standard 1: reading sixth grade - pearson school · web view5– e2.1.3: use multiple sources of...

A Correlation of

Survey Edition

To the

Social Studies Standards for the Archdiocese of Detroit

Grade 5

A Correlation of myWorld History Social Studies, Grade 5to the

Social Studies Standards for the Archdiocese of Detroit, Grade 5

Introduction

This document demonstrates how myWorld Social Studies meets the Social Studies Standards for the Archdiocese of Detroit, Grade 5. Correlation page references are to the Student Edition, and Teacher’s Guide. Alignments are cited at the page level.

Everyone has a story. What’s yours?myWorld Social Studies™ utilizes storytelling to bring social studies content to life. Exclusive interactive digital solution makes social studies personal for every student in a way that’s easier for the instructor. With myWorld Social Studies, you can get to the heart of social studies in the time you have.

Reinforce literacy instruction Every minute spent teaching social studies also reinforces reading and writing instruction.

Reduce prep time Ready-made digital presentations, quick-start Teacher Guide, and easy-to-use online resources reduce time.

Keep it current Teach to the moment using Pearson’s exclusive myStory Book Current Events prompts.

Prepare students for the next level Embedded interactive skills instruction prepares students for lifelong learning.

Interactive Student TextInteractive Student Worktexts promote active learning and support students who are learning to read in the content areas. Standards-based content is presented in an interactive format that promotes active reading strategies.

Student Materials Kindergarten Flip Book Student Edition Student Atlas Leveled Readers Student Edition DVD-ROM

Teacher Materials Teacher Guide Accelerating Progress for English Language Learner’s Teacher Guide Activity Kit Activity Kit, Hands-on activities for each chapter designed by Colonial Williamsburg myStory Video DVD-ROM, engaging videos that explore the Big Question ExamView® DVD-ROM, ready-made chapter tests and quizzes Teacher Resource Library DVD-ROM, One stop resources for lesson plans, high-stakes assessment support, and more

2SE = Student Edition PG = Teacher’s ProGuide



Table of Contents

History..............................................................................................................4

Geography.......................................................................................................14

Civics and Government.....................................................................................32

Economy..........................................................................................................35

Public Discourse, Decision Making, and Citizen Involvement..............................38





myWorld HistorySurvey Edition

History H1 The World in Temporal Terms: Historical Habits of Mind Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which in-formed decisions in contemporary life can be based. H1.1: Temporal ThinkingUse historical conceptual devices to organize and study the past. Historians use conceptual devices (eras, periods, calendars, and time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpre-tations, 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. 5– H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.

SE: Measuring Time, 4–5; Timelines, 55, 79, 83, 107, 141, 167, 197, 231, 234–235, 251, 271, 297, 325, 361, 387, 416–417, 429, 447, 485, 513, 545, 579, 599, 625, 649, 667, 669, 669, 679, 709, 718–719, 737, 744, 759, 793, 825, 853, 889, 923, 951, 973; Sequence, 50, 444, 476, 510, 646, 755, 880PG: Measuring Time, T4 (make a timeline of students life); Timeline Builders, T5; Polis Timeline, T10–T11 (make timeline); Who Was Then? T46–T47 (describe different Mus-lim empires in order – make a timeline); Cru-sade Timelines, T81; Enrichment: Events of the Counter Reformation, T48 (Timeline)

5– H1.1.2 Compare and contrast several dif-ferent calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Eastern Hemisphere the Chinese, He-brew, and Islamic/Hijri calendars are in-cluded).

SE: Gregorian calendar, 5, 720; lunar / solar calendar, 156; Japanese, new calendar, 553; Maya calendars, 588; Julian calendar, 719–720 PG: Civilizations of the Americas: Quick Facts: A Unique Calendar, 588–589

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 inter-pret a variety of historical documents (including narratives), recognize the difference be-tween 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 sources of causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Western Hemisphere. 5– 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: Archeologist, 2, 3, 8–9, 58, 59–62; Anthropology, 9, 55–58; Geologist, 59, 815; Historians, 4, 6–7, 346, 471; also see: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; 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; 21st Century Learning: Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Script a Documentary About Ancient Societies of the Americas, 620–621PG: Core Concepts: Archeology and Other Sources, T8; Origins: Archeological Mysteries Conference, T5–T7; Spread the News, T10–T11 (archeological find and news article); Enrichment: Carbon Dating, T12; Digging for Clues, T44; Archeologists for a Day, T45

5– H1.2.2: Identify by reading a historical passage the 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 that occurred.

SE: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; 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, 785PG: Core Concepts: Historical Sources, T6; The Ancient Near East: Historian Talk Show, T89 (read religious primary sources); Ancient India and China: Primary Source: The Right to Govern, T98






5– H1.2.3: Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.

SE: Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; also see: Pri-mary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; 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, 785PG: Ancient Greece: Taking Sides, T16–T17 (compare views of different members of Greek Society; The Byzantine Empire and Islamic Civilization: Can We Talk? T16–T17 (viewpoints of Roman Catholics and Orthodox); African and Asian Civilizations:A Trading Empire, T10–T11 (compare points of view to trade); The Rise of Europe: A Poem for Two Voices, T70–T71 (Compare viewpoints of Spanish soldiers and Native Americans); The Early Modern World: Gallery of Thoughts, T88–T89 (causes and effects of French Revolution; compare viewpoints)

Hi.3: Historical UnderstandingUse 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, accom-plishments, and failures in spheres of human activity.






5– H1.3.1: Describe and use cultural institutions to study an era and a region (political, economic, Catholic and other religions/beliefs, science/technology, written language, education, the family).

SE: This standard is met throughout the program. Representative lessons can be found on the following pages: Foundations of Government, 20–21; Political Systems, 22–23; What is Culture?, 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Early Agriculture, 82–89; Democracy in Athens, 312–317; Oligarchy in Sparta, 318–321; Primary Source: Comparing Athens and Sparta, 354–355; The Spread of Christianity in Europe, 634–639; Kings, Nobles, and the Magna Carta, 658–663; Religious Crusades, 664–671; Christians and Muslims in Spain, 672–675; also see: Unit Activities: Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Chart Cultural Change, 574–575; Make a Medieval Trivia Game, 704–705PG: Core Concepts: Foundations of Government, T18; Political Systems, T20; Political Structures, T22; Citizenship, T24; What Is Culture? T38; Culture Spotting, T39; Religion, T40; Religion Research, T41; Cultural Diffusion and Change, T42; Track That Trait, T43

5– H1.3.2: Describe and use themes of history to study patterns of change and continuity.

