Teacher Wraparound Edition

Jackson J. Spielvogel, Ph.D.

JAT EA©07_KY_TWE_TP_874652-3.ind1 1 10/16/06 9:31:27 AM Danita C. Carey Carolyn F. Lifland Westport Middle School Madison Middle School Louisville, Kentucky Richmond, Kentucky

Michelle K. Cason Jerry L. Parks, Th.D. Williamstown Independent Schools Georgetown Middle School Williamstown, Kentucky Georgetown, Kentucky

William Stephen Daugherty Marcia Stegeman McNabb Middle School Newport Middle School Mount Sterling, Kentucky Newport, Kentucky

Sharan Gwynn Georgetown Middle School Georgetown, Kentucky

Image Credits: KY4-KY5 David Frazier/Index Stock; KY6-KY7 Richard Cummins/SuperStock; KY8- KY9 Kevin R. Morris/CORBIS; KY28 (tl)Stockbyte, (tr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (bl)Stockbyte, (br)Rob and Ann Simpson/Visuals Unlimited; KY29 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/CORBIS, (b) Gary W. Carter/CORBIS.

Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027

(Student Edition) ISBN-13: 978-0-07-874651-2 ISBN-10: 0-07-874651-5 (Teacher Wraparound Edition) ISBN-13: 978-0-07-874652-9 ISBN-10: 0-07-874652-3

Printed in the United States of America. 1 2 3 4 5 6 7 8 9 127 10 09 08 07 06

0002-0002 CP-874652.indd ii 10/18/06 2:56:38 PM How Do I Succeed in World History?

our textbook, Journey Across Time: The Early Ages, includes a variety of Ytools designed to help you be successful as you study the early history of the world. One of the most valuable tools is the list of objectives that you will be expected to master by the end of the school year. The list is called the Kentucky Core Content for Social Studies Assessment, Grade 7. Following the core content is a correlation chart to help you determine where the textbook teaches this content. This section of your textbook also includes a Standardized Test Practice. The Practice is designed to help you prepare for standardized tests. It consists of practice questions that cover all the core content standards and is organized by week to help you and your teacher arrange your study. Identifying what you are expected to learn at the very beginning of the year and hon- ing your test-taking skills throughout the year will help focus your study of world his- tory. It will also help you and your parents or caregivers see when you might need extra help in mastering the concepts of a particular unit of study. Such extra help will ensure that your study of world history will be both enjoyable and successful. Focus on Kentucky is another section of your textbook. This feature includes interest- ing information about your state that you should know. The chart on page KY32 explains the Depth of Knowledge levels used to evaluate the complexity of assessment questions.

Core Content for Social Studies Assessment, Grade 7 ...... KY4 Correlation to the Core Content for Social Studies Assessment, Grade 7 ...... KY10 Preparing for Standardized Tests ...... KY16 Standardized Test Practice ...... KY18 Focus on Kentucky ...... KY28 Depth of Knowledge Levels ...... KY32

KY3 KY3

0003-0003 GSP-874652.indd 3 10/16/06 2:06:42 PM On the following pages, you will find a listing of the Kentucky Core Content for Social Studies Assessment, Grade 7. The core content lists the things you should learn and be able to do as you complete this

World History course. Read through the core content with your parents David Frazier/Index Stock or caregivers to help you become successful in this course. Also, review the core content from time to time to help the things you learn fall into place. Depth of Knowledge (DOK) levels indicate the highest DOK level at which Kentucky Core Content Test (KCCT) questions can assess that standard’s content. For more information on DOK levels, see the DOK descriptors on page KY32. Formation of Governments Government SS-07-1.1.1 Students will compare purposes and & Civics sources of power in the most common forms of government (monarchy, democracy, republic, The study of government and civics equips stu- dictatorship) in early civilizations prior to dents to understand the nature of government 1500 A.D. DOK 2 and the unique characteristics of representative SS-07-1.1.2 Students will describe and give democracy in the United States, including its examples to support how some early civiliza- fundamental principles, structure and the role of tions (Greece, Rome) practiced democratic citizens. Understanding the historical develop- principles (e.g., justice, equality, responsibility, ment of structures of power, authority, and gov- freedom). DOK 3 ernance and their evolving functions in contem- porary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

KY4

0004-0009 CCA-874652.indd 4 10/19/06 11:40:58 AM Social Institutions Cultures & Societies * SS-07-2.2.1 Students will Culture is the way of life shared by a group of compare how cultures (early people, including their ideas and traditions. civilizations prior to 1500 A.D.) Cultures refl ect the values and beliefs of groups developed social institutions (family, in different ways (e.g., art, music, literature, re- religion, education, government, ligion); however, there are universals (e.g., food, economy) to respond to human clothing, shelter, communication) connecting all needs, structure society and influence cultures. Culture infl uences viewpoints, rules behavior. and institutions in a global society. Students should understand that people form cultural Interactions Among Individuals and Groups groups throughout the United States and the World, and that issues and challenges unite and SS-07-2.3.1 Students will explain how divide them. conflict and competition (e.g., political, economic, religious, ethnic) occurred among Elements of Culture individuals and groups in early civilizations prior to 1500 A.D. DOK 2 SS-07-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, SS-07-2.3.2 Students will explain how literature) defined specific groups in the early civ- compromise and cooperation were possible ilizations prior to 1500 A.D. and resulted in unique choices to resolve conflict among individuals perspectives. DOK 2 and groups in early civilizations prior to 1500 A.D. DOK 2 *Supporting standard proposed for local instruction

Horse farm near Lexington, Kentucky

KY5

0004-0007 CCA-874652.indd 5 10/14/06 11:37:47 AM Production, Distribution, and Consumption Economics SS-07-3.4.1 Students will explain ways in which Economics includes the study of produc- the basic economic questions about the produc- tion, distribution and consumption of tion, distribution and consumption of goods and goods and services. Students need to un- services were addressed in early civilizations derstand how their economic decisions affect prior to 1500 A.D. DOK 2 Cummins/SuperStock Richard them, others, the nation and the world. The SS-07-3.4.2 Students will describe how new purpose of economic education is to enable knowledge, technology/tools and specialization individuals to function effectively both in their increased productivity in early civilizations prior own personal lives and as citizens and par- to 1500 A.D. DOK 2 ticipants in an increasingly connected world economy. Students need to understand the benefi ts and costs of economic interaction and Geography interdependence among people, societies and Geography includes the study of the fi ve funda- governments. mental themes of location, place, regions, move- ment and human/environmental interaction. Scarcity Students need geographic knowledge to analyze SS-07-3.1.1 Students will explain and give issues and problems to better understand how examples of how scarcity required individuals, humans have interacted with their environ- groups and governments in early civilizations ment over time, how geography has impacted prior to 1500 A.D. to make decisions about how settlement and population, and how geographic productive resources (natural resources, human factors infl uence climate, culture, the economy resources, capital goods) were used. DOK 2 and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

KY6

0004-0009 CCA-874652.indd 6 10/19/06 11:41:17 AM The Use of Geographic Tools Patterns SS-07-4.1.1 Students will use a variety of geo- SS-07-4.3.1 Students will describe graphic tools (maps, photographs, charts, graphs, patterns of human settlement in databases) to interpret patterns and locations on early civilizations prior to 1500 A.D. Earth’s surface in early civilizations prior to and explain how these patterns were 1500 A.D. DOK 3 influenced by human needs. DOK 2 * SS-07-4.1.2 Students will describe how different SS-07-4.3.2 Students will explain factors (e.g., rivers, mountains, plains) affected why and give examples of how human where human activities were located in early populations changed and/or migrated civilizations prior to 1500 A.D. because of factors such as war, disease, economic opportunity and technology Regions in early civilizations prior to SS-07-4.2.1 Students will describe how regions 1500 A.D. DOK 3 in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, Human-Environment Interaction irrigation, roads) and physical characteristics SS-07-4.4.1 Students will explain how tech- (e.g., mountains, bodies of water, valleys) that nology in early civilizations prior to 1500 A.D. created advantages and disadvantages for human assisted human modification (e.g., irrigation, activities (e.g., exploration, migration, trade, clearing land, building roads) of the physical settlement). DOK 2 environment. DOK 2 SS-07-4.2.2 Students will describe and give SS-07-4.4.2 Students will describe ways in examples of how places and regions in early which the physical environment (e.g., natural civilizations prior to 1500 A.D changed over time resources, physical geography, natural disasters) as technologies, resources and knowledge became both promoted and limited human activities available. DOK 2 (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

