2017 Grades 6–8 History-Social Science Adoption CALIFORNIA Grades 6–8 Header A Program Overview Header B IntroNational copy Geographic California Middle School Social Studies Program
GRADE 6: World History Ancient Civilizations GRADE 7: World History Medieval and Early Modern Times GRADE 8: U.S. History American Stories Beginnings to World War I
1 NATIONAL GEOGRAPHIC LEARNING
Authentic National Geographic Content Empathy and Empowerment National Geographic Learning’s California middle school History-Social Science program encourages empathy for the world’s peoples and cultures. Through the stories of individuals, students in grades 6, 7, and 8 view history as an exploration of identity. They are empowered to experience their unique place in history and apply their strengths as global citizens.
National Geographic content brings history to life. See the world’s people and Historical artifacts provide a Historical landmarks are their cultures. window into bygone times. captured as they exist today.
AMERICAN PLACES UNIT 1
3·4 North Bridge ORIGINS OF Concord, Massachusetts North Bridge is more than just a quaint path over the Concord River in Massachusetts. Located in Minute Man National Historical Park, it’s a solemn place—American hallowed ground. It is also the site where some of the first shots of the American Revolution were fired CULTURES AND on April 19, 1775. The original “battle bridge” that existed when the war broke out has long since been replaced, but the symbolism of this historical landscape remains. Based on what you see here, how might the geography of this place have impacted CIVILIZATIONS colonial and British soldiers? ON LOCATION WITH Louise Leakey Paleontologist One of the first jobs of a paleontologist is finding a good place to dig. We look for places where fossilized bones, buried long ago by rivers and lakes, have been brought to the surface by tectonic activity and erosion. Lake Turkana in Kenya’s Great Rift Valley is the world’s best field laboratory for fossil discoveries going back several million years. My family has been working in this profession for three generations, uncovering the bones of human ancestors and other animals that lived in this region in the past. I’m Louise Leakey, and I help investigate and share the
human story. CRITICAL VIEWING The 1875 bronze Minute Man statue (right CRITICAL VIEWING The ruins of Pompeii, seen background) was made from melted Civil War cannons for the here in the shadow of Mount Vesuvius, continue to 100th anniversary of the battle in this location. It symbolizes the colonial farmers who replaced their plows with muskets reveal much about the lives of the ancient Romans. CRITICAL VIEWING A shepherd gazes out over East to defend their land and liberty. What does this tell you about Africa’sWhat details Great do Rift you Valley. notice How in the might photo the that geography look how the colonial soldiers differed from British soldiers? oflike the something valley help you’d archaeologists see today? carry out their work? 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy; HI 1 Students explain the The Road to Revolution 201 4 5 200 CHAPTER 5 central issues and problems from the past, placing people and events in a matrix of time and place.
0200-0201_SE_11355_U0305AP.indd 201 10/11/16 10:24 AM 004-009_SE10792_U01UO.indd 4 5/20/16004-009_SE10792_U01UO.indd 9:06 AM 5 5/20/16 9:06 AM 0200-0201_SE_11355_U0305AP.indd 200 10/11/16 10:23 AM Grade 6, World History Ancient Civilizations Grade 7, World History Medieval and Early Grade 8, U.S. History American Stories Modern Times Beginnings to World War I
Students learn about the work of National Geographic Explorers and their contributions to the scientific and historical record. These explorers serve as role models for students and inspire them to consider these concepts in their own lives.
MAIN IDEA Modern scientific research NATIONAL GEOGRAPHIC EXPLORER PARDIS SABETI can help explain how diseases from Europe 3· 2 impacted Native Americans in North America. Featured Explorers National Geographic Exploration Throughout the Student eEdition, National Geographic Featured Explorers take part in informal “video chat” style interviews to explain and discuss their fieldwork and National Geographic supports the work of a host of anthropologists, archaeologists, explore high-interest topics covered in the book. Other Featured Explorers tell the adventurers, biologists, educators, writers, and photographers across the world. REFUGEE TO RESEARCH SCIENTIST story of important and ongoing world events in the Stories Making History section. The individuals below each contributed substantially to U.S. History: American Stories. When Pardis Sabeti was two years old, she and her family escaped Iran just before its 1979 revolution and settled in Florida. In school, Sabeti learned that she loved math. That’s right: math. She followed her interests into medical school, where she fell in love with research and data Doctors dread seeing the smallpox virus, shown here, in patients. Smallpox is highly contagious and could analysis. That’s right: research and data analysis. cause a major human catastrophe if uncontrolled.
Salam Al Kuntar Lee Berger Michael Archaeologist Paleoanthropologist Cosmopoulos While in graduate school, Sabeti developed a National Geographic National Geographic Archaeologist, National Ken Garrett John Kelly William Kelso Robert Reid Emerging Explorer Explorer-in-Residence Geographic Grantee National Geographic Archaeologist Archaeologist Travel Writer pathbreaking algorithm, or a procedure for solving climates—and therefore new diseases—than from Photographer National Geographic National Geographic National Geographic a problem or analyzing data using a computer. She battle itself. Disease also played an enormous Explorer Explorer Digital Nomad used this algorithm to analyze a specific gene, or role when Europeans and Native Americans came the part of a cell that controls growth, appearance, into contact with each other. Europeans brought and traits. She knew she’d made a great discovery. diseases to North America, including tuberculosis She recalls, “I realized I’d found a trait that had and smallpox. Europeans likely had inherited to be the result of natural selection—a trait that immunity, or a genetic protection, against these likely helped the population I was looking at cope diseases. But Native Americans had not yet been Sarah Parcak Thomas Parker Soultana Maria Archaeologist Archaeologist Valamoti with malaria better than others. It was an amazing exposed to them. Smallpox, especially, ravaged National Geographic National Geographic Archaeologist, National Fellow Grantee Geographic Grantee feeling because at that moment I knew something Native American populations. This disease about how people evolved that nobody else knew.” also became a weapon of war when European Pardis Sabeti Joel Sartore Donald Slater colonizers realized the effect that blankets infected Computational Geneticist National Geographic Educator Today, Sabeti specializes in the study of infectious National Geographic Photographer National Geographic with smallpox could have on native populations. Explorer Explorer diseases, or diseases that spread from person to person. She uses mathematical and computer If you ask Sabeti what she most enjoys about her science tools to analyze the different ways diseases work, she’d likely respond with more than one change over time and how they influence changes in answer. She’s inspired by colleagues in Africa human biology. Sabeti works in her lab at Harvard researching the treatment and prevention of Lassa
viii v University and in countries impacted by diseases fever. She thrives on working with her students such as malaria and Lassa fever. in classes and in the lab. And she’s thrilled to be utilizing her skills in math, research, and data
vi-viii_SE10792_Explorers.indd 8 7/13/16 9:03 AM iii-v_SE_11355_Reviewers.indd 5 12/30/16 2:52 PM UNDERSTANDING DISEASE analysis to help develop new treatments for Genetics, Disease, Sabeti’s research has an urgency, and it’s risky. devastating diseases like malaria, a disease that Recently, she led a research team during an kills more than 1 million people every year. and Native Americans outbreak of Ebola in Sierra Leone, a country in West Africa. She and her colleagues determined that the Ebola virus actually spread through “ The impact that science has on the world around us HISTORICAL THINKING is something I’m enthralled with.” —Pardis Sabeti human-to-human contact, not from contact with bats or other animals. This knowledge helped 1. READING CHECK What kind of research does Pardis Sabeti do? ^ health professionals stop, or at least slow down, Meet National Geographic Explorer Pardis Sabeti. She is a research Pardis Sabeti, shown here the epidemic and save many lives. 2. SUMMARIZE In what ways have infectious in her Harvard University scientist, a musician, a teacher, and a volleyball player. She also diseases shaped human history? doesn’t sleep much. When Sabeti is not teaching a class at Harvard lab, loves to engage with her Her research also reveals how infectious diseases students and collaborate with 3. MAKE INFERENCES In what ways might University, you might find her analyzing data in her lab, playing bass colleagues all over the world have been some of the most important factors in understanding how diseases change over time with her band, collecting virus samples in West Africa, or using to prevent major outbreaks of human history. According to Sabeti, more soldiers help doctors prevent future epidemics? mathematics to understand the latest epidemic. deadly diseases. have died of infections or from exposure to new
European Exploration of the Americas 69 68 CHAPTER 2
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Explorer videos enhance students’ understanding of content and provide a visual representation of history today. UNIT 45 GEOGRAPHY IN HISTORYIN HISTORY Europe, c. 1600 Austrian-Habsburg EUROPEAN STATES possessions Spanish-Habsburg possessions Papal states Europe Holy Roman Empire c. 1600
By the 1600s, Europe was divided into many states. One of these, the Holy Roman Empire, began in the 800s, when a Germanic king named Charlemagne united many other kingdoms under his rule. Charlemagne was a Christian and a strong supporter of the pope in Rome. He spread his faith throughout his empire.
