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A Correlation of
Pearson
myWorld History
Early Ages
©2012
To the
Kansas Academic Standards
for Grade 6
Ancient World History
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Introduction
This document demonstrates how Pearson myWorld History, Early Ages, ©2012 meets
the Kansas Academic Standards for Grade 6, Ancient History. Correlation page references
are to the Student Edition and Teacher ProGuide.
The ProGuide is a next generation Teacher’s Edition that combines a lightweight unit-by-unit
approach with time-saving strategies, comprehensive Understanding by Design™ lesson
plans, activity-based curriculum options, and reproducible student resources.

myWorld History engages 21st century learners by integrating myWorldHistory.com
and the Student Edition with the goal of connecting history to their lives today.



Connect Watch your students connect to engaging stories from some of the most
compelling and eventful times in the history of our world through myStory.
Experience Students will journey through time without leaving the classroom
with myWorldHistory.com where they will actively experience the history of the world
in which they live.
Understand Informal and formal assessment options, both in print and online,
provide students with multiple ways to demonstrate mastery of important concepts.
myWorldHistory.com & myWorld History Early Ages Units
Unit 1: Origins
Unit 2: The Ancient Near East
Unit 3: Ancient India and China
Unit 4: Ancient Greece
Unit 5: Ancient Rome
Unit 6: The Byzantine Empire and Islamic Civilization
Unit 7: African and Asian Civilizations
Unit 8: Civilizations of the Americas
Unit 9: Europe in the Middle Ages
Unit 10: The Rise of Europe
SE = Student Edition
PG = Teacher’s ProGuide
2
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Table of Contents
UNIT 1 - Early River Civilizations (approx. 7000 BCE –approx. 500 CE) ................. 4
UNIT 2 – Ancient Greece (approx. 2000 BCE – approx. 70 CE) ............................. 12
UNIT 3 - Ancient Rome (approx. 753 BCE – approx. 1453 CE).............................. 16
UNIT 4 - African Civilizations and the Islamic World (approx. 500 BCE – approx.
1500 CE) .............................................................................................................. 20
UNIT 5 - Asian Empires (approx. 500 CE – approx. 1600 CE) ............................... 23
UNIT 6 - Early Americas (approx. 500 BCE – approx. 537 CE) .............................. 27
UNIT 7 - Middle Ages in Europe ............................................................................ 29
SE = Student Edition
PG = Teacher’s ProGuide
3
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
UNIT 1 - Early River Civilizations (approx. 7000 BCE –approx. 500 CE)
1. Choices have consequences.
SE/PG: Essential Question: 117, 123, 131,
Sample Compelling Question:
137; Summarize: 138; Analyze Cause and
Why did Siddhartha Gautama decide to
Effect: 219; The Life of Buddha: 220-222;
leave his home and what was the result of
Key Ideas: 227 (#4), 241 (#6), 257 (#5),
that decision?
277 (#4); Ashoka Turns to Peace: 238239; Ashoka’s Aftermath: 241; Key Terms
and Ideas: 268 (#1, #3), 288 (#3, #6)
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
How did Hammurabi’s Code affect the rights
and responsibilities of the citizens of
Babylon?
SE/PG: Written Laws: 116-117;
Hammurabi’s Code: An Eye for an Eye:
122-123; Key Ideas: 123 (#5), 211 (#6),
267 (#3); Analyze Visuals 164 (#17, #18);
Synthesize: 219; A New Empire in India:
242-243; Compare and Contrast: 247; Key
Terms and Ideas: 248 (#8); Draw
Conclusions: 267; Core Concepts:
Citizenship: 268; Essential Question: 277
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
How did the beliefs of Brahmanism and
Hinduism impact Indian society?
SE/PG: Key Ideas: 117 (#6), 163 (#4),
211 (#5), 219 (#4), 277 (#5); Draw
Inferences: 138, 228; Discuss: 164, 188;
Essential Question: 175, 181, 187, 211
(#6), 219, 227, 247, 281 (#5); Synthesize:
188, 228; Core Concepts: Religion: 188,
Science and Technology: 248; Beliefs About
God: 215; Beliefs About Life: 216-217;
Think Critically: 225, 267; Analyze Cause
and Effect: 227, 248, 288; Key Terms and
Ideas: 228 (#2, #6, #7), 248 (#6), 268
(#5); Draw Conclusions: 228, 268;
Compare Viewpoints: 228, 288, Analyze
Visuals: 248 (#17), 288 (#14, #15)
4. Societies experience continuity and
change over time.
Sample Compelling Question:
What are some of the differences between
the Shang, and Zhou dynasties?
SE/PG: Assessment: 47; Key Ideas: 97
(#4), 137 (#5), 163 (#6), 247 (#5), 261
(#4); Empires Rise and Fall: 120, Describe:
164; Compare and Contrast: 164, 205,
211, 227, 261, 268, 281; New Ways to
Worship: 186; The Legacy of Judaism: 187;
Synthesize: 187; Summarize: 188; Analyze
Cause and Effect: 277; Draw Inferences:
248; Zhou Society: 260-261; Han Society:
282-283
SE = Student Edition
PG = Teacher’s ProGuide
4
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
How did geography influence the
development of early river civilizations?
