History of Our World: Early Ages - Pearson...

Prentice HallHistory of Our World:

Early Ages © 2005

C O R R E L A T E D T O

Kentucky 4.0 Core Content for Social StudiesGrade 7

G r a d e 7

History of Our World, Early Ages Edition © 2005Correlated to:

Kentucky Core Content for Assessment 4.0, Middle School(Grade 7)

KENTUCKY SOCIAL STUDIES STANDARDSPAGE(S) WHERE TAUGHT

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SS-07-1.1.1 Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D.

SE/TE: 23, 33, 150, 152, 153, 174, 175, 180, 181, 189, 339, 346, 367, 370, 377-378, 397, 398, 417, 418, 420, 422

TR: Teaching Resources, Unit 1 Section Reading Support Transparency HOW 55; Reading Readiness Guide 17; Reading and Vocabulary Study Guide; Unit 2 Section Reading Support Transparency HOW 72; Reading Readiness Guide 108; Section Quiz, 110; Reading and Vocabulary Study Guide, 67-69; Outline Map 29: East Asia, Physical, 125; Rubric for Assessing a Writing Assignment, 128; Unit 3 Rubric for Assessing a Writing Assignment, 30; Section Reading Support Transparency HOW 74; Reading Readiness Guide 6, 10; Section Quiz, 8; Reading and Vocabulary Study Guide, 74-76; Rubric for Assessing a JournalEntry, 32; Recognize Sequence Signal Words, 14; Word Knowledge, 15; Vocabulary Development, 28; Unit 4 Section Reading Support Transparency HOW 90, 94; Guided Reading and Review, 121; Reading Readiness Guide, 120, 124; Small Group Activity: Create a Museum Exhibit About Feudalism in Japan, 137-140; Unit 5 Lords and Vassals, 32; Section Reading Support Transparency HOW 96; Reading Readiness Guide, 8; Transparency B11: Chart/Table; Guided Reading Review, 21; Section Quiz, 22; Reading and Vocabulary Study Guide, 157-159; Book Project: The Birth of a Nation, 19-21; Rubric for Assessing a Writing Assignment, 35; Rubric for Assessing a Report, 37

GOVERNMENT & CIVICSThe study of government and civics allows students to understand the nature of government and the unique characteristics of democracy including its fundamental principles, structure, and role of citizens.Academic Expectation 2.14: Students should understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations.

Academic Expectation 2.15: Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy

People form governments to establish order, provide security, and accomplish common goals.

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology





TECH: Map Master CD-ROM; Discovery School Video/DVD; Interactive Textbook; Student Edition Audio CD; Teacher EXPRESS; ExamView Test Bank CD-ROM; PHSchool.com

SS-07-1.1.2 Students will describe and give examples of how some early civilizations (Greece, Rome) demonstrated the use of democratic principles (e.g., justice, equality, responsibility, and freedom).

SE/TE: 175, 180, 181, 231, 236-237, 238-239, 246

TE: 232

TR: Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, 30; Section Reading Support HOW 74; Reading Readiness Guide, 6, 10; Section Quiz, 8, 88; Reading and Vocabulary Study Guide, 74-76, 94-96; Rubric for Assessing a Journal Entry, 32; Recognize Sequence Signal Words, 14; Skills for Life, 94; Roman Expansion, Color Transparences, HOW Set 1; Rubric for Assessing a Writing Assignment, 101


SS-07-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) served to define specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives.

SE/TE: 1, 4-5, 8, 10, 13, 19, 23, 32, 33, 34-35, 44, 51-53, 56-60, 63, 66-67, 70, 76, 80-87, 88-93, 96-100, 101, 108-111, 114-118, 119-125, 127, 128-130, 131, 133, 139-141, 144-148, 151, 152, 158, 161, 168, 170-172, 173, 176-178, 180-187, 189, 192-195, 201, 220-221, 223, 231, 243, 256, 259-265, 287, 288, 292-299, 302, 303, 304, 315, 316, 322, 323, 329, 338-339, 345-349, 353-356, 357, 359, 365, 367, 376, 402-405, 408, 417, 424-427, 430, 432, 433, 434-435, 436, 437, 449, 502

Culture is the way of life shared by a group of people, including their ideas and traditions. In America’s multicultural society, students need to understand that culture influences viewpoints, social rules, and social institutions.Academic Expectation 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

CULTURE & SOCIETY

Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverse ethnic and cultural groups of our nation and world. Culture is a system of beliefs, knowledge, institutions, tradition, and skills shared by a group.