Second Street Bridge in Louisville, Kentucky

KY7

0004-0007 CCA-874652.indd 7 10/6/06 10:30:03 AM * SS-07-4.4.3 Students will explain how The Factual and Interpretive Nature of History the natural resources of a place or region SS-07-5.1.1 Students will use a variety of tools impact its political, social and economic (e.g. primary and secondary sources) to describe development in early civilizations prior to and explain historical events and conditions and 1500 A.D. to analyze the perspectives of different individu- Kevin R. Morris/CORBIS als and groups (e.g., gender, race, region, ethnic Historical group, age, economic status, religion, political group) in early civilizations prior to Perspective 1500 A.D. DOK 3 History is an account of events, people, ideas SS-07-5.1.2 Students will explain how history is and their interaction over time that can be a series of connected events shaped by multiple cause-and-effect relationships and give examples interpreted through multiple perspectives. In of those relationships. DOK 3 order for students to understand the present and plan for the future, they must understand The History of the World the past. Studying history engages students in SS-07-5.3.1 Students will explain and give the lives, aspirations, struggles, accomplish- examples of how early hunters and gather- ments and failures of real people. Students ers (Paleolithic and Neolithic) developed new need to think in an historical context in order technologies as they settled into organized to understand signifi cant ideas, beliefs, themes, civilizations. DOK 2 patterns and events, and how individuals and SS-07-5.3.2 Students will describe the rise of clas- societies have changed over time in Kentucky, sical civilizations and empires (Greece and Rome) the United States and the World. and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3

KY8

0004-0009 CCA-874652.indd 8 10/19/06 11:41:26 AM SS-07-5.3.3 Students will describe the rise of non- Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3 SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited govern- ment, trade, trade associations, capitalism) and give examples of how these developments influ- enced modern societies. DOK 3 * SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

Bluegrass field in eastern Kentucky

KY9

0004-0007 CCA-874652.indd 9 10/13/06 5:54:53 PM DOK represents the Depth of Knowledge, which includes the degree of difficulty of a particular activity or question. The Depth of Knowledge levels are explained in detail on page KY32.

Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Formation of Governments SS-07-1.1.1 Students will compare purposes and 16-20, 23, 31, 43, 44, 19, 23, 108, 112D, 112, SE: 23, SE: 43, SE: 48, SE: 533 sources of power in the most common forms of 48, 73, 87, 89, 100, 124-125, 128, 130-131, 138, 326 44, 124, 467, 478 TWE: government (monarchy, democracy, republic, 107, 124-133, 137-140, 138-141, 143, 147, 197, TWE: 140 TWE: 19, 273, dictatorship) in early civilizations prior to 1500 A.D. 147-149, 197, 208, 258D, 269-273, 284- 112D, TWE: 112, 525 617 DOK 2 229, 230, 247-249, 285, 291, 326, 399, 125, 130 253, 261, 265-273, 440D, 462, 488, 492, 258D 280-285, 295-296, 493, 523, 525, 532, 325-326, 375, 399, 563, 614-617 432, 460-462, 467, 477, 478, 488, 492- 494, 523-525, 530- 533, 559-563, 611, 614-617 SS-07-1.1.2 Students will describe and give 122-130, 139-142, 147- 108, 112D, 112, 122, SE: 326 SE: 130, SE: 148, TWE: examples to support how some early civilizations 149, 273, 325, 326 123-124, 130, 138, TWE: 140 149 271 (Greece, Rome) practiced democratic principles (e.g., 140-143, 147, 269, 112D, TWE: TWE: justice, equality, responsibility, freedom). DOK 3 270, 271, 326 112 122, 123, 143, 269 130 Cultures & Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Elements of Culture SS-07-2.1.1 Students will explain how elements of 14, 19, 20-21, 39-46, 20, 28, 35, 42-46, 49- SE: 218, SE: 21, SE: 219, SE: 189 culture (e.g., language, the arts, customs, beliefs, 49-51, 53-61, 64, 67, 50, 53-58, 61-62, 64, 476, 504 143, 305 349, TWE: literature) defined specific groups in the early 69, 74-75, 78-79, 80- 67, 69, 70, 78-85, 89, TWE: TWE: 420, 587 20, 28, civilizations prior to 1500 A.D. and resulted in unique 85, 89, 93-107, 118- 91-102, 105, 108, 303, 503 203, 228 TWE: 142, 474 perspectives. DOK 2 120, 126-129, 140-144, 112D, 118-120, 129, 169 146-149, 152-173, 178, 141-144, 150-153, 155- 182-197, 202-208, 213- 173, 183-187, 196, 198, 219, 226-231, 233-239, 199, 203-208, 214-216, 247, 249, 250, 252- 221, 226-229, 233-239, 253, 258, 294, 303- 252-253, 303-316, 319, 316, 319, 333, 322, 333, 338-339, 342-395, 420-422, 343, 344-357, 360- 432, 440, 454-459, 364, 368-395, 420- 463-469, 474-506, 422, 432-433, 435, 523-531, 545-552, 440D, 441, 454-456, 562-563, 585-592, 463-467, 474-476, 608-615, 619-621 499-504, 523, 524-531, 545-552, 585-592

*Supporting standard proposed for local instruction KY10

0010-0015 COR-874652.indd 10 10/7/06 8:29:30 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Social Institutions * SS-07-2.2.1 Students will compare how cultures 14-15, 19-21, 28, 32, 19-21, 28, 45-46, 64, SE: 45, SE: 81, SE: 334, TWE: (early civilizations prior to 1500 A.D.) developed social 45-46, 64, 74, 78-86, 78-79, 89-90, 95-96, 160, 201, 92, 121, 356, 517 19, 470, institutions (family, religion, education, government, 89-90, 94-102, 119- 119, 121-123, 126-127, 470 200 TWE: 520, economy) to respond to human needs, structure 123, 126-129, 139-140, 140, 143, 160, 200-201, TWE: TWE: 227, 550 545, 614 society and influence behavior. 143, 160, 200-201, 227, 234-235, 273, 226 123 226-229, 234-235, 307-308, 334-355, 249, 269-273, 307- 356, 363, 368-395, 308, 319, 334, 355, 470, 517, 519-520, 545- 356, 363, 368-395, 546, 550, 592, 614-617 424, 469, 470, 492, 493, 516-520, 530, 537, 545-546, 550, 592, 614-617 Interactions Among Individuals and Groups SS-07-2.3.1 Students will explain how conflict and 62, 120, 134-137, 144- 134-135, 137, 145, 176, SE: 144, SE: 134, SE: 137, SE: 179, competition (e.g., political, economic, religious, 146, 147, 148, 157-158, 179, 274-276, 281, 284, 157, 281 176, 274, 426 326 ethnic) occurred among individuals and groups in 176-179, 274-276, 280- 296, 323, 541-543, TWE: 276 TWE: TWE: early civilizations prior to 1500 A.D. DOK 2 281, 322-324, 326, 557 137, 275 TWE: 541, 542, 134, 543 409, 426, 541-543, 284 557 557-560 SS-07-2.3.2 Students will explain how compromise 139, 287, 294, 296, 287, 530, 531 SE: 531 SE: 294, SE: 592 TWE: and cooperation were possible choices to resolve 373, 410, 503, 530, TWE: 296, 537 TWE: 531 conflict among individuals and groups in early 531, 537, 592 287 287, 531 civilizations prior to 1500 A.D. DOK 2 Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Scarcity SS-07-3.1.1 Students will explain and give examples 246-247, 417-419, 447, 417, 418 SE: 447 SE: 449 of how scarcity required individuals, groups and 449 TWE: governments in early civilizations prior to 1500 A.D. to 418 make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2 Production, Distribution, and Consumption SS-07-3.4.1 Students will explain ways in which the 15, 41-43, 121, 292- 42, 43, 319, 320, 410, SE: 42, SE: 43, TWE: basic economic questions about the production, 294, 319-320, 386, 530, 611, 612 293, 451 121, 451 42, 410 distribution and consumption of goods and services 410, 450-451, 503, TWE: were addressed in early civilizations prior to 529, 530, 611, 612 410 1500 A.D. DOK 2 SS-07-3.4.2 Students will describe how new 11, 14-15, 31, 230, 231, 15, 42, 410, 419, 420, SE: 14, SE: 11, SE: 420, TWE: knowledge, technology/tools and specialization 234, 235, 410, 418- 422, 503 15, 231 15, 235, 422 410, 420 increased productivity in early civilizations prior to 420, 422, 503, 529- TWE: 422 TWE: 1500 A.D. DOK 2 530 422, 503 TWE: 15, 419 410

