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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