SE/PG: New Ways of Living: 86-89; The
Rise of Civilizations: 93; Key Ideas: 97
(#5), 137 (#4), 219 (#6), 281 (#5); Map
Skills: 126; Explain: 138; Draw
Conclusions: 138, 187, 288; Core
Concepts: Historical Sources: 138, Cultural
Diffusion and Change: 288; Analyze Visuals
138 (#14); Essential Question: 140, 151,
157, 163, 205, 211, 219, 257, 261, 267;
Draw Inferences: 163, 164, 188; Analyze
Cause and Effect: 164, 188, 268; Compare
Viewpoints: 241; Make Inferences: 261
Mesopotamia
Ideas
civilization
SE/PG: The Rise and Features of
Civilizations: 93-97; The Civilization of
Sumer: 110-117; The Phoenicians: 132137
division of labor
SE/PG: Job Specialization: 95;
Synthesize: 97
empire
SE/PG: The First Empires: 118-123
polytheism
SE/PG: Sumerian Religion: 114; Primary
Source – Polytheism and Monotheism: 190191
social hierarchy
SE/PG: Social classes: 95, 113
architecture
SE/PG: Sumerian Religion: 114
alphabet
SE/PG: The Alphabet: 136-137
imports
SE/PG: Trade: 113
exports
SE/PG: Trade: 113
monotheism
SE/PG: The Early Israelites and the
Worship of One God: 170; Ethical
Monotheism: 179; Primary Source –
Polytheism and Monotheism; 190-191
Judaism
SE/PG: The Teachings of Judaism: 176181
SE = Student Edition
PG = Teacher’s ProGuide
5
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Ten Commandments
SE/PG: The Ten Commandments: 174
Fertile Crescent
SE/PG: The Civilization of Sumer: 110;
Agriculture in Mesopotamia: 111-112
People/Roles
Nebuchadnezzar
SE/PG: Babylon Restored: 125; The
Kingdom Divides: 184
Assyrians
SE/PG: The Assyrian and Neo-Babylonian
Empires: 124-126
Phoenicians
SE/PG: The Phoenicians: 132-136
monarch
SE/PG: Monarchy: 23
Abraham
SE/PG: Abraham’s Covenant: 171; The
Patriarchs: 171; The Legacy of Judaism:
187
Moses
SE/PG: The Exodus: 172-175; The Legacy
of Judaism: 187
Places/Institutions
Tigris
SE/PG: Map, Early Civilizations: 92;
Settings of Early Civilizations: 93; The
Civilization of Sumer: 110; Agriculture in
Mesopotamia: 111
Euphrates
SE/PG: Map, Early Civilizations: 92;
Settings of Early Civilizations: 93; Cyrus
the Great: King of the World: 108-109; The
Civilization of Sumer: 110; Agriculture in
Mesopotamia: 111
Fertile Crescent
SE/PG: The Civilization of Sumer: 110;
Agriculture in Mesopotamia: 11; Map, The
Fertile Crescent: 112
Sumer
SE/PG: The Civilization of Sumer: 110117
Babylon
SE/PG: The Babylonian Empire: 120-123
Phoenicia
SE/PG: The Phoenicians: 132-137
SE = Student Edition
PG = Teacher’s ProGuide
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A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Mediterranean Sea
Events
development of city-states
Pearson, myWorld History
Early Ages, ©2012
SE/PG: Upper and Lower Egypt: 145;
Map, The Nile River Valley: 145; Trade in
Ancient Egypt: 158-159; Map, Egypt’s
Trade Routes: 159
SE/PG: City-States of Sumer: 112-113
wheels
SE/PG: Evolution of the Wheel: 48-49;
Primary Source-The Invention of the
Wheel: 101
Epic of Gilgamesh
SE/PG: Epic of Gilgamesh: 115-116;
Closer Look-Cuneiform: 115
Hammurabi’s Code
SE/PG: Hammurabi’s Code: 121-123
chariot
SE/PG: Circus Maximus and the Chariot
Races: 400; Chariot Races: 400
Exodus
SE/PG: Closer Look, The Exodus: 172;
The Exodus: 172-173
Egypt
Ideas
afterlife
SE/PG: Mummies and Mummification:
150; Egyptian Religion: 150-151
mummies
SE/PG: Mummies and Mummification:
150; Egyptian Religion: 150-151
hieroglyphics
SE/PG: Hieroglyphic Writing: 152-153
theocracy
SE/PG: Egyptian Society: 149; Definition
in Calvin’s “City of God”: 744
People/Roles
Ramses the Great
King Tutankhamen
Queen Hatshepsut
SE = Student Edition
SE/PG: Two Great Rulers: 148; Mummies
and Mummification: 150; Egypt Conquers
Nubia: 161
SE/PG: Coffin Mask of Pharaoh
Tutankhamen: 144
SE/PG: Hatshepsut: 104; Hatshepsut:
Taking Power With Style: 141-143; Two
Great Rulers 148
PG = Teacher’s ProGuide
7
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
pharaoh
dynasty
Pearson, myWorld History
Early Ages, ©2012
SE/PG: The Rise and Fall of Ancient
Egypt: 141; Hatshepsut: Taking Power with
Style: 141-143; Egypt Under the Pharaohs:
144; The Kingdoms of Egypt: 147-149;
Nubia and Egypt: 161
SE/PG: Uniting Egypt: 147
nobles
SE/PG: Egyptian Society: 149; Egypt’s
Social Pyramid: 149
Akhenaten
Opportunities to address this standard
appear on the following pages:
SE/PG: Two Great Rulers: 148-149;
Egyptian Religion: 150-151
Places/Institutions
delta
SE/PG: Upper and Lower Egypt: 145;
Landforms and Water Features: 806-807
cataracts
SE/PG: The Nile River Valley: 144-145;
The Geography of Nubia; Landforms and
Water Features: 806-807
pyramids
SE/PG: The Pyramids: 154-155; Nubian
Art and Architecture: 162
Nile
SE/PG: The Nile River Valley: 144-146;
Trade in the Nile Valley: 159; Map, Egypt’s
Trade Routes: 159
Upper Egypt
SE/PG: Upper and Lower Egypt: 145;
Map, The Nile River Valley: 145; The
Kingdoms of Egypt: 147
SE/PG: Upper and Lower Egypt: 145;
Map, The Nile River Valley: 145; The
Kingdoms of Egypt: 147
Lower Egypt
Temples (sphinxes, obelisks)
SE/PG: Ancient Nubia and Egypt: 140;
Hatshepsut: Taking Power with Style: 142;
Ramses II: 148; Egyptian Religion: 150;
Architecture and Art: 154-155
Kush
SE/PG: Further Expansion: 127; Egypt
and Nubia: 158; Nubia and Egypt: 161; The
Kingdoms of Kush and Axum: 500-501
Nubia
SE/PG: Egypt and Nubia: 158-163
SE = Student Edition
PG = Teacher’s ProGuide
8
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Events
Old Kingdom
Pearson, myWorld History
Early Ages, ©2012
SE/PG: The Old and Middle Kingdoms:
147; The Pyramids: 154; Trade in the
Eastern Mediterranean: 158
Middle Kingdom
SE/PG: The Old and Middle Kingdoms:
147; Egypt Conquers Nubia: 161
New Kingdom
SE/PG: Egypt Conquers Nubia: 161
Rosetta Stone
Opportunities to address this standard
appear on the following page:
Hieroglyphic Writing: 152
SE/PG: Papyrus: 153; Egyptian Writing:
