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MOHONASEN CENTRAL SCHOOL DISTRICT Curriculum Map For Social Studies Grade 6 Text: Our World’s Story (Monthly divisions
are not exact and may vary slightly) |
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SEPTEMBER
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UNITS
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STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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1.
The First Cultures 2.
Geography 3.
Otzi "The
Iceman" 4.
The First Cultures
(Paleolithic and Neolithic Eras) |
Standard 2 – World History Standard 3 - Geography |
- Textbook, Our World: Pages
4 - 19 - National Geographic and The
Iceman by Don Lessem & Pages 22 – 23 in text - Textbook, Our World Chapter 1, Lessons 1- 3 --Pages 28 - 50 Dar and the Spear
Thrower (Historical Fiction) |
Maps Textbook: Our World Historical
Fiction: Dar and the Spear Thrower National
Geographic Atlases Videos |
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SKILLS |
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Students will be able
to: 1. Explain the meaning and importance of geography 2. Identify the
meaning of culture and how it crosses physical borders 3. Understand the latitude, longitude and hemispheres 4. Correctly label and distinguish between the seven
continents 5. Understand timelines by seeing how important events
and developments in world 6.
Interpret and analyze
documents and artifacts related to significant developments and events in
world history
7.
Explain the meaning of values in culture and the effect of technology
on culture 8.
Identify the sources historians use to piece together the past 9.
Explain how archeological discoveries can change views of the world 10.
Know some important
historic events and development of past civilizations |
11.
Study how people live,
work, and utilize natural resources 12.
Identify the meaning
of the Stone Age and place it in time 13.
Describe the culture
during the Stone Age 14.
Analyze how the use of tools developed as life changed among early
humans 15.
Define and explain technology as it relates to tools and the use of
tools 16.
Describe how fire changed the lives of early humans 17.
Explain how early people discovered and began using metals 18.
Describe changes that occurred at the end of the Ice Age 19.
Explain factors that led to permanent settlements 20.
Summarize the ways that Catal Huyak exemplified the changes brought
by agriculture |
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CONCEPTS |
KEY QUESTIONS |
ASSESSMENTS |
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Geography: - Location and Position of seven continents -
Latitude and longitude coordinates Change: Hunter’s and Gatherers - Small clans meet basic needs. - Clans grow in size and develop division of
labor. Interaction with different environments and geography: Development
of Agriculture - People discover agriculture and domesticate plants and animals. - Leads to permanent settlements and
settling near rivers. Conflict and
cooperation: - People must work
together to survive. -
Increasing importance of land leads to conflict. Political
System: - Understand the ways
early peoples developed to govern their societies. Religious Ideas: -
Member of early societies developed belief systems to explain events that
they did not understand. |
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1. Label the seven continents, four oceans,
and other important points on a map 2. Find locations given the
latitude/longitude coordinates, as well as find latitude/longitude
coordinates given a location. 3. Complete assigned questions in textbook
and submit for review. 4. Packets 5. Complete Dar and the Spear Thrower
Worksheets for every four chapters read.
(Requires analysis and critical thinking regarding story) 6. Analyze photographs of pre-historic
artifacts and hypothesize about identity and function of artifact. Record these on an analysis sheet. 7. Complete journal entry and integrate ideas
about the last moments for Otzi the Iceman. 8. Divide into groups and play survival
game. Object is to simulate
prehistoric survival and have your group survive the longest. (Not required) 9. Draw a poster or write a letter depicting
some aspect of early people and life ways.
