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A Correlation of
Pearson
myWorld History
Early Ages
Mississippi Edition, ©2014
To the
2011 Mississippi Social Studies
Framework
World History from Pre-Historic Era
to the Age of Enlightenment
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
SEVENTH GRADE
CONTENT STRANDS:
Domestic Affairs; Global Affairs; Civil Rights/Human Rights; Economics; Culture
COMPETENCIES AND OBJECTIVES
Domestic Affairs
1. Understand the biological and cultural
human communities.
a. Examine a variety of scientific methods
used by archaeologists, geologists, and
anthropologists to determine the dates of
early human communities. (DOK 2)
b. Investigate the approximate chronology
and sequence of early hominid evolution in
Africa from the Australopithecines to Homo
erectus. (DOK 2)
c. Identify current and past theories
regarding the processes by which human
groups populated the major world regions.
(DOK 1)
d. Discuss possible social, cultural, and/or
religious meanings inferred from late
Paleolithic cave paintings. (DOK 2)
processes that shaped the earliest
SE/TE: Measuring Time, 4–5; Archeology
and Other Sources, 8–9; Studying the
Distant Past, 58–63; Primary Source:
Digging for Clues, 100–101
SE/TE: Measuring Time, 4–5; The Hunt for
Early Humans, 60–63; Hunter-Gatherer
Societies, 64–67
SE/TE: Populating the Earth, 68–75; The
Maya, 582-589
SE/TE: Developing Complex Cultures: The
Evidence of Art, 72; Closer Look: The Caves
of Altamira, 73; Think Critically, 75
2. Understand unique features of Asian, European and African civilizations and
how they have impacted the development of those civilizations.
a. Identify and describe the following
SE/TE: Foundations of Government, 20–
governmental forms: democracy,
21; Political Systems, 22–23; Political
aristocracy/oligarchy, absolutism,
Structures, 24–25; Compare and Contrast,
constitutionalism, totalitarianism, monarchy 38; Democracy, 314–317, 373, 375, 814;
and republic. (DOK 1)
Oligarchy, 312–313, 318–321, 331, 373,
821; Absolute Monarchy, 592, 808;
Constitution, 370, 375; Monarchy, 366,
820; Republic, 366, 824
2
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
b. Analyze the concept of "civilization"
(e.g., the various criteria used to define
"civilization"; fundamental differences
between civilizations and other forms of
social organization, such as hunter-gatherer
bands, Neolithic agricultural societies, and
pastoral nomadic societies; how MohenjoDaro meets criteria for defining civilization).
(DOK 3)
c. Apply the five themes of geography
(e.g., location, place, human/environmental
interaction, movement, and region) to
describe various civilizations in Asia, Europe
and Africa. (DOK 3)
SE/TE: Hunter-Gatherer Societies, 64–67;
Peopling the Earth, 68–75; Assessment,
76–77; Beginnings of Civilization, 78–81;
Early Agriculture, 82–89; Cities and
Civilizations, 90–97; Assessment, 98–99;
An Advanced Civilization, 202; Closer Look:
Indus Valley Civilization, 203
SE/TE: Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Maps and Map Skill
Questions, 10, 11, 12, 13, 14, 15, 38, 42,
44, 50, 62, 69, 85, 92, 98, 112, 183, 185,
188, 201, 204, 207, 218, 226, 236, 243,
248, 255, 259, 279, 301, 310, 319, 330,
332, 336, 365, 381, 391, 403, 406, 418,
433, 438, 451, 452, 461, 469, 489, 492,
496, 501, 510, 518, 520, 525, 528, 532,
543, 549, 570, 583, 584, 591, 603, 609,
629, 630, 632, 636, 641, 653, 659, 667,
674, 685, 696, 713, 714, 734, 751, 764,
766, 771, 777
Global Affairs
3. Understand the political, social, and cultural consequences of population
movements and militarization in Eurasia in the second millennium BCE.
