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Grade 6 - S.S. Standards Revision Proposal

This document presents a proposed restructuring of the South Carolina Social Studies College and Career Ready Standards for Grade 6. The Grade 6 course focuses on early civilizations, classical civilizations, interregional exchange, religion, trade, empires, conflict, and complex societies through 1450. Each indicator is presented with a unified classification system, vocabulary, DOK-leveled examples of student performance, and an ELA/CER bridge.

Classification taxonomy and how to read indicator codes

Every indicator carries a Skill code and a Theme code. Geographic skill codes appear as a third tag where they fit naturally. DOK levels structure the performance examples that replace traditional mastery descriptors.

Skill codes

CO: Comparison
CE: Causation
P: Periodization
CX: Context
CC: Continuity and Change
E: Evidence

Theme codes

CI: Culture and Intellectual Development
GX: Global Exchanges
IE: Interaction with Environment
SS: Social Systems and Order
SF: State Formation, Expansion, Conflict

Geographic skill codes

M: Mapping
MR: Models and Representations
GE: Gather Evidence and Communicate Findings
S: Scale
DP: Distribution and Patterns

DOK levels

1: Recall and Reproduction
2: Skill and Concept
3: Strategic Thinking and Reasoning
4: Extended Thinking and Investigation

Read every indicator code as

Grade.Standard.Indicator · Skill · Theme · (Geographic
            Skill)

. Example: 6.1.3 · CE · IE · M indicates the third indicator under Standard 6.1, classified by Causation, situated in the Interaction with Environment theme, and supported by Mapping.

Demonstrating Mastery: Thinking Like a Historian - To exhibit mastery of this content, students are expected to move far beyond basic recall. The curriculum is heavily anchored in Depth of Knowledge (DOK) progressions and Claim, Evidence, Reasoning (CER) writing. To prove they understand the material, students will be expected to:

Apply the G.R.A.P.E.S. Framework: Students must consistently use this framework to compare and contrast societies, identifying meaningful similarities and differences in how different cultures solved the problems of living together.

Construct Evidence-Based Arguments: Mastery requires students to act as historians. They will evaluate primary and secondary sources, artifacts, religious texts, and maps to build historical claims, always backing up their reasoning with cited evidence.

Analyze Cause, Effect, and Geography: Students must be able to visually and textually explain how physical geography (mountains, rivers, deserts) caused specific historical outcomes, such as where a trade route was established or why a civilization was conquered.

Recognize Multiple Perspectives and Bias: When evaluating classical achievements, conflicts, or the expansion of empires, students will be expected to synthesize sources from differing viewpoints, evaluating the credibility and author's purpose behind the historical record.

Trace Continuity and Change Over Time: Whether tracking technological advancements or the evolution of trade, students must be able to identify what changed during a specific era, what remained the same, and why those historical patterns matter on a global scale.

Standard 6.1Early Civilizations and River Valley Societies

Standard Summary

In Standard 6.1, students learn how early civilizations began, organized themselves, and developed into complex societies. The standard frames civilization as a connected system shaped by geography, river systems, natural resources, agriculture, belief systems, labor, leadership, hierarchy, law, and evidence. Students are not simply learning isolated facts about Mesopotamia, Egypt/Kush, India, and China. They are learning how to explain why humans settled in certain places, how agriculture changed human life, and how environmental conditions helped shape the first permanent communities.

Students also learn to use historical thinking skills as tools for investigation. They should practice chronology, cause and effect, comparison, context, and evidence as they study early civilizations. The G.R.A.P.E.S. framework gives students a consistent way to organize civilization analysis through geography, religion, achievements, politics, economics, and social structure. This helps students understand that social systems, labor divisions, government, technology, and belief systems were connected parts of early civilization development. The standard also emphasizes evidence-based thinking, requiring students to use sources, maps, artifacts, timelines, and models to explain what historians can know about the past.

To exhibit mastery, students should be able to explain why permanent settlements emerged, how the Agricultural Revolution transformed human life, and how river valley civilizations organized people and power. A mastery-level student should be able to trace cause-and-effect chains, such as farming leading to surplus food, surplus food supporting population growth, population growth creating specialization, and specialization contributing to social hierarchy and government. Students should also compare social systems across civilizations using specific evidence rather than broad statements. At the highest level, students should construct evidence-based explanations that cite or reference maps, artifacts, timelines, and written sources, then explain how that evidence supports a claim about geography, resources, leadership, belief systems, or social structure.

6.1.1

Apply historical thinking skills to investigate early civilizations.

Description

Indicator 6.1.1 was created to promote historical thinking skills in early civilizations by taking the concepts of chronology, cause and effect, comparison, context, and evidence and applying them to the analysis of the following River Valley Civilizations: Mesopotamia, Nile River Valley, Indus River Valley, and Yellow River/Huang He.

Classification

CE Causation CI Culture and Intellectual Development

Vocabulary

applycauseeffectlong-term effectevidenceclaimperspectivedevelopmentanalyzeexplaincitesupportcomparisoncausationshort-term causechronologytimelinehistorical periodcontextprimary sourcesecondary sourceartifactinferencecivilizationlegacy

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to historical thinking skills to investigate early civilizations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe historical thinking skills to investigate early civilizations, correctly applying terms such as comparison, causation, cause, effect.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how historical thinking skills to investigate early civilizations produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates historical thinking skills to investigate early civilizations across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to historical thinking skills to investigate early civilizations.

6.1.2

Use G.R.A.P.E.S. to analyze defining characteristics of early civilizations.

Description

Indicator 6.1.2 was created to help students analyze early civilizations through the G.R.A.P.E.S. framework by examining geography, religion, achievements, politics, economics, and social structure as connected parts of a civilization rather than isolated categories.