TE: 384

TR: Teaching Resources, Unit 1 Book Projects; Preview and Set a Purpose, 20; Preview and Predict, 20, 21; Preview and Ask Questions, 22; Section Reading Support Transparency HOW 53, 56, 59; Reading Readiness Guide, 9, 17, 48, 60; Skills for Life, 25; Rubric for Assessing a Writing Assignment, 35, 84; Section Quiz, 50; Reading and Vocabulary Study Guide, 16-18, 22-30; Small Group Activity: Making an illustrated Diagram About the Wheel, 73-76; Rubric for Assessing a Journal Entry, 79; Reading and Vocabulary Study Guide, 25-27; Enrichment, 71; Rubric for Assessing a Student Poem, 85; Summarize, 69; Rubric for Assessing a Student Poster, 83; Section Quiz, 66; Moses and the Ten Commandments, 77; Chapter Tests A and B, 86-91; Unit 2 Use Context Clues: General, 25; Use Context Clues: Definition/Description, 26; Use Context Clues: Cause and Effect, 27; Guided Reading and Review, 7; Reading Readiness Guide, 14, 18, 22, 52, 56, 60, 64, 100, 104; Enrichment, 29, 72; Section Reading Support Transparency HOW 63, 64, 65, 66, 67, 68, 70, 71; Section Quiz, 16, 20, 24, 54, 58, 62, 66, 102, 108; Reading and Vocabulary Study Guide, 38-40, 41-43, 44-46, 48-50, 51-53, 54-56, 57-59, 61-63, 64-66; Book Project: Life in the Ancient World, 10-12; Rubric for Assessing a Journal Entry, 39, 129; Transparency B6: Flow Chart; Transparency B2: Flow Chart; Spanish Reading and Vocabulary Study Guide, 31-32, 38-39; Small Group Activity: Making Ancient Egyptian Slate Palettes, 31-34; Rubric for Assessing a Writing Assignment, 40, 86, 128;Color Transparency HOW 17: Africa: Political; Word Knowledge, 28; Small Group Activity: Making a Map of Mohenjo-Daro, 74-77; Activity Shop Lab: Rivers That Flood, 78-79; Recognize Cause-and-Effect Signal Words, 68; Savitri: A Tale of Ancient India, 80-83; Rubric for Assessing an Oral Presentation, 87; Recognize Multiple Causes, 69; A Great Asian Thinker, 84; Skills for Life, 73; Guided Reading and Review, 65; Word Knowledge, 71, 118; Chapter Tests A and B, 90-95; Rubric for Assessing a Caption, 89; Identify Supporting Details, 116; Enrichment, 119; The Tale of a Frog,






(Continued)126; Vocabulary Development, 127; Unit 3 Reading Readiness Guide, 6, 10, 52, 118; Identify Sequence, 13; Guided Reading and Review, 7; Skills for Life, Drawing Conclusions, 17; Recognize Sequence Signal Words, 14; Word Knowledge, 15; Vocabulary Development, 28, 66; Structuring, Paragraphs, 356; Unit 5 Color Transparency HOW 35, 36; Reading Readiness Guide,12, 52; Identify Sequence, 24; Guided Reading and Review, 13; Section Quiz, 14, 50; Reading and Vocabulary Study Guide, 151-153; Enrichment, 26; Rubric for Assessing a Writing Assignment, 35, 78; Organizing Details, 33; Transparency B5: Flow Chart; Reading Readiness Guide, 48; Identify Cause and Effects, 63; Section Reading Support Transparency HOW 100; Reading and Vocabulary Study Guide, Chapter 15, Section 1, 161-163, 164-166; Recognize Multiple Causes, 64; Word Knowledge, 67; Vocabulary Development, 77; Creating Paragraph outlines, 25; Transparency B4: Flow Chart; Rubric for Assessing a Journal Entry, 32; Rubric for Assessing a Writing Assignment, 30, 143; Rubric for Assessing a Student Poem, 31; Word Knowledge Rating Form, 58; Identify Supporting Details, 126; Section Reading SupportTransparency HOW 82; Section Quiz, 120; Reading and Vocabulary Study Guide, 101-103; Unit 4 Section Reading Support Transparency HOW 84, 85, 88, 89, 90, 91, 92; Reading Readiness Guide, 8, 12, 16, 49, 53, 87, 91;Byantine Empress Theodora, 29; Preview and Predict 20; Transparency B15: Outline; Color Transparency HOW 27, 86: South Asia: Physical-Political; Rubric for Assessing a WritingAssignment, 33, 71, 108; Section Quiz, 14, 18, 47, 51, 89; Reading and Vocabulary Study Guide,111-113, 114-116, 121-123, 131-133; Enrichment,23; Transparency HOW Set 2: Spread of Islam; The King’s Wealth, 30-31;Rubric for Assessinga Newspaper Article, 34; Book Project: MajorMigrations, 22-24; Skills for Life, 61; Enrichment,60; The Talking Stone, 104-106; Small Group Activity: Writing a Message Using Your Own Hieroglyphics, 100-103; Transparency B12: Chart/Table; Spanish Reading and Vocabulary






(Continued)Study Guide, 96-97; Word Knowledge, 97; Vocabulary Development, 107; Rubric for Assessing a Student Poster,149


SS-07-2.2.1 Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society, and influence behavior.

SE/TE: 21, 22, 24, 33, 89, 111, 121, 140-141, 147, 174, 188, 254-255, 256-257, 314, 380-381, 383, 397-399, 403, 405-408

TR: Teaching Resources, Unit 1 Small Group Activity: Simulation: Analyzing “Ancient” Objects, 26-29; Enrichment, 24; Section Quiz, 19; Reading and Vocabulary Study Guide, 12-14; Writing to Inform and Explain, 33; Rubric for Assessing a Writing Assignment, 35; Unit 2 Section Quiz, 54, 102; Reading and Vocabulary Study Guide, 48-50, 61-63; Activity Shop Lab: Rivers That Flood, 78-79; Rubric for Assessing a Writing Assignment, 86, 128; Section Reading Support Transparency HOW 70; Reading Readiness Guide, 100, 104; Unit 3 Reading and Vocabulary Study Guide, 77-79, 99-100; Enrichment, 16; Rubric for Assessing a Writing Assignment, 30; Section Reading Support Transparency HOW 81; Reading Readiness Guide,114; Unit 4 Guided Reading and Review, 46; Reading Readiness Guide, 45; Unit 5 Section Reading Support Transparency HOW 96, 97; Reading Readiness Guide, 8, 12; Section Quiz, 10, 14; Reading and Vocabulary Study Guide, 148-150, 151-153; Small Group Activity: Writing a Documentary, 28-31; Rubric for Assessing a Writing Assignment, 35; Guided Reading and Review, 13; Color Transparency HOW 23: Western Europe: Physical-Political; Enrichment, 26

Social institutions (government, economy, education, religion, family) respond to human needs, structure society, and influence behavior within different cultures.