a. Examine the significant events, actors,
SE/TE: The Fertile Crescent, 106–109,
and trends among early Egyptian,
110–117, 118–123, 124–131, 132–137,
Mycenaean, and Aryan cultures. (DOK 1)
138–139; Ancient Egypt and Nubia, 140–
143, 144–151, 152–157, 158–163, 164–
165; Judaism and the Jewish People, 166–
169, 170–175, 176–181, 182–187, 188–
189; Civilizations of Early India, 196–199,
200–205, 206–211, 212–219, 220–227,
228–229; Mycenaean Civilizations, 302–
303
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
b. Explain the emergence of civilizations in
Southwest Asia, the Nile valley, India,
China, and the Eastern Mediterranean and
how they represented a decisive
transformation in human history. (DOK 2)
SE/TE: Cities and Civilizations, 90–97; The
Civilization of Sumer, 110–117; Egypt
Under the Pharaohs, 144–151; Indus Valley
Civilization, 200–205; India’s Vedic Age,
206–211; Settling Along the Huang River,
254–257; China Under the Zhou Dynasty,
258–261; The Rise of City-States, 300–
305; The Rise of the Roman Republic, 364–
369
c. Investigate and summarize how the
introduction of technology affected the
relationship between civilizations (e.g.,
Egyptians and the Hittites, etc.). (DOK 2)
SE/TE: A Military State {iron working),
124; Phoenicians and the Sea, 135; Legacy
of the Phoenicians, 136–137; Art,
Architecture, and Learning in Egypt, 152–
157; Trade in Ancient Egypt, 158–159;
Gupta Period: Mathematics and Science,
245–247; Shang Dynasty: Bronze
Metalworking, 257; Han Society and
Achievements, 282–287
4. Understand how large-scale empires arose in the Mediterranean Basin, China,
and India from 500 BCE to 300 CE.
a. Identify the significant individuals and
SE/TE: Civilizations of Early India, 196–
achievements of ancient Roman, Chinese,
199, 200–205, 206–211, 212–219, 220–
and India society. (DOK 1)
227, 228–229; India’s Empires, 230–233,
234–241, 242–247, 248–249; Ancient
China, 250–253, 254–257, 258–261, 262–
267, 268–269; The Chinese Empire, 270–
273, 274–277, 278–281, 282–287, 288–
289; The Roman Republic, 360–363, 364–
369, 370–375, 376–379, 380–383, 384–
385; The Roman Empire and Christianity,
386–389, 390–395, 396–401, 40–407,
408–413, 414–419, 420–421
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
b. Analyze the influence of the economic
and political framework of Roman society
on global expansion of civilization (e.g.,
how Roman unity contributed to the growth
of trade among lands of the Mediterranean
basin; the importance of Roman
commercial connections with Sub-Saharan
Africa, India, and East Asia; the history of
the Punic Wars and the consequences of
the wars for Rome; the major phases of
Roman expansion, including the Roman
occupation of Britain). (DOK 3)
c. Explain the fundamental social, political,
and cultural characteristics of Chinese
society under early imperial dynasties.
(DOK 2)
SE/TE: Roman Expansion, 369; The Roman
Example, 375; The Republic’s Growth and
Crisis, 380–383; The Emperors and the
Roman Peace, 390–391; Rome’s Practical
Achievements, 392–393; The Roman
Economy, 394; Roman Culture and Its
Legacy, 396–401; The Spread of
Christianity, 405–406
d. Explain the major religious beliefs and
social framework in India during the
Gangetic states and the Mauryan Empire.
(DOK 2)
SE/TE: Civilizations of Early India, 196–
199; Indus Valley Mysteries, 204–205;
India’s Vedic Age, 206–211; Hinduism,
212–219; Buddhism, 220–227;
Assessment, 228–229; The Maurya Empire,
234–241; The Gupta Empire, 242-247
SE/TE: Ancient China, 250–253; Settling
Along the Huang River, 254–257; China
Under the Zhou Dynasty, 258–261l
Religions and Beliefs of Ancient China. 262–
267; Assessment, 268–269; The Chinese
Empire, 270–273; Shi Huangdi Unites
China, 274–277; Expansion Under the Han
Dynasty, 278–281; Han Society and
Achievements, 282–287; Assessment, 288–
289; Primary Source, 290–291
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
Civil Rights/Human Rights
5. Understand the civil and human development of various civilizations of Asia,
Europe, and Africa from rise to fall.
