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A Correlation of
Pearson myWorld History
Early Ages ©2012
To the
Kansas Academic Standards for Grade 6
Ancient World History
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 2
Introduction This document demonstrates how Pearson myWorld History, Early Ages, ©2012 meets the Kansas Academic Standards for Grade 6, Ancient History. Correlation page references are to the Student Edition and Teacher ProGuide.
The ProGuide is a next generation Teacher’s Edition that combines a lightweight unit-by-unit approach with time-saving strategies, comprehensive Understanding by Design™ lesson plans, activity-based curriculum options, and reproducible student resources.
myWorld History engages 21st century learners by integrating myWorldHistory.com and the Student Edition with the goal of connecting history to their lives today. Connect Watch your students connect to engaging stories from some of the most
compelling and eventful times in the history of our world through myStory. Experience Students will journey through time without leaving the classroom
with myWorldHistory.com where they will actively experience the history of the world in which they live.
Understand Informal and formal assessment options, both in print and online, provide students with multiple ways to demonstrate mastery of important concepts.
myWorldHistory.com & myWorld History Early Ages Units
Unit 1: Origins
Unit 2: The Ancient Near East
Unit 3: Ancient India and China
Unit 4: Ancient Greece
Unit 5: Ancient Rome
Unit 6: The Byzantine Empire and Islamic Civilization
Unit 7: African and Asian Civilizations
Unit 8: Civilizations of the Americas
Unit 9: Europe in the Middle Ages
Unit 10: The Rise of Europe
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 3
Table of Contents
UNIT 1 - Early River Civilizations (approx. 7000 BCE –approx. 500 CE) ................. 4 UNIT 2 – Ancient Greece (approx. 2000 BCE – approx. 70 CE) ............................. 12 UNIT 3 - Ancient Rome (approx. 753 BCE – approx. 1453 CE) .............................. 16 UNIT 4 - African Civilizations and the Islamic World (approx. 500 BCE – approx. 1500 CE) .............................................................................................................. 20 UNIT 5 - Asian Empires (approx. 500 CE – approx. 1600 CE) ............................... 23 UNIT 6 - Early Americas (approx. 500 BCE – approx. 537 CE) .............................. 27 UNIT 7 - Middle Ages in Europe ............................................................................ 29
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 4
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
UNIT 1 - Early River Civilizations (approx. 7000 BCE –approx. 500 CE) 1. Choices have consequences. Sample Compelling Question: Why did Siddhartha Gautama decide to leave his home and what was the result of that decision?
SE/PG: Essential Question: 117, 123, 131, 137; Summarize: 138; Analyze Cause and Effect: 219; The Life of Buddha: 220-222; Key Ideas: 227 (#4), 241 (#6), 257 (#5), 277 (#4); Ashoka Turns to Peace: 238-239; Ashoka’s Aftermath: 241; Key Terms and Ideas: 268 (#1, #3), 288 (#3, #6)
2. Individuals have rights and responsibilities. Sample Compelling Question: How did Hammurabi’s Code affect the rights and responsibilities of the citizens of Babylon?
SE/PG: Written Laws: 116-117; Hammurabi’s Code: An Eye for an Eye: 122-123; Key Ideas: 123 (#5), 211 (#6), 267 (#3); Analyze Visuals 164 (#17, #18); Synthesize: 219; A New Empire in India: 242-243; Compare and Contrast: 247; Key Terms and Ideas: 248 (#8); Draw Conclusions: 267; Core Concepts: Citizenship: 268; Essential Question: 277
3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How did the beliefs of Brahmanism and Hinduism impact Indian society?
SE/PG: Key Ideas: 117 (#6), 163 (#4), 211 (#5), 219 (#4), 277 (#5); Draw Inferences: 138, 228; Discuss: 164, 188; Essential Question: 175, 181, 187, 211 (#6), 219, 227, 247, 281 (#5); Synthesize: 188, 228; Core Concepts: Religion: 188, Science and Technology: 248; Beliefs About God: 215; Beliefs About Life: 216-217; Think Critically: 225, 267; Analyze Cause and Effect: 227, 248, 288; Key Terms and Ideas: 228 (#2, #6, #7), 248 (#6), 268 (#5); Draw Conclusions: 228, 268; Compare Viewpoints: 228, 288, Analyze Visuals: 248 (#17), 288 (#14, #15)
4. Societies experience continuity and change over time. Sample Compelling Question: What are some of the differences between the Shang, and Zhou dynasties?
SE/PG: Assessment: 47; Key Ideas: 97 (#4), 137 (#5), 163 (#6), 247 (#5), 261 (#4); Empires Rise and Fall: 120, Describe: 164; Compare and Contrast: 164, 205, 211, 227, 261, 268, 281; New Ways to Worship: 186; The Legacy of Judaism: 187; Synthesize: 187; Summarize: 188; Analyze Cause and Effect: 277; Draw Inferences: 248; Zhou Society: 260-261; Han Society: 282-283
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 5
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did geography influence the development of early river civilizations?