However, over time, a revolution in thought led people to question the Roman Catholic Church. Some Europeans broke away from the Church and developed their own Christian religions, which soon spread over Europe.
POSSIBLE RESPONSE What religions Roman Catholicism, Lutheranism, and Calvinism were practiced were practiced in the Holy in the Holy Roman Empire. Grades 6–8 Roman Empire?
National Geographic has endorsed the selection of maps in our California middle school0 100 200 History-Social300 400 kilometers Science program. Connections to the California standards are provided at point of use. 0 100 200 300 400 miles
National Geographic Features UNIT 45 GEOGRAPHY IN Maps HISTORYIN HISTORY Europe, c. 1600 Austrian-Habsburg EUROPEAN STATES Clovis Point Discoveries 7 Battles in New France, 1754–1760 154 possessions Spanish-Habsburg The Spread of Corn 8 Treaty of Paris, 1763 158 possessions Early American Civilizations, 1200 B.C.–A.D. 1535 25 African-American Population, c. 1760 161 STANDARDS Papal states Holy Roman Empire Early North American Civilizations, c. 1400 27 Territories and Colonies, 1763 179 Native American Nations, 1491 34 Battle of Bunker Hill, 1775 205 Europe Trans-Saharan Trade Routes, c. 1050–1500 42 Territories and Colonies, 1763 213 HSS CONTENT STANDARDS: c. 1600 Renaissance De Gama’s Voyage, 1498–1499 49 Valley Forge 219 Columbus’s Four Voyages, 1492–1504 55 Revolutionary Battles in New York, 1777 224 By the 1600s, Europe was divided into many Conquistador Routes, 1527–1542 59 Major Battles of the American Revolution, .. Identify and locate the European states. One of these, the Holy Roman Empire, Explorers’ Routes, 1497–1609 60 1775–1781 238 began in the 800s, when a Germanic king European Claims in North America, 1776 242 regions that remained Catholic and those named Charlemagne unitedGallery many The Columbian Exchange 71 Map of Roanoke Colony 90 The Original Thirteen Colonies, 1776 243 other kingdoms under his rule. that became Protestant and explain how the Charlemagne was a Christian Jamestown Fort 97 Battle of Yorktown, 1781 247 and a strong supporter of the Chesapeake Bay Colonies, 1650–1700 98 Northwest Territory, 1787 252 division affected the distribution of religions pope in Rome. He spread his Electoral College, 1796 295 Middle Colonies, 1704 108 faith throughout his empire.In the 1300s, an explosion in art Native American Nations, 1650 110 Louisiana Purchase, 1803 312 in the New World. Southern Colonies, 1733 112 Lewis and Clark’s Expedition Route, However, over time, a revolution 1804–1806 314 called the Renaissance began in Italy Colonial Economies c. 1750 114 in thought led people to question Western Exploration, 1803–1807 325 Powhatan Territory, c. 1600 117 HSS ANALYSIS SKILLS: the Roman Catholic Church. Some Roads, Railroads, and Canals, c. 1850 332 Europeans broke away from the Pilgrims’ Route, 1620 119 and spread through Europe. Some Missouri Compromise, 1820 344 Church and developed their own Triangular Trade, c. 1700 124 CST Students use a variety of maps and Christian religions, which soon spread over Europe. of the greatest Renaissance artists documents to identify physical and cultural Giotto: The Mourning of Christ (c. 1305) Jan van Eyck: The Arnolfini Westward Expansion, 1783–1853 features of neighboods, cities, states,POSSIBLE and RESPONSE What religionscreated the works shown here. Portrait (c. 1434) Roman Catholicism, were practiced countries and to explain the historicalLutheranism, and Calvinism were practiced in the Holy in the Holy Roman Empire. migration of people, expansion and Roman Empire? disintegration of empires, and the growth of 0 100 200 300 400 kilometers economic systems. 0 100 200 300 400 miles 290
STANDARDS HSS CONTENT STANDARDS: Renaissance .. Identify and locate the European regions that remained Catholic and those Gallery that became Protestant and explain how the division affected the distribution of religions in the New World. In the 1300s, an explosion in art called the Renaissance began in Italy HSS ANALYSIS SKILLS: and spread through Europe. Some CST Students use a variety of maps and of the greatest Renaissance artists documents to identify physical and cultural Giotto: The Mourning of Christ (c. 1305) Jan van Eyck: The Arnolfini features of neighboods, cities, states, and created the works shown here. Portrait (c. 1434) countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. 290 xviii
Gradevi-xxi_SE_11355_TOC.indd 8, 18 U.S. History American Stories 1/6/17 8:32 PM Grade 7, World History Medieval and Early Modern Times Beginnings to World War I
National Geographic Learning’s instructional materials examine the impact of humans on ecological systems.
Human Geography ADAPTING TO THE ENVIRONMENT Human geography explores the People have also learned to build relationship between people and their structures to adapt to their environment. surroundings. An important aspect They build houses to protect them In the city of Noril’sk in the Russian region of of this relationship is the way in which from the elements. They build dams Siberia, people deal with the snow and ice that people adapt to their environment. to hold water back, bridges to span covers the ground throughout much of the city’s bodies of water, and tunnels to more long winter. Throughout history, people have had to easily travel over mountainous areas. In adapt to their surroundings. Early humans many cases, the materials people use GEOGRAPHER’S TOOLBOX did this simply to survive. They learned to build these structures are obtained how to build a fire to warm themselves in from the surrounding environment. cold weather and find plants and animals when food was scarce. In modern times, people have developed sophisticated THINK LIKE A GEOGRAPHER technologies, including heating and Make Connections What kinds cooling systems, to help them live in of adaptations do you make in environments with challenging weather. different types of weather?