a. Cite evidence of human social relations
SE/TE: Civilizations of Early India, 196–
as to the cause of the fall of civilizations of
199, 200–205, 206–211, 212–219, 220–
Asia, Europe and Africa. (DOK 2)
227, 228–229; India’s Empires, 230–233,
234–241, 242–247, 248–249; Ancient
China, 250–253, 254–257, 258–261, 262–
267, 268–269; The Chinese Empire, 270–
273, 274–277, 278–281, 282–287, 288–
289; The Roman Republic, 360–363, 364–
369, 370–375, 376–379, 380–383, 384–
385; The Roman Empire and Christianity,
386–389, 390–395, 396–401, 40–407,
408–413, 414–419, 420–421
b. Describe the relationship among various
groups of people (e.g., peasants and
aristocracy, dictators and common people,
monarchs and subjects, men and women,
Christians and Muslims, etc.) and how it
may have characterized the societies in
various regions in of Europe, Asia, and
Africa from the fall of the Roman Empire
through the Middle Ages. (DOK 2)
SE/TE: Byzantine Civilization, 440–443;
Muslim Empires, 460–467; Muslim Empires
of West Africa, 494–499; East African
Civilizations, 500–503; Society and Culture,
504–509; Tang and Song China, 516–523;
The Mongol Empire, 524–529; The Ming
Dynasty, 530–533; Chinese Society, 534–
541; The Rise of Japan, 548–553; The Rise
of the Samurai, 554–561; Japanese Culture
and Society, 562–569; A New Civilization in
Europe, 624–627, 628–633, 634–639, 640–
645, 646–647; Conflicts and Crusades,
638–651, 652–657, 658–663, 664–671,
672–675, 676–677; A Changing Medieval
World, 678–681, 682–687, 688–693, 694–
699, 700–701
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
c. Analyze the evolution of human rights
throughout the history of various
civilizations (e.g., Hammurabi‘s Code,
Plebeians of Rome, Magna Carta, etc.).
(DOK 3)
SE/TE: The First Empires, 118-123;
Hammurabi’s Code, 121–123, 131; The
Teachings of Judaism, 176-181; Democracy
in Athens, 312–317; Oligarchy in Sparta,
318–321; The Government of the Republic,
370–375; Roman Society, 376–379; Magna
Carta, 662–663, 819
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
Economics
6. Understand the economic processes that contributed to the emergence of
early civilizations of Asia, Europe and Africa.
a. Analyze how local conditions affect
SE/TE: Trade, 34–35; Africa, 15, 491–493,
agricultural, settlement, exchange and
500–503, 506, 573, 574–575; Asia, 572,
migration patterns in various regions of the 574–575; Aztec Civilization, 594; Barter,
world. (DOK 3)
30, 113, 310; Black Death and, 696–699;
Byzantine Empire, 433; China, 35, 279,
280–281, 517, 522–523, 528–529, 533,
535, 536, 537–538, 541; Columbian
Exchange, 776–778; Crusades, 671, 685;
Egypt, 148, 158–159; Europe, 657, 684–
685; Greece, 311; Indus Valley
Civilizations, 202, 203, 204; Japan, 561,
565; Mali, 495; Mayan Civilization, 586;
Mercantilism, 779–780; Mesopotamia, 113;
Middle Ages, 684–685; Mongol Empire,
528–529; Muslim, 469–470; Nubia, 158–
159, 160, 163; Phoenician Civilization,
133–136; Renaissance, 713–715; Roman
empire, 394–395, 415; Russia, 443; Silk
Road, 279, 280–281, 285, 469, 513, 528–
529, 533, 768; Spice, 762, 765; Sumer,
113, 202; Trans–Saharan, 491–492;
Migration, 46–47, 68–69, 71, 207, 309–
310, 582, 583; Economics, China, 275,
285, 520, 522; England, 782, 783; Greece,
309, 310; Inca, 607; Japan, 565; Maya,
585; Middle Ages, 643–645; Muslims, 468–
470; Renaissance, 712–715; Roman
Empire, 394–395; West Africa, 506
8
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
myWorld History: Early Ages
Mississippi Edition, ©2014
b. Cite archaeological evidence of the social
and cultural conditions of early civilizations
in regions around the world and how they
were influenced by the economic
development of those regions. (DOK 2)
SE/TE: Archeology and Other Sources, 8–
9; Studying the Distant Past, 58–63;
Economic Basics, 28–29; Economic Process,
30–31; Economic Systems, 32–33; Trade,
34–35; Mesopotamia, 113; Cuneiform, 115;
Mummies and Mummification, 150;
Egyptian Writing, 153; The Great Pyramids,
154–155; The Egyptian Calendar, 156;
Nubian Art and Architecture, 162; Indus
Valley Achievements, 203; Oracle Bones,
256; Zhou Coins, 261; Chinese Coins, 275,
522; Greece, 301, 331; The Etruscans,
368; Pompeii, 394; Early Christian
Symbols, 404
7. Understand how technological advances affected the economic development
of civilizations of Asia, Europe and Africa.
a. Explain and analyze the technological
SE/TE: Human-Environment Interaction,
advances of early man, such as irrigation,
11; New Kinds of Shelters, 86; Modifying
farming, and domestication of animals that
the Environment, 83; Farming, 48–49, 75,
led man from prehistory to civilization.