SE/PG: New Ways of Living: 86-89; The Rise of Civilizations: 93; Key Ideas: 97 (#5), 137 (#4), 219 (#6), 281 (#5); Map Skills: 126; Explain: 138; Draw Conclusions: 138, 187, 288; Core Concepts: Historical Sources: 138, Cultural Diffusion and Change: 288; Analyze Visuals 138 (#14); Essential Question: 140, 151, 157, 163, 205, 211, 219, 257, 261, 267; Draw Inferences: 163, 164, 188; Analyze Cause and Effect: 164, 188, 268; Compare Viewpoints: 241; Make Inferences: 261
Mesopotamia Ideas civilization SE/PG: The Rise and Features of
Civilizations: 93-97; The Civilization of Sumer: 110-117; The Phoenicians: 132-137
division of labor SE/PG: Job Specialization: 95; Synthesize: 97
empire SE/PG: The First Empires: 118-123
polytheism SE/PG: Sumerian Religion: 114; Primary Source – Polytheism and Monotheism: 190-191
social hierarchy SE/PG: Social classes: 95, 113
architecture SE/PG: Sumerian Religion: 114
alphabet SE/PG: The Alphabet: 136-137
imports SE/PG: Trade: 113
exports SE/PG: Trade: 113
monotheism SE/PG: The Early Israelites and the Worship of One God: 170; Ethical Monotheism: 179; Primary Source – Polytheism and Monotheism; 190-191
Judaism SE/PG: The Teachings of Judaism: 176-181
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 6
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Ten Commandments SE/PG: The Ten Commandments: 174
Fertile Crescent SE/PG: The Civilization of Sumer: 110; Agriculture in Mesopotamia: 111-112
People/Roles Nebuchadnezzar SE/PG: Babylon Restored: 125; The
Kingdom Divides: 184
Assyrians SE/PG: The Assyrian and Neo-Babylonian Empires: 124-126
Phoenicians SE/PG: The Phoenicians: 132-136
monarch SE/PG: Monarchy: 23
Abraham SE/PG: Abraham’s Covenant: 171; The Patriarchs: 171; The Legacy of Judaism: 187
Moses SE/PG: The Exodus: 172-175; The Legacy of Judaism: 187
Places/Institutions Tigris SE/PG: Map, Early Civilizations: 92;
Settings of Early Civilizations: 93; The Civilization of Sumer: 110; Agriculture in Mesopotamia: 111
Euphrates SE/PG: Map, Early Civilizations: 92; Settings of Early Civilizations: 93; Cyrus the Great: King of the World: 108-109; The Civilization of Sumer: 110; Agriculture in Mesopotamia: 111
Fertile Crescent SE/PG: The Civilization of Sumer: 110; Agriculture in Mesopotamia: 11; Map, The Fertile Crescent: 112
Sumer SE/PG: The Civilization of Sumer: 110-117
Babylon SE/PG: The Babylonian Empire: 120-123
Phoenicia SE/PG: The Phoenicians: 132-137
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 7
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Mediterranean Sea SE/PG: Upper and Lower Egypt: 145; Map, The Nile River Valley: 145; Trade in Ancient Egypt: 158-159; Map, Egypt’s Trade Routes: 159
Events development of city-states SE/PG: City-States of Sumer: 112-113
wheels SE/PG: Evolution of the Wheel: 48-49;
Primary Source-The Invention of the Wheel: 101
Epic of Gilgamesh SE/PG: Epic of Gilgamesh: 115-116; Closer Look-Cuneiform: 115
Hammurabi’s Code SE/PG: Hammurabi’s Code: 121-123
chariot SE/PG: Circus Maximus and the Chariot Races: 400; Chariot Races: 400
Exodus SE/PG: Closer Look, The Exodus: 172; The Exodus: 172-173
Egypt Ideas afterlife SE/PG: Mummies and Mummification:
150; Egyptian Religion: 150-151
mummies SE/PG: Mummies and Mummification: 150; Egyptian Religion: 150-151
hieroglyphics SE/PG: Hieroglyphic Writing: 152-153
theocracy SE/PG: Egyptian Society: 149; Definition in Calvin’s “City of God”: 744
People/Roles Ramses the Great SE/PG: Two Great Rulers: 148; Mummies
and Mummification: 150; Egypt Conquers Nubia: 161
King Tutankhamen SE/PG: Coffin Mask of Pharaoh Tutankhamen: 144
Queen Hatshepsut SE/PG: Hatshepsut: 104; Hatshepsut: Taking Power With Style: 141-143; Two Great Rulers 148
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 8
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
pharaoh SE/PG: The Rise and Fall of Ancient Egypt: 141; Hatshepsut: Taking Power with Style: 141-143; Egypt Under the Pharaohs: 144; The Kingdoms of Egypt: 147-149; Nubia and Egypt: 161
dynasty SE/PG: Uniting Egypt: 147
nobles SE/PG: Egyptian Society: 149; Egypt’s Social Pyramid: 149
Akhenaten Opportunities to address this standard appear on the following pages: SE/PG: Two Great Rulers: 148-149; Egyptian Religion: 150-151
Places/Institutions delta SE/PG: Upper and Lower Egypt: 145;
Landforms and Water Features: 806-807
cataracts SE/PG: The Nile River Valley: 144-145; The Geography of Nubia; Landforms and Water Features: 806-807
pyramids SE/PG: The Pyramids: 154-155; Nubian Art and Architecture: 162
Nile SE/PG: The Nile River Valley: 144-146; Trade in the Nile Valley: 159; Map, Egypt’s Trade Routes: 159
Upper Egypt SE/PG: Upper and Lower Egypt: 145; Map, The Nile River Valley: 145; The Kingdoms of Egypt: 147
Lower Egypt SE/PG: Upper and Lower Egypt: 145; Map, The Nile River Valley: 145; The Kingdoms of Egypt: 147
Temples (sphinxes, obelisks) SE/PG: Ancient Nubia and Egypt: 140; Hatshepsut: Taking Power with Style: 142; Ramses II: 148; Egyptian Religion: 150; Architecture and Art: 154-155
Kush SE/PG: Further Expansion: 127; Egypt and Nubia: 158; Nubia and Egypt: 161; The Kingdoms of Kush and Axum: 500-501
Nubia SE/PG: Egypt and Nubia: 158-163
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 9
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Events Old Kingdom SE/PG: The Old and Middle Kingdoms:
147; The Pyramids: 154; Trade in the Eastern Mediterranean: 158
Middle Kingdom SE/PG: The Old and Middle Kingdoms: 147; Egypt Conquers Nubia: 161
New Kingdom SE/PG: Egypt Conquers Nubia: 161
Rosetta Stone Opportunities to address this standard appear on the following page: Hieroglyphic Writing: 152
papyrus SE/PG: Papyrus: 153; Egyptian Writing: 153
India Ideas Hinduism SE/PG: The Roots of Hinduism: 212-219;
Ashoka Turns to Peace: 238; A Rich Culture: 244
caste system SE/PG: The Caste System: 209-211; New Teachings: 213
reincarnation SE/PG: Reincarnation and Karma: 216
