GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.

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1 Content Standards and Eligible Content (Grade 7) GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region SE: M4 M5: MapMaster Skills Handbook: Understanding Globes; M6 M7: MapMaster Skills Handbook: Map Projections; M8 M9: MapMaster Skills Handbook: How to Use a Map; M10: MapMaster Skills Handbook: Political Maps; M11: MapMaster Skills Handbook: Physical Maps; M12: MapMaster Skills Handbook: Special-Purpose Maps: Climate; 31 32: The Geographic Setting/The Location of Mesopotamia; 94 95: Skills for Life: Using Route Maps; 107: India s Geographic Setting introductory paragraph; 112: Focus On: Mohenjo-Daro Content Standard: Understand and use spatial concepts of geography. Create geographic tools to collect, analyze, and interpret data. Analyze the characteristics, distribution, and migration of population, in context of history studied. SE: M14 M15: MapMaster Skills Handbook: Human Migration; 406: Trade Centers in Europe map and MapMaster Skills Activity 447: Major Religions in Europe in 1500 map and MapMaster Skills Activity; 453: Ocean Trade Beyond Europe map and MapMaster Skills Activity; 485: Spain and Portugal Colonize Central and South America; : Trade Revives and Towns Grow/The Growth of Towns; 470: English in Asia; 489: European Countries Seek Colonies in North America; 498: The Triangular Trade TR: All-In-One Teaching Resources: MapMaster Skills Activity: 41: Analyzing Statistics 1

2 Use maps, charts and graphs to understand patterns of movement (migrations, trade) over time (noting patterns or change and/or continuity) and space (where groups migrated to and from, and why they left one place and moved to another). Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures. SE: M14 M15: MapMaster Skills Handbook: Human Migration; 5: Early Migration of Modern Humans map and MapMaster Skills Activity; 29: The Fertile Crescent, The Fertile Crescent Today, map and MapMaster Skills Activity; 77: Egyptian Empire, About 1450 B.C. map and MapMaster Skills Activity; 299: Istanbul Past and Present; 110: A New Culture Arises/Aryan Culture Spreads; 157: The Silk Road map and MapMaster Skills Activity; 272: Invasions of the Roman Empire to A.D., 476; 313: Bantu Migrations map and MapMaster Skills Activity; 453: Ocean Trade Beyond Europe SE: 20: Target Reading Skill: Preview and Ask Questions; 22: Target Reading Skill: Ask Questions; M1: MapMaster Skills Handbook: Regions; 309: Civilizations of Africa map and MapMaster Skills Activity; 335: Civilizations of the Americas map and MapMaster Skills Activity; 363: Civilizations of Asia map and MapMaster Skills Activity; 366: Tang and Song Empires map and MapMaster Skills Activity TE: 71: Differentiated Instruction/For Gifted and Talented: 143: Differentiated Instruction/For Gifted and Talented; 219: Differentiated Instruction/For Advanced Readers Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. SE: 62: The Fertile Crescent: Place Location map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 224: The Glory of Ancient Greece: Place Location map and MapMaster Skills Activity; 278: The Glory of the Roman Empire: Place Location map and MapMaster Skills Activity; 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity 2

3 Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history. Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth SE: 31 32: The Geographic Setting/The Location of Mesopotamia; 69: The Course of the Nile; 83: The Great Pyramid; 173: Temple of Artemis; 72: Links Across Time/Saving Monuments and photo; 108: Barriers and Pathways; 138: Yellow River/Huang Rive/photo and caption; 183: The Oracles/photo and caption; : The Acropolis photo and caption; 404: Focus On: Gothic Cathedral Content Standard: Locate major physical and human features of the Earth. Locate and map the climate regions, and explain how and why they differ. Identify and explain the distribution of ecosystems in Africa and in Asia in terms of climate and landform patterns. Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied. SE: 26: The World: Place Location map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions 3

