Maryland - Pearson School · PDF fileStudents will understand the historical development and ... such as those found in ancient civilizations ... The Geography of South Asia, 122–125

A Correlation of

to the

Maryland Voluntary State Curriculum

Social Studies Grade Six

O/SS-18

Scott Foresman Social Studies This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies –The World in meeting the Maryland Voluntary State Curriculum—Social Studies objectives. Correlation page references are to the Teacher’s Edition and associated Student Edition. Scott Foresman is pleased to introduce Scott Foresman Social Studies, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen. Content Scott Foresman Social Studies content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. Scott Foresman Social Studies content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility Scott Foresman Social Studies provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation Scott Foresman Social Studies is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation’s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies. Accountability Scott Foresman Social Studies provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children’s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children’s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests.

Scott Foresman Social Studies—The World to the

Maryland Voluntary State Curriculum—Social Studies

Grade Six Standard 1.0 Political Science Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. Topic A. The Foundations and Function of Government Indicator 1. Examine the necessity and purpose of government in early world history Objectives a. Identify and compare forms of government and various distributions of power,

such as those found in ancient civilizations, dynastic China, absolute and constitutional monarchies

SE/TE: Monarchy, 47, 51, 399, 402, 467; Feudalism, 401–402; Theocracy, 169; Communism, 531, 578; City-States, 252–257; Empire, 266–269, 288–293, 346–349, 350–355; Democracy, 245, 255, 257, 283, 284, 398, 447, 457-458, 459, 460, 462, 466-469, 471, 472-473, 588-589, 606-612, 621-623

b. Summarize the positions taken on government by political philosophers from

early civilizations through the Middle Ages

SE/TE: Charlemagne, 399; Justinian and Theodora, 329; Pericles, 257; Chandragupta Maurya, 135; Hammurabi's Code, 49-51; Soloman, 54, 57

Indicator 2. Analyze the historic events, documents, and practices in early world history that are the foundations of political systems Objectives a. Examine and report on the roots of democratic principles in World History,

such as Sumerian written law, Hammurabi's Code, Greek city-states, Roman Republicanism, and the British Constitution (Magna Carta, English Bill of Rights)

SE/TE: Hammurabi's Code, 49-51; Greek city-states, 252-257; Roman Republicanism, 282-287; Magna Carta, 398, 473; English Bill of Rights, 472, 473

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Scott Foresman Social Studies—The World Maryland Voluntary State Curriculum—Social Studies

b. Examine the decline of feudalism and the emergence of monarchies

SE/TE: Medieval Europe, 390–391; Rulers and Invaders, 396–399; Life in the Middle Ages, 400–405; Crusades, Trade, and the Plague, 406–413; Chapter Review, 414–415

Indicator 3. Analyze the roles of institutions and governments in early world history regarding public policy and issues Objectives a. Describe the conflict between the church and the state in the formation and

implementation of policy SE/TE: The Rise of Christianity, 294-297; Rulers and Invaders, 396–399; Life in the Middle Ages, 400–405; Crusades, Trade, and the Plague, 406–413

b. Analyze perspectives regarding issues in a feudal society, such as the church

leaders v. lords of the manor, joining the Crusades, the growth of trade

SE/TE: Medieval Europe, 390–391; Rulers and Invaders, 396–399; Life in the Middle Ages, 400–405; Crusades, Trade, and the Plague, 406–413; Chapter Review, 414–415

Topic B. Individual and Group Participation in the Political System Indicator 1. Analyze the methods used by individuals and groups to shape governmental policy and actions in early world history Objectives a. Compare methods used in early world history to change governments, such

as coups, elections and revolts

SE/TE: Early Civilizations, 32–63; Ancient Egypt and Nubia, 78–97; Greek City-States, 252-257; Alexander the Great, 266-269; Roman Republic, 282-287; Roman Empire, 288-292; Chinese Dynasties, 350-353

b. Examine the role of citizens in Greek city-states and the Roman

Republic/Empire

SE/TE: Greek and Roman Citizenship, 255, 283, 284, 290, 293

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c. Examine how religion shaped and influenced government policy

SE/TE: Theocracy, 169; Egyptian Government, 89-91; Hebrews, 55, 56; Roman Empire, 288-292; The Rise of Christianity, 294-297; The Islamic World, 334-336

Indicator 2. Analyze the importance of civic participation as a citizen of early world history Objectives a. Analyze the usefulness of various sources of information used to make

political decisions

SE/TE: Issues and Viewpoints, 228–229, 588–589; Hammurabi's Code, 49-51; Greek city-states, 252-257; Roman Republicanism, 282-287; Magna Carta, 398, 473; English Bill of Rights, 472, 473

b. Explain why common people did not have a voice in ancient civilizations

SE/TE: Theocracy, 169; Egyptian Government, 89-91; Hebrews, 55, 56; Roman Empire, 288-292

Topic C. Protecting Rights and Maintaining Order Indicator 1. Analyze the individual rights and responsibilities in an ancient world civilization Objectives a. Describe the importance of citizenship in ancient Rome and Greece

SE/TE: Greek and Roman Citizenship, 255, 283, 284, 290, 293

b. Describe the significance of Hammurabi's Code and how it defined rights of

citizens

SE/TE: Hammurabi's Code, 49-51

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Indicator 2. Evaluate how ancient governments around the world protected or failed to protect the rights of individuals and groups Objectives a. Explain how the Roman Republic and the rule of the Senate affected

individuals and groups

SE/TE: The Roman Republic, 282–287 b. Compare power and authority of rulers in Ancient Egypt, India, Persia and

China v. the protection of citizens in Greek city-states

SE/TE: Monarchy, 47, 51; Feudalism, 401–402; Theocracy, 169; City-States, 252–257; Empire, 266–269, 288–293, 346–349, 350–355; Democracy, 245, 255, 257, 283

c. Examine the balance between providing for the common good of the manor v.

the rights of the individual serfs

SE/TE: Rulers and Invaders, 396–399; Life in the Middle Ages, 400–405 Standard 2.0 Peoples of the Nation and World Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective. Topic A. Elements of Culture Indicator 1. Describe characteristics that historians use to organize people into cultures Objectives a. Describe how location and environment influenced early world cultures

SE/TE: The Fertile Crescent, 34–39; The Lifeline of the Nile, 78–81; The Geography of China, 100–103; The Geography of South Asia, 122–125; Geography of Mesopotamia, 162–165; Geography of South America, 186–189; Geography of North America, 208–211; The Geography of Greece, 246–249; Rome’s Beginnings, 276–279

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b. Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history

SE/TE: Different Cultures, 18–23, 26–29, 40–46, 48–53, 54–59, 81, 84–90, 92–95, 106–112, 114–117, 128–134, 136–139, 140–143, 165, 168–173, 174–180, 190–193, 196–201, 202–203, 218–221, 222–224, 249, 252–253, 254, 260–264, 266–271, 276–279, 282–287, 288–292, 294–297, 298–304, 326–328, 329, 330–333, 334–338, 339–340, 346–349, 356–359, 360–363, 374–378, 380–385, 396–398, 399, 401, 404, 406–411, 416

c. Describe the social, political, and religious character of societies in early

world history

SE/TE: Early Civilizations, 32-63; Ancient Egypt and Nubia, 76-97; Ancient China, 98-119; Ancient India and Persia, 120-147; Mesoamerican Civilizations, 160-183; The Early Peoples of South America, 184-205; Early North American Peoples, 206-231; Ancient Greece, 244-273; Ancient Rome, 274-311; Byzantine Empire and Ancient Arabia, 320-343; Asian Empire, 344-367; African Empire, 368-389; Medieval Europe, 390-419