Classification

CE Causation CI Culture and Intellectual Development

Vocabulary

analyzecentral ideasupporting detailgeographyreligionachievementspoliticseconomicssocial structurecivilizationsocietyculturebelief systemgovernmenteconomyhierarchysocial classtechnologyinnovationarchitectureagriculturetradelabor systemreciprocal influencelocal environmentsnatural resourcessocial class hierarchiesvalue systems

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to g.r.a.p.e.s. to analyze defining characteristics of early civilizations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe g.r.a.p.e.s. to analyze defining characteristics of early civilizations, correctly applying terms such as geography, religion, achievements, politics.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how g.r.a.p.e.s. to analyze defining characteristics of early civilizations produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates g.r.a.p.e.s. to analyze defining characteristics of early civilizations across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to g.r.a.p.e.s. to analyze defining characteristics of early civilizations.

6.1.3

Analyze how location, physical features, climate, water systems, and resources influenced settlement.

Description

Indicator 6.1.3 was created to help students understand how geography shaped settlement by analyzing how rivers, fertile soil, climate, natural resources, and physical features influenced where early humans settled and how early civilizations developed.

Classification

E Evidence IE Interaction with Environment GE Gather Evidence and Communicate Findings

Vocabulary

analyzeinterpret a maplocationabsolute locationrelative locationplaceregionlandformrivervalleybasinclimateweatherphysical conditionwater bodynatural resourceresource distributionfertile soilirrigationpermanent settlementpopulation distributionsettlement patternhuman-environment interactionmapphysical map

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to how location, physical features, climate, water systems, and resources influenced settlement.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe how location, physical features, climate, water systems, and resources influenced settlement, correctly applying terms such as location, absolute location, relative location, place.

DOK 3 · Strategic Thinking

Student constructs an evidence-based explanation about how location, physical features, climate, water systems, and resources influenced settlement, citing multiple sources and explaining how each source supports the claim.

DOK 4 · Extended Thinking

Student synthesizes sources with different perspectives on how location, physical features, climate, water systems, and resources influenced settlement, evaluates credibility or limitations, and produces a conclusion that acknowledges missing evidence.

ELA / CER bridge: Evidence-based CER writing should cite the source, explain what it shows, connect it to the claim, and acknowledge what the source cannot prove about how location, physical features, climate, water systems, and resources influenced settlement.

6.1.4

Explain how the first agricultural revolution changed settlement, labor, population, hierarchy, and government.

Description

Indicator 6.1.4 was created to help students explain the first Agricultural Revolution as a major turning point by connecting farming, domestication, surplus food, permanent settlement, division of labor, population growth, social hierarchy, and the development of government.

Classification

CE Causation SF State Formation, Expansion, Conflict

Vocabulary

causeeffecttransformationexplainsequenceagricultural revolutionagriculturedomesticationirrigationsurplusspecializationdivision of laborpermanent settlementurbanizationsocial hierarchysocial classpolitical organizationpopulationsystemtechnological advancesdesire for expansionfirst agricultural revolution

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to how the first agricultural revolution changed settlement, labor, population, hierarchy, and government.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe how the first agricultural revolution changed settlement, labor, population, hierarchy, and government, correctly applying terms such as agricultural revolution, agriculture, domestication, irrigation.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how how the first agricultural revolution changed settlement, labor, population, hierarchy, and government produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates how the first agricultural revolution changed settlement, labor, population, hierarchy, and government across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to how the first agricultural revolution changed settlement, labor, population, hierarchy, and government.

6.1.5

Compare and contrast the characteristics of social systems among early river valley civilizations.

Description

Indicator 6.1.5 was created to help students compare how early river valley civilizations organized people, labor, leadership, religion, law, and social class by examining similarities and differences among Mesopotamia, Egypt, India, and China.

Classification

CO Comparison SS Social Systems and Order

Vocabulary

comparecontrastpharaohdynastycaste systemscribehierarchygender roleslawagriculturecivilizationdivision of labordomesticationRiver Valley CivilizationsMesopotamiaEgyptKushIndiaChinaNile RiverTigris RiverEuphrates RiverIndus RiverHuang He RiverFertile CrescentMandate of HeavenBrahminHammurabi’s CodeEgypt/Kush

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to social systems among early river valley civilizations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe social systems among early river valley civilizations, correctly applying terms such as compare, contrast, River Valley Civilizations, Mesopotamia.

DOK 3 · Strategic Thinking

Student compares two relevant societies, regions, events, or systems and explains one meaningful similarity, one meaningful difference, and the historical significance of the comparison.

DOK 4 · Extended Thinking

Student develops a comparative argument about social systems among early river valley civilizations, weighs evidence from multiple categories, and explains which similarity or difference is most historically significant.

ELA / CER bridge: Comparative CER writing should make the comparison explicit: claim the similarity or difference, cite evidence from each example, and explain why the comparison matters for understanding social systems among early river valley civilizations.

6.1.6

Use sources, maps, artifacts, timelines, and models to construct evidence-based explanations when examining river valley civilizations.

Description

Indicator 6.1.6 was created to help students think and write like historians by using sources, maps, artifacts, timelines, and models to make claims, cite evidence, draw inferences, and construct explanations about early civilizations.

Classification

E Evidence CI Culture and Intellectual Development MR Models and Representations

Vocabulary

evidenceclaimperspectivebiascredibilityparaphrasesummarizeprimary sourcesecondary sourceartifactmaptimelinegeographic modelvisual representationsourcingcorroborationinferencecitationquotationtext-dependent writingArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Writings of philosophersLaw codesArtifacts reflecting technological advancements of civilizationsMaps/GraphsTrade booksOnline encyclopediasTextbooksBiographiesVideosMagazinesNewspapersPeer reviewed scholarly articles/journalsSC DISCUS databasesPodcastsMuseum exhibits (online)

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to construct evidence-based explanations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe construct evidence-based explanations, correctly applying terms such as evidence, primary source, secondary source, artifact.

