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a. Identify and compare forms of government and various distributions of power, such as those found in ancient civilizations, dynastic China, absolute and constitutional monarchies

SE: 23; 33; 39-42; 53; 76-79; 98-100; 139; 148; 150-153; 174-175; 188; 230-235; 236-237; 241-242; 339; 346; 353-358; 365-367; 370; 376-378; 384-386; 397; 418-420; 520-521

TE: 134g-Shang Culture; 134h-Liu Bang as a Man of the People; T38; T39

TR: Reading Readiness Guide, Unit 1, 17, 52, Unit 2, 10, 22, 108, Unit 3, 6, 82, Unit 4, 91, 120, 124, 128, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 2, Section 2, 19-21, Chapter 3, Section 2, 35-37, Section 5, 44-46, Chapter 5, Section 2, 64-66, Section 3, 67-69, Chapter 6, Section 1, 74-76, Chapter 8, Section 1, 91-93, Chapter 12, Section 3, 134-136, Chapter 13, Section 3, 134-136, Chapter 14, Section 4, 157-159; Unit 2 Resources, In Her Own Words, 37, Enrichment, 119, The Tale of a Frog, 126; Unit 3 Resources, Enrichment, 16; Unit 4 Resources, Guided Reading and Review, 88, 121, Enrichment, 98, Writing to Inform and Explain, 146, Create a Small Museum Exhibit About Feudalism in Japan, 137-140, Using the Map Key, 141; Unit 5 Resources, Lords and Vassals, 32, Guided Reading and Review, 21, Book Project: The Birth of a Nation, 19-21

b. Summarize the positions taken on government by political philosophers from early civilizations through the Middle Ages

SE: 146-148; 184-185; 512-513

TE: 134g-Confucianism: Religion or Philosophy; T3; 166f-Plato, Socrates on Democracy

TR: Reading and Vocabulary Study Guide, Chapter 5, Section 2, 64-66; Reading Readiness Guide, Unit 2, 104; Unit 2 Resources, Enrichment, 119

1.0 Content Standard: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

A. The Foundations and Function of Government

1. Examine the necessity and purpose of government in early world history

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources





a. Examine and report on the roots of democratic principles in World History, such as Sumerian written law, Hammurabi’s Code, Greek city-states, Roman Republicanism, and the British Constitution (Magna Carta, English Bill of Rights)

SE: 33; 44-45; 174-175; 180-181; 188; 231-232; 236-237; 238-239; 418; 532-533

TE: T39; T38; T40

TR: Reading Readiness Guide, Unit 3, 6, 10; Reading and Vocabulary Study Guide, Chapter 6, Section1, 74-76, Section 2, 77-79; Unit 3 Resources, Enrichment, 16, Skills for Life, 94; Unit 5 Resources, Guided Reading Review, 21

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

SE: 417-420

TE: T37

TR: Reading Readiness Guide, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 14, Section 4, 157-159; Unit 5 Resources, Guided Reading Review, 21, Book Project: The Birth of a Nation, 19-21

a. Describe the conflict between the church and the state in the formation and implementation of policy

SE: 416-418; 441-443

TE: T37; T38

TR: Reading Readiness Guide, Unit 5, 20, 56; Reading and Vocabulary Study Guide, Chapter 15, Section 3, 167-169; Unit 5 Resources, Identify Sequence, 24, Guided Reading Review, 21

b. Analyze perspectives regarding issues in a feudal society, such as the church leaders v. lords of the manor, joining the Crusades, the growth of trade

SE: 397-398; 403-406; 410-413

TE: T39; T38

2. Analyze the historic events, documents, and practices in early world history that are the foundations of political systems

3. Analyze the roles of institutions and governments in early world history regarding public policy and issues






TR: Unit 5 Resources, Lords and Vassals, 32, Guided Reading Review, 13; Reading Readiness Guide, Unit 5, 8, 16; Reading and Vocabulary Study Guide, Chapter 14, Section 3, 154-156

a. Compare methods used in early world history to change governments, such as coups, elections and revolts

SE: 40; 76-77; 152-153; 288-289

TR: Reading Readiness Guide, Unite 4, 8; Reading and Vocabulary Study Guide, Chapter 10, Section 1, 108-110; Unit 4 Resources, Book Project: Two Tales of One City, 16-18

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

SE: 174-175; 188; 231-233

TE: T38

TR: Reading Readiness Guide, Unit 3, 6; World Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76, Section 2, 77-79

c. Examine how religion shaped and influenced government policy

SE: 146-148; 274-275; 366-367; 403; 510-511; 512-513

TE: T39

TR: Reading and Vocabulary Study guide, Chapter 5, Section 2, 64-66; Reading Readiness Guide, Unit 2, 104, Unit 3, 122; Unit 2 Resources, Enrichment, 119; Unit 4 Resources, Writing to Inform and Explain, 146

a. Analyze the usefulness of various sources of information used to make political decisions

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

SE: 203; 231-233; 383; 398-399

TE: T38, T39

B. Individual and Group Participation in the Political System

1. Analyze the methods used by individuals and groups to shape governmental policy and actions in early world history

2. Analyze the importance of civic participation as a citizen of early world history






TR: Reading Readiness Guide, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150

a. Describe the importance of citizenship in ancient Rome and Greece

SE: 175; 252-253

TE: T39; T38

TR: Reading Readiness Guide, Unit 3, 6, 114; World Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76

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

SE: 44-45; 55

TE: T38

a. Explain how the Roman Republic and the rule of the Senate affected individuals and groups

SE: 231-233; 236-237; 238-239

TE: T38

TR: Unit 3 Resources, Skills For Life, 94

b. Compare power and authority of rulers in Ancient Egypt, India, Persia and China v. the protection of citizens in Greek city-states

SE: 75; 127; 150-153; 174-175

TE: T39; T37

TR: Unit 2 Resources, Guided Reading and Review, 65; Reading Readiness Guide, Unit 2, 108, Unit 3, 6; Reading and Vocabulary Study Guide, Chapter 5, Section 3, 67-69, Chapter 6, Section 1, 74-76

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

SE: 397-399; 400-401

C. Protecting Rights and Maintaining Order

1. Analyze the individual rights and responsibilities in an ancient world civilization

C. Protecting Rights and Maintaining Order

2. Evaluate how ancient governments around the world protected or failed to protect the rights of individuals and groups






TR: Unit 5 Resources, Lords and Vassals, 32; Reading Readiness Guide, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150

a. Describe how location and environment influenced early world cultures

SE: 31; 49; 70-73; 107-108; 137-138; 169; 311-313; 337; 375

TE: T38; T37

TR: Unit 2 Resources, Guided Reading and Review, 7; Reading Readiness Guide, Unit 2, 6; World Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 84, 125

