Social Studies HS Guide

■ Students will compare and contrast the environmental impact of civilizations, pastoralists, and hunter-gatherers. ● WH Standard 1.3: Students will use artifacts and early written records to make inferences about the signi fi cance of technological development and diffusion, particularly writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization. ○ Learning Intention #1: ■ Students will use artifacts and early written records to make inferences about the signi fi cance of technological development , particularly writing, in the following civilizations: ● Mesopotamia ● Egypt ○ Learning Intention #2: ■ Students will use artifacts and early written records to make inferences about the signi fi cance of diffusion , particularly writing, in the following civilizations: ● Mesopotamia ● Egypt ● Indus River civilization ● Huang He (Yellow) River ● WH Standard 1.4: Students will compare life before and after the Neolithic Revolution and cite the most signi fi cant effects of the revolution on the development of civilization(s). ○ Learning Intention #1: ■ Students will compare life before and after the Neolithic Revolution. ○ Learning Intention #2: ■ Students will cite the most signi fi cant effects of the Neolithic revolution on the development of civilization(s). 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 1 ○ Review historical thinking skills: ■ Sourcing ■ Contextualization ● Indus River civilization ● Huang He (Yellow) River

■ Corroboration ■ Close Reading

○ Emphasize:

■ 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