SE: This standard is met throughout the pro-gram. Representative lessons can be found on the following pages: 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; Reli-gion, 44–45; Cultural Diffusion and Change, 46–47PG: Core Concepts: Foundations of Govern-ment, T18; Political Systems, T20; Political Structures, T22; Citizenship, T24; What Is Culture? T38; Culture Spotting, T39; Reli-gion, T40; Religion Research, T41; Cultural Diffusion and Change, T42; Track That Trait, T43






5– H1.3.3: Use historical perspective to analyze global issues faced by humans long ago and today.

SE: Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; also see: Pri-mary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; 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, 785PG: Ancient Greece: Taking Sides, T16–T17 (compare views of different members of Greek Society; The Byzantine Empire and Islamic Civilization: Can We Talk? T16–T17 (viewpoints of Roman Catholics and Orthodox); African and Asian Civilizations:A Trading Empire, T10–T11 (compare points of view to trade); The Rise of Europe: A Poem for Two Voices, T70–T71 (Compare viewpoints of Spanish soldiers and Native Americans); The Early Modern World: Gallery of Thoughts, T88–T89 (causes and effects of French Revolution; compare viewpoints)

E1 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 pro-cesses 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 agricul-ture. E1.1: Peopling of the Earth Describe the spread of people in the Western Hemisphere in Era 1. In the first era of human history, people migrate throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrast-ing, changing environments in the Americas. 5– E1.1.1: Describe the early migrations of people among Earth’s continents (including the Beringia Land Bridge).

SE: The Human Migration, 68–69, 71; Chap-ter Assessment, 76PG: Ancient India and China: Extra Support: Trace Aryans and Native Americans migration on maps, T14

5– E1.1.2: Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

SE: Hunter-Gatherer Societies, 64–67; Adapting to Varied Environments, 70-72; Chapter Assessment, 76PG: Origins: Get Your News, T16–T17 (new tool or skill can help early humans); What Do I Need? T22–T23 (importance of tools)






E1.2: Agricultural Revolution Describe the Agricultural Revolution and explain why it is a turning point in history. The Agri-cultural Revolution was a major turning point in history that resulted in people and civiliza-tions viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement. 5– E1.2.1: Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

SE: Early Agriculture, 82–89; Centers of Wealth, 91; Early Civilizations, 92; Re-sources and Settings of Civilizations, 93PG: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community)

5– E1.2.2: Describe 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 growing season).

SE: Early Agriculture, 82–89; New Ways of Living, 86–89; Centers of Wealth, 91; Set-tings of Civilizations, 93; Agriculture in Mesopotamia, 111–112; The Nile River Val-ley, 144–145; Civilization Develops, 146; Farming the Indus Valley, 202; Settling Along the Huang River, 254–257PG: Origins: When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community); The Ancient Near East: Farm Fresh Lyrics, T40–T41 (Egyptian famer’s life)






5– E1.2.3: Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

SE: Early Agriculture, 82–89; Centers of Wealth, 91; Early Civilizations, 92; Re-sources and Settings of Civilizations, 93PG: Origins: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community)

E2 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. E2.1: Early Civilizations and Early Pastoral Societies Describe the characteristics of early Western Hemisphere civilizations and pastoral societies. During this era early agrarian civilizations and pastoral societies emerged. Many of the world’s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed cultures that reflected the geography and resources that en-abled them to inhabit the more challenging physical environments such as the tundra and semi-arid regions of North and South America.






5– E2.1.1: Explain how the environment favored hunter gatherer, pastoral and small scale agricultural ways of life in different parts of the Western Hemisphere.

SE: Hunter-Gatherer Societies, 64–67; Adapting to Varied Environments, 70-72; Chapter Assessment, 76; Early Agriculture, 82–89; Centers of Wealth, 91; Early Civiliza-tions, 92; Resources and Settings of Civiliza-tions, 93PG: Origins: Get Your News, T16–T17 (new tool or skill can help early humans); What Do I Need? T22–T23 (importance of tools); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community); The Ancient Near East: Farm Fresh Lyrics, T40–T41 (Egyptian famer’s life)

5– E2.1.2: Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns).

SE: New Ways of Living, 86, 88-89; Closer Look: Çatalhöyük, 87; Cities and Civiliza-tions, 90–97; The Civilization of Sumer, 110-117PG: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community); Pass the Civilization Test, T40–T41 (learn about two cultures; compare two cultures)

5– E2.1.3: Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest).

SE: North American Cultures, 608–610PG: Civilizations of the Americas: Where in the Americas? T23–T25 (people adapt to places; historians rely on artifacts); A Knotty System, T28–T29 (develop a communication system); Create a School Totem Pole, T34–T35; Enrichment: Cahokia, Seat of Power, T36 (Mississippian)

5– E2.1.4: Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor).

SE: Cities and Civilizations, 90–97; The Civi-lization of Sumer, 110-117PG: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community); Pass the Civiliza-tion Test, T40–T41 (learn about two cultures; compare two cultures)






E3 Era 3 – Classical Traditions and Major Empires, 1000 B.C.E. /B.C. to 300 C.E. /A.D. (Note: Mayan, Aztec, and Incan societies had their beginnings in Era 3 but became more prominent as civilizations in Era 4.) Analyze the civilizations and empires that emerged during this era, noting their political, economic, and social systems, and their changing interactions with the environment. Ana-lyze the innovations and social, political, and economic changes that occurred through the emergence of agrarian societies of Mesoamerica and Andean South America and the subse-quent urbanization and trading economies that occurred in the region. E3.1: Classical Traditions and Major Empires in the Western Hemisphere Describe empires and agrarian civilizations in Mesoamerica and South America. Civilizations and empires that emerged during this era were noted for their political, economic and social systems and their changing interactions with the environment and the agrarian civilizations that emerged in Mesoamerica and South America. 5–E3.1.1: Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles.

SE: Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144–145; The Indian Subcontinent, 200–201; Geography of China, 254–255PG: The Ancient Near East: Water in the Desert, T35–T37; Ancient India and China: A Trip Through India, T5–T7

5–E3.1.2: Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products).