Grade 6,China World built the Three GorgesHistory Dam on the Ancient Chang Jiang River, in part, to prevent flooding Civilizationsalong the eastern part of the river. Grade 8, U.S. History American Stories Beginnings to World War I
Cotton Mills, 1840 351 Donald Slater: Graveyards, Buildings, and Removal of the Native Americans, 1830s 372 American Identity 130 Electoral College, 1828 379 Robert Reid: Sharing the World 316 Gold Rush Mine LocationsCurating History385 Ken Garrett: features Through the Lens— invite students to engage with museums and learn through art and artifacts. Civil War Photography 498 Trails to the West, 1840s 394 Joel Sartore: Conservation of the Mexico, c. 1821 398 American Bison 594 Westward Expansion, 1783–1853 412 CURATING HISTORY Mexican-American War, 1846–1848 421 Engraved Powder Horn 2 · 4 Museum of the American Virginia rifleman William Waller used this ornate Underground Railroad Routes, 1830–1860 453 powder horn as he fought British and Hessian soldiers Revolution, Philadelphia during a battle at Fort Washington on November 16, The Compromise of 1850 462 1776. Waller was captured. Made of cow, ox, or buffalo horn, this elaborate The Museum of the American Revolution is includes many personal belongings of George version bears popular slogans from the American Three Compromise Acts, 1820–1854 466 located in the heart of historic Philadelphia. Washington, early American weapons, artwork, Revolution, including “Liberty or Death,” and “Kill or be Visitors find themselves across the street from documents, and thousands of other items that Kill(e)d.” Powder horns were vital pieces of equipment 1860 Presidential Election 473 for soldiers during the American Revolution. Riflemen Carpenter’s Hall, the first meeting place of the date to the American Revolution. These items help used them to carry and protect the gunpowder they Enslaved Populations, 1860 479 Continental Congress, and a short walk to the tell the earliest stories of American independence needed to fire their rifles. home of founding father Benjamin Franklin. from Britain. How would each of the artifacts Southern Secession, 1860–1861 488 The museum’s rich collection of artifacts shown have been used during the war? GT24 Geographer’s Toolbox U.S. Population c. 1860 506 Riflemen often engraved their horns with names, dates, and Industry and Agriculture in the North artwork to personalize them. and the South, 1850 507 American War Drum GT00-GT29_WH_SE10792.indd 24 5/20/16 8:49 AM Civil War Battles, 1861–1865 510 This drum dates to 1740, well before GT25 the American Revolution had begun. Sherman’s March, 1864–1865 530 It is believed to be the second-oldest “ The need for wider, deeper understanding dated American drum that exists. The drum is inscribed with the name What role did fife and of the Revolution, and respect for those Military Districts and Readmission, 1866–1870 554 of its maker, Robert Crosman, from drum music play in the Taunton, Massachusetts. American Revolution? who championed the cause at the time, has The Election of 1876 565 GT00-GT29_WH_SE10792.indd 25 5/20/16 8:49 AM Considered a piece of standard never been greater than now.” equipment for New Englanders, — David McCullough Indian Reservations in the West and drums and small, shrill flutes called fifes served as signal instruments for Pulitzer Prize-winning author Great Plains, 1877 592 the infantry. They provided musical “commands” to soldiers in the Great Plains River Cities, 1860s–1890s 601 battlefield and around camp. Fife and drum music also distracted soldiers Tribes of the Great Plains, c. 1850 605 from the drudgery of long marches. Railroad Network, 1900 621 National Parks in the United States 662 Mask carved by New Vancouver Tribe U.S. Acquisitions and Interventions, 1867–1902 691 Curating History The Panama Canal 692 National Museum of the American Indian 32 From New York to San Francisco 693 The stamp or brand on this musket is unique. It reads “U. States,” which Voorhees Archaearium 94 was a label required by the American Military Musket Congress to show that this Made around 1775, this musket is pretty rare. By Museum of the American Revolution 192 gun was American-made, 1777, weapons imported from France and other not European. The design on the musket’s countries had replaced American-made firearms The Henry Ford Museum 336 flintlock was modeled after the from the early days of the American Revolution. This Continental three-dollar bill. particular musket features a flintlock mechanism. The San Jacinto Museum of History 406 flintlock creates a spark that lights the gunpowder stored in the barrel of the gun. What challenges might Confederate Memorial Hall 492 the use of this weapon have posed to soldiers? Tenement Museum 632 HI 1 Students explain the central issues and problems from the 192 CHAPTER 5 past, placing people and events in a matrix of time and place. The Road to Revolution 193 Document-Based Questions Impressions of Mali 46 0192-0193_SE_11355_U0305L2.indd 192 1/20/170192-0193_SE_11355_U0305L2.indd 6:49 PM 193 11/3/16 5:17 PM Foundations of Democracy 104 GradeSlave Narratives 8, U.S. History American 138 Stories Beginnings to World War I Declarations of Freedom 210 National Geographic Explorer Pardis Sabeti 1 Constitutional Debates 264 Washington’s Farewell Address 290 National Geographic Explorers The Monroe Doctrine 346 Manifest Destiny 392 John Kelly: Mounds on the Mississippi 30 Voices Against Slavery 448 Pardis Sabeti: Genetics, Disease, and Native Americans 68 Lincoln and Douglas 470 William Kelso: Uncovering Where America Began 96 Lincoln’s Vision 532 Urban Poverty 638
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vi-xxi_SE_11355_TOC.indd 19 1/13/17 3:01 AM NATIONAL GEOGRAPHIC LEARNING
Student-Centered Learning through Inquiry Putting students at the center of their own learning empowers them to approach a task, create a plan, collaborate with others, and emerge with a solution that can be articulated and shared.
Inquiry begins with an Essential Question, which 304-313_SE10792_U04CH11S3.indd 306 HISTORY THROUGH OBJECTS Galea, or Helmet The ridge protected The iron helmet against vertical 3.2 followed a design used sword strikes. activates curiosity and drives engagement. ROMAN ARMOR by warriors from Gaul. “The infantry soldier carries so much equipment that he differs little Wide cheek flaps from a mule,” said an observer from the first century A.D. Along with protected the face but left ears exposed his armor, shield, and weapons, which combined weighed some 50 to hear orders. pounds, a soldier had to carry food, tools, and personal belongings that could double the weight. Based on what you see here, what Breastplate might have been some challenges that Roman soldiers encountered Made of steel plates A wide projection bound by leather shielded the neck straps, it weighed on and off the battlefield? Javelin and deflected blows about 20 pounds from behind. The heavy javelin was and was lined with Exercises in the Hooded Cloak thrown at close range padding for comfort. Wool kept and was designed to soldiers warm. bend on impact. Field Journals and Stake Each soldier carried two to build a palisade. Iron Pick History Notebook Picks were used in camp construction. Sword Legionaries wore it Canteen on the right; officers Canteens wore it on the left. provide additional held posca, a mixture of vinegar and water. opportunities to 5/13/16 2:57 PM 304-313_SE10792_U04CH11S3.indd 307 engage in inquiry. Rucksack Ladle The carryall Soldiers carried contained tools cooking and and rations. eating utensils. The shield’s iron boss and rim were used as weapons to punch the enemy. Dagger Around two feet long, The short the javelin’s iron spear dagger had a had a pyramidal, or stone handle arrow-shaped, tip. and was worn on the hip. Sheath Made of ash, the Made of wood, it javelin’s shaft was covered in measured between decorative leather. four and five feet.
Tunic Soldiers wore red wool tunics under armor.
Shield The leather-covered wooden Scabbard shield weighed over 20 pounds. Made of iron and A legion’s unique emblem was often engraved, painted on the front. the scabbard had rings to attach it to the belt.
Sandals Sandals were made from a single piece of leather. They had thick soles and were studded Grade 6, World History Ancient Civilizations with iron tacks. 307 5/13/16 2:57 PM
Grade 6, World History Ancient Civilizations Providing Text Evidence Field Journal Critical Viewing, ReviewUNIT INQUIRY: & Assess, DEFINE and Historical GOOD CITIZENSHIP Thinking features in each lesson focus on text evidence and build the skills necessary for discerningIn this unit, you learnedreaders. about ancient Greek Present Choose a creative way to civilization and its influence on our modern present your definition to the class. world. Based on your understanding of the text, Consider one of these options: what new form of government was central to Greek civilization? What role did citizenship • Create a video presentation using play in Greek civilization and government? examples from everyday life showing good Unit Inquiry Projects citizens “in action” in their community. ASSIGNMENT Create your own definition Unit Inquiry Projectsfor good citizenship. at the Your definitionend of should each unit• Design challenge a good citizenship students medal to with open-ended questions and guide them to gather include a clear statement of what constitutes present to someone who exemplifies evidence from thegood text, citizenship synthesize and why it is important a response,what and it means present to be a good citizen. their results in a creative, engaging format. today. Be prepared to present your definition • Design a good citizenship UNIT 4 THE WORLD OF THE ROMANS to the class and explain your reasoning. brochure that outlines citizens’ Plan As you write your definition, think rights and responsibilities. UNIT INQUIRY PROJECT RUBRIC about the active role citizens played in ancient Greek civilization and government. Also thinkUNIT INQUIRY: DEFINE GOOD CITIZENSHIP ASSESS In this unit, you learned about ancient Greek Present Choose a creative way to Use the rubric to assess each student’s participation and performance. about the rights and responsibilities ancientcivilization and its influence on our modern present your definition to the class. Greek citizens had and how those ideas world. Based on your understanding of the text, Consider one of these options: what new form of