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

SE: 34; 80-82; 88-90; 110-111; 114-115; 120-121; 140-141; 182-183; 184-187; 199-203; 222; 231-232; 254-257; 260-261; 292-296; 339; 397-399; 403-405; 432-433; 436-437; 506-507; 508-509; 536-537

TE: T39; T38; 66h-The Great Sphinx; T40; T37; 104h-Buddhism and Nuns; 134g-Shang Culture; 250f-Roman Dining; 282f-Hadith, Islamic Art; 334f-Tikal, Aztec Education, Kachinas; 362f-Jing Hao, Taj Mahal; 392h-Stained Glass; 428g-Humanists and the Renaissance, Renaissance Art

TR: Reading Readiness Guide, Unit 1, 48, Unit 2, 14, 18, 52, 56, 100, Unit 3, 10, 44, 114, Unit 4, 12, Unit 5, 8, 48, 52; Unit 2 Resources, Use Context Clues: Definition/Description, 26, 27, Recognize Cause-and Effect Signal Words, 68; Reading and Vocabulary Study Guide, Chapter 4, Section 1; 48-50, Chapter 5, Section 1, 61-63, Chapter 7, Section 1, 81-83, Section 3, 87-89, Chapter 9, Section 1, 98-100, Chapter 14, Section 1, 148-150, Chapter 15, Section 1, 161-163, Section 2, 164-166;

2.0 Content Standard: PEOPLES OF THE NATION AND WORLD – Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

Elements of Culture

1. Describe characteristics that historians use to organize people into cultures






(Continued)Unit 3 Resources, Guided Reading and Review, 45, Enrichment, 59; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing A Documentary, 28-31, Guided Reading and Review, 13

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

SE: 74-79; 80-82; 88-90; 110-111; 114-115; 120-121; 126-130; 140-141; 170-172; 174-175; 199-203; 231-232; 241-242; 254-257; 260-261; 348; 377; 397-399; 403-405

TE: T40; T39; T38; T41; T37

TR: Reading Readiness Guide, Unit 2, 10, 14, 18, 52, 56, 64, 100, Unit 3, 6, 44, 114, Unit 4, 87, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 3, Section 2, 35-37, Chapter 4, Section 1, 48-50, Section 4, 57-59, Chapter 5, Section 1, 61-63, Chapter 6, Section 1, 74-76, Chapter 7, Section 1, 81-83, Chapter 9, Section 1, 98-100, Chapter 14, Section 1, 148-150; Unit 2 Resources, Use Context Clues: Definition/Description, 26, In Her Own Words, 37, Cause and Effect, 27, Recognize Cause-and-Effect Signal Words, 68, Guided Reading and Review, 65; Unit 3 Resources, Guided Reading and Review, 7, 45, Enrichment, 59; Unit 4 Resources, Small Group Activity: Create a Museum Exhibit About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing a Documentary, 28-21, Guided Reading and Review, 13

a. Identify cultural groups within a region in early world history

SE: 297; 314-315; 319; 336-337; 345; 352-358

TE: T38; T39; T40; T37

TR: Reading Readiness Guide, Unit 4, 45, 83, 91; Reading and Vocabulary Study Guide, Chapter 11, Section 1, 121-123, Chapter 12, Section 3, 134-136; Unit 4 Resources, Guided Reading and Review, 46, 84, Enrichment, 98

B. Cultural Diffusion

1. Explain how cultural diffusion influenced the development of cultures






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

SE: M14-M15; 5; 14; 171; 293-294; 310-313; 370; 396; 454-458; 466-470; 472-474; 482-483; 484-487; 488-491; 496-498; 538-539

TE: T37: T41; T39; T40; T38; 452f-The Importance of Spices; 478g-Lasting Divisions, French Influences

TR: Reading Readiness Guide, Unit 4, 45, 120, 121, Unit 5, 90, 94, 98, 126, 130, 134, 138; Reading and Vocabulary Study Guide, Chapter 16, Section 2, 177-179, Section 3, 180-182, Chapter 17, Section 1, 184-186, Section 2, 187-189, Section 3, 190-192, Section 4, 193-195; Unit 4 Resources, Reading a Historical Map, 66; Unit 5 Resources, Guided Reading and Review, 9, 91, 95, 99, 131, Summarize 102, Enrichment, 145, Identify Supporting Details, 142

c. Describe interactions that promoted or failed to promote relationships between groups, civilizations, empires, and nations

SE: 210-213; 217-219; 220-221; 234-235; 241; 370; 412-413

TE: T38; T37; 226e-Master of the Mediterranean; 226f-Augustus, Rome’s First Emperor

TR: Unit 3 Resources, Guided Reading and Review, 49; Reading Readiness Guide, Unit 3, 48, 52, 82, Unit 4, 120, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 7, Section 2, 84-86, Chapter 8, Section 1, 91-93, Chapter 14, Section 3, 154-156; Unit 4 Resources, Guided Reading and Review, 121

a. Examine the practices and beliefs of world religions and philosophies including monotheism and polytheism

SE: 34-35; 51; 56-60; 80-82; 114-118; 119-121; 182-183; 243; 259-261; 295-296; 346; 348; 508-509; 512-513

TE: T41; T38; T40; T41; T37; 104h-Buddhism and Nuns; 282f-Hadith, Islamic Art

2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development






TR: Reading Readiness Guide, Unit 1, 48, 64, Unit 2, 14, 56, 60, Unit 3, 118, Unit 4, 12, 87; Reading and Vocabulary Study Guide, Chapter 2, Section 1, 16-18, Chapter 2, Section 5, 28-30, Chapter 4, Section 2, 51-53,; Unit 1 Resources, Moses and the Ten Commandments, 77; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83, Recognize Multiple Causes, 69; Unit 3 Resources, Identify Supporting Details, 126; Unit 4 Resources, Guided Reading and Review, 88

b. Describe the impact of various religions on a civilization, such as its effect on political, economic and social systems