karma SE/PG: Beliefs About Life: 216-217
Buddhism SE/PG: Buddhism: 220-227; Ashoka Rises to Power: 238-239; New Rules for the Empire: 239; Buddhism Expands: 239; A Rich Culture: 244
Four Noble Truths SE/PG: The Four Noble Truths: 223; The Spread of Buddhism: 226
nirvana SE/PG: Reaching Nirvana: 224; Buddhism: 225
People/Roles Aryans SE/PG: India’s Vedic Age: 206-208;
Evolution of the Caste System: 210
Siddhartha Gautama (Buddha) SE/PG: The Life of the Buddha: 220-222: Emperor Ashoka and the Gift of Dirt: 231-233
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 10
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Gupta SE/PG: A New Empire in India: 242
Asoka SE/PG: Emperor Ashoka and the Gift of Dirt: 231-233; Ashoka Turns to Peace: 238-239; Ashoka’s Aftermath: 241; The Edicts of Ashoka: 290
Places/Institutions subcontinent SE/PG: The Indian Subcontinent: 200-201
Indus SE/PG: Indus Valley Civilization: 200-205;
India’s Vedic Age: 206-211
Mohenjo Daro SE/PG: An Advanced Civilization: 202-203
Events Mauryan Empire SE/PG: The Mauryan and Gupta Empires:
231; The Mauryan Empire: 234-241; The Right Way to Govern: 290
Gupta dynasty SE/PG: The Mauryan and Gupta Empires: 231; The Gupta Empire: 242-247
metallurgy SE/PG: Metallurgy: 247
inoculation Opportunities to address this standard appear on the following pages: SE/PG: Achievements of Ancient India: 247
astronomy SE/PG: Astronomy: 246
Hindu-Arabic numerals SE/PG: Mathematics and Science: 245; Mathematics: 472
China Ideas Confucianism SE/PG: Religions and Beliefs of Ancient
China: 262; Closer Look: 264; The Teachings of Confucius: 265; Document A: 269; Harsh Laws: 276; The Social Order: 282-283; Confucianism: 539-540
Daoism SE/PG: Religions and Beliefs of Ancient China: 262; Beliefs of Daoism: 266-267; New Ideas: Buddhism Enters China: 281; Daoism: 538; Thought Systems and Religions: 539
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 11
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Legalism SE/PG: A Legalist Government: 276-277
diffusion of Buddhism SE/PG: New Ideas: Buddhism Enters China: 281
dynasty SE/PG: The Shang Dynasty: 256; The Rise and Fall of Dynasties: 260
People/Roles Confucius SE/PG: Closer Look: 264; The Teachings
of Confucius: 265; Document A: 269; China’s Traditional Arts: 286; Analects of Confucius: 291
Shi Huangdi SE/PG: An Emperor in this Life and the Next: 271-273; Shi Huangdi Unites China: 274-277; Document A: 289
Places/Institutions Huang He River SE/PG: Map-Early Civilizations: 92;
Settings of Early Civilizations: 93; Settling Along the Huang River: 254-257
Yangzi River (aka Chang River) SE/PG: Geography of China: 254-255; Governing the Zhou: 259; Map-Shang and Zhou China: 259
Great Wall SE/PG: Defending the Empire: 275; Map-Qin and Han China: 279
Silk Road SE/PG: Map-Qin and Han China: 279; The Silk Road: 280-281; Economic Life: 285
Events Shang Dynasty SE/PG: The Shang Dynasty: 256-257;
China Under the Zhou Dynasty: 259; Zhou Society: 260
Zhou Dynasty SE/PG: China Under the Zhou Dynasty: 258-261; The Teachings of Confucius: 265; The Structure of Government: 279
Qin Dynasty SE/PG: Shi Huangdi Unites China: 274-277; Expansion Under the Han Dynasty: 278-279
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 12
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Han Dynasty SE/PG: Expansion Under the Han Dynasty; 278-281; Han Society and Developments: 282-287
acupuncture SE/PG: Advances in Science: 286-287
seismograph SE/PG: Chinese Inventions: 287
UNIT 2 – Ancient Greece (approx. 2000 BCE – approx. 70 CE) 1. Choices have consequences. Sample Compelling Question: How did Spartan values impact the education of boys?
SE/PG: Key Ideas: 311 (#2), 337 (#2, #3); Draw Conclusions: 311; Sparta and Athens: 321; Reading Check: 335; Draw Inferences: 337; Identify Evidence: 352; Spartan Society and Government: 355
2. Individuals have rights and responsibilities. Sample Compelling Question: How were the rights and responsibilities of citizens the same and different in Athens and Sparta?
SE/PG: Greek Society: 307-308; Education for Democracy: 315; Essential Question: 317, 321; Key Ideas: 321 (#3, #4); Recall: 322; Primary Source-Comparing Athens and Sparta: 354-355
3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How do Greek myths and literature still influence our world today?
SE/PG: Key Ideas: 305 (#4), 311 (#3), 317 (#3), 333 (#4); 343 (#3, #4), 351 (#3, #4); Essential Question: 311; Make Inferences: 321, 351; Compare Viewpoints: 321, 333; Compare and Contrast: 322; Synthesize 343, 351; Draw Conclusions: 343; Key Terms and Ideas: 352 (#2, #6, #7, #8); Draw Inferences: 352; Analyze Visuals: 352
4. Societies experience continuity and change over time. Sample Compelling Question: How did Alexander the Great change the lands he conquered?
SE/PG: Synthesize: 305; Key Ideas 311 (#4), 317 (#2, #4), 333 (#3), 337 (#4); Analyze Cause and Effect: 322; Essential Question: 333; Key Terms and Ideas: 352 (#4); Core Concepts: Political Basics: 352
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did the geography of Greece both help and hinder its development?
SE/PG: Key Ideas: 305 (#2); Compare and Contrast: 305, 352; Make Inferences: 311; Draw Conclusions: 317, 322, 333, 337; Key Terms and Ideas: 322 (#1); Draw Inferences: 322; Core Concepts: Migration Basics: 322
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 13
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Ideas classical age SE/PG: Ancient Greek Belief and Arts:
338-343; Ancient Greek Learning: 344-351
direct democracy SE/PG: Direct Democracy: 317
representative democracy SE/PG: Direct Democracy: 317
philosophy SE/PG: Greek Philosophy: 344-345
Greek architecture (columns) SE/PG: The Architectural Orders: 341; Architecture: 341; An Ancient Legacy: 728
