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Kentucky: 7th-Grade Standards

  • KY.PS. Category: Program of Studies 2006

    • SS-7-GC. Goal / Understandings / Subdomain: Big Idea

      Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

      • SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that forms of government in world civilizations prior to 1500 A.D. had similarities and differences in their purposes and sources of power.

      • SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the key ideals (e.g., citizenship, justice, equality, and rule of law) of a democratic form of government were practiced in some world civilizations prior to 1500 A.D.

      • SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that individual rights in world civilizations prior to 1500 A.D. varied under different forms of government.

      • SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government:

        • SS-7-GC-S- Standard:

          Explain the role of government (e.g., establishing order, providing security, achieving common goals) in world civilizations prior to 1500 A.D. and make connections to how government influences culture, society and the economy

        • SS-7-GC-S- Standard:

          Compare different forms of government, and the purposes and sources of power in the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in world civilizations prior to 1500 A.D.

        • SS-7-GC-S- Standard:

          Analyze how some world civilizations prior to 1500 A.D. (e.g. Greece, Rome) demonstrated the use of democratic principles (e.g., justice, equality, responsibility, freedom)

      • SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will compare rights and responsibilities of individuals in world civilizations prior to 1500 C.E. to the rights and responsibilities of U.S. citizens today

      • SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, observations, interviews, Internet sources) to research, explain and answer questions about governments and people of world civilizations prior to 1500 A.D.

    • SS-7-CS. Goal / Understandings / Subdomain: Big Idea

      Cultures and Societies - Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. (Academic Expectations 2.16, 2.17)

      • SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society's culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

      • SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.

      • SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

      • SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that culture affects how people in a society behave in relation to groups and their environment.

      • SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how culture served to define groups in world civilizations prior to 1500 A.D. and resulted in unique perspectives

      • SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in world civilizations prior to 1500 A.D.

      • SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will explain how communications between groups can be influenced by cultural differences; explain how interactions lead to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in world civilizations prior to 1500 A.D.

      • SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in world civilizations prior to 1500 A.D.

      • SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, language, skills, the arts, literature) using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts) to analyze how cultures in world civilizations prior to 1500 A.D. have influenced cultures of today

    • SS-7-E. Goal / Understandings / Subdomain: Big Idea

      Economics - Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Academic Expectations 2.18)

      • SS-7-E-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the basic economic problem confronting individuals, societies and governments in world civilizations prior to 1500 A.D. was scarcity: as a result of scarcity, economic choices and decisions had to be made.

      • SS-7-E-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the study of economics includes a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) that apply to individuals, societies and governments in world civilizations prior to 1500 A.D.

      • SS-7-E-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that individuals, groups and governments in world civilizations prior to 1500 A.D. made economic decisions about the use of resources in the production, distribution and consumption of goods and services.

      • SS-7-E-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of the nature of limited resources and scarcity, using information from a variety of print and non-print sources (e.g., textbook, Internet, resource materials) to investigate world civilizations prior to 1500 A.D.:

        • SS-7-E-S-1 Standard:

          Explain how scarcity requires individuals, groups and governments to make decisions about use of productive resources (e.g., natural resources, human resources and capital goods)

        • SS-7-E-S-1 Standard:

          Compare economic systems and explain the concept of supply and demand in world civilizations prior to 1500 A.D.

        • SS-7-E-S-1 Standard:

          Describe how goods and services were exchanged in world civilizations prior to 1500 A.D.

      • SS-7-E-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate the production and distribution of goods and services in world civilizations prior to 1500 A.D. explaining ways in which societies addressed basic economic questions (e.g., how resources were used to produce goods and services; how new knowledge, technology/tools, and specialization increased productivity) about the production, distribution and consumption of goods and services

    • SS-7-G. Goal / Understandings / Subdomain: Big Idea

      Geography - Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Academic Expectations 2.19)

      • SS-7-G-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the use of geographic tools (e.g., maps, globes, photographs, models, charts, graphs) and mental maps helps interpret information, analyze patterns and spatial data, and better understand geographic issues in world civilizations prior to 1500 A.D.

      • SS-7-G-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that patterns emerge as humans move, settle, and interact on Earth's surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interacted to shape patterns of human populations, interdependence, cooperation and conflict in world civilizations prior to 1500 A.D.

      • SS-7-G-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

      • SS-7-G-U-4 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that people depended on, adapted to, or modified the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited or promoted human activities in world civilizations prior to 1500 A.D.