Topic B. Cultural Diffusion Indicator 1. Explain how cultural diffusion influenced the development of cultures Objectives a. Identify cultural groups within a region in early world history


b. Describe factors that resulted in cultural diffusion, such as trade, conflict and

migration

SE/TE: Culture, 23, 60, 69f, 101, 126, 145, 149, 172, 202–203, 210, 233, 237f, 239, 291, 302, 313f, 324, 339–340, 353, 410, 421f, 445, 450 Additional TE Pages: Culture, 52, 55, 81, 129, 165, 249, 262, 329, 331, 376, 399, 401, 416

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c. Describe interactions that promoted or failed to promote relationships

between groups, civilizations, empires, and nations

SE/TE: Governments, 290, 321, 327, 335, 398, 399, 449; Religions, 54–57, 136–139, 141–143, 294–297, 302, 321, 328, 330–339, 349, 361, 381, 409, 439–441; Economics, 38, 59, 169, 269, 282–287, 336, 348, 351, 371, 374, 375, 376–378, 394, 399, 403, 411; Social Division, 22, 89; Caste System, 139; Slavery, 55, 89, 255, 285, 441 Additional TE Pages: Government, 133, 284, 290; Economics, 38, 59, 169, 220, 269, 336, 348, 351, 371, 375, 394, 399, 403, 411

Indicator 2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development Objectives a. Examine the practices and beliefs of world religions and philosophies

including monotheism and polytheism

SE/TE: Judaism, 54–57; Hinduism, 136–139, 349; Buddhism, 141–143, 361, 402; Islam, 321, 330–339, 407; Christianity, 294–297, 302, 328, 381, 382, 401, 407

b. Describe the impact of various religions on a civilization, such as its effect on

political, economic and social systems

SE/TE: Judaism, 54–57; Hinduism, 136–139, 349; Buddhism, 141–143, 361, 402; Islam, 321, 330–339, 407; Christianity, 294–297, 302, 328, 381, 382, 401, 407

Topic C. Conflict and Compromise Indicator 1. Analyze factors that affected relationships in early world history Objectives a. Examine the causes and effects of social, economic, and political conflict

such as the Crusades

SE/TE: Conflict, Cooperation, and Interdependence, 10–31, 34–63, 78–97, 100–119, 122–147, 162–183, 186–205, 208–231, 246–273, 276–307, 322–343, 346–367, 370–389, 392–415, 430–453, 456–483, 486–505, 520–539, 542–565, 568–591, 606–627, 630–651, 654–673

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b. Describe the impact of trade and migration on the exchange of ideas and

beliefs

SE/TE: Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411, 431, 439, 445, 449, 631, 632, 633; Migration, 12, 14-16, 130, 251, 347, 372, 615, 656; Movement, 48–50, 54–59, 128–130, 168–173, 174–177, 196–199, 252–259, 260-264, 276–281, 326–328, 374–378, 474–477, 478–481, 486–491, 492–496, 654–659

Standard 3.0 Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Topic A. Using Geographic Tools Indicator 1. Use geographic tools to locate places and describe the human and physical characteristics in early world history Objectives a. Use maps to compare geographic locations of civilizations from world history

to: Mesopotamia Africa including Egypt Nubia/Kush and Sub-Saharan Africa Indus River Valley Northern China Greeks and Romans Mesoamerican, such as the Incas, Mayans and Aztecs

SE/TE: Map Handbook, H10-H24; Maps, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410

b. Use photographs and thematic maps, to identify and describe physical and

human characteristics of early civilizations

SE/TE: Map Handbook, H10-H24; Maps, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410

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Topic B. Geographic Characteristics of Places and Regions Indicator 1. Examine how physical and human characteristics shape the identity of places and regions and influence the development of civilizations in world history Objectives a. Identify and describe physical characteristics that influenced human

settlement

SE/TE: The Fertile Crescent, 34–39; The Lifeline of the Nile, 78–81; The Geography of China, 100–103; The Geography of South Asia, 122–125; Geography of Mesopotamia, 162–165; Geography of South America, 186–189; Geography of North America, 208–211; The Geography of Greece, 246–249; Rome’s Beginnings, 276–279

b. Explain how physical characteristics of a place influenced human activities,

such as agriculture, transportation, art and architecture and economic activity in the ancient world

SE/TE: The Fertile Crescent, 34–39; The Lifeline of the Nile, 78–81; The Geography of China, 100–103; The Geography of South Asia, 122–125; Geography of Mesopotamia, 162–165; Geography of South America, 186–189; Geography of North America, 208–211; The Geography of Greece, 246–249; Rome’s Beginnings, 276–279; Buildings and Architecture, 3, 13, 16, 22, 37, 41, 48, 63, 76, 87, 115, 125, 129, 133, 140, 153c, 160, 169, 171, 172, 177, 188, 192, 204, 219, 220, 249, 262, 269, 277, 279, 291, 301, 302, 331, 336, 346, 350, 356, 361, 376, 381, 382, 384, 431, 489, 646; Economic Concepts, 38, 59, 89, 169, 269, 282–287, 336, 348, 351, 371, 374, 375, 376–378, 394, 399, 403, 411

c. Explain how human perceptions of and interactions with the environment

changed over time in due to technologies, such as road building, dam construction, and agricultural improvements

SE/TE: Interacting with the Environment, 10–17, 18–25, 34–39, 78–83, 100–105, 122–127, 162–167, 186–189, 208–211, 228–229, 246–251, 276–281, 322–325, 370–373, 392–395, 660–663, 664–667

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Topic C. Movement of People, Goods and Ideas Indicator 1. Describe and analyze population growth, migration and settlement patterns in early world history Objectives a. Identify reasons why people migrate, such as economic opportunity, climate,

and political reasons

SE/TE: Migration, 12, 14-16, 130, 251, 347, 372, 615, 656; Movement, 48–50, 54–59, 128–130, 168–173, 174–177, 196–199, 252–259, 260-264, 276–281, 326–328, 374–378, 474–477, 478–481, 486–491, 492–496, 654–659

b. Explain how the development of transportation and communication networks

influenced the movement of people, goods and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam

SE/TE: Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 362, 363, 369, 375, 378, 381, 385, 391; Greek Empire, 266-269; The Roman Empire, 288-292; The Islamic World, 334-338; Crusades, 406-411

c. Describe how economic systems and cultural diffusion help to shape patterns

of human settlement and interaction

SE/TE: Economic Concepts, 38, 59, 89, 169, 269, 282–287, 336, 348, 351, 371, 374, 375, 376–378, 394, 399, 403; Movement, 48–50, 54–59, 128–130, 168–173, 174–177, 196–199, 252–259, 260z264, 276–281, 326–328, 374–378

Topic D. Modifying and Adapting to the Environment Indicator 1. Analyze why and how people modify their natural environment and the impact of those modifications Objectives a. Describe ways people modified their environment to meet their needs, such as

cultivating lands, building roads, dams, and aqueducts

SE/TE: Interacting with the Environment, 10–17, 18–25, 34–39, 78–83, 100–105, 122–127, 162–167, 186–189, 208–211, 228–229, 246–251, 276–281, 322–325, 370–373, 392–395, 660–663, 664–667

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b. Analyze how people in early world history perceived and reacted to

environmental concerns, such as flooding, drought, and depletion of natural resources and evaluate the consequences of those actions SE/TE: Climatic Events, 23, 35–36, 75, 79, 81, 102, 103, 123, 125, 163, 164, 371, 661