KY11

0010-0015 COR-874652.indd 11 10/7/06 8:29:49 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. The Use of Geographic Tools SS-07-4.1.1 Students will use a variety of GH4-GH13, TOOLS 1- GH4-GH13, TOOLS 1- SE: 14, SE: 44, SE: 269, SE: 251, geographic tools (maps, photographs, charts, graphs, TOOLS 11, 9, 13-14, TOOLS 11, 34D, 44, 39, 213 125, 132 323 479, 561 databases) to interpret patterns and locations on 17, 28, 39, 44-45, 51, 62, 76D, 90, 111, 112D, TWE: TWE: TWE: TWE: Earth’s surface in early civilizations prior to 1500 A.D. 62, 70, 90, 117, 121, 117, 134, 140, 142, 220D, 34D, 134 380, 464, 473 DOK 3 125, 132, 134, 140, 150D, 176, 190D, 213, 274 409, 425 142, 144, 162, 176, 220D, 258D, 263, 274, 179, 195, 197, 198, 288, 298D, 323, 329, 210, 213, 225, 226, 361, 368D, 374, 380, 230, 233, 241, 246, 383, 404D, 409, 411, 247, 263, 269, 274, 425, 431, 433, 440D, 288, 292, 305, 308, 445, 446, 448, 451, 318, 323, 329, 352, 463, 464, 473, 508D, 361, 374, 380, 381, 513, 514, 516, 518, 538, 383, 385, 393, 409, 540, 542, 548, 554, 411-412, 424, 425, 431, 568D, 573, 577 433, 445, 446, 451, 452, 463, 464, 469, 473, 479, 485, 513, 514, 516, 518, 524, 527, 538, 540, 542, 548, 554, 555, 557, 561, 573, 575, 577, 586, 590 * SS-07-4.1.2 Students will describe how different 10, 17-18, 23, 31, 32, 18, 19, 40, 117, 178, SE: 195, SE: 23, SE: 17, SE: 18, factors (e.g., rivers, mountains, plains) affected where 39-40, 117, 118, 195- 196, 225, 226, 231, 225, 451 445, 32, 297, 19, 251 human activities were located in early civilizations 196, 218, 219, 225-226, 263, 447, 592 TWE: 485, 581 449, 579 TWE: prior to 1500 A.D. 246-247, 250, 263- 196, 447 TWE: 196, 226 264, 267, 373, 389, 117 445-449, 477, 485, 490, 574-581, 590-592 Regions SS-07-4.2.1 Students will describe how regions in 14-18, 29, 31, 39, 40, 13, 15, 16, 18, 40, 77, SE: 117, SE: 15, SE: 17, SE: 251, early civilizations prior to 1500 A.D. were made 117, 195-197, 213, 218- 117, 123, 135, 176, 178, 219 40, 197 579, 602 507 distinctive by human characteristics (e.g., dams, 219, 226, 242, 246- 196, 213, 221, 225-226, TWE: TWE: TWE: TWE: irrigation, roads) and physical characteristics (e.g., 247, 250-251, 263-267, 231, 263, 291, 305, 18, 123, 117, 225 291, 575 178, 196, mountains, bodies of water, valleys) that created 305, 373, 383, 389, 447, 575, 580, 592 176 226 advantages and disadvantages for human activities 445-451, 477, 485, (e.g., exploration, migration, trade, settlement). 490, 506-507, 573- DOK 2 583, 590-592, 602

KY12

0010-0015 COR-874652.indd 12 10/7/06 8:30:05 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-07-4.2.2 Students will describe and give 13, 14, 183, 234, 235, 13, 183, 291, 305, 447 SE: 14 SE: 235, TWE: examples of how places and regions in early 291, 305, 419-420, 448 TWE: 291 183, 305 civilizations prior to 1500 A.D changed over time as 447 TWE: 13 technologies, resources and knowledge became available. DOK 2 Patterns SS-07-4.3.1 Students will describe patterns of 10, 14, 17, 18, 31, 117, 117, 196, 231, 263, SE: 226, SE: 14, SE: 17 TWE: human settlement in early civilizations prior to 1500 120, 196-197, 226, 470, 580 580 117, 197, TWE: 196 A.D. and explain how these patterns were influenced 263, 264, 373, 486, TWE: 263 263 by human needs. DOK 2 580 117, 231 TWE: 196, 580 SS-07-4.3.2 Students will explain why and give 10, 15, 33, 39, 179, 15, 123, 197, 198, 470, SE: 373, SE: 15, SE: 33, TWE: examples of how human populations changed and/or 183, 196, 198, 199, 473, 580 447, 473, 469, 478 473, 579 473 migrated because of factors such as war, disease, 373, 447, 469, 472, 581 TWE: economic opportunity and technology in early 473, 477, 478, 479, 123, 198 civilizations prior to 1500 A.D. DOK 3 486, 579, 580, 581 Human-Environment Interaction SS-07-4.4.1 Students will explain how technology in 11, 15, 18, 21, 23, 31, 15, 23, 197, 291, 305, SE: 120, SE: 15, SE: 11, SE: 23 early civilizations prior to 1500 A.D. assisted human 41, 120, 197, 234-235, 447 235, 291, 21, 235 291 TWE: modification (e.g., irrigation, clearing land, building 291, 305, 389, 574 305 TWE: TWE: 291 roads) of the physical environment. DOK 2 TWE: 15 23, 197 305 SS-07-4.4.2 Students will describe ways in which 10, 13, 17, 18, 23, 31, 18, 19, 40, 117, 123, SE: 32, SE: 23, SE: 17, SE: 23, the physical environment (e.g., natural resources, 32, 39, 40, 41, 71, 117, 135, 176, 178, 213, 39, 117 40 219 507 physical geography, natural disasters) both promoted 118, 195, 196, 197, 225, 226, 231, 263, TWE: TWE: TWE: TWE: 18 and limited human activities (e.g., exploration, 213, 218-219, 226, 246- 580, 592 40, 176 117, 123, 19, 135, migration, trade, settlement, development) in early 247, 250, 263, 264, 178 226 civilizations prior to 1500 A.D. DOK 2 267, 373, 383, 445- 451, 477-479, 485, 490, 506-507, 573- 583, 590-592 * SS-07-4.4.3 Students will explain how the natural 17-18, 31, 39, 40, 117- 40, 117, 196, 225, 226, SE: 39, SE: 267, SE: 17 TWE: 40 resources of a place or region impact its political, 118, 195-196, 226, 263 40, 267 485 TWE: social and economic development in early civilizations 263, 267, 373, 445- TWE: TWE: 40, 196 prior to 1500 A.D. 447, 485 40, 117 225, 226, 263