SS-07-2.3.1 Students will explain how social interactions led to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in early civilizations prior to 1500 A.D.

SE/TE: 38-42, 49, 73, 97, 149-150, 151, 152, 153, 210-213, 276, 316-317, 318-323, 324-325, 326-330, 331, 332, 338, 341, 348-349, 354-358, 359, 360, 363, 364-371, 374, 377-379, 383, 387, 388, 395-399, 409-413, 414-415, 419-420, 421, 422, 431, 454-461, 480, 481

TR: Teaching Resources, Unit 1 Reading Readiness Guide, 52; Paraphrase, 68; Transparency B16: Venn Diagram; Rubric for Assessing a Timeline, 80; Section Reading Support Transparency HOW 57; Section Quiz, 54; Reading and Vocabulary Study Guide, 19-21; Rubric for Assessing a Caption, 81; Transparency B15: Outline; Unit 2 Section Quiz, 8, 110; Reading and Vocabulary Study Guide, 32-34; Rubric for Assessing a JournalEntry, 39; Reading Readiness Guide, 108; Identify Implied Main Ideas, 117; Guided Reading and Review, 109; Section Reading Support Transparency HOW 72; Rubric for Assessing a Writing Assignment, 128; Outline Map 29: East Asia, 125; Unit 3 Rubric for Assessing a Writing Assignment, 143; Reading and Vocabulary Study Guide, 84-86, 104-106; Skills for Life, 61; Reading Readiness Guide, 48, 49; Paraphrase, 57; Guided Reading and Review, 49; Section Reading Support Transparency HOW 77; Section Quiz, 50; Rubric for Assessing a Report, 69; Unit 4 67-69; Section Reading Support Transparency, HOW 88, 91, 92, 93, 95, 104; Section Quiz, 51, 55, 85, 89, 93, 126, 130; Reading and Vocabulary Study Guide, 121-123, 128-130, 131-133, 132-133, 134-136, 138-140; Enrichment, 60, 98, 135; Rubric for Assessing a Writing Assignment, 71, 72, 108, 151; Reading Readiness Guide, 53, 87, 91, 120, 124, 128; Summarize, 58; Small Group Activity: Trading Items With Silent Barter, 62-65, Writing a Message Using Your Own Hieroglyphics, 100-103; Word Knowledge, 59, 97, 134; Create a Museum Exhibit About Feudalism in Japan,

Social interactions among individuals and groups assume various forms (compromise, cooperation, conflict, competition).






(Continued)137-140; Vocabulary Development, 70, 107, 147; Book Project: One Job Through the Ages, 13-15; Transparency B12: Chart/Table, B16: Venn Diagram, B20: Timeline; Spanish Reading and Vocabulary Study Guide, 96-97; Identify Causes and Effects, 131; Writing to Inform and Explain, 146; Guided Reading and Review, 121; Rubric for Assessing a Journal Entry, 148; Understand Effects, 132; Rubric for Assessing an Oral Presentation, 150; Savitri: A Tale of Ancient India, 142-145; Unit 5 Guided Reading and Review, 9, 91, 95; Lords and Vassals, 32; Reading Readiness Guide, 8, 16, 20, 90, 94, 126; Section Reading Support Transparency HOW 96, 99; Section Quiz, 10, 18, 22, 92, 96; Reading and Vocabulary Study Guide, 148-150, 154-156, 157-159, 174-176, 177-179; Small Group Activity: Writing a Documentary,28-31; Rubric for Assessing a Writing Assignment, 35, 114; Recognize Sequence Signal Words, 23; Rubric for Assessing a Newspaper Article, 36; Skills for Life, 27; Book Project: The Birth of a Nation, 19-21; Word Knowledge, 25; Vocabulary Development, 34; Rubric for Assessing a Report, 37; Paraphrase, 101; Summarize, 102; Identify Main Ideas, 141


SS-07-2.3.2 Students will explain how compromiseand cooperation are possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D.

