A Correlation of Pearson myworld History To the Michigan Social Studies
Introduction This document demonstrates how, meets the, Eastern Hemisphere Studies,. Correlation page references are to the Student Edition and Teacher ProGuide. The ProGuide is a next generation Teacher s Edition that combines a lightweight unit-by-unit approach with time-saving strategies, comprehensive Understanding by Design lesson plans, activity-based curriculum options, and reproducible student resources. myworld History engages 21 st century learners by integrating myworldhistory.com and the Student Edition with the goal of connecting history to their lives today. Connect Watch your students connect to engaging stories from some of the most compelling and eventful times in the history of our world through mystory. Experience Students will journey through time without leaving the classroom with myworldhistory.com where they will actively experience the history of the world in which they live. Understand Informal and formal assessment options, both in print and online, provide students with multiple ways to demonstrate mastery of important concepts. myworldhistory.com & myworld History, Early Ages Units: Unit 1: Origins Unit 2: The Ancient Near East Unit 3: Ancient India and China Unit 4: Ancient Greece Unit 5: Ancient Rome Unit 6: The Byzantine Empire and Islamic Civilization Unit 7: African and Asian Civilizations Unit 8: Civilizations of the Americas Unit 9: Europe in the Middle Ages Unit 10: The Rise of Europe 2
Table of Contents HISTORY... 4 WORLD HISTORY... 12 GEOGRAPHY... 18 CIVICS AND GOVERNMENT... 32 ECONOMICS... 34 PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT... 36 3
7TH GRADE EASTERN HEMISPHERE STUDIES Seventh Grade includes Europe, Africa, Asia, and Australia. Europe and Russia are listed in the document for 7th grade, but may be included with either Western or Eastern Hemisphere Studies. World History Eras 1, 2, and 3 and The World in Temporal Terms and The World in Spatial Terms are included in Grades 6 and 7 as a foundation for World History and Geography in the high school. Capstone projects of historical and contemporary global issues that have significance for the student and clearly linked to the world outside the classroom are included. HISTORY H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND (FOUNDATIONAL EXPECTATIONS ADDRESSED IN GRADE 6) Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based. H1.1 Temporal Thinking Use historical conceptual devices to organize and study the past. Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpretations, including major starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use eras and periods to organize the study of broad developments that have involved large segments of world s population and have lasting significance for future generations and to explain change and continuity. 7 H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. 7 H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Sun Dial, Gregorian calendar B.C./A.D.; contemporary secular B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars). SE/PG: Measuring Time, 4 5 PG only: Core Concepts Handbook: Measuring Time, T4; Timeline Builders, T5 SE/PG: Measuring Time, 4 5; The Egyptian Calendar, 156; Roman Calendar, 5; A New Calendar, 719 720; Aztec Calendar, 594, 595; China, 553; Incan Calendar, 606; Japan, 553; Mayan Calendar, 588 4
H1.2 Historical Inquiry and Analysis Use historical inquiry and analysis to study the past. History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of today), and explain that historical events often are the result of multiple causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Eastern Hemisphere. 7 H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). SE/TE: Historical Sources, 6 7; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701; also see: Document Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Identify Bias, 499, 529, 533, 702, 703, 756, 775; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; Maps, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777 5
(Continued) 7 H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). PG only: Primary Source Lesson Plan and PG Primary Sources: Core Concepts, 4, 22, 47; Unit 1: Origins, T44, 63; Unit 2: The Ancient Near East, T88, 108, 126, 136, 175, 187, 192; Unit 3: Ancient India and China, T98, 205, 210, 211, 215, 218, 232, 237, 290; Unit 4: Ancient Greece, T62, 299, 302, 314, 320, 333, 337, 347, 356; Unit 5: Ancient Rome, T68, 363, 411, 422; Unit 6: The Byzantine Empire and Islamic Civilization, T56, 439, 464, 466, 475; Unit 7: African and Asian Civilizations, T86, 496, 498, 515, 527, 546, 559, 569, 575; Unit 8: Civilizations of the Americas, T38, 595, 610, 613; Unit 9: Europe in the Middle Ages, T80, 627, 631, 643, 654, 662, 668, 674, 681, 699, 702; Unit 10: The Rise of Europe, T80, 732, 742, 764, 779, 786, 788 6