KY13

0010-0015 COR-874652.indd 13 10/7/06 8:30:21 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Historical Perspective History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. The Factual and Interpretive Nature of History SS-07-5.1.1 Students will use a variety of tools (e.g. 10, 24-25, 33, 75, 83, 24-25, 41, 89, 145, SE: 10, SE: 105, SE: 85, SE: 25, primary and secondary sources) to describe and 85, 89, 102, 105, 122, 180, 181, 284, 285, 33, 83, 135, 145, 102, 149 181, 212, explain historical events and conditions and to 135, 145, 149, 175, 348, 488, 532, 533, 122, 175 207 TWE: 41, 285, 533 analyze the perspectives of different individuals and 180-181, 183, 189, 616, 617, 716, 736, 737, TWE: 24 181 groups (e.g., gender, race, region, ethnic group, age, 206-207, 212, 214, 219, 738-747 economic status, religion, political group) in early 251, 264, 270, 282, civilizations prior to 1500 A.D. DOK 3 284-285, 297, 304, 320, 322, 330, 337, 348, 367, 382, 391, 397, 413, 420, 428, 439, 462, 465, 479, 488, 495, 507, 532- 533, 537, 539, 546, 561, 597, 599, 603, 614, 616-617, 621, 653, 703, 716, 736-747 SS-07-5.1.2 Students will explain how history is a TOOLS 5, 15, 39-41, GH15, TOOLS 6, 96, SE: SE: 15, SE: 67, SE: 137 series of connected events shaped by multiple cause- 46, 67, 91, 92, 96, 117- 210, 220D, 244, 263, TOOLS 46, 118, 92, 201 TWE: and-effect relationships and give examples of those 118, 134-137, 148, 195- 265, 275, 281, 323, 5, 248, 148 TWE: 275, 278, relationships. DOK 3 196, 201, 210, 248, 325, 409, 447, 482, 283, TWE: 96 210, 325, 611 263, 274-276, 277- 483, 523, 549, 611, 324, 326 220D 283, 317-326, 336, 667, 720 359-364, 410, 447, 482-483, 485-486, 490, 528-531, 541-543, 560, 609-612, 669, 720 The History of the World SS-07-5.3.1 Students will explain and give examples 10-15, 31, 32, 33, 573- 10, 11, 12, 13, 15, 31, SE: 32, SE: 15 SE: 11, TWE: of how early hunters and gatherers (Paleolithic and 575, 580, 581 574, 575, 580, 581 581 TWE: 12, 32 574 Neolithic) developed new technologies as they settled TWE: 10, 11, TWE: into organized civilizations. DOK 2 12, 31 31, 580 13, 31, 575

KY14

0010-0015 COR-874652.indd 14 10/7/06 8:30:36 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-07-5.3.2 Students will describe the rise of 116-123, 125-130, 132- 112D, 112, 113, 117- SE: 148, SE: 140 SE: 146, SE: 141, classical civilizations and empires (Greece and Rome) 137, 138-146, 147, 148, 146, 150D, 150-151, 163, 173 TWE: 149 173 and explain how these civilizations had lasting 149, 154-163, 168-173, 155-163, 169-179, 183- TWE: 112, 119, TWE: TWE: impacts on the world in government, philosophy, 174-179, 182-186, 187, 186, 258-259, 263- 117, 122 123, 127 142, 143, 112D, architecture, art, drama and literature. DOK 3 188, 189, 262-267, 283, 287-294, 299, 322 118, 268-276, 277-283, 303-310, 325-326 150D 286-294, 295, 296, 297, 302-310, 325-326 SS-07-5.3.3 Students will describe the rise of non- 16-33, 38-46, 47-52, 17-31, 34D, 34-35, 40- SE: 52, SE: 46 SE: 216 SE: 25 Western cultures (e.g., Egyptian, Chinese, Indian, 59-75, 194-201, 209- 53, 60-72, 191, 195- 216, 231 TWE: TWE: TWE: Persian) and explain ways in which these cultures 219, 224-239, 249-253 201, 210-216, 221, TWE: 44, 50, 25, 51, 34D, 42, influenced government, philosophy, art, drama and 225-239 17, 211 64, 198 205, 228 204, 213 literature in the present day. DOK 3 SS-07-5.3.4 Students will describe developments 412-415, 417-422, 426, 412-415, 419, 420, 422, SE: 415, SE: 413, SE: 415 SE: 533, during the Middle Ages (feudalism, nation states, 429, 432, 438, 447- 439, 441, 447, 451, 531, 543, 415, 543 TWE: 561 monarchies, religious institutions, limited government, 453, 461-479, 487-507, 453, 463-476, 488- 552, 560 TWE: 414, 523, TWE: trade, trade associations, capitalism) and give 514-563, 671-673 504, 508-509, 514-559 508, 511 524, 542 525, 547, examples of how these developments influenced 548 modern societies. DOK 3 * SS-07-5.3.5 Students will explain how the Age of 433, 434, 594-596, 594-596, 654D, 659, SE: 595, SE: 597, SE: 703 SE: 603 Exploration (early civilizations prior to 1500 A.D.) 600, 602, 603, 659- 660-667 602, 702 660, 702 TWE: TWE: produced extensive contact among isolated cultures 664, 673, 701, 702, TWE: TWE: 595, 596 654D, and explain the impact of this contact. 703 594, 659 596, 667 661

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0010-0015 COR-874652.indd 15 10/7/06 8:30:50 AM ou will take a variety of standardized tests as you go through Yschool. Standardized tests help you work on a variety of skills. These include reading comprehension, critical thinking skills, under- standing the main idea, and interpreting charts, maps, and graphs. Mastering these skills will benefi t you throughout your education. In addition, standardized tests help you and your teacher identify test- taking skills that need improvement.

Pages KY18–KY28 of this text include a section called Standardized Test Practice. Each page contains several multiple choice questions that WEEK 4: Geography Spread of Early Humans 30°E90E Herodotus said, 9090°E150E “T 150°E he Nile, when it 40,000 25,000 floods, spreads ov 60 er not only the Delta are just like those found on standardized tests. °N years ago years ago but parts of what are called Libya and ASIAASIA Assyria for two days’ journey in either EUROPEEUROPE direction, more or less….” 100,000 Completing a few questions each week will help 30°N years ago 3. Read the above pas AFRICAAFRIC sage. Which state- A ment below is bas 150,000–200,000 ed on the informa- 0° tion here? years ago EQUEQUAEQUATOATORTOR 50,000 years ago you grow familiar with this question format. A The flooding of the Ni le could extend far fr 30°S om the river banks. AUSTRALIAAUSTRALIA B Herodotus was a famous Egyptian. N 0 2,0002,000 mimi.. C Egypt developed irri Working through these sample questions gation systems WWEE KEY 0 2,0002,000 kmkm that were based in MercatoMMercatorer Movement of the Nile River. catorr pproprojecrojjectioecttionion S early humans D Dams were an important pa Egyptian rt of water management. will also help you and your teacher identify Geogr 1. According30 °E90°E150aphy: SS-07-4.4.2 °E to the map, from which area did human migration start? DOK 2 (See textbook page 39.) A Asia test-taking skills that need improvement. 4. B Europe Where did the religion known as C Africa Judaism begin? 60°N D Australia A Canaan For example, on multiple choice tests it is Geogr B Jerusalem aphy: SS-07-4.3.1 DOK 1 C Egypt (See textbook page 9.) ASIAD Babylon Geogr useful to eliminate answers you know are 2. Early city-states developed between aphy: SS-07-4.3.1 EUROPEthe Tigris and Euphrates Rivers in DOK 1 (See textbook page 81.) . Historians call this region the wrong in order to fi nd the answer that is Fertile Crescent. A Mesopotamia 30°N B China C Northern Europe Week 4 Test-Taking Tip: When answer- correct. Practicing skills like this one helps ing a question using a map, such as D South America Question 1, be sure to carefully read the AFRICA Geography: SS-07-4.4.3 map’s title to help you understand what DOK 1 kind of a map it is. Make sure the informa- you feel more comfortable when you take a (See textbook page 18.) tion on the map supports your answer. 50,000 150,000–200,000 EQUATOR standardized test. 0° years ago years ago

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00118-08-0002727 SS Plan to spend a few minutes each day TP-874TP-874652.ind652.inddd21 21 working on test preparation. Most practice 30°S AUSTRALIA 10/6/06 2 :27:46 PM N questions are multiple choice. Some 0 2,000 mi. KEY WWEE 0 2,000 km Movement of include documents, maps, charts, Mercator projection S early humans and graphs that you must interpret to correctly answer the questions. Some questions are open response 1. According to the map, from which area did human migration start? and require you to construct an A answer. If you have diffi culty Asia B Europe with any question, you can refer C Africa to the pages in your textbook D Australia referenced in parentheses at the Geography: SS-07-4.3.1 bottom of the question. DOK 1 (See textbook page 9.)