government was central to SCORE ASSIGNMENT PRODUCT PRESENTATION Greek civilization? What role did citizenship • Create a video presentation using have influenced our ideas about citizenshipplay in Greek civilization and government? examples from everyday life showing good Greek Statues citizens “in action” in their community. today. You might want to use a graphic ASSIGNMENT Create your own definition • Student thoroughly understands • Empire is well thought out. • Presentation is clear, concise, and • Design a good citizenship medal to for good citizenship. Your definition should Good the assignment. logical. Sparkle Once Againorganizer to help organize your thoughts. include a clear statement of what constitutes present to someone who exemplifies good citizenship and why it is important Citizenshipwhat it means to be a good citizen. • Empire takes into account strengths and BY A. R. WILLIAMS today. Be prepared to present your definition • Design a good citizenship • Student participates fully in the weaknesses of the Roman Empire. • Presentation does a good job of Adapted from “2,500-Year-Old Greek Statues Produce Use your notes to produce to the class and explain your reasoning. brochure that outlines citizens’ Sparkle After Facelift,” by A. R. Williams, project process. creatively explaining the empire. Plan As you write your definition, think rights and responsibilities. news.nationalgeographic.com, June 19, 2014 descriptions of the elements that make • Empire contains all of the key elements about the active role citizens played in ancient 3 • Student works well with team listed in the assignment. • Presentation engages the audience. up your definition of good citizenship. Greek civilization and government. Also think GREAT Four marble maidens from ancient Greece have monitor outside allowed visitors to see the about the rights and responsibilities ancient members. gotten a makeover. Using a specially designed statues slowly changing color. The curtain walls Greek citizens had and how those ideas laser, conservators have stripped away the black protected museumgoers’ eyes from the laser have influenced our ideas about citizenship grime that covered the statues. Sculpted in system that conservators, wearing protective today. You might want to use a graphic the late fifth century B.C., the figures served as goggles, used to clean the statues. This system organizer to help organize your thoughts. Good • Student mostly understands the • Empire is fairly well thought out. • Presentation is fairly clear, concise, columns for the Erechtheion, one of the temples uses two pulsed beams of radiation—one Citizenship that stood on the Acropolis. The maidens, infrared and the other ultraviolet—to zap Produce Use your notes to produce assignment. and logical. known as the Caryatids, stand more than seven away dust, soot, minerals, and metals. descriptions of the elements that make • Empire somewhat takes into account and a half feet tall and hold the roof of the up your definition of good citizenship. Erechtheion’s south porch on their heads. Conservators and technicians considered • Student participates fairly well in strengths and weaknesses of the Roman • Presentation does an adequate job several different kinds of cleaning, including As Athens rapidly industrialized over the past chemicals and micro-sandblasting. The dual- the project process. Empire. of creatively explaining the empire. century, the Caryatids suffered from the effects wavelength laser system was the best option. of air pollution. Their golden hue turned dark, It allows for safe, controlled cleaning that 2 RAPID REVIEW • Student works fairly well with • Empire contains some of the key • Presentation somewhat engages and their features began to dissolve under leaves the marble’s ancient patina intact. GOOD the constant assault of acid rain. In 1979 the 1. The MinoansRAPID REVIEW and the Mycenaeans were the team members. elements listed in the assignment. the audience. figures were moved to protect them from A future projectUNIT may reveal even more 3 of first advanced Greek civilizations.1. The Minoans and the Mycenaeans were the further damage. Cement replicas were installed the maidens’ original beauty. Their clothing UNIT 3 first advanced Greek civilizations. was once brightly painted. However, in their place on the Erechtheion’s porch. 2. Ancient Greek city-states established colonies and centuries of winter rain have washed away • Student does not understand the • Empire is not well thought out. • Presentation is not clear, concise, 2. Ancient Greek city-statestrade established networks throughout colonies the Mediterranean. and The Caryatids got their makeover in the all visible traces of pigment. Modern imaging greek public gallery of the Acropolis Museum. techniques can peer into the invisible parts 3. The city-state of Athens developed the world’s first democracy. assignment. or logical. trade networkscivilization throughout the Mediterranean. • Empire does not take into account Conservators focused on one figure at a time of the light spectrum and find long-faded 4. Alexander the Great conquered Persia, Egypt, Afghanistan, in a makeshift room whose walls were sheets hues. Thegreek result may be even more dazzling and India, building a vast empire that spread Greek culture. • Student minimally participates strengths and weaknesses of the Roman • Presentation does not creatively of heavy fabric hung from a frame. A video than the maidens’ current makeover. 3. The city-state of Athens developed the world’s first democracy. 5. The ancient Greeks influenced Western art, architecture, or does not participate in the Empire. explain the empire. civilization TOP literature, philosophy, science, medicine, government, and law. 4. Alexander the Great conquered Persia, Egypt, Afghanistan, project process. 6-10. NOW IT’S YOUR TURN Complete the list with five • Empire contains few or none of the key • Presentation does not engage the For more from National Geographic TEN more things to remember about Greek civilization. 1 and India, building a vast empire that spread Greek culture. Check out “Behind the Tomb” on myNGconnect NEEDS WORK • Student does not work well with elements listed in the assignment. audience. team members. 280 UNIT 3 5. The ancient Greeks influenced Western art, architecture,Greek Civilization 281 TOP literature, philosophy, science, medicine, government, and law. 278-281_SE10792_U03UE.indd 280 5/20/16 9:306-10. AM 278-281_SE10792_U03UE.inddNOW IT’S 281 YOUR TURN Complete the list with five 5/20/16 9:30 AM more things to remember about Greek civilization. TEN Sample Unit Inquiry Rubric
Greek Civilization 281 Grade 6, World History Ancient Civilizations
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UNIT WRAP-UP 381 Grades 6–8
Engaging & Motivating Activities that Meet the California History-Social Science Standards DOCUMENT-BASED QUESTION DOCUMENT ONE DOCUMENT ONE Primary Source: LegalPrimary Document Source: Legal Document 2.3 from the Magna Cartafrom the Magna Carta Charters of Freedom Most of the MagnaMost Carta’s of the63 articlesMagna dealCarta’s with 63 articles deal with By setting down individual rights in the Magna Carta, the barons— 39. No freeman shall be taken, imprisoned, types to check how stable the geology the relationships amongthe relationships the king, nobles, among and the king, nobles,disseised and [stripped of property], outlawed, MAIN IDEA unknowingly—laid the groundwork for the development of democracy. is,” he says. “The more stable it is, the clergy and largely ignoreclergy theand rights largely of ignore the lower the rights ofbanished, the lower or in any way destroyed, nor NATIONAL GEOGRAPHIC EXPLORER PATRICK HUNT The Parliament members who penned the English Bill of Rights and the 3.4 Geo-archaeologist Patrick Hunt is rediscovering less likely it is to have changed much.” It’s classes. However, theclasses. principles However, expressed the principles in the expressedwill We in proceed the against or prosecute him National Geographic Learning’s California middle school History-Socialthe route of Hannibal’s Science army. programAmerican Founders who wrote the U.S. Bill of Rights found inspiration in the a scientific approach and a physically following article arefollowing significant article today are for significant all free today[put for allhim free on trial], except by the lawful Great Charter. So the next time you speak your mind or celebrate a religious challenging one, too. Several team members men—and women.men—and women. judgment of his peers [equals] or by the HANNIBAL’S FOOTSTEPS holiday, you might remember the documents on the next page. They helped have suffered broken bones because of law of the land. Patrick Hunt is a National Geographic make such freedoms possible. CONSTRUCTED RESPONSECONSTRUCTED What individual RESPONSE rights are the treacherous working conditions. protected in this article from the Magna Carta? meets the content standards and analysis skills outlined in the Californiagrantee and the director of History-Socialthe Hannibal Science Expedition. Since 1994, he has used Through a process of elimination, Hunt is now confident he knows most of Hannibal’s everything from ancient literature to DOCUMENT TWO DOCUMENT TWO Primary Source: LegalPrimary Document Source: Legal Document satellite imaging to find the mountain pass route. The view from the summit of the Col Hannibal traveled. “It’s like looking for a du Clapier-Savine Coche fits perfectly with from the English Billfrom of Rightsthe English Bill of Rights Framework and Standards. needle in a haystack,” Hunt says, “but the descriptions in the ancient texts. “Now Concern over the increasingConcern over power the of increasing monarchs power of8. monarchs That election of members of it’s not just for the sake of mystery.” The we’re looking for physical evidence, and led Parliament to passled Parliamentthe English toBill pass of Rights the English in BillParliament of Rights inought to be free. Alps were considered we are focused on the 1689. However, instead1689. of However, focusing instead on the rightsof focusing on the rights 9. That the freedom of speech, and impassable in winter. campsites,” he explains. of nobles, the Englishof nobles,Bill of Rights the English focuses Bill on of Rights focuses on HANNIBAL’S ROUTE debates or proceedings in Parliament, Historians know “Ash has a chemical the rights of Parliament.the rights of Parliament. ought not to be impeached [charged as a Hannibal crossed them, signature that lasts over CONSTRUCTED RESPONSECONSTRUCTED Why do youRESPONSE think crime] or questioned in any court or place but they don’t know 2,000 years. We think Parliament insisted on the free election and free out of Parliament. California standards are printed directly on the page at point of use, and a completehow because they don’t standards correlationwe’ve found the ash of appears speech of its members? know where. If someone Hannibal’s camps and were to find the route, have pinpointed a major historians might begin summit campground. DOCUMENT THREEDOCUMENT THREE Primary Source: LegalPrimary Document Source: Legal Document in both the the Student and Teacher’s Editions. Teachers may also choose to searchto understand how by standard usingNow we’re looking the at digital Hannibal achieved this stone deposits that from the U.S. Bill offrom Rights the U.S. Bill of Rights may mark graves. amazing military feat. The U.S. Bill of RightsThe took U.S. theBill documentsof Rights took above the documents4. The aboveright of the people to be secure in An elephant burial a step or two further.a step Adopted or two in further. 