7 H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 7 H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. SE/TE: Section Assessment, 117, 123, 131, 137, 151, 157, 163, 175, 181, 187, 205, 211, 219, 227, 241, 247, 257, 261, 267, 277, 281, 287, 305, 311, 317, 321, 333, 337, 343, 351, 369, 375, 379, 383, 395, 401, 407, 413, 419, 435, 439, 443, 453, 459, 467, 475, 493, 499, 503, 509, 523, 529, 533, 541, 553, 561, 569, 589, 595, 607, 615, 633, 639, 645, 657, 663, 671, 675, 687, 693, 699, 715, 721, 727, 733, 745, 749, 755, 769, 775, 783; Chapter Assessment, 76, 98, 138, 164, 188, 228, 248, 268, 288, 322, 352, 384, 420, 444, 476, 510, 542, 570, 596, 616, 646, 676, 700, 734, 756, 784; Reading Check, 60, 67, 70, 72, 75, 89, 91, 97, 114, 117, 120, 123, 125, 129, 131, 137, 145, 149, 151, 155, 157, 161, 163, 171, 175, 177, 178, 181, 184, 187, 201, 205, 208, 211, 215, 217, 219, 222, 227, 237, 239, 241, 247, 255, 257, 260, 261, 265, 267, 276, 277, 281, 283, 285, 287, 301, 305, 308, 311, 314, 317, 321, 331, 333, 337, 341, 343, 346, 349, 351, 367, 369, 371, 375, 377, 379, 383, 393, 395, 398, 401, 405, 407, 409, 413, 417, 419, 435, 437, 439, 441, 443, 451, 453, 456, 459, 462, 467, 471, 475, 491, 493, 497, 499, 502, 503, 507, 509, 519, 521, 523, 527, 529, 533, 536, 541, 549, 553, 559, 561, 565, 569, 586, 589, 592, 595, 604, 607, 611, 615, 631, 637, 639, 641, 645, 653, 657, 660, 663, 668, 671, 675, 685, 687, 690, 693, 695, 699, 715, 718, 721, 724, 727, 731, 733, 742, 745, 749, 751, 755, 767, 769, 774, 775, 778, 783 SE/PG: Identify Bias, 499, 529, 533, 702, 703, 756, 775; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; 21 st Century Learning: Analyze Media Content, 39, 511; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701 7
7 H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof. SE/PG: Historical Sources, 6 7; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701; also see: Document Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775 7 H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. SE/PG: Cause and Effect, 16, 38, 98, 101, 131, 164, 185, 219, 247, 248, 268, 277, 287, 288, 322, 384, 395, 407, 419, 420, 444, 475, 476, 523, 553, 561, 595, 596, 612, 618, 687, 693, 699, 700, 733, 734, 755, 783, 784 7 H1.2.6 Identify the role of the individual in history and the significance of one person s ideas. SE/PG: my Story, 55 57, 79 81, 107 109, 141 143, 167 169, 197 199, 231 233, 251 253, 271 273, 297 299, 325 327, 361 363, 387 389, 429 431, 447 449, 485 487, 513 515, 545 547, 579 581, 599 601, 625 627, 649 651, 679 681, 709 711, 737 739, 759 761, 793 795, 825 827, 853 855, 889 891, 923 925, 951 953, 973 975 8
H1.4 Historical Understanding Use historical concepts, patterns, and themes to study the past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct knowledge as historical understandings. These understandings are drawn from the record of human history and include human aspirations, strivings, accomplishments, and failures in spheres of human activity. 7 H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family). SE/PG: What Is Culture? 42 43; Religion, 44 45; Cultural Diffusion and Change, 46 47; Hunter-Gatherer Societies, 64 67; Beginnings of Civilizations, 78 81, 82 89, 90 97, 98 99; The Fertile Crescent, 106 109, 110 117, 118 123, 124 131, 132 137, 138 139; Ancient Egypt and Nubia, 140 143, 144 151, 152 157, 158 163, 164 165; Judaism and the Jewish People, 166 169, 170 175, 176 181, 182 187, 188 189; Civilizations of Early India, 196 199, 200 205, 206 211, 212 219, 220 227, 228 229; India s Empires, 230 233, 234 241, 242 247, 248 249; Ancient China, 250 253, 254 257, 258 261, 262 267, 268 269; The Chinese Empire, 270 273, 274 277, 278 281, 282 287, 288 289; The Ancient Greeks, 296 299, 300 305, 306 311, 312 317, 318 321, 322 323; Ancient Greek Civilization, 324 327, 328 333, 334 337, 338 343, 344 351, 352 353; The Roman Republic, 360 363, 364 369, 370 375, 376 379, 380 383, 384 385; The Roman Empire and Christianity, 386 389, 390 395, 396 401, 402 407, 408 413, 414 419, 420 421; The Byzantine Empire, 428 431, 432 435, 436 439, 440 443, 444 445; Islamic Civilization, 446 449, 450 453, 454 459, 460 467, 468 475, 476 477; Early African Civilizations, 484 487, 488 493, 494 499, 500 503, 504 509, 510 511; China in the Middle Ages, 512 515, 516 523, 524 529, 530 533, 534 541, 542 543; Japan Before Modern Times, 544 547, 548 553, 554 561, 562 569, 570 571; Mesoamerican Civilizations, 578 581, 582 589, 590 595, 596 597; Early North And South America, 598 601, 602 607, 608 615, 616 617; A 783, 784 785 9
