correlated to the NEW MEXICO Content Standards and Benchmarks for Ancient History (ANHI) grade 6

correlated to the NEW MEXICO Content Standards and Benchmarks for Ancient History (ANHI) grade 6

Introduction to McDougal Littell World Cultures and Geography: Eastern Hemisphere World Cultures and Geography: Eastern Hemisphere from McDougal Littell offers a vibrant, visual approach that motivates students to gain a greater understanding and appreciation of the diversity of peoples globally. Basic physical geography skills are balanced with an exploration of traditions, cultures, and daily lives from across the range of global peoples. Using the Five Themes of Geography as a basis for developing geography skills, this program helps students understand geography s effect on history and culture. World Cultures and Geography: Eastern Hemisphere offers interactive lessons that help students make the connection between geography and current events. Through the program, students learn how early cultures relate to their own lives and how modern times have been influenced by events of the past. Students come to see geography as more relevant when they see how it connects to other subjects they are studying. To that end, World Cultures and Geography: Eastern Hemisphere makes numerous interdisciplinary connections through cooperative projects as well as other activities and features that show how geography and culture relate to literature, art, science, math, and other subjects. McDougal Littell s World Cultures and Geography: Eastern Hemisphere places special emphasis on critical thinking, content-area reading, and map skills to provide continual social studies skill development through a wide range of interactive opportunities. For students, interest is generated and skills reinforced through the use of technology resources and the Internet, such as the McDougal Littell website, ClassZone.com.

Strand: History Content Standard I Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 5-8 Benchmark I-A New Mexico Explore and explain how people and events have influenced the development of New Mexico up to the present day. Describe the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures, and religious systems) and their connection to the early development of New Mexico. Content Standard I Benchmark I-A TB/TE: 72-76, 78-83, 84-89, 91, 93, 95-100, 101-105, 107- TB/TE: 22-23, 24-26 111, 112-116, 119, 123-126, 127-132, 136-141, 143, 147-152, 154-160, 161-165, 217-221, 223-227, 229-232, 234-237, 239, 243-247, 254-255, 301-305, 307-310, 313, 317-321, 339-343, 385-390, 392-397, 403-407, 425-429, 437-441, 449-453, 475-480, 484-488, 489, 491, 495-499, 516-520, 523, 527-530, 544-549 Add l TE: 42, 73, 75, 85, 91d, 138, 143d, 209d, 225, 226, 230, 244, 387, 389, 393, 438, 451, 465d, 486, 487, 498, 517 TE = Teacher s Edition 1

5-8 Benchmark I-C World Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include: significance of river valleys early irrigation and its impact on agriculture forms of government (e.g., the theocracies in Egypt, dynasties in China) effect on world economies and trade key historical figures religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids). Content Standard I Benchmark I-C TB/TE: 72-76, 78-83, 84-89, 217-221, 223-227, 229-232, 235- TB/TE: 214-215, 217-221, 223-227, 228, 238-239, 254-255, 237, 239, 296-300, 385-390, 392-397, 399, 475-480, 484-488 258, 260, 268-269, 322-323, 475-480, 490-491, 493, 512-513, 540-541 Add l TE: 63d, 73, 75, 209d, 389, 486 Add l TE: 209c, 224, 226, 477, 512 Performance Standard 2 Describe and analyze the geographic, political, economic, religious, and social structures of early civilizations of India, to include: location and description of the river systems and other topographical features that supported the rise of this civilization significance of the Aryan invasions structure and function of the caste system important aesthetic and intellectual traditions (e.g., Sanskrit literature, medicine, metallurgy, mathematics including Hindu- Arabic numerals and the number zero). Performance Standard 2 TB/TE: 375, 377-380, 384, 385-390, 392-397, 398-399, 442-443 Add l TE: 378, 380, 387, 389, 396 TE = Teacher s Edition 2

Performance Standard 3 Describe and analyze the geographic, political, economic, religious, and social structures of the early civilizations in China, to include:o location and description of the origins of Chinese civilization in the Huang-He Valley, Shang dynasty geographical features of China that made governance and movement of ideas and goods difficult and served to isolate the country life of Confucius and the fundamental teachings of Confucianism and Taoism rule by dynasties (e.g., Shang, Qin, Han, Tang, and Ming) historical influence of China on other parts of the world (e.g., tea, paper, wood block printing, compass, gunpowder). Content Standard I Benchmark I-C TB/TE: 72-76, 78-83, 84-89, 217-221, 223-227, 229-232, 235-237, 239, 296-300, 385-390, 392-397, 399, 475-480, 484-488 Add l TE: 63d, 73, 75, 209d, 389, 486 Performance Standard 3 TB/TE: 470-471, 475-480, 490-491, 493, 500-501, 510-513, 540-541 Add l TE: 477, 478, 511, 512 Performance Standard 4 Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs). Performance Standard 4 TB/TE: 83, 212, 229-232, 233, 234-235, 238, 251, 268, 387-388, 390, 394-395, 397, 398-399 Add l TE: 231, 251, 252, 388, 396 TE = Teacher s Edition 3