DOK 3 · Strategic Thinking

Student constructs an evidence-based explanation about construct evidence-based explanations, citing multiple sources and explaining how each source supports the claim.

DOK 4 · Extended Thinking

Student synthesizes sources with different perspectives on construct evidence-based explanations, evaluates credibility or limitations, and produces a conclusion that acknowledges missing evidence.

ELA / CER bridge: Evidence-based CER writing should cite the source, explain what it shows, connect it to the claim, and acknowledge what the source cannot prove about construct evidence-based explanations.

Standard 6.2Classical Civilizations and Enduring Legacies

Standard Summary

In Standard 6.2, students learn how classical civilizations developed, expanded, interacted, and created enduring legacies. The focus is on Greece, Rome, China, and India, with instruction connecting government, philosophy, religion, trade, science, engineering, social structure, and geography. Students should understand that classical civilizations did not develop in isolation. Their ideas, achievements, technologies, religions, and systems of government spread through trade, conquest, migration, cultural diffusion, and long-term interaction.

This standard asks students to move beyond identifying achievements and toward explaining why those achievements mattered. Students use G.R.A.P.E.S. to compare classical civilizations, analyze how geography shaped interaction, and examine how early civilizations shifted into larger states, kingdoms, republics, and empires. They also contextualize the origins, spread, and influence of major world religions and philosophies. Students should learn that ideas such as democracy, republics, empire, Confucianism, Buddhism, Hinduism, Christianity, philosophy, engineering, mathematics, architecture, and legal systems had different meanings depending on time, place, and perspective.

To exhibit mastery, students should be able to compare classical civilizations across multiple categories, not just name similarities and differences. They should explain how geography encouraged or limited trade, migration, warfare, and cultural exchange. They should also analyze change over time by explaining how city-states, kingdoms, republics, and empires developed and why certain achievements became turning points or enduring legacies. At the highest level, students should evaluate classical achievements through multiple sources and perspectives. They should be able to explain how an achievement developed, why it spread, and how different groups may have experienced that achievement differently.

6.2.1

Compare classical civilizations using G.R.A.P.E.S.

Description

Indicator 6.2.1 was created to help students compare classical civilizations by using the G.R.A.P.E.S. framework to analyze Greece, Rome, China, and India through geography, religion, achievements, politics, economics, and social structure.

Classification

CO Comparison CI Culture and Intellectual Development

Vocabulary

comparecontrastclassical civilizationclassical erageographyreligionachievementspoliticseconomicssocial structureenduring influencecultural influencePhilosophyArchitectureArtMathematicsCitizenshipAstronomyConflictsEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicCity-statesDemocracyMonarchyOligarchyTyrannyGreeceRomeChinaIndiaAthensSpartaRoman RepublicRoman EmpireHan DynastyGupta EmpireAristotleConfucianismDiffusionDaoism/TaoismEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAcademyAlexander the GreatHellenistic CultureAthens, Golden AgeDirect DemocracyPericles, Age of (461 BCE-429 BCE)ColosseumParthenonRoadsHellenistic AgePericlesPlatoSocratesBuddhismHinduismChristianity

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to classical civilizations using g.r.a.p.e.s.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe classical civilizations using g.r.a.p.e.s, correctly applying terms such as classical civilization, classical era, Greece, Rome.

DOK 3 · Strategic Thinking

Student compares two relevant societies, regions, events, or systems and explains one meaningful similarity, one meaningful difference, and the historical significance of the comparison.

DOK 4 · Extended Thinking

Student develops a comparative argument about classical civilizations using g.r.a.p.e.s, weighs evidence from multiple categories, and explains which similarity or difference is most historically significant.

6.2.2

Explain how geography and environment influenced interaction within and between classical civilizations.

Description

Indicator 6.2.2 was created to help students explain how geographic features and environmental conditions influenced trade, migration, warfare, cultural diffusion, political expansion, and interaction among classical civilizations.

Classification

CE Causation IE Interaction with Environment M Mapping

Vocabulary

explaincauseeffectgeographyphysical mappolitical mapregionlandformsearivermountaindesertclimatenatural resourcestrade routemigrationwarfarecultural diffusionpolitical expansionhuman-environment interactionAchievementsRulelocationtradealphabetEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicAlexander the GreatMediterranean SeaseafaringPhoeniciansRoman EmpireColosseumParthenonRoadsMarc AntonyJulius CaesarPunic WarHannibal BarcaSilk RoadDiffusion of ReligionDisease, spread ofInnovations and Technology

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to how geography and environment influenced interaction within and between classical civilizations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe how geography and environment influenced interaction within and between classical civilizations, correctly applying terms such as geography, physical map, political map, region.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how how geography and environment influenced interaction within and between classical civilizations produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates how geography and environment influenced interaction within and between classical civilizations across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to how geography and environment influenced interaction within and between classical civilizations.

6.2.3

Use chronology and scale to analyze the shift from early to classical civilizations.

Description

Indicator 6.2.3 was created to help students analyze the shift from early civilizations to classical civilizations by using chronology, timelines, turning points, and scale to understand how city-states, kingdoms, republics, and empires developed over time.