(Continued) 7 H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family). 7 H1.4.2 Describe and use themes of history to study patterns of change and continuity. SE/TE: New Civilization in Europe, 624 627, 628 633, 634 639, 640 645, 646 647; Conflicts and Crusades, 648 651, 652 657, 658 663, 664 671, 672 675, 676 677; A Changing Medieval World, 678 681, 682 687, 688 693, 694 699, 700 701; The Renaissance, 708 711, 712 715, 716 721, 722 727, 728 733, 734 735; The Reformation, 736 739, 740 745, 746 749, 750 755, 756 757; The Age of Exploration, 758 761, 762 769, 770 775, 776 The Essential Questions provide a larger framework to guide students to explore the big ideas of each chapter. SE/PG: Essential Questions: How are Religion and Culture Connected? 166, 175, 181, 187, 189, 230, 241, 247, 249, 446, 453, 459, 467, 475, 477, 678, 687, 693, 699, 701; How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; How Should We Handle Conflict, 324, 333, 337, 343, 351, 353, 648, 657, 663, 671, 675, 677, 736, 745, 749, 755, 757; What Are the Consequences of Technology? 54, 63, 67, 75, 77, 106, 117, 123, 131, 137, 139, 512, 523, 529, 533, 541, 543; What Are the Consequences of Trade? 484, 493, 499, 503, 509, 511, 758, 769, 775, 783; What Distinguishes One Culture from Another? 428, 435, 439, 443, 445, 544, 553, 561, 569, 571, 578, 589, 595, 597, 708, 715, 721, 727, 733, 735; What Is Power and who Should Have It? 296, 305, 311, 317, 321, 323, 624, 633, 639, 645, 647; What Should Governments Do? 78, 89, 97, 99, 270, 277, 281, 287, 289, 360, 369, 375, 379, 383, 385; Why Do People Move? 386, 395, 401, 407, 413, 419, 421 10
7 H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. SE/PG: Essential Question: myworld Chapter Activity & 21 st Century Learning Activity, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Student Journal (Essential Question), 117, 123, 131, 137, 151, 157, 163, 175, 181, 187, 205, 211, 219, 227, 241, 247, 257, 261, 267, 277, 281, 287, 305, 311, 317, 321, 333, 337, 343, 351, 369, 375, 379, 383, 395, 401, 407, 413, 419, 435, 439, 443, 453, 459, 467, 475, 493, 499, 503, 509, 523, 529, 533, 541, 553, 561, 569, 589, 595, 607, 615, 633, 639, 645, 657, 663, 671, 675, 687, 693, 699, 715, 721, 727, 733, 745, 749, 755, 769, 775, 783 PG only: myworld Chapter Activity: Unit 1: Origins, T5, T29; Unit 2: The Ancient Near East, T5, T35, T67; Unit 3: Ancient India and China, T5, T35, T53, T77; Unit 4: Ancient Greece, T5, T35; Unit 5: Ancient Rome, T5, T35; Unit 6: The Byzantine Empire and Islamic Civilization, T5, T28; Unit 7: African and Asian Civilizations, T5, T35, T65; Unit 8: Civilizations of the Americas, T5, T25; Unit 9: Europe in the Middle Ages, T5, T29, T59; Unit 10: The Rise of Europe, T5, T35, T59 11
WORLD HISTORY W1 WHG ERA 1 THE BEGINNINGS OF HUMAN SOCIETY: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture. W1.1 Peopling of the Earth Describe the spread of people in the Eastern Hemisphere in Era 1. In the first era of human history, people spread throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in Africa, Eurasia, and Australia. 7 W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments. SE/PG: Populating the Earth, 68 75; Chapter Assessment, 76 7 W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia. SE/PG: Mary Leakey: Exploring the Stone Age, 55-57; The Hunt for Early Humans, 60 63; Map: Fossil Finds in Africa, 62; Hunter-Gatherer Societies, 64 67 PG only: Origins: Archeological Mysteries Conference, T5 T7; Spread the News, T10 T11; Enrichment: Carbon Dating, T12; Origins: Get Yours Now, T16 T17 W1.2 Agricultural Revolution Describe the Agricultural Revolution and explain why it was a turning point in history. The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement. 7 W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season). 7 W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). SE/PG: The Birth of Farming, 82 84; The Spread of Farming, 85 86 SE/PG: Early Agriculture, 82 86; Farming the Land, 111 112; City-States of Sumer, 112 113; 21 st Century Learning: Hold an Agricultural Fair, 102 103 PG only: Origins: When I Grow Up! T34 T35 12
