Map and Timeline Skills 6.1.spi.2

1. Map and Timeline Skills 6.1.spi.2 I can identify what an archaeologist studies. I can identify what an anthropologist studies. I can identify what a geologist studies. I can identify the job of a historian.

2. Map and Timeline Skills6.3.spi.1 • I can use a compass rose to find locations on a world map. • I can use the map key to read a map. • I can use the scale of a map to determine distance between locations. • I can distinguish the difference between latitude and longitude line on a map. • I can find locations using latitude and longitude. • I can identify the 7 continents. • I can locate the 7 continents by their hemisphere and their relation to other continents. • I can identify the 5 oceans. • I can locate the oceans by their location in relation to the continents and hemispheres.

3. Map and Timeline Skills6.3.spi.5 • I can interpret information represented on a political map. • I can interpret information represented on a resource map. • I can interpret information represented on a product map. • I can interpret information represented on a physical map. • I can interpret information represented on a climate map. • I can interpret information represented on a vegetation map.

4. Map and Timeline Skills6.3.spi.2 • I can restate the definition of geographic forms in my own words. • I can identify the definition of the basic geographic forms. • I can locate basic geographic forms on a map.

5. Map and Timeline Skills6.3.spi.6 • I can determine what a bar graph is and identify the various parts (title, x-axis, y-axis, contrast of bars). • I can determine what a circle graph is and identify the various parts (title, key, pieces) • I can determine what a line graph is and identify the various parts (title, line, rise and fall of line)

6. Map and Timeline Skills6.5.spi.6. recognize • I can identify the definition for the various time periods (BCE, AD, centuries, decades, prehistoric, historic) • I can use a timeline to show my understanding of BCE, AD, centuries, decades, prehistoric time, and historic time.

7. Mesopotamia6.1.spi.1 • I can define culture and list aspects of a society that make up a culture. • I can list the components of a Mesopotamian society that make up their culture (language, common values, traditions, government, art forms, literature, and lifestyle).

8. Mesopotamia6.1.spi.3. • I can explain that prior to Abraham, Mesopotamian people were primarily a polytheistic people. • I can identify the characteristics Judaism and Abraham as the founder. • I can explain the part that Moses played in the deliverance of the Jewish people from Egypt. • I can analyze how the beliefs of the Jews affected events in Mesopotamia.

9. Mesopotamia6.1.spi.4. • I can identify the Epic of Gilgamesh as a Mesopotamian epic. • I can discuss characteristics of Mesopotamian culture that are portrayed in the epic.

10. Mesopotamia6.1.spi.6. • I can explain why Mesopotamian city-states settled next to the Tigris and Euphrates.

11. Mesopotamia6.1.spi.7 • I can explain that cuneiform was a type of writing that used wedge-shaped symbols. • I can identify how Mesopotamia used cuneiform in their everyday life.

12. Mesopotamia6.1.spi.8 • I can explain how the Jewish religion spread because of the Diaspora

13. Mesopotamia6.2.spi.1 • I can define the term barter. • I can explain that Mesopotamians attained what they needed through a surplus and bartering.

14. Mesopotamia6.2.spi.3. • I can explain the lifestyle of the hunter gatherers and how this forced them to constantly migrate. • I can explain how the discovery of agriculture led to surplus, specialization, artisans, large villages, permanent shelters, and the domestication of plants and animals.

15. Mesopotamia6.2.spi.4 • I can understand and explain why Mesopotamian cities formed between the Tigris and the Euphrates. • I can list the specific benefits of settling next to rivers.

16. Mesopotamia6.3.spi.3 • I can find and label Mesopotamia on a world map.

17. Mesopotamia6.3.spi.4 • I can understand and explain why Mesopotamian cities formed between the Tigris and the Euphrates. • I can list the specific benefits of settling next to rivers.

18. Mesopotamia6.3.spi.5. • I can analyze a variety of maps to better understand Mesopotamia (resources, city-states, etc. )

19. Mesopotamia6.3.spi.6 • I can interpret a graph that shows the growth of populations after the agricultural revolution. • I can interpret characteristics of a complex village.

20. Mesopotamia6.4.spi.16.4.spi.2. • I can explain the informal family based government used by the nomads. • I can explain why there was a need for formal governments began to arise during the Agricultural revolution. • I can explain that the first governments grew out of a need to solve problems within civilizations. • I can explain the role of a priest in Mesopotamian cities as both a leader of government and religion. • I can explain how villages grew into cities and then city-states. • I can explain why Mesopotamian city-states began to have kings for protection and guidance and that a king is the head of a monarchy.

21. Mesopotamia6.4.spi.3 • I can identify Hammurabi as a Babylonian king and that Babylon is in Mesopotamia. • I can explain that Hammurabi created a code of law by looking at all the existing laws in the empire and putting them together in one set of laws. • I can explain the importance of Hammurabi writing the laws on a pillar in the city, and how this was different from previous codes of law.

22. Mesopotamia6.5.spi.1 • I can place significant Mesopotmian events in time sequence on a timeline.

23. Mesopotamia6.5.spi.2. • I can define the terms nomads, hunter gatherers, and agriculture. • I can describe the lifestyle of a nomad. • I can describe the lifestyle of a farmer after the agricultural revolution and how it was so different from that of a nomad.