SE: Trade in Sumer, 113; Trade in Ancient Egypt, 158–159; Indian Subcontinent, 200–201; Trade in Indus Valley, 202, 203; The Nile River Valley, 144–145; Trade in Egypt, 148, 158-159; Settling Along the Huang River, 254–257; Trade in China, 280–281PG: The Ancient Near East: Water in the Desert, T35–T37; African and Asian Civiliza-tions: Trade With Other Lands, T35–T37; An-cient India and China: The Empire Game, T77–T79

5–E3.1.3: Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and the roles and class structure of citizens.

SE: Essential Question: What distinguishes one culture from another, 578; Moctezuma , 579-581; The Maya, 582–589; The Aztecs, 590–595;The Incan Ice Maiden, 599-601; The Incas, 602–607PG: Civilizations of the Americas: Enrichment: The Roots of Aztec Civilization, T18; The Aztecs and the Incas, T38

5–E3.1.4: Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires.

SE: Maya Government, 586; Aztec Govern-ment, 592; Nobles and Commoners, 593; Analyze Visuals, 596; A Strong Government, 603-604PG: Enrichment: The Roots of Aztec Civiliza-tion, T18






5–E3.1.5: Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).

SE: Reading Skill: Sequence, 582; also see: Timelines of Mesoamerican Civilizations, 577, 579, 599PG: Enrichment: The Roots of Aztec Civiliza-tion, T18

GeographyG1: The World in Spatial Terms: Geographical Habits of Mind Describe 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 cri-teria 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 per-spective. Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report informa-tion from a spatial perspective. World maps made for specific purposes (population distribu-tion, 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 Western Hemisphere, and, finally, focus on a specific place. 5– G1.1.1: Describe how geographers use mapping to represent places and natural and human phenomena in the world.

SE: Understanding Maps, 12–13; Historical Maps, 14–15; Mapmaking, 139, 165PG: Core Concepts: Understanding Maps, T12; From Here to There!, T13; Historical Maps, T14; Mapping My Day, T15; The Rise of Europe: A Memorable Map, T64–T65






5– G1.1.2: Identify from memory the Western Hemisphere, showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean) by drawing a sketch map.

SE: For supporting content please see: 21st Century Learning: Make Maps, 139, 165PG: 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

G1.2: Geographical Inquiry and Analysis Use geographic inquiry and analysis to answer important questions about relationships be-tween people, cultures, their environment, and relations within the larger world context. Ge-ographers use information and skills to reach conclusions about significant questions regard-ing 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 conclu-sions using this information and make a reasoned judgment about the most justifiable con-clusion based on the authenticity of the information, their skill at critically analyzing the in-formation, and presenting the results of the inquiry. 5– G1.2.1: Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.

SE: Maps: Parts of a Map: Physical Map, 12; North America, 1783, 14; Southeastern United States: Hurricane; Strikes, 1980-2007, 15 ; Empires of the Americas, 771; The Columbian Exchange, 777; Portugal's Global Empire, 805; North America in 1754 and 1763, 812PG: Civilizations of the Americas: Where in the Americas? T23–T25 (people adapt to places; historians rely on artifacts)

5– G1.2.2: Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

SE: New Views of the World (maps of the world), 768-769; also see: Understanding Maps, 12–13; Historical Maps, 14–15; 21st Century Learning: Make Maps, 139, 165PG: The Rise of Europe: A Memorable Map, T64–T65 (map styles in age of exploration)






5– G1.2.3: Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

SE: 21st Century Learning: Make Maps, 139, 165; 21st Century Learning: Chart Cultural Change, 574–575; also see: Understanding Maps, 12–13; Historical Maps, 14–15PG: The Rise of Europe: A Memorable Map, T64–T65 (map styles in age of exploration)

5– G1.2.4: 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.

SE: For supporting content please see: Satellite Map, 769; also see: Analyze Visuals: Maps, 138, 188, 248

5– 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 Western Hemisphere to answer geographic questions.

SE: For supporting content please see: Satellite Map, 769






5– 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 Western Hemisphere.

SE: Understanding Maps, 12–13; Historical Maps, 14–15; 21st Century Learning: Mapmaking, 139, 165; Research Greek Colonization, 323; Unit Activities: Hold an Agricultural Fair, 102–103; Solve a Water Shortage, 192–193; Essential Questions: Geography and Ancient Egypt, 165; Trade and Transport, 139; Travel Brochure About Ancient India, 229; Investigate How Native Americans Adapted to Their Environment, 617PG: Core Concepts: From Here to There!, T13; Ancient India and China: Challenge: Create a pop-up map, T8; The Rise of Eu-rope: A Memorable Map, T64–T65

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 stu-dents 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 un-derstanding. A spatial perspective enables student to observe, describe, and analyze the or-ganizations of people, places, and environments at different scales and is central to geo-graphic literacy.






5– G1.3.1: Use the fundamental themes of geography (location, place, human-environment interaction, movement, and region) to describe regions or places on earth.

SE: Maps: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696, 812, 842, 931, 934, 959, 964, 967; Interaction, 112, 126, 145, 159, 171, 218, 255, 310, 330, 332, 336, 391, 406, 452, 469, 496, 501, 532, 630, 636, 674, 696, 713, 805, 817; Place, 145, 201, 204, 207, 226, 259, 279, 310, 319, 330, 332, 381, 403, 406, 433, 489, 501, 520, 549, 583, 629, 653, 667, 713, 751, 766, 805, 812, 829, 895, 896, 927, 934, 941, 964, 967; Location, 133, 145, 201, 236, 243, 259, 301, 319, 336, 381, 489, 584, 609, 636, 685, 835, 842, 870, 878, 893, 895, 896, 908, 927, 959; Movement, 133, 159, 171, 183, 204, 207, 218, 226, 236, 243, 310, 433, 492, 496, 518, 520, 525, 528, 583 603, 630, 641, 659, 764, 817, 941PG: Core Concepts: Geography’s Five Themes, T10; Five Themes, T11






5– G1.3.2: Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

SE: Understanding Maps, 12–13; Historical Maps, 14–15; Mapmaking, 139, 165; Maps, 10, 11, 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, 777PG: Core Concepts: Understanding Maps, 12–13; Historical Maps, 14–15; Mapmaking, 139, 165; Maps, 10, 11, 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, 777From Here to There!, T13 (draw a map); Historical Maps, T14; Mapping My Day, T15