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OCTOBER
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
The
Fertile Crescent (Ancient Mesopotamia)
|
Standard
2 –World History Standard
3 - Geography |
Chapter
2, Lessons 1-4 -
Pages 52 - 78 |
Textbook,
Our World Mesopotamian
Play (Analyze
Code of Hammurabi) Miscellaneous
Worksheets Projects Internet |
SKILLS
|
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|
Students
will be able to:
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
|
Interaction with
different environments and geography: -
The discovery of agriculture forced people to settle near sources of water. (River valleys) - The increasing importance of farming leads to conflict over land. - Environmental interactions – development
of technology. Technology: -
Early settlers along the Tigris and Euphrates developed technology to solve
problems. - Technology used to develop agricultural
tools also was used to develop weapons. - To keep a record of ownership and trade picture
symbols evolved into a system of writing. Government: - People developed more complex forms of
government. - Central Government continuity -
Law developed to keep order. Religion: - Importance of agriculture reflected in
religious beliefs. - Belief that natural events were signs of
their gods’ displeasure. - City life had a religious focus Economics/Interdependence: - Successful agriculture led to a complex division of labor. - Surplus of food and complex division of
labor led to trade. |
1.
Describe the geographic conditions of Mesopotamia. 2.
How did technology help civilizations develop in the Fertile Crescent? 3.
Explain how cuneiform developed and why it was so important to the Sumerians 4.
How did cultural needs and values contribute to the development of law and
government? 5.
Analyze Babylonian life under the Code of Hammurabi. 6.
Explain the role religion played in ancient Mesopotamia |
1.
Internet Treasure Hunt (Not required) 2.
Question stations 3.
Packets 4.
Code of Hammurabi law review from the play 5.
“Eye for an Eye” Group Rules project 6.
Unit Test |
NOVEMBER
|
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UNITS
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STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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|
Nile
River Valley (Ancient Egypt) |
Standard 2 – World History Standard 3- Geography |
Chapter
3, Lessons 1-4 -
Pages 80 - 108 |
Textbook,
Our World Video: Pyramid, by David Macauley Ancient
Egypt Websites Library: Travel Brochure Research Egyptian
Cinderella |
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SKILLS
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Students
will be able to: 1. Describe the Nile River, the geographical
area through which it runs, and the effects of its floods on ancient farmers
in the region 2. Explain how the people of Egypt used the
Nile River to develop rich agriculture 3. Explain how ancient Egypt was united 4. Analyze the workings of government and the
importance of religion in Egypt 5. Describe the structure and purpose of the
pyramids 6.
Explain hieroglyphics, the Egyptian system of writing 7.
Describe the changes that came to Egypt during the years of the Middle and
New kingdom 8.
Analyze how Egyptian ideas and skills spread as the kingdom declined 9. Analyze the relationship between the
religion of the ancient Egyptians and nature 10. Evaluate how the Pharaoh contributed to
continuity in Egyptian life. 11. Identify how religious beliefs led to the
construction of the pyramids 12.
Describe the geographical locations of Nubia and explain how it was
divided into two regions 13.
Explain how Nubia and Kush developed and grew wealthy 14.
Analyze the political and social structure of Kush and trace its history in
relationship to Egypt |
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CONCEPTS
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KEY QUESTIONS |
ASSESSMENTS |
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|
Interaction with
different environments and geography: - The annual flooding of the Nile River
provided water and farmland essential for life in a desert region. - The Egyptian calendar was divided
according to the seasonal variations of the Nile River. Government: -
The strong rule of the Pharaoh led to continuity in Egyptian
civilization. Social
Structure - Increasing complexity in the social structure leads to the emergence of a middle class. Religion - Religious belief lead to elaborate burial practices to preserve bodies of Pharaoh for the “afterlife” - Increasingly elaborate burial practices lead to the construction of the pyramids. |
1. Describe the Nile River and the effects
of its floods on ancient farmers. 2. Explain how the people of Egypt used the
Nile River to develop agriculture. 3. Explain how upper and lower Europe were
united. 4. Analyze the dynasties of Egypt and how
they incorporated religion into government. 5. Discover why and how pyramids were
built. 6. Learn about hieroglyphics 7.
Describe the characteristics of the Old, Middle, and New Kingdoms of Egypt. |
1. “Pulling up Pyramid Facts” - Students
rotate through stations to find answers in different articles. 2. Egypt Map – students create a map of
Ancient Egypt (Not required) 3.