7 W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile). SE/PG: Cities and Civilizations, 90 97; The Civilization of Sumer, 110 117; The First Empires, 118 123; The Assyrian and Persian Empires, 124 131; Egypt Under the Pharaohs, 144 151; Art, Architecture, and Learning in Egypt, 152 157; Egypt and Nubia, 158 163; Indus Valley Civilization, 200 205; India s Vedic Age, 206 211; Settling Along the Huang River, 254 257; China Under the Zhou Dynasty, 258 261; Religions and Beliefs of Ancient China, 262 267 W2 WHG ERA 2 EARLY CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF PASTORAL PEOPLES, 4000 TO 1000 B.C.E./B.C. Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread. W2.1 Early Civilizations and Early Pastoral Societies Analyze early Eastern Hemisphere civilizations and pastoral societies. During this era early civilizations and pastoral societies emerged. Many of the world s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed the herding of animals as a primary food source that enabled them to inhabit the semi-arid steppes of Eurasia and Africa. This era introduces students to one of the most enduring themes in history: the dynamic interplay, between herding and agrarian societies involving both conflict and mutual dependence. 7 W2.1.1 Describe the importance of the development of human language, oral and written, and its relationship to the development of culture verbal vocalizations SE/PG: For related material see: System of Writing, 97 standardization of physical (rock, bird) SE/PG: System of Writing, 97 and abstract (love, fear) words pictographs to abstract writing (governmental administration, laws, codes, history and artistic expressions) 7 W2.1.2 Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River). SE/PG: System of Writing, 97; Sumerian Writing, 115; Development of the Alphabet, 136 137; Hieroglyphic Writing, 152 153 PG only: The Ancient Near East: A Sound Alphabet, T28 T29 SE/PG: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Maps, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279 13
7 W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication). SE/PG: Beginnings of Civilizations, 78 81; Early Agriculture, 82 89; Cities and Civilizations, 90 97; Chapter Assessment, 98 99; The Civilization of Sumer, 110 117; The First Empires, 118 123; The Assyrian and Persian Empires, 124 131; Chapter Assessment, 138 139; Egypt Under the Pharaohs, 144 151; Art, Architecture, and Learning in Egypt, 152 157; Egypt and Nubia, 158 163; Chapter Assessment, 164 165; The Origins of Judaism, 170 175; The Teachings of Judaism, 176 181; The Jewish People, 182 187; Chapter Assessment, 188 189; Indus Valley Civilization, 200 205; India s Vedic Age, 206 211; Hinduism, 212 219; Buddhism, 220 227; Chapter Assessment, 228 229 Settling Along the Huang River, 254 257; China Under the Zhou Dynasty, 258 261; Religions and Beliefs of Ancient China, 262 267; Chapter Assessment, 268 269 7 W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy). 7 W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. SE/PG: Cultural Diffusion and Change, 46 47 PG only: Core Concepts: Cultural Diffusion and Change, T42; Track the Trait, T43 SE/PG: The Mongol Conquests, 524 525 14
W3 WHG ERA 3 CLASSICAL TRADITIONS, WORLD RELIGIONS, AND MAJOR EMPIRES, 1000 B.C.E./B.C. TO 300 C.E./A.D. Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires. During this era, innovations and social, political, and economic changes occurred through emergence of classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the direction of forming a single world of human interchange as a result of trade, empire building, and the diffusion of skills and ideas. Six of the world s major faiths and ethical systems emerged and classical civilizations established institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries. W3.1 Classical Traditions in Regions of the Eastern Hemisphere Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era. 7 W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries). SE/PG: Civilizations of Early India, 196 199, 200 205, 206 211, 212 219, 220 227, 228 229; India s Empires, 230 233, 234 241, 242 247, 248 249; Ancient China, 250 253, 254 257, 258 261, 262 267, 268 269; The Chinese Empire, 270 273, 274 277, 278 281, 282 287, 288 289; The Ancient Greeks, 296 299, 300 305, 306 311, 312 317, 318 321, 322 323; Ancient Greek Civilization, 324 327, 328 333, 334 337, 338 343, 344 351, 352 353; The Roman Republic, 360 363, 364 369, 370 375, 376 379, 380 383, 384 385; The Roman Empire and Christianity, 386 389, 390 395, 396 401, 402 407, 408 413, 414 419, 420 421 7 W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires. 7 W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. SE/PG: Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144 145; The Indian Subcontinent, 200 201; Geography of China, 254 255; Geography of the Greek World, 300 301; The Geography of Italy, 364; Geography of Japan, 548 549; Geography of Mesoamerica, 583 SE/PG: Cities and Civilization, 90 97; City- States of Sumer, 112 113; Sargon builds an Empire, 119; Emergence of City-States, 304 305 15