SE: 56-60; 80-82; 114-118; 119-123; 182-183; 243; 259-265; 295-297; 300-302

TE: T38; T40; T39; T41; T37; 104h-Buddhism and Nuns; 282f-Hadith, Islamic Art

TR: Reading Readiness Guide, Unit 1, 64, Unit 2, 14, 56, 60, Unit 3, 118, Unit 4, 12, 16; Unit 1 Resources, Summarize, 69, Moses and the Ten Commandments, 77; Reading and Vocabulary Study Guide, Chapter 2, Section 5, 28-30, Chapter 4, Section 2, 51-53, Section 3, 54-56, Chapter 9, Section 2, 101-103, Chapter 10, Section 2, 111-113; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83, Recognize Multiple Causes, 69, A Great Asian Thinker, 84, Enrichment, 72; Unit 4 Resources, Enrichment, 23

a. Examine the causes and effects of social, economic, and political conflict such as the Crusades

SE: 210-211; 212-213; 234-235; 272-276; 288-289; 409-413

TE: T38; T40

C. Conflict and Compromise

1. Analyze factors that affected relationships in early world history






TR: Unit 3 Resources, Guided Reading and Review, 49; Reading Readiness Guide, Unit 3, 48, 82, 122, Unit 4, 8, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 7, Section 2, 84-86, Chapter 8, Section 1, 91-93, Chapter 9, Section 3, 104-106, Chapter 10, Section 1, 108-110, Chapter 14, Section 3, 154-156; Unit 4 Resources, Book Project: Two Tales of One City, 16-18

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

SE: M14-M15; 5; 23-24; 49-50; 123; 157-158; 301; 310-313; 327-329; 378; 530-531

TE: T38; T39; 308f

TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 45, 53, 124; Reading and Vocabulary Guide, Chapter 1, Section 3, 12-14, Chapter 2, Section 4, 25-27, Chapter 4, Section 3, 54-56; Unit 4 Resources, Reading a Historical Map, 66

a. Use maps to compare geographic locations of civilizations from world history to:

SE: M8-M13

TE: T38

TR: History of Our World Teaching Resources, MapMaster Teacher’s Companion, Understanding Projection, 9, Using the Map Key, 15, Using the Compass Rose, 16; Comparing Maps of Different Scale, 18; Maps with accurate Distances: Equidistant Maps, 13, Reading a Political Map, 19, Reading a Physical Map, 20, Elevation on a Map, 21,Outline Map 22-24, 26, North Africa, 104, West and Central Africa, 105, East and Southern Africa, 106, Reading a Climate Map, 24, Reading A Climate Graph, 43, Reading a Natural Vegetation Map, 28, Reading a Time Zone Map, 26, South Asia: Political, 108

3.0 Content Standard: GEOGRAPHY – Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

A. Using Geographic Tools

1. Use geographic tools to locate places and describe the human and physical characteristics in early world history






· Mesopotamia SE: 29; 31; 39

TE: T39; T38

· Africa including Egypt, Nubia/Kush and sub-Saharan Africa

SE: 67; 77; 95; 98

TR: Unit 2 Resources, Understanding Road Maps, 35

· Indus River Valley SE: 105; 107

TE: T38

· Northern China SE: 135; 152; 155; 157

TE: T38;

TR: Reading Readiness Guide, Unit 2, 108

· Greeks and Romans SE: 167; 197; 212; 227; 231

TE: T38


· Mesoamerican, such as the Incas, Mayans and Aztecs

SE: 335; 337; 354

TE: T39

TR: Unit 4 Resources, Guided Reading and Review, 84

b. Use photographs and thematic maps, to identify and describe physical and human characteristics of early civilizations

SE: M10-M17; 5; 15; 28-29; 31; 49; 70-72; 84; 95; 105; 107; 109; 112; 137; 138; 150; 157; 164-165; 183; 186-187; 207; 262; 272; 280-281; 301; 311; 313; 330; 338; 356-357; 375; 383; 395; 411; 447

TE: T38; T40; T37; T39

TR: History of Our World Teaching Resources, Reading a Political Map, 19, Reading a Physical Map, 20, Elevation on a Map, 21,Outline Map 22-24, 26, North Africa, 104, West and Central Africa, 105, East and Southern Africa, 106, Reading a Climate Map, 24, Reading A Climate Graph, 43, Reading a Natural Vegetation Map, 28, Reading a Time Zone Map, 26, South Asia: Political, 108, Reading a Historical Map, 29, Reading an Economic Activity Map, 30, Reading a Natural Resources Map, 25; Unit 1 Resources, Reread or Read Ahead, 67, Paraphrase, 68, Summarize, 69;






(Continued)Unit 2 Resources, Guided Reading and Review, 7, Understanding Road Maps, 35; Reading Readiness Guide, Unit 2, 6, 14, Unit 3, 10, Unit 4, 91, Unit 5, 60; Reading and Vocabulary Study Guide, Chapter 11, Section 3, 124-126; Unit 4 Resources, Guided Reading and Review, 125

a. Identify and describe physical characteristics that influenced human settlement

SE: 9; 31; 70-71; 107-108; 137-138; 169; 229; 293; 311; 337; 353; 358; 375; 383; 431

TE: T38; T37; T39

TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 12, Section 3, 134-136; Unit 1 Resources, The Iceman, 3132; Unit 2 Resources, Guided Reading and Review, 7; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98

b. Explain how physical characteristics of a place influenced human activities, such as agriculture, transportation, art and architecture and economic activity in the ancient world

SE: 9; 31; 70-71; 107-108; 137; 138; 169; 229; 293; 311; 337; 353; 358; 375; 383; 431

TE: T38; T37; T39

TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 12, Section 3, 134-136; Unit 1 Resources, The Iceman, 3132; Unit 2 Resources, Guided Reading and Review, 7; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98

c. Explain how human perceptions of and interactions with the environment changed over time in due to technologies, such as road building, dam construction, and agricultural improvements

SE: 20; 138; 157; 159; 244; 245; 340; 367

TE: T40; T38; 66h-Controlling the Nile; 226e-Roman Roads

TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 83

B. Geographic Characteristics of Places and Regions

1. Examine how physical and human characteristics shape the identity of places and regions and influence the development of civilizations in world history






a. Identify reasons why people migrate, such as economic opportunity, climate, and political reasons

SE: M14-M15; 5; 14; 51-53; 110; 312-315

TR: History Of Our World Teaching Resources, MapMaster Teacher’s Companion, Reading a Historical Map, 29; Reading Readiness Guide, Unit 1, 60, Unit 2, 52, Unit 4, 46; Reading and Vocabulary Study Guide, Chapter 2, Section 4, 25-27; Unit 1 Resources, Enrichment, 71; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 46

b. Explain how the development of transportation and communication networks influenced the movement of people, goods and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam

