New York State Learning Standards and Core Curriculum
NY.RH.5-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.5-8.4. Determine the meanings of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.5-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.5-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 5-8 text complexity band independently and proficiently.
NY.6P. Grade 6: Social Studies Practices
6P.A. Gathering, Interpreting, and Using Evidence
6P.A.5. Identify implicit ideas and draw inferences, with support.
6P.A.6. Recognize arguments on specific social studies topics and identify evidence to support the arguments. Examine arguments related to a specific social studies topic from multiple perspectives.
6P.B. Chronological Reasoning
6P.B.9. Understand that historians use periodization to categorize events. Describe general models of periodization in history.
NY.6. The Eastern Hemisphere
6.4. COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 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.
6.4c. Belief systems and religions often are used to unify groups of people, and may affect social order and gender roles.
6.4c.1. Students will be able to identify similarities and differences across belief systems, including their effect on social order and gender roles.
6.4c.2. Students will explore the influence of various belief systems on contemporary cultures and events.
6.5. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): 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, CIV)
6.5a. Geographic factors influence the development of classical civilizations and their political structures.
6.5a.1. 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.
6.5a.2. Students will compare and contrast the similarities and differences between 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 were developed to establish order, to create and enforce laws, and to enable decision making.
6.5b.1. Students will examine the similarities and differences between 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.
6.5c.1. 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 golden age.
6.5c.2. Students will examine how cultural achievements of these civilizations have influenced contemporary societies.