7 W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions. SE/PG: Democracy in Athens, 312 317 PG only: Ancient Greece: Report form Athens, T22 T23; Enrichment: Origins of the Vocabulary of Government, T24 7 W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 7 W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era. 7 W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks). 7 W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire). SE/PG: Sumer: Achievements, 117; Sumerian Religion, 114; Religion, 129; Egyptian Religion, 150 151; Egyptian: Hieroglyphic Writing, 152 153; Architecture and Art, 154 155; The Egyptian Calendar, 156; The Gupta Empire, 242 247; Religions and Beliefs of Ancient China, 262 267; Han Society and Achievements, 282 287; Ancient Greek Beliefs and Arts, 338 343; Ancient Greek Learning, 344 351; The Government of the Republic, 370 375; Rome s Practical Achievements, 392-393; Roman Culture and Its Legacy, 396 401 SE/PG: Maps: West Africa: Trade Routes, about 1000-1500, 15; Trade Routes From the Indus Valley, 204; Trade Routes in Muslim Lands, 469; West African Trade: 800-1500, 492; Trade Routes, 528 SE/PG: Essential Questions: What Are the Consequences of Trade? 484, 493, 499, 503, 509, 511, 758, 769, 775, 783 SE/PG: Egypt and Nubia, 140, 141 143, 144 151, 152 157, 158 163, 164 165; The Mauyra Empire, 234 241; The Chinese Empire, 270, 271 273, 274 277, 278 281, 282 287, 288 289; Ancient Greeks, 296, 297 299, 300 305, 306 311, 312 317, 318 321, 322 323, 324, 325 327, 328 333, 334 337, 338 343, 344 351, 352 353; Ancient Rome, 360, 361 363, 364 369, 370 375, 376 379, 380 383, 384 385, 386, 387 389, 390 395, 396 401, 402 407, 408 413, 414 419, 420 421 16
7 W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period. SE/PG: Hammurabi, 120 123; Sargon, 118, 119 120; Think Critically: Compare and Contrast, 123; Document-Based Assessment, 139; Democracy in Athens, 312 317; The Government of the Republic, 370 375; System of Writing, 97; Sumerian Writing, 115; Development of the Alphabet, 136 137; Hieroglyphic Writing, 152 153; Sumerian Religion, 114; Religion, 129; Egyptian Religion, 150 151; Hinduism, 212 219; Buddhism, 220 227; Religions and Beliefs of Ancient China, 262 267; Greek Religion and Mythology, 338 340; Roman Religion, 378 379; Origins of Christianity, 402 407; Beliefs of Christianity, 408 413; Islam, 447 449, 452 457, 459, 460 464, 466 467, 468 475, 478 479 PG only: The Ancient Near East: An Eye for an Eye, T16 T17; A Sound Alphabet, T28 T29; Ancient Greece: Report form Athens, T22 T23; Enrichment: Origins of the Vocabulary of Government, T24; Ancient Rome: Comparing Religions, T52 T53 SE/PG: Timelines, 231, 234 235, 251, 271, 297, 325, 361, 387, 416 417 W3.2 Growth and Development of World Religions Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.) Six of the world s major faiths and ethical systems emerged establishing institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries. 7 W3.2.1 Identify and describe the beliefs of the five major world religions. SE/PG: Core Concept: Religion, 44 45; Judaism, 170 175, 176 181, 182 187, 351, 403, 405, 453, 456, 461, 462; Christianity, 387 389, 402 407, 408 413, 436 439, 501, 502, 506 507, 631 633, 634 639; Islam, 447 449, 452 457, 459, 460 464, 466 467, 468 475, 478 479, 485 487, 495 499, 503, 506 507, 826; Buddhism, 220 227, 230, 238, 239, 281, 244, 527, 538 539, 540, 541, 551 553, 565 569; Hinduism, 196, 212 219, 222, 225, 238 17