SE/TE: 49, 73, 97, 151, 152, 153, 276, 316-317, 318-323, 324-325, 326-330, 331, 332, 338, 341, 348-349, 354-358, 359, 360, 363, 364-371, 374, 377-379, 383, 387, 388, 395-399, 409-413, 414-415, 419-420, 421, 422, 431, 454-461, 480, 481






TR: Teaching Resources, Unit 1 Transparency B15:Outline; Unit 2 Section Quiz, 8, 110; Reading and Vocabulary Study Guide, 32-34, 67-69; Rubric for Assessing a Journal Entry, 39; The Tale of a Frog, 126; Section Reading Support Transparency HOW 72; Reading Readiness Guide, 108; Outline 29: East Asia, Physical, 125; Rubric for Assessing a Writing Assignment, 128; Unit 3 Rubric for Assessing a Writing Assignment, 143; Reading and Vocabulary Study Guide, 104-106; Skills for Life, 61; Reading Readiness Guide, 49; Paraphrase, 57; Unit 4 67-69; Section Reading Support Transparency, HOW 88, 91, 92, 93, 104; Section Quiz, 51, 55, 85, 89, 93, 126; Reading and Vocabulary Study Guide, 121-123, 128-130, 131-133, 132-133, 138-140; Enrichment, 60, 98, 135; Rubric for Assessing a Writing Assignment, 71, 72, 108, 151; Reading Readiness Guide, 53, 87, 91, 120, 124; Summarize, 58; Small Group Activity: Trading Items With Silent Barter, 62-65, Writing a Message Using Your Own Hieroglyphics, 100-103; Word Knowledge, 59, 97, 134; Create a Museum Exhibit About Feudalism in Japan, 137-140;Vocabulary Development, 70, 107, 147; Book Project: One Job Through the Ages, 13-15,;Transparency B12: Chart/Table, B16: VennDiagram; Spanish Reading and Vocabulary Study Guide, 96-97; Identify Causes and Effects, 131; Writing to Inform and Explain, 146; Guided Reading and Review, 121; Rubric for Assessinga Journal Entry, 148; Understand Effects, 132;Rubric for Assessing an Oral Presentation,150; Unit 5 Guided Reading and Review, 9, 91; Lords and Vassals, 32; Reading Readiness Guide, 8, 16, 20, 90, 126; Section Reading Support Transparency HOW 96, 99; Section Quiz, 10, 18, 22, 92; Reading and VocabularyStudy Guide, 148-150, 154-156, 157-159,174-176; Small Group Activity: Writing aDocumentary, 28-31; Rubric for Assessinga Writing Assignment, 35; Recognize SequenceSignal Words, 23; Rubric for Assessing a Newspaper Article, 36; Skills for Life, 27; Book Project: The Birth of a Nation, 19-21; Word Knowledge, 25; Vocabulary Development, 34; Rubric for Assessing a Report, 37; Paraphrase, 101; Identify Main Ideas, 141







SS-07-3.1.1 Students will explain and give examples of how scarcity required individuals, groups, and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources and capital goods) were used.

SE/TE: 49, 69, 293, 319

TR: Teaching Resources, Unit 1 Transparency B15:Outline; Unit 4 Transparency B15: Outline


SS-07-3.4.1 Students will explain ways in which societies in early civilizations prior to 1500 A.D. addressed basic economic questions about the production, distribution, and consumption of goods and services.

SE/TE: 9, 21-24, 50, 72, 73, 151, 294, 316-317, 319, 320, 368, 397-399, 406-407

All societies deal with questions about production, distribution, and consumption.

ECONOMICS

Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others, and the nation as a whole.

Academic Expectation 2.18: Students understand economic principles and are able to make economic decisions that have consequences in daily living. The basic economic problem confronting individuals and societies is scarcity (imbalance between unlimited wants and limited resources available for satisfying those wants).






TR: Teaching Resources, Unit 1 Rubric for Assessing a Writing Assignment, 35; Section Quiz, 11, 19; Reading and Vocabulary Study Guide, 6-8, 12-14, 25-27; The Iceman, 31-32; Small Group Activity: Simulation: Analyzing “Ancient” Objects, 26-29; Enrichment, 24; Reading Readiness Guide, 17; Section Reading Support Transparency HOW 55; Writing to Inform and Explain, 33; Unit 2 Section Reading Support Transparency HOW 61; Reading Readiness Guide, 6; Section Quiz, 8; Reading and Vocabulary Study Guide, 32-34; Rubric for Assessing a Journal Entry, 39; The Tale of a Frog, 126; Unit 4 Color Transparency HOW 27: South Asia, Physical-Political; Skills for Life, 61; Reading and Vocabulary Study Guide, 138-140; Unit 5 Lords and Vassals, 32; Reading Readiness Guide, 8, 12; Section Reading Support Transparency HOW 96, 97; Section Quiz, 10; Reading and Vocabulary Study Guide, 148-150; Small Group Activity: Writing a Documentary, 28-31; Rubric for Assessing a Writing Assignment, 35;Color Transparency HOW 23: Western Europe: Physical-Political


SS-07-3.4.2 Students will describe how new knowledge, technology/tools, and specialization increased productivity in early civilizations prior to 1500 A.D.

SE/TE: 20, 21-22, 23-24, 33, 48-50, 98, 127, 151, 157-159, 319, 322-323, 329, 330, 364, 365, 366, 407, 454-455






TR: Teaching Resources, Unit 1 Reading Readiness Guide, 17, 60; Preview and Ask Questions, 22; Small Group Activity: Simulation: Analyzing “Ancient” Objects, 26-29; Enrichment, 24; Section Reading Support Transparency HOW 55; Section Quiz, 19; Reading and Vocabulary Study Guide, 12-14, 25-27; Writing to Inform and Explain, 33; Rubric for Assessing a Writing Assignment, 35; Reread or Read Ahead, 67; Transparency B15: Outline; Unit 2 Guided Reading and Review, 65; The Tale of a Frog, 126; Section Reading Support Transparency HOW 73; Unit 4 Reading Readiness Guide, 49, 53, 120; Section Reading Support Transparency HOW 88, 89; Section Quiz, 51, 55; Reading and Vocabulary Study Guide, 121-123, 124-126; Enrichment, 60; Rubric for Assessing a Writing Assignment, 71; Small Group Activity: Trading Items With Silent Barter, 62-65; Identify Causes and Effects, 131; Transparency B16: Venn Diagram; Writing to Inform and Explain, 146; Unit 5 Section Reading Support Transparency HOW 97; Reading Readiness Guide, 12, 90, 91; Paraphrase, 101


SS-07-4.1.1 Students will use a variety of geographic tools (maps, globes, photographs, models, charts, graphs, and databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D.