      • SS-7-G-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

        • SS-7-G-S-1 Standard:

          Locate, in absolute or relative terms, landforms and bodies of water

        • SS-7-G-S-1 Standard:

          Locate and interpret patterns on Earth's surface, explaining how different factors (e.g., rivers, mountains, seacoasts, deserts) impacted where human activities were located in world civilizations prior to 1500 A.D.

      • SS-7-G-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate regions of the Earth's surface in world civilizations prior to 1500 A.D. using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):

        • SS-7-G-S-2 Standard:

          Explain relationships between and among physical characteristics of regions during the time of world civilizations prior to 1500 A.D., and explain how regions were made distinctive (e.g., dams, irrigation, roads) by human characteristics; describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted

        • SS-7-G-S-2 Standard:

          Describe patterns of human settlement in world civilizations prior to 1500 A.D.; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity and technology) impacted human migration

        • SS-7-G-S-2 Standard:

          Analyze current events to compare geographic perspectives of today with those of world civilizations prior to 1500 A.D.

        • SS-7-G-S-2 Standard:

          Evaluate how availability of technology, resources and knowledge caused places and regions to evolve and change

      • SS-7-G-S-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate interactions among human activities and the physical environment:

        • SS-7-G-S-3 Standard:

          Explain how people of world civilizations prior to 1500 A.D. used technology (e.g., dams, roads, bridges) to modify the physical environment to meet their needs

        • SS-7-G-S-3 Standard:

          Describe how the physical environment promoted or restricted human activities (e.g., exploration, migration, trade, settlement, development) of world civilizations prior to 1500 A.D.

    • SS-7-HP. Goal / Understandings / Subdomain: Big Idea

      Historical Perspective - History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. (Academic Expectations 2.20)

      • SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that history is an account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and secondary sources, timelines, Internet, maps) are needed to analyze historical events in world civilizations prior to 1500 A.D.

      • SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that world civilizations prior to 1500 A.D. can be examined in order to develop chronological understanding, recognize cause-effect relationships, and interpret historical events

      • SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that geography and natural resources had a significant impact on world historical perspectives and events prior to 1500 A.D.

      • SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that advances in science and technology had a significant impact on historical events in world civilizations prior to 1500 A.D.

      • SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that each era (e.g., Beginnings to Human Society, Early Civilizations, Classical Civilizations, Major Civilizations, States and Empires, Medieval Europe and the Rise of Western Civilizations, and Exploration as it relates to world civilizations prior to 1500 A.D.) in the history of world civilizations had social, political, economic and/or cultural characteristics.

      • SS-7-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):

        • SS-7-HP-S- Standard:

          Investigate and chronologically describe (e.g., using timelines, charts, fictional and report writing, role playing) significant events in world civilizations prior to 1500 A.D. and draw inferences about their importance

        • SS-7-HP-S- Standard:

          Examine multiple cause and effect relationships that have shaped history throughout world civilizations prior to 1500 A.D.

        • SS-7-HP-S- Standard:

          Analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in world civilizations prior to 1500 A.D.

      • SS-7-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts), to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people:

        • SS-7-HP-S- Standard:

          Explain how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies

        • SS-7-HP-S- Standard:

          Describe the contributions made by world civilizations prior to 1500 A.D. (e.g., Egypt, Mesopotamia, the Indus River Valley, the Middle East, India, China) to society and analyze the impact these contributions made to future generations

        • SS-7-HP-S- Standard:

          Examine the rise of classical civilizations and empires (e.g., Greece and Rome) and analyze their lasting impacts on the world in the areas of government, philosophy, architecture, art, drama and literature

        • SS-7-HP-S- Standard:

          Describe the rise of western civilizations (e.g., Mayan, Incan, Aztec) and non-western civilizations (e.g., Egyptian, Chinese, Indian, Persian) and analyze ways in which these cultures influenced government, philosophy, art, drama and literature in the present day

        • SS-7-HP-S- Standard:

          Explain how the movement of goods affected settlement patterns in and relations between early civilizations, empires, nations and states (e.g., Asia, Africa, and the Americas)

        • SS-7-HP-S- Standard:

          Examine developments during the Middle Ages (e.g., feudalism, nation states, monarchies, religious institutions, limited government, trade) and describe resulting influences on modern societies

        • SS-7-HP-S- Standard:

          Describe how the Age of Exploration (world civilizations prior to 1500 A.D.) caused diverse cultures to interact in various forms (e.g., compromise, cooperation, conflict, competition); explain how governments expanded their territories and developed new technologies

  • KY.AE. Category: Academic Expectation

    • AE.1. Goal / Understandings / Subdomain:

      Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

      • 1.1. Ae / Skills & Concepts / Organizer:

        Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

      • 1.2. Ae / Skills & Concepts / Organizer:

        Students make sense of the variety of materials they read.