Standard 4.0 Economics Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. Topic A. Scarcity and Economic Decision-making Indicator 1. Explain that people made choices because resources relative to economic wants to goods and services in the context of early world history Objective a. Identify opportunity cost of economic decisions made by individuals and

groups such as the decision to engage in trade

SE/TE: 362, 363, 445, 449, 474–477, 478–480, 543, 630–633 Indicator 2. Analyze how scarce economic resources were used to satisfy economic wants in early world history Objectives a. Identify ways people have used resources to meet economic wants such as

domesticating agriculture

SE/TE: Resource Usage, 10–17, 18–25, 34–39, 78–83, 100–105, 122–127, 162–167, 186–189, 208–211, 228–229, 246–251, 276–281, 322–325, 370–373, 392–395, 660–663, 664–667

b. Describe how available resources affected specialization and trade

SE/TE: Specialization, 39; Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411, 431, 439, 445, 449, 631, 632, 633

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Indicator 3. Analyze how technological changes affected consumption and production in early world history Objectives a. Give examples of how technology changed consumption and provided greater

access to goods and services

SE/TE: Technology, 10–17, 18–25, 34–39, 78–83, 100–105, 122–127, 162–167, 186–189, 208–211, 228–229, 246–251, 276–281, 322–325, 370–373, 392–395, 660–663, 664–667

b. Examine why technology has changed production such as the development of

the printing press

SE/TE: Technology, 10–17, 18–25, 34–39, 78–83, 100–105, 122–127, 162–167, 186–189, 208–211, 228–229, 246–251, 276–281, 322–325, 370–373, 392–395, 660–663, 664–667

Indicator 4. Examine how specialization, interdependence and trade affected the production of goods and services in early world history Objectives a. Analyze examples of regional specialization that resulted from economic

resources, such as silk production, bronze casting and terraced farming SE/TE: Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411, 431

b. Describe the effects of agricultural surplus and job specialization on the

emergence of early towns and cities in various parts of the world

SE/TE: Early Farmers, 18-23; Developing Cultures, 26-29; The Fertile Crescent, 34-39; Mesopotamia, 40-47; Life in Egypt, 84-85; India and Persia, 128-134

c. Identify African and Eurasian trade routes to explain how surplus goods and

regional specialization resulted in economic interdependence

SE/TE: Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411, 431

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Topic B. Economic Systems and the Role of Government in the Economy Indicator 1. Describe the types of economic systems in early world societies Objectives a. Describe how various early world societies answer the basic question of what,

how, and for whom to produce

SE/TE: Economics, 38, 59, 169, 269, 282–287, 336, 348, 351, 371, 374, 375, 376–378, 394, 399, 403, 411

b. Describe examples of tradition in economies such as the economic roles of

men and women in tribal societies

SE/TE: Early Farmers, 18-23; Developing Cultures, 26-29; The Fertile Crescent, 34-39; Mesopotamia, 40-47; Life in Egypt, 84-85; India and Persia, 128-134; Women in China, 108-111; Women in Egypt, 89, 91; Women in Ancient Greece, 243, 255, 256; Women in Kush, 95; Women in Mayan Civilization, 173

c. Describe examples of command in economies, such as the feudal system

SE/TE: Feudalism, 401-402

Indicator 2. Describe the transition from feudalism and the manor system to the development of early towns Objectives a. Explain how the growth and management of towns, guilds, and the banking

system were affected by technology and agriculture

SE/TE: Life in the Middle Ages, 400–405; Crusades, Trade, and the Plague, 406–413

b. Analyze how the guild system addressed changes in the economy, such as

dictating price and production

SE/TE: Guild System 404

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Indicator 3. Describe the importance of medium of exchange in early world history Objective a. Explain how societies used mediums of exchange to facilitate trade and help

their economies grow

SE/TE: Forms of Exchange, 38, 59, 169, 269, 336, 348, 351, 371, 375, 394, 399, 403, 411, 494, 543, 611, 632

Standard 5.0 History Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Topic A. Individuals and Societies Change Over Time Indicator 1. Analyze how the rise of the earliest communities led to the emergence of agricultural societies Objectives a. Describe characteristics and innovations of hunting and gathering societies,

such as nomadic lifestyles, inventors of tools, adaptation to animal migration and vegetation cycles and the shift from food gathering to food-producing activities

SE/TE: Early Gatherers and Hunters, 10–17; Early Farmers, 18–23 b. Explain how and why towns and cities grew from early human settlements,

including the need for security and government

SE/TE: Developing Cultures, 26-29; Early Civilizations, 32–63 Indicator 2. Examine the emergence, growth and decline of empires in the Americas Objective a. Describe and trace the development of political and social structures of the

Incas, Mayans and Aztecs

SE/TE: The Olmec and the Maya, 168–173; The Aztecs, 174–181; The Inca, 196–203

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Topic B. Emergence, Expansion and Changes in Nations and Empires Indicator 1. Analyze how civilizations emerged in the river valley areas Objectives a. Describe the characteristics of a civilization, such as social hierarchy,

government, writing system, specialization in an area of trade and the establishment of cities

SE/TE: Developing Cultures, 26-29; Early Civilizations, 32–63 b. Compare major cultural, political and economic achievements of river valley

civilizations, such as the Tigris and Euphrates River Valley, the Huang River Valley, the Indus River Valley and the Nile River Valley including Egypt, Nubia and Kush

SE/TE: The Fertile Crescent, 34–39; Mesopotamia, 40–47; Babylon and Assyria, 48–53; Hebrews, Phoenicians, and Lydians, 54-59; Ancient Egypt and Nubia, 76–97; Ancient China, 98–119; Ancient India and Persia, 120-147

Indicator 2. Analyze the emergence and enduring influence of Aegean civilizations Objectives a. Describe the major cultural achievements of the Greek civilization, such as art,

science, political systems, and philosophy across time

SE/TE: Ancient Greece, 244–245; The Geography of Greece, 246–251; The Greek City-States, 252–257; The Golden Age of Athens, 260–265; Alexander the Great, 266–271

b. Explain the emergence, rise and decline of the Greek city-states

SE/TE: The Greek City-States, 252–257

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Indicator 3. Analyze the emergence, expansion and decline of the Roman Empire Objectives a. Describe the major achievements of the Roman Era, such as legal, artistic,

architectural, technological, and literary

SE/TE: Ancient Rome, 274–275; Rome’s Beginnings, 276–279; The Roman Republic, 282–287; The Roman Empire, 288–293; The Rise of Christianity, 294–297; Rise and Fall, 298–300

b. Explain the transition from Roman Republic to Roman Empire including the

social structure, significance of citizenship and the development of political institutions

SE/TE: Rome’s Beginnings, 276–279; The Roman Republic, 282–287; The Roman Empire, 288–293

c. Summarize the factors that led to the decline of the Roman Empire

SE/TE: The Rise of Christianity, 294–297; Rise and Fall, 298–300

Indicator 4. Compare the dynasties and empires in ancient China Objectives a. Describe the causes and consequences of the unification of China under early

imperial dynasties, such as the Shang, Zhou, Qin, Han and Tang

SE/TE: China’s Past, 106–113; Chinese Dynasties, 350–354 b. Explain the major traditions, customs and beliefs of Confucianism and Taoism

in the context of early Chinese imperial dynasties

SE/TE: Legacy of Thought, 114–117 c. Analyze China's cultural, political and economic influence on Japan, Korea,

and countries in Southeast Asia

SE/TE: The Khmer, 356-359; Japan in Isolation, 360–365; Review, 366–367

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Indicator 5. Analyze the emergence, growth and decline of African Empires Objectives a. Describe the contributions of major African monarchies, cities, and trade

networks, such as Ghana, Mali and Songhai

SE/TE: African Empires, 368–369; Geography of Africa, 370–373; West African Kingdoms, 374–379; East Central, and Southern Africa, 380–386

b. Analyze the cultural and economic impact of African regional and worldwide

trade routes

SE/TE: Spread of Peoples, 372-373; West African Kingdoms, 374–379; East Central, and Southern Africa, 380–386

c. Summarize the factors that led to the decline of the African empires

SE/TE: West African Kingdoms, 374–379; East Central, and Southern Africa, 380–386