5– G1.3.3: Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

SE: Trade Barriers and Free Trade, 35; also see: Barter, 113; Trade, 113; Imports and Exports, 133; Commerce, 158; Interdependence, 159; Silk Road, 280–281, 513; Controlling Production and Prices, 285; Inflation and Prices, 415; Globalization, 988–989; Trade, 160, 163, 202, 204, 279, 285, 310, 311, 394–395, 415, 433, 443, 469–470, 491–493, 495, 500–503, 506, 513, 517, 522, 522–523, 528–529, 533, 535, 536, 537–538, 541, 561, 565, 586, 594, 657, 671, 684–685, 762, 765, 798, 808, 811, 813, 814, 840, 987–988PG only: Core Concepts: Trade, T32International Traders, T33The Ancient Near East: Water in the Desert, T35–T37; Ancient India and China: Outline a Documentary (Trade), T35–T37; African and Asian Civilizations: A Trading Empire, T10–T11; Trade With Other Lands, T35–T37; Trade in Asia and Africa, T86; Trade Poems and Songs, T87; Europe in the Middle Ages: Global Trade, T64; The Rise of Europe: Mercantilism Mixer, T76–T77; The Modern World: Enrichment: Fair Trade, T90

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 characteris-tics of places and regions. G2.1: Physical Characteristics of Place Describe the physical characteristics of places.






5– G2.1.1: Describe the landform features and the climate of the region within the Western or Eastern Hemispheres that is under study.

SE: Geography’s Five Themes, 10–11; Adapting to Varied Environments, 70–71; Early Agriculture, 82–89; Settings of Early Civilizations, 93; Geography of Mesopotamia, 111; The Nile River Valley, 144–145; The Indian Subcontinent, 200–201; Settling Along the Huang River, 254–257; Geography of the Greek World, 300–301; The Geography of Italy, 364; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; The Land of the Aztecs, 590–591; Geography Shapes Life, 602–603; The Eastern Wood-lands, 610; The Great Plains, 611; The North and Northwest, 612; The West and South-west, 613; The Geography of Europe, 628PG only: Core Concepts: Geography’s Five Themes, T10; Five Themes, T11; Ancient India and China: A Trip Through India, T5–T7; Clues to Ancient China, T53–T55; The Byzantine Empire and Islamic Civilization: Living in Arabia, T34–T35

5– G2.1.2: Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.

SE: Flooding, 145; Volcanoes, 394, 549, 583, 590, 1021; Earthquakes, 549, 807; Flood plain, 1020; also see: The Nile River Valley, 144–145; Farming the Indus Valley, 202; China: River Systems, 254–255; Agri-culture, 285; Building Islands and an Empire, 591; Incan Engineering, 604–605; North American Dwellings, 614PG: Ancient India and China: A Trip Through India (geography), T5–T7 Clues to Ancient China (geography), T53–T55; The Byzantine Empire and Islamic Civilization: Living in Arabia (geographic factors), T34–T35

G2.2: Human Characteristics of Place Describe the human characteristics of places. 5– G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

SE: Languages Arabic, 454–455, 497, 499, 507; Aramaic, 178, 408; Aztec People, 595, 793; China, 257, 275; Greek Language, 439; English, 661; French, 660; Hebrew Language, 178; Language Of Hunters-Gatherers, 75; Italian, 732; Japanese, 553; Latin, 364, 397, 439,






(Continued)5– G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

475, 635, 652, 660, 692, 719; Romance, 397; Sanskrit, 207, 244; Swahili, 503

Religion Religion, 44–45; Sumerian Religion, 114; Religion, 129; Egyptian Religion, 150–151; Hinduism, 212–219; Buddhism, 220–227; The Origins of Judaism, 170–175; Origins of Christianity, 402–407; Beliefs of Christianity, 408–413; Origins of Islam, 450–453; Beliefs of Islam, 454–459; The Spread of Christianity in Europe, 634–639; Reformation, 736–757

Economics Economic Basics, 28–29; Economic Process, 30–31; Economic Systems, 32–33; Trade, 34–35; Money Management, 36–37; Economics and Economy, 275, 285, 309–311, 394–395, 522, 565, 594, 607, 699, 712–715, 755, 780–783, 813, 831, 833, 835, 867, 903, 935–937, 954, 986–989, 1029, 1030

Government Foundations Of Government, 20–21; Political Systems, 22–23; Political Structure, 22; Absolute Monarchy, 592; City–States, 304–305, 312–317; Communism, 933, 978–979, 980; Democracy, 314–317; Self–Government, 305, 755, 809; Republic, 364–369; Tyranny, 314; Absolute Monarchy Across Europe, 834–843; New Nations, 962–969

(Continued)Cultural Traditions Culture, 40–41; What Is Culture? 42–43; Cul-tural Diffusion and Change, 46–47; Assess-ment, 50–51; Closer Look (highlights key cultural institutions), 61, 73, 87, 122, 172, 185, 203, 225, 240, 256, 264, 284, 304, 316, 350, 368, 392, 399, 418, 441, 536, 558, 564, 588, 604, 614, 632, 644, 656, 754, 765, 767, 818, 837, 864, 872, 899, 915, 928, 936, 956, 982






5– G2.2.2: Explain how communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).

SE: Science and Technology, 48–49; Irrigation, 49, 112, 146, 157, 163, 192–193, 521, 536; Building of Roads, 96, 129, 241, 261, 275, 279–281, 392, 393, 604, 605; Technology: Indus Valley, 202; Greece: 348; Iron Working 491; Sailing, 768–769; Industrial Revolution, 898–905; The Second Industrial Revolution, 914–919; People and Resources, 990–997; The Impact of Industry and Technology, 1000–1001PG only: Core Concepts: Science and Tech-nology, T44; Disappearing Technology, T45; Origins: The Road to Civilization, T29–T31; The Ancient Near East: Enrichment: The Aswan High Dam, T42; African and Asian Civilizations: Enrichment: The Technology of Irrigation, T60; The Rise of Europe: Around the World in 1,000 Days, T59–T61






5– G2.2.3: Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists).