4 Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. SE: M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming and The Spread of Agriculture map and MapMaster Skills Activity; 31 32; The Geographic Setting and Mesopotamia map and MapMaster Skills Activity; 107: India s Geographic Setting introductory paragraph and Links to Science; 69 71: The Course of the Nile River; 36 37: Focus On: Farming in Mesopotamia; 71: photo and caption; : The Geography of Ancient China; : Focus On: The Agora of Athens; : Focus On: A Medieval Manor Explain why specific areas of Africa and Asia have major petroleum and mineral deposits and describe the physical processes that resulted in deposits in these locations. Describe the restrictions that climate and landforms place on land use in regions of Africa and Asia, and be able to discern how patterns of population distribution reflect these restrictions. Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement. SE: 72: Abu Simbel photo and Links Across Time; 83: The Great Pyramid; 129: Buddhist monument photo; 84: Sphinx photo and caption; : Life in Mohenjo-Daro and photo; : Focus On: Mohenjo-Daro; 150: The Qin Dynasty/Strengthening the Empire and photo of the Great Wall; 173: Temple of Artemis; : The Acropolis photo and caption; 404: Gothic cathedral Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, airconditioned buildings in warm climates, and economic activities related to natural resources (land use). Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems) 4

5 Content Standard: Understand the distribution and movement of people, ideas, and products. SE: 39: Babylonian and Assyrian Empires map and MapMaster Skills Activity; 73: A Highway for Trade/Routes Through Nubia; 498: The Triangular Trade; 435: Renaissance Thought and Literature Spreads; : The Silk Road; 123: Buddhism Spreads to Other Countries; : Greek Culture map and MapMaster Skills Activity; : A New Culture Arises/Aryan Culture Spreads; 69 71: The Course of the Nile River; : The Geography of Ancient China; 169: Greece s Geographic Setting; 36 37: Focus On: Farming in Mesopotamia; 97: Valuable Resources; 105: Ancient India map and MapMaster Skills Activity; : The Silk Road/Connecting Roads/A Route for Goods; 229: Rome s Geography and Early Settlement/Geographical Advantages Analyze the characteristics, distribution, and migration of population in the historical periods studied. Describe the impact of voluntary and involuntary migration on physical and human systems. Recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements. SE: M14 M15: MapMaster Skills Handbook: Human Migration; 498: The Triangular Trade; 395: Invasions of the Roman Empire map and MapMaster Skills Activity; 396: Attacks From the Vikings; : Trade Revives and Towns Grow/The Growth of Towns; 397: Links Across the World: Vikings in America; 411: The Crusades map and MapMaster Skills Activity; 413: The Results of the Crusades/Increased Trade; 485: Spain and Portugal Colonize Central and South America; 490: The Effect of European Colonization on Native Americans SE: M14 M15: MapMaster Skills Handbook: Human Migration; 498: The Triangular Trade; 395: Invasions of the Roman Empire map and MapMaster Skills Activity; 396: Attacks From the Vikings; : Trade Revives and Towns Grow/The Growth of Towns; 397: Links Across the World: Vikings in America; 411: The Crusades map and MapMaster Skills Activity; 413: The Results of the Crusades/Increased Trade; 485: Spain and Portugal Colonize Central and South America; 490: The Effect of European Colonization on Native Americans Understand patterns and processes of migration and diffusion in selected regions. 5

6 Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors. SE: 21: Advantages for Settled Life and World Population Growth Chart and Chart Skills; : The Peloponnesian War; 407: Life in Towns and Cities introductory paragraph; 408: Overcrowding and Disease Give reasons why rates of population growth and life expectancy vary among countries in the world. Use maps, charts, and graphs to compare rural and urban populations in selected countries. Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how humans affect the physical environment. SE: 36 37: Focus On: Farming in Mesopotamia; 20: introduction; M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens Understand how changes in a physical environment affect human activity in Africa and Asia. Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification). Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. SE: 36 37: Focus On: Farming in Mesopotamia; 20: introduction; M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens 6