Topic C. Conflict between Ideas and Institutions Indicator 1. Analyze the effect of interactions between civilizations in early world history Objectives a. Describe how interactions promoted or failed to promote development, such

as the Fertile Crescent Empire, Greek city-states, and Latin Empires


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b. Analyze the causes of the rise and fall, expansion and contraction of political entities and nation-states


Indicator 2. Analyze the major traditions, customs, and beliefs of Hinduism and Buddhism and their expansion throughout Asia Objectives a. Describe the major traditions, customs and beliefs of Buddhism

SE/TE: Buddhism, 141–143, 361, 402

b. Explain the major traditions, customs and beliefs of Hinduism and its political

and social impact on India

SE/TE: Hinduism, 136–139, 349 Indicator 3. Analyze the emergence and expansion of Islamic civilization Objectives a. Analyze the major traditions, customs, and beliefs of Islam

SE/TE: Development of Islam, 330–333; The Islamic World, 334–339; Review, 342–343

b. Describe causes and consequences of the expansion of Islam into other

regions, such as Southwest Asia, Southeast Asia, North Africa, Europe and India

SE/TE: The Islamic World, 334–339; Review, 342–343

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Indicator 4. Analyze the changes in the European society during the Middle Ages Objectives a. Analyze the major traditions, customs, and beliefs of Christianity

SE/TE: Christianity, 294–297, 302, 328, 381, 382, 401, 407

b. Explain the origins and consequences of the Black Death during the 14th

century, such as a population decrease, a decline in trade, the elimination of the social order and the decline of religious power

SE/TE: Crusades, Trade, and the Plague, 406–411 c. Analyze the characteristics of the development and decline of feudalism and

the emergence of monarchies

SE/TE: Feudalism, 401–403; Monarchy, 399, 402, 467 d. Describe the causes, consequences and cultural diffusion that resulted from

the Crusades, such as the increase in Mediterranean trade and the exchange of knowledge and ideas

SE/TE: Crusades, Trade, and the Plague, 406–411 Standard 6.0 Social Studies Skills and Processes Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. Topic A. Read to Learn and Construct Meaning about Social Studies Indicator 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary Objectives a. Acquire and apply new vocabulary through investigating, listening,

independent reading and discussing a variety of print and non-print sources

SE/TE: Preview Vocabulary, 8, 32, 76, 98, 120, 160, 184, 206, 244, 274, 320, 344, 368, 390, 428, 454, 484, 518, 540, 566, 604, 628, 652; Lesson Vocabulary, 10, 18,

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26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 196, 208, 212, 218, 222, 246, 252, 260, 282, 288, 294, 298, 322, 326, 330, 334, 360, 370, 374, 380, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

b. Identify and use new vocabulary acquired through study of relationships to

prior knowledge and experiences

SE/TE: Preview Vocabulary, 8, 32, 76, 98, 120, 160, 184, 206, 244, 274, 320, 344, 368, 390, 428, 454, 484, 518, 540, 566, 604, 628, 652; Lesson Vocabulary, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 196, 208, 212, 218, 222, 246, 252, 260, 282, 288, 294, 298, 322, 326, 330, 334, 360, 370, 374, 380, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

c. Use context clues to understand new social studies vocabulary

SE/TE: Unit Review, 66, 150, 234, 310, 418, 508, 594, 676; Preview Vocabulary, 8, 32, 76, 98, 120, 160, 184, 206, 244, 274, 320, 344, 368, 390, 428, 454, 484, 518, 540, 566, 604, 628,

d. Use new vocabulary in speaking and writing to gain and extend content

knowledge and clarify expression

SE/TE: Preview Vocabulary, 8, 32, 76, 98, 120, 160, 184, 206, 244, 274, 320, 344, 368, 390, 428, 454, 484, 518, 540, 566, 604, 628, 652; Lesson Vocabulary, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 196, 208, 212, 218, 222, 246, 252, 260, 282, 288, 294, 298, 322, 326, 330, 334, 360, 370, 374, 380, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

Indicator 2. Use strategies to prepare for reading (before reading) Objectives a. Identify the characteristics of informational texts, such as print features,

graphic aids, informational aids, organizational aids, and online features

SE/TE: Use Primary and Secondary Sources, 280-281; Compare Primary Sources, 472-473; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634

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b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

SE/TE: Preview, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 190, 196, 208, 212, 218, 222, 246, 252, 260, 266, 276 282, 288, 294, 298, 322, 326, 330, 334, 346, 350, 356, 360, 370, 374, 380, 392, 396, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 548, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

c. Set a purpose for reading the text

SE/TE: Lesson Objectives, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 190, 196, 208, 212, 218, 222, 246, 252, 260, 266, 276 282, 288, 294, 298, 322, 326, 330, 334, 346, 350, 356, 360, 370, 374, 380, 392, 396, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 548, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

d. Ask questions and make predictions about the text

SE/TE: Predict, 80, 175, 178, 377; Analyze Information, 3, 5, 15, 36, 42, 47, 71, 73, 133, 138, 143, 155, 157, 167, 169,171, 172, 180, 239, 241, 255, 261, 267, 315, 347, 357, 371, 372, 377, 397, 402, 404, 409, 410, 413, 417, 434, 451, 494, 513, 515, 521, 527, 528, 530, 531, 535, 578, 599, 601, 616, 625, 635, 657, 675

e. Make connections to the text using prior knowledge and experiences

SE/TE: Students activate prior knowledge during the Preview activities. Preview & You Are There, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 190, 196, 208, 212, 218, 222, 246, 252, 260, 266, 276 282, 288, 294, 298, 322, 326, 330, 334, 346, 350, 356, 360, 370, 374, 380, 392, 396, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 548, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

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Indicator 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading) Objectives a. Identify and use knowledge of organizational structures, such as

chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

SE/TE: Sequence, 318–319; Reading Skills: Sequence, 6–7, 10, 11, 12, 14, 16, 18, 28, 35, 36, 37, 38, 43, 48, 50, 52, 61, 80, 87, 101, 108, 135, 171, 176, 191, 195, 197, 202, 221, 270, 296, 301, 303, 322, 323, 324, 325, 326, 332, 341, 346, 348, 355, 361, 365, 375, 376, 381, 387, 396, 397, 398, 410, 457, 495, 498, 531, 535, 550, 551, 572, 577, 578, 580, 584, 607, 608, 613, 621, 625, 670; Main Idea and Details, H5, H8, H14, H15, H17, H20, H23, 5, 12, 14, 17, 19, 20, 21, 22, 23, 26, 27, 28, 35, 36, 37, 38, 40, 41, 42, 43, 44, 45, 46, 47, 49, 51, 53, 54, 55, 56, 57, 61, 64, 85, 86, 87, 91, 93, 95, 101, 107, 108, 110, 111, 112, 113, 116, 124, 129, 130, 131, 133, 134, 137,