SE: This standard is met throughout the program. Representative references include the following: What is Culture?, 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Migration, 207, 309–310, 582, 583; Writing Task: Paragraph from Different Perspective, 597; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775, 822, 867, 883, 905, 969, 970, 989, 997; 21st Century Learning: Develop Cultural Awareness, 17, 189, 229, 269, 356–357, 445, 571, 574–575, 617, 677, 735, 785, 851PG only: Core Concepts: Culture Spotting, T39; Cultural Diffusion and Change, T42; Track That Trait, T43; Origins: Pass the Civi-lization Test, T40–T41 (learn about two cul-tures; compare two cultures); The Ancient Near East: Exploring Dispersion, T84–T85; Ancient India and China: The Empire Game, T77–T79; Ancient Rome: Comparing Reli-gions, T52–T53; Roman Religion and Culture, T69; The Byzantine Empire and Islamic Civi-lization: Spread the Word, T22–T23 African and Asian Civilizations: The Flow of Culture, T65–T67; Civilizations of the Americas: The Aztecs and the Incas, T38; Europe in the Middle Ages: Town and Country, T64–T65; The Rise of Europe: Around the World in 1,000 Days, T59–T61; The Modern World: Between Conflict and Peace, T82–T83

G3: Physical Systems G3.1: Physical Processes Describe the physical processes that shape the patterns of the Earth’s surface. 5– G3.1.1: Construct and analyze climate graphs for two locations at different latitudes and elevations in the region answering geographic questions and making predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

SE: For supporting content please see: Map Skills: Climates of Africa, 489; Climate Change: What’s the Controversy?, 995; also see: Climate, 70, 201, 301, 488, 548, 583, 629, 995

G3.2: Ecosystems Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.






5– G3.2.1: Explain how and why ecosystems differ in relationship to the differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).

SE: 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; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; 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, 628PG only: The Ancient Near East: Water in the Desert, T35–T37; Enrichment: The Aswan High Dam, T42; Ancient India and China: A Trip Through India, T5–T7; Clues to Ancient China, T53–T55; African and Asian Civilizations: Enrichment: Navigable Rivers in Africa, T12

5– G3.2.2: Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).

SE: Geography’s Five Themes, 10–11; Adapting to Varied Environments, 70–71; Early Agriculture, 82–89; Settings of Early Civilizations, 93; Geography of Mesopotamia, 111; The Nile River Valley, 144–145; The Indian Subcontinent, 200–201; Settling Along the Huang River, 254–257; Geography of the Greek World, 300–301; The Geography of Italy, 364; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; The Land of the Aztecs, 590–591; Geography Shapes Life, 602–603; The Eastern Wood-lands, 610; The Great Plains, 611; The North and Northwest, 612; The West and South-west, 613; The Geography of Europe, 628PG only: Core Concepts: Geography’s Five Themes, T10; Five Themes, T11; Ancient India and China: A Trip Through India, T5–T7; Clues to Ancient China, T53–T55; The Byzantine Empire and Islamic Civilization: Living in Arabia, T34–T35

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. 5– G4.1.1: Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration, and Catholic and other religions).

SE: Cultural Diffusion and Change, 46–47; Globalization, 989; Revolutions in Informa-tion Technology, 990–991; also see: Develop Cultural Awareness, 617PG: Core Concepts: What Is Culture? T38; Culture Spotting, T39; Cultural Diffusion and Change, T42

G4.2: Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas. 5– 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., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet).

SE: Trade, 35; Printing Press, 49, 724–726, 788–789; Trade and New Technologies, 113; Shipping, 134, 534, 763, 768; Expanding In-dustries, 523; Inventions Help Trade, 536; New Tools for Exploration, 767–769; Sugar: A Sweet Story of Capitalism, 780–781; Cochineal Exports, 798; Power and Produc-tivity, 914–915; Industrial Revolution, 898–905, 917, 918–919; The New Global Econ-omy, 987–989; Revolutions in Information Technology, 990–991PG only: Core Concepts: Science and Tech-nology, T44; Disappearing Technology, T45; Origins: The Road to Civilization, T29–T31; The Ancient Near East: Water in the Desert, T35–T37; Ancient India and China: The Em-pire Game, T77–T79; African and Asian Civi-lizations: A Trading Empire, T10–T11 Enrich-ment: Navigable Rivers in Africa, T12; En-richment: Shipwrecks, T24; Trade With Other Lands, T35–T37 Trade in Asia and Africa, T86; Europe in the Middle Ages: Global Trade, T64; The Rise of Europe: Mer-cantilism Mixer, T76–T77; The Early Modern World: Enrichment: Hernando de Soto, T12

G4.3: Patterns of Human Settlement Describe patterns, processes, and functions of human settlement.






5– G4.3.1: Identify places in the Western Hemisphere that have been modified to become suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

SE: Geography of Mesoamerica, 583; Build-ing Islands and an Empire, 591; Incan Engi-neering, 604–605; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; Native American Dwellings, 614; Urban-izations, 996–997PG: Civilizations of the Americas: Where in the Americas? T23–T25 (people adapt to places); Enrichment: Cahokia, Seat of Power, T36 (Mississippian); The Aztecs and the Incas, T38

5– G4.3.2: Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).

SE: Cities and Civilization, 90–97; Map: City of Chang’an, 517; Urbanization and Urban Planning, 309, 520, 996; West African Cities, 506; The Rise of City States, 300–305; Revival of Trade and Towns, 682–687; Chinese Cities, 517, 520, 530, 531; Egypt, 146; Industrial Revolution and, 902, 917, 918, 919; Maya, 584–585; Middle East, 90–91, 94; Muslim, 468–469; New Spain, 799PG only: Origins: Pass the Civilization Test, T40–T41; The Ancient Near East: Enrich-ment: The City of Babylon, T24; The Modern World: Boom Town, T16–T17

G4.4: Forces of Cooperation and Conflict Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.






5– G4.4.1: Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

SE: This standard is met throughout the program. Representative references include the following: Trade Barriers and Free Trade, 35; Barter, 113; Imports and Exports, 133; Commerce, 158; Interdependence, 159; Controlling Production and Prices, 285; Labor Specialization, 491; Gold and Salt Trade, 491–493; Primary Source: Trade in Asia and Africa, 572–573; 21st Century Learning: Chart Cultural Change (Trade), 574–575; The Growth of Trade, 776–783; Mercantilism,779–780; A Trade Empire in Asia, 805–807; The Transatlantic Slave Trade, 816–821; Industrial Revolution, 898–905, 917, 918–919; The Middle East, 968–969; Conflict in the Middle East, 980–981; Cooperation and Trade, 984-989; Protecting the Environment, 994–995PG only: Core Concepts: Science and Technology, T44; Disappearing Technology, T45; Origins: The Road to Civilization, T29–T31; Ancient India and China: The Empire Game, T77–T79; African and Asian Civilizations: A Trading Empire, T10–T11; Trade With Other Lands, T35–T37; Trade in Asia and Africa, T86; Europe in the Middle Ages: Global Trade, T64; The Rise of Europe: Mercantilism Mixer, T76–T77; The Modern World: Between Conflict and Peace, T82–T83

5– G4.4.2: Describe the cultural clash of First Peoples, the French and English in Canada long ago, and the establishment of Nunavut in 1999.