Classification

P Periodization CI Culture and Intellectual Development S Scale

Vocabulary

analyzescaledevelopmentsequencechronologytimelineerahistorical periodperiodizationlocal scaleregional scaleglobal scalecity-statekingdomempireturning pointexpansionpolitical systemeconomic systemsocial systemPhilosophyArchitectureArtMathematicsCitizenshipAchievementsAstronomyConflictsEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicAristotleConfucianismDiffusionEnduring InfluenceDaoism/TaoismHan DynastyEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAcademyAlexander the GreatHellenistic CultureAthens, Golden AgeDirect DemocracyPericles, Age of (461 BCE-429 BCE)Gupta EmpireColosseumParthenonRoads

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to chronology and scale to analyze the shift from early to classical civilizations.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe chronology and scale to analyze the shift from early to classical civilizations, correctly applying terms such as chronology, timeline, era, historical period.

DOK 3 · Strategic Thinking

Student explains chronology and scale to analyze the shift from early to classical civilizations as part of a larger historical turning point, using sequence, periodization, and evidence to show why the change mattered.

DOK 4 · Extended Thinking

Student evaluates whether chronology and scale to analyze the shift from early to classical civilizations should be treated as a major turning point by comparing conditions before, during, and after the development.

ELA / CER bridge: Periodization CER writing should clarify sequence and significance: what came before, what changed, and why chronology and scale to analyze the shift from early to classical civilizations marks a meaningful turning point.

6.2.4

Contextualize origins, spread, and enduring influence of major world religions and philosophies.

Description

Indicator 6.2.4 was created to help students contextualize major world religions and philosophies by examining where they began, how they spread, what beliefs shaped them, and how they influenced societies over time.

Classification

CX Context CI Culture and Intellectual Development

Vocabulary

contextualizehistorical contextreligionphilosophybelief systemworldviewmonotheismpolytheismsacred textdoctrinefounderleaderdiffusionreligious diffusionkarmadharmanirvanafilial pietyethical systemArchitectureCitizenshipMathematicsAchievementsCity-statesDemocracyMonarchyOligarchyTyrannyConflictsBuddhismChristianityConfucianismDaoismHinduismIslamJudaismTorahBibleQuranBasic tenantsEnduring InfluenceDaoism/TaoismHan DynastyEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAlexander the GreatHellenistic AgeAthens, Golden AgeAcademyDirect DemocracyAristotlePericlesPlatoSocratesGupta Empire

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to origins, spread, and enduring influence of major world religions and philosophies.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe origins, spread, and enduring influence of major world religions and philosophies, correctly applying terms such as contextualize, historical context, religion, philosophy.

DOK 3 · Strategic Thinking

Student contextualizes origins, spread, and enduring influence of major world religions and philosophies by explaining the historical conditions, geographic setting, institutions, and beliefs that shaped it.

DOK 4 · Extended Thinking

Student evaluates how a change in context altered the meaning or impact of origins, spread, and enduring influence of major world religions and philosophies across more than one society, region, or period.

ELA / CER bridge: Contextualization CER writing should answer when, where, under what conditions, and for whom, then explain how that setting shaped origins, spread, and enduring influence of major world religions and philosophies.

6.2.5

Analyze changes and continuities in organization and technological advancement.

Description

Indicator 6.2.5 was created to help students analyze how classical civilizations changed and continued over time by examining government, social organization, technology, engineering, architecture, mathematics, philosophy, and cultural diffusion.

Classification

CC Continuity and Change CI Culture and Intellectual Development DP Distribution and Patterns

Vocabulary

analyzecontinuitychangepatterntrendcontinuity and changetechnologyinnovationadvancementinfrastructureengineeringarchitectureroadsaqueductsarchesmathematicsastronomyphilosophytradewarfarecommunicationcultural diffusionsocial hierarchyAchievementsRulelocationalphabetAmphitheaterConcretePlumbingRepublicArtCitizenshipConflictsCity-statesDemocracyMonarchyOligarchyTyrannyAlexander the GreatMediterranean SeaseafaringPhoeniciansRoman EmpireColosseumParthenonMarc AntonyJulius CaesarPunic WarHannibal BarcaSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAristotleConfucianismDiffusionEnduring InfluenceDaoism/TaoismHan DynastyHuang He River Valley CivilizationMandate of HeavenAcademyHellenistic CultureAthens, Golden AgeDirect DemocracyPericlesGupta EmpireHellenistic AgePericlesPlatoSocratesBuddhismHinduismChristianity

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to changes and continuities in organization and technological advancement.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe changes and continuities in organization and technological advancement, correctly applying terms such as continuity, change, continuity and change, pattern.

DOK 3 · Strategic Thinking

Student identifies one major change and one major continuity connected to changes and continuities in organization and technological advancement, explains why both matter, and supports the analysis with specific evidence.

DOK 4 · Extended Thinking

Student argues whether changes and continuities in organization and technological advancement reveals greater change or greater continuity over time, using evidence from multiple regions, groups, or source types.

ELA / CER bridge: Continuity-and-change CER writing should include both sides of the pattern: what changed, what continued, and why the balance matters for changes and continuities in organization and technological advancement.

6.2.6

Analyze multiple perspectives on classical achievements through sources, maps, timelines, and models.

Description

Indicator 6.2.6 was created to help students analyze classical achievements from multiple perspectives by using primary sources, secondary sources, maps, timelines, artifacts, and models to evaluate evidence and recognize point of view.

Classification

E Evidence CI Culture and Intellectual Development MR Models and Representations

Vocabulary

analyzeclaimevidenceevaluatecredibilitypoint of viewperspectivebiasmultiple perspectivesprimary sourcesecondary sourcemaptimelinegeographic modelvisual evidencepolitical mapthematic mapauthor’s purposeArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Writings of philosophersLaw codesArtifacts reflecting technological advancements of civilizationsMaps/Graphs

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to multiple perspectives on classical achievements through sources, maps, timelines, and models.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe multiple perspectives on classical achievements through sources, maps, timelines, and models, correctly applying terms such as multiple perspectives, primary source, secondary source, map.