24. Mesopotamia6.5.spi.4. • I can explain that cuneiform was a type of writing that used wedge-shaped symbols. • I can identify how Mesopotamia used cuneiform in their everyday life.

25. Mesopotamia6.5.spi.5. • I can explain the importance of the agricultural revolution. • I can explain how the development of tools made life different for Mesopotamians. • I can explain the importance of the Mesopotamian writing system. • I can identify the wheel, irrigation and the plow as Mesopotamian inventions and why they were so important to the farmers.

26. Mesopotamia6.5.spi.7 • I can place Mesopotamian events on a timeline and recognize the time period as being “Early Civilizations”

27. Mesopotamia6.5.spi.8. • I can list cultural characteristics of Mesopotamia after reading the Epic of Gilgamesh. • I can recognize artifacts from a complex village.

28. Mesopotamia6.5.spi.11. • I can define economy, social class, and political authority. • I can explain how Mesopotamia’s economy revolved around agriculture. • I can explain the different levels of the Mesopotamian (Sumer) social classes. • I can explain that Mesopotamia divided into city-states for political reasons. • I can identify the common religious practices in Mesopotamia. • I can explain that they priests and kings were the head of the government and religion, and that this religious leadership gave them power over the people.

29. Mesopotamia6.5.spi.12. • I can explain how climate change led to the development of the agricultural revolution. • I can explain why nomads began to look for other food sources through farming. • I can explain how a desire for more land and wealth influenced a Mesopotamian city-states and surrounding areas.

30. Mesopotamia6.5.spi.13 • I can explain the importance of the agricultural revolution.

31. Mesopotamia6.5.spi.17 • I can identify the Sumerians as being polytheistic. • I can identify their four main gods as being sky, wind, hills, and water.

32. Egypt6.1.spi.1 • I can list the components of a Egyptian society that make up their culture (language, common values, traditions, government, art forms, literature, and lifestyle). • I can discuss the importance of monuments and statues as a part of Egyptian culture.

33. Egypt6.1.spi.6 • I can explain why the Egyptian civilizations settled next to the Nile. • I can explain how the Sahara impacted Egyptian society

34. Egypt6.1.spi.7 • I can explain that hieroglyphics were a type of writing that used pictures to represent words and sounds. • I can identify how Egypt used hieroglyphics in their everyday life.

35. Egypt6.2.spi.1. • I can explain the importance of trade in the Egyptian Economy.

36. Egypt6.2.spi.4. • I can understand and explain why Egyptian cities formed around the Nile river. • I can list the specific benefits of settling next to the Nile.

37. Egypt6.3.spi.3 • I can find and label Egypt on a world map.

38. Egypt6.3.spi.4 • I can explain why the Egyptian civilizations settled next to the Nile. • I can explain how the Sahara impacted Egyptian society.

39. Egypt6.3.spi.5 • I can analyze a variety of maps to better understand Egypt (resources, trade, boundaries, etc. )

40. Egypt6.4.spi.1 • I can discuss and explain the term empire. • I can identify an Egyptian Pharaoh as the head of a Monarchy.

41. Egypt6.4.spi.4. • I can discuss what life would be like and the roles of individuals in various levels of the Egyptian class system.

42. Egypt6.5.spi.1 • I can place significant Egyptian events in time sequence on a timeline. • I can use a timeline to discuss events from multiple civilizations that occurred at the same time.

43. Egypt6.5.spi.2 • I can identify Egypt as an agricultural community. • I can describe the lifestyle of a farmer in Egypt and how his practices compare the life of famers in Mesopotamia in regard to the tools used.

44. Egypt6.5.spi.3 • I can describe the characteristics of Egyptian artifacts. • I can look at a variety of artifacts and distinguish which belong to the Egyptians.

45. Egypt6.5.spi.4. • I can explain that hieroglyphics were a type of writing that used pictures to represent words and sounds. • I can identify how Egyptians used hieroglyphics in their everyday life.

46. Egypt6.5.spi.5 • I can identify specific tools that were developed for the purpose of fishing and trading on the Nile. • I can compare and contrast Mesopotamian irrigation methods with the methods of the Egyptians. • I can list significant advances in Egyptian science and technology.

47. Egypt6.5.spi.7. • I can place Egyptian events on a timeline and recognize the time period as being “Early Civilizations”

48. Egypt6.5.spi.8. • I can list cultural characteristics about Egyptian’s belief in afterlife after reading an expert from the Book of the Dead.

49. Egypt6.5.spi.11 • I can explain the significance of trade to the Egyptian civilization. • I can explain how life was different for people in the different levels of the Egyptian social pyramid. • I can discuss how the Egyptian mythologies influenced their everyday lives. • I can identify how their beliefs about the afterlife played a significant role in their burial practices. • I can explain the pharaoh’s role as the head of the government and the religion.

50. Egypt6.5.spi.12. • I can explain how a desire for more land and wealth influenced Egyptian pharaoh and led to the growth and change within the civilization. • I can explain how Egypt changed as they were conquered by other civilizations.