SE: 23-24; 72-73; 78; 95; 97; 286; 294; 301-302; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473; 530-531

TE: T38; T39; T37; 308f-Lingua Francas

TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60; Unit 4 Resources, Small Group Activity: Trading Items With Silent Barter, 62-65; Unit 5 Resources, Guided Reading and Review, 99

c. Describe how economic systems and cultural diffusion help to shape patterns of human settlement and interaction

SE: 73; 123; 326-328; 377-378; 397-399; 406-407; 413

TE: T38

C. Movement of People, Goods and Ideas

1. Describe and analyze population growth, migration and settlement patterns in early world history






TR: Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 4, Section 3, 54-56, Chapter 14, Section 1, 148-150, Section 3, 154-156; Unit 2 Resources, Enrichment, 72; Reading Readiness Guide, Unit 4, 53, 124, Unit 5, 8, 12; Unit 4 Resources, Small Group Activity: Create a Museum About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32

a. Describe ways people modified their environment to meet their needs, such as cultivating lands, building roads, dams, and aqueducts

SE: 20; 138; 157; 159; 244; 245; 340; 345; 367

TE: T40; T38

TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 83

b. Analyze how people in early world history perceived and reacted to environmental concerns, such as flooding, drought, and depletion of natural resources and evaluate the consequences of those actions

SE: 9; 14; 32; 36-37; 52; 71; 110; 138

TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 2, Section 4, 25-27; Unit 1 Resources, The Iceman, 31-32, Enrichment, 71; Reading Readiness Guide, Unit 1, 60, Unit 2, 52

a. Identify opportunity cost of economic decisions made by individuals and groups such as the decision to engage in trade

SE: 23-24; 72-73; 78; 95; 97; 286; 294; 301-302; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473

TE: T38; T40; T39; T37; 308f-Ivory Trade; 452f-The Importance of Spices

D. Modifying and Adapting to the Environment

1. Analyze why and how people modify their natural environment and the impact of those modifications

4.0 Content Standard: ECONOMICS – Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

A. Scarcity and Economic Decision-making

1. Explain that people made choices because resources relative to economic wants to goods and services in the context of early world history






TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 10, Section 1, 108-110, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 1 Resources, Writing to Inform and Explain, 33; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Identify Causes and Effects, 131, Unit 5 Resources, Reread or Read Ahead, 103, Guided Reading and Review, 99

a. Identify ways people have used resources to meet economic wants such as domesticating agriculture

SE: 16-17; 21; 32; 36-37; 137-138; 345-347; 356; 367

TE: T38; 4f-The Importance of Grains

TR: Reading Readiness Guide, Unit 1, 13; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 9-11; Unit 1 Resources, Reading a Natural Vegetation Map, 30; Unit 4 Resources, Guided Reading and Review, 88, The Talking Stone, 104-106

b. Describe how available resources affected specialization and trade

SE: 71-73; 97; 158; 319; 327-329; 364; 368; 373; 406; 413; 455; 472-473; 498

TE: T38; T37; 308f-Ivory Trade; 452f-The Importance of Trade

TR: Reading Readiness Guide, Unit 2, 6, Unit 4, 53, 120, Unit 5, 98, 138; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 4 Resources, Identify Causes and Effects, 131; Unit 5 Resources, Guided Reading and Review, 91, 99

2. Analyze how scarce economic resources were used to satisfy economic wants in early world history






a. Give examples of how technology changed consumption and provided greater access to goods and services

SE: 92-93; 159; 244; 245; 340; 413; 454; 459

TE: T40

TR: Reading Readiness Guide, Unit 2, 18, Unit 4, 83, Unit 5, 90; Reading and Vocabulary Guide, Chapter 3, Section 4, 41-43

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

SE: 160; 173; 369; 434; 438-439

TR: Reading and Vocabulary Guide, Chapter 5, Section 4, 70-72; Reading Readiness Guide, Unit 5, 52

a. Analyze examples of regional specialization that resulted from economic resources, such as silk production, bronze casting and terraced farming

SE: 23-24; 71-73; 97; 158; 319; 327-329; 364; 373 368; 406; 413; 455; 472-473; 498

TE: T38; T37

TR: Reading Readiness Guide, Unit 1, 17; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14; Unit 1 Resources, Writing to Inform and Explain, 33; Reading Readiness Guide, Unit 2, 6, Unit 4, 53, 120, Unit 5, 98, 138; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 4 Resources, Identify Causes and Effects, 131; Unit 5 Resources, Guided Reading and Review, 91, 99

b. Describe the effects of agricultural surplus and job specialization on the emergence of early towns and cities in various parts of the world

SE: 21-22; 30-33; 41; 108-109; 406-407

TE: T38; T41; T39

A. Scarcity and Economic Decision-making

3. Analyze how technological changes affected consumption and production in early world history

4. Examine how specialization, interdependence and trade affected the production of goods and services in early world history






TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 48, 52, Unit 5, 12; Unit 2 Resources, Small Group Activitiy: Making a Map of Mohenjo-Daro, 74-77

c. Identify African and Eurasian trade routes to explain how surplus goods and regional specialization resulted in economic interdependence

SE: 73; 78; 95; 97; 156-158; 319-323; 326-330; 364-365; 456; 468-469; 472-473; 498; 530-531

TE: T38; T40; T36; T37

TR: Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 17, Section 4, 193-195; Reading Readiness Guide, Unit 2, 10, 112, Unit 4, 49, 53, 120, Unit 5, 94, 98, 138; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Identify Causes and Effect, 131; Unit 5 Resources, Guided Reading and Review, 95, 99

a. Describe how various early world societies answer the basic question of what, how, and for whom to produce

SE: 9; 31; 70-71; 107-108; 137; 138; 158; 169; 229; 293; 311; 319; 326-330; 337; 353; 358; 375; 383; 431

TE: T38; T39; T37; T36

TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60; Unit 4 Resources, Summarize, 58, Small Group Activity: Trading Items With Silent Barter, 62-65; Unit 5 Resources, Guided Reading and Review, 99

B. Economic Systems and the Role of Government in the Economy

1. Describe the types of economic systems in early world societies






b. Describe examples of tradition in economies such as the economic roles of men and women in tribal societies