DOK 3 · Strategic Thinking

Student constructs an evidence-based explanation about multiple perspectives on classical achievements through sources, maps, timelines, and models, citing multiple sources and explaining how each source supports the claim.

DOK 4 · Extended Thinking

Student synthesizes sources with different perspectives on multiple perspectives on classical achievements through sources, maps, timelines, and models, evaluates credibility or limitations, and produces a conclusion that acknowledges missing evidence.

ELA / CER bridge: Evidence-based CER writing should cite the source, explain what it shows, connect it to the claim, and acknowledge what the source cannot prove about multiple perspectives on classical achievements through sources, maps, timelines, and models.

Standard 6.3Interregional Exchange, Religion, and Trade from 550 to 1450

Standard Summary

In Standard 6.3, students learn how civilizations from 550 to 1450 became increasingly connected through trade, religion, migration, technology, disease, conquest, and cultural diffusion. Instruction should focus on the Silk Road, trans-Saharan trade, Indian Ocean connections, Islamic civilizations, East Asia, Europe, West Africa, and the Americas. Geography functions as the organizing structure of the standard because routes, regions, cities, barriers, resource zones, and cultural contact all shaped how people, goods, ideas, religions, technologies, and diseases moved.

Students should understand this period as an age of interregional systems rather than disconnected regional histories. They use historical thinking and G.R.A.P.E.S. to analyze civilizations and interactions from 550 to 1450. They compare political systems by examining geography, religion, land ownership, hierarchy, and security. They explain how environmental conditions, resources, and location influenced trade routes, disease transmission, religious diffusion, and the movement of goods and technology. Students also contextualize major places and regions such as Constantinople, West Africa, the Middle East, China, Japan, Mesoamerica, South America, and major trade corridors.

To exhibit mastery, students should be able to explain interaction across regions using cause and effect, comparison, context, continuity and change, and evidence. They should compare political systems such as feudal Europe, feudal Japan, Imperial China, West African kingdoms, the Islamic world, the Ottoman Empire, and the Mayan, Aztec, and Inca civilizations. They should identify patterns that changed and patterns that continued across regions between 550 and 1450. At the highest level, students should construct or interpret maps, models, sources, trade-route diagrams, and diffusion evidence to explain movement, exchange, conquest, religion, disease, and technology across regions.

6.3.1

Use historical thinking and G.R.A.P.E.S. to analyze civilizations and interactions from 550 to 1450.

Description

Indicator 6.3.1 was created to help students apply historical thinking and the G.R.A.P.E.S. framework to civilizations from 550 to 1450 by analyzing how trade, religion, migration, technology, disease, conquest, and cultural diffusion connected regions.

Classification

CE Causation GX Global Exchanges

Vocabulary

causeeffectinteractionanalyzeexplainchronologycomparisonglobal interactionglobal exchangetrade networkcultural diffusionreligious diffusionmigrationperiodizationhistorical contextexchangesystemorganizeG.R.A.P.E.S.

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to analyze civilizations and interactions from 550 to 1450.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe analyze civilizations and interactions from 550 to 1450, correctly applying terms such as cause, effect, chronology, comparison.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how analyze civilizations and interactions from 550 to 1450 produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates analyze civilizations and interactions from 550 to 1450 across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to analyze civilizations and interactions from 550 to 1450.

6.3.2

Compare political systems by analyzing geography, religion, land ownership, hierarchy, and security.

Description

Indicator 6.3.2 was created to help students compare political systems from 550 to 1450 by examining how geography, religion, land ownership, hierarchy, and security shaped systems such as feudalism, monarchy, empire, caliphates, and dynastic rule.

Classification

CO Comparison SF State Formation, Expansion, Conflict M Mapping

Vocabulary

comparepolitical systemsocial systemhierarchyland ownershipregional securityfeudalismfeudal systemlordvassalmanorserfknightdaimyosamuraishogunemperorsultancaliphatemonarchyempirepowerauthorityCity-statesRole of religion in governmentDynastic cycleKhansAztec EmpireMoctezumaInca EmpireSapa IncaMayan CivilizationYuan DynastyMedieval EuropeMagna CartaPopeRoman Catholic ChurchOttoman EmpireMansa Musa

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to political systems by analyzing geography, religion, land ownership, hierarchy, and security.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe political systems by analyzing geography, religion, land ownership, hierarchy, and security, correctly applying terms such as compare, political system, social system, hierarchy.

DOK 3 · Strategic Thinking

Student compares two relevant societies, regions, events, or systems and explains one meaningful similarity, one meaningful difference, and the historical significance of the comparison.

DOK 4 · Extended Thinking

Student develops a comparative argument about political systems by analyzing geography, religion, land ownership, hierarchy, and security, weighs evidence from multiple categories, and explains which similarity or difference is most historically significant.

ELA / CER bridge: Comparative CER writing should make the comparison explicit: claim the similarity or difference, cite evidence from each example, and explain why the comparison matters for understanding political systems by analyzing geography, religion, land ownership, hierarchy, and security.

6.3.3

Explain how environmental conditions, resources, and location influenced global exchanges.

Description

Indicator 6.3.3 was created to help students explain how environmental conditions, natural resources, geographic location, and trade routes influenced global exchanges across Afro-Eurasia, West Africa, East Asia, and the Indian Ocean world.