153
papyrus
India
Ideas
Hinduism
SE/PG: The Roots of Hinduism: 212-219;
Ashoka Turns to Peace: 238; A Rich
Culture: 244
caste system
SE/PG: The Caste System: 209-211; New
Teachings: 213
reincarnation
SE/PG: Reincarnation and Karma: 216
karma
SE/PG: Beliefs About Life: 216-217
Buddhism
SE/PG: Buddhism: 220-227; Ashoka Rises
to Power: 238-239; New Rules for the
Empire: 239; Buddhism Expands: 239; A
Rich Culture: 244
Four Noble Truths
SE/PG: The Four Noble Truths: 223; The
Spread of Buddhism: 226
nirvana
SE/PG: Reaching Nirvana: 224;
Buddhism: 225
People/Roles
Aryans
Siddhartha Gautama (Buddha)
SE = Student Edition
SE/PG: India’s Vedic Age: 206-208;
Evolution of the Caste System: 210
SE/PG: The Life of the Buddha: 220-222:
Emperor Ashoka and the Gift of Dirt: 231233
PG = Teacher’s ProGuide
9
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Gupta
SE/PG: A New Empire in India: 242
Asoka
SE/PG: Emperor Ashoka and the Gift of
Dirt: 231-233; Ashoka Turns to Peace:
238-239; Ashoka’s Aftermath: 241; The
Edicts of Ashoka: 290
Places/Institutions
subcontinent
SE/PG: The Indian Subcontinent: 200-201
Indus
SE/PG: Indus Valley Civilization: 200-205;
India’s Vedic Age: 206-211
Mohenjo Daro
SE/PG: An Advanced Civilization: 202-203
Events
Mauryan Empire
SE/PG: The Mauryan and Gupta Empires:
231; The Mauryan Empire: 234-241; The
Right Way to Govern: 290
Gupta dynasty
SE/PG: The Mauryan and Gupta Empires:
231; The Gupta Empire: 242-247
metallurgy
SE/PG: Metallurgy: 247
inoculation
Opportunities to address this standard
appear on the following pages:
SE/PG: Achievements of Ancient India:
247
SE/PG: Astronomy: 246
astronomy
Hindu-Arabic numerals
China
Ideas
Confucianism
Daoism
SE = Student Edition
SE/PG: Mathematics and Science: 245;
Mathematics: 472
SE/PG: Religions and Beliefs of Ancient
China: 262; Closer Look: 264; The
Teachings of Confucius: 265; Document A:
269; Harsh Laws: 276; The Social Order:
282-283; Confucianism: 539-540
SE/PG: Religions and Beliefs of Ancient
China: 262; Beliefs of Daoism: 266-267;
New Ideas: Buddhism Enters China: 281;
Daoism: 538; Thought Systems and
Religions: 539
PG = Teacher’s ProGuide
10
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Legalism
SE/PG: A Legalist Government: 276-277
diffusion of Buddhism
SE/PG: New Ideas: Buddhism Enters
China: 281
dynasty
SE/PG: The Shang Dynasty: 256; The
Rise and Fall of Dynasties: 260
People/Roles
Confucius
Shi Huangdi
Places/Institutions
Huang He River
SE/PG: Closer Look: 264; The Teachings
of Confucius: 265; Document A: 269;
China’s Traditional Arts: 286; Analects of
Confucius: 291
SE/PG: An Emperor in this Life and the
Next: 271-273; Shi Huangdi Unites China:
274-277; Document A: 289
SE/PG: Map-Early Civilizations: 92;
Settings of Early Civilizations: 93; Settling
Along the Huang River: 254-257
Yangzi River (aka Chang River)
SE/PG: Geography of China: 254-255;
Governing the Zhou: 259; Map-Shang and
Zhou China: 259
Great Wall
SE/PG: Defending the Empire: 275; MapQin and Han China: 279
Silk Road
SE/PG: Map-Qin and Han China: 279; The
Silk Road: 280-281; Economic Life: 285
Events
Shang Dynasty
SE/PG: The Shang Dynasty: 256-257;
China Under the Zhou Dynasty: 259; Zhou
Society: 260
Zhou Dynasty
SE/PG: China Under the Zhou Dynasty:
258-261; The Teachings of Confucius: 265;
The Structure of Government: 279
Qin Dynasty
SE/PG: Shi Huangdi Unites China: 274277; Expansion Under the Han Dynasty:
278-279
SE = Student Edition
PG = Teacher’s ProGuide
11
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Han Dynasty
SE/PG: Expansion Under the Han
Dynasty; 278-281; Han Society and
Developments: 282-287
acupuncture
SE/PG: Advances in Science: 286-287
seismograph
SE/PG: Chinese Inventions: 287
UNIT 2 – Ancient Greece (approx. 2000 BCE – approx. 70 CE)
1. Choices have consequences.
SE/PG: Key Ideas: 311 (#2), 337 (#2,
Sample Compelling Question:
#3); Draw Conclusions: 311; Sparta and
How did Spartan values impact the
Athens: 321; Reading Check: 335; Draw
education of boys?
Inferences: 337; Identify Evidence: 352;
Spartan Society and Government: 355
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
How were the rights and responsibilities of
citizens the same and different in Athens
and Sparta?
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
How do Greek myths and literature still
influence our world today?
SE/PG: Greek Society: 307-308;
Education for Democracy: 315; Essential
Question: 317, 321; Key Ideas: 321 (#3,
#4); Recall: 322; Primary SourceComparing Athens and Sparta: 354-355
SE/PG: Key Ideas: 305 (#4), 311 (#3),
317 (#3), 333 (#4); 343 (#3, #4), 351
(#3, #4); Essential Question: 311; Make
Inferences: 321, 351; Compare Viewpoints:
321, 333; Compare and Contrast: 322;
Synthesize 343, 351; Draw Conclusions:
343; Key Terms and Ideas: 352 (#2, #6,
#7, #8); Draw Inferences: 352; Analyze
Visuals: 352
4. Societies experience continuity and
change over time.
Sample Compelling Question:
How did Alexander the Great change the
lands he conquered?
SE/PG: Synthesize: 305; Key Ideas 311
(#4), 317 (#2, #4), 333 (#3), 337 (#4);
Analyze Cause and Effect: 322; Essential
Question: 333; Key Terms and Ideas: 352
(#4); Core Concepts: Political Basics: 352
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
How did the geography of Greece both help
and hinder its development?
SE/PG: Key Ideas: 305 (#2); Compare
and Contrast: 305, 352; Make Inferences:
311; Draw Conclusions: 317, 322, 333,
337; Key Terms and Ideas: 322 (#1); Draw
Inferences: 322; Core Concepts: Migration
Basics: 322
SE = Student Edition
PG = Teacher’s ProGuide
12
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Ideas
classical age
Pearson, myWorld History
Early Ages, ©2012
SE/PG: Ancient Greek Belief and Arts:
338-343; Ancient Greek Learning: 344-351
direct democracy
SE/PG: Direct Democracy: 317