SE/TE: 5, 11, 15, 21, 22, 26, 29, 31, 39, 45, 47, 49, 50, 51, 59, 62, 67, 76, 77, 91, 95, 98, 102, 105, 107, 120, 122, 125, 128, 132, 135, 146, 151, 152, 155, 157, 159, 162, 167, 172, 183, 190, 197, 210, 212, 219, 220, 224, 227, 231, 232, 248, 251, 262, 269, 271, 272, 278, 283, 295, 299, 301, 303, 306, 309, 311, 313, 321, 332, 335, 337, 354, 360, 363, 366, 369, 375, 385, 388, 393, 395, 406, 411, 422, 460

Patterns on Earth’s surface can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations.

GEOGRAPHYGeography is the study of people, places, and environments. Students need geographic knowledge to understand the world and their relationship to it. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

Academic Expectation 2.19: Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.







TR: Teaching Resources, Unit 1 Transparency B20: Timeline; Small Group Activity: Simulation: Analyzing “Ancient” Objects, 26-29; Enrichment, 24; Transparency B16: Venn Diagram; Section Quiz, 58; Reading and Vocabulary Study Guide, 22-24, 25-27; Rubric for Assessing a Student Poster, 83; Rubric for Assessing a Writing Assignment, 84; Transparency B15: Outline; Reading Readiness Guide, 64; Section Reading Support Transparency HOW 60; Unit 2 Spanish Reading and Vocabulary Study Guide, 31-32, 64-66; Understanding Road Maps, 35; Vocabulary Development, 85, 127; Skills for Life, 73, 120; Chapter Tests A and B, 90-95, 131-136; Section Reading Support Transparency HOW 68, 72, 73; Reading Readiness Guide, 60, 108; A Great Asian Thinker, 84; The Tale of a Frog, 126; Unit 3 Vocabulary Development, 28, 66, 99, 135; Skills for Life, 17, 94, 130; Chapter Tests A and B, 33-38, 71-76, 104-109, 144-149; Guided Reading and Review, 7, 49; Reading Readiness Guide, 48; Section Reading Support Transparency HOW 77; Unit 4 Vocabulary Development, 32, 70, 107, 147; Skills for Life, 24, 61, 99, 136; Chapter Tests A and B, 35-40, 73-78, 110-115, 152-157; Transparency B20: Timeline, B12: Chart/Table, B16: Venn Diagram; Section Reading Support Transparency HOW 86, 87, 93, 95; Reading Readiness Guide,16, 128; Al-Bakri Describes the Court of Ghana, B67Ibn Battuta Praises the Fairness of Mali’s People, Leo Africanus Describes Tombouctou,67-69; Guided Reading and Review, 84, 125; Writing to Inform and Explain, 146; Using theMap Key, 141; Unit 5 Vocabulary Development, 34;Skills for Life, 27; Chapter Tests A and B, 38-43;Color Transparency HOW 23: Western Europe: Physical-Political; Section Reading Support Transparency HOW 104; Reading Readiness Guide, 90






SS-07-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

SE/TE: 14-17, 70-73, 107-108, 137-138, 311, 354

TE: 139

TR: Teaching Resources, Unit 1, Reading Readiness Guide, 13; Section Quiz, 15; Reading a Natural Vegetation Map, 30; Rubric for Assessing a Journal Entry, 36; Unit 2, Reading Readiness Guide, 6; Guided Reading and Review, 7; Section Quiz, 8; Rubric for Assessing a Journal Entry, 39; Unit 4 Transparency B12: Chart/Table


SS-07-4.2.1 Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement).

SE/TE: 31-32, 59, 68-73, 76-77, 105, 107-108, 137-138, 167, 169, 197, 229, 262, 311-313, 337, 340, 375

TR: Teaching Resources, Unit 1 Rubric for Assessing a Student Poster, 83; Section Reading Support Transparency HOW 60; Reading Readiness Guide, 64; Unit 2 Reading Readiness Guide, 6; Use Context Clues: General, 25; Section Reading Support Transparency HOW 61; Section Quiz, 8; Reading and Vocabulary Study Guide, 32-34; Rubric for Assessing a Journal Entry, 39

Earth is vastly complex with each place on its surface having human and physical characteristics; to deal with this complexity, people create regions.







SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources, and knowledge became available.

SE/TE: 33, 36-37, 72, 83, 138, 244, 245, 285, 309, 366, 459

TR: Teaching Resources, Unit 1 Rubric for Assessing a Student Poster, 83; Unit 2 Section Reading Support Transparency HOW 61; Reading Readiness Guide, 6; Enrichment, 29; Unit 3 Section Reading Support Transparency HOW 80; Reading Readiness Guide, 86; Unit 4 Transparency B16: Venn Diagram; Writing to Inform and Explain, 146 TECH: Map Master CD-ROM; Discovery School Video/DVD; Interactive Textbook; Student Edition Audio CD; Teacher EXPRESS; ExamView Test Bank CD-ROM; PHSchool.com

SS-07-4.3.1 Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs.