Classification

CE Causation GX Global Exchanges GE Gather Evidence and Communicate Findings

Vocabulary

explainmovementenvironmental conditionsresource distributiongeographic locationtrade routecaravanmerchantcommercepastoral societynatural barrierclimate regiondisease diffusioncultural diffusiongoodsideastechnologynatural resourcesgovernment policiesreligionPastoralismsalt and gold tradeSilk Roadtrans-Saharan tradeIndian Ocean tradeBlack DeathByzantine EmpireCarolingian EmpireHoly Roman EmpireMing DynastyOttoman EmpireWest African Kingdoms

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to how environmental conditions, resources, and location influenced global exchanges.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe how environmental conditions, resources, and location influenced global exchanges, correctly applying terms such as environmental conditions, resource distribution, geographic location, Silk Road.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how how environmental conditions, resources, and location influenced global exchanges produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates how environmental conditions, resources, and location influenced global exchanges across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to how environmental conditions, resources, and location influenced global exchanges.

6.3.4

Contextualize major places and regions in expanding cultural, economic, and religious connections.

Description

Indicator 6.3.4 was created to help students contextualize important places and regions by examining how trade corridors, cultural regions, resource zones, and religious networks connected areas such as Constantinople, West Africa, the Middle East, China, Japan, Mesoamerica, and South America.

Classification

CX Context GX Global Exchanges M Mapping

Vocabulary

contextualizeplaceregioncultural regionresource regiontrade corridortrade networkcultural interactionreligious diffusionnatural resourcesgeographic locationgovernment policiesreligionPastoralismsalt and gold tradeConstantinopleMediterranean regionWest AfricaMiddle EastChinaJapanMesoamericaSouth AmericaSilk RoadByzantine EmpireCarolingian EmpireHoly Roman EmpireMing DynastyOttoman EmpireWest African Kingdoms

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to major places and regions in expanding cultural, economic, and religious connections.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe major places and regions in expanding cultural, economic, and religious connections, correctly applying terms such as contextualize, place, region, cultural region.

DOK 3 · Strategic Thinking

Student contextualizes major places and regions in expanding cultural, economic, and religious connections by explaining the historical conditions, geographic setting, institutions, and beliefs that shaped it.

DOK 4 · Extended Thinking

Student evaluates how a change in context altered the meaning or impact of major places and regions in expanding cultural, economic, and religious connections across more than one society, region, or period.

ELA / CER bridge: Contextualization CER writing should answer when, where, under what conditions, and for whom, then explain how that setting shaped major places and regions in expanding cultural, economic, and religious connections.

6.3.5

Evaluate changes and continuities in trade, religion, technology, urban life, political organization, and diffusion.

Description

Indicator 6.3.5 was created to help students evaluate how societies from 550 to 1450 changed and continued over time through trade networks, religious influence, economic exchange, political authority, technology, urbanization, and cultural diffusion.

Classification

CC Continuity and Change GX Global Exchanges DP Distribution and Patterns

Vocabulary

continuitychangepatterntrendevaluatecentral ideatrade networkreligious influenceeconomic exchangepolitical authorityurbanizationtechnologycultural diffusioneconomic systempolitical systemsocial system

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to changes and continuities in trade, religion, technology, urban life, political organization, and diffusion.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe changes and continuities in trade, religion, technology, urban life, political organization, and diffusion, correctly applying terms such as continuity, change, pattern, trend.

DOK 3 · Strategic Thinking

Student identifies one major change and one major continuity connected to changes and continuities in trade, religion, technology, urban life, political organization, and diffusion, explains why both matter, and supports the analysis with specific evidence.

DOK 4 · Extended Thinking

Student argues whether changes and continuities in trade, religion, technology, urban life, political organization, and diffusion reveals greater change or greater continuity over time, using evidence from multiple regions, groups, or source types.

6.3.6

Use maps, models, sources, trade-route diagrams, and diffusion evidence to analyze interaction.

Description

Indicator 6.3.6 was created to help students analyze interaction by using maps, models, trade-route diagrams, primary sources, secondary sources, and diffusion evidence to explain the movement of people, goods, ideas, religions, diseases, and technologies.

Classification

E Evidence GX Global Exchanges DP Distribution and Patterns

Vocabulary

analyzemovementevidenceconstruct a mapinterpret a mapsynthesizemapmodelgeographic modeltrade-route diagramprimary sourcesecondary sourcevisual representationgeospatial datamigrationconquestdiffusiondiseasetechnologyLaw CodesArtifacts reflecting technological and cultural advancementsArtifacts that indicate contributions to warfareArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Maps/GraphsTrade booksOnline encyclopediasTextbooksBiographiesVideosMagazinesNewspapersPeer reviewed scholarly articles/journalsSC DISCUS databasesPodcastsMuseum exhibits (online)

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to analyze interaction.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe analyze interaction, correctly applying terms such as map, model, geographic model, trade-route diagram.

DOK 3 · Strategic Thinking

Student constructs an evidence-based explanation about analyze interaction, citing multiple sources and explaining how each source supports the claim.

DOK 4 · Extended Thinking

Student synthesizes sources with different perspectives on analyze interaction, evaluates credibility or limitations, and produces a conclusion that acknowledges missing evidence.

ELA / CER bridge: Evidence-based CER writing should cite the source, explain what it shows, connect it to the claim, and acknowledge what the source cannot prove about analyze interaction.

Standard 6.4Empires, Conflict, and Complex Societies from 550 to 1450

Standard Summary

In Standard 6.4, students learn how empires, kingdoms, and complex societies expanded, competed, traded, and transformed from 550 to 1450. Instruction should include the Crusades, Turks, Mongols, Islamic empires, West African kingdoms, Mayan civilization, Aztec Empire, Inca Empire, Medieval Europe, Japan, and Imperial China. The standard helps students understand that expansion created trade, learning, cultural diffusion, and new political connections, but it also created conflict, conquest, inequality, disease transmission, and political change.