82–84, 85–86, 88–89, 102–103, 111–112,
(DOK 3)
133, 146, 149, 160, 163, 202, 256, 285,
308, 394, 506, 520–521, 536, 550, 585,
591, 594, 602, 609, 610, 611, 615, 682–
684; Irrigation, 49, 112, 192–193, 521,
536; Urbanization, 309, 520; Great Wall,
275, 512, 524, 533; Roads, 96, 129, 261,
275, 279, 280–281, 392, 393, 395
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
b. Analyze the effects of technology on
trade at different times throughout history.
(DOK 3)
myWorld History: Early Ages
Mississippi Edition, ©2014
SE/TE: Trade, 34–35; Astrolabe, 5, 472,
714; New Tools for Exploration, 767–769;
also see: Silk Road, 279, 280–281, 285,
469, 513, 528–529, 533; Mercantilism,
779–780; Columbian Exchange, 776–778
Culture
8. Understand how information concerning prehistoric and historic groups
contributes to the study of a civilization’s cultural development.
a. Analyze the significance of various
SE/TE: Archeology and Other Sources, 8–
archaeological and anthropological findings
9; Studying the Distant Past, 58–63;
and historical sites (e.g., Champollion‘s
Primary Source: Digging for Clues, 100–
discovery of Rosetta stone, Pompeii,
101; Mesopotamia, 113; Cuneiform, 115;
Akrotiri, etc.). (DOK 3)
Mummies and Mummification, 150;
Egyptian Writing, 153; The Great Pyramids,
154–155; The Egyptian Calendar, 156;
Nubian Art and Architecture, 162; Indus
Valley Achievements, 203; Oracle Bones,
256; The Etruscans, 368; Pompeii, 394;
Early Christian Symbols, 404
b. Compare and contrast the religions of
Judaism, Christianity, Islam, etc. (DOK 2)
SE/TE: Religion, 44–45; Polytheism and
Monotheism, 190–191; Judaism, 170–175,
176–181, 182–187, 351, 403, 405, 453,
456, 461, 462; Christianity, 387–389, 402–
407, 408–413, 436–439, 501, 502, 506–
507, 631–633, 634–639; Islam, 447–449,
452–457, 459, 460–464, 466–467, 468–
475, 478–479, 485–487, 495–499, 503,
506–507, 826; Buddhism, 220–227, 230,
238, 239, 281, 244, 527, 538–539, 540,
541, 551–553, 565–569; Hinduism, 196,
212–219, 222, 225, 238, 239, 244;
Confucius, 265; Daoism, 266–267
c. Explain how political and economic
changes during the Middle Ages led to the
Renaissance. (DOK 2)
SE/TE: A New Civilization in Europe, 624–
647; Conflicts and Crusades, 648–677; A
Changing Medieval World, 678–701; The
Origins of the Renaissance, 712–715
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of
myWorld History: Early Ages, Mississippi Edition ©2014
to the
2011 Mississippi Social Studies Framework for World History
from Pre-Historic Era to the Age of Enlightenment, Grade 7
2011 Mississippi Social Studies
Framework for World History
from Pre-Historic Era to the
Age of Enlightenment
d. Evaluate the effects of contact among
cultures of Europe, Asia, and Africa (e.g.,
Crusades, explorations, trade,
communication, technology, etc.). (DOK 3)
myWorld History: Early Ages
Mississippi Edition, ©2014
SE/TE: Phoenician Civilization, 133–136;
Trans–Saharan, 491–492; Religious
Crusades, 664–671; Renaissance, 713–
715; The Age of Exploration, 758; Journey
Into Dark Waters, 759–761; The Voyages
of Discovery, 762–769; The Conquest of
the Americas, 770–775; The Growth of
Trade, 776–783; Assessment, 784–785;
Primary Source, 786–787; Silk Road, 279,
280–281, 285, 469, 513, 528–529, 533,
768; Spice, 762, 765; Sumer, 113, 202
11
SE = Student Edition
TE = Teacher’s Edition