representative democracy
SE/PG: Direct Democracy: 317
philosophy
SE/PG: Greek Philosophy: 344-345
Greek architecture (columns)
SE/PG: The Architectural Orders: 341;
Architecture: 341; An Ancient Legacy: 728
oligarchy
SE/PG: Before Democracy: 312;
Oligarchies: 313; The Spartan State: 318;
Government in Sparta: 318-319; Sparta
and Athens: 321; The Peloponnesian
League: 331
mythology
SE/PG: Greek Mythology: 338-339
Hellenistic culture
SE/PG: A New World: 337; Hellenistic
Learning: 351
Greek Theater
SE/PG: Greek Drama: 342-343
Olympics
SE/PG: Athletic Contests: 340
People/Roles
Minoans
SE/PG: Early Greek History: 302
Mycenaeans
SE/PG: The Mycenaeans: 302-303
Pericles
SE/PG: Pericles: Calm in the Face of
Danger: 297-299; The Rise of City-States:
300; The Age of Pericles: 314-315;
Document B: 323; Athens Rivals Sparta:
330; The Siege of Athens: 332;
Government in Athens: 354
Aesop
SE/PG: Aesop’s Fables: 343
Homer
SE/PG: The Trojan War: 303;
Colonization: 309-310; Alexander’s
Conquests: 336; Literature: 342; Oratory
and Poetry: 398
SE = Student Edition
PG = Teacher’s ProGuide
13
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Cyrus the Great
SE/PG: Cyrus the Great: 105; Cyrus the
Great: King of the World: 107-109; Cyrus
the Great: 127; The Babylonian Captivity:
184
Socrates
SE/PG: Socrates and Plato: 345; The
School of Athens: 717
Plato
SE/PG: Socrates and Plato: 345-347; The
School of Athens: 717
Aristotle
SE/PG: Slaves: 308; Document A: 323; A
Prophecy Fulfilled: 325; Alexander’s
Conquests: 336; Political Thinkers: 346;
Aristotle: 347; Greek Doctors and
Scientists: 349; Hellenistic Learning: 351;
The School of Athens: 717
Alexander the Great
SE/PG: High Point and Decline: 147;
Lands of the Diaspora: 184; Alexander:
295; A Prophecy Fulfilled: 325-327;
Alexander’s Empire: 334-337; Ancient
Greek Learning: 344; Hellenistic Learning:
351
Euclid
SE/PG: City of Scholars: 351
Hippocrates
SE/PG: Medicine: 348-349; Greek Doctors
and Scientists: 349
Philip II
SE/PG: A Prophecy Fulfilled: 325-326;
Alexander’s Empire: 334-335
Places/Institutions
Acropolis
Sparta
SE = Student Edition
SE/PG: The High City: 305; Democracy in
Athens: 312; The Delian League: 331
SE/PG: Map-Geography of Ancient
Greece: 301; Women in Ancient Greece:
306-307; Conquest: 309; Before
Democracy: 312-313; Oligarchy in Sparta:
318-321; Athens Rivals Sparta: 330-333;
Comparing Athens and Sparta: 354-355
PG = Teacher’s ProGuide
14
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Athens
SE/PG: Pericles: Calm in the Face of
Danger: 297-299; Map-Geography of
Ancient Greece: 301; Emergence of CityStates: 304-305; The First Coins: 310-311;
Democracy in Athens: 312-315; Athenian
Democracy at Work: 315-317; Sparta and
Athens: 321; Athens Rivals Sparta: 330331
Persia
SE/PG: Pericles: Calm in the Face of
Danger: 297-299; War in Ancient Greece;
328-330; Alexander’s Conquest: 336-337
Macedonia
SE/PG: A Prophecy Fulfilled: 325-327;
Athens Surrenders: 333; The Rise of
Macedonia: 334-335
Syria
Opportunities to address this standard
appear on the following pages
SE/PG: Cities: 93; Early Conquests: 460;
Map-Spread of the Arab Muslim Empire:
461
Alexandria
SE/PG: World Conquest: 336; Map-Empire
of Alexander the Great: 336; Ancient Greek
Learning: 344; Greeks and Egyptians: 349;
Closer Look; 350; Hellenistic Learning: 351
polis
SE/PG: Emergence of City-States: 304305
Events
Trojan War
SE/PG: The Trojan War: 303
Persian Wars
SE/PG: Pericles: Calm in the Face of
Danger: 297-299; War in Ancient Greece:
328-330
Peloponnesian War
SE/PG: The Peloponnesian War: 332-333
Empire of Alexander the Great
SE/PG: High Point and Decline: 147; The
Diaspora: 184; Alexander: 295; A Prophecy
Fulfilled: 325-327; Alexander’s Empire:
334-337; Hellenistic Learning: 351
SE = Student Edition
PG = Teacher’s ProGuide
15
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
UNIT 3 - Ancient Rome (approx. 753 BCE – approx. 1453 CE)
1. Choices have consequences.
SE/PG: Key Ideas: 383 (#5), 395 (#4),
Sample Compelling Question:
419 (#3, #4), 443 (#3); Reading Check:
How did Rome’s expansion affect trade?
382, 383, 441; Identify Main Ideas: 383,
407, 419; Essential Question: 401; Analyze
Cause and Effect: 384, 407, 419; Discuss:
420; Key Terms: 439
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
How did changing views on freedom of
worship in the Roman Empire affect the
spread of Christianity?
SE/PG: Tullia’s Father Saves the Republic:
363; Roman Citizens: 371-372; Identify
Main Ideas: 375; Essential Question: 375,
407; Key Ideas: 379 (#3, #4, #5); Analyze
Primary Sources: 384, 413; Analyze Cause
and Effect: 395; Reading Check: 406; Key
Terms, 443 (#1)
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
What ideas from the government in the
Roman Republic influenced the government
of the United States?
SE/PG: Reading Check: 367; Key Ideas:
369 (#6), 375 (#7), 383 (#4), 407 (#6),
413 (#4); Draw Conclusions: 369;
Compare and Contrast: 375, 401, 444;
Compare Viewpoints: 379; Essential
Question: 379, 395, 439, 443; Key Terms
and Ideas: 384 (#1, #5); Identify
Evidence: 384; Reading Check: 393;
Identify Main Ideas: 395, 413; Key Terms:
407 (#3); Recall: 420; Core Concepts:
Religion 420; Think Critically: 435, 443
4. Societies experience continuity and
change over time.
Sample Compelling Question:
How do Roman accomplishments continue
to impact our lives today?
SE/PG: Reading Check: 375; Compare
and Contrast: 383, 420; Analyze Cause and
Effect: 384; Core Concepts: Foundations of
Government: 384; Analyze Visuals: 384
(#13, #14), 420 (#11, #12); Key Ideas
401 (#4), 419 (#6); Identify Main Ideas:
401, Essential Question: 413, 435; Key
Terms and Ideas: 420 (#1); Make
Inferences: 420
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
How did Rome’s location on the
Mediterranean affect its growth into a world
power?