Students should study power and consequence across Afro-Eurasia and the Americas. They summarize the Crusades as a turning point by using chronology, cause and effect, geography, religious conflict, trade routes, and regional competition. They contextualize Turkic and Mongol expansion through migration, pastoralism, steppe geography, military strategy, trade, and conquest. They evaluate changes and continuities in West Africa and the Americas by examining trade, cities, government, religion, agriculture, astronomy, engineering, and complex societies. They also compare societies in Africa, Asia, Europe, and the Americas using G.R.A.P.E.S.

To exhibit mastery, students should be able to explain how resources, environments, and geographic barriers influenced conflict, cooperation, trade, conquest, and expansion. They should show how control of key places and trade routes reshaped Europe, Asia, North Africa, and the Middle East. They should be able to compare complex societies across regions and explain similarities, differences, changes, and continuities using specific evidence. At the highest level, students should analyze multiple perspectives on empires, conflicts, trade, religion, and conquest by using sources, maps, visual evidence, claims, corroboration, author’s purpose, and historical context. This means mastery is not just knowing what happened, but explaining why it mattered, who benefited, who was harmed, and how power shaped historical outcomes.

6.4.1

Summarize the Crusades as a turning point using chronology, cause and effect, and geography.

Description

Indicator 6.4.1 was created to help students summarize the Crusades as a turning point by using chronology, cause and effect, geography, religious conflict, trade routes, cultural diffusion, and regional competition to explain short-term and long-term consequences.

Classification

P Periodization SF State Formation, Expansion, Conflict M Mapping

Vocabulary

summarizecauseeffectshort-term effectlong-term effectturning pointchronologytrade routereligious conflictregional competitioncultural diffusiontaxationtrade routestrade policiesinfluence of Moorsinfluence of Jewsrole in CrusadesCrusadesHoly WarPope Urban IIRoman Catholic ChurchIslamJerusalemMediterranean SeaConstantinopleEuropean experience in AsiaOttoman EmpireConstantinople’s collapseSilk RoadReconquista

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to the crusades as a turning point using chronology, cause and effect, and geography.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe the crusades as a turning point using chronology, cause and effect, and geography, correctly applying terms such as summarize, Crusades, turning point, chronology.

DOK 3 · Strategic Thinking

Student explains the crusades as a turning point using chronology, cause and effect, and geography as part of a larger historical turning point, using sequence, periodization, and evidence to show why the change mattered.

DOK 4 · Extended Thinking

Student evaluates whether the crusades as a turning point using chronology, cause and effect, and geography should be treated as a major turning point by comparing conditions before, during, and after the development.

ELA / CER bridge: Periodization CER writing should clarify sequence and significance: what came before, what changed, and why the crusades as a turning point using chronology, cause and effect, and geography marks a meaningful turning point.

6.4.2

Contextualize expansion of the Turks and Mongols through migration, pastoralism, military geography, trade, and conquest.

Description

Indicator 6.4.2 was created to help students contextualize the expansion of the Turks and Mongols by examining migration, pastoralism, horsemanship, military geography, trade networks, conquest, empire building, and the effects of expansion across Europe and Asia.

Classification

CX Context GX Global Exchanges M Mapping

Vocabulary

contextualizemigrationpastoralismnomadic societyspatial patternconquestempire buildingmilitary geographytrade networkgovernmentreligiontradehorsemanshipmigratory societiesreliance on trade and spoilsconqueststaxation for use of tradeMongol EmpireGenghis KhanKublai KhanYuan DynastyTurksAbbasid DynastySeljuk TurksOttoman EmpireConstantinopleIstanbuldiseasewar tacticsIslameffect on Byzantine Empire

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to expansion of the turks and mongols through migration, pastoralism, military geography, trade, and conquest.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe expansion of the turks and mongols through migration, pastoralism, military geography, trade, and conquest, correctly applying terms such as contextualize, migration, pastoralism, nomadic society.

DOK 3 · Strategic Thinking

Student contextualizes expansion of the turks and mongols through migration, pastoralism, military geography, trade, and conquest by explaining the historical conditions, geographic setting, institutions, and beliefs that shaped it.

DOK 4 · Extended Thinking

Student evaluates how a change in context altered the meaning or impact of expansion of the turks and mongols through migration, pastoralism, military geography, trade, and conquest across more than one society, region, or period.

ELA / CER bridge: Contextualization CER writing should answer when, where, under what conditions, and for whom, then explain how that setting shaped expansion of the turks and mongols through migration, pastoralism, military geography, trade, and conquest.

6.4.3

Evaluate changes and continuities in West Africa and the Americas.

Description

Indicator 6.4.3 was created to help students evaluate changes and continuities in West Africa and the Americas by examining trade, cities, government, religion, technology, agriculture, engineering, astronomy, and the development of complex societies.

Classification

CC Continuity and Change SF State Formation, Expansion, Conflict DP Distribution and Patterns

Vocabulary

evaluatecontinuitychangegold and salt tradeastronomycalendarchinampasquipusterraced farmingroad systemengineeringPyramidsreliance on obsidianSuspension bridgesArchitectureCalendarsCity-statesConcept of zeroMythsMedical advancesgold and saltWest African KingdomsGhanaMaliSonghaiMansa MusaTimbuktuSankore MadrasahMayan CivilizationAztec EmpireInca EmpireTimbuktuAztec TechnologyMacahuitlWarfareprisoners of warMachu PicchuRoadway systemUse of masonryAfrican KingdomsIslamSub-Saharan Africa

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to changes and continuities in west africa and the americas.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe changes and continuities in west africa and the americas, correctly applying terms such as evaluate, continuity, change, West African Kingdoms.