1791, the Adopted Bill in 1791,their the persons, Bill houses, papers, and effects, Standards Correlation Tool. The Roman historians would be fantastic!” of Rights—the firstof ten Rights—the amendments first to ten the amendments to the Polybius (puh-LIH-bee- against unreasonable searches and “Hannibal is very close Constitution—guaranteesConstitution—guarantees personal freedoms, personal like freedoms,seizures, shall like not be violated . . . uhs) and Livy (LIH-vee) these, that had previouslythese, that not hadbeen previously clearly stated. not been clearly stated. wrote accounts of Hannibal’s campaign. to my heart,” asserts Hunt. “He lost close to 6. In all criminal prosecutions, the Although they use few place-names, they 40 percent of his men crossing the Alps. That CONSTRUCTED RESPONSECONSTRUCTED Why do youRESPONSE think accused shall enjoy the right to a speedy would be unacceptable today, but Hannibal the American Founders insisted on having these and public trial, by an impartial [fair to MAIN IDEA types to check how stable the geology describe the geographic features Hannibal DOCUMENT-BASED QUESTION DOCUMENT ONE DOCUMENT ONE Primary Source: LegalPrimary Document Source: Legal Document freedoms clearly stated in the Bill of Rights? is,” he says. “The more stable it is, the saw and the distances he traveled each went on to defeat the Romans multiple both sides] jury . . . NATIONAL GEOGRAPHIC EXPLORER PATRICK HUNT 3.4 Geo-archaeologist Patrick Hunt is rediscovering less likely it is to have changed much.” It’s 2.3 day. Hunt uses these clues to work out from the times.Magna Carta Thisfrom isthe a Magna man whoCarta wins battle after the route of Hannibal’s army. Charters of Freedom a scientific approach and a physicallySearching for Most of thebattle Magna butMost Carta’s ultimately of the63 articlesMagna doesn’t dealCarta’s with 63 win articles the39. deal war.” No withfreeman shall be taken, imprisoned, By setting down individual rights in the Magna Carta, the barons—probable routes. “It’s a bit like sleuthing,” challenging one, too. Several team members the relationships amongthe relationships the king, nobles, among and the king, nobles,disseised and [stripped of property], outlawed, SYNTHESIZE & WRITE HANNIBAL’S FOOTSTEPS unknowingly—laid the groundwork for the development of democracy. have suffered broken bones because of he admits. “We’ve been over close to 30 clergy and largely ignoreclergy theand rights largely of ignore the lower the rights ofbanished, the lower or in any way destroyed, nor The Parliament members who penned the English Bill of Rights and the Patrick Hunt is a National Geographic the treacherous working conditions. Alpine passes, mostly on foot, constantly classes. However, theclasses. principles However, expressed the principles in the expressedwill We in proceed the against or prosecute him American Founders who wrote the U.S. Bill of Rights found inspiration in the REVIEW & ASSESS 1. REVIEW Review what you have learned about 3. CONSTRUCT Write a topic sentence that grantee and the director of the Hannibal following article arefollowing significant article today are for significant all free today[put for allhim free on trial], except by the lawful Great Charter. So the next time you speak your mind or celebrate comparinga religious how they fit the descriptions.” the Magna Carta and the development of answers this question: How do the Magna Carta, Expedition. Since 1994, he has used Through a process of elimination, Hunt is men—and women.men—and women. judgment of his peers [equals] or by the holiday, you might remember the documents on the next page. They helped 1. READING CHECK What tools is Patrick Hunt democratic ideas in England. English Bill of Rights, and U.S. Bill of Rights everything from ancient literature to now confident he knows mostHannibal’s of Hannibal’s Route law of the land. make such freedoms possible. A SCIENTIFIC APPROACH CONSTRUCTED RESPONSEusingCONSTRUCTED to determine What individual RESPONSE Hannibal’s rights are route through satellite imaging to find the mountain pass route. The view from the summitPatrick of the Col Hunt is a man on a mission to solve one of history’s mysteries: promote democratic ideas? du Clapier-Savine Coche fits perfectly with protected in this articlethe Alps? from the Magna Carta? Hannibal traveled. “It’s like looking for a Patrick Hunt theorizes 2. RECALL On your own paper, write down the 4. WRITE Using evidence from the documents, the descriptions in the ancient Wheretexts. “Now did Hannibal cross the Alps? One of the most daring military Geo-archaeology applies earth sciences such needle in a haystack,” Hunt says, “but that Hannibal used the 2. INTERPRET MAPS In what ways did the we’re looking for physical evidence, and as geography and geology to archaeology. This painting, like many others that illustrate the main idea expressed in each document. write a short essay to support your answer to it’s not just for the sake of mystery.” The maneuvers of all time, Hannibal’s invasion of Italy in 218 B.C. required Col du Clapier-Savine DOCUMENT TWO DOCUMENT TWO Primary Source: LegalPrimary Document Source: Legal Document we are focused on the Alps both protect Rome and help Hannibalevent, mistakenly shows King John signing the the question in Step 3. Alps were considered Coche mountain pass, These sciences are vital to Hunt’s search impassable in winter. campsites,”marching he explains. about 40,000 men and 37 elephants across these rugged from the Englishattempt Billfrom of Rightsthe a sneakEnglish attack? Bill of Rights Magna Carta rather than setting his seal to it. HANNIBAL’S ROUTE shown above, to cross because he has to factor in 2,000 years Historians know “Ash has a mountainschemical in winter. Hannibal didn’t leave a map behind though. “For Concern over the increasingConcern over power the of increasing monarchs power of8. monarchs That election of members of the Alps into Italy. 3. MAKE INFERENCES What knowledgeKing of John Signs the Magna Carta, A.C. Michael, 1903–1928 Hannibal crossed them, signature that lasts over of change. Mountains may look different led Parliament to passled Parliamentthe English toBill pass of Rights the English in BillParliament of Rights inought to be free. 7.6.5 Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern the last decade plus, we’ve been trying to pinpoint Hannibal’s route,” geography and maps might Hannibal have democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in but they don’t know 2,000 years. We think because of erosion; climate changes may 1689. However, instead1689. of However, focusing instead on the rightsof focusing on the rights England); 7.11.6 Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American 9. That the freedom of speech, and we’ve found the ash of of nobles, the Englishhadof in nobles,Bill order of Rights the to English believe focuses Bill hison of campaignRights focuses over310 on Declaration of Independence; REP 4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them. 311 how because they don’t says Hunt. Because of his research, now he’s close to an answer. have moved the snow line. “The first thing debates or proceedings in Parliament, Hannibal’s camps and the rights of Parliament.thethe Alps rights could of Parliament. be successful? know where. If someone ought not to be impeached [charged as a have pinpointed a major we do on-site is to examine the basic rock were to find the route, CONSTRUCTED RESPONSECONSTRUCTED Why do youRESPONSE think crime] or questioned in any court or place summit campground. 6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including historians might begin Parliament insisted on the free election and free out of Parliament. Now we’re looking at how the empire fostered economic growth through the use of currency and trade routes; HI 5 Students recognize that interpretations of history are to understand how 310 CHAPTER 11 subject to change as new information is uncovered. speech of its members? 311 Hannibal achieved this stone deposits that STANDARDS amazing military feat. may mark graves. PLAN An elephant burial DOCUMENT THREEDOCUMENT THREE Primary Source: LegalPrimary Document Source: Legal Document The Roman historians would be fantastic!” HSS CONTENT STANDARDS: Polybius (puh-LIH-bee- from the U.S. Bill offrom Rights the U.S. Bill of Rights uhs) and Livy (LIH-vee) “HannibalSTANDARDS is very close .. Know the significance of developments OBJECTI E BACKGROUND FOR THE TEACHER PLAN The U.S. Bill of RightsThe took U.S. theBill documentsof Rights took above the documents4. The aboveright of the people to be secure in wrote accounts of Hannibal’s campaign. to my heart,” asserts Hunt. “He lost close to a step or two further.a step Adopted or two in further. 