SE/PG: Reading Check: 366, 395; Key
Ideas: 369 (#4, #5), 395 (#5, #6), 439
(#3); Compare and Contrast: 369; Identify
Main Ideas: 379; Key Terms and Ideas:
384 (#2); Essential Question: 419; Think
Critically: 439; Analyze Cause and Effect:
444; Make Inferences: 444; Core Concepts:
Religion: 444; Analyze Visuals: 444
SE = Student Edition
PG = Teacher’s ProGuide
16
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Ideas
republic
SE/PG: The Founding of the Republic: 366
dictatorship
SE/PG: Dictators: 374-375
patricians/plebeians
SE/PG: Patricians and Plebeians: 372373; Tribunes of the Plebs: 374; The Race
of Honors: 374
consul
SE/PG: Praetors and Consuls: 374; The
Race of Honors: 374
senate
SE/PG: The Roman Kings: 366; The Three
Branches of the Roman Government: 372;
The Senate: 373; myWorld Connections:
375
veto
SE/PG: The Separation of Powers: 370371; Tribunes of the Plebs: 374
Latin
SE/PG: The Geography of Italy: 364; The
Influence of Latin: 397; Latin Lesson: 397;
Different Traditions: 439; Preserving
Ancient Cultures: 475
Roman engineering
SE/PG: Rome’s Practical Achievements:
392-393; Roman Architecture: 392-939
SE/PG: Roman Roads: 392; Reasons for
Growth: 406
roads
civil law
SE/PG: The Influence of Roman Law: 401
Judaism
SE/PG: Religion: 44-45; Judaism: 44;
Origins of Christianity402-405; Preaching a
New Message: 453; Beliefs About God: 456
Messiah
SE/PG: Zealots: 402; Jesus the Teacher:
403; The Resurrection: 405; The Early
Church: 405
SE/PG: Religion: 44-45; Christianity: 44;
Origins of Christianity: 402-407; Beliefs of
Christianity: 408-413; The Division of the
Christian Church: 436-439
Christianity
Christian Bible
SE = Student Edition
SE/PG: Christianity: 44; Beliefs of
Christianity: 408-413; The Power of the
Pope: 438
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
People/Roles
Romulus & Remus
SE/PG: Rome’s Earliest Days: 365
Virgil
SE/PG: Oratory and Poetry: 397-398
Hannibal
SE/PG: Hannibal’s Invasion: 380; The End
of Carthage: 381; Map-The Growth of
Roman Power, 381
Spartacus
SE/PG: Fighting Back: 378
Cicero
SE/PG: Tullia’s Father Saves the Republic:
361-363; The Role of Government: 379;
Oratory and Poetry: 397
Julius Caesar
SE/PG: Julius Caesar: From Soldier to
Dictator: 382; Pompey and Caesar: 383
Jesus of Nazareth
SE/PG: Jesus’ Life and Teachings: 403405; Beliefs of Christianity: 408-413
1st and 2nd Triumvirate
Opportunities to address this standard
appear on the following pages:
SE/PG: From Republic to Empire: 382383; Pompey and Caesar: 383
Mark Anthony
SE/PG: The End of the Republic: 383
Augustus
SE/PG: The End of the Republic; 383; The
Emperors and the Roman Peace: 390-391
Constantine
SE/PG: Persecution: 407; Constantine:
417
Attila
SE/PG: The Huns Arrive: 417
Justinian & Theodora
SE/PG: The Nika Riot: Theodora’s Great
Victory: 429-431; Justinian and Theodora:
433-434; A Unique Culture: 440-441
Places/Institutions
Forum
Carthage
SE = Student Edition
SE/PG: The Forum: 366
SE/PG: Colonies and City-States: 135136, The Struggle with Carthage: 380-381
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Gaul
SE/PG: Map-The Growth of Roman Power:
381; Pompey and Caesar: 383, Map-Roman
Empire in A.D. 118
Roman Empire
SE/PG: The Alphabet: 136-137; Paul’s
Shipwreck: 387-389; Emperors and the
Roman Peace: 390-391; Decline of the
Roman Empire: 414-419; The New Rome:
432
Italy
SE/PG: The Geography of Italy: 36; MapItaly: Physical: 365; Natural Advantages:
366; The People of Italy: 367
Constantinople
SE/PG: Constantine; 417; The Nika Riot:
Theodora’s Great Victory; 429-431; The
New Rome: 432-434; Fortress
Constantinople: 434; The Shrinking Empire:
435
Byzantine Empire
SE/PG: The Fall of Rome: 419; The
Byzantine Empire: 428-435; The Division of
the Christian Church: 436-439; Byzantine
Civilization: 440-443
Events
Law of the Twelve Tables
SE/PG: The Twelve Tables: 401
Punic Wars
SE/PG: The Struggle with Carthage: 380381
Pax Romana
SE/PG: The Emperors and the Roman
Peace: 390-391; The End of the Pax
Romana: 414
spread of Christianity
SE/PG: The Spread of Christianity: 405406; Christianity and the Empire: 407;
Primary Source-The Spread of Christianity:
422-433
division of Rome
SE/PG: From Republic to Empire: 382383; The End of the Pax Romana 414-417
fall of Rome
SE/PG: Decline of the Roman Empire 414419
SE = Student Edition
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
UNIT 4 - African Civilizations and the Islamic World
(approx. 500 BCE – approx. 1500 CE)
1. Choices have consequences.
SE/PG: Key Ideas: 453 (#6); 467 (#5);
Sample Compelling Question:
Think Critically: 475; Essential Question:
How did choices about how trade was
493; Key Terms: 499 (#1); Draw
conducted affect the wealth of Ghana?
Inferences: 499; Identify Bias: 499; Core
Concepts: Trade: 510
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
What role did village society play in defining
rights and responsibilities in early West
African communities?
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
How are Islam, Christianity, and Judaism
similar and different?
SE/PG: Reading Check: 451, 462; Key
Terms 459 (#2, #4), 499 (#3), 503 (#2);
Key Ideas 459 (#7), 499 (#4); Categorize:
467
SE/PG: Question-Ibn Battuta’s Voyage:
449; Draw Inferences: 459, 509; Essential
Question: 467, 475, 503; Key Ideas 475
(#4, #5), 493 (#4), 503 (#6), 509 (#5);
Draw Inferences: 475; Categorize: 476;
Analyze Cause and Effect: 476; Key Terms:
493 (#3), 499 (#2), 509 (#2); Identify
Main Ideas and Details: 493; Compare and
Contrast: 503, 509
4. Societies experience continuity and
change over time.
Sample Compelling Question:
How do Muslim ideas in math and medicine
still influence the world today?
SE/PG: Reading Check: 453; Compare
and Contrast: 453, 467; Summarize: 453;
Essential Question: 453; Key Ideas: 467
(#3, #4), 475 (#6), 503 (#5); Key Terms
475 (#2), Draw Inferences: 476, 510;
Summarize: 493
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
How did geography affect culture and trade
in West Africa?