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0016-0017 PST-874652.indd 16 10/14/06 11:40:04 AM

0018-0027 STP-874652.indd 21 10/6/06 2:27:46 PM Your textbook also contains other opportunities to prepare for standardized tests. Take advantage of these opportunities to help you practice your skills before you take a test. • The section contains many maps, charts, and skills pages that have questions that help you understand and read the text. • For additional help reading maps, graphs, and charts, use the StudentWorks™ Plus CD-ROM. The In Motion graphics allow you to explore different layers of information for many of the visuals found in the textbook. Interpreting a Map • The section assessments at the end of each The Co Before 1492, people lumbian Exchange Europe living in 60

in the Eastern Hemisphe ° had no idea that the re N

section allow for further practice in analyzing continents of CLE Standardiz R North America and South ARCTIC CI

30°

the Western Hemisp America in T EUROPE N was the ye here existed. That H

ar Christopher Columbus E and understanding information. first r es eached the C as

or se Pr Test ed Americas. His voyage A n, i of explora Beans, Chocolate, D s tion paved the way for other M , e es s s ea TR or is European OP H D E I voyages to t C O le, t, F C tt ea he Western 0 ANC Ca h Hemisphe ° R ER W re. The voyages of the N

I AFRICA early explorer actice • Study Central™ at jatea.glencoe.com helps W C s brought together two E worlds. Previously these parts of the A S E S nslaved People globe had no contact TOR Tra with each other 90°W EQUA de between the hemisp . 60°W you further review section content. 30 0 changed life for people on bothheres °W ° sides of th e Atlantic Ocean. The trade between the peoples of the Eas 5. What did the Americas sphere and the We tern Hemi- Europe? acquire from • The chapter assessments provide more referred to as the Columstern Hemisphere is 6. What peopl bian Exchange. e were brought from Afric Skills Practice to the Americas? a opportunities to practice your skills. Although 7. In what dir globes are ection is Eur rate way to show the best, most accu- Americas? ope from the people places on the round earth, can more easily u places. se maps to r Amap is made epresent by taking data fr • The questions in the Standardized Test round globe and placing it on a flat surface.om a To read a map, first r ead the title to determine Standar the subject of the map. Then r dized or the labels on ead the map key Tes Practice section at the end of the textbook the map to t Practice colors and sym find out what the DIRECTIONS: bols on the map mean. Use the Use the map and y compass rose to ide knowledge of social s our ntify the four car the follo tudies to answ directions of north, south, dinal wing question on a separ er help you prepare for the multiple choice sheet of pape ate Study the map o east, and west. r. f the Columbian and answer the ques 1. Which Exchange of the following statements abo separate sheet of paper.tions that follow on a the Columbian Exc ut hange is tr A Food products w ue? style of most standardized tests. ere 1. What is the subject of the map? between Africa and thetraded only Americas. B Europeans 2. What do the arr acquired cattle fr ows represent? Americas. om the 3. What cont C Europeans inents are shown on introduced th and beans to Nativ corn, tomatoes, 4. What foods did Eur e map? e Americans. D Enslav from the Americas? opeans acquir ed Africans w e Americas. ere brought to the

Standardiz ed Test Practice Standardized727 A Go to bed early the night before the test. Test Practice B Read each question carefully and think DIRECTIONS: Use the map and your about ways to solve it before you try to knowledge of social studies to answer answer the question. the following question on a separate C Relax. Most people get nervous when tak- sheet of paper. ing a test. It’s natural. Just do your best. 1. Which of the following statements about D Answer questions you are sure about fi rst. the Columbian Exchange is true? If you do not know the answer, skip it and A Food products were traded only go back to that question later. between Africa and the Americas. E Make sure to look at any visuals that are B Europeans acquired cattle from the part of the question before you select your Americas. answer.

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0016-0017 PST-874652.indd 17 10/13/06 6:04:21 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 1: Government & Civics 3. Ghana became a powerful kingdom in Pericles’ Funeral Oration West Africa by “Our constitution is called a democracy because power is in the hands not of a minority but of the whole peo- A maintaining a small and cheap army. ple. When it is a question of settling private disputes, B developing a democratic everyone is equal before the law; when it is a question government. of putting one person before another in positions of C controlling the salt and gold trade. public responsibility, what counts is not membership of D selling vast quantities of iron ore. a particular class, but the actual ability which the man possesses. No one…is kept [out of government] Government & Civics: SS-07-1.1.1 because of poverty.” DOK 1 (See textbook page 448.) —Pericles, as recorded by Thucydides, History of the Peloponnesian War 4. Open Response: Roman Goverment 1. Read the quotation above. Why did Pericles call his government a democ- The ancient Romans developed many racy? concepts of government that have had a great impact on American democracy. A Only rich people could vote. a. Explain how the Romans handled B Public office could be held by any one of the following aspects of gov- person of the nobility. ernment: C Public offices were for men only. • justice D Power belonged to all the people. • responsibility Government & Civics: SS-07-1.1.2 • freedom DOK 2 b. Explain why these contributions are (See textbook page 140.) still important today. 2. The introduction of civil service exam- Government & Civics: SS-07-1.1.2 inations in China eventually led to DOK 3 (See textbook pages 270–273, 325–326.) A the fall of the Song dynasty. B the rise of the scholar-official class. 4. (Answers to the Open-Response Question C the acceptance of Buddhism. will vary but should analyze the impact of D the expansion of the Chinese empire. Romans on our society today.) Government & Civics: SS-07-1.1.1 DOK 2 (See textbook page 415.) As you read the Week 1 Test-Taking Tip: first part of a multiple choice question, try to anticipate the answer before you look the at the choices. If your answer is one of choices, it is probably correct.

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0018-0027 STP-874652.indd 18 10/13/06 6:06:07 PM WEEK 2: Cultures & Societies 3. Aesop wrote his fables to A letter from Paul to the church in Rome, c. A.D. 56 “Love must be sincere. Hate what is evil; cling to A praise Greek military heroes. what is good. Be devoted to one another in broth- B teach Greeks about their past. erly love. Honor one another above yourselves. C provide entertainment only. Never be lacking in zeal, but keep your spiritual D teach a moral lesson. fervor, serving the Lord. Be joyful in hope, patient Cultures & Societies: SS-07-2.2.1 in affliction, faithful in prayer. Share with God’s people in need.” DOK 1 (See textbook page 158.) —The Holy Bible, Romans, 12:9-13 4. During the Crusades, Europeans 1. According to Paul, how should early fought a series of wars to Christians treat each other? A take back the Holy Land from the A Only brothers should be devoted to Muslims. one another. B reunite the Holy Roman Empire. B People should take care of them- C drive back the Germanic invaders selves first. from Rome. C People should avoid affliction. D find medicines to combat the Black D People should share with the needy. Plague. Cultures & Societies: SS-07-2.3.2 Cultures & Societies: SS-07-2.3.1 DOK 2 DOK 1 (See textbook page 349.) (See textbook pages 541–543.)

2. The Sumerian system of writing known as cuneiform was made up of

A Read the ques- about 30 letters representing sounds. Week 2 Test-Taking Tip: B picture symbols representing objects, tion carefully. If you do not immediately ideas, and sounds. recognize the correct answer, eliminate C characters that represented ideas answers that you know are incorrect and only. narrow your choices. D wedge-shaped markings first used to track business deals. Cultures & Societies: SS-07-2.1.1 DOK 1 (See textbook page 20.)