7 Analyze historical maps, and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia, Africa, and the Southwest Pacific. SE: 29: The Fertile Empire map and MapMaster Skills Activity; 31: Mesopotamia map and MapMaster Skills Activity; 39: Babylonian and Assyrian Empire map and MapMaster Skills Activity; 77: Egyptian Empire, About 1450 B.C. map and MapMaster Skills Activity; 122: The Spread of Buddhism map and MapMaster Skills Activity; 128: Asoka s Empire map and MapMaster Skills Activity; 152: Qin and Han Empires map and MapMaster Skills Activity; 157: The Silk Road map and MapMaster Skills Activity; 313: Bantu Migrations map and MapMaster Skills Activity; 317: Salt and Gold Trade map Use a variety of information resources to identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues. Extend and refine knowledge of examples of ways the environment affects human systems in selected regions (for example, natural barriers that become boundaries). SE: 31 32: The Geographic Setting; 69 71: The Course of the Nile River; 72 73: The Growth of Communities and Trade Along the Nile; : India s Geographic Setting; : The Geography of Ancient China; : The Arabian Peninsula; : Africa s Physical Geography; 311: Africa: Natural Vegetation map and MapMaster Skills Activity; 313: Bantu Migrations map and MapMaster Skills Activity; 383: India s Geography Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies. 7

8 Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from Africa, Asia. Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. SE: 31 32: The Geographic Setting; 69 71: The Course of the Nile River; 72 73: The Growth of Communities and Trade Along the Nile; : India s Geographic Setting; : The Geography of Ancient China; : The Arabian Peninsula; : Africa s Physical Geography; 311: Africa: Natural Vegetation map and MapMaster Skills Activity; 313: Bantu Migrations map and MapMaster Skills Activity; 383: India s Geography SE: 31 32: The Geographic Setting; 69 71: The Course of the Nile River; 72 73: The Growth of Communities and Trade Along the Nile; : India s Geographic Setting; : The Geography of Ancient China; 169: Greece s Geographic Setting; 229: Rome s Geography and Early Settlement/Geographic Advantages; : The Arabian Peninsula; : Africa s Physical Geography; 383: India s Geography HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships Content Standard: Understand, represent, and interpret chronological relationships in history. SE: 10 11: Skills for Life: Using Timelines; 76: Major Time Periods in Ancient Egypt and Timeline Skills; 172: Beginnings of Ancient Greek Culture, 3000 B.C. 750 B.C.; 210: Classical Greece; 232: The Rise of Ancient Rome, 509 B.C. 27 B.C.; 271: The Roman Empire, A.D and Timeline Skills; 279: Test-Taking Tips; 300: Taking Notes activity; 321: West African Kingdoms and Timeline Skills; 361: Test-Taking Tips 8

9 Develop and compare time lines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and Southwest Pacific. SE: 10 11: Skills for Life: Using Timelines; 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity TE: 40: Differentiated Instruction/For Advanced Readers; 296: Differentiated Instruction/For Advanced Readers; 368: Differentiated Instruction/For Advanced Readers TECH: All-In-One Teaching Resources: Skills for Life: 25; Social Studies Skills Tutor CD- ROM: Sequencing; HOW Transparencies: B20 Apply absolute and relative chronology; identify major eras, significant individuals, and events and describe their characteristics; explain the significance of important dates. Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities Content Standard: Identify and analyze cause and effect relationships in history. SE: : Skills for Life: Identifying Cause and Effect; 121: Target Reading Skill: Recognizing Multiple Causes; 123: Comprehension and Critical Thinking #1 (c); 130: Comprehension and Critical Thinking #2 (c); 360: Skills Practice; 369: Target Reading Skill: Identify Causes and Effects; 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b); 435: Target Reading Skill: Recognize Multiple Causes; 437: Target Reading Skill: Recognize Multiple Causes SE: 108: Target Reading Skill: Identifying Causes and Effects; 123: Comprehension and Critical Thinking: #1(c); 222: Comprehension and Critical Thinking #1 (b); 276: Comprehension and Critical Thinking #2 (a) (b); 278: Comprehension and Critical Thinking #8 (b) (c); 369: Target Reading Skill: Identify Causes and Effects; 399: Comprehension and Critical Thinking #1 (b); 420: Comprehension and Critical Thinking #1 (b); 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b) 9