SE: 15; 111; 140; 174; 200-203; 208-209; 253-257; 314; 339; 348-349; 358

TE: T38

TR: Reading and Vocabulary Study Guide, Chapter 4, Section 1, 48-50, Chapter 7, Section 1, 81-83, Chapter 9, Section 1, 98-100, Chapter 12, Section 2, 131-133, Section 3, 134-136; Reading Readiness Guide, Unit 2, 100, Unit 3, 44, 114, Unit 4, 45, 87; Unit 3 Resources, Enrichment, 59; Unit 4 Resources, Guided Reading and Review, 46

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

SE: 377-378; 397-399; 400-401

TE: T39

TR: Unit 4 Resources, Small Group Activity: Create a Museum Exhibit About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing a Documentary, 28-31; Reading Readiness Guide, Unit 4, 124, Unit 5, 8; Reading and Vocabulary Guide, Chapter 14, Section 1, 148-150

a. Explain how the growth and management of towns, guilds, and the banking system were affected by technology and agriculture

SE: 9; 31; 70-71; 92-93; 107-108; 137-138; 159; 160; 169; 173; 175; 229; 244; 245; 293; 311; 337; 340; 353; 358; 369; 375; 383; 413; 431; 434; 438-439; 454; 459

TE: T38; T37; T39; T41

TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 3, Section 4, 41-43, Chapter 5, Section 4, 70-72, Chapter 6, Section 1, 74-76, Chapter 12, Section 3, 134-136, Chapter 14, Section 3, 154-156; Reading Readiness Guide, Unit 2, 18, Unit 3, 6, Unit 4, 83, Unit 5, 52, 90; Unit 2 Resources, Guided Reading and Review, 7, Small Group Activity: Making Egyptian Slate Palettes, 31-34; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98

2. Describe the transition from feudalism and the manor system to the development of early towns






b. Analyze how the guild system addressed changes in the economy, such as dictating price and production

SE: 407


a. Explain how societies used mediums of exchange to facilitate trade and help their economies grow

SE: 23-24; 72-73; 78; 95; 97; 286; 294; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473

TE: T38; T40; T36; T37

TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 10, Section 1, 108-110, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Small Group Activity: Trading Items With Silent Barter, 62-65, Identify Causes and Effects, 131; Unit 5 Resources, Reread or Read Ahead, 103, Guided Reading and Review, 99

a. Describe characteristics and innovations of hunting and gathering societies, such as nomadic lifestyles, inventors of tools, adaptation to animal migration and vegetation cycles and the shift from food gathering to food-producing activities

SE: 12-17; 18-19; 110-111; 293; 312-315; 352-353

TE: T41; T40; T38; T37

3. Describe the importance of medium of exchange in early world history

5.0 Content Standard: HISTORY-Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

A. Individuals and Societies Change Over Time

1. Analyze how the rise of the earliest communities led to the emergence of agricultural societies






TR: Reading Readiness Guide, Unit 1, 13, Unit 2, 52, Unit 4, 45; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 9-11, Chapter 4, Section 1, 48-50, Chapter 11, Section 1, 121-123; Unit 1 Resources, Reading a Natural Vegetation Map, 30; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 46, Book Project: Major Migrations, 22-24

b. Explain how and why towns and cities grew from early human settlements, including the need for security and government

SE: 21-22; 30-33; 41; 108-109; 174-175; 230-231; 339; 406-407

TE: T38; T41; T39

TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 48, 52, Unit 3, 6; Unit 5, 12; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76

a. Describe and trace the development of political and social structures of the Incas, Mayans and Aztecs

SE: 336-341; 343; 344-349; 350-351; 528-529

TE: T39; T40; T38; 334f-Tikal, Aztec Education

TR: Reading Readiness Guide, Unit 4, 83, 87; Unit 4 Resources, Identify Main Idea, 94, Guided Reading and Review, 84, 88, The Talking Stone, 104-106; Reading and Vocabulary Study Guide, Chapter 12, Section 1, 128-130, Section 2, 131-133

a. Describe the characteristics of a civilization, such as social hierarchy, government, writing system, specialization in an area of trade and the establishment of cities

SE: 22; 31-33; 45-47; 68-73; 88-90; 91; 106-111; 126-130; 136-141; 150-153; 364-369

TE: T38; T39; T40; T37; T41

2. Examine the emergence, growth and decline of empires in the Americas

B. Emergence, Expansion and Changes in Nations and Empires

1. Analyze how civilizations emerged in the river valley areas






TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 56, Unit 2, 6, 52, 64, 100, 108, Unit 4, 120; Reading and Vocabulary Study Guide, Chapter 2, Section 3, 22-24, Chapter 3, Section 1, 32-34, Chapter 4, Section 1, 48-50, Section 4, 57-59, Chapter 5, Section 1, 61-63, Section 3, 67-69, Chapter 13, Section 1, 138-140; Unit 2 Resources, Guided Reading and Review, 7, 65

b. Compare major cultural, political and economic achievements of river valley civilizations, such as the Tigris and Euphrates River Valley, the Huang River Valley, the Indus River Valley and the Nile River Valley including Egypt, Nubia and Kush

SE: 30-35; 36-37; 38-42; 44-47; 68-73; 74-79; 80-82; 83; 84-85; 86-87; 88-93; 96-100; 106-111; 112-113; 114-118; 126-130; 136-141; 144-148; 149-153; 156-160

TE: T41; T38; T39; T40; T37; T41

TR: Reading Readiness Guide, Unit 1, 48, 52, 56, Unit 2, 6, 10, 14, 18, 22, 52, 56, 64, 100, 104, 108; Reading and Vocabulary Study Guide, Chapter 2, Section 1, 16-18, Section 2, 19-21, Section 3, 22-24, Chapter 3, Section 1, 32-34, Section 2, 35-37, Section 3, 38-40, Section 4, 41-43, Section 5, 44-46, Chapter 4, Section 1, 48-50, Section 2, 51-53, Section 4, 57-59, Chapter 5, Section 1, 61-63, Section 2, 64-66, Section 3, 67-69; Unit 1 Resources, Small Group Activity: Making an Illustrated Diagram About the Wheel, 73-76; Unit 2 Resources, Guided Reading and Review, 7, 65, Enrichment, 29, 119, Book Project: Life in the Ancient World, 10-12, Savitri: A Tale of Ancient India, 80-83

a. Describe the major cultural achievements of the Greek civilization, such as art, science, political systems, and philosophy across time

SE: 174-175; 176-177; 180-188; 192-195; 222

TE: T40; T38; T37; 1663-Theatrical Special Effects

TR: Reading Readiness Guide, Unit 3, 6, 10; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76 Section 2, 77-79, Chapter 7, Section 3, 87-89; Unit 3 Resources, Enrichment, 16, 59