SE/TE: M14-M15, 5, 29, 39, 52-53, 69, 72, 105, 110-111, 139, 310-315, 331, 354, 363

TR: Teaching Resources, MapMaster, Teacher’s Companion, Reading a Historical Map, 29; Analyzing Statistics, 47; Unit 1, Reading Readiness Guide, 60; Section Quiz, 62; Enrichment, 71; Rubric for Assessing a Student Poem, 85; Unit 2, Reading Readiness Guide, 52; Section Quiz, 54; Activity Shop Lab: Rivers That Flood, 78-79; Rubric for Assessing a Writing Assignment, 86; Unit 4, Book Project: Major Migrations, 22-24; Reading Readiness Guide, 45; Guided Reading and Review, 46; Section Quiz, 47; Reread or Read Ahead, 56; Word Knowledge, 59; Reading a Historical Map, 66; Vocabulary Development, 70; Rubric for Assessing a Writing Assignment, 71

Patterns emerge as humans move, settle, and interact on Earth’s surface.







SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity, and technology in early civilizations prior to 1500 A.D.

SE/TE: M14-M15, 5, 29, 52-53, 60, 110-111, 139, 272, 310-315, 331, 395, 408, 415

TR: Teaching Resources, MapMaster, Teacher’s Companion, Reading a Historical Map, 29; Analyzing Statistics, 47; Unit 1, Reading Readiness Guide, 60; Section Quiz, 62; Enrichment, 71; Rubric for Assessing a Student Poem, 85; Unit 2, Reading Readiness Guide, 52; Section Quiz, 54; Activity Shop Lab: Rivers That Flood, 78-79; Rubric for Assessing a Writing Assignment, 86; Unit 4, Book Project: Major Migrations, 22-24; Reading Readiness Guide, 45; Guided Reading and Review, 46; Section Quiz, 47; Reread or Read Ahead, 56; Word Knowledge, 59; Reading a Historical Map, 66; Vocabulary Development, 70; Rubric for Assessing a Writing Assignment, 71


SS-07-4.4.1 Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification of the physical environment (e.g., dams, irrigation).

SE/TE: 36-37, 72, 86, 244-245, 285, 340, 366

TR: Teaching Resources, Unit 1 Rubric for Assessing a Student Poster, 83; Unit 2 Section Reading Support Transparency HOW 61; Reading Readiness Guide, 6; Transparency B6: Flow Chart; Unit 3 Section Reading Support Transparency HOW 80; Reading Readiness Guide, 86; Unit 4 Reading Readiness Guide, 83; Transparency B16: Venn Diagram; Writing to Inform and Explain, 146


Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities.






SS-07-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, natural disasters, natural barriers) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D.

SE/TE: 5, 9, 14, 22, 28-29, 30-33, 36-37, 39, 49, 51, 59, 62, 68-69, 70-71, 72-73, 77, 98, 105, 107-108, 137-138, 152, 197, 229, 311, 313, 337, 347, 354, 431

TR: Teaching Resources, Unit 1 Rubric for Assessing a Writing Assignment, 35, 84; Section Quiz, 11; Reading and Vocabulary Study Guide, 6-8; The Iceman, 31-32; Small Group Activity: Simulation: Analyzing “Ancient” Objects, 26-29; Reread or Read Ahead, 67; Paraphrase, 68; Summarize, 69; Reading Readiness Guide, 48, 64; Rubric for Assessing a Student Poster, 83; Transparency B15: Outline; Section Reading Support Transparency HOW 60; Unit 2 Reading Readiness Guide, 6, 108; Use Context Clues; General, 25; Guided Reading and Review, 7; Color Transparency HOW 16, Southwest Asia and North Africa: Political; Section Reading Support Transparency HOW 61; Section Quiz, 8; Reading and Vocabulary Study Guide, 32-34; Rubric for Assessing a Journal Entry, 39; Unit 4 Guided Reading and Review, 84; The Talking Stone, 104-106; Transparency B12: Chart/Table


SS-07-4.4.3 Students will explain how the natural resources of a place or region impact its political, social, and economic development in early civilizations prior to 1500 A.D.

SE/TE: 23-24, 49-50, 69, 70-71, 97, 98, 128, 152, 197, 231, 251, 262, 301, 311, 316-317, 319, 365, 368, 406, 431

TR: Teaching Resources, Unit 1 Reading Readiness Guide, 17; Section Quiz, 19; Writing to Inform and Explain, 33; Rubric for Assessing a Writing Assignment, 35; Unit 2 Guided Reading and Review, 7; Color Transparency HOW 16: Southwest Asia and North Africa: Political; Section Reading Support Transparency HOW 72; Reading Readiness Guide, 108; Unit 3 Skills for Life, 61; Unit 4, Guided Reading and Review, 100; Transparency B20: Timeline; Section Reading Support Transparency HOW 87; Unit 5 Color Transparency HOW 23: Western Europe: Physical-Political







SS-07-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts, timelines) to describe and explain historical events and conditions, and to analyze the perspectives of different individuals and groups(e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D.