“Journey to the Past” - Students create and Ancient Egyptian Travel Brochure. 4. Various Worksheets -
Pyramid Video -
Packet 5. Create a cartouche 6. Unit Test |
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DECEMBER
|
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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Huang
He Valley
(Ancient
China) |
Standard
2 – World History Standard
3 - Geography |
Chapter
5, Lessons 1-4 -
Pages 144 - 172 |
Textbook,
Our World Growing
Up in Ancient China Book by Ken Teague Assorted
Videos Legend
of the Silk Pictures,
Postcards, Various Chinese Materials |
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SKILLS
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Students will be able to:
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CONCEPTS
|
KEY QUESTIONS
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ASSESSMENTS |
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-
Understand cultural values, beliefs and traditions of Chinese society. - Describe the relationship between people
and environments and the connections between people and places. -
Genghis Khan & Mongols |
1.
How did the various dynasties in China cause both continuity and change? 2.
Why did China’s geographic isolation cause them to have a strong sense of
their importance? |
1.
Various Worksheets 2.
Ancient China Today “TV Presentations” (Not required) 3.
Power Point Presentation of Information 4.
Packet 5.
On-line Web quest 6.
Unit Test w/ Essay |
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JANUARY
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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Ancient
Greece
|
Standard 2 – World History Standard
3 – Geography |
Chapter
6, Lessons 1-4
-
Pages 182 - 214 |
Textbook,
Our World Various
Video Clips Olympic
Game Supplies Magnets Trading
Card Materials Internet |
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SKILLS |
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Students will be able
to: 1.
Evaluate
how geography affected the way early people lived in Ancient Greece; how the
rugged terrain challenged people 2.
Explain why the environment led people to
become seafarers 3.
Describe
how sea trade served as a lifeline for Greek people 4.
Identify
and understand the role of early eastern Mediterranean cultures 5.
Analyze
the structure of Greek city-states 6.
Compare
and contrast the cultures of Sparta and Athens 7.
Summarize
how democracy worked in Ancient Athens 8.
Identify
the great achievements and thinkers of Athens’ Golden Age 9.
Describe
the form of government during Athens’ Golden Age 10.
Analyze
the effects of war on Athens and the development of the new power in
Macedonia 11.
Analyze
how Alexander the Great built a multicultural empire by spreading Greek
culture 12.
Identify
the meaning of Hellenism and how it developed |
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
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|
-
Understand how geography affected the lives of early people on the Balkan
Peninsula. - Discover how Greek
city-states were alike and different. - Learn that Ancient Greeks experienced a Golden Age of
Literature and learning. - Learn how the conquests of Alexander the Great led him
to become the ruler of a multicultural empire. |
1. How did geography affect the way the early Greeks
lived? 2.
How were Sparta and Athens different? How were they similar? 3.
How did the stories of Homer contribute to the legacy of Greece? 4.
Why did the Greek city-states band together in leagues? 5.
What was the Golden Age of Athens?
Why did the Golden Age end? 6.
How did Alexander the Great build his empire? 7.
What made Alexander so great? |
1. Decorate a Minoan Vase depicting the lives of the
early Greeks. 2. Sparta vs. Athens Venn Diagram Chalk Board activity
and/or Board Game (Not required) 3. Olympic Games 4.
Create a trading card containing facts and a picture of a famous Greek. 5.
Greek trial simulation (Not Required) 6. Internet Hunt for historical philosophers,
mathematicians, and scientists (Not required) 7.
Packet 8.
Text book questions 9.
Unit Test |
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FEBRUARY
|
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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Ancient
Rome
|
Standard 2 – World History Standard
3 – Geography |
Chapter
7, Lessons 1 - 4 - Pages 216 - 246 |
Power
Point Presentation Textbook,
Our World Project
Supplies Group
Work Materials |
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SKILLS |
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|
Students will be able to:
4.
Describe the founding
of the roman republic 5.
Describe how Rome grew
into a powerful civilization 6.
Analyze the Wars with
Carthage and the problems in Italy. 7.
Explain how Julius
Caesar and the Senate struggled for Power over Rome 8.
Describe how Augustus
created the Roman Empire 9.
Analyze daily life by
the investigation of Pompeii 10.