SE: For supporting content please see: Other Settlers Arrive, 809-810; Understand-ing the European “New” Colonies, 811; Shift-ing Colonial Influences, 812; Causes and Ef-fects of the French and Indian War, 814; Treaty of Paris, 815PG: Civilizations of the Americas: Create a School Totem Pole, T34–T35






5- G4.4.3: Describe the cultural conflict between various religious groups.

SE: Religion, 44–45; Crusades, 648, 664–671, 702–703, 702–703; Inquisition, 670, 675, 748–749, 749, 753; Religious Tolerance, 866; Conflict in the Middle East, 980–981; also see: Religion, 44–45; Polytheism and Monotheism, 190–191; 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, 652–657, 672–675, 688–693, 736–757; 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, 239, 244; Confucius, 265; Daoism, 266–267PG only: Core Concepts: Religion, T40; Religion Research, T41; Ancient Rome: Comparing Religions, T52–T53; Roman Religion and Culture, T69; The Byzantine Empire and Islamic Civilization: Islamic Community Center, T29–T31; Europe in the Middle Ages: Graphic Novel: Crusade, T46

G5: Environment and Society Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical en-vironment and how physical systems affect human systems. G5.1: Humans and the Environment Describe how human actions modify the environment. 5– G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).

SE: For supporting content please see: The Industrial Revolution, 898–905; Competition for Resources, 993; Protecting the Environ-ment, 994; Climate Change: What’s the Con-troversy?, 995PG: The Modern World: Enrichment: Raw Material Use, T18; Enrichment: Hidden Water, T96






5– G5.1.2: Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining in Kentucky and West Virginia).

SE: Technology, 64, 1046; Industrial Revolution, 898–907, 914–919; China, 261, 534–536; Computers, 990–991; Culture and Technology, 47, 49; Egypt, 157; Farming, 48–49, 49c, 536; Fire, 65; Greece, 348, 348, 351; Industry, 1000–1001; Indus Valley Civilizations, 202, 203; Iron–Working, 491; Irrigation, 112; Japan, 551; Progress and Technology, 48–49; Radioactive Dating, 59; Sailing, 767, 768–769; Sumer, 112, 113, 117; The Industrial Revolution, 898–905PG only: Core Concepts: Science and Tech-nology, T44; Disappearing Technology, T45; African and Asian Civilizations: Trade With Other Lands, T35–T37; Enrichment: The Technology of Irrigation, T60; The Rise of Europe: Make the Front Page, T5–T7; Around the World in 1,000 Days, T59–T61

5– G5.1.3: Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region).

SE: Unit Activities: Solve a Water Shortage, 192–193; Food Production and Population, 898–899; Enclosures, 901; Competition for Resources, 993; Protecting the Environment, 994; Climate Change: What’s the Controversy?, 995; Section Assessment, 997PG only: The Ancient Near East: Enrich-ment: The Aswan High Dam, T42; The Mod-ern World: Enrichment: Raw Material Use, T18; Enrichment: Hidden Water, T96

G5.2: Physical and Human Systems Describe how physical and human systems shape patterns on the Earth’s surface. 5– G5.2.1: Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

SE: Unit Activities: Solve a Water Shortage, 192–193; Food Production and Population, 898–899; Enclosures, 901; Competition for Resources, 993; Protecting the Environment, 994; Climate Change: What’s the Controversy?, 995; Section Assessment, 997PG only: The Ancient Near East: Enrich-ment: The Aswan High Dam, T42; The Mod-ern World: Enrichment: Raw Material Use, T18; Enrichment: Hidden Water, T96

G6: Global Issues Past and Present






Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade to build the background students will re-quire to complete in-depth capstone projects. G6.1: Global Topic Investigation and Issue Analysis Capstone projects require the student to use geography, history, economics, and govern-ment to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete a capstone project. One Capstone Project is required; you may use either Option 1 or Option 2. 5– G6.1.1: Demonstrate knowledge of a contemporary investigation by conducting research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. Option1: Suggested Contemporary Investigation TopicsGlobal Climate Change – Investigate the impact of global climate change and describe the significance for human/environment relationships. Globalization – Investigate the significance of globalization and describe its impact on international economic and political relationships.Migration – Investigate issues arising from international movement of people and the economic, political, and cultural consequences. Human-Environmental Interactions – Investigate how policies from the past and their implementation have had positive or negative consequences for the environment in future.Natural Disasters – Investigate the significance of natural disasters and describe the effects on human and physical systems, and the economy, and the responsibilities of government.Impact of Technology on Human Interaction-Investigate the impact of technological change and describe the significance for human and global interaction.

SE: Research, 17, 39, 51, 77, 103, 191, 229, 293, 323, 357, 421, 481, 575, 617, 677, 757PG only: myworldhistory.com Core Con-cepts, T3, T17, T37; Unit 1: Origins, T4, T28; Unit 2: The Ancient Near East, T4, T34, T66; Unit 3: Ancient India and China, T4, T34, T52, T76; Unit 4: Ancient Greece, T4, T34; Unit 5: Ancient Rome, T4, T34; Unit 6: The Byzantine Empire and Islamic Civilization, T4, T28; Unit 7: African and Asian Civiliza-tions, T4, T34, T64; Unit 8: Civilizations of the Americas, T4, T24; Unit 9: Europe in the Middle Ages, T4, T28, T58; Unit 10: The Rise of Europe, T4, T34, T58; Unit 11: The Early Modern World, T4, T34, T64; Unit 12: The Modern World, T4, T34, T58, T76

5– G6.1.2: Demonstrate knowledge of Ancient World History Eras by conducting research on global topics and issues, composing persuasive essays, and developing a plan for action.






Option : Suggested Ancient World History Investigation TopicsW1 Era 1 Population Growth and Resources – Investigate how population growth affects resource availability.Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.W2 Era 2Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people. W3 Era 3Development – Investigate economic effects on development in a region and its ecosystems and societies.