Performance Standard 5 Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations, to include:o influence of Mediterranean geography on the development and expansion of the civilizations development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi) scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy) contributions and roles of key figures, (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus). Content Standard I Benchmark I-C TB/TE: 72-76, 78-83, 84-89, 217-221, 223-227, 229-232, 235-237, 239, 296-300, 385-390, 392-397, 399, 475-480, 484-488 Add l TE: 63d, 73, 75, 209d, 389, 486 Performance Standard 5 TB/TE: 72-76, 78-83, 213-216, 217-221, 223-227, 228, 234-237, 238-239, 375, 377-380, 384, 385-390, 392-397, 398-399, 442-443 Add l TE: 63d, 75, 82, 209d, 219, 224, 236, 378, 380, 387, 389, 396 Performance Standard 6 Compare and contrast the political and economic events and the social and geographic characteristics of Medieval European life and its enduring impacts on later civilizations, to include:o creation and expansion of the Byzantine empire Performance Standard 6 TB/TE: 84-89, 90-91, 93, 95-100, 118 Add l TE: 85, 87, 91c reasons for the fall of the Roman Empire new forms of government, feudalism, and the beginning of limited government with the Magna Carta role of the Roman Catholic Church and its monasteries; causes, course, and effects of the Crusades impact of the Black Plague contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo). TE = Teacher s Edition 4

Strand: Geography Content Standard II Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 5-8 Benchmark II-C Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes. Compare and contrast the influences of man-made and natural environments upon ancient civilizations. Content Standard II Benchmark II-C TB/TE: 65, 67-71, 73-75, 79-82, 85-88, 90, 95-100, 101-105, 107-109, 118, 121, 123-126, 147-152, 156, 161-165, 173-177, 180-181, 196-197, 198-199, 211, 213-216, 219-221, 223-224, 241, 243-247, 249-253, 264-267, 289, 291-295, 296-300, 301-305, 317-321, 326-328, 337, 349-350, 354-357, 377-383, 385-387, 392-397, 401, 420-423, 425-429, 435, 437-441, 445-447, 449-453, 467, 469-474, 493, 502-505, 510-515, 519-520, 525, 533-534 Add l TE: 63d, 99, 109, 125, 159, 179, 209d, 214, 239d, 244, 266, 302, 356, 378, 399d, 433d, 491d, 511, 512, 532 TB/TE: 72-74, 78-80, 93, 211, 217-218, 223-226, 254-255, 260, 296-300, 339-342, 375, 385-390, 475-480, 484-488 Add l TE: 63d, 73, 209d, 214, 375, 378 5-8 Benchmark II-E Understand how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. Explain how human migration impacted places, societies, and civilizations. Content Standard II Benchmark II-E TB/TE: 72-74, 78-79, 101-105, 107-109, 121, 157-158, 174-175, 179-180, 217-179, 223-224, 243-247, 249-251, 264-267, 289, 301-305, 317-319, 355-357, 385-387, 389-390, 392-397, 401, 420-423, 429, 445-447, 450-453, 493, 510-515 Add l TE: 93, 175, 209d, 302, 373d, 386, 512 TB/TE: 38-39, 211, 244, 297, 339, 355-357, 385-397, 435, 525, 528 Add l TE: 342, 356, 378 TE = Teacher s Edition 5

Strand: Economics Content Standard IV Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Content Standard IV Benchmark IV-C TB/TE: 76, 79-80, 88, 95-96, 101-105, 149-152, 158-160, 163-164, 171, 177, 179-180, 185-186, 193-196, 217-218, 224, 235, 241, 249-251, 298-299, 302, 339-341, 346-349, 386-387, 392-394, 395-396, 416-419, 444-445, 479, 507-509, 510-511, 520, 531-533 TB/TE: 217-218, 224, 235, 298-299, 386-387, 479 Add l TE: 439, 479 5-8 Benchmark IV-C Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world. Add l TE: 102, 143c, 169d, 171, 250, 393, 439, 479, 512 Compare and contrast the trade patterns of early civilizations. Performance Standard 2 Analyze the impact of the Neolithic agricultural revolution on mankind and the impact of technological changes in the Bronze Age and the Iron Age. Performance Standard 2 TB/TE: 214, 296-297, 387 TE = Teacher s Edition 6

NM 118 5/2004 2005 CC2