oligarchy SE/PG: Before Democracy: 312; Oligarchies: 313; The Spartan State: 318; Government in Sparta: 318-319; Sparta and Athens: 321; The Peloponnesian League: 331
mythology SE/PG: Greek Mythology: 338-339
Hellenistic culture SE/PG: A New World: 337; Hellenistic Learning: 351
Greek Theater SE/PG: Greek Drama: 342-343
Olympics SE/PG: Athletic Contests: 340
People/Roles Minoans SE/PG: Early Greek History: 302
Mycenaeans SE/PG: The Mycenaeans: 302-303
Pericles SE/PG: Pericles: Calm in the Face of
Danger: 297-299; The Rise of City-States: 300; The Age of Pericles: 314-315; Document B: 323; Athens Rivals Sparta: 330; The Siege of Athens: 332; Government in Athens: 354
Aesop SE/PG: Aesop’s Fables: 343
Homer SE/PG: The Trojan War: 303; Colonization: 309-310; Alexander’s Conquests: 336; Literature: 342; Oratory and Poetry: 398
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 14
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Cyrus the Great SE/PG: Cyrus the Great: 105; Cyrus the Great: King of the World: 107-109; Cyrus the Great: 127; The Babylonian Captivity: 184
Socrates SE/PG: Socrates and Plato: 345; The School of Athens: 717
Plato SE/PG: Socrates and Plato: 345-347; The School of Athens: 717
Aristotle SE/PG: Slaves: 308; Document A: 323; A Prophecy Fulfilled: 325; Alexander’s Conquests: 336; Political Thinkers: 346; Aristotle: 347; Greek Doctors and Scientists: 349; Hellenistic Learning: 351; The School of Athens: 717
Alexander the Great SE/PG: High Point and Decline: 147; Lands of the Diaspora: 184; Alexander: 295; A Prophecy Fulfilled: 325-327; Alexander’s Empire: 334-337; Ancient Greek Learning: 344; Hellenistic Learning: 351
Euclid SE/PG: City of Scholars: 351
Hippocrates SE/PG: Medicine: 348-349; Greek Doctors and Scientists: 349
Philip II SE/PG: A Prophecy Fulfilled: 325-326; Alexander’s Empire: 334-335
Places/Institutions Acropolis SE/PG: The High City: 305; Democracy in
Athens: 312; The Delian League: 331
Sparta SE/PG: Map-Geography of Ancient Greece: 301; Women in Ancient Greece: 306-307; Conquest: 309; Before Democracy: 312-313; Oligarchy in Sparta: 318-321; Athens Rivals Sparta: 330-333; Comparing Athens and Sparta: 354-355
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 15
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Athens SE/PG: Pericles: Calm in the Face of Danger: 297-299; Map-Geography of Ancient Greece: 301; Emergence of City-States: 304-305; The First Coins: 310-311; Democracy in Athens: 312-315; Athenian Democracy at Work: 315-317; Sparta and Athens: 321; Athens Rivals Sparta: 330-331
Persia SE/PG: Pericles: Calm in the Face of Danger: 297-299; War in Ancient Greece; 328-330; Alexander’s Conquest: 336-337
Macedonia SE/PG: A Prophecy Fulfilled: 325-327; Athens Surrenders: 333; The Rise of Macedonia: 334-335
Syria Opportunities to address this standard appear on the following pages SE/PG: Cities: 93; Early Conquests: 460; Map-Spread of the Arab Muslim Empire: 461
Alexandria SE/PG: World Conquest: 336; Map-Empire of Alexander the Great: 336; Ancient Greek Learning: 344; Greeks and Egyptians: 349; Closer Look; 350; Hellenistic Learning: 351
polis SE/PG: Emergence of City-States: 304-305
Events Trojan War SE/PG: The Trojan War: 303
Persian Wars SE/PG: Pericles: Calm in the Face of
Danger: 297-299; War in Ancient Greece: 328-330
Peloponnesian War SE/PG: The Peloponnesian War: 332-333
Empire of Alexander the Great SE/PG: High Point and Decline: 147; The Diaspora: 184; Alexander: 295; A Prophecy Fulfilled: 325-327; Alexander’s Empire: 334-337; Hellenistic Learning: 351
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 16
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
UNIT 3 - Ancient Rome (approx. 753 BCE – approx. 1453 CE) 1. Choices have consequences. Sample Compelling Question: How did Rome’s expansion affect trade?
SE/PG: Key Ideas: 383 (#5), 395 (#4), 419 (#3, #4), 443 (#3); Reading Check: 382, 383, 441; Identify Main Ideas: 383, 407, 419; Essential Question: 401; Analyze Cause and Effect: 384, 407, 419; Discuss: 420; Key Terms: 439
2. Individuals have rights and responsibilities. Sample Compelling Question: How did changing views on freedom of worship in the Roman Empire affect the spread of Christianity?
SE/PG: Tullia’s Father Saves the Republic: 363; Roman Citizens: 371-372; Identify Main Ideas: 375; Essential Question: 375, 407; Key Ideas: 379 (#3, #4, #5); Analyze Primary Sources: 384, 413; Analyze Cause and Effect: 395; Reading Check: 406; Key Terms, 443 (#1)
3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: What ideas from the government in the Roman Republic influenced the government of the United States?
SE/PG: Reading Check: 367; Key Ideas: 369 (#6), 375 (#7), 383 (#4), 407 (#6), 413 (#4); Draw Conclusions: 369; Compare and Contrast: 375, 401, 444; Compare Viewpoints: 379; Essential Question: 379, 395, 439, 443; Key Terms and Ideas: 384 (#1, #5); Identify Evidence: 384; Reading Check: 393; Identify Main Ideas: 395, 413; Key Terms: 407 (#3); Recall: 420; Core Concepts: Religion 420; Think Critically: 435, 443
4. Societies experience continuity and change over time. Sample Compelling Question: How do Roman accomplishments continue to impact our lives today?
SE/PG: Reading Check: 375; Compare and Contrast: 383, 420; Analyze Cause and Effect: 384; Core Concepts: Foundations of Government: 384; Analyze Visuals: 384 (#13, #14), 420 (#11, #12); Key Ideas 401 (#4), 419 (#6); Identify Main Ideas: 401, Essential Question: 413, 435; Key Terms and Ideas: 420 (#1); Make Inferences: 420
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did Rome’s location on the Mediterranean affect its growth into a world power?
SE/PG: Reading Check: 366, 395; Key Ideas: 369 (#4, #5), 395 (#5, #6), 439 (#3); Compare and Contrast: 369; Identify Main Ideas: 379; Key Terms and Ideas: 384 (#2); Essential Question: 419; Think Critically: 439; Analyze Cause and Effect: 444; Make Inferences: 444; Core Concepts: Religion: 444; Analyze Visuals: 444