Identify Rome’s great architectural achievements 11.
Explain how Christianity developed, its major beliefs & how it
spread throughout Europe 12.
Identify the invading
groups of the Roman Empire |
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CONCEPTS
|
KEY QUESTIONS
|
ASSESSMENTS |
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|
- Observe the effects of geography on the lives of early
people of the Italian peninsula. - Learn how Rome was discovered and its many changes from
a monarchy to a republic to a dictatorship. -
Compare and Contrast Roman construction with Greek architecture.
-
Observe that the Roman religion was a unifying force in the Empire. -
Understand how Rome changed from a republic to a dictatorship under Julius
Caesar. - Explain how Augustus’s rule marked the beginning of the
Roman Empire. -
Analyze how the government, army, and road system helped unite the people of
the Roman Empire? |
1. How did
geography affect the lives of the early settlers of the Italian peninsula? 2. Who were Romulus and Remus? 3. How did the Greeks influence Roman
architecture? 4. Analyze the government in Rome during the
republic and compare it to our government today. 5. What type of ruler was Julius Caesar? 6. Who became Rome’s first emperor? 7. How did the army and its road system unite
the people of the Roman Empire? 8. How did Roman technology improve the lives
of those in the Roman empire? |
1. Various Rome Internet Interactive
Projects, Tours, Web quests, etc.
2. Create a Roman Picture Book
3. Ancient Rome Archaeological Dig Group
Project 4.
Packets 5.
“Can you save the Roman Republic?”
Project (Not required) 6. Law of the Twelve Tables Group Work 7. Build a Temple (Not required) 8. Unit Test |
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MARCH
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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1.
Byzantine Empire
2. The Muslim Empire
3.
Middle Ages |
Standard 2 – World History Standard
3 – Geography |
Chapter 7, Lesson 5 - Pages 246 - 253 Chapter 9, Lessons 1-3 - Pages 280 - 300 Chapter 11, Lessons 1-3 - Pages 334 - 355 |
Textbook,
Our World Feudal
M&M’s Video:
A Knight’s Tale (Edited) Medieval
Day preparations Project
supplies |
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SKILLS |
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|
Students will be able
to: 1.
Explain how and why
Diocletian divided the empire 2.
Describe the
accomplishments of Justinian and Constantine and how the Byzantine Empire
continued Roman traditions 3.
Describe the physical
characteristics of the Arabian peninsula 4.
Describe the
pre-Islamic cultures of the desert 5.
Explain how caravans
brought power and wealth to the peoples of the desert 6.
Identify the early
life of Muhammad and the events that led to the founding of Islam 7.
Describe the growth
and spread of Islam 8.
Analyze the Quran, the
Five Pillars, & other basic Muslim beliefs and practices 9.
Analyze the rule of
the Caliphs 10.
Describe the growth of
the Muslim power 11.
Analyze the
scientific, art, and literature contributions of the Muslim culture 12.
Identify Europe’s main
geographic features & how they have affected development 13.
Describe Charlemagne’s
empire 14.
Explain the Norman
invasion of England 15.
Describe
characteristics of life under feudalism 16.
Analyze the importance
of the Magna Carta 17.
Describe the role of
Christianity & crusades 18.
Evaluate the effects
of the Black Plague on Europe |
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
|
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- Learn that after the
fall of the Roman Empire the surviving remnants moved to the east and became
the Byzantine Empire.
-
Evaluate how the Byzantine Emperor Justinian looked to the past to build his
empire and analyze how Justinian’s wife, Theodora, improved the
Byzantine Empire. -
Summarize the disagreements that led to the division of the Christian Church. -
Learn about the founding of the Muslim religion by Muhammad; analyze the
growth of Islam and the development of the Muslim Empire. -
Discuss the causes of division within the Muslim Empire. -
Describe how western Europe entered the Dark Ages after the fall of Rome. -
Evaluate social and religious life in Europe during Middle Ages. -
Describe the feudal system. -
Learn about life in castles. -
Learn how the bubonic plague affected the population in Europe. -
Interpret the Magna Carta as a reaction to the rise of Nation-states. |
2. Why is the Byzantine Empire considered the heir to the
Roman Empire? 3.