2. Analyze the emergence and enduring influence of Aegean civilizations






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

SE: 174-175; 188; 206-207; 211-213; 216-221

TE: T39; T40; T37

TR: Reading Readiness Guide, Unit 3, 6, 48, 52; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76, Section 2, 77-79, Chapter 7, Section 2, 84-86; Unit 3 Resources, Enrichment, 16

a. Describe the major achievements of the Roman Era, such as legal, artistic, architectural, technological, and literary

SE: 231-235; 236-237; 240-244; 245; 522-523

TE: T38; T40; 226e-Roman Roads

TR: Reading Readiness Guide, Unit 3, 82, 86; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93

b. Explain the transition from Roman Republic to Roman Empire including the social structure, significance of citizenship and the development of political institutions

SE: 231-235; 240-244; 246; 252-258; 518-519

TE: T38; T40; T39

TR: Reading Readiness Guide, Unit 2, 82, Unit 3, 86, 114; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93, 94-96, Chapter 9, Section 1, 98-100; Unit 3 Resources, Enrichment, 129

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

SE: 270-276

TE: T40; T38

TR: Unit 3 Resources, Identify Implied Main Ideas, 127; Reading and Vocabulary Study Guide, Chapter 9, Section 3, 104-106

a. Describe the causes and consequences of the unification of China under early imperial dynasties, such as the Shang, Zhou, Qin, Han and Tang

SE: 139; 150-153; 364-367; 514-515

TE: T39; T40; T38; 134g-Shang Culture

3. Analyze the emergence, expansion and decline of the Roman Empire

4. Compare the dynasties and empires in ancient China






TR: Reading Readiness Guide, Unit 2, 108, Unit 4, 120; Reading and Vocabulary Study Guide, Chapter 5, Section 3, 69

b. Explain the major traditions, customs and beliefs of Confucianism and Taoism in the context of early Chinese imperial dynasties

SE: 144-148

TE: T38; 134g-Confucianism: Religion or Philosophy?

TR: Reading Readiness Guide, Unit 2, 104; Reading and Vocabulary Study Guide, Chapter 5, Section 2, 64-66; Unit 2 Resources, 119

c. Analyze China’s cultural, political and economic influence on Japan, Korea, and countries in Southeast Asia

SE: 123; 129; 374-379

TE: T39; T37

TR: Reading and Vocabulary Study Guide, Chapter 4, Section 3, 54-56, Chapter 13, Section 2, 132-133; Reading Readiness Guide, Unit 4, 124; Unit 4 Resources, Guided Reading and Review, 125

a. Describe the contributions of major African monarchies, cities, and trade networks, such as Ghana, Mali and Songhai

SE: 318-321

TE: T39; T40; T38

TR: Reading Readiness Guide, Unit 4, 49; Unit 4 Resources, Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fainess of Mali’s People, Leo Africanus Describes Tombouctou, 67-69

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

SE: 72-73; 96-97; 319-320; 326-330

TE: T38; T36

TR: Reading Readiness Guide, Unit 2, 6, 22, 53; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 11, Section 3, 124-126

5. Analyze the emergence, growth and decline of African Empires






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

SE: 78-79; 318-323; 326-330

TE: T39; T40; T38; T36

TR: Reading and Vocabulary Study Guide, Chapter 3, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126; Unit 2 Resources, In Her Own Words, 36-37; Reading Readiness Guide, Unit 4, 49, 53; Unit 4 Resources, Enrichment, 60

a. Describe how interactions promoted or failed to promote development, such as the Fertile Crescent Empire, Greek city-states, and Latin Empires

SE: 38-42; 44-47; 48-53

TE: T39; T38; T40

TR: Reading Readiness Guide, Unit 1, 52, 56, 62; Reading and Vocabulary Study Guide, Chapter 2, Section 2, 19-21, Section 3, 22-24, Section 4, 25-27; Unit 1 Resources, Enrichment, 71

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

SE: 231-235; 240-246; 270-276; 416-420

TE: T38; T40; T41; T37

TR: Reading Readiness Guide, Unit 3, 82, 86, 122, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93, 94-96, Chapter 9, Section 3, 104-106, Chapter 14, Section 4, 157-159; Unit 3 Resources, Identify Implied Main Ideas, 127; Unit 5 Resources, Guided Reading and Review, 21

a. Describe the major traditions, customs and beliefs of Buddhism

SE: 119-123

TE: T40; T39; 104h-Buddhism and Nuns

C. Conflict between Ideas and Institutions

1. Analyze the effect of interactions between civilizations in early world history

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






TR: Reading Readiness Guide, Unit 2, 60; Unit 2 Resources, Recognize Multiple Causes, 69, A Great Asian Thinker, 84, Enrichment, 72; Reading and Vocabulary Study Guide, Chapter 4, Section 3, 54-56

b. Explain the major traditions, customs and beliefs of Hinduism and its political and social impact on India

SE: 114-118; 383-384

TE: T41; T38

TR: Reading Readiness Guide, Unit 2, 56; Reading and Vocabulary Study Guide, Chapter 4, Section 2, 51-53; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83

a. Analyze the major traditions, customs, and beliefs of Islam

SE: 292-297; 300-302

TE: T41; T37; T39; T40; 282f-Hadith, Islamic Art

TR: Reading Readiness Guide, Unit 4, 12, 16; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 111-113; Unit 4 Resources, Enrichment, 23, Preview and Ask Questions, 21

b. Describe causes and consequences of the expansion of Islam into other regions, such as Southwest Asia, Southeast Asia, North Africa, Europe and India

SE: 300-302; 320; 329

TE: T39; T40

TR: Reading Readiness Guide, Unit 4, 16, 53; Unit 4 resources, Preview and Ask Questions, 21

a. Analyze the major traditions, customs, and beliefs of Christianity

SE: 259-265

TE: T41; T37

TR: Reading Readiness Guide, Unit 3, 118; Reading and Vocabulary Study Guide, 101-103

3. Analyze the emergence and expansion of Islamic civilization

4. Analyze the changes in the European society during the Middle Ages






b. Explain the origins and consequences of the Black Death during the 14th century, such as a population decrease, a decline in trade, the elimination of the social order and the decline of religious power

SE: 408; 415; 534-535

TR: Reading and Vocabulary Study Guide, Chapter 14, Section 2, 151-153; Unit 5 Resources, Enrichment, 26

c. Analyze the characteristics of the development and decline of feudalism and the emergence of monarchies