SE: 21st Century Learning: Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Write a Children’s Book, 481–482; Chart Cultural Change, 574–575; Script a Documentary About Ancient Societies of the Americas, 620–621; Debate the Digital Future, 788–789; also see: Research, 17, 39, 51, 77, 103, 191, 229, 293, 323, 357, 421, 481, 575, 617, 677, 757PG: myworldhistory.com Core Concepts, T3, T17, T37; Unit 1: Origins, T4, T28; Unit 2: The Ancient Near East, T4, T34, T66; Unit 3: Ancient India and China, T4, T34, T52, T76; Unit 4: Ancient Greece, T4, T34; Unit 5: An-cient Rome, T4, T34; Unit 6: The Byzantine Empire and Islamic Civilization, T4, T28; Unit 7: African and Asian Civilizations, T4, T34, T64; Unit 8: Civilizations of the Americas, T4, T24; Unit 9: Europe in the Middle Ages, T4, T28, T58; Unit 10: The Rise of Europe, T4, T34, T58; Unit 11: The Early Modern World, T4, T34, T64; Unit 12: The Modern World, T4, T34, T58, T76

Civics and Government C1: Purposes of Government Analyze how people identify, organize, and accomplish the purposes of government. C1.1: Nature of Civic Life, Politics, and Government Describe Civic Life, Politics, and Government and explain their relationships. 5– C1.1.1: Analyze competing ideas about the SE: Forms of Government, 22; Monarchy,






purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

23; Absolute monarchy, 592, 828–831, 832–837, 838–841, 842–843, 842; Limited monarchy, 844–849; Document–Based Assessment: absolute monarchy, 851; also see: Political Systems, 22–23; Political Structures, 24–25; Democracy, 314–317, 375, 980, 1028; Republic, 366, 847, 1042; Absolute Monarchy, 592, 828–831, 832–837, 838–841, 842–843, 845, 1022; Constitutional Monarchy, 849, 1027; Oligarchy, 312–313, 318–321, 331, 373, 1039; Dictatorship, 374–375; Theocracy, 744, 1046; Parliamentary System, 663, 844–845, 846–849, 868–869, 1039PG only: Core Concepts: Foundations of Government, T18; What If, T19; Political Systems, T20; Political Structures, T22; Ancient Rome: Speech to the Roman Government, T5–T7; African and Asian Civilizations: Guidelines for Government, T70–T71

C2: Structure and Functions of Government Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsi-bilities, generating revenue, and providing national security. C2.1: Characteristics of Nation-States Describe the characteristics of nation-states and how they may interact.






5– C2.6.1: Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact.

SE: Foundations of Government, 20–21; Political Systems, 22–23; Political Structures, 24–25; Democracy, 314–317, 375, 980, 1028; Republic, 366, 847, 1042; Absolute Monarchy, 592, 828–831, 832–837, 838–841, 842–843, 845, 1022; Constitutional Monarchy, 849, 1027; Oligarchy, 312–313, 318–321, 331, 373, 1039; Dictatorship, 374–375; Theocracy, 744, 1046; Parliamentary System, 663, 844–845, 846–849, 868–869, 1039PG only: Core Concepts: Foundations of Government, T18; What If, T19; Political Systems, T20; Political Structures, T22; Ancient Rome: Speech to the Roman Government, T5–T7; African and Asian Civilizations: Guidelines for Government, T70–T71

5– C2.6.2: Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.

SE: Forms of Government, 22; Monarchy, 23; Absolute monarchy, 592, 828–831, 832–837, 838–841, 842–843, 842; Limited monarchy, 844–849; Document–Based Assessment: absolute monarchy, 851; also see: Political Systems, 22–23; Political Structures, 24–25; Democracy, 314–317, 375, 980, 1028; Republic, 366, 847, 1042; Absolute Monarchy, 592, 828–831, 832–837, 838–841, 842–843, 845, 1022; Constitutional Monarchy, 849, 1027; Oligarchy, 312–313, 318–321, 331, 373, 1039; Dictatorship, 374–375; Theocracy, 744, 1046; Parliamentary System, 663, 844–845, 846–849, 868–869, 1039PG only: Core Concepts: Foundations of Government, T18; What If, T19; Political Systems, T20; Political Structures, T22; Ancient Rome: Speech to the Roman Government, T5–T7; African and Asian Civilizations: Guidelines for Government, T70–T71

C3: Relationship of United States to Other Nations and World Affairs Explain that nations interact with one another through trade, diplomacy, treaties and agree-ments, humanitarian aid, economic sanctions and incentives, and military force, and threat of force. C4.3: Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively.






5– C4.3.1: Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

SE: Trade Barriers and Free Trade, 35; also see: Barter, 113; Trade, 113; Imports and Exports, 133; Commerce, 158; Interdependence, 159; Silk Road, 280–281, 513; Controlling Production and Prices, 285; Inflation and Prices, 415; Globalization, 988–989; Trade, 160, 163, 202, 204, 279, 285, 310, 311, 394–395, 415, 433, 443, 469–470, 491–493, 495, 500–503, 506, 513, 517, 522, 522–523, 528–529, 533, 535, 536, 537–538, 541, 561, 565, 586, 594, 657, 671, 684–685, 762, 765, 798, 808, 811, 813, 814, 840, 987–988PG only: Core Concepts: Trade, T32International Traders, T33The Ancient Near East: Water in the Desert, T35–T37; Ancient India and China: Outline a Documentary (Trade), T35–T37; African and Asian Civilizations: A Trading Empire, T10–T11; Trade With Other Lands, T35–T37; Trade in Asia and Africa, T86; Trade Poems and Songs, T87; Europe in the Middle Ages: Global Trade, T64; The Rise of Europe: Mercantilism Mixer, T76–T77; The Modern World: Enrichment: Fair Trade, T90

5– C4.3.2: Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).

SE: Women’s Rights, 919; Fights for Human Rights, 978, 979; 21st Century Learning: Make a Difference, 192–193, Solve Prob-lems, 788–789; also see: Cooperation and Trade, 984–989; United Nations (UN), 947, 956, 957, 984–985, 985p, 993, 996; World Trade Organization (WTO), 988PG only: The Modern World: Enrichment: The Treaty of Versailles, T42

5– C4.3.3: Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), and United Nations (UN)).

SE: Trade, 34–35; NATO, 955; Cooperation and Trade, 984–989; also see: Treaty of Paris (1762), 815; Treaty of Tordesillas (1494), 802, 803, 1047; Treaty of Verdun, 633; Treaty of Versailles, 930; United Na-tions (UN), 947, 956, 957, 984–985, 985p, 993, 996; World Trade Organization (WTO), 988PG only: The Modern World: Enrichment: The Treaty of Versailles, T42

E1: The Market Economy






Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of gov-ernment in a market economy. E1.1: Individual, Business, and Government Choices Describe how individuals, businesses and government make economic decisions when con-fronting scarcity in the market economy. 5– E1.1.1: Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods; wanting to avoid loss in position in society, job placement).