7 W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. 7 W3.2.3 Identify and describe the ways that religions unified people s perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia. (National Geography Standard 6, p. 73) SE/PG: Map: Israel and Judah, 183; Map: The Diaspora, 185; Map: The Spread of Buddhism, 226; Map: Events in Jesus Life, 403; Map: Spread of Christianity, 406; Map: Events in Muhammad s Life, 452; Map: Spread of the Arab Muslim Empire, 461 SE/PG: Core Concept: Religion, 44 45; The Diaspora, 184 186; The Legacy of Judaism, 187 PG only: Core Concepts: Religion, T40; Religion Research, T41; Ancient Egypt and Nubia: Exploring Dispersion, T84 T85 GEOGRAPHY G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND (FOUNDATIONAL EXPECTATIONS ADDRESSED IN GRADE 6) Study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world. G1.1 Spatial Thinking Use maps and other geographic tools to acquire and process information from a spatial perspective. Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report information from a spatial perspective. World maps made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the importance of maps in presenting information that can be compared, contrasted, and examined to answer the questions Where is something located? and Why is it located there? Students will begin with global scale and then refocus the scale to study the region of the Eastern Hemisphere, and, finally, focus on a specific place. 18
7 G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. 7 G1.1.2 Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica). SE/TE: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777 SE/PG: For related material see: 21 st Century Learning: Make a Map, 139, 165 G1.2 Geographical Inquiry and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. Geographers use information and skills to reach conclusions about significant questions regarding the relationships between people, their cultures, the environments in which they live, and the relationships within the larger world context. Students will reach their own conclusions using this information and make a reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their skill at critically analyzing and synthesizing the information, and presenting the results of the inquiry. 7 G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern Hemisphere. SE/PG: Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777 19
7 G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer. 7 G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 7 G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population. 7 G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer geographic questions. 7 G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere. SE/PG: For related material see: Understanding Maps, 12 13; Historical Maps, 14 15 PG only: Core Concepts: Mapping My Day, T15; Ancient India and China: Challenge: Create a Pop-Up Map, T8; Extra Support: Trace Aryans and Native Americans Migration on Maps, T14; The Rise of Europe: A Memorable Map, T64 T65 SE/PG: Opportunities to answer this objective exist throughout the text. For examples see pages 92, 97, 112, 120 121, 130, 140, 146, 154, 162, 203, 304. SE/PG: For related material see: Population: Arabia, 451; Buddhists, 226, 227; China, 520, 521; Christians, 412; Europe, 683; India, 218; Jewish People, 186, 187; Mali, 497; Middle Ages, 683, 698; Muslims, 458, 459 SE/PG: For related material see: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Atlas, 790 805 SE/PG: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777; Essential Questions: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; Why Do People Move? 386, 395, 401, 407, 413, 419 20
G1.3 Geographical Understanding Use geographic themes, knowledge about processes and concepts to study the Earth. The nature and uses of geography as a discipline and the spatial perspective require that students observe, interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography are essential in the development of geographical understanding. A spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy. 7 G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 7 G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 7 G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. SE/TE: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696; Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144 145; The Indian Subcontinent, 200 201; Geography of China, 254 255; Geography of the Greek World, 300 301; The Geography of Italy, 364;Locaton of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488 490; Geography of Japan, 548 549; Geography of Mesoamerica, 583; Mexico: Building a City, 590 591; Geography Shapes Life, 602 603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628 SE/TE: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696 SE/PG: Map Skills: Interaction, 112, 126, 145, 159, 171, 218, 255, 310, 330, 332, 336, 391, 406, 452, 469, 496, 501, 532, 630, 636, 674, 696, 713; Human- Environment Interaction, 11; Modifying the Environment, 83; Trade, 34 35; Silk Road, 279, 280 281, 285, 469, 513, 528 529, 533; Columbian Exchange, 776 778; Mercantilism, 779 780 21