SE: 397-399; 417-420

TE: T37

TR: : Reading Readiness Guide, Unit 5, 8, 20; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150, Section 4, 157-159; Unit 5 Resources, Guided Reading Review, 21, Book Project: The Birth of a Nation, 19-21, Lords and Vassals, 32

d. Describe the causes, consequences and cultural diffusion that resulted from the Crusades, such as the increase in Mediterranean trade and the exchange of knowledge and ideas

SE: 409-413

TE: T40; T38

TR: Reading Readiness Guide, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 14, Section 3, 154-156

a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

TE: 4b, 28b, 66b, 104b, 134b, 166b, 196b, 226b, 250b, 282b, 308b, 334b, 362b, 392b, 428b, 452b, 478b-High-Use Academic Words

6.0 Content Standard: SOCIAL STUDIES SKILLS AND PROCESSES- Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

Grades 6 –8

A. Read to Learn and Construct Meaning about Social Studies

1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary






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


c. Use context clues to understand new social studies vocabulary

SE: 68; 74; 80; 96

TE: 66b-Use Context Clues

TR: Unit 2 Resources, Use Context Clues: General, 25, Definition/Description, 26, Cause and Effect, 27

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


a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

SE: 124-125; RW-RW1

TR: Unit 2 Resources, Skills for Life, 73

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

SE: 6; 12; 20; 284; 292; 300

TE: 4b; 4f-Previewing and Prereading; 282b; 282f-Previewing and Prereading

TR: Unit 1 Resources, Preview and Set a Purpose, 20, Preview and Predict, 21, Preview and Ask Question, 22; Unit 4 Resources, Preview and Set a Purpose, 19, Preview and Predict, 20; Preview and Ask Questions, 21

c. Set a purpose for reading the text SE: 6; 284

TE: 4f-Previewing and Prereading; 4b; 282f-Previewing and Prereading; 282b

TR: Unit 1 Resources, Preview and Set a Purpose, 20; Unit 4 Resources, Preview and Set a Purpose, 19

d. Ask questions and make predictions about the text

SE: 12; 20; 292; 300

2. Use strategies to prepare for reading (before reading)






TE: 4b; 282b

TR: Unit 1 Resources, Preview and Predict, 21; Preview and Ask Questions, 22; Unit 4 Resources, Preview and Predict, 20, Preview and Ask Questions, 21;

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

SE: 203-Writing Activity; 358-Writing Activity; 371-Writing Activity; 297-Writing Activity

a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

SE: 342-243

TE: 104b; 134b; 166b; 196b; 250b; 362b; 392b; 428b; 478b


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

SE: 30; 48; 471

TE: 28b; 452b

TR: Unit 1 Resources, Reread or Red Ahead, 67; Unit 5 Resources, Reread or Read Ahead, 103

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

SE: 6; 12; 20; 30; 38; 43; 48; 56; 68; 74; 80; 88; 96

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

SE: 30; 310; 471

TE: 28b; 308b; 452b

TR: Unit 1 Resources, Reread or Read Ahead, 67; Unit 4 Resources, Reread or Read Ahead, 56; Unit 5 Resources, Reread or Read Ahead, 103

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

SE: 12; 292

TE: 4b; 282b

3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)






TR: Unit 1 Resources, Preview and Predict, 21; Unit 4 Resources, Preview and Predict, 20

f. Periodically summarize or paraphrase important ideas while reading

SE: 38; 43; 56; 318; 326

TE: 28b; 308b; 452f-Paraphrasing, Learning to Paraphrase

TR: Unit 1 Resources, Paraphrase, 68, Summarize, 69; Unit 4 Resources, Paraphrase, 57, Summarize, 58

g. Visualize what was read for deeper meaning

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


a. Identify and explain what is directly stated in the text

SE: 144; 156

TE: 134b

TR: Unit 2 Resources, Identify Supporting Details, 116;

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

SE: 38; 43; 56; 318; 326

TE: 28b; 308b; 452f-Paraphrasing, Learning to Paraphrase

TR: Unit 1 Resources, Paraphrase, 68, Summarize, 69; Unit 4 Resources, Paraphrase, 57, Summarize, 58

c. Determine and explain the author’s purpose

SE: 316-317; RW-RW1

TE: T40:T39

TR: Unit 4 Resources, Skills for Life, 61;

d. Distinguish between facts and opinions SE: 414-415; RW-RW1


e. Explain whether or not the author’s opinion is presented fairly

SE: 316-317

TE: T40

4. Use strategies to demonstrate understanding of the text (after reading)







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

SE: 149; 270; 488

TR: Unit 2 Resources, Identify Implied Main Ideas, 117; Unit 3 Resources, Identify Implied Main Ideas, 127; Unit 5 Resources, Identify Implied Main Ideas, 143

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

SE: 12; 292

TE: 4b; 282b

TR: Unit 1 Resources, Preview and Predict, 21; Unit 4 Resources, Preview and Predict, 20

h. Connect the text to prior knowledge or personal experiences


i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

SE: 142-143; 178-179

TE: T37

TR: Unit 2 Resources, Skills for Life, 120; Unit 3 Resources, Skills for Life, 17

a. Identify key ideas SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Handbook, Gathering Details, 11

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


a. Identify form, audience, topic, and purpose before writing

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Four Purposes for Writing, 3, Choosing a Topic, 14

B. Write to Learn and Communicate Social Studies Understandings

1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings

2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform






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

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Gathering Details, 11

c. Provide introduction, body, and conclusion

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Writing an Introduction, 18, Writing the Body of an Essay, 19, Writing the Conclusion, 5

d. Cite sources when paraphrasing, summarizing, and quoting

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook

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

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook

a. Identify form, audience, topic, and purpose

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Four Purposes for Writing, 3; Choosing a Topic, 14

b. State a clear opinion or position SE: RW2-RW5; 494-495

TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Persuade, 7; Unit 5 Resources, Skills for Life, 146

c. Modify or refute a position when appropriate

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Persuade, 7

d. Provide reasons and cite reliable supporting evidence

SE: RW2-RW5; 316-317

B. Write to Learn and Communicate Social Studies Understandings

3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade






TR: Teaching Resources, Reading and Writing Skills Handbook, Gathering Details, 11; Unit 4 Resources, Skills for Life, 61

e. Demonstrate understandings of social studies knowledge

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Describe, 4, Summarizing and Taking Notes, 16

