The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society.  (1.1.a)

• Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and the rise of Communism. (1.2.a)

• Describe the interactions, conflicts, and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere. For example: Conflicts over land and resources between countries, the foundations of Eastern world religions, the historical roots of current issues, East/West contact, settlement patterns, the Korean War, the war in Vietnam, the Chinese Cultural Revolution, the Khmer Rouge in Cambodia, including acts of violence towards groups of people, and the discriminatory policies and events preceding those acts.  (1.2.c)

• Explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during significant eras or events, including their influence on modern society. For example: African Empires, the Silk Road and cultural diffusion, and the colonization of Africa, India, and Australia. (1.2.d)

• Interpret maps to make inferences and predictions. (2.1.d)

• Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence. (2.2.a)

• Explain how trade affects the production of goods and services in different regions. (3.1.c)

• Give examples illustrating the interactions between nations and their citizens. For example: South Africa’s system of Apartheid, human rights violations, genocide, Shari’ah law, government sanctioned economic policies, and socialized healthcare and education. (4.1.c)

• Identify international and regional public problems, research ways in which governments address those problems, and make connections to how the United States government addresses issues to protect the public good. (4.1.d)

• Explain the origins, functions, and structure of different governments. For example: Dictatorship, totalitarianism, authoritarian, monarchy, democracy, constitutional republic, socialism, fascism, and communism. (4.2.a)

• Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: The African Union (AU), the Association of Southeast Asian Nations (ASEAN), the United Nations, the World Bank, international treaties, and diplomacy. (4.2.b)

• Define resources from an economic and personal finance perspective. (5.1.a)

• Summarize how the distribution of resources impacts consumerism. (5.1.b)

• Compare and contrast goods and services available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history. (5.1.c)

Academic Vocabulary and Language Expectations

Review terms: commerce, scarcity, supply/demand, commodities, trade, developed country, developing country

Essential terms: Mongols, Silk Road, cultural diffusion, shrine, dynasty, reincarnation, caste system, polytheism, imperialism, partition 

Grade 6-8 Social Studies Language Expectations