10 Recognize the interconnection of historical people, places, events, and developments that have taken place in civilizations of Africa, Asia, and The Southwest Pacific. Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Keep in mind that there may be more than one cause for an event or movement. Common Curriculum Goal: Understand, recognize and interpret change and continuity over time Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. SE: 276: Writing activity; 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 47: Comprehension and Critical Thinking #2 (c) and Chart Skills; 102: Comprehension and Critical Thinking #12 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Comprehension and Critical Thinking #2 (b); 153: Comprehension and Critical Thinking #3 (b); 160: Comprehension and Critical Thinking #3 (b); 190: Comprehension and Critical Thinking #12 (a), (b), (c); 213: Comprehension and Critical Thinking #3 (a), (b) Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: standards: 1) Culture, SE: 24: Comprehension and Critical Thinking #3 (a), (b); 85: Comprehension and Critical Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Writing Activity; 209: Target Reading Skill: Identify Contrasts; 246: Comprehension and Critical Thinking #2 (a), (b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 349: Writing Activity; 369: Target Reading Skill: Identify Causes and Effects 10

11 2) Time, Continuity, and Change, SE: 76: Major Time Periods in Ancient Egypt and Timeline Skills; 100: Comprehension and Critical Thinking #3 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 141: Comprehension and Critical Thinking #2 (b); 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 276: Comprehension and Critical Thinking #2 (a), (b); 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity; 399: Comprehension and Critical Thinking #1 (b) 3) People, Places, and Environments, SE: M5: MapMaster: Understanding Globes: Practice Your Geography Skills; M7: MapMaster: Map Projections: Practice Your Geography Skills; M9: MapMaster: How to Use a Map: Practice Your Geography Skills; 31: Mesopotamia map and MapMaster Skills Activity; 37: Assessment; 67: Ancient Egypt and Nubia map and MapMaster Skills Activity; 175: Comprehension and Critical Thinking #1 (a), (b); 301: The Spread of Islam map and MapMaster Skills Activity; 366: Tang and Song Empires map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity 4) Individual Development and Identity, SE: 9: Comprehension and Critical Thinking #1 (d) and Writing Activity; 35: Comprehension and Critical Thinking #3 (d); 93: Comprehension and Critical Thinking #1 (a), (b); 118: Comprehension and Critical Thinking #2 (a), (b); 130: Writing Activity; 141: Comprehension and Critical Thinking #3 (a), (b); 188: Comprehension and Critical Thinking #3 (a), (b); 248: Comprehension and Critical Thinking #8 (a), (b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions 5) Individuals, Groups, and Institutions, SE: 24: Comprehension and Critical Thinking #3 (b); 47: Comprehension and Critical Thinking #1 (a), (b), (c); 132: Comprehension and Critical Thinking #11 (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #2 (b), (c); 297: Comprehension and Critical Thinking #2 (b), (c); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions; 408: Comprehension and Critical Thinking #1 (a), (b) 11