Who was the most influential emperor of the Byzantine Empire? 4.
Why did Justinian look to Ancient Rome when building his empire? 5.
How did Theodora influence the thinking of her husband? 6.
How did disagreements cause the Christian Church to change? 7.
What led Muhammad to begin the religion of Islam? 8.
Why did the Islamic religion spread so rapidly to such a wide area? 9.
What were some achievements of the Muslim civilization? 10.
What caused divisions in Islam and the Muslim Empire? 11.
How did the feudal system work? 12.
How did the Black Plague change life in Europe? 13.
How did the Magna Carta affect the power of kings? |
Byzantine/Islam 1.
Packet 2. Scavenger Hunt Questions 3.
Five Pillars Project (Not required) 4.
Unit Quiz Middle
Ages
1. Packet 2.
Building a medieval castle (Not required) 3. “What’s in a Name” Medieval Name Activity 4.
Feudal M& M’s Simulation 5. Knight Coat of Arms/Shields 6. A Special Dragon: English Tale (Not
required) 7.
In Robinhood’s Time: choose your own journey reading adventure (Not
required) 8. Sunday Service Simulation (Not required) 9. Vocabulary Quiz 10. Research project: Life in the Middle Ages (Not required) 11. TV Talk Show: Middle Ages (Not required) 12. Medieval Day: costumes, food, games, presentations, etc. 13. Unit Test |
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APRIL
|
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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Renaissance
& Reformation
|
Standard 2 – World History Standard
3 – Geography |
Chapter 11, Lesson 4 - Pages 356 - 365 Chapter 11, Lesson 5 - Pages 366 - 372 |
Textbook,
Our World Microsoft
Power Point Overhead
Projector Michelangelo
project necessities Political
cartoons Packets
& Tests |
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|
SKILLS |
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|
Students will be able
to: 1. Describe the roots of the Renaissance 2. Identify
important writers and painters 3. Explain how and where the Renaissance spread 4. Analyze the impact of the Renaissance on European
life and culture 5. Identify problems that led to the Reformation 6. Describe how Martin Luther and other Protestant
leaders protested against the church in Rome 7. Analyze the impact of the counter reformation on
Europe |
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
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|
- Analyze the causes of the rebirth of ideas in Italy. - Understand the influence of Greek and Roman culture on
Renaissance ideas. - Summarize how art changed during the Renaissance. - Observe the effect of the printing press on the spread
of ideas. -
Learn of the scientific contributions of Copernicus, Galileo, and
Newton. - Evaluate factors that that weakened the Catholic Church
in the 1500’s. -
Analyze how the Reformation changed Europe. |
1. Describe the roots of the Renaissance. 2. Identify important writers and painters of the
Renaissance. 3. Explain how and where the Renaissance spread 4. Analyze the impact of the Renaissance on
European life and culture? 5. Explain the heliocentric theory of the solar
system and why it was controversial. 6. Identify problems that led to the Reformation. 7. Describe how Martin Luther and other Protestant
leaders protested against the Church in Rome. |
1.
Packet 2.
Spider diagram on the power point or overhead projector 3.
Renaissance political cartoons (Not required) 4.
Exploring the Renaissance Quiz 5.
Paint like Michelangelo: students tape under their desks and use a
crayon to draw what teacher directs. (Sistine Chapel) 6.
Last Supper: Leonardo DaVinci 7.
Renaissance Power Point Presentation (Not required) 8.
Renaissance/Reformation Unit Test |
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MAY
|
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
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Technology
& Expansion
(Age of Exploration) |
Standard 2 – World History Standard
3 – Geography |
Chapter 14, Lessons 1-4 - Pages 446 - 471 (Some information on
scientific advances in this unit overlaps from the previous unit on Renaissance/Reformation) |
Textbook,
Our World Video:
The Golden Age of Exploration: Heroes or Pirates? (Not required) Packets Computer Tests
|
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|
SKILLS |
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|
Students will
be able to: 1. Explain the heliocentric theory of the
Solar System and why it was controversial 2.
