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Topic: Myths and archetypes 

World History

 Standard 8.  Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE
  Level II (Grade 5-6)
   Benchmark 2.Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths)
    Knowledge/skill statements
     1.Knows the major characteristics of Hellenic sculpture, architecture, and pottery
     2.Understands how Hellenic sculpture, architecture, and pottery reflected or influenced social values and culture
     3.Knows characteristics of Classical Greek art and architecture
     4.Knows how characteristics of Classical Greek art and architecture are reflected in modern art and architecture
     5.Understands Socrates’ values and ideas as reflected in his trial and as an element of Greek culture
     6.Understands how Greek gods and goddesses represent non human entities
     7.Understands how gods, goddesses, and humans interact in Greek myths
  Level III (Grade 7-8)
   Benchmark 7.Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China and the similarities and differences in world view they suggest
    Knowledge/skill statements
     1.Knows creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China
     2.Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China
     3.Understands similarities and differences in world view suggested by the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China
 Standard 9.  Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE
  Level II (Grade 5-6)
   Benchmark 1.Understands the origins and social framework of Roman society (e.g., the geographic location of different ethnic groups on the Italian peninsula in the late 6th century BCE and their influences on early Roman society and culture, how legends of the founding of Rome describe ancient Rome and reflect the beliefs and values of its citizens, what life was like for the common people living in Rome and Pompeii)
    Knowledge/skill statements
     1.Knows the origins of Roman society
     2.Understands the social framework of Roman society
     3.Knows the geographic location of different ethnic groups on the Italian peninsula in the late 6th century BCE
     4.Understands the influence of different ethnic groups on the Italian peninsula on early Roman society and culture
     5.Knows how legends of the founding of Rome describe ancient Rome
     6.Knows how legends of the founding of Rome reflect the beliefs and values of its citizens
     7.Understands what life was like for the common people living in Rome and Pompeii
 Standard 17.  Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1st millennium CE
  Level III (Grade 7-8)
   Benchmark 2.Understands social features of Mayan culture (e.g., differing views concerning the causes for the decline of Mayan civilization, ways that Mayan myths reflect social values and daily survival skills)
    Knowledge/skill statements
     1.Knows differing views concerning the causes for the decline of Mayan civilization
     2.Knows ways that Mayan myths reflect social values and daily survival skills
  Level IV (Grade 9-12)
   Benchmark 1.Understands ways in which the Mayan world view and cultural life were portrayed (e.g., the Mayan cosmic world view and the role of Mayan deities as revealed in art and architecture, the descriptions of social and religious life inferred in Mayan [Bonampak] glyphs and murals, what the Popul Vuh tells about the Mayan world view and creation myth and its reliability as an account of the Mayan world view)
    Knowledge/skill statements
     1.Understands ways in which the Mayan world view was portrayed
     2.Understands ways in which the Mayan cultural life was portrayed
     3.Understands the Mayan cosmic world view as revealed in art and architecture
     4.Understands the role of Mayan deities as revealed in art and architecture
     5.Understands the descriptions of social and religious life inferred in Mayan (Bonampak) glyphs and murals
     6.Understands what the Popul Vuh tells about the Mayan world view and creation myth
     7.Understands the Popul Vuh’s reliability as an account of the Mayan world view
 Standard 24.  Understands the expansion of states and civilizations in the Americas between 1000 and 1500
  Level IV (Grade 9-12)
   Benchmark 3.Understands gender roles in Caribbean, Mesoamerican, and Andean societies and how these are reflected in images, myths, and individual qualities of their gods
    Knowledge/skill statements
     1.Understands gender roles in Caribbean, Mesoamerican, and Andean societies
     2.Understands how gender roles of the Caribbean, Mesoamerican, and Andean societies are reflected in images, myths, and individual qualities of their gods