Ideas
extended family
SE/PG: Essential Question: 459; Analyze
Cause and Effect: 476; Primary Source-The
Spread of Islam: 478-479; Question-Mansa
Musa: The Lion of Mali: 487
animism
SE/PG: Early Religious Practices: 75
overgrazing
Opportunities to address this standard
appear on the following pages:
SE/PG: Vegetation Zones: 489; Natural
Resources: 490
SE = Student Edition
SE/PG: Ancient Ghana: 491; Importance
of Kinship: 505
PG = Teacher’s ProGuide
20
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
oral history
SE/PG: Archaeologists and
Anthropologists: 9; Cultural Legacy: 507;
West African Art and Culture: 508
caravan
SE/PG: Trade and Trade Routes: 469;
Mansa Musa’s Hajj: 495; Revival of Trade:
528-529
migratory people
SE/PG: Events in Muhammad’s Life: 452;
The Hijra: 453; The Spread of Islam: 478479
Prophet
SE/PG: Preaching a New Message: 453;
Beliefs about God: 456; The Five Pillars of
Islam: 456
Qur’an
SE/PG: The Rise of Islam: 452; Sources of
Islamic Teachings: 454-455; Beliefs About
God: 456; Law: 459; Men and Women:
462; Literature: 471; Document B: 477;
Islamic Law and Scholarship: 497
pilgrimage
SE/PG: Ibn Battuta’s Voyage: 447-449;
The Five Pillars of Islam: 456-457; Prayer,
Pilgrimage and Law 458-459
jihad
Opportunities to address this standard
appear on the following pages:
SE/PG: The Rise of Islam: 452; Sources of
Islamic Teachings: 454-455; Beliefs About
God: 456; Law: 459; Muslim Empires; 460467; Call for a Crusade: 664-665
minaret
SE/PG: Prayer Pilgrimage and Law: 458
Five Pillars of Islam
SE/PG: The Five Pillars of Islam: 456-457;
Rules of Proper Conduct: 459
People/Roles
Mansa Musa
SE/PG: Mansa Musa: 482; Mansa Musa:
The Lion of Mali: 485-487; Mali at its
Height: 495-497; Social Structure: 504
Askia the Great
SE/PG: The Largest Empire: 497; Decline
of Songhai; 499
caliph
SE/PG: The Caliphs: 463-464
SE = Student Edition
PG = Teacher’s ProGuide
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To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Janissaries
SE/PG: The Ottoman Empire: 465
Suleyman the Magnificent
Opportunities to address this standard
appear on the following pages:
SE/PG: The Ottoman Empire: 465
Shia
SE/PG: The Question for Succession: 463;
The Safavid Empire: 465-466
Sunni
SE/PG: The Question for Succession: 463
Ibn Battutah
SE/PG: Ibn Battuta: 426; Ibn Battuta’s
Voyage: 447-449; History and Geography:
471
Omar Khayyam
Opportunities to address this standard
appear on the following pages:
SE/PG: Philosophy: 470; Literature: 471
Muhammad
SE/PG: Islam: 44; Living in Arabia: 451453; Beliefs of Islam: 454-456; The Hajj:
459; Muslim Empires: 460; Document A:
477
Places/Institutions
Niger River
SE/PG: Map-Africa: Climates: 489; The
Niger and Senegal Rivers: 490-491; MapWest African Trade: 492; Rise of the
Songhai Empire: 497
Sahara
SE/PG: The Nile River Valley: 144-145;
The Sahara: 488-489
Ghana
SE/PG: Rise of Ghana: 490-493; ChartEmpire: 496
Mali
SE/PG: Mansa Musa: The Lion of Mali:
485-487; The Niger River: 490; Rise of
Mali: 494-497
Morocco
SE/PG: Decline of Songhai: 499
mosque
SE/PG: Closer Look: Hagia Sophia: 441;
Prayer: 457; Worship: 458; The Hajj: 459;
Islamic Architecture; 474
SE = Student Edition
PG = Teacher’s ProGuide
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To the
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Arabia
SE/PG: Arabia Before Islam; 450-451;
The Rise of Islam: 452-453; The Arab
Muslim Empire and the Spread of Islam;
460-464; Growth of Cities and Trade; 468470
Baghdad
SE/PG: The Abbasid Dynasty: 464;
Growth of Cities and Trade: 468-470
Cordoba
SE/PG: Growth of Cities and Trade: 468470
Timbuktu
SE/PG: Muslim Culture in Mali: 495; MapEarly West African Empires and Chart-Mali:
496
Events
Muhammad’s journey from Medina to Mecca
SE/PG: Map-Events in Muhammad’s Life:
452; The Hiijra: 453; Document A: 477
travels of Mansa Musa
SE/PG: Mansa Musa: 482; Mansa Musa:
The Lion of Mali: 485-487; Mali at its
Height: 495-497; Social Structure: 504
Songhai kingdom
SE/PG: Rise of the Songhai Empire: 497499
Great Zimbabwe
This objective falls outside the scope of this
program.
UNIT 5 - Asian Empires (approx. 500 CE
1. Choices have consequences.
Sample Compelling Question:
How did the creation of an imperial court in
Heian influence the growth of the arts in
Japan?
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
How did concepts of political power in Japan
change over time?
SE = Student Edition
– approx. 1600 CE)
SE/PG: Reading Check: 531, 551, 555,
561, 557; Key Ideas: 533 (#4); 553 (#6);
Analyze Cause and Effect: 553; Draw
Inferences: 561; Explain: 570
SE/PG: Reading Check: 518; Key Terms:
529 (#3), 542 (#1, #4), 561 (#3); Key
Ideas: 561 (#4, #5), 569 (#5); Essential
Question; 561; Draw Conclusions: 569,
570; Summarize: 570
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
How did Confucian ideas influence
government during the Song dynasty?
SE/PG: Reading Check: 519, 533, 559,
563; Draw Inferences: 523, 533; Key
Ideas: 529 (#4, #5), 541 (#3), 553 (#5),
569 (#6); Identify Bias: 529, 533;
Essential Question: 529, 553, 569; Draw
Conclusions: 541; Compare and Contrast:
542 (#8, #9), 570 (#9); Key Terms: 553
(#2), 569 (#1, #3); Analyze Cause and
Effect: 561; Synthesize: 569; Identify Main
Ideas and Details: 570; Core Concepts:
Cultural Diffusion and Change: 570;
Analyze Visuals: 570; Draw Inferences:
572; Compare: 573
4. Societies experience continuity and
change over time.
Sample Compelling Question:
How did the Mongol conquest change
China?
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
How did advancements in agriculture
advance Chinese civilization?
SE/PG: Analyze Cause and Effect: 523;
Essential Question: 523; Reading Check:
527, 529; Key Terms and Ideas: 542 (#3)
SE/PG: Reading Check: 521, 523, 536,
541; Key Ideas: 523 (#4), 529 (#6);
Essential Question: 533; Key Terms 541
(#1); Make Decisions: 541; Decision
Making: 542; Synthesize; 542; Core
Concepts: Money Management: 542;
Analyze Visuals, 542
China
Ideas
rice culture
SE/PG: Advances in Farming: 521; A
Farming Culture: 550
growth of cities
SE/PG: A Flourishing Capital: 517; MapCity of Chang’an: 517; The Emperor and
the Officials: 520
porcelain
SE/PG: Expanding Industries: 523; China
Turns Inward: 533; Ceramics and
Porcelain: 537-538; Chinese Influence: 540
Neo-Confucianism
SE/PG: Neo-Confucianism: 540
civil service
SE/PG: The Examination System: 519
examination system
SE/PG: The Examination System: 519
SE = Student Edition
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
People/Roles
Empress Wu
Pearson, myWorld History
Early Ages, ©2012
SE/PG: The Tang Dynasty: 516-517
Ghengis Khan
SE/PG: Kublai Khan: How to Make and
Impression: 513; The Mongol Conquests:
524-525
Kublai Khan
SE/PG: Kublai Khan: 483; Kublai Khan:
How to Make an Impression: 513-515; The
Yuan Dynasty: 527; Life in Yuan China:
528-529; The Ming Dynasty: 530; Mongols
Threaten Japan: 559
Places/Institutions
Korea
SE/PG: Chinese Influence Spreads: 541;
Japan and Its neighbors: 549; Map-Japan:
Physical: 549
Japan
SE/PG: The Impact of Chinese Thought:
541; Japan Before Modern Times: 544-571