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0018-0027 STP-874652.indd 19 10/6/06 2:27:21 PM WEEK 3: Economics 3. In medieval Europe, business groups called guilds A decided how goods were to be made and what their prices would be. B financed expeditions to the Americas. C created political groups that chal- lenged the king’s power. D paid taxes only on goods purchased on the Silk Road. Economics SS-07-3.1.1 1. One of the Seven Wonders of the DOK 1 Ancient World was the Hanging (See textbook page 530.) Gardens of Babylon. Based on the image, what purpose did the complex 4. Open Response: irrigation systems serve the garden? Ancient Economies A provided water for complex gardens Constantine tried to improve the B provided protection from attack Roman economy by making the sons of farmers and workers follow their C provided water travel throughout Babylon father’s trades. D provided clean drinking water Do you think his methods had the Economics: SS-07-3.4.2 potential for success? Explain your answer. DOK 2 (See textbook page 29.) Economics: SS-07-3.1.1 DOK 2 2. Why was the Silk Road important to (See textbook page 320.) China? 4. (Answers to the Open-Response question will vary, A It was the only way China could but should display analysis of Constantine’s gain access to silk. economic policy.) B Caravans carried goods over it to Southeast Asia. C It brought China into contact with many other civilizations and led to an exchange of goods and ideas. Read open- D Chinese troops used it to conquer Week 3 Test-Taking Tip: Tibet. response questions carefully. Some open- response questions have multiple parts. Economics: SS-07-3.4.1 Make sure you answer each part. DOK 2 (See textbook page 247.)

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0018-0027 STP-874652.indd 20 10/6/06 2:27:32 PM WEEK 4: Geography

Spread of Early Humans Herodotus said, “The Nile, when it 3030°EE9090°EE150115050°E floods, spreads over not only the Delta 25,000 40,000 years ago but parts of what are called Libya and 60°N years ago Assyria for two days’ journey in either ASIA direction, more or less….” EUROPE 100,000 3. Read the above passage. Which state- 3300°N years ago ment below is based on the informa- AFRICA tion here? 50,000 150,000–200,000 EEQUATORQUATOR 0° years ago years ago A The flooding of the Nile could extend far from the river banks. B Herodotus was a famous Egyptian. 3030°S AUSTRALIA C Egypt developed irrigation systems N 0 2,000 mi. KEY that were based in the Nile River. W E 0 2,000 km Movement of D Dams were an important part of Mercator projection S early humans Egyptian water management. Geography: SS-07-4.4.2 1. According to the map, from which DOK 2 area did human migration start? (See textbook page 39.) A Asia 4. Where did the religion known as B Europe Judaism begin? C Africa A Canaan D Australia B Jerusalem Geography: SS-07-4.3.1 C Egypt DOK 1 D Babylon (See textbook page 9.) Geography: SS-07-4.3.1 2. Early city-states developed between DOK 1 the Tigris and Euphrates Rivers in (See textbook page 81.) . Historians call this region the Fertile Crescent. A Mesopotamia When answer- B China Week 4 Test-Taking Tip: C Northern Europe ing a question using a map, such as Question 1, be sure to carefully read the D South America map’s title to help you understand what Geography: SS-07-4.4.3 kind of a map it is. Make sure the informa- DOK 1 tion on the map supports your answer. (See textbook page 18.)

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0018-0027 STP-874652.indd 21 10/6/06 2:27:46 PM WEEK 5: Historical Perspective 3. What helped Europeans learn more “After the …[disease] many buildings of all sizes about the size of the oceans and conti- in every city fell into total ruin for want of inhabit- nents? ants. Likewise, many villages and hamlets were deserted, with no house remaining in them, A maps created in ancient Greece because everyone who lived there was dead, and B the invention called the compass indeed many of these villages were never inhab- C the voyages from the Age of ited again. In the following winter there was such Exploration a lack of workers in all areas of activity that it was D a new scientific encyclopedia thought that there had hardly ever been such a Historical Perspective: SS-07-5.3.5 shortage before. . . .” DOK 1 (See textbook page 659.) —Historian Henry Knighton, c. 1388 4. Which event contributed to the rise of 1. According to the passage, what was feudalism? one effect of the Black Death? A the Viking invasions A increase in labor supply B the growth of towns B cities fell into ruin C the Crusades C harsh winter D the collapse of Charlemagne’s D disease empire Historical Perspective: SS-07-5.1.1 Historical Perspective: SS-07-5.3.4 DOK 1 DOK 1 (See textbook page 554.) (See textbook page 523.)

2. What two important actions led to the acceptance of Christianity in Rome?

A Jesus’ crucifixion and Paul’s As you read preaching throughout Asia Week 5 Test-Taking Tip: a question, identify key terms to help you B Christian persecutions and the focus on the main idea of the question. conversion of Saul C Constantine’s conversion and Theodosius’s outlawing other religions D fires in Rome and the Battle of the Milvian Bridge Historical Perspective: SS-07-5.1.2 DOK 2 (See textbook page 354.)

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0018-0027 STP-874652.indd 22 10/6/06 2:28:14 PM WEEK 6: Cultures & Societies 3. How did the development of “A widow, on the death of her husband, may have Sanskrit improve life in ancient her marriage portion and inheritance without diffi- India? culty….she may remain in her husband’s house for forty days after her husband’s death, within A by contributing to mathemati- which time her dower [property from marriage] cians’ invention of algorithms shall be assigned to her.” B by allowing people to write down sacred texts —Magna Carta C by teaching Indians to care more about the sufferings of others 1. According to this passage, what right D by creating a new caste group that did a woman have after her husband served as priests died? Cultures & Societies: SS-07-2.1.1 A to inherit all his possessions DOK 2 B to make all her own decisions (See textbook page 199.) C to live in his house for forever 4. Chinese inventions had a strong D to her inheritance and marriage portion impact on European civilizations. For example, the compass Cultures & Societies: SS-07-2.3.2 A DOK 1 let Europeans know that the (See textbook page 537.) Americas existed. B taught Europeans how to build bet- 2. What feature did most Greek city- ter boats. states have in common? C encouraged Europeans to explore the world. A They were built on top of a mountain for safety. D allowed Europeans to build strong armor. B They had an acropolis and an agora. C They had large populations of more Cultures & Societies: SS-07-2.3.1 than 300,000 people. DOK 2 D They had democratic governments. (See textbook page 659.) Cultures & Societies: SS-07-2.2.1 DOK 1 (See textbook page 122.) Although you Week 6 Test-Taking Tip: may not immediately recall the answer, start by eliminating answer choices that you know are incorrect.

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0018-0027 STP-874652.indd 23 10/13/06 6:07:44 PM WEEK 7: Geography 2. How did geography influence early Ancient Egypt Greek communities? 3030°E 3535°E A City-states grew only in river MediterraneanMediterranean SeaSea DeadDead valleys. SeaSea Nile Delta B Fiercely independent communities LOWER EGYPT Giza Cairo developed. 3030°N Great Pyramid SaqqˆaraSaqqˆara ArabianArabian C Greeks united under one central and Sphinx DesertDesert government. D WesternWestern N EasternEastern Greeks lacked organized govern- i le DesertDesert RDesertDesert . ment. RedR Sea UPPER EGYPT e d Geography: SS-07-4.1.2 S e Thebes a DOK 1 2525°N N (See textbook page 117.) FirstFirst CataractCataract W E TROPICTROPIC OF CANCERCANCERANCER S NUBIA 3. As the Romans expanded throughout Nile ValleyValley Italy, they built roads between mili- Second Cataract tary settlements 0 0 100 miles100 miles A 0 100 kilometers100 kilometers to allow troops to travel swiftly Azimuthal Equidistant projection through the region. B to help the merchants come visit 1. Study the map of ancient Egypt and them. the Nile River valley. Which of the C to allow generals to return to Rome following choices was a result of the for festivals. Nile River’s flooding? D to prevent soldiers from leaving the A development of papermaking army. B fertile soil allowing for good Geography: SS-07-4.4.1 farming DOK 2 C pharaohs built dams to protect (See textbook page 266.) villages D people living along river migrated to other regions Geography: SS-07-4.1.1 Before any DOK 1 Week 7 Test-Taking Tip: (See textbook page 39.) examination, get a good night’s sleep. You er able to recall will feel more alert and bett what you know.