G2 PLACES AND REGIONS Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions. G2.1 Physical Characteristics of Place Describe the physical characteristics of places. 7 G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. SE/TE: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696; Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144 145; The Indian Subcontinent, 200 201; Geography of China, 254 255; Geography of the Greek World, 300 301; The Geography of Italy, 364;Locaton of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488 490; Geography of Japan, 548 549; Geography of Mesoamerica, 583; Mexico: Building a City, 590 591; Geography Shapes Life, 602 603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628 7 G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere. SE/PG: For related material see: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Atlas, 790 805; also see: Chapter Assessment Essential Question Activities: Geography and Ancient Egypt, 165; Investigate How Native Americans Adapted to Their Environment, 617 G2.2 Human Characteristics of Place Describe the human characteristics of places. 7 G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). SE/TE: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Foundations of Government, 20 21; Political Systems, 22 23; Economic Basics, 28 29; Economic Process, 30 31; Economic Systems, 32 33; Trade, 34 35; What Is Culture? 42 43; Religion, 44 45; Cultural Diffusion and Change, 46 47; Hunter-Gatherer Societies, 64 67 22
(Continued) 7 G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). SE/TE: Beginnings of Civilizations, 78 81, 82 89, 90 97, 98 99; The Fertile Crescent, 106 109, 110 117, 118 123, 124 131, 132 137, 138 139; Ancient Egypt and Nubia, 140 143, 144 151, 152 157, 158 163, 164 165; Judaism and the Jewish People, 166 169, 170 175, 176 181, 182 187, 188 189; Civilizations of Early India, 196 199, 200 205, 206 211, 212 219, 220 227, 228 229; India s Empires, 230 233, 234 241, 242 247, 248 249; Ancient China, 250 253, 254 257, 258 261, 262 267, 268 269; The Chinese Empire, 270 273, 274 277, 278 281, 282 287, 288 289; The Ancient Greeks, 296 299, 300 305, 306 311, 312 317, 318 321, 322 323; Ancient Greek Civilization, 324 327, 328 333, 334 337, 338 343, 344 351, 352 353; The Roman Republic, 360 363, 364 369, 370 375, 376 379, 380 383, 384 385; The Roman Empire and Christianity, 386 389, 390 395, 396 401, 402 407, 408 413, 414 419, 420 421; The Byzantine Empire, 428 431, 432 435, 436 439, 440 443, 444 445; Islamic Civilization, 446 449, 450 453, 454 459, 460 467, 468 475, 476 477; Early African Civilizations, 484 487, 488 493, 494 499, 500 503, 504 509, 510 511; China in the Middle Ages, 512 515, 516 523, 524 529, 530 533, 534 541, 542 543; Japan Before Modern Times, 544 547, 548 553, 554 561, 562 569, 570 571; Mesoamerican Civilizations, 578 581, 582 589, 590 595, 596 597; Early North And South America, 598 601, 602 607, 608 615, 616 617; A New Civilization in Europe, 624 627, 628 633, 634 639, 640 645, 646 647; Conflicts and Crusades, 648 651, 652 657, 658 663, 664 671, 672 675, 676 677; A Changing Medieval World, 678 681, 682 687, 688 693, 694 699, 700 701; The Renaissance, 708 711, 712 715, 716 721, 722 727, 728 733, 734 735; The Reformation, 736 739, 740 745, 746 749, 750 755, 756 757; The Age of Exploration, 758 761, 762 769, 770 775, 776 783, 784 785 23
7 G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles). SE/PG: What Are the Consequences of Technology? 54, 63, 67, 75, 77, 106, 117, 123, 131, 137, 139, 512, 523, 529, 533, 541, 543 7 G2.2.3 Analyze how culture and experience influence people s perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm). SE/PG: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; What Distinguishes One Culture from Another? 428, 435, 439, 443, 445, 544, 553, 561, 569, 571, 578, 589, 595, 597, 708, 715, 721, 727, 733, 735 G3 PHYSICAL SYSTEMS Describe the physical processes that shape the Earth s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth. G3.1 Physical Processes Describe the physical processes that shape the patterns of the Earth s surface. 7 G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns (e.g., compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi). SE/PG: For related material see: Geography s Five Themes, 10 11; Understanding Maps, 12 13; Historical Maps, 14 15; Atlas, 790 805 24