      • 1.3. Ae / Skills & Concepts / Organizer:

        Students make sense of the various things they observe.

      • 1.4. Ae / Skills & Concepts / Organizer:

        Students make sense of the various messages to which they listen.

      • 1.5-1.9. Ae / Skills & Concepts / Organizer:

        Students use mathematical ideas and procedures to communicate, reason, and solve problems.

      • 1.10. Ae / Skills & Concepts / Organizer:

        Students organize information through development and use of classification rules and systems.

      • 1.11. Ae / Skills & Concepts / Organizer:

        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

      • 1.12. Ae / Skills & Concepts / Organizer:

        Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

      • 1.13. Ae / Skills & Concepts / Organizer:

        Students make sense of ideas and communicate ideas with the visual arts.

      • 1.14. Ae / Skills & Concepts / Organizer:

        Students make sense of ideas and communicate ideas with music.

      • 1.15. Ae / Skills & Concepts / Organizer:

        Students make sense of and communicate ideas with movement.

      • 1.16. Ae / Skills & Concepts / Organizer:

        Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

    • AE.2. Goal / Understandings / Subdomain:

      Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

      • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

      • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

        Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

      • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

        Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

      • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

        Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

      • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand economic principles and are able to make economic decisions that have consequences in daily living.

      • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

        Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

      • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

  • KY.CC. Category: Core Content for Assessment v.4.1.

    • SS-07-1. Goal / Understandings / Subdomain: Government and Civics

      The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

      • SS-07-1.1. Ae / Skills & Concepts / Organizer:

        Formation of Governments

        • SS-07-1.1. Standard:

          Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2

        • SS-07-1.1. Standard:

          Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom). DOK 3

    • SS-07-2. Goal / Understandings / Subdomain: Cultures and Societies

      Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

      • SS-07-2.1. Ae / Skills & Concepts / Organizer:

        Elements of Culture

        • SS-07-2.1. Standard:

          Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2

      • SS-07-2.2. Ae / Skills & Concepts / Organizer:

        Social Institutions

        • SS-07-2.2. Standard:

          Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

      • SS-07-2.3. Ae / Skills & Concepts / Organizer:

        Interactions Among Individuals and Groups

        • SS-07-2.3. Standard:

          Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

        • SS-07-2.3. Standard:

          Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-3. Goal / Understandings / Subdomain: Economics

      Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

      • SS-07-3.1. Ae / Skills & Concepts / Organizer:

        Scarcity

        • SS-07-3.1. Standard:

          Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2

      • SS-07-3.4. Ae / Skills & Concepts / Organizer:

        Production, Distribution, and Consumption

        • SS-07-3.4. Standard:

          Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D. DOK 2

        • SS-07-3.4. Standard:

          Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-4. Goal / Understandings / Subdomain: Geography

      Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

      • SS-07-4.1. Ae / Skills & Concepts / Organizer:

        The Use of Geographic Tools

        • SS-07-4.1. Standard:

          Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in early civilizations prior to 1500 A.D. DOK 3

        • SS-07-4.1. Standard:

          Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

      • SS-07-4.2. Ae / Skills & Concepts / Organizer:

        Regions

        • SS-07-4.2. Standard:

          Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

        • SS-07-4.2. Standard:

          Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2

      • SS-07-4.3. Ae / Skills & Concepts / Organizer:

        Patterns

        • SS-07-4.3. Standard:

          Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

        • SS-07-4.3. Standard:

          Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3

      • SS-07-4.4. Ae / Skills & Concepts / Organizer:

        Human-Environment Interaction

        • SS-07-4.4. Standard:

          Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2

        • SS-07-4.4. Standard:

          Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

        • SS-07-4.4. Standard:

          Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to 1500 A.D.

    • SS-07-5. Goal / Understandings / Subdomain: Historical Perspective

      History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

      • SS-07-5.1. Ae / Skills & Concepts / Organizer:

        The Factual and Interpretive Nature of History

        • SS-07-5.1. Standard:

          Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3

        • SS-07-5.1. Standard:

          Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3

      • SS-07-5.3. Ae / Skills & Concepts / Organizer:

        The History of the World

        • SS-07-5.3. Standard:

          Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2

        • SS-07-5.3. Standard:

          Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3

        • SS-07-5.3. Standard:

          Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3

        • SS-07-5.3. Standard:

          Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3

        • SS-07-5.3. Standard:

          Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

 
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