DOK 3 · Strategic Thinking

Student identifies one major change and one major continuity connected to changes and continuities in west africa and the americas, explains why both matter, and supports the analysis with specific evidence.

DOK 4 · Extended Thinking

Student argues whether changes and continuities in west africa and the americas reveals greater change or greater continuity over time, using evidence from multiple regions, groups, or source types.

6.4.4

Compare complex societies in Africa, Asia, Europe, and the Americas using G.R.A.P.E.S.

Description

Indicator 6.4.4 was created to help students compare complex societies in Africa, Asia, Europe, and the Americas by using G.R.A.P.E.S. to analyze geography, religion, achievements, politics, economics, and social structure across multiple civilizations.

Classification

CO Comparison SF State Formation, Expansion, Conflict

Vocabulary

comparecontrastcomplex societygeographyreligionachievementspoliticseconomicssocial structurehierarchypowereconomyCity-statesRole of religion in governmentDynastic cycleKhansFeudal SystemMonarchySultanAstronomyPyramidsreliance on obsidianQuipusSuspension bridgesTerraced farmingArchitectureCalendarsConcept of zeroMythsMedical advancesgold and saltWest African kingdomsIslamic empiresMedieval EuropeJapanImperial ChinaMayansAztecsIncasAztec EmpireMoctezumaInca EmpireSapa IncaMayan CivilizationYuan DynastyDaimyoEmperorSamuraiShogunMagna CartaPopeRoman Catholic ChurchOttoman EmpireMansa MusaInvestigate Timbuktu’s influence in the world over timeAztec TechnologyChinampasMacahuitlWarfareprisoners of war as humanMachu PicchuRoadway systemUse of masonryAfrican KingdomsGhanaIslamMaliTimbuktuSankore MadrasahSonghaiSub-Saharan Africa

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to complex societies in africa, asia, europe, and the americas using g.r.a.p.e.s.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe complex societies in africa, asia, europe, and the americas using g.r.a.p.e.s, correctly applying terms such as compare, contrast, complex society, geography.

DOK 3 · Strategic Thinking

Student compares two relevant societies, regions, events, or systems and explains one meaningful similarity, one meaningful difference, and the historical significance of the comparison.

DOK 4 · Extended Thinking

Student develops a comparative argument about complex societies in africa, asia, europe, and the americas using g.r.a.p.e.s, weighs evidence from multiple categories, and explains which similarity or difference is most historically significant.

ELA / CER bridge: Comparative CER writing should make the comparison explicit: claim the similarity or difference, cite evidence from each example, and explain why the comparison matters for understanding complex societies in africa, asia, europe, and the americas using g.r.a.p.e.s.

6.4.5

Explain how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion.

Description

Indicator 6.4.5 was created to help students explain how resources, environmental conditions, geographic barriers, trade routes, fertile land, strategic waterways, pastoral lands, mountains, deserts, and urban centers influenced conflict, cooperation, trade, conquest, and expansion.

Classification

CE Causation GX Global Exchanges GE Gather Evidence and Communicate Findings

Vocabulary

explaincauseeffectresource distributionenvironmental conditionsgeographic barriernatural resourcegoldsaltfertile landstrategic waterwaystrade routeshorsespastoral landsmountainsdesertsurban centersconflictcooperationconqueststate expansion

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion, correctly applying terms such as cause, effect, resource distribution, environmental conditions.

DOK 3 · Strategic Thinking

Student constructs a cause-and-effect explanation showing how how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion produced specific short-term and long-term consequences, using evidence from at least two source types.

DOK 4 · Extended Thinking

Student investigates how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion across more than one region or time period, evaluates competing causal explanations, and defends the strongest interpretation with evidence.

ELA / CER bridge: Cause-and-effect CER writing should make each link visible: name the cause, cite the evidence, explain the immediate effect, and connect it to the larger consequence related to how resources, environment, and barriers influenced conflict, cooperation, trade, conquest, and expansion.

6.4.6

Analyze multiple perspectives on empires, conflicts, trade, religion, and complex societies.

Description

Indicator 6.4.6 was created to help students analyze empires, conflicts, trade, religion, and complex societies from multiple perspectives by using sources, maps, visual evidence, claims, corroboration, author’s purpose, and historical context.

Classification

E Evidence GX Global Exchanges GE Gather Evidence and Communicate Findings

Vocabulary

analyzeclaimevidenceperspectivebiasargumentmultiple perspectivesprimary sourcesecondary sourcemapgeographic modelvisual evidencecorroborationauthor’s purposetradereligionconquestcultural exchangeReligious text(s)Maps/Graphs

DOK-Leveled Performance Examples

DOK 1 · Recall

Student identifies key vocabulary, people, places, events, or categories connected to multiple perspectives on empires, conflicts, trade, religion, and complex societies.

DOK 2 · Skill and Concept

Student uses a source, map, chart, image, or short reading to describe multiple perspectives on empires, conflicts, trade, religion, and complex societies, correctly applying terms such as multiple perspectives, primary source, secondary source, map.

DOK 3 · Strategic Thinking

Student constructs an evidence-based explanation about multiple perspectives on empires, conflicts, trade, religion, and complex societies, citing multiple sources and explaining how each source supports the claim.

DOK 4 · Extended Thinking

Student synthesizes sources with different perspectives on multiple perspectives on empires, conflicts, trade, religion, and complex societies, evaluates credibility or limitations, and produces a conclusion that acknowledges missing evidence.

ELA / CER bridge: Evidence-based CER writing should cite the source, explain what it shows, connect it to the claim, and acknowledge what the source cannot prove about multiple perspectives on empires, conflicts, trade, religion, and complex societies.