1791, the Adopted Bill in 1791,their thein persons, Bill medieval houses, Englishpapers, and legal effects, and constitutional Although they use few place-names, they 40 percent of his men crossing the Alps. That Synthesize the democratic ideas expressed in three The rights listed in the Magna Carta refer only to the HSS CONTENT STANDARDS: of Rights—the firstof ten Rights—the amendments first to ten the amendments againstto thepractices unreasonable and searches their andimportance in the describe the geographic features Hannibal would be unacceptable today, but Hannibal Constitution—guaranteesConstitution—guarantees personal freedoms, personal like freedoms,seizures,rise shall likeof notmodern be violated democratic . . . thought and saw and the distances he traveled each went on to defeat the Romans.. multiple Identify the location of and the OBJECTI E BACKGROUNDthese, that had previouslyFORthese, that not THE hadbeen previously clearly TEACHER stated. not been clearly stated. important primary source documents from England barons. Those in the English Bill of Rights have to do day. Hunt uses these clues to work out times. This is a man who wins battle after 6. In representativeall criminal prosecutions, institutions the (e.g., Magna political and geographic reasons for the CONSTRUCTED RESPONSECONSTRUCTED Why do youRESPONSE think Searching for probable routes. “It’s a bit like sleuthing,” battle but ultimately doesn’t win the war.” accused shall enjoy the right to a speedy and the United States. with Parliament’s rights. The rights listed in the U.S. Describe how and why geo-archaeologist Patrick It’s not easythe to American hike Founders for miles insisted on over having these snowy mountainsCarta, parliament, development of he admits. “We’ve been over close to 30 growth of Roman territories and expansion and public trial, by an impartial [fair to freedoms clearly stated in the Bill of Rights? both habeassides] jury corpus, . . . an independent judiciary Bill of Rights refer to all individuals, not just the elected Alpine passes, mostly on foot, constantly REVIEW & ASSESS of the empire, including how the empire Hunt is tracing the route of Hannibal’s army, and how leading a herd of elephants, and National Geographic comparing how they fit the descriptions.” fostered economic growth through the use in England); .. Discuss how the few. Democracy in America is not class-oriented. The Hannibal’s Route 1. READING CHECK What tools is Patrick Hunt geo-archaeology can help historians make sense of Grantee, PatrickSYNTHESIZE Hunt, & WRITE is determined to figure principlesout how in the Magna Carta were ESSENTIAL QUESTION A SCIENTIFIC APPROACH using to determine Hannibal’sof currency route through and trade routes. Patrick Hunt is a man on a mission to solve one of history’s mysteries: U.S. founders rejected the class system and guaranteed Patrick Hunt theorizes the Alps? past events and individuals. Hannibal did1. REVIEWit. As Review a Stanford what you have learnedUniversity about 3. professor CONSTRUCTembodies in such documents Write and a topic sentence that as the English Where did Hannibal cross the Alps? One of the most daring military Geo-archaeology applies earth sciences such How did Europe change during the Middle Ages? that Hannibal used the as geography and geology to archaeology. 2. INTERPRET MAPS In what ways did the the Magna Carta and the development of answers thisBill question: of Righs How and do the the Magna American Carta, Declaration of individual liberties when they framed the Bill of Rights. maneuvers of all time, Hannibal’s invasion of Italy in 218 B.C. required Col du Clapier-Savine HSS ANALYSIS SKILLS: director of thedemocratic Stanford ideas in England. Alpine ArchaeologyEnglish Project, Bill of Rights, and U.S. Bill of Rights These sciences are vital to Hunt’s search Alps both protect Rome and help Hannibal marching about 40,000 men and 37 elephants across these rugged Coche mountain pass, attempt a sneak attack? promote Independence.democratic ideas? shown above, to cross because he has to factor in 2,000 years REP Students frame questions that Hunt has been exploring and excavating the Alps since The Magna Carta marked the first step toward mountains in winter. Hannibal didn’t leave a map behind though. “For the Alps into Italy. of change. Mountains may look different 3. MAKE INFERENCES What knowledge of ESSENTIAL QUESTION 2. RECALL On your own paper, write down the 4. WRITE Using evidence from the documents, can be answered by historical study and This painting, like many others that illustrate the main idea expressed in each document. write a short essay to support your answer to the last decade plus, we’ve been trying to pinpoint Hannibal’s route,” because of erosion; climate changes may geography and maps might Hannibal have . His high-altitude archaeology explorationsHSS are ANALYSIS SKILLS: democratic government in England. Lesson . presents had in order to believe his campaign over event, mistakenly shows King John signing the the question in Step 3. says Hunt. Because of his research, now he’s close to an answer. research; HI Students explain the central have moved the snow line. “The first thing the Alps could be successful? How didMagna Rome Carta rather becomethan setting his seal a to mighty it. power in the three documents that were influenced by the Magna we do on-site is to examine the basic rock issues and problems from the past, placing done mostly on foot over treacherous Alpine terrainREP Students that assess the credibility of King John Signs the Magna Carta, A.C. Michael, 1903–1928 7.6.5 Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern 6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire,people including and events in a matrix of time Mediterranean? democratic thought and representative institutions (e.g., Magna Carta, parliament, development ofprimary habeas corpus, an and independent secondary judiciary in sources and draw Carta. how the empire fostered economic growth through the use of currency and trade routes; HI 5 Students recognize that interpretations of history are often reachesEngland); elevations 7.11.6 Discuss how the principles of in, the Magna Carta were feet. embodied inHunt’s such documents as theteam English Bill of Rights and the American 310 CHAPTER 11 subject to change as new information is uncovered. 311 310 Declaration of Independence; REP 4 Students assess the credibility of primary and secondary sourcessound and draw sound conclusions conclusions from them. from 311them; HI Students and place; HI Students recognize that searches for confirmation of Hannibal’s route as well interpretations of history are subject to Rome’s defeat of Carthage and its brilliant general, explain the sources of historical continuity change as new information is uncovered. Hannibal, were key to the success of the growing as signs of human modifications to the Alpine passes,and how the combination of ideas and events explains the emergence of new patterns. STANDARDS PLAN republic.STANDARDS Lesson . introduces National PLANGeographic both of which would aid in our understanding of this GradeHSS CONTENT 6, STANDARDS: World History Ancient Civilizations Grantee,GradeHSS PatrickCONTENT 7, Hunt,STANDARDS: World and describes History his search for Medieval legendary and military leader. .. Identify the location of and the OBJECTI E BACKGROUND FOR THE TEACHER .. Know the significance of developments OBJECTI E BACKGROUND FOR THE TEACHER political and geographic reasons for the Describe how and why geo-archaeologist Patrick It’s not easy to hike for miles over snowy mountains Hannibal’sin medieval historic English legal route and constitutional through the Alps.Synthesize the democratic ideas expressed in three The rights listed in the Magna Carta refer only to the DIGITAL RESOURCES NG S growth of Roman territories and expansion Earlypractices andModern their importance in the Times of the empire, including how the empire Hunt is tracing the route of Hannibal’s army, and how leading a herd of elephants, and National Geographic rise of modern democratic thought and important primary source documents from England barons. Those in the English Bill of Rights have to do fostered economic growth through the use geo-archaeology can help historians make sense of Grantee, Patrick Hunt, is determined to figure out how representative institutions (e.g., Magna and the United States. with Parliament’s rights. The rights listed in the U.S. of currency and trade routes. Carta, parliament, development of DIGITAL RESOURCES NG S TEACHER RESOURCES ASSESSMENT STUDENT RESOURCES past events and individuals. Hannibal did it. As a Stanford University professor and habeas corpus, an independent judiciary Bill of Rights refer to all individuals, not just the elected HSS ANALYSIS SKILLS: director of the Stanford Alpine Archaeology Project, in England); .. Discuss how the few. Democracy in America is not class-oriented. The Reading and Vocabulary Section NG Image principles in the Magna Carta were ESSENTIAL QUESTION REP Students frame questions that Hunt has been exploring and excavating the Alps since U.S. founders rejected the class system and guaranteed TEACHERembodies in such documents RESOURCES as the English ASSESSMENT STUDENT RESOURCES can be answered by historical study and ESSENTIAL QUESTION How did Europe change during the Middle Ages? Note-Taking Practice Quiz Gallery . His high-altitude archaeology explorations are Bill of Righs and the American Declaration of individual liberties when they framed the Bill of Rights. research; HI Students explain the central How did Rome become a mighty power in the Independence. issues and problems from the past, placing done mostly on foot over treacherous Alpine terrain that Reading and VocabularyThe Magna Carta marked the Sectionfirst step toward NG Chapter people and events in a matrix of time Mediterranean? often reaches elevations of , feet. Hunt’s team HSSNote-Taking ANALYSIS SKILLS: Practicedemocratic government in England.Quiz Lesson . presents Gallery and place; HI Students recognize that searches for confirmation of Hannibal’s route as well interpretations of history are subject to Rome’s defeat of Carthage and its brilliant general, REP Students assess the credibility of three documents that were influenced by the Magna 31 CHAPTER 11 change as new information is uncovered. Hannibal, were key to the success of the growing as signs of human modifications to the Alpine passes, primary and secondary sources and draw Carta. Standards Correlationrepublic. Lesson . introduces Tool National Geographic both of which would aid in our understanding of this sound conclusions from them; HI Students legendary military leader. explain the sources of historical continuity Grantee, Patrick Hunt, and describes his search for 31 CHAPTER 11 and how the combination of ideas and events Hannibal’s historic route through the Alps. explains the emergence of new patterns.