12 6) Power, Authority, and Governance, SE: 26: Comprehension and Critical Thinking #10 (a), (b), (c); 79: Comprehension and Critical Thinking #1 (a), (b); 151: The Rise and Fall of Chinese Dynasties diagram and Diagram Skills; 153: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 175: Democracy in Greece/Reading Check; 190: Comprehension and Critical Thinking #12 (a), (b), (c); 278: Comprehension and Critical Thinking #5 (a), (b), (c); 297: Comprehension and Critical Thinking #2 (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #4 (a), (b) 7) Production, Distribution, and Consumption, SE: 24: Comprehension and Critical Thinking #1 (a), (b); 73: Comprehension and Critical Thinking #2 (a), (b), (c); 100: Comprehension and Critical Thinking #2 (a), (b); 153: Comprehension and Critical Thinking #2 (a); 304: Comprehension and Critical Thinking #2 (a), (b), (c); 317: Assessment/Conclude; 379: Comprehension and Critical Thinking #3 (a), (b); 399: Comprehension and Critical Thinking #3 (a), (b); 408: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #12 (a), (b) 8) Science, Technology, and Society, SE: 17: Comprehension and Critical Thinking #2 (a), (b); 24: Writing Activity; 37: Assessment; 93: Comprehension and Critical Thinking #3 (a), (b); 160: Comprehension and Critical Thinking #3 (a), (b); 222: Comprehension and Critical Thinking #2 (c); 244: Architecture and Technology/Reading Check; 304: Comprehension and Critical Thinking #3 (a), (b); 341: Writing Activity; 404: Analyzing Images 9) Global Connections, SE: 19: Assessment; 100: Comprehension and Critical Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (a), (b); 123: Comprehension and Critical Thinking #2 (b), (c); 162: Comprehension and Critical Thinking #13 (a), (b), (c); 304: Comprehension and Critical Thinking #1 (a), (b); 388: Comprehension and Critical Thinking #4 (c); 413: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity 12

13 10) Civic Ideals and Practices. SE: 45: Hammurabi s Code chart and Chart Skills; 47: Comprehension and Critical Thinking #1 (a), (b), (c); 130: Writing Activity; 148: Comprehension and Critical Thinking #3 (a), (b); 175: Democracy in Greece/Reading Check; 235: Comprehension and Critical Thinking #3 (b) and Writing Activity; 237: Assessment; 253: Roman Citizens/Reading Check; 271: From Good Rule to Bad/Reading Check; 420: Comprehension and Critical Thinking #2 (a), (b) Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference 1) Civilization, cultural diffusion, and innovation, SE: 17: Comprehension and Critical Thinking #2 (a), (b) and Writing Activity; 24: Writing Activity; 37: Assessment/Draw Conclusions; 47: Comprehension and Critical Thinking #2 (a), (b), (c); 93: Comprehension and Critical Thinking #2 (b) and 3 (b); 111: Comprehension and Critical Thinking #3 (b); 222: Comprehension and Critical Thinking #2 (a), (b); 246: Comprehension and Critical Thinking #2 (a), (b); 413: The Results of the Crusades/Reading Check; 437: Comprehension and Critical Thinking #1 (a), (b) and #2 (b) 2) Human Interaction with the Environment SE: 15: The Spread of Agriculture map and MapMaster Skills Activity; 17: Comprehension and Critical Thinking #2 (a) and Writing Activity; 35: Comprehension and Critical Thinking #1 (a), (b); 36: Assessment; 98: The Kingdoms of Nubia: Resources map and MapMaster Skills Activity; 111: Comprehension and Critical Thinking #1 (a), (b) and #2 (a), (b); 152: Qin and Han Empires map and MapMaster Skills Activity; 311: Africa: Natural Vegetation map and MapMaster Skills Activity; 341: Comprehension and Critical Thinking #1 (a), (b), (c); 431: Europe in 1500 map and MapMaster Skills Activity 13