SE/TE: 10-11, 46, 51, 57, 76, 114, 172, 180, 210, 214-215, 220-221, 224, 232, 240, 249, 271, 279, 300, 303, 321, 324-325, 326, 361, 369, 382, 424-427

TE: 9, 159, 213, 237, 296, 301, 368

TR: Teaching Resources, Unit 1 Skills for Life, 25; Transparency B20: Timeline; Section Reading Support Transparency HOW 58; Reading Readiness Guide, 56; Rubric for Assessing an Oral Presentation, 82 Unit 2 Reading Readiness Guide, 56; Recognize Cause-and-Effect Signal Words, 68; Unit 3 Guided Reading and Review, 7; Reading Readiness Guide, 10, 52, 86; Recognize Sequence Signal Words, 14; Guided Reading and Review, 49; Analyzing Primary Sources, 60; Rubric for Assessing a Writing Assignment, 70; Recognize Word Origins, 91; Chapter Tests A and B, 144-149; Unit 4 Reading Readiness Guide, 16, 53, 128; Preview and Ask Questions, 21; Section Reading Support Transparency HOW 86, 93; Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fairness of Mali’s People, Leo Africanus Describes Tombouctou, 67-69; Transparency HOW 17; Africa: Political; Summarize, 58; Chapter Tests A and B, 110-115; Recognize Cause-and-Effect Signal Words, 133; Unit 5 Organizing Details, 33; Transparency B5: Flow Chart; Rubric for Assessing a Writing Assignment, 35

Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

HISTORYHistory is the interpretation of events, people, ideas, and their interaction over time. In order for students to understand the present and make plans for their future, they must understand the past.

History is an account of human activities that is interpretive in nature.







SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.

SE/TE: 9, 62, 73, 104, 106, 108, 111, 114, 117, 118, 119, 126, 222, 270-276, 350-351, 360, 362, 364, 369, 371, 374, 376, 379, 382, 384, 386, 388, 402, 413, 420, 423, 428, 430, 431, 433, 434, 435, 437


TR: Teaching Resources, Unit 1, The Iceman, 31-32; Rubric for Assessing a Writing Assignment, 35, 84; Section Quiz, 111; Unit 2, Section Quiz, 8, 54, 58; Rubric for Assessing a Journal Entry, 39; Reading Readiness Guide, 56, 60, 64; Identify Causes and Effects, 67; Recognize Cause-and-Effect Signal Words, 68; Recognize Multiple Causes, 69; Understand Effects, 70; Activity Shop Lab: Rivers That Flood, 78-79; Savitri: A Tale of Ancient India, 80-83; Rubric for Assessing a Writing Assignment, 86; Rubric for Assessing a Oral Presentation, 87; Rubric for Assessing a Student Poem, 238; Unit 3, Section Quiz, 54; Enrichment, 59; Rubric for Assessing a Writing Assignment, 70, 143; Reading Readiness Guide, 122; Section Quiz, 124; Unit 4, Rubric for Assessing a Writing Assignment, 108, 151; Reading Readiness Guide, 120, 124, 128; Guided Reading and Review, 121; Section Quiz, 126, 130; Identify Causes and Effects, 131; Understand Effects, 132; Recognize Cause-and-Effect Signal Words, 133; Enrichment, 135; Savitri: A Tale of Ancient India, 142-145; Rubric for Assessing a Journal Entry, 148; Rubric for Assessing a Student Poster, 149; Rubric for Assessing a Oral Presentation, 150; Unit 5,Reading Readiness Guide, 12, 48, 52, 56; Book Project: The Birth of a Nation, 19-21; Section Quiz, 18, 22, 50, 58; Identify Sequence, 24;Rubric for Assessing a Writing Assignment, 35; Rubric for Assessing a Newspaper Article, 36; Chapter Tests A and B, 38-43; Recognize Multiple Causes, 64; Identify Causes and Effects,63; Understand Effects, 65






SS-07-5.3.1 Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations.

SE/TE: 7, 12-13, 14, 15, 16, 17, 18-19, 21, 26, 139

TR: Teaching Resources, Unit 1, Reading Readiness Guide, 13; Preview and Predict, 21; Rubric for Assessing a Writing Assignment, 35; Rubric for Assessing Journal Entry, 36; Section Quiz, 15; Reading a Natural Vegetation Map, 30


SS-07-5.3.2 Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama, and literature.

SE/TE: 167, 168-175, 176-177, 180-188, 189, 190, 191, 192-195, 198-203, 206-213, 216-222, 223, 228-239, 243-246, 252-258

TR: Teaching Resources, Unit 3 Reading Readiness Guide, 6, 10, 44, 48, 52, 82, 86, 114; Identify Sequence, 13; Guided Reading and Review, 7, 45, 49; Rubric for Assessing a Writing Assignment, 30, 68, 70, 101, 143; Section Reading Support HOW 74, 80; Section Quiz, 8, 10, 46, 54, 84, 88, 116; Reading and Vocabulary Study Guide, 74-76, 77-79, 81-83, 84-86, 87-89, 91-93, 94-96, 98-100; Rubric for Assessing a Journal Entry, 32, 67; Recognize Sequence Signal Words, 14; Section Reading Support Transparency HOW 75, 76, 77, 79, 81; Enrichment, 16, 59, 129; Word Knowledge, 15; Vocabulary Development, 28, 66; Chapter Tests A and B, 33-38; Structuring Paragraphs, 356; Creating Paragraph Outline, 25; Transparency B4: Flow Chart; Rubric for Assessing a Student Poem, 31; Compare and Contrast, 55; Identify Contrasts, 56; Rubric for Assessing a Report, 69; Make Comparisons, 57; Word Knowledge Rating Form, 58; Use Prefixes and Roots, 89; Skills for Life, 94; Roman Expansion, Color Transparencies, HOW, Set 1; Identify Main Ideas, 125

The history of the world is a chronicle of human activities and human societies







SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian) and explain ways in which these cultures influenced government, philosophy, art, drama, and literature in the present day.