a. Address the topic SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment

b. Provide accurate information SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment, Summarizing and Taking Notes, 16

c. Support topic with appropriate details SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment; Gathering Details, 11

d. Integrate social studies concepts and skills

SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment

a. Identify prior knowledge about the topic SE: RW2-RW5

TE: T37-Set A Purpose For Reading-KWL

TR: Teaching Resources, Reading and Writing Handbook

b. Pose questions the about the topic SE: RW2-RW5; 20; 300

TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21

4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

C. Ask Social Studies Questions

1. Identify a topic that requires further study






c. Formulate research questions SE: RW2-RW5; 20; 300


d. Develop a plan for how to answer questions about the topic

SE: RW2-RW5; 20; 300


a. Define the situation/issue SE: RW2-RW5


b. Identify prior knowledge about the situation/issue

SE: RW2-RW5

TE: T37-Set A Purpose For Reading-KWL


c. Pose questions about the situation/issue from a variety of perspectives

SE: RW2-RW5; 20; 300


d. Pose questions that elicit higher order thinking responses

SE: RW2-RW5; 20; 300


e. Formulate research questions SE: RW2-RW5; 20; 300


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

SE: RW2-RW5; 20; 300

Identify a situation/issue that requires further study







a. Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites

SE: 10-11; 214-215; 271; 321; 532-533


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

SE: 192-195; 526-527; 528-529

c. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories

SE: 67; 124-125; 200-201; 304; 334-335; 356; 368; 388; 430;


d. Access and process information that is factual and reliable from readings, investigations, and/or oral communications

SE: 316-317


a. Gather data SE: RW2-RW5; 332-Writing Activity

TR: Teacher Resources, Gathering Details, 11

b. Make and record observations SE: RW2-RW5

TR: Teaching Resources, Reading and Writing Handbook, Gathering Details, 11, Preparing Note Cards, 17

c. Design and conduct surveys and oral histories

SE: RW2-RW5


D. Acquire Social Studies Information

1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

2. Engage in field work that relates to the topic/ situation/ problem being studied






a. Prioritize information gathered according to importance and relevance

SE: 372-373

TE: 66f-Simpified Outlining


b. Distinguish factual from fictional information

SE: 414-415; RW


c. Find relationships among gathered information

SE: 372-373


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

SE: 125-126; M8-M17

TR: Unit 2 Resources, Skills for Life, 73; Teacher Resources, MapMaster Teacher’s Companion

e. Summarize information obtained from surveys and field work

SE: 238-239


a. Prioritize information gathered according to importance and relevance

SE: 372-373



b. Determine the bias and reliability of a source

SE: 316-317; 464-465


c. Find relationships among gathered information

SE: 372-373



E. Organize Social Studies Information

1. Organize information from non-print sources

2. Organize information from print sources






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

SE: 125-126; M8-M17

TE: 219-Differentiated Instruction-L3

TR: Unit 2 Resources, Skills for Life, 73; Teacher Resources, MapMaster Teacher’s Edition

a. Interpret information in maps, charts and graphs

SE: 125-126; M8-M17

TE: T39

TR: Unit 2 Resources, Skills for Life, 73; Teaching Resources, MapMaster Teacher’s Companion

b. Interpret information from field studies and surveys

SE: RW-RW1

c. Analyze a document to determine point of view

SE: 444-445


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

SE: 444-445


e. Identify bias and prejudice SE: 464-465


a. Compare information from a variety of sources

SE: 198; 206; 268-269

TE: 196b

TR: Unit 3 Resources, Identify Contrasts, 55, 56; Skills for Life, 130

b. Compare information to prior knowledge

c. Determine the reliability of the document

SE: 316-317


F. Analyze Social Studies Information

1. Interpret information from primary and secondary sources

2. Evaluate information from a variety of sources






d. Compare ideas, models, systems, and perspectives

SE: 198; 216; 268-269

TE: 196b

TR: Unit 3 Resources, Make Comparisons, 57; Compare and Contrast, 55, Skills for Life, 130

a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

SE: 126; 168; 342-343; 252

TE: 104b; 166b; 250b

TR: Unit 2 Resources, Understand Effects, 70; Unit 3 Resources, Identify Sequence, 13; Identify Main Ideas, 125; Unit 4 Resources, Skills for Life, 99

b. Reconstruct the arguments of issues or events

c. Assess the costs and benefits of alternatives

d. Modify understandings of social studies concepts and trend

TE: T37-KWL

TR: Unit 4 Resources, Reading Readiness Guide, 87, 91

e. Verify or change prior understandings based on new information

TE: T37-KWL

TR: Unit 4 Resources, Reading Readiness Guide, 87, 91

a. Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits


TE: 183-Differentiated Instruction-L1

b. Engage in civic participation and public discourse

3. Synthesize information from a variety of sources

G. Answer Social Studies Questions

1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources






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

TE: 129-Differentiated Instruction-L3; 200-Differentiated Instruction-L1; 256-Differentiated Instruction-L3; 274-Differentiated Instruction-L3

a. Use historically accurate resources to answer questions, make predictions, and support ideas

SE: 316-317

TE: 321-Differentiated Instruction-L3; 347-Differentiated Instruction-L3; 350-Differentiated Instruction-L3

TR: Unit 4 Resources, Skills For Life, 61; Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fairness of Mali’s People, Leo Africanus Describes Tombouctou, 67-69, The Talking Stone, 104-106

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

SE: 444-445; 464-465

TR: Unit 5 Resources, Skills for Life, 69, 107

c. Construct a sound historical interpretation


d. Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions

SE: 178-179


a. Summarize the main points of an issue explaining different viewpoints

SE: 238-239; 444-445

TR: Unit 3 Resources, 94; Unit 5 Resources, Skills for Life, 69

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

SE: 102, Review and Assessment, 10c Analyze; 162, Review and Assessment, 10c Analyze Information; 224, Review and Assessment, 11b Analyze Information;

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

SE: 494-495; RW3

2. Use historic contexts to answer questions

3. Use current events/issues to answer questions






TR: Teaching Resources, Writing to Persuade, 7; Unit 5 Resources, Skills for Life, 146

d. Propose and justify solutions to social studies problems

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

TE: Interactive Textbook


Documents

History of Our World, The Early Ages Edition © 2008 ... · History of Our World, ... Maryland VSC for Social Studies (Grade 6) Maryland VSC for Social Studies PAGE(S) ... Chapter