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 17
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
Ideas republic SE/PG: The Founding of the Republic: 366
dictatorship SE/PG: Dictators: 374-375
patricians/plebeians SE/PG: Patricians and Plebeians: 372-
373; Tribunes of the Plebs: 374; The Race of Honors: 374
consul SE/PG: Praetors and Consuls: 374; The Race of Honors: 374
senate SE/PG: The Roman Kings: 366; The Three Branches of the Roman Government: 372; The Senate: 373; myWorld Connections: 375
veto SE/PG: The Separation of Powers: 370-371; Tribunes of the Plebs: 374
Latin SE/PG: The Geography of Italy: 364; The Influence of Latin: 397; Latin Lesson: 397; Different Traditions: 439; Preserving Ancient Cultures: 475
Roman engineering SE/PG: Rome’s Practical Achievements: 392-393; Roman Architecture: 392-939
roads SE/PG: Roman Roads: 392; Reasons for Growth: 406
civil law SE/PG: The Influence of Roman Law: 401
Judaism SE/PG: Religion: 44-45; Judaism: 44; Origins of Christianity402-405; Preaching a New Message: 453; Beliefs About God: 456
Messiah SE/PG: Zealots: 402; Jesus the Teacher: 403; The Resurrection: 405; The Early Church: 405
Christianity SE/PG: Religion: 44-45; Christianity: 44; Origins of Christianity: 402-407; Beliefs of Christianity: 408-413; The Division of the Christian Church: 436-439
Christian Bible SE/PG: Christianity: 44; Beliefs of Christianity: 408-413; The Power of the Pope: 438
A Correlation of Pearson myWorld History, Early Ages, ©2012 To the
Kansas Academic Standards for Grade 6, Ancient World History
SE = Student Edition PG = Teacher’s ProGuide 18
Kansas Academic Standards for Grade 6, Ancient World History
Pearson, myWorld History Early Ages, ©2012
People/Roles Romulus & Remus SE/PG: Rome’s Earliest Days: 365
Virgil SE/PG: Oratory and Poetry: 397-398
Hannibal SE/PG: Hannibal’s Invasion: 380; The End
of Carthage: 381; Map-The Growth of Roman Power, 381
Spartacus SE/PG: Fighting Back: 378
Cicero SE/PG: Tullia’s Father Saves the Republic: 361-363; The Role of Government: 379; Oratory and Poetry: 397
Julius Caesar SE/PG: Julius Caesar: From Soldier to Dictator: 382; Pompey and Caesar: 383
Jesus of Nazareth SE/PG: Jesus’ Life and Teachings: 403-405; Beliefs of Christianity: 408-413
1st and 2nd Triumvirate Opportunities to address this standard appear on the following pages: SE/PG: From Republic to Empire: 382-383; Pompey and Caesar: 383
Mark Anthony SE/PG: The End of the Republic: 383
Augustus SE/PG: The End of the Republic; 383; The Emperors and the Roman Peace: 390-391
Constantine SE/PG: Persecution: 407; Constantine: 417
Attila SE/PG: The Huns Arrive: 417
Justinian & Theodora SE/PG: The Nika Riot: Theodora’s Great Victory: 429-431; Justinian and Theodora: 433-434; A Unique Culture: 440-441
Places/Institutions Forum SE/PG: The Forum: 366
Carthage SE/PG: Colonies and City-States: 135-
136, The Struggle with Carthage: 380-381
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Gaul SE/PG: Map-The Growth of Roman Power: 381; Pompey and Caesar: 383, Map-Roman Empire in A.D. 118
Roman Empire SE/PG: The Alphabet: 136-137; Paul’s Shipwreck: 387-389; Emperors and the Roman Peace: 390-391; Decline of the Roman Empire: 414-419; The New Rome: 432
Italy SE/PG: The Geography of Italy: 36; Map-Italy: Physical: 365; Natural Advantages: 366; The People of Italy: 367
Constantinople SE/PG: Constantine; 417; The Nika Riot: Theodora’s Great Victory; 429-431; The New Rome: 432-434; Fortress Constantinople: 434; The Shrinking Empire: 435
Byzantine Empire SE/PG: The Fall of Rome: 419; The Byzantine Empire: 428-435; The Division of the Christian Church: 436-439; Byzantine Civilization: 440-443
Events Law of the Twelve Tables SE/PG: The Twelve Tables: 401
Punic Wars SE/PG: The Struggle with Carthage: 380-
381
Pax Romana SE/PG: The Emperors and the Roman Peace: 390-391; The End of the Pax Romana: 414
spread of Christianity SE/PG: The Spread of Christianity: 405-406; Christianity and the Empire: 407; Primary Source-The Spread of Christianity: 422-433
division of Rome SE/PG: From Republic to Empire: 382-383; The End of the Pax Romana 414-417
fall of Rome SE/PG: Decline of the Roman Empire 414-419
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UNIT 4 - African Civilizations and the Islamic World (approx. 500 BCE – approx. 1500 CE) 1. Choices have consequences. Sample Compelling Question: How did choices about how trade was conducted affect the wealth of Ghana?
SE/PG: Key Ideas: 453 (#6); 467 (#5); Think Critically: 475; Essential Question: 493; Key Terms: 499 (#1); Draw Inferences: 499; Identify Bias: 499; Core Concepts: Trade: 510
2. Individuals have rights and responsibilities. Sample Compelling Question: What role did village society play in defining rights and responsibilities in early West African communities?
SE/PG: Reading Check: 451, 462; Key Terms 459 (#2, #4), 499 (#3), 503 (#2); Key Ideas 459 (#7), 499 (#4); Categorize: 467
3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How are Islam, Christianity, and Judaism similar and different?
SE/PG: Question-Ibn Battuta’s Voyage: 449; Draw Inferences: 459, 509; Essential Question: 467, 475, 503; Key Ideas 475 (#4, #5), 493 (#4), 503 (#6), 509 (#5); Draw Inferences: 475; Categorize: 476; Analyze Cause and Effect: 476; Key Terms: 493 (#3), 499 (#2), 509 (#2); Identify Main Ideas and Details: 493; Compare and Contrast: 503, 509
4. Societies experience continuity and change over time. Sample Compelling Question: How do Muslim ideas in math and medicine still influence the world today?
SE/PG: Reading Check: 453; Compare and Contrast: 453, 467; Summarize: 453; Essential Question: 453; Key Ideas: 467 (#3, #4), 475 (#6), 503 (#5); Key Terms 475 (#2), Draw Inferences: 476, 510; Summarize: 493
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did geography affect culture and trade in West Africa?