SE: Economic Basics, 28–29; Economic Process, 30–31; Economic Systems, 32–33; Trade, 34–35; Money Management, 36–37PG only: Core Concepts: Economic Basics, T26; Economics Process, T28; Economics Systems, T31

E2: The National Economy Use economic concepts, terminology, and data to identify and describe how a national econ-omy functions. Study the role of government as a provider of goods and services within a national economy. E2.1: Role of Government Describe how national governments make decisions that affect the national economy 5– E2.1.1: Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

SE: Trade, 34–35; NATO, 955; Cooperation and Trade, 984–989; also see: Treaty of Paris (1762), 815; Treaty of Tordesillas (1494), 802, 803, 1047; Treaty of Verdun, 633; Treaty of Versailles, 930; United Na-tions (UN), 947, 956, 957, 984–985, 985p, 993, 996; World Trade Organization (WTO), 988PG only: The Modern World: Enrichment: The Treaty of Versailles, T42

E3: International Economy Analyze reasons for individuals and businesses to specialize and trade; why individuals and businesses trade across international borders; comparisons of the benefits and costs of spe-cialization that result in trade for consumers, producers, and governments. E3.1: Economic Interdependence Describe patterns and networks of economic interdependence, including trade. 5– E3.1.1: Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and make generalizations about patterns of economic interdependence.

SE: For supporting content please see: and Exports, 35, 987; Globalization, 988–989PG only: Core Concepts: Trade, T32; The Modern World: Enrichment: Fair Trade, T90






5– E3.1.2: Demonstrate the cycle of the flow of materials, labor, and capital by producing a diagram or map that shows movement of a consumer product from where it was manufactured to where it was sold.

SE: For supporting content please see:: Making Goods and Services, 29; Economic Process, 30–31; Circular Flow in a Market Economy, 33PG: Core Concepts: Economics Process, T28; Economics Systems, T31

5– E3.1.3: Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, and international companies).

SE: Unit Activities: Debate the Digital Future, 788–789; also see: Globalization, 988–989; Revolutions in Information Technology, 990–991PG only: The Modern World: Enrichment: Fair Trade, T90; Global Pizza, T94–T95

E3.2: Economic Systems Describe how societies organize to allocate resources to produce and distribute goods and services.






5– E3.2.1: Explain and compare how eco-nomic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Ja-maica.)

SE: Making Choices, 28–29; Businesses and the Economic Process, 30–31; Economic Systems, 32–33; Money Management, 36–37; Assessment: Decision-Making, 38; Trade, 34–35; also see: Mercantilism 779–780; Sugar: A Sweet Story of Capitalism, 780–781; The Price Revolution, 780; Land, Crops, and Prices, 781–782; Traditional Economy, 783; Market Economy, 783; Tulip-mania (Prices in the 1630s), 782; Globalization, 988–989PG only: Core Concepts: Economic Basics, T26; Economics Process, T28; Economics Systems, T31; Debate and Defend (compare two economic systems), T31; Money Management, T34; Europe in the Middle Ages: Bank Smart, T64; The Modern World: Getting the Picture (Laissez-Faire Policies and Intervention), T5–T7; Two Ways to Shop (Shopping Under Command and Free-Enterprise Systems), T64–T65; Global Pizza, T94–T95

Public Discourse, Decision Making, and Citizen Involvement P1.1: Identifying and Analyzing Issues, Decision Making, Persuasive Communica-tion About a Public Issue, and Citizen Involvement






5– P1.1.1: Demonstrate knowledge of how to clearly state an issue or public policy as a question, then trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. • Identify public policy issues related to global topics and issues studied.• Clearly state the issue as a question of public policy orally or in written form.• Use inquiry methods to acquire content knowledge and appropriate data about the issue.• Identify the causes and consequences and analyze the impact, both positive and negative.• Share and discuss findings of research and issue analysis in group discussions and debates.• Compose a persuasive essay justifying the position with a reasoned argument.• Develop an action plan to address or inform others about the issue at the local to global scales.

SE: Writing Task: Paragraph Justifying Your Reasoning, 51; Opinion Piece, 77; Persuasive Letter, 445; Promotional Brochure, 511; Persuasive Editorial, 823; also see: Unit Activities: Solve a Water Shortage, 192–193PG: Enrichment: Youth Conference for Change, T77–T79 (human rights; global cooperation with trade); Between Conflict and Peace, T82–T83 (Conflict between countries); Opinion Corners, T88–T89 (International Organizations)

P1.2: Citizen Involvement Act constructively to further the public good.






6 – P1.2.1: Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

SE: 21st Century Learning: Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Write a Children’s Book, 481–482; Chart Cultural Change, 574–575; Script a Documentary About Ancient Societies of the Americas, 620–621; Debate the Digital Future, 788–789PG: Enrichment: Youth Conference for Change, T77–T79 (human rights; global cooperation with trade); Between Conflict and Peace, T82–T83 (Conflict between countries); Opinion Corners, T88–T89 (International Organizations)

6 – P1.2.2: Engage in activities intended to contribute to solving a national or international problem studied.

SE: Writing Task: Paragraph Justifying Your Reasoning, 51; Opinion Piece, 77; Persuasive Letter, 445; Promotional Brochure, 511; Persuasive Editorial, 823; also see: 21st Century Learning: Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Write a Children’s Book, 481–482; Chart Cultural Change, 574–575; Script a Documentary About Ancient Societies of the Americas, 620–621; Debate the Digital Future, 788–789PG: Enrichment: Youth Conference for Change, T77–T79 (human rights; global cooperation with trade); Between Conflict and Peace, T82–T83 (Conflict between countries); Opinion Corners, T88–T89 (International Organizations)






6 – P1.2.3: Participate in projects to help or inform others (e.g., Catholic service learning projects to promote social justice).

SE: 21st Century Learning: Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Write a Children’s Book, 481–482; Chart Cultural Change, 574–575; Script a Documentary About Ancient Societies of the Americas, 620–621; Debate the Digital Future, 788–789PG: Enrichment: Youth Conference for Change, T77–T79 (human rights; global cooperation with trade); Between Conflict and Peace, T82–T83 (Conflict between countries); Opinion Corners, T88–T89 (International Organizations)


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