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0018-0027 STP-874652.indd 24 10/7/06 8:35:25 AM WEEK 8: Historical Perspective

Tool Effect 3. At its height, the Roman spear, bow and arrow made hunting easier Empire included North Africa and stretched from bone harpoon and fishhook increased the catch of fish A bone needles made it possible to make Italy to Asia Minor. nets and baskets and to B sew hides together for clothing southern Europe to India. C sharp-edged tools made it easier to cut and dig Gaul to Arabia. D scraping tools made it easier to clean animal northern Europe to Greece. hides Historical Perspective: SS-07-5.3.2 DOK 1 1. Prehistoric people developed tools, (See textbook page 293.) which affected their productivity and way of life. Look at the chart. Which 4. One effect of the Crusades was artifacts, if discovered, would show increased trade between Europe and that a society hunted animals? the Middle East. What was another effect? A spear, bow and arrow A The Crusades weakened the power B bone needles of the pope. C scraping tools B Europeans became more tolerant of D all of the above non-Christians. Historical Perspective: SS-07-5.3.1 C The Crusades helped break down DOK 2 feudalism. (See textbook page 11.) D Millions of Europeans died. 2. What happened as a result of Historical Perspective: SS-07-5.1.1 Alexander the Great’s conquests? DOK 1 (See textbook page 543.) A The Greeks waged the Peloponnesian War against Alexander. B Democracy spread throughout much When of Asia and North Africa. Week 8 Test-Taking Tip: C Greek culture reached southwest answering questions using charts, such as Asia and Egypt. Question 1, remember to use the informa- D Macedonia became one of the most tion in the chart to support your answer. Do important cities in the ancient world. not rely on your memory. Historical Perspective: SS-07-5.3.2 DOK 1 (See textbook page 177.)

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0018-0027 STP-874652.indd 25 10/6/06 2:28:53 PM WEEK 9: Geography 1. Qin Shihuangdi forced to build 4. Open Response: the Great Wall in order to protect Analyzing Population China from invaders from the north. Population Change in Selected A soldiers European Countries, 1200–1500 B farmers C aristocrats 20 D nomads France Geography: SS-07-4.2.1 Italy British Isles DOK 1 (See textbook page 242.) 15

2. Remains found by archaeologists show that the Shang dynasty may have 10 A dug the Grand Canal linking parts of China. in millions of people) (figures B strengthened the Great Wall of 5 China to keep out invaders. C erected ziggurats to worship its gods and goddesses. 0 D built the first Chinese cities. 1200 1300 1400 1500 Source: Colin McEvedy and Richard Jones. Atlas of World Population History. Geography: SS-07-4.2.2 New York: Facts on File, 1979. DOK 1 (See textbook page 206.) According to the chart, the population of Europe dropped significantly 3. Mountains and rivers shaped between 1300 and 1400. What caused European culture by this drop in population, and what impact did it have on Europe? A separating cultures from one another. Geography: SS-07-4.3.2 B leading to devastating weather. DOK 3 C allowing one group to dominate. (See textbook page 555.) D inspiring artists. 4. (Answers to the Open-Response question will vary, but should display an understanding of the effects Geography: SS-07-4.1.2 of the Black Death.) DOK 2 (See textbook 514.)

Pay close atten- Week 9 Test-Taking Tip: tion to the order of events when answering questions that deal with history and time lines. Answers related to historical events and dates may or may not appear in chron- ological order following the question.

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0018-0027 STP-874652.indd 26 10/6/06 2:29:04 PM WEEK 10: Historical Perspective 3. How does the Latin language Dynasties of China, 581–1279 live on in the English language? Sui, 581–618 500 • Built canal linking northern A Judges and lawyers speak Latin 600 and southern China in court. B Many English words come from 700 Tang, 618–907 • Restored civil service Latin. 800 • Distributed land to peasants C • Controlled Tibet Every person has a Latin name. 900 • Traded with Southeast Asia D The English alphabet is the same as 1000 the Latin alphabet. Civil War, 907–960 1100 Historical Perspective: SS-07-5.3.2 1200 DOK 1 Song, 960–1279 1300 • Lost control of Tibet (See textbook page 304.) • Formed alliance with Mongols 4. The Umayyad dynasty lost power 1. China reunited in A.D. 581 under the because Sui dynasty, when a general who A it angered many Muslims, called himself Wendi declared himself especially in Persia. emperor. How many other dynasties B are described on this chart? it could not unite against the Seljuk Turks. A 4 C the Ottomans conquered it with B 3 superior weapons. C 2 D the Moguls did not support its D 1 expansionist methods. Historical Perspective: SS-07-5.3.3 Historical Perspective: SS-07-5.1.2 DOK 1 DOK 1 (See textbook page 409.) (See textbook page 382.)

2. What did Gupta mathematicians develop? A early forms of computers Skim through B the idea of zero Week 10 Test-Taking Tip: C long division a test before you start to answer questions, so you can decide how to pace yourself. D geometry Historical Perspective: SS-07.5.3.3 DOK 1 (See textbook page 215.)

KY27

0018-0027 STP-874652.indd 27 10/6/06 2:29:15 PM Symbols of Kentucky Unlimited Visuals

Nickname State Song The “Bluegrass State” is named for the plenti- “My Old Kentucky Home” by Stephen Collins ful green grasses that grow wild throughout the Foster was designated the state state. Every spring this green grass produces song of Kentucky in 1928. beautiful bluish-purple buds and turns meadows Foster wrote the song in 1850 and fields into seas of blue grass. after he visited relatives in Kentucky. His sister, (bl)Stockbyte, (br)Rob and Ann Simpson/ ce, NY, Charlotte, also influenced the writing of the song. She wrote many letters to her brother from Kentucky, describing the beautiful surroundings and the peo- , Smithsonian Institution/Art Resour ple she met there.

State Tree Kentucky’s State Flag It was not until 1994 that Kentucky chose the

The state flag of Kentucky consists of the Tulip Poplar as its state tree. Before that the (tl)Stockbyte, (tr)National Portrait Gallery state seal surrounded by a wreath of goldenrod, Kentucky Coffee Tree had been the official state the state flower, set on a navy blue background. tree. There was much Although the flag was authorized in 1918, it was debate over which of not until 1928 that the design of the flag was the two trees to use as approved. The current colors on the flag did not the official one, but become official until they were passed into law in the end the in 1962. Tulip Poplar was chosen. The State Seal & Motto Tulip Poplar is a Kentucky’s state seal very fast-grow- was inspired by the ing tree with state’s first governor, bright yellow Isaac Shelby. Shelby flowers that was fond of a song writ- bloom every ten in 1768 by John spring. It is Dickinson called “The also known as Liberty Song.” The state’s motto, “United we the Yellow stand, divided we fall,” comes from this song and Poplar and can appears on the seal. Also included on the seal is grow to over an image of two men shaking hands to symbolize 100 feet tall! unity. The seal is surrounded by two small sprigs of goldenrod.

