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.