SE/PG: Essential Question: 459; Analyze Cause and Effect: 476; Primary Source-The Spread of Islam: 478-479; Question-Mansa Musa: The Lion of Mali: 487
Ideas extended family SE/PG: Ancient Ghana: 491; Importance
of Kinship: 505
animism SE/PG: Early Religious Practices: 75
overgrazing Opportunities to address this standard appear on the following pages: SE/PG: Vegetation Zones: 489; Natural Resources: 490
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oral history SE/PG: Archaeologists and Anthropologists: 9; Cultural Legacy: 507; West African Art and Culture: 508
caravan SE/PG: Trade and Trade Routes: 469; Mansa Musa’s Hajj: 495; Revival of Trade: 528-529
migratory people SE/PG: Events in Muhammad’s Life: 452; The Hijra: 453; The Spread of Islam: 478-479
Prophet SE/PG: Preaching a New Message: 453; Beliefs about God: 456; The Five Pillars of Islam: 456
Qur’an SE/PG: The Rise of Islam: 452; Sources of Islamic Teachings: 454-455; Beliefs About God: 456; Law: 459; Men and Women: 462; Literature: 471; Document B: 477; Islamic Law and Scholarship: 497
pilgrimage SE/PG: Ibn Battuta’s Voyage: 447-449; The Five Pillars of Islam: 456-457; Prayer, Pilgrimage and Law 458-459
jihad Opportunities to address this standard appear on the following pages: SE/PG: The Rise of Islam: 452; Sources of Islamic Teachings: 454-455; Beliefs About God: 456; Law: 459; Muslim Empires; 460-467; Call for a Crusade: 664-665
minaret SE/PG: Prayer Pilgrimage and Law: 458
Five Pillars of Islam SE/PG: The Five Pillars of Islam: 456-457; Rules of Proper Conduct: 459
People/Roles Mansa Musa SE/PG: Mansa Musa: 482; Mansa Musa:
The Lion of Mali: 485-487; Mali at its Height: 495-497; Social Structure: 504
Askia the Great SE/PG: The Largest Empire: 497; Decline of Songhai; 499
caliph SE/PG: The Caliphs: 463-464
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Janissaries SE/PG: The Ottoman Empire: 465
Suleyman the Magnificent Opportunities to address this standard appear on the following pages: SE/PG: The Ottoman Empire: 465
Shia SE/PG: The Question for Succession: 463; The Safavid Empire: 465-466
Sunni SE/PG: The Question for Succession: 463
Ibn Battutah SE/PG: Ibn Battuta: 426; Ibn Battuta’s Voyage: 447-449; History and Geography: 471
Omar Khayyam Opportunities to address this standard appear on the following pages: SE/PG: Philosophy: 470; Literature: 471
Muhammad SE/PG: Islam: 44; Living in Arabia: 451-453; Beliefs of Islam: 454-456; The Hajj: 459; Muslim Empires: 460; Document A: 477
Places/Institutions Niger River SE/PG: Map-Africa: Climates: 489; The
Niger and Senegal Rivers: 490-491; Map-West African Trade: 492; Rise of the Songhai Empire: 497
Sahara SE/PG: The Nile River Valley: 144-145; The Sahara: 488-489
Ghana SE/PG: Rise of Ghana: 490-493; Chart-Empire: 496
Mali SE/PG: Mansa Musa: The Lion of Mali: 485-487; The Niger River: 490; Rise of Mali: 494-497
Morocco SE/PG: Decline of Songhai: 499
mosque SE/PG: Closer Look: Hagia Sophia: 441; Prayer: 457; Worship: 458; The Hajj: 459; Islamic Architecture; 474
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Arabia SE/PG: Arabia Before Islam; 450-451; The Rise of Islam: 452-453; The Arab Muslim Empire and the Spread of Islam; 460-464; Growth of Cities and Trade; 468-470
Baghdad SE/PG: The Abbasid Dynasty: 464; Growth of Cities and Trade: 468-470
Cordoba SE/PG: Growth of Cities and Trade: 468-470
Timbuktu SE/PG: Muslim Culture in Mali: 495; Map-Early West African Empires and Chart-Mali: 496
Events Muhammad’s journey from Medina to Mecca SE/PG: Map-Events in Muhammad’s Life:
452; The Hiijra: 453; Document A: 477
travels of Mansa Musa SE/PG: Mansa Musa: 482; Mansa Musa: The Lion of Mali: 485-487; Mali at its Height: 495-497; Social Structure: 504
Songhai kingdom SE/PG: Rise of the Songhai Empire: 497-499
Great Zimbabwe This objective falls outside the scope of this program.
UNIT 5 - Asian Empires (approx. 500 CE – approx. 1600 CE) 1. Choices have consequences. Sample Compelling Question: How did the creation of an imperial court in Heian influence the growth of the arts in Japan?
SE/PG: Reading Check: 531, 551, 555, 561, 557; Key Ideas: 533 (#4); 553 (#6); Analyze Cause and Effect: 553; Draw Inferences: 561; Explain: 570
2. Individuals have rights and responsibilities. Sample Compelling Question: How did concepts of political power in Japan change over time?
SE/PG: Reading Check: 518; Key Terms: 529 (#3), 542 (#1, #4), 561 (#3); Key Ideas: 561 (#4, #5), 569 (#5); Essential Question; 561; Draw Conclusions: 569, 570; Summarize: 570
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3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How did Confucian ideas influence government during the Song dynasty?
SE/PG: Reading Check: 519, 533, 559, 563; Draw Inferences: 523, 533; Key Ideas: 529 (#4, #5), 541 (#3), 553 (#5), 569 (#6); Identify Bias: 529, 533; Essential Question: 529, 553, 569; Draw Conclusions: 541; Compare and Contrast: 542 (#8, #9), 570 (#9); Key Terms: 553 (#2), 569 (#1, #3); Analyze Cause and Effect: 561; Synthesize: 569; Identify Main Ideas and Details: 570; Core Concepts: Cultural Diffusion and Change: 570; Analyze Visuals: 570; Draw Inferences: 572; Compare: 573
4. Societies experience continuity and change over time. Sample Compelling Question: How did the Mongol conquest change China?
SE/PG: Analyze Cause and Effect: 523; Essential Question: 523; Reading Check: 527, 529; Key Terms and Ideas: 542 (#3)
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did advancements in agriculture advance Chinese civilization?
SE/PG: Reading Check: 521, 523, 536, 541; Key Ideas: 523 (#4), 529 (#6); Essential Question: 533; Key Terms 541 (#1); Make Decisions: 541; Decision Making: 542; Synthesize; 542; Core Concepts: Money Management: 542; Analyze Visuals, 542
China
Ideas rice culture SE/PG: Advances in Farming: 521; A
Farming Culture: 550
growth of cities SE/PG: A Flourishing Capital: 517; Map-City of Chang’an: 517; The Emperor and the Officials: 520
porcelain SE/PG: Expanding Industries: 523; China Turns Inward: 533; Ceramics and Porcelain: 537-538; Chinese Influence: 540
Neo-Confucianism SE/PG: Neo-Confucianism: 540
civil service SE/PG: The Examination System: 519
examination system SE/PG: The Examination System: 519
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People/Roles Empress Wu SE/PG: The Tang Dynasty: 516-517
Ghengis Khan SE/PG: Kublai Khan: How to Make and
Impression: 513; The Mongol Conquests: 524-525
Kublai Khan SE/PG: Kublai Khan: 483; Kublai Khan: How to Make an Impression: 513-515; The Yuan Dynasty: 527; Life in Yuan China: 528-529; The Ming Dynasty: 530; Mongols Threaten Japan: 559
Places/Institutions Korea SE/PG: Chinese Influence Spreads: 541;