SE/TE: 51-53, 56-60, 72-73, 74-79, 80-87, 88-95, 96-100, 106-113, 114-118, 119-125, 126-130, 139-141, 146-148, 156-160, 260-265, 292-299

TE: 384

TR: Teaching Resources, Unit 1, Reading Readiness Guide, 60, 64; Summarize, 69; Rubric for Assessing a Student Poster, 83; Section Quiz, 16, 62, 66; Moses and the Ten Commandments, 77; Rubric for Assessing a Writing Assignment, 84; Enrichment, 71; Rubric for Assessing a Student Poem, 85; Reading and Vocabulary Study Guide, 25-27, 28-30; Unit 2 Section Reading Support Transparency HOW 61, 62; Reading Readiness Guide, 6, 10, 14, 18, 22, 52, 56, 60, 64, 100, 104, 112; Section Quiz, 8, 12, 20, 24, 54, 58, 62, 66, 102, 106, 114; Reading and Vocabulary Study Guide, 32-34, 35-37, 38-40, 41-43, 44-46, 48-50, 51-53, 54-56, 57-59, 61-63, 64-66, 70-72; Rubric for Assessing a Journal Entry, 39, 129; Reading Readiness Guide, Journal Entry, 10; Use Context Clues: Definition/Description, 26; In Her Own Words: Hatshepsut, Queen of Egypt c. 1500 B.C., 36, Ankhesenpation, Queen of Egypt c. 1350 B.C., 37; Rubric for Assessing a Writing Assignment, 40, 86, 128; Enrichment, 29, 72, 119; Section Reading Support Transparency HOW 63, 64, 65, 66, 67, 68, 70, 71, 73; Book Project: Life in the Ancient World, 10-12; Transparency B6 Flow Chart;Use Context Clues: Cause and Effect, 27; Transparent B2: Flow Chart; Spanish Reading and Vocabulary Study Guide, 31-32, 38-39; SmallGroup Activity: Making Ancient Egyptian Slate Palettes, 31-34; Skills for Life, 30, 73; Understanding Road Map, 35; Identify Causes and Effects, 67; Small Group Activity: Making a Map of Mohenjo-Daro, 74-77; Activity Shop Lab:Rivers That Flood, 78-79; Recognize Cause-and-Effect Signal Words, 68;






(Continued)Savitri: A Tale of Ancient India, 80-83; Rubric for Assessing an Oral Presentation, 87; Recognize Multiple Causes, 69; A Great Asian Thinker, 84; Understand Effects, 70; Guided Reading and Review, 65; Identify Supporting Details, 116; Small Group Activity: Making a Map of the Silk Road, 121-124; Rubric for Assessing a Student Poem, 130; Unit 3 Section Reading Support Transparency HOW 82; Reading Readiness Guide, 118; Rubric for Assessing a Writing Assignment, 143; Section Quiz, 120; Reading and Vocabulary Study Guide, 101-103; Unit 4 Reading Readiness Guide, 12; Preview and Predict, 20; Transparency B15: Outline; Color Transparency HOW 27, 85: South Asia: Physical –Political; Rubric for Assessing a Writing Assignment, 33; Section Quiz, 14; Reading and Vocabulary Study Guide, 111-113; Enrichment, 23


SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies.

SE/TE: 394-399, 400-401, 402-408, 409-415, 416-420

TE: 392g

TR: Teaching Resources, Unit 5 Reading Readiness Guide, 8,12, 16, 18, 20; Recognize Sequence Signal Words, 23; Guided Reading and Review, 9; 13, 21; Lords and Vassals, 32; Section Quiz, 10, 14, 22; Small Group Activity: Writing a Documentary, 28-31; Rubric for Assessing a Writing Assignment, 35; Identify Sequence, 24; Color Transparency HOW 23: Western Europe: Physical-Political; Section Reading Support Transparency HOW 97, 98, 99; Enrichment, 26; Reading and Vocabulary Study Guide, 148-150, 151-153; 154-156, 157-199; Color Transparency HOW 35; Color Transparency HOW36; Rubric for Assessing a Newspaper Article, 36; Skills for Life, 27; Book Project: The Birth of a Nation, 19-21







SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

SE/TE: 451, 454-461, 466-467, 480-481, 484-485

TR: Teaching Resources, Unit 5 Chapter Tests A and B, 80-85; Reading Readiness Guide, 90, 94, 126, 130; Paraphrase, 101; Guided Reading and Review, 91, 131; Section Reading Support HOW 104; Rubric for Assessing a Writing Assignment, 114; Section Quiz, 92; Reading and Vocabulary Study Guide, 174-176; Summarize, 102; Identify Main Ideas, 141; Identify Supporting Details, 142



History of Our World: Early Ages - Pearson...

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