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Students will learn to ask and answer questions about ancient civilizations (Mesopotamia, Egypt, Greece, Rome, and Middle Ages). They’ll use evidence (pictures, videos, short texts) to explain how life then connects to life now.

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Students will compare food, homes, jobs, games, and traditions from ancient times to today. They’ll see how values and beliefs shape culture, and how those things continue to influence us today.

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Students will see how rivers (Nile, Tigris/Euphrates), mountains, and trade routes shaped where people lived, what they ate, and how civilizations grew.

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Students will study how farming, trade, and inventions (like money, markets, and tools of the day) supported growth of civilizations and shaped life today.

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SS.Inq1.a.i Develop a list of open- and closed-ended questions on a topic or issue.

SS.Econ1.a.1 Differentiate between a “want” and a “need”. Describe resources that are important or useful to you, your family, community, and country.

SS.Hist2.c.e Explain how something happening outside of your home can affect your family. SS.Hist3.a.h Analyze significant historical periods and their relationship to present issues and events.

SS.Hist3.a.h Analyze significant historical periods and their relationship to present issues and events.

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SS.BH1.a.2 Understand we are individuals influenced by our relationships and environments.

SS.BH1.b.4 Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.

SS.BH2.a.4-5 Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.

SS.BH2.b.4 Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.

SS.BH3.a.2 Compare a belief in one culture to one in a different culture (e.g., How do people in a different country celebrate their birthdays?).

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AFNR.ALLR.1.A: Trace historical development of agriculture’s role in establishing ancient and modern societies.

AFNR.ALLR.1.C: Determine relationships among agriculture, environment, plants, and animals for food, fiber, energy, health, society, and economics.

SS.Geog1.b.1-2 Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.

SS.Geog2.a.K-1 Analyze where and why people live in certain places. Classify the local community as rural, suburban, urban, or tribal.

SS.Geog2.b.2 Explain why people have moved to and away from their community.

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IEP Goal: “Student will review a social scenario and provide one logical, appropriate response to the situation in 3/4 scenarios.”

Why do the standards above connect to the IEP Goal:

When students practice responding to social scenarios, they’re learning how to see things from another person’s point of view and make good choices. In our Culture Through the Ages class, this connects directly to how we study relationships, problem-solving, and values in different cultures, helping students build both academic and real-life skills.

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MME.EXP.1.B: Describe the role of pricing in marketing, and identify the factors that influence a product’s price.

PFL.FM1.a.e: Differentiate between buyers (consumers) and sellers (producers).

PFL.FM​​2.a.e: Identify why people decide to earn, save, spend, or give money.

SS.Econ4.e.2: Investigate how people can benefit themselves and others by developing special skills and strengths. Hypothesize why people in one country trade goods with people in another country.

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IEP Goal: “Student will demonstrate an understanding of basic math concepts (addition, digital clock reading, and basic money counting skills) through real-life applications with 60% accuracy in 3/5 scenarios.”

Why do the standards above connect to IEP Goal:

Students practicing money math are literally applying economics standards (buying, selling, pricing) while reinforcing numeracy skills.

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IEP Goal: “Student will read 100 sight words at a first-grade level with 90% accuracy in 4/5 instances.”

Why do the standards above connect to the IEP Goal:

When the students build their sight word fluency, they gain the ability to read and understand the short texts, charts, and questions we use in my Culture Through the Ages class. If they can’t decode the words, they miss the chance to fully engage in the inquiry based activities where we explore how people lived and solved problems throughout history.