G3.2 Ecosystems Describe the characteristics and spatial distribution of ecosystems on the Earth s surface. The characteristics of major ecosystems on Earth s surface include forests, deserts, grasslands, mountains, high latitude/polar and the temperature and precipitation patterns that cause them. 7 G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China). SE/PG: For related material see: Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144 145; The Indian Subcontinent, 200 201; Geography of China, 254 255; Geography of the Greek World, 300 301; The Geography of Italy, 364; Location of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488 490; Geography of Japan, 548 549; Geography of Mesoamerica, 583; Mexico: Building a City, 590 591; Geography Shapes Life, 602 603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628 7 G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China s humid east and arid west and the effects of irrigation technology). SE/PG: For related material see: Essential Questions: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617 25
G4 HUMAN SYSTEMS Explain that human activities may be seen on Earth s surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups. G4.1 Cultural Mosaic Describe the characteristics, distribution and complexity of Earth s cultural mosaic. People are central to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern microentrepreneurs in current economies. SE/PG: What Is Culture? 42 43; Religion, 44 45; Cultural Diffusion and Change, 46 47; Nubian Civilization, 162 163; New Ideas: Buddhism Enters China, 281; A New World, 337; Ancient Greek Beliefs and Arts, 338 343; Ancient Greek Learning, 344 351; Greco-Roman Culture, 395; Roman Culture and Its Legacy, 396 491; Muslim Empires, 460 467; Muslim Achievements, 468 475; Society and Culture, 504 509; Japanese Culture and Society, 562 569 SE/PG: For related material see: Women in Mali, 494; Importance of Kinship, 505; also see: Essential Question, 511 G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products and ideas. Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas to be exchanged. 7 G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual s ideas as voice and image messages on electronic networks such as the Internet). SE/PG: For related material see: Trade, 34 35; Trade in Ancient Egypt, 158 159; Trans-Saharan Trade, 491 493; Revival of Trade and Towns, 682 687; Silk Road, 279, 280 281, 285, 469, 513, 528 529, 533; New Tools for Exploration, 767 769; Columbian Exchange, 776 778; Mercantilism, 779 780 26
G4.3 Patterns of Human Settlement Describe patterns, processes and functions of human settlement. Human settlements have a powerful influence in shaping the world s different cultural mosaics and political and economic systems. Patterns of settlement are shaped by trade, the movement of raw materials, finished products, people, and ideas (scientific, technological, religious). 7 G4.3.1 Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa). SE/PG: For related material see: Human- Environment Interaction, 11; Modifying the Environment, 83; Irrigation, 49, 112, 192 193, 521, 536; Roads, 96, 129, 261, 275, 279, 280 281, 392, 393, 395 7 G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., the location of the world s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel). SE/PG: For related material see: Populating the Earth, 68 75; Cities and Civilization, 90 97; Urbanization, 309, 520; Revival of Trade and Towns, 682 687 G4.4 Forces of Cooperation and Conflict Explain how forces of conflict and cooperation among people influence the division and control of the Earth s surface. Forces of cooperation and conflict divide Earth s space and involve the control of land, resources, strategic routes, and domination of other peoples. 7 G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). SE/PG: The Assyrian and Persian Empires, 124 131; India s Vedic Age, 206 211; The Maurya Empire, 234 241; The Gupta Empire, 242 247; China Under the Zhou Dynasty, 258 261; Shi Huangdi Unites China, 274 277; The Rise of City-States, 300 305; War in Ancient Greece, 328 333; Alexander s Empire, 334 337; The Rise of the Roman Republic, 364 369; The Roman Empire, 390 395; Decline of the Roman Empire, 414 419; Muslim Empires, 468 475; East African Civilizations, 500 503; The Rise of the Samurai, 554 561; The Aztecs, 590 595; Religious Crusades, 664 671 27