138, 143, 170, 171, 172, 173, 174, 176, 178, 179, 187, 188, 190, 191, 192, 195,

196, 197, 198, 199, 209, 210, 213, 214, 223, 226, 232, 242, 243, 246, 247, 248,

249, 251, 253, 255, 260, 261, 262, 263, 265, 268, 269, 276, 277, 278, 279, 282,

283, 284, 286, 289, 290, 292, 293, 294, 295, 296, 297, 299, 300, 302, 304, 324,

327, 330, 331, 332, 333, 336, 338, 347, 349, 350, 351, 354, 359, 362, 365, 372,

373, 375, 376, 377, 378, 381, 382, 384, 393, 394, 395, 397, 398, 399, 400, 401,

402, 403, 405, 407, 408, 409, 416, 435, 442, 446, 448, 451, 461, 462, 467, 469. 473, 475, 476, 478, 481, 488, 493, 496, 499, 502, 506, 507, 521, 525, 527, 529, 530, 532, 535, 536, 544, 547, 549, 550, 551, 552, 553, 560, 579, 585, 586, 588, 608, 610, 612, 613, 615, 616, 618, 619, 621, 622, 631, 632, 642, 645, 646, 648, 656, 661, 662, 665, 666; Cause and Effect, H21, 21, 27, 34, 41, 64, 79, 86, 89, 94, 95, 101, 110, 115, 117, 123, 132, 133, 139, 142, 164, 165, 169, 177, 180, 181, 188, 193, 197, 198, 199, 201, 215, 217, 224, 225, 228, 248, 249, 263, 264, 266, 269, 271, 284, 285, 286, 296, 298, 299, 301, 323, 331, 334, 335, 336, 339, 347, 349, 353, 356, 357, 360, 361, 362, 363, 371, 373, 379, 382, 383, 385, 392, 393, 394, 395, 402, 404, 406, 407, 408, 409, 410, 411, 416, 431, 435, 439, 440, 443, 447, 457, 461, 468, 469, 471, 473, 475, 477. 479, 487, 488, 492, 495, 499, 500, 503, 516-517, 520, 521, 523, 526, 528, 529, 530, 531, 534, 536, 542, 543, 544, 545, 546, 548, 550, 551, 552, 554, 558, 559, 568, 570, 571, 572, 573, 575, 576, 577, 578, 579, 580, 582, 583, 585, 589, 593, 615, 617, 621, 622, 623, 630, 631, 637, 638, 656, 659, 660, 661, 662, 665, 666

b. Reread slowly and carefully, restate, or read on and revisit difficult parts

SE/TE: See Teach and Discuss for opportunities to address this objective. For examples see pages 27, 85, 163, 247, 267, 335, 357, 371, 397, 445, 521, 549, and 615.

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c. Use a graphic organizer or another note-taking technique to record important

ideas or information

SE/TE: Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634; Charts and Graphs, 85, 104, 105, 292, 340, 341, 343, 475, 476, 490, 562, 563, 624, 631, 634, 647, 651, 655, 656, 661, 665; Graphic Organizers, 10, 18, 26, 34, 40, 48, 54, 78, 84, 92, 100, 106, 114, 122, 128, 136, 140, 162, 168, 174, 186, 190, 196, 208, 212, 218, 222, 246, 252, 260, 266, 276 282, 288, 294, 298, 322, 326, 330, 334, 346, 350, 356, 360, 370, 374, 380, 392, 396, 400, 406, 430, 438, 444, 456, 466, 474, 478, 486, 492, 498, 520, 526, 534, 542, 548, 558, 568, 576, 582, 606, 614, 620, 630, 636, 644, 654, 660, 664, 668

d. Look back through the text to search for connections between and among

ideas


e. Make, confirm, or adjust predictions about the text

SE/TE: Predict, 80, 175, 178, 377

f. Periodically summarize or paraphrase important ideas while reading

SE/TE: Summarize, H5, 19, 36, 38, 45, 46, 50, 52, 53, 55, 74-75, 78, 79, 80, 81, 84, 87, 88, 91, 92, 93, 94, 100, 101, 102, 103, 106, 107, 110, 111, 114, 115, 122, 123, 125, 126, 127, 128, 129, 130, 136, 140, 141, 149, 164, 193, 197, 199, 202, 209, 211, 213, 219, 227, 232, 251, 254, 262, 268, 285, 297, 301, 328, 335, 337, 348, 351, 355, 358, 362, 370, 372, 374, 377 . 380 , 384 , 393 , 401 , 408 , 426-427, 430, 431, 432, 433, 434, 435, 436, 437, 438, 439, 441, 444, 445, 447, 448, 458, 459, 462, 466, 467, 468, 469, 470, 475, 476, 479, 480, 486, 487, 495, 499, 500, 501, 543, 544, 545, 578, 586, 618, 643, 647, 657, 662, 669, 671

g. Visualize what was read for deeper meaning

SE/TE: Analyze Pictures, H2, H16, 137, 223, 465, 500

h. Explain personal connections to the ideas or information in the text


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Indicator 4. Use strategies to demonstrate understanding of the text (after reading) Objectives a. Identify and explain what is directly stated in the text

SE/TE: Main Idea and Details, H5, H8, H14, H15, H17, H20, H23, 5, 12, 14, 17, 19, 20, 21, 22, 23, 26, 27, 28, 35, 36, 37, 38, 40, 41, 42, 43, 44, 45, 46, 47, 49, 51, 53, 54, 55, 56, 57, 61, 64, 85, 86, 87, 91, 93, 95, 101, 107, 108, 110, 111, 112, 113, 116, 124, 129, 130, 131, 133, 134, 137, 138, 143, 170, 171, 172, 173, 174, 176, 178, 179, 187, 188, 190, 191, 192, 195, 196, 197, 198, 199, 209, 210, 213, 214, 223, 226, 232, 242, 243, 246, 247, 248, 249, 251, 253, 255, 260, 261, 262, 263, 265, 268, 269, 276, 277, 278, 279, 282, 283, 284, 286, 289, 290, 292, 293, 294, 295, 296, 297, 299, 300, 302, 304, 324, 327, 330, 331, 332, 333, 336, 338, 347, 349, 350, 351, 354, 359, 362, 365, 372, 373, 375, 376, 377, 378, 381, 382, 384, 393, 394, 395, 397, 398, 399, 400, 401, 402, 403, 405, 407, 408, 409, 416, 435, 442, 446, 448, 451, 461, 462, 467, 469. 473, 475, 476, 478, 481, 488, 493, 496, 499, 502, 506, 507, 521, 525, 527, 529, 530, 532, 535, 536, 544, 547, 549, 550, 551, 552, 553, 560, 579, 585, 586, 588, 608, 610, 612, 613, 615, 616, 618, 619, 621, 622, 631, 632, 642, 645, 646, 648, 656, 661, 662, 665, 666

b. Identify, paraphrase, or summarize the main idea of the text

SE/TE: Summarize, H5, 19, 36, 38, 45, 46, 50, 52, 53, 55, 74-75, 78, 79, 80, 81, 84, 87, 88, 91, 92, 93, 94, 100, 101, 102, 103, 106, 107, 110, 111, 114, 115, 122, 123, 125, 126, 127, 128, 129, 130, 136, 140, 141, 149, 164, 193, 197, 199, 202, 209, 211, 213, 219, 227, 232, 251, 254, 262, 268, 285, 297, 301, 328, 335, 337, 348, 351, 355, 358, 362, 370, 372, 374, 377 . 380 , 384 , 393 , 401 , 408 , 426-427, 430, 431, 432, 433, 434, 435, 436, 437, 438, 439, 441, 444, 445, 447, 448, 458, 459, 462, 466, 467, 468, 469, 470, 475, 476, 479, 480, 486, 487, 495, 499, 500, 501, 543, 544, 545, 578, 586, 618, 643, 647, 657, 662, 669, 671

c. Determine and explain the author's purpose

SE/TE: Lesson Reviews, 16, 23, 29, 39, 46, 53, 59, 81, 90, 95, 103, 112, 127, 127, 134, 139, 143, 165, 173, 180, 189, 193, 201, 211, 215, 221, 224, 251, 256, 264, 271, 279, 287, 292, 297, 304, 325, 328, 333, 338, 349, 355, 359, 363, 373, 378, 385, 395, 398, 405, 411, 437, 442, 449, 462, 470, 477, 481, 489, 496, 503, 523, 532, 537, 547, 554, 561, 572, 580, 587, 612, 618, 623, 633, 641, 649, 657, 663, 667, 671