Mongolia
SE/PG: The Abbasid Dynasty: 464; Kublai
Khan: How to Make an Impression: 513515; The Mongol Empire: 524-529; The
Ming Dynasty: 530; Mongols Threaten
Japan: 559
Events
Tang Dynasty
SE/PG: The Tang Dynasty: 516-518; The
Examination System: 519; Tang and Song
Prosperity: 520-521; Trade: 522; China’s
Golden Age; 523; Revival of Trade: 529;
Chinese Society: 534; The Three
Perfections: 537-538
Song Dynasty
SE/PG: Rise of the Song Dynasty: 518523; The Yuan Dynasty: 527-529; Chinese
Society: 534-537; Neo-Confucianism: 540
invention of gunpowder
SE/PG: Gunpowder: 536
woodblock printing
SE/PG: Kublai Khan: How to Make and
Impression: 515; Paper and Printing: 535
perfection of compass
SE/PG: Trade and Trade Routes: 469;
Shipbuilding and Navigation; 534-535
SE = Student Edition
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Mongol Conquest
Pearson, myWorld History
Early Ages, ©2012
SE/PG: Kublai Khan: How to Make and
Impression: 513-515; The Mongol Empire:
524-529; The Ming Dynasty: 530; Mongols
Threaten Japan: 559
Japan
Ideas
Shinto
SE/PG: Borrowing From Neighbors: 553;
Shinto: 566-567
calligraphy
SE/PG: The Three Perfections: 536-537;
Chinese Influence: 540
Noh
SE/PG: Drama: 563; Japanese Theater:
564
Zen Buddhism
SE/PG: Zen Buddhism: 569
Heian literature
SE/PG: The Imperial Court: 554;
Literature: 562
SE/PG: Chinese Culture: 541; The
Japanese Tea Ceremony: 563
tea ceremony
pure Land Buddhism
SE/PG: New Sects Emerge: 569
Bushido
SE/PG: The Code of Bushido: 559
People/Roles
Prince Shotoku
SE/PG: Prince Shotoku Unites Japan: 551553
Lady Murasaki Shikibu
SE/PG: Murasaki Shikibu: Life Behind the
Screen: 545-547; Literature: 562; Status of
Women: 565
daimyo
SE/PG: A Strict Social Order: 557; ChartJapanese Feudalism: 557; Castles in Japan:
560-561; Economic Life: 565
samurai
SE/PG: A Strict Social Order: 557-560;
Zen Buddhism: 569; Comparing European
and Japanese Feudalism: 643
shogun
SE/PG: The First Shogun: 556-557; Japan
Is Reunited: 560-561
SE = Student Edition
PG = Teacher’s ProGuide
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Kansas Academic Standards for
Grade 6, Ancient World History
Places/Institutions
Kamakura
Heian-kyo
Events
Kamakura shogunate
Mongol invasion
Pearson, myWorld History
Early Ages, ©2012
Opportunities to address this standard
appear on the following pages:
SE/PG: The First Shogun: 556-559
SE/PG: The Rise of the Samurai: 554-556
Opportunities to address this standard
appear on the following pages:
SE/PG: The First Shogun: 556-559
SE/PG: Kublai Khan: 513-515; The
Mongol Empire: 524-529
UNIT 6 - Early Americas (approx. 500 BCE – approx. 537 CE)
1. Choices have consequences.
SE/PG: Trade: 586; Draw Inferences:
Sample Compelling Question:
596, 775; The Incan Ice Maiden: 599-601;
How did trade impact Mayan civilization?
Reading Check: 604, 607; Reading Check:
771; The Impact of Conquest: 772-775;
Identify Bias: 775
2. Individuals have rights and
SE/PG: Reading Check; 592; Key Ideas:
responsibilities.
595 (#5, #6), 607 (#6); Key Terms and
Sample Compelling Question:
Ideas: 596 (#3); 596 (#9), 616 (#1);
How did the Incas use central rule to
Analyze Visuals: 596; Compare Viewpoints:
control the vast Incan empire?
607; Analyze Primary Sources: 786
3. Societies are shaped by beliefs, idea, SE/PG: Question: 581; Reading Check;
and diversity.
586, 594; Key Ideas: 589 (#5), 607 (#7);
Sample Compelling Question:
Draw Inferences: 589; Essential Question;
How did religion impact Mayan culture?
589, 595, 607; Key Terms and Ideas: 596
(#5); Make Decisions: 607; Analyze
Visuals: 616; Writing Task; 619; Compare
Viewpoints: 775
4. Societies experience continuity and
SE/PG: Reading Check: 584, 595; Analyze
change over time.
Cause and Effect: 595, 596; Draw
Sample Compelling Question:
Conclusions: 595; Draw Inferences: 616,
What events led to the end of the Incan
787; Writing Task; 787
empire?
5. Relationships between people, place, SE/PG: Reading Check: 589, 591, 606;
idea, and environments are dynamic.
Key Terms: 589 (#1, #2, #3), 595 (#1);
Sample Compelling Question:
Key Ideas: 589 (#4), 595 (#7), 607 (#5),
How did the Aztecs address the geographic
775 (#1), 775 (#4); Summarize: 589; Key
challenges of building Tenochtitlan?
Terms and Ideas: 596 (#6, #8); Identify
Evidence: 596; Synthesize: 596; Core
Concepts: Political Systems: 596; Question:
601; Think Critically: 616; Essential
Question: 775; Draw Conclusions: 787
SE = Student Edition
PG = Teacher’s ProGuide
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Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Ideas
maize
Pearson, myWorld History
Early Ages, ©2012
SE/PG: Chart-History of Domestication:
83; Domesticating Plants and Animals: 83;
The First Centers of Agriculture; 85;
Farming: 585; Agriculture and Economy:
594
observatories
SE/PG: Maya Learning: 588; Architecture
and Art: 589
calendars
SE/PG: Organizing Time: 5; Maya
Calendars; 588; Arts: 594-595; Science;
606
People/Roles
Moctezuma II
SE/PG: Moctezuma: 576; Moctezuma
Ilhuicamina: He Frowned Like a Lord, He
Pierces the Sky Like an Arrow: 579-581;
Cortes Defeats Moctezuma: 770-771;
Spanish Conquests in the Americas: 786787
conquistadors
SE/PG: The Conquest of the Americas:
770-775
Hernan Cortes
SE/PG: Cortes Defeats Moctezuma: 770771; Spanish Conquests in the Americas:
786-787
Pachacuti
SE/PG: The Incan Empire: 603
Atahualpa
SE/PG: The Conquest of the Americas;
770; Atahualpa Falls Into Pizarro’s Trap:
771
Francisco Pizarro
SE/PG: Atahualpa Falls into Pizarro’s Trap:
771; The Loss of People and Cultures: 773
Places/Institutions
Mesoamerica
Lake Texcoco
SE = Student Edition
SE/PG: The Maya: 582-589; The Aztecs:
590-595
SE/PG: Moctezuma Ilhuicamina: He
Frowned Like a Lord, He Pierces the Sky
Like an Arrow: 579-581; The Aztecs: 590592; Engineering and Architecture: 594
PG = Teacher’s ProGuide
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To the
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Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Mexico
SE/PG: Settings of Early Civilizations: 93;
The Land of the Aztecs; 590-591
Tenochtitlan
SE/PG: Moctezuma Ilhuicamina: He
Frowned Like a Lord, He Pierces the Sky
Like an Arrow: 579-581; The Land of the
Aztecs: 590-592; Historical Influence; 595;
The Aztecs and the Incas; 618-619; The
Conquest of the Americas: 770-773;
Spanish Conquests in the Americas: 786787
Andes
SE/PG: Geography Shapes Life; 602-603
Machu Picchu
SE/PG: Picture-Machu Picchu: 8; Machu
Picchu: 606
Events
Classic Age of Mayan civilization
SE/PG: Maya Civilization: 584-589
Cortes conquers Aztecs
SE/PG: Cortes Defeats Moctezuma: 770771; Spanish Conquests in the Americas:
786-787
Inca Empire
SE/PG: The Incan Ice Maiden: Frozen for
Five Hundred Years: 599-601; The Incas:
602-607; The Aztecs and the Incas; 618619
Pizarro conquers the Incas
SE/PG: Atahualpa Falls into Pizarro’s Trap:
771; The Loss of People and Cultures: 773
UNIT 7 - Middle Ages in Europe
1. Choices have consequences.
Sample Compelling Question:
How did the attempts to retake the Holy
Land from the Muslims through the
Crusades impact Europe and the Middle
East?
