Social Studies HS Guide

■ Students will explain the impact of early trans-regional trade on the diffusion of religion, ideas, technology, and other aspects of culture. ● WH Standard 2.5: Students will construct an argument for the signi fi cant and enduring political, economic, technological, and social, or other cultural contributions of classical civilizations. ○ Learning Intention #1: ■ Students will construct an argument for the signi fi cant and enduring political contributions of classical civilizations. ○ Learning Intention #2: ■ Students will construct an argument for the signi fi cant and enduring economic contributions of classical civilizations. ○ Learning Intention #3: ■ Students will construct an argument for the signi fi cant and enduring technological contributions of classical civilizations. ○ Learning Intention #4: ■ Students will construct an argument for the signi fi cant and enduring social contributions of classical civilizations. NOTE: Students should develop skills associated with history to construct arguments using historical thinking skills. Of particular importance in a world history course is developing the reading, thinking, and writing skills of historians. These skills are vertically aligned throughout the curriculum guide with the intent to support the skills needed for students to become critical thinkers and to think like an historian. ● Historical Thinking Skills: World History Standard 2 ○ Source Analysis • Who wrote this? • What is the author’s perspective? • Why was it written? • When was it written? • Where was it written? • Is this source reliable? Why? Why not? ○ Contextualization • When and where was the document created? • What was different then? • What was the same? • How might the circumstances in which the document was created affect its content? POSSIBLE GUIDING AND INQUIRY QUESTIONS ● How can new ideas lead to political and social change? ● How are the ideas of a culture re fl ected in art, sculpture, and architecture? ● How do new ways of thinking affect the ways people respond to their surroundings? ● Why did many of the great world religions and philosophies develop at roughly the same time period? ● How did these great world religions and philosophies in fl uence their regions through cultural diffusion? ● How did each civilization fi nd diverse solutions to similar problems such as record-keeping, government structure, and nomadic threats? ● What are the features of a civilization that lead historians to label it “classical”? ● What patterns existed in the treatment of women across classical civilizations? ● How did diverse civilizations justify and perpetuate social class and gender inequalities? ● Which classical civilizations had contact with other civilizations and how did contact or isolation shape each civilization?