DIGITAL RESOURCES NG S • Common Core State StandardsDIGITAL RESOURCES (CCSS) NG S for ELA/ELD are TEACHER RESOURCES ASSESSMENT STUDENT RESOURCES TEACHER RESOURCES ASSESSMENT STUDENT RESOURCES Reading and Vocabulary Section NG Chapter reflected in the “WritingReading and VocabularyAbout History”Section sectionsNG Image of each Note-Taking Practice Quiz Gallery Note-Taking Practice Quiz Gallery chapter review. 31 CHAPTER 11 31 CHAPTER 11 • Complete correlations for National Geographic California middle school History-Social Science to the ELA/ELD standards are available upon request. • Reading strategies are implemented throughout each chapter and assessed in the chapter reviews. • Review questions in each lesson and activities in the Teacher’s Edition provide ongoing practice with reading skills for the California ELA/ELD standards. • Writing assignments are aligned with California ELA/ELD content standards.
Grade 8, U.S. History American Stories Beginnings to World War I (Digital)
3 NATIONAL GEOGRAPHIC LEARNING Universal Access National Geographic Learning’s California middle school History-Social Science program meets the rigor of the California standards for grades 6, 7, and 8 while providing accessibility for all students. Students who are reading and writing below level, on level, or at an advanced level have equal access to California content. English Language Learners, inclusion students, and students with special needs successfully interact with our California content.
Strategies for Differentiation help teachers provide universal access to the In the digital version, students have the content through guided reading strategies, graphic organizers, vocabulary option to listen to the text as it is read and enrichment activities. and to follow along at their own pace.
CHAPTER 11 STRATEGIES FOR DIFFERENTIATION
STRIVING READERS STRATEGY 3 ENGLISH LANGUAGE LEARNERS ELD GIFTED & TALENTED Use a Word Sort Activity STRATEGY 1 STRATEGY 1 STRATEGY 1 Write these words on the board and ask students to sort them into four Preview Text groups of three related words each. Then have them use each group of PREP Before Reading Explore World Heritage Sites Help students preview each lesson in the chapter. For each lesson, have words in a paragraph that shows how they are related. Have students at all proficiency levels use the PREP strategy to prepare for Have students research and report on one of the UNESCO World Heritage them read the lesson titles, lesson introductions, Main Idea statements, reading. Sites from the list below. Tell them to describe each site and explain why it captions, and lesson headings. Then have them list the information they republic legion palisades was important to Roman civilization. expect to find in the text. Have students read a lesson and discuss with a Preview title. patriarchy veto dictator • Villa Adriana at Tivoli (Italy) partner what they learned and whether or not it matched their list. Read Main Idea statement. consuls civil war domestic • Archaeological Site of Carthage (Tunisia) Use with All Lessons Examine visuals. • Roman Walls of Lugo (Spain) reform legionary paterfamilias Predict what you will learn. • Roman Theatre of Orange (France) STRATEGY 2 Use with All Lessons Have students write their prediction and share it with a partner. After • Pont du Gard (France) Build a Time Line reading, ask students to write another sentence that begins with “I also • Archaeological Site of Leptis Magna (Libya) learned ...” Select key events from Lessons 1.2 and 1.3. Then have students use the Use with All Lessons Press in the Student eEdition for modified text. events to start a time line on the board. Students will add to the time line Use with All Lessons, All Levels Provide the following sentence stem as they read the chapter. for students at the Emerging level: I think this lesson is about ______. STRATEGY 2 Ask students at the Bridging level to give reasons for their prediction. INCLUSION Act Out a Scene TIME LINE STRATEGY 1 STRATEGY 2 Have students act out the assassination scene from Shakespeare’s Julius Preview Visuals to Predict Caesar (Act III, Scene 1). They should provide costumes and use classroom Use Sentence Stems furniture as a set. After the performance, discuss the points of view of the Ask students to preview the title and visuals in each lesson. Then have Before reading, provide students at the Expanding level with the two primary characters in the scene—Brutus, Cassius, and Antony. What are students tell what they think the lesson will be about. After reading, sentence stems for the lessons listed below. the arguments for the assassination? What are the arguments against it? ask them to repeat the activity to see whether their predictions were Use with Lesson 4.3 753 B.C. confirmed. 1.1 a. Two geographic features that helped the city of Rome were ______. According to legend, Use with All Lessons Invite volunteers to describe the visuals in detail to help Romulus founds the visually impaired students process them. b. Two bodies of water that were important to Rome were PRE-AP city of Rome. ______. STRATEGY 1 STRATEGY 2 Use with All Lessons For example, key events from Lesson 1.3 might include 1.2 c. According to legend, Rome was founded by ______. Use the “Persia” Approach the establishment of the Roman Republic in 509 B.C. and the dictatorship of Use Supported Reading Cincinnatus in 458 B.C. d. Three groups of people who contributed to the culture of early Have students write an essay explaining the significance of the Roman In small groups, have students read aloud the chapter lesson by lesson. At Rome were ______. Republic. Copy the following mnemonic device on the board and tell the end of each lesson, have them stop and use these sentence frames to students to use the “Persia” strategy as they consider how the Roman tell what they comprehended from the text: 1.3 e. The two groups that made up Roman society were ______. Republic influenced the world. • This lesson is about ______. f. The three branches of Roman government were ______. Political • One detail or fact that stood out to me is ______. Economic 1.4 g. Three examples of activities held at the Forum were ______. • The word ______means ______. Religious Social h. The Forum was important to Rome because ______. • I don’t think I understand ______. Intellectual Use with Lessons 1.1–1.4 Artistic Guide students with portions of text they do not understand. Be sure all students understand a lesson before moving on to the next one. Use with All Lessons Use with All Lessons STRATEGY 3 Grade 8, U.S. History American Stories, Set Up a Word Wall STRATEGY 2 Form a Thesis Work with students to select three words from each lesson to display in a STANDARDS grouping on a Word Wall. It might be useful to choose words that students Have students develop a thesis statement for a specific topic related to Beginnings to World War I (Digital) HSS CONTENT STANDARDS: HSS ANALYSIS SKILLS: are likely to encounter in other chapters, such as republic or aristocracy. one of the lessons in the chapter. Be sure the statement makes a claim that 6.7.8 Discuss the legacies of Roman art and architecture, technology and science, literature, CST 2 Students construct various time lines of key events, people, and periods of the historical Keep the words displayed throughout the lessons and discuss each one is supportable with evidence either from the chapter or through further language, and law. era they are studying; REP 1 Students frame questions that can be answered by historical study research. Then have pairs compare their statements and determine which and research; REP 5 Students detect the different historical points of view on historical events as it comes up during reading. Have volunteers add words, phrases, and and determining the context in which the historical statements were made (the questions asked, examples to each word to develop understanding. makes the strongest or most supportable claim. sources used, author’s perspectives). Use with All Lessons, All Levels Use with All Lessons
287C CHAPTER 11 STRATEGIES FOR DIFFERENTIATION 287D
Grade 6, World History Ancient Civilizations (Print)
The Modified Text feature in the digital Student Edition provides access to California content two levels below grade level.
Students can activate the Modified Text feature by clicking on the radio button to the left of the text.
Grade 8, U.S. History American Studies Beginnings to World War I (Digital)
4 Grades 6–8 Rich Instructional Resources Digital and print resources provide the flexibility that California teachers need in today’s classroom. Teacher’s Edition Features include: Digital Teacher’s Edition Features include: • Universal Access pages to provide multiple learning options • Premade lesson plans to guide teachers through the lessons for all students • A bank of summative and formative assessments at the • Options for active learning and differentiation lesson, chapter, and unit levels • Additional content questions and background information • A selection of reading, writing, vocabulary, and note-taking • Planning and pacing of student assessment ancillaries • Graphic organizers • Answer keys
Grade 8, U.S. History American Stories Beginnings to World War I (Print) Teaching strategies are found inside every chapter in both the print and digital California Teacher’s Editions.
Grade 8, U.S. History American Stories Beginnings to World War I (Digital) 5 NATIONAL GEOGRAPHIC LEARNING Assessments in a Variety of Formats Formative and Summative assessments, along with Pre-assessments, are aligned with the California standards and measure what the students know and are able to produce.