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d. Distinguish between facts and opinions

SE/TE: Fact and Opinion, 113, 200, 213, 217, 268,324, 337; Detect Bias, 216-217 e. Explain whether or not the author's opinion is presented fairly

SE/TE: Fact and Opinion, 113, 200, 213, 217, 268,324, 337; Detect Bias, 216-217; Point of View, 16, 255, 446, 544, 588, 589, 592, 619, 675

f. Explain what is not directly stated in the text by drawing inferences

SE/TE: Make Inferences, H2, H6, H15, H22, H23, 13, 22, 41, 49, 60, 79, 109, 125, 135, 179, 189, 192, 214, 220, 223, 226, 228, 247, 256, 291, 303, 323, 325, 327, 338, 357, 372, 376, 405, 432, 464, 513, 530, 546, 549, 553, 555, 557, 559, 560, 569, 584, 645, 674

g. Confirm or refute predictions made about the text to form new ideas

SE/TE: Predict, 80, 175, 178, 377

h. Connect the text to prior knowledge or personal experiences

SE/TE: Opportunities to address this objective may be found in the Link Activities. Lesson Reviews, 16, 23, 29, 39, 46, 53, 59, 81, 90, 95, 103, 112, 127, 127, 134, 139, 143, 165, 173, 180, 189, 193, 201, 211, 215, 221, 224, 251, 256, 264, 271, 279, 287, 292, 297, 304, 325, 328, 333, 338, 349, 355, 359, 363, 373, 378, 385, 395, 398, 405, 411, 437, 442, 449, 462, 470, 477, 481, 489, 496, 503, 523, 532, 537, 547, 554, 561, 572, 580, 587, 612, 618, 623, 633, 641, 649, 657, 663, 667, 671

i. Draw conclusions and make generalizations based on the text, multiple texts,

and/or prior knowledge

SE/TE: Draw Conclusions, H2, H14, H16, H17, H20, 11, 12, 13, 14, 17, 19, 20, 22, 23, 29, 37, 43, 49, 50, 53, 56, 58, 59, 80, 81, 83, 85, 87, 89, 90, 94, 107, 110, 115, 125, 127, 131, 132, 133, 135, 137, 138, 141, 142, 145, 148, 155, 163, 164, 177, 200, 201, 169, 170, 171, 203, 214, 219, 172, 220, 224, 239, 247, 248, 249, 250, 253, 254, 256, 257, 267, 269, 270, 283, 284, 285, 287, 288, 289, 291, 292, 295, 296, 299, 303, 304, 305, 308, 315, 317, 327, 351, 354, 359, 361, 365, 379, 383, 401, 403, 404, 408, 417, 432, 433, 443, 445, 458, 461, 463, 468, 473, 475, 480, 488, 489, 493, 494, 496, 503, 507, 529, 531, 543, 547, 549, 553, 554, 557, 561, 569, 571, 574, 578, 587, 599, 602-603, 607, 609, 610, 611, 612, 614, 617, 620, 621, 631, 632, 633, 635, 636, 637, 639, 642, 643, 644, 645, 646, 647, 654, 655, 664, 665, 667, 668, 669, 670, 671, 674; Generalize, 17, 105, 141, 290, 460, 491, 507

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Topic B. Write to Learn and Communicate Social Studies Understandings Indicator 1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings Objectives a. Identify key ideas

SE/TE: Link to Writing, 16, 23, 81, 95, 103, 112, 117, 127, 134, 143, 193, 224, 279, 297, 304, 325, 349, 355, 398, 437, 442, 449, 470, 489, 503, 561, 572, 587, 623, 649; Curriculum Connection, H5, H18, 1f, 17, 38, 44, 46, 117, 135, 144, 57, 65, 69f, 85, 153f, 155, 179, 104, 181, 191, 202, 228, 237f, 269, 281, 297, 305, 313f, 315, 341, 365, 379, 421f, 437, 491, 497, 499, 506, 511f, 531, 580, 658 597f, 598, 608, 625, 638, 645

b. Connect key ideas to prior knowledge (personal experience, text and world)

SE/TE: Link to Writing, 16, 23, 81, 95, 103, 112, 117, 127, 134, 143, 193, 224, 279, 297, 304, 325, 349, 355, 398, 437, 442, 449, 470, 489, 503, 561, 572, 587, 623, 649

Indicator 2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform Objectives a. Identify form, audience, topic, and purpose before writing

SE/TE: Link to Writing, 16, 23, 81, 95, 103, 112, 117, 127, 134, 143, 193, 224, 279,

297, 304, 325, 349, 355, 398, 437, 442, 449, 470, 489, 503, 561, 572, 587, 623, 649; Curriculum Connection, H5, H18, 1f, 17, 38, 44, 46, 117, 135, 144, 57, 65, 69f, 85, 153f, 155, 179, 104, 181, 191, 202, 228, 237f, 269, 281, 297, 305, 313f, 315, 341, 365, 379, 421f, 437, 491, 497, 499, 506, 511f, 531, 580, 658 597f, 598, 608, 625, 638, 645

b. Organize facts and/or data/statistics to support a topic

SE/TE: For related information see: Link to Writing, 16, 23, 81, 95, 103, 112, 117, 127, 134, 143, 193, 224, 279, 297, 304, 325, 349, 355, 398, 437, 442, 449, 470, 489, 503, 561, 572, 587, 623, 649

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c. Provide introduction, body, and conclusion

SE/TE: Link to Writing, 16, 23, 81, 95, 103, 112, 117, 127, 134, 143, 193, 224, 279, 297, 304, 325, 349, 355, 398, 437, 442, 449, 470, 489, 503, 561, 572, 587, 623, 649; Curriculum Connection, H5, H18, 1f, 17, 38, 44, 46, 117, 135, 144, 57, 65, 69f, 85, 153f, 155, 179, 104, 181, 191, 202, 228, 237f, 269, 281, 297, 305, 313f, 315, 341, 365, 379, 421f, 437, 491, 497, 499, 506, 511f, 531, 580, 658 597f, 598, 608, 625, 638, 645

d. Cite sources when paraphrasing, summarizing, and quoting


e. Enhance text with graphics, such as charts, maps, and diagrams


Indicator 3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade Objectives a. Identify form, audience, topic, and purpose


b. State a clear opinion or position


c. Modify or refute a position when appropriate


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d. Provide reasons and cite reliable supporting evidence


e. Demonstrate understandings of social studies knowledge


Indicator 4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses) Objectives a. Address the topic


b. Provide accurate information


c. Support topic with appropriate details


d. Integrate social studies concepts and skills


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Topic C. Ask Social Studies Questions Indicator 1. Identify a topic that requires further study Objectives a. Identify prior knowledge about the topic