14 3) Values, Beliefs, Political Ideas, and Institutions, SE: 45: Hammurabi s Code Chart Skills; 85: Comprehension and Critical Thinking #1 (a), (b); 132: Comprehension and Critical Thinking #10 (a), (b), (c) and #11 (a), (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b) and 3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 235: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 297: Comprehension and Critical Thinking #2 (b), (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #2 (a), (b); 443: Comprehension and Critical Thinking #1 (a), (b) 4) Conflict and Cooperation, SE: 19: Assessment/Describe; 111: Comprehension and Critical Thinking #3 (b); 153: Comprehension and Critical Thinking #1 (a); 224: Comprehension and Critical Thinking #11 (a), (b), (c) and #12 (a), (b); 276: Comprehension and Critical Thinking #4 (a), (b); 304: Comprehension and Critical Thinking #1 (a); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 420: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #15 (a), (b); 448: Writing Activity 5) Comparative History of Major Developments, SE: M15: MapMaster Skills Handbook: Practice Your Geography Skills; 17: Comprehension and Critical Thinking # 26 (a), (b), (c); 35: Comprehension and Critical Thinking #1 (a), (b); 100: Comprehension and Critical Thinking #1 (a), (b) and #3 (a); 123: Buddhism Spreads to Other Countries/Reading Check/Comprehension and Critical Thinking #2 (c); 202: Comprehension and Critical Thinking #3 (a), (b) and 258: Comprehension and Critical Thinking #48 (a), (b); 306: Comprehension and Critical Thinking #12 (a); 379: #2 (a), (b) and 399: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity 6) Patterns of Social and Political Interaction. SE: 102: Comprehension and Critical Thinking #9 (b); 148: Comprehension and Critical Thinking #2 (a), (b) and #3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #3 (a), (b); 248: Comprehension and Critical Thinking #8 (a), (b); 258: Comprehension and Critical Thinking #1 (a), (b); 304: Writing Activity; 399: Comprehension and Critical Thinking #2 (a), (b) 14

15 (Continued) 6) Patterns of Social and Political Interaction. (Continued) SE: 408: Comprehension and Critical Thinking #1 (a), (b); 448: Target Reading Skill Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism. Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena. Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. SE: : Recognizing Author s Bias; 476: Skills Practice; 422: Writing Activity: Science TE: 218: Skills for Life Mini Lesson/Recognizing Bias and Propaganda TR: All-In-One Teaching Resources, Unit 5, Skills for Life: 107 TECH: Social Studies Skills Tutor CD-ROM: Recognizing Author s Bias Draw appropriate conclusions based on data from charts, tables, and graphs. Know relative value of primary and secondary sources. SE: : Skills for Life: Reading a Table; : Skills for Life: Using a Table to Write a Paragraph; 21: World Population Growth and Chart Skills; 22: Early Cities and Chart Skills; 45: Hammurabi s Code and Chart Skills; 47: The Development of Writing and Chart Skills; 183: A Family of Gods and Chart Skills; 460: Other Portuguese Navigators and Explorers and Chart Skills Recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present-day norms. Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural) 15

16 Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. SE: : Recognizing Author s Bias; 476: Skills Practice; 422: Writing Activity: Science TE: 218: Skills for Life Mini Lesson/Recognizing Bias and Propaganda TR: All-In-One Teaching Resources, Unit 5, Skills for Life: 107 TECH: Social Studies Skills Tutor CD-ROM: Recognizing Author s Bias See grade-level maps for Civics, Economics, Geography, for linking strategies. WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history. Understand the major developments and societal impact of feudalism, the church, and the rise of cities in the European Middle Ages. Explain the relationship between the Roman Catholic Church and society in the European Middle Ages Charlemagne s empire, causes and consequences of the European Crusades, European trade connections to the East, medieval universities, Gothic architecture, religious music and art, chivalry, literature (epics, fables, religious plays). Feudal relationships as a foundation for political order (relationship between lord and vassal); the manor (land) as the foundation of economic and social life (roles of lord, knights, serfs). SE: 397: Feudalism: A Kind of Government; : The Manor System; : Peasants and Serfs; 403 and 405: The Church in the Middle Ages; : Trade Revives and Towns Grow; 404: Gothic Cathedral; 406: Trade Centers in Europe map and MapMaster Skills Activity; 408: Medieval Culture TR: All-In-One Teaching Resources: 32: Lords and Vassals TECH: World Studies Video Program: Feudal Life in the Middle Ages SE: 396: Charlemagne Reunites Western Europe; 397: Feudalism: A Kind of Government; : The Manor System; : Peasants and Serfs; 403 and 405: The Church in the Middle Ages; 404: Gothic Cathedral; 406: Trade Revives and Towns Grow/The Revival of Trade; 408: Medieval Culture; 410 and 411: Causes of the Crusades; 413: Results of the Crusades 16