KY28

0028-0031 FO-874652.indd 28 10/19/06 11:45:04 AM State Flower Goldenrod grows throughout Kentucky, some- times reaching as high as 8 feet (2 m) tall! In 1926 goldenrod was named the official state flower. It gets its name from the small yellow-gold flowers that grow from the plant’s stem. When the goldenrod blooms every summer, bees use the col- orful flowers to make their . Carter/CORBIS State Horse honey. In 1996 Kentucky adopted the Thoroughbred as its official state horse. Although Thorough- breds originated as a cross between English mares and 58 Arabian stallions, they are raised Kentucky’s Counties 8283 57 81 84 56 59 on horse farms throughout the 54 85 118 119 N 60 86 55 80 88 120 53 87 117 state. Thoroughbreds are the fast- 62 61 79 89 115 W E 38 52 116 112 est of horses—they can run 63 78 90 51 64 91 114 113 S 39 110 37 76 92 111 65 108 109 almost 40 miles (64 km) per hour 26 40 77 27 50 93 106 18 19 36 66 75 94 17 107 105 for up to a mile. Because of this, 41 49 96 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/CORBIS, (b) Gary W (tl)Buddy Mays/CORBIS, (tr)Wolfgang 16 74 95 104 20 25 28 73 48 67 103 the Thoroughbred is the king of 10 35 15 24 42 97 102 9 21 29 68 72 101 racing. 13 47 4 5 11 30 34 43 46 98 100 3 8 14 22 23 44 45 69 70 71 99 12 31 32 33 2 6 7 State Bird 1 During a legislative session in 1. Fulton 26. Hancock 5 1. Spencer 76. Jessamine 1 0 1. Leslie 1926, the cardinal was named the 2. Hickman 27. Breckinridge 52. Shelby 77. Madison 102. Letcher 3. Carlisle 28. Grayson 53. Oldham 78. Fayette 103. Perry official state bird of 4. Ballard 29. Edmonson 54. Trimble 79. Bourbon 104. Knott Kentucky. Kentucky 5. McCracken 30. Warren 55. Henry 80. Harrison 105. Pike 6. Graves 3 1 . Simpson 56. Carroll 8 1. Pendleton 106. Floyd is one of seven 7. Calloway 32. Allen 57. Gallatin 82. Kenton 107. Breathitt states that have 8. Marshall 33. Monroe 58. Boone 83. Campbell 108. Wolfe 9. Livingston 34. Barren 59. Grant 84. Bracken 109. Magoffin the cardinal as 10. Crittenden 35. Hart 60. Owen 85. Mason 1 1 0. Johnson its state bird. It 1 1 . Lyon 36. Hardin 6 1 . Franklin 86. Robertson 1 1 1. Martin 12. Trigg 37. Meade 62. Scott 87. Nicholas 1 1 2. Lawrence is one of the 13. Caldwell 38. Jefferson 63. Woodford 88. Fleming 1 1 3. Morgan most beautiful 14. Christian 39. Bullitt 64. Anderson 89. Bath 1 1 4. Menifee 15. Hopkins 40. Nelson 65. Mercer 90. Montgomery 1 1 5. Rowan birds in North 16. Webster 4 1 . Larue 66. Boyle 9 1 . Clark 1 1 6. Elliott America, and the 17. Union 42. Green 67. Casey 92. Powell 1 1 7. Carter 18. Henderson 43. Metcalfe 68. Pulaski 93 Estill 1 1 8. Lewis male cardinal is 19. Daviess 44. Cumberland 69. Wayne 94. Lee 1 1 9. Greenup easily recogniz- 20. McLean 45. Clinton 70. McCreary 95. Jackson 120. Boyd 2 1 . Muhlenberg 46. Russell 7 1. Whitley 96. Owsley able because of 22. Todd 47. Adair 72. Laurel 97. Clay its bright red 23. Logan 48. Taylor 73. Rockcastle 98. Knox 24. Butler 49. Marion 74. Lincoln 99. Bell coloring. 25. Ohio 50. Washington 75. Garrard 100. Harlan

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0028-0031 FO-874652.indd 29 10/19/06 12:42:25 PM Kentucky’s People

KentuckyFlorida: and Population United States Population, 2004

Kentucky United States Total Population, 2004 4,031,134 285,691,501 Persons under 18 years old 24.2% 25.5% Persons 65 years old and over 12.1% 12.0% Female persons 51.3% 51.1% White persons 91.2% 77.3% African American persons 7.3% 12.8% Native American persons 0.6% 1.4% Asian American persons 1.1% 4.7% Persons of Hispanic or Latino origins 1.9% 14.2% (may be of any race)

Note: Data includes only the household population and excludes those living in institutions, dormitories, or other group quarters. People may belong to more than one race. Source: U.S. Census Bureau, 2004 American Community Survey.

Kentucky: Population 1900–2000

4.5 9.4% 4.0 13.6% 0.7% 3.5 6.0% 3.2% 3.0 8.8% 3.5% 8.2% 2.5 6.6% 5.5% 2.0

Population (in millions) 1.5 1.0

1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 % = percent change from previous census Year Source: U.S. Census Bureau.

KY30

0028-0031 FO-874652.indd 30 10/13/06 6:10:55 PM Kentucky’s Economy Kentucky Employment by Industry, 2000

Education, health, and social services 20.3 Manufacturing 17.6 Retail trade 12.1 Leisure and hospitality 7.2 Construction 7.2 Professional, scientific, and business services 6.2 Transportation and warehousing, and utilities 6.0 Finance, insurance, real estate, and rental and leasing 5.4 Other services 4.7 Type of Industry Public administration 4.3 Wholesale trade 3.4 Agriculture, forestry, fishing and hunting, and mining 3.3 Information 2.2 0% 5% 10% 15% 20% 25%

Percent of Employed Population Age 16 and Over Source: U.S. Census Bureau.

Kentucky’s Leading Top 10 Industrial Sectors Farm Crops, 2004 in Kentucky, 2001

Crop Total value in millions Industry Total value in millions

Tobacco $481.7 Manufacturing $26,275 Hay $420.9 Government $19,217 Corn $355.2 Real Estate, Rental, and Leasing $12,044 Soybeans $335.8 Health Care and Social Assistance $10,621 Retail Trade $9,443 Wheat $60.7 Wholesale Trade $8,303 Apples $2.7 Finance and Insurance $6,535 Sorghum $2.0 Transportation and Warehousing $6,317 $1.2 Barley Construction $5,740 Peaches $1.0 Professional and Technical Services $5,082

Source: www.nass.usda.gov Source: www.thinkkentucky.com

KY31

0028-0031 FO-874652.indd 31 10/13/06 6:11:09 PM The table below provides descriptions of the four Depth of Knowledge levels that are used to evaluate the difficulty levels of the standardized test questions. The DOK levels indicated in the Core Content for Social Studies Assessment identify the highest DOK level at which a question for that standard will be developed for the Kentucky Core Content Test. The DOK levels indicated in the test questions identify the level of each particular question.

Webb’s DOK Levels

Recall & Reproduction • Identify who, when, what, where, and why (DOK 1) • Recall facts, terms, concepts, trends, generalizations and theories • Use a variety of tools • Recognize or identify specific information contained in graphics • Identify specific information in maps, charts, tables, graphs or drawings • Define • Identify cause and effect • Describe (recall, recite or reproduce information) • Identify purposes

Skills & Concepts/ • Describe or explain how or why Basic Reasoning • Give an example (DOK 2) • Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple causation, significance or impact, relationships, points of view or processes • Compare/contrast people, places, events, purposes, and concepts • Classify, sort items into meaningful categories • Convert information from one form to another

Strategic Thinking/ • Use concepts to solve problems Complex Reasoning • Use evidence to justify (DOK 3) • Propose and evaluate solutions to problems • Recognize and explain misconceptions • Cite evidence and develop a logical argument for concepts • Reason and draw conclusions • Disseminate among plausible answers • Analyze similarities and differences in issues and problems • Apply concepts to new situations • Make connections across time and place to explain a concept or big idea • Recognize and explain patterns • Make and support decisions • Evaluate effectiveness and impact

Extended Thinking/ • Connect and relate ideas and concepts within the content area or among content areas Reasoning • Examine and explain alternative perspectives across a variety of sources (DOK 4) • Describe and illustrate how common themes and concepts are found across time and place • Make predictions with evidence as support • Develop a logical argument • Plan and develop solutions to problems • Analyze and synthesize information from multiple sources • Complex reasoning with planning, investigating or developing that will most likely require an extended period of time—must require applying significant conceptual understanding and higher-order thinking • Apply and adapt information to real-world situations • Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress, Project Citizen)

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