SE/TE: Chapter Reviews, 31, 63, 97, 119, 147, 183, 205, 231, 273, 307, 343, 367, 389, 415, 453, 483, 505, 539, 565, 591, 627, 673; Unit Project, 68, 152, 236, 312, 420, 510, 596, 678

b. Pose questions about the topic


c. Formulate research questions


d. Develop a plan for how to answer questions about the topic SE/TE: Chapter Reviews, 31, 63, 97, 119, 147, 183, 205, 231, 273, 307, 343, 367, 389, 415, 453, 483, 505, 539, 565, 591, 627, 673; Unit Project, 68, 152, 236, 312, 420, 510, 596, 678

Indicator 2. Identify a situation/issue that requires further study Objectives a. Define the situation/issue

SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17-18, 88-89, 202-203, 293-294, 339-340, 471-472, 573-574, 643-644

b. Identify prior knowledge about the situation/issue


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c. Pose questions about the situation/issue from a variety of perspectives SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17-18, 88-89, 202-203, 293-294, 339-340, 471-472, 573-574, 643-644

d. Pose questions that elicit higher order thinking responses


e. Formulate research questions


f. Develop a plan for how to answer questions about the situation/issue


Topic D. Acquire Social Studies Information Indicator 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied Objectives a. Gather and read appropriate print sources, such as journals, periodicals,

government documents, timelines, databases, reference works, and web sites

SE/TE: Research and Writing Skills, 144-145, 280-281, 364-365, 386-387, 450-451, 472-473; Literature, 141, 171, 253, 376, 461, 584, 638; Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655 Additional TE Pages: Bibliography, 1h, 69h, 153h, 237h, 313h, 421h, 511h, 313h; Curriculum Connection, 1f, 4, 14, 39, 64, 69f, 72, 83, 91, 105, 107, 113, 153f, 156, 203, 217, 225, 237f, 240, 251, 264, 292, 308, 313f, 316, 339, 359, 373, 403, 417, 421f, 424, 443, 448, 463, 471, 511f, 514, 533, 555, 573, 588, 597f, 600, 619, 638, 643, 666

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b. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

SE/TE: Using Primary and Secondary Sources, 280-281; Compare Primary Sources, 472-473; Literature, 141, 171, 253, 376, 461, 584, 638

c. Locate and gather data and information from appropriate non-print sources,

such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories

SE/TE: Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634; Analyze Pictures, H2, H16, 137, 223, 465, 500; Music: Curriculum Connection, 1f, 69f, 153f, 232, 237f, 313f, 421f, 451, 511f, 593, 597f, 610; Video Field Trip, 1c, 69c, 153c, 237c, 313c, 421c, 511c, 597c

d. Access and process information that is factual and reliable from readings,

investigations, and/or oral communications

SE/TE: Research and Writing Skills, 144-145, 280-281, 364-365, 386-387, 450-451, 472-473; Literature, 141, 171, 253, 376, 461, 584, 638; Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655

Indicator 2. Engage in field work that relates to the topic/ situation/ problem being studied Objectives a. Gather data

SE/TE: Unit Project, 68, 152, 236, 312, 420, 510, 596, 678; Interpret Line Graphs, 340; Interpret Circle Graphs, 490; Interpret Bar Graphs, 562

b. Make and record observations


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c. Design and conduct surveys and oral histories


Topic E. Organize Social Studies Information Indicator 1. Organize information from non-print sources Objectives a. Prioritize information gathered according to importance and relevance

SE/TE: Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634; Analyze Pictures, H2, H16, 137, 223, 465, 500; Music: Curriculum Connection, 1f, 69f, 153f, 232, 237f, 313f, 421f, 451, 511f, 593, 597f, 610; Video Field Trip, 1c, 69c, 153c, 237c, 313c, 421c, 511c, 597c; Interpret Political Cartoon, 450-451

b. Distinguish factual from fictional information

SE/TE: Fact and Opinion, 113, 200, 213, 217, 268, 324, and 337; Analyze Pictures, H2, H16, 137, 223, 465, 500; Interpret Political Cartoon, 450-451

c. Find relationships among gathered information

SE/TE: Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634; Analyze Pictures, H2, H16, 137, 223, 465, 500; Music: Curriculum Connection, 1f, 69f, 153f, 232, 237f, 313f, 421f, 451, 511f, 593, 597f, 610; Video Field Trip, 1c, 69c, 153c, 237c, 313c, 421c, 511c, 597c; Interpret Political Cartoon, 450-451

d. Display information on various types of graphic organizers, maps, and charts

SE/TE: Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634

e. Summarize information obtained from surveys and field work


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Indicator 2. Organize information from print sources Objectives a. Prioritize information gathered according to importance and relevance

SE/TE: Research and Writing Skills, 144-145, 280-281, 364-365, 386-387, 450-451, 472-473; Literature, 141, 171, 253, 376, 461, 584, 638; Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655

b. Determine the bias and reliability of a source

SE/TE: Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655

c. Find relationships among gathered information

SE/TE: Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655; Compare Primary Sources, 472-473

d. Construct various types of graphic organizers, maps, and charts to display

information

SE/TE: Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634 Additional TE Pages: 9, 33, 77, 99, 121, 161, 185, 207, 245, 275, 321, 345, 369, 391, 429, 455, 485, 519, 541, 567, 605, 629, 653

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Topic F. Analyze Social Studies Information Indicator 1. Interpret information from primary and secondary sources Objectives a. Interpret information in maps, charts and graphs

SE/TE: Maps and Map Skills, H10-H24, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645; Atlas, R2-R19; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634

b. Interpret information from field studies and surveys


c. Analyze a document to determine point of view

SE/TE: Point of View, 16, 255, 446, 544, 588, 589, 592, 619, 675

d. Analyze the perspective of the author to determine if the document or topic is

historically significant

SE/TE: Point of View, 16, 255, 446, 544, 588, 589, 592, 619, 675; Use Primary and Secondary Sources, 280-281; Interpret Political Cartoons, 450-451; Compare Primary Sources, 472-473

e. Identify bias and prejudice

SE/TE: Detect Bias, 216-217; Point of View, 16, 255, 446, 544, 588, 589, 592, 619, 675

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Indicator 2. Evaluate information from a variety of sources Objectives a. Compare information from a variety of sources

SE/TE: Gather and Report Information, 144-145, 364-365; Use Primary and Secondary Sources, 280-281; Interpret Political Cartoons, 450-451; Compare Primary Sources, 472-473; Analyze Primary Sources, 14, 37, 43, 52, 65, 91, 111, 116, 137, 181, 229, 253, 270, 284, 286, 289, 291, 293, 295, 305, 308, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 401, 407, 409, 410, 431, 437, 440, 443, 457, 458, 459, 463, 471, 477, 487, 495, 499, 500, 501, 523, 530, 533, 536, 547, 549, 550, 552, 559, 561, 569, 570, 577, 586, 589, 607, 609, 611, 623, 640, 642, 646, 647, 648, 655

b. Compare information to prior knowledge

SE/TE: For related information see: Gather and Report Information, 144-145, 364-365; Use Primary and Secondary Sources, 280-281; Interpret Political Cartoons, 450-451; Compare Primary Sources, 472-473

c. Determine the reliability of the document

SE/TE: For related information see: Gather and Report Information, 144-145, 364-365; Use Primary and Secondary Sources, 280-281; Interpret Political Cartoons, 450-451; Compare Primary Sources, 472-473

d. Compare ideas, models, systems, and perspectives

SE/TE: Research and Writing Skills, 144-145, 280-281, 364-365, 386-387, 450-451, 472-473; Thinking Skills, 60-61, 216-217, 574-575, 624-625