Japan and Its neighbors: 549; Map-Japan: Physical: 549
Japan SE/PG: The Impact of Chinese Thought: 541; Japan Before Modern Times: 544-571
Mongolia SE/PG: The Abbasid Dynasty: 464; Kublai Khan: How to Make an Impression: 513-515; The Mongol Empire: 524-529; The Ming Dynasty: 530; Mongols Threaten Japan: 559
Events Tang Dynasty SE/PG: The Tang Dynasty: 516-518; The
Examination System: 519; Tang and Song Prosperity: 520-521; Trade: 522; China’s Golden Age; 523; Revival of Trade: 529; Chinese Society: 534; The Three Perfections: 537-538
Song Dynasty SE/PG: Rise of the Song Dynasty: 518-523; The Yuan Dynasty: 527-529; Chinese Society: 534-537; Neo-Confucianism: 540
invention of gunpowder SE/PG: Gunpowder: 536
woodblock printing SE/PG: Kublai Khan: How to Make and Impression: 515; Paper and Printing: 535
perfection of compass SE/PG: Trade and Trade Routes: 469; Shipbuilding and Navigation; 534-535
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Mongol Conquest SE/PG: Kublai Khan: How to Make and Impression: 513-515; The Mongol Empire: 524-529; The Ming Dynasty: 530; Mongols Threaten Japan: 559
Japan
Ideas Shinto SE/PG: Borrowing From Neighbors: 553;
Shinto: 566-567
calligraphy SE/PG: The Three Perfections: 536-537; Chinese Influence: 540
Noh SE/PG: Drama: 563; Japanese Theater: 564
Zen Buddhism SE/PG: Zen Buddhism: 569
Heian literature SE/PG: The Imperial Court: 554; Literature: 562
tea ceremony
SE/PG: Chinese Culture: 541; The Japanese Tea Ceremony: 563
pure Land Buddhism SE/PG: New Sects Emerge: 569
Bushido SE/PG: The Code of Bushido: 559
People/Roles Prince Shotoku SE/PG: Prince Shotoku Unites Japan: 551-
553
Lady Murasaki Shikibu SE/PG: Murasaki Shikibu: Life Behind the Screen: 545-547; Literature: 562; Status of Women: 565
daimyo SE/PG: A Strict Social Order: 557; Chart-Japanese Feudalism: 557; Castles in Japan: 560-561; Economic Life: 565
samurai SE/PG: A Strict Social Order: 557-560; Zen Buddhism: 569; Comparing European and Japanese Feudalism: 643
shogun SE/PG: The First Shogun: 556-557; Japan Is Reunited: 560-561
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Places/Institutions Kamakura Opportunities to address this standard
appear on the following pages: SE/PG: The First Shogun: 556-559
Heian-kyo SE/PG: The Rise of the Samurai: 554-556
Events Kamakura shogunate Opportunities to address this standard
appear on the following pages: SE/PG: The First Shogun: 556-559
Mongol invasion SE/PG: Kublai Khan: 513-515; The Mongol Empire: 524-529
UNIT 6 - Early Americas (approx. 500 BCE – approx. 537 CE) 1. Choices have consequences. Sample Compelling Question: How did trade impact Mayan civilization?
SE/PG: Trade: 586; Draw Inferences: 596, 775; The Incan Ice Maiden: 599-601; Reading Check: 604, 607; Reading Check: 771; The Impact of Conquest: 772-775; Identify Bias: 775
2. Individuals have rights and responsibilities. Sample Compelling Question: How did the Incas use central rule to control the vast Incan empire?
SE/PG: Reading Check; 592; Key Ideas: 595 (#5, #6), 607 (#6); Key Terms and Ideas: 596 (#3); 596 (#9), 616 (#1); Analyze Visuals: 596; Compare Viewpoints: 607; Analyze Primary Sources: 786
3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How did religion impact Mayan culture?
SE/PG: Question: 581; Reading Check; 586, 594; Key Ideas: 589 (#5), 607 (#7); Draw Inferences: 589; Essential Question; 589, 595, 607; Key Terms and Ideas: 596 (#5); Make Decisions: 607; Analyze Visuals: 616; Writing Task; 619; Compare Viewpoints: 775
4. Societies experience continuity and change over time. Sample Compelling Question: What events led to the end of the Incan empire?
SE/PG: Reading Check: 584, 595; Analyze Cause and Effect: 595, 596; Draw Conclusions: 595; Draw Inferences: 616, 787; Writing Task; 787
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: How did the Aztecs address the geographic challenges of building Tenochtitlan?
SE/PG: Reading Check: 589, 591, 606; Key Terms: 589 (#1, #2, #3), 595 (#1); Key Ideas: 589 (#4), 595 (#7), 607 (#5), 775 (#1), 775 (#4); Summarize: 589; Key Terms and Ideas: 596 (#6, #8); Identify Evidence: 596; Synthesize: 596; Core Concepts: Political Systems: 596; Question: 601; Think Critically: 616; Essential Question: 775; Draw Conclusions: 787
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Ideas maize SE/PG: Chart-History of Domestication:
83; Domesticating Plants and Animals: 83; The First Centers of Agriculture; 85; Farming: 585; Agriculture and Economy: 594
observatories SE/PG: Maya Learning: 588; Architecture and Art: 589
calendars SE/PG: Organizing Time: 5; Maya Calendars; 588; Arts: 594-595; Science; 606
People/Roles Moctezuma II SE/PG: Moctezuma: 576; Moctezuma
Ilhuicamina: He Frowned Like a Lord, He Pierces the Sky Like an Arrow: 579-581; Cortes Defeats Moctezuma: 770-771; Spanish Conquests in the Americas: 786-787
conquistadors SE/PG: The Conquest of the Americas: 770-775
Hernan Cortes SE/PG: Cortes Defeats Moctezuma: 770-771; Spanish Conquests in the Americas: 786-787
Pachacuti SE/PG: The Incan Empire: 603
Atahualpa SE/PG: The Conquest of the Americas; 770; Atahualpa Falls Into Pizarro’s Trap: 771
Francisco Pizarro SE/PG: Atahualpa Falls into Pizarro’s Trap: 771; The Loss of People and Cultures: 773
Places/Institutions Mesoamerica SE/PG: The Maya: 582-589; The Aztecs:
590-595
Lake Texcoco SE/PG: Moctezuma Ilhuicamina: He Frowned Like a Lord, He Pierces the Sky Like an Arrow: 579-581; The Aztecs: 590-592; Engineering and Architecture: 594
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Mexico SE/PG: Settings of Early Civilizations: 93; The Land of the Aztecs; 590-591
Tenochtitlan SE/PG: Moctezuma Ilhuicamina: He Frowned Like a Lord, He Pierces the Sky Like an Arrow: 579-581; The Land of the Aztecs: 590-592; Historical Influence; 595; The Aztecs and the Incas; 618-619; The Conquest of the Americas: 770-773; Spanish Conquests in the Americas: 786-787
Andes SE/PG: Geography Shapes Life; 602-603
Machu Picchu SE/PG: Picture-Machu Picchu: 8; Machu Picchu: 606
Events Classic Age of Mayan civilization SE/PG: Maya Civilization: 584-589
Cortes conquers Aztecs SE/PG: Cortes Defeats Moctezuma: 770-
771; Spanish Conquests in the Americas: 786-787
Inca Empire SE/PG: The Incan Ice Maiden: Frozen for Five Hundred Years: 599-601; The Incas: 602-607; The Aztecs and the Incas; 618-619
Pizarro conquers the Incas SE/PG: Atahualpa Falls into Pizarro’s Trap: 771; The Loss of People and Cultures: 773
UNIT 7 - Middle Ages in Europe 1. Choices have consequences. Sample Compelling Question: How did the attempts to retake the Holy Land from the Muslims through the Crusades impact Europe and the Middle East?