Identify the important
scientists and scientific advances of the Enlightenment 3.
Explain how the
Enlightenment affected governments 4.
Describe the discovery
of a water route to Asia and its significance 5.
Identify the European
explorers of the Americas, their goals, and their achievements 6.
Describe Spanish and
Portuguese conquests in the Americas and their effects on Native Americans 7.
Identify the American
colonizers and the regions each one settled 8.
Identify the causes
and effects of the enslavement of Indians in the America 9.
Analyze African Slave trade, including human and economic impact 10.
Explain the role of slavery in the economic development of the
American South |
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
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|
-
Summarize developments that allowed Europeans to sail out into the Atlantic
Ocean. - Study the voyages of
Columbus and Magellan. - Analyze the significance
of the voyages led by Portugal and Spain. - Observe that England’s
defeat of the Spanish Armada helped it become a world power. -
Analyze Portuguese trade in Africa. - Summarize how the
triangle of trade system worked. - Evaluate the effect of
the slave trade on the people of Africa, Europe, and the Americas. |
1.
Identify important scientists and scientific advances of the
Enlightenment. 2.
Describe the discovery of a water route to Asia and its significance. 3.
Identify early European explorers of the Americas, their goals, and
their achievements. 4.
Describe Spanish and Portuguese conquests in the Americas and their
affects on Native Americans 5.
Identify other European colonizers and the regions each one settled. 6.
Identify Africa’s major geographical features? 7.
Identify common characteristics of the major Africa Kingdoms. 8.
Describe the role that the growth of trade and European exploration
played in the interaction between Europeans and the African Kingdoms. |
1.
Review/Assess Questions from textbook. 2.
Packet 3.
Geo-Search Computer simulation (Not required) 4.
Explorer Review by creating a graphic organizer of each explorer and
conquests 5.
Unit Test |
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JUNE
|
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UNITS
|
STANDARDS |
TEXT CHAPTERS |
RESOURCES |
||
Civilization
in the Americas: Mayans, Aztecs, Incas
|
Standard 2 – World History Standard
3 – Geography |
Maya: Chapter 6, Lessons
1-2 - Pages 256 - 269 Aztec: Chapter 13, Lessons
1- 2 - Pages 414 - 429 Inca: Chapter 13, Lesson 3 - Pages 430 - 436 (Some information taught in
this unit was previously taught in Age of Exploration Unit) |
Textbook,
Our World Project
materials Graphic
organizers |
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|
SKILLS |
|||||
|
Students will be able
to: 1.
Describe the geography
and climate of the major regions of North America 2.
Explain the arrival
and migration of ancient settlers 3.
Identify the important
features of the Olmec culture 4.
Identify the important
features of the Maya culture 5.
Explain Maya systems
of writing and mathematics and their importance to culture 6.
Identify the major
geographical features of South America 7.
Compare and Contrast
the climate of major regions of South America 8.
Explain how the winds
and ocean currents, such as El Niño, contribute to South America’s
climate 9.
Explain the beginnings
of the Aztec Empire 10.
Analyze the reasons
for the Aztec rise to power 11.
Identify aspects of
Aztec culture 12.
Explain the rise of
the Inca Empire 13.
Identify key points of Inca culture 14.
Analyze how the Inca created technology that allowed them to survive
in extreme conditions of the Andes |
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CONCEPTS
|
KEY QUESTIONS |
ASSESSMENTS |
|||
|
-
Analyze how civilization in the Americas adapted to and changed their
environments. -
Compare the Aztec, Inca and Mayan civilizations. |
1. Analyze the characteristics of the Aztec,
Inca, and Maya cultures prior to the arrival of the European explorers. |
Review/Assess
Questions from Textbook Packet Graphic
Organizer comparing the architecture, and arts of each civilization (Not
required) Time
line of three tribes (Not required) Assignment
Discovery: On-line research project with various topics concerning each
civilization (Not required) Video: The Maya (Not required) Student’s
Choice: Presentation Project on a Civilization |
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