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| Grade 6
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| History and Government, Economics and Geography, Approved 2005
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| 4
| Kansas, United States, and World History |
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Standard
Benchmark
Indicator | Description | Lesson Plans | Thinkfinity | Resources |
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4
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The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
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4.1
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The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from the emergence of human communities to 500BC.
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4.1.1
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(K) The student explains the importance of the Neolithic Agricultural Revolution in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals).
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4.1.2
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(A) The student compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi's code; Nile Valley (Egypt): Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huan He (China): Shang Dynasty).
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4.1.3
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(K) The student explains central beliefs of early religions (e.g., polytheism, monotheism, animism).
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4.2
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The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 500BC to 700AD.
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4.2.1
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(K) The student compares and contrasts characteristics of classic Greek government (e.g., city-states, slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city's needs come first).
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4.2.2
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(K) The student describes the significant contributions of ancient Greece to western culture (e.g., philosophy: Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture, sculpture).
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4.2.3
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(K) The student explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great, Persian Empire).
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4.2.4
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(K) The student describes key characteristics of classical Roman government (e.g., Roman Republic: senate, consults, veto, written law; Roman Empire: emperors, expansion).
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4.2.5
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(A) The student analyzes the reasons for the decline and fall of the Roman Empire.
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4.2.6
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(A) The student examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.
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4.2.7
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(A) The student traces the development and spread of Christianity.
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4.2.8
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(K) The student describes key cultural accomplishments of classical India (e.g., Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).
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4.2.9
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(K) The student describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road).
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4.3
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The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 700-1400.
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4.3.1
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(K) The student describes governmental/political, social, and economic institutions and innovations of the Maya, Aztec, and Inca civilizations.
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4.3.2
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(K) The student describes the governmental/political, social, and economic institutions and innovations of the Byzantine Empire.
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4.3.3
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(K) The student describes the political and economic institutions of medieval Europe (e.g., manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade).
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4.3.4
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(K) The student describes Japanese feudalism and compares to European feudalism.
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4.3.5
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(A) The student explains geographic, economic, political reasons for Islam's spread into Europe, Asia, and Africa (e.g., geographic, economic, political reasons).
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4.3.6
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(A) The student discusses how the Crusades allowed interaction between the Islamic world and medieval Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature).
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4.3.7
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(K) The student explains the impact of Mongol Empires (e.g., trade routes, Silk Road, horse, Ghengis Khan).
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4.4
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The student engages in historical thinking skills.
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4.4.1
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(A) The student examines a topic in World history to analyze changes over time and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires).
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4.4.2
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(A) The student examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
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4.4.3
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(A) The student uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
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4.4.4
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(A) The student compares contrasting descriptions of the same event in World history to understand how people differ in their interpretations of historical events.
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