17 Understand the characteristics and impact of Renaissance thinking, art, and learning. People began celebrating the talents and abilities they believed given them by God; concept of Renaissance Man (a person, male or female, who is able to do, understand, and be interested in many things) exemplified by Leonardo Da Vinci and Michelangelo; art celebrated nature and the human body and experimented with color and perspective; anatomical drawings and studies increased understanding of human body functions; modern science born in Renaissance curiosity. Johann Gutenberg s printing press put the Bible, the Christians Holy Book, into the hands of the average person. Many discovered the freedom accorded to them in the Holy Writings which resulted in a burst of new ideas, a surge of discovery and a fascination about life; new discoveries in science and technology reduced the danger of ocean voyages; and Renaissance curiosity and focus on commerce encouraged exploration (Age of Discovery). Different interpretations of the Bible led to a division in the established Christian church that created the Protestant Reformation and the beginnings of many different Christian religions. Different groups believed that they had the only true faith and a duty to spread the truth, as they understood it. Those who practiced other religions suffered persecution. Religious persecution became an impetus for emigration to America. SE: : Renaissance Art and Literature; 435: Renaissance Thought and Literature Spreads; 436: Literature of the Northern Renaissance; : Focus On: Renaissance Printing; 442: Luther Starts the Reformation; 443: The Reformation Succeeds; 447: The Reformation After Luther; 448: The Catholic Church Reforms; 455: Why Europe Looked to the East; 457: Links to Science: Navigation SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. Practice using Bloom s Taxonomy to formulate questions. Common Curriculum Goal: Acquire and organize materials from primary and secondary sources 17

18 Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. TE: 36: Differentiated Instruction/For Gifted and Talented; 77: Differentiated Instruction/For Advanced Readers; 98: Differentiated Instruction/For Advanced Readers; 129: Differentiated Instruction/For Advanced Readers; 151: Differentiated Instruction/For Gifted and Talented; 274: Differentiated Instruction/For Advanced Readers; 342: Differentiated Instruction/For Gifted and Talented/For Advanced Readers; 366: Differentiated Instruction/For Gifted and Talented; 342: Differentiated Instruction/For Gifted and Talented; 439: Differentiated Instruction/For Advanced Readers Identify and interpret primary and secondary source documents to increase understanding. SE: : Skills for Life: Analyzing Primary Resources; 224: Skills Practice TE: 369: Skills for Life/Analyzing Primary Sources TR: All-In-One Teaching Resources: Analyzing Primary Resources: 60 TECH: Social Studies Skills Tutor CD-ROM: Analyzing Primary Resources, Levels 1 and 2 Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. Practice interpreting ideas and events from different historical perspectives. Common Curriculum Goal: Identify and analyze an issue Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. SE: 188: Comprehension and Critical Thinking #3; 190: Comprehension and Critical Thinking #13; 235: Comprehension and Critical Thinking #3; 408: Comprehension and Critical Thinking #2; 420: Comprehension and Critical Thinking #2; 422: Comprehension and Critical Thinking #12; 437: Comprehension and Critical Thinking #1; 450: Comprehension and Critical Thinking #9; 461: Comprehension and Critical Thinking #2; 483: Comprehension and Critical Thinking #1 18

19 Practice determining cause and effect relationships. SE: 108: Target Reading Skill: Identifying Causes and Effects; 123: Comprehension and Critical Thinking: #1(c); 222: Comprehension and Critical Thinking #1 (b); 276: Comprehension and Critical Thinking #2 (a) (b); 278: Comprehension and Critical Thinking #8 (b) (c); 369: Target Reading Skill: Identify Causes and Effects; 399: Comprehension and Critical Thinking #1 (b); 420: Comprehension and Critical Thinking #1 (b); 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b) Common Curriculum Goal: Select a course of action to resolve an issue Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion. Create criteria for measuring solutions or alternatives. Measure possible solutions or alternatives using set criteria. SE: : Skills For Life: Problem Solving; 558: Skills Practice TE: 378: Skills Profile: Problem Solving SE: : Skills For Life: Problem Solving; 558: Skills Practice TE: 378: Skills Profile: Problem Solving 19