation video on the lives of children in a society that followed seasonal migration routes or lived in different locations during different seasons; a chart and presentation comparing farming techniques of different societies)

A3.1 identify the location of some early societies, . . . on a globe or on print, digital, and/or interactive maps, and demonstrate the ability to extract information on early societies’ relationship with the environment from thematic maps (e.g., climate, physical, topographical, vegetation maps)

A3.2 demonstrate the ability to extract information on daily life in . . . early societies, . . . from visual evidence (e.g., art works such as paintings, sculptures, carvings, masks, mosaics, hide paintings, beadwork, quillwork, soapstone carvings; clothing; ceremonial dress; regalia; petroglyphs; monuments; rock/earth mounds; artefacts such as tools, household utensils, pottery, religious articles, weapons)

A3.3 describe significant aspects of daily life in . . . early societies . . . (e.g., with reference to food, housing, clothing, education, recreation, spiritual/religious life, family life, transportation, ceremonies, ways of giving thanks and acknowledgement)

A3.4 describe significant physical features and natural processes and events in a few early societies . . . (e.g., physical features:
rivers, flood plains, mountains, volcanoes, barren lands, tundra, ocean shore, fertile soil; natural processes: seasonal changes in climate, animal migration, erosion; natural events: earthquakes, floods, volcanic eruptions) and how they affected these societies, with a focus on the societies’ sustainability and food production (e.g., how flooding of rivers in ancient Egypt, India, and China enriched agricultural land, making it possible to sustain large populations . . .

A3.5 describe the importance of the environment for a few early societies, . . . with a particular focus on how the local environment affected the ways in which people met their physical needs (e.g., food, housing, clothing)

A3.6 identify and describe some of the major scientific and technological developments in the ancient and medieval world, . . . (e.g., calendars; the printing press; developments in agriculture, architecture, medicine, transportation, weaponry, navigation)

A3.7 describe how . . . early societies, . . . were governed (e.g., . . . emperors in China . . .)

A3.8 describe the social organization of . . . early societies, . . . (e.g., a slave-owning society, a feudal society, an agrarian society), and the role and status of some significant social and work-related groups in these societies (e.g., women, men, children, slaves, peasants, nobles, monarchs, warriors, knights, priests/priestesses, druids, shamans, imams, monks, nuns, merchants, artisans, apprentices, scribes, midwives, healers)

A3.9 describe some key reasons why different groups in . . . early societies, . . . cooperated or came into conflict at different times (e.g., to explore; to expand territory; to make decisions, govern, and administer; to promote trade; to wage war or make peace; to acquire wealth, power, and control; to rebel; to spread religious beliefs and/or enforce the power of particular religious institutions; to protect spiritual beliefs, ceremonies and other cultural practices, and traditional lands)

A3.10 describe some attempts within a few early societies, . . . to deal with conflict and to establish greater cooperation (e.g., democratic developments in ancient Greece; establishment of religious rights in medieval Islam; matrilineal structures among some First Nations; the Magna Carta; guilds; intermarriage between royal houses; treaties and alliances; the Great Law of Peace; the
resolution of conflict with drumming, dancing, poetry, and/or humour among Inuit; the role of lacrosse games; the use of marriage and the ceremonial sharing of food and skins to symbolize alliances and the building of relationships in Inuit societies)

宿題が提供されます
During the week, our explorers and archaeologists will continue to ponder their discoveries and make conclusions about the nature of the dynasty, its organization, and environmental impact using maps and journals. They should post their maps and conclusions to our class page.
授業以外に週あたり 1 - 2 時間の学習が期待されます
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成績が提供されます