This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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)
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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: 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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
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;
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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, 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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
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)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 4 Resources, Skills for Life, 61
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
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
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
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
TR: Unit 1 Resources, Skills for Life, 25; Unit 3 Resources, Skills for Life, 60
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
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
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