• Document-Based Questions provide practice working with primary and secondary source materials. • End-of-Chapter Reviews revisit the main ideas, key vocabulary, skills, concepts, and connections. • Formative Assessments allow teachers to monitor students’ progress, make accommodations, and tailor instruction to individual students. • eAssessment is available online.
Assessment Purpose Assessment Type Print Digital Formative Essential Questions Formative Critical Viewing Questions Formative Social Studies Skills Lessons Formative Vocabulary Practice Formative Guided Discussion Questions Formative Reading and Note-Taking Activities Formative On Your Feet Activities Formative Section Quizzes Formative Review and Assess Questions Formative Historical Thinking Questions Formative Write About History Activities Formative NGL Learning Framework Activities Formative Chapter Reviews Summative Chapter Tests at two levels Formative Field Journal Formative History Notebook Formative Document-Based Questions Summative Unit Tests Formative Geography in History Activities Formative Unit Inquiry Projects
California Social Studies Assessment U.S. HISTORY AMERICAN STORIES U.S. HISTORY California Social Studies Available for grades 6, 7, and 8,
Fear urged him Social Studies AssessmentCalifornia to go back, Assessment this California Handbook includes: but growth BEGINNINGS TO WORLD WAR I drove him on. AMERICAN STORIES - Jack London, White Fang • Chapter Pretests • Section Quizzes • Chapter Tests A & B
• Chapter Pretests • Unit Tests • Section Quizzes Available on MindTap at 8 • Chapter Tests A & B NGLSync.Cengage.com • Unit Tests 888-915-3276 NGL.Cengage.com/school • Answer Key CA
USH_G08_CA_WrkBk_00454_Assessment_OC.indd All Pages Grade US8, History G8California Assessment, CA Edition, Beginnings to WWI SocialISBN 9781337900454 Paper CoverStudies10/24/17 1:56 PM Assessment 6 Grades 6–8 Digital Resources National Geographic Learning’s California digital platform, MindTap, provides a personalized learning experience for all California students and an array of resources for the teacher to better promote learning outcomes. It is fully accessible on all devices and has been specifically designed to meet the needs of California middle school teachers and their classrooms.
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Digital resources are designed to enhance learning and to increase comprehension. Now with Britannica Digital Student Resources include: LaunchPacks™ • Digital versions of Student Edition and content handbooks for U.S. History • Modified Text tool with audio playback • Explorers, “Reid on the Road”, and “Why Study History?” videos • Online assessments • Image gallery of photographs • Interactive maps • Note-taking features
Digital Teacher Resources include: • All of the student materials • Digital Teacher’s Editions • Lesson plans • California Standards Correlation Tool (search by keyword or by standard) • Assignment/Assessment feature • Gradebook Grade 8, U.S. History American Stories Beginnings to World War I (Digital). 7 NATIONAL GEOGRAPHIC LEARNING Student Program Components The National Geographic California middle school History-Social Science All student materials are program is available in both print and digital formats. All Student Editions available in and ancillaries are also available in Spanish. Spanish Grade 6, National Geographic World History Ancient Civilizations
WORLD HISTORY ANCIENT CIVILIZATIONS WORLD HISTORY ANCIENT CIVILIZATIONS
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CVR_WH_P_CAFJ_G6.indd 1 10/4/16 11:07 AM Student Edition Field Journal California Knowledge, Digital Student Resources Concepts, and Skills
Grade 7, National Geographic World History Medieval and Early Modern Times
WORLD HISTORY MEDIEVAL AND WORLD EARLY MODERN TIMES HISTORY MEDIEVAL AND EARLY MODERN TIMES
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CVR_WH_P_CAFJ_G7.indd 1 10/4/16 11:18 AM Student Edition Field Journal California Knowledge, Digital Student Resources Concepts, and Skills
Grade 8, National Geographic U.S. History American Stories Beginnings to World War I Now with Britannica LaunchPacks™ for U.S. History
Student Edition History Notebook California Knowledge, Digital Student Resources Concepts, and Skills
8 Grades 6–8
Teacher Program Components All Teacher’s Supplementary materials that support all programs are available online, saving Editions Now teachers valuable time and resources. A complete Teacher’s Resource Package in Spanish! is also available in print for each grade 6, 7, and 8.
Grade 6, National Geographic World History Ancient Civilizations Grade 6 World History Ancient Civilizations Teacher Resource Package includes: • Teacher’s Edition (available in English and Spanish) • Field Journal • California Knowledge, Concepts & Skills Workbook • California Knowledge, Concepts & Skills Workbook Answer Key • Teacher Resources: Lesson Plans and Graphic Organizers • California Social Studies Assessment contains • Chapter Pretests, Section Quizzes, Chapter Tests A & B, Unit Tests, and Answer Key • California Social Studies ELA/ELD Connection: Developing Literacy in History contains Teacher’s Edition Digital Teacher Resources • ELA/ELD Correlation Chart, Student Activities, Teacher Support, and Answer Key • Teacher’s Edition Resource Pages
Grade 7 World History Medieval and Early Modern Times Grade 7, National Geographic World History Medieval and Early Modern Times Teacher Resource Package includes: • Teacher’s Edition (available in English and Spanish) • Field Journal • California Knowledge, Concepts & Skills Workbook • California Knowledge, Concepts & Skills Workbook Answer Key • Teacher Resources: Lesson Plans and Graphic Organizers • California Social Studies Assessment contains • Chapter Pretests, Section Quizzes, Chapter Tests A & B, Unit Tests, and Answer Key • California Social Studies ELA/ELD Connection: Developing Literacy in History contains • ELA/ELD Correlation Chart, Student Activities, Teacher’s Edition Digital Teacher Resources Teacher Support, and Answer Key • California Teacher’s Edition Resource Pages
Grade 8, National Geographic U.S. History American Stories Grade 8 U.S. History American Stories Beginnings to Beginnings to World War I World War I Teacher Resource Package includes: • Teacher’s Edition (available in English and Spanish) • History Notebook • California Knowledge, Concepts & Skills Workbook • California Knowledge, Concepts & Skills Workbook Answer Key • Teacher Resources: Lesson Plans and Graphic Organizers • California Social Studies Assessment contains • Chapter Pretests, Section Quizzes, Chapter Tests A & B, Unit Tests, and Answer Key • California Social Studies ELA/ELD Connection: Developing Literacy in History contains • ELA/ELD Correlation Chart, Student Activities, Teacher’s Edition Digital Teacher Resources Teacher Support, and Answer Key • California Teacher’s Edition Resource Pages
NATIONAL GEOGRAPHIC LEARNING National Geographic Learning & You — Making History! • Authentic National Geographic Content • Student-Centered Learning through Inquiry Now with • Engaging & Motivating Activities that Meet the Britannica California History-Social Science Standards LaunchPacks™ • Universal Access for U.S. History • Rich Instructional Resources • Assessments in a Variety of Formats • Digital Resources
YOUR NATIONAL GEOGRAPHIC LEARNING CALIFORNIA TEAM GRADES 6–8 NORTHERN CALIFORNIA/CARSON CITY & WASHOE CTY, NV Rita Moen Amador, Butte, Colusa, Del Norte, El Dorado, Glenn, Humboldt, Lake, Lassen, Mendocino, [email protected] 916-203-2511 Modoc, Napa, Nevada, Placer, Plumas, Sacramento, Shasta, Sierra, Siskiyou, Sonoma, Sutter, Tehama, Trinity, Yolo, and Yuba counties. Carson City and Washoe County, NV. SAN FRANCISCO BAY AREA April Estrada Alameda, Contra Costa, Marin, Monterey, San Francisco, San Mateo, Santa Clara, [email protected] 619-895-9029 Santa Cruz, Solano counties CENTRAL CALIFORNIA Open Alpine, Calaveras, Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced, Mono, San Benito, San Joaquin, San Luis Obispo, Stanislaus, Tulare, Tuolumne counties LA METRO AREA Patrick Morrison Santa Barbara, Ventura, LA counties (excluding Compton, Inglewood, Los Angeles, [email protected] 805-302-3865 Long Beach, Lynwood, and Santa Monica) LAUSD Cynthia Bolden LAUSD, Compton USD, Inglewood USD, Long Beach USD, Lynwood USD, Santa Monica USD [email protected] 562-508-0980 RIVERSIDE / SAN BERNARDINO COUNTY Vicki Rothwell Riverside, San Bernardino counties [email protected] 562-212-3554 SAN DIEGO / ORANGE COUNTY Rachel Farrell Imperial, San Diego, Orange counties [email protected] 714-330-0770 REGIONAL SALES MANAGER, CALIFORNIA Pat Williams Grades K–8 [email protected] 310-947-0978
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