SE/PG: Key Ideas: 633 (#6), 671 (#2, #3); Draw Conclusions: 633, 671; Key Terms and Ideas: 646 (#2); 646 (#5), 676 (#1, #3), 676 (#6, #7), 700 (#8); Reading Check: 655; Draw Inferences; 657
2. Individuals have rights and responsibilities. Sample Compelling Question: How did feudalism define the rights and responsibilities between lords and vassals?
SE/PG: Key Terms: 633 (#3), 645 (#2); Reading Check: 636, 637, 643, 645, 663, 665, 687, 690; Key Ideas: 639 (#5), 693 (#2), 699 (#3); Essential Question: 645; Key Terms and Ideas: 646 (#4); 646 (#6, #7); Draw Conclusions: 657; Synthesize; 663; Make Inferences: 671; Draw Inferences: 676, 700
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3. Societies are shaped by beliefs, idea, and diversity. Sample Compelling Question: How did Christianity influence education in the Middle Ages?
SE/PG: Question: 627, 681; Key Ideas: 633 (#4), 639 (#4, #6), 645 (#6), 663 (#3), 675 (#2); Reading Check: 639, 661, 675, 685; Summarize: 639; Make Inferences: 663; Synthesize: 675, 693; Draw Conclusions: 675, 676; Key Terms and Ideas: 676 (#5), 700 (#4, #5); Analyze Cause and Effect: 687, 693; Essential Question: 693, 699; Core Concepts: Economic Basics: 700
4. Societies experience continuity and change over time. Sample Compelling Question: What factors led to the growth of medieval towns in Europe?
SE/PG: Reading Check: 633, 671; Summarize: 633; Draw Conclusions: 639; Key Ideas: 657 (#2), 687 (#4); Essential Question: 671, 675, 687; Core Concepts: Economic Basics: 676; Analyze Cause and Effect: 699; Key Terms and Ideas: 700 (#1, #2, #6, #9)
5. Relationships between people, place, idea, and environments are dynamic. Sample Compelling Question: What effect did the bubonic plague have in Europe?
SE/PG: Reading Check: 631, 670, 683, 693, 698, 699; Key Ideas: 633 (#5), 645 (#5), 657 (#3, #4), 671 (#4), 687 (#2); Essential Question: 633, 639, 657, 663; Compare and Contrast: 645; Summarize: 676; Analyze Visuals: 676, 700; Draw Inferences: 687, 699; Analyze Cause and Effect: 700; Draw Conclusions: 700; Writing Task: 703
Ideas Crusades SE/PG: Religious Crusades: 664-671;
Trade Goes Global: 684-685; Primary Source-The Crusades: 702-703
medieval SE/PG: Europe in the Middle Ages: 628-633; The Medieval Church: 638-639; The Medieval Manor: 643-645; Chart-The Medieval Church; 656; Medieval Trade: 684; Map-Medieval Trade Routes; 685; medieval Religion and Culture: 690-693
missionaries SE/PG: The Conversion of Europe: 636-637
feudalism SE/PG: The Development of European Feudalism: 640-645; Norman England: 660-663; Freedom in the Air; 687; The Breakdown of the Feudal Order: 712-713
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chivalry SE/PG: Knights and Warfare: 642; The Church Shapes Chivalry: 690
growth of towns and trade SE/PG: Growing Towns: 686-687
Parliament SE/PG: Parliament; 663
excommunicate SE/PG: A Defiant Ruler; 654-655; Crusades Against Heretics: 669-670
People/Roles St. Patrick SE/PG: St. Patrick Converts Ireland: 636-
637
monks and friars SE/PG: Monasteries and Convents: 634-636; Forms of Devotion: 688-689
Pope SE/PG: Church Organization; 437-439; The Medieval Church: 656
Benedict SE/PG: Monasteries and Convents: 634-635
Charlemagne SE/PG: Charlemagne: 622; Charlemagne and Leo: The Sword and the Crown: 625-627; The Age of Charlemagne: 631-633; The Development of European Feudalism: 640; Popes and Rulers: 652-653
William the Conqueror SE/PG: Kings, Nobles, and the Magna Carta: 658-661
Eleanor of Aquitane SE/PG: Second Crusade: 666
Thomas Aquinas SE/PG: Thomas Aquinas: 692
Pope Urban I Opportunities to address this standard appear on the following page: The Pope’s Call: 665
Saladin SE/PG: Second and Third Crusades: 666-667
King Richard I SE/PG: Crusade of the Kings: 666-667; Massacre of Muslim Soldiers: 703
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St. Francis of Assisi SE/PG: St. Frances and St. Clare: 689
Places/Institutions Rome SE/PG: Charlemagne and Leo: The Sword
and the Crown: 625-627; A New Emperor; 633; Popes and Rulers: 652-655; Map-The Crusades: 667; Revival of Drama: 690
Britain SE/PG: The Conversion of Europe; 636-639; The Development of European Feudalism: 640-645; Henry II’s Murderous Words: 649-651; Church and State in England; 655; Kingdom of England: 657; Kings, Nobles, and the Magna Carta: 658-663; Chart-Population of England: 698; Economic Changes: 699
Ireland SE/PG: St. Patrick Converts Ireland: 636-637; Viking Invasions: 640; Map-Invasions of Europe, 700-1000: 641
monasteries SE/PG: Monasteries and Convents: 634-639; Cistercians Expand Farming: 683; Forms of Devotion: 688-689
Gaul (France) SE/PG: King of France: 657; The Norman Conquest: 658-659; Attacks on Jewish Communities: 668-669; Crusades Against Heretics: 669-670; Joan of Arc: Voices of Victory: 679-681
Holy Roman Empire SE/PG: Reviving an Empire: 652-657
Holy Land SE/PG: More Dispersions: 186; Religious Crusades: 664-671
Spain SE/PG: Christians and Muslims in Spain: 672-675; The Inquisition: 748-749; Spain and the Inquisition: 753
Events Battle of Hastings SE/PG: Map-Norman Conquest: 659;
William the Conqueror: 659-660
Crusades SE/PG: Religious Crusades: 664-671; Trade Goes Global: 684-685 Primary Source-The Crusades: 702-703
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Magna Carta SE/PG: Signing Magna Carta: 662-663
Hundred Years War SE/PG: Joan of Arc: Voices of Victory: 679-681
Black Death SE/PG: The Black Death: 696-699
Reconquista SE/PG: The Reconquista: 674-675
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