Indicator 3. Synthesize information from a variety of sources Objectives a. Recognize relationships in and among ideas or events, such as cause and

effect, sequential order, main idea, and details

SE/TE: Sequence, 318–319; Reading Skills: Sequence, 6–7, 10, 11, 12, 14, 16, 18, 28, 35, 36, 37, 38, 43, 48, 50, 52, 61, 80, 87, 101, 108, 135, 171, 176, 191, 195, 197, 202, 221, 270, 296, 301, 303, 322, 323, 324, 325, 326, 332, 341, 346, 348, 355, 361,

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365, 375, 376, 381, 387, 396, 397, 398, 410, 457, 495, 498, 531, 535, 550, 551, 572, 577, 578, 580, 584, 607, 608, 613, 621, 625, 670; Main Idea and Details, H5, H8, H14, H15, H17, H20, H23, 5, 12, 14, 17, 19, 20, 21, 22, 23, 26, 27, 28, 35, 36, 37, 38, 40, 41, 42, 43, 44, 45, 46, 47, 49, 51, 53, 54, 55, 56, 57, 61, 64, 85, 86, 87, 91, 93, 95, 101, 107, 108, 110, 111, 112, 113, 116, 124, 129, 130, 131, 133, 134, 137, 138, 143, 170, 171, 172, 173, 174, 176, 178, 179, 187, 188, 190, 191, 192, 195, 196, 197, 198, 199, 209, 210, 213, 214, 223, 226, 232, 242, 243, 246, 247, 248, 249, 251, 253, 255, 260, 261, 262, 263, 265, 268, 269, 276, 277, 278, 279, 282, 283, 284, 286, 289, 290, 292, 293, 294, 295, 296, 297, 299, 300, 302, 304, 324, 327, 330, 331, 332, 333, 336, 338, 347, 349, 350, 351, 354, 359, 362, 365, 372, 373, 375, 376, 377, 378, 381, 382, 384, 393, 394, 395, 397, 398, 399, 400, 401, 402, 403, 405, 407, 408, 409, 416, 435, 442, 446, 448, 451, 461, 462, 467, 469. 473, 475, 476, 478, 481, 488, 493, 496, 499, 502, 506, 507, 521, 525, 527, 529, 530, 532, 535, 536, 544, 547, 549, 550, 551, 552, 553, 560, 579, 585, 586, 588, 608, 610, 612, 613, 615, 616, 618, 619, 621, 622, 631, 632, 642, 645, 646, 648, 656, 661, 662, 665, 666; Cause and Effect, H21, 21, 27, 34, 41, 64, 79, 86, 89, 94, 95, 101, 110, 115, 117, 123, 132, 133, 139, 142, 164, 165, 169, 177, 180, 181, 188, 193, 197, 198, 199, 201, 215, 217, 224, 225, 228, 248, 249, 263, 264, 266, 269, 271, 284, 285, 286, 296, 298, 299, 301, 323, 331, 334, 335, 336, 339, 347, 349, 353, 356, 357, 360, 361, 362, 363, 371, 373, 379, 382, 383, 385, 392, 393, 394, 395, 402, 404, 406, 407, 408, 409, 410, 411, 416, 431, 435, 439, 440, 443, 447, 457, 461, 468, 469, 471, 473, 475, 477. 479, 487, 488, 492, 495, 499, 500, 503, 516-517, 520, 521, 523, 526, 528, 529, 530, 531, 534, 536, 542, 543, 544, 545, 546, 548, 550, 551, 552, 554, 558, 559, 568, 570, 571, 572, 573, 575, 576, 577, 578, 579, 580, 582, 583, 585, 589, 593, 615, 617, 621, 622, 623, 630, 631, 637, 638, 656, 659, 660, 661, 662, 665, 666

b. Reconstruct the arguments of issues or events

SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643

c. Assess the costs and benefits of alternatives

SE/TE: Solve Problems, H5, 130, 145, 171, 197, 375, 397, 436, 522, 639; Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643

d. Modify understandings of social studies concepts and trend

SE/TE: Chapter Reviews, 30–31, 62–63, 96–97, 118–119, 146–147, 182–183, 204–205, 230–231, 272–273, 306–307, 342–343, 366–367, 388–389, 414–415, 452–453, 482–483, 504–505, 538–539, 564–565, 590–591, 626–627, 672–673

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e. Verify or change prior understandings based on new information


Topic G. Answer Social Studies Questions Indicator 1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources Objectives a. Present social studies information in a variety ways, such as mock trials,

simulations, debates, and skits

SE/TE: Chapter Reviews, 30–31, 62–63, 96–97, 118–119, 146–147, 182–183, 204–205, 230–231, 272–273, 306–307, 342–343, 366–367, 388–389, 414–415, 452–453, 482–483, 504–505, 538–539, 564–565, 590–591, 626–627, 672–673 Additional TE Pages: Meeting Individual Needs, H8, H17, 15, 22, 27, 35, 42, 53, 55, 79, 86, 88, 93, 103, 109, 116, 125, 131, 137, 143, 163, 169, 175, 189, 192, 200, 211, 215, 219, 223, 249, 255, 261, 268, 278, 283, 290, 296, 303, 325, 327, 333, 337, 349, 351, 357, 363, 364, 372, 376, 383, 393, 397, 401, 408, 435, 439, 446, 461, 468, 477, 480, 487, 495, 503, 521, 524, 527, 536, 544, 552, 560, 569, 575, 579, 585, 586, 609, 616, 622, 633, 639, 647, 656, 663, 667, 671

b. Engage in civic participation and public discourse

SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643; Citizenship, H2, H3, 17, 88, 199, 305, 327, 351, 573, 609, 640, 647

c. Use effective speaking techniques to deliver narrative, persuasive, and

research presentations

SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643; Unit Project, 68, 152, 236, 312, 420, 510, 596, 678

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Indicator 2. Use historic contexts to answer questions Objectives a. Use historically accurate resources to answer questions, make predictions,

and support ideas

SE/TE: Lesson Reviews, 16, 23, 29, 39, 46, 53, 59, 81, 90, 95, 103, 112, 127, 127, 134, 139, 143, 165, 173, 180, 189, 193, 201, 211, 215, 221, 224, 251, 256, 264, 271, 279, 287, 292, 297, 304, 325, 328, 333, 338, 349, 355, 359, 363, 373, 378, 385, 395, 398, 405, 411, 437, 442, 449, 462, 470, 477, 481, 489, 496, 503, 523, 532, 537, 547, 554, 561, 572, 580, 587, 612, 618, 623, 633, 641, 649, 657, 663, 667, 671

b. Explain why historic interpretations vary and are subject to change

SE/TE: Issues and Viewpoints, 228–229, 588–589; Thinking Skills, 60-61, 216-217, 574-575, 624-625

c. Construct a sound historical interpretation


d. Understand the meaning, implication and impact of historic events and

recognize that events could have taken other directions


Indicator 3. Use current events/issues to answer questions Objectives a. Summarize the main points of an issue explaining different viewpoints

SE/TE: Issues and Viewpoints, 228–229, 588–589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643; Making Decisions, 125, 176, 263, 265, 300, 480, 527, 545

b. Make a decision based on the analysis of issues and evaluate the

consequences of these decisions


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c. Identify and formulate a position on a course of action or an issue


d. Propose and justify solutions to social studies problems


e. Use media resources to deliberate and advocate issues and policy


Documents

Maryland - Pearson School · PDF fileStudents will understand the historical development and ... such as those found in ancient civilizations ... The Geography of South Asia, 122–125