2. Individuals have rights and
responsibilities.
Sample Compelling Question:
How did feudalism define the rights and
responsibilities between lords and vassals?
SE = Student Edition
SE/PG: Key Ideas: 633 (#6), 671 (#2,
#3); Draw Conclusions: 633, 671; Key
Terms and Ideas: 646 (#2); 646 (#5), 676
(#1, #3), 676 (#6, #7), 700 (#8); Reading
Check: 655; Draw Inferences; 657
SE/PG: Key Terms: 633 (#3), 645 (#2);
Reading Check: 636, 637, 643, 645, 663,
665, 687, 690; Key Ideas: 639 (#5), 693
(#2), 699 (#3); Essential Question: 645;
Key Terms and Ideas: 646 (#4); 646 (#6,
#7); Draw Conclusions: 657; Synthesize;
663; Make Inferences: 671; Draw
Inferences: 676, 700
PG = Teacher’s ProGuide
29
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
3. Societies are shaped by beliefs, idea,
and diversity.
Sample Compelling Question:
How did Christianity influence education in
the Middle Ages?
SE/PG: Question: 627, 681; Key Ideas:
633 (#4), 639 (#4, #6), 645 (#6), 663
(#3), 675 (#2); Reading Check: 639, 661,
675, 685; Summarize: 639; Make
Inferences: 663; Synthesize: 675, 693;
Draw Conclusions: 675, 676; Key Terms
and Ideas: 676 (#5), 700 (#4, #5);
Analyze Cause and Effect: 687, 693;
Essential Question: 693, 699; Core
Concepts: Economic Basics: 700
4. Societies experience continuity and
change over time.
Sample Compelling Question:
What factors led to the growth of medieval
towns in Europe?
SE/PG: Reading Check: 633, 671;
Summarize: 633; Draw Conclusions: 639;
Key Ideas: 657 (#2), 687 (#4); Essential
Question: 671, 675, 687; Core Concepts:
Economic Basics: 676; Analyze Cause and
Effect: 699; Key Terms and Ideas: 700
(#1, #2, #6, #9)
5. Relationships between people, place,
idea, and environments are dynamic.
Sample Compelling Question:
What effect did the bubonic plague have in
Europe?
SE/PG: Reading Check: 631, 670, 683,
693, 698, 699; Key Ideas: 633 (#5), 645
(#5), 657 (#3, #4), 671 (#4), 687 (#2);
Essential Question: 633, 639, 657, 663;
Compare and Contrast: 645; Summarize:
676; Analyze Visuals: 676, 700; Draw
Inferences: 687, 699; Analyze Cause and
Effect: 700; Draw Conclusions: 700;
Writing Task: 703
Ideas
Crusades
SE/PG: Religious Crusades: 664-671;
Trade Goes Global: 684-685; Primary
Source-The Crusades: 702-703
medieval
SE/PG: Europe in the Middle Ages: 628633; The Medieval Church: 638-639; The
Medieval Manor: 643-645; Chart-The
Medieval Church; 656; Medieval Trade:
684; Map-Medieval Trade Routes; 685;
medieval Religion and Culture: 690-693
missionaries
SE/PG: The Conversion of Europe: 636637
feudalism
SE/PG: The Development of European
Feudalism: 640-645; Norman England:
660-663; Freedom in the Air; 687; The
Breakdown of the Feudal Order: 712-713
SE = Student Edition
PG = Teacher’s ProGuide
30
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
chivalry
SE/PG: Knights and Warfare: 642; The
Church Shapes Chivalry: 690
growth of towns and trade
SE/PG: Growing Towns: 686-687
Parliament
SE/PG: Parliament; 663
excommunicate
SE/PG: A Defiant Ruler; 654-655;
Crusades Against Heretics: 669-670
People/Roles
St. Patrick
SE/PG: St. Patrick Converts Ireland: 636637
monks and friars
SE/PG: Monasteries and Convents: 634636; Forms of Devotion: 688-689
Pope
SE/PG: Church Organization; 437-439;
The Medieval Church: 656
Benedict
SE/PG: Monasteries and Convents: 634635
Charlemagne
SE/PG: Charlemagne: 622; Charlemagne
and Leo: The Sword and the Crown: 625627; The Age of Charlemagne: 631-633;
The Development of European Feudalism:
640; Popes and Rulers: 652-653
William the Conqueror
SE/PG: Kings, Nobles, and the Magna
Carta: 658-661
Eleanor of Aquitane
SE/PG: Second Crusade: 666
Thomas Aquinas
SE/PG: Thomas Aquinas: 692
Pope Urban I
Opportunities to address this standard
appear on the following page:
The Pope’s Call: 665
Saladin
SE/PG: Second and Third Crusades: 666667
King Richard I
SE/PG: Crusade of the Kings: 666-667;
Massacre of Muslim Soldiers: 703
SE = Student Edition
PG = Teacher’s ProGuide
31
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
St. Francis of Assisi
Places/Institutions
Rome
Pearson, myWorld History
Early Ages, ©2012
SE/PG: St. Frances and St. Clare: 689
SE/PG: Charlemagne and Leo: The Sword
and the Crown: 625-627; A New Emperor;
633; Popes and Rulers: 652-655; Map-The
Crusades: 667; Revival of Drama: 690
Britain
SE/PG: The Conversion of Europe; 636639; The Development of European
Feudalism: 640-645; Henry II’s Murderous
Words: 649-651; Church and State in
England; 655; Kingdom of England: 657;
Kings, Nobles, and the Magna Carta: 658663; Chart-Population of England: 698;
Economic Changes: 699
Ireland
SE/PG: St. Patrick Converts Ireland: 636637; Viking Invasions: 640; Map-Invasions
of Europe, 700-1000: 641
monasteries
SE/PG: Monasteries and Convents: 634639; Cistercians Expand Farming: 683;
Forms of Devotion: 688-689
Gaul (France)
SE/PG: King of France: 657; The Norman
Conquest: 658-659; Attacks on Jewish
Communities: 668-669; Crusades Against
Heretics: 669-670; Joan of Arc: Voices of
Victory: 679-681
Holy Roman Empire
SE/PG: Reviving an Empire: 652-657
Holy Land
SE/PG: More Dispersions: 186; Religious
Crusades: 664-671
Spain
SE/PG: Christians and Muslims in Spain:
672-675; The Inquisition: 748-749; Spain
and the Inquisition: 753
Events
Battle of Hastings
Crusades
SE = Student Edition
SE/PG: Map-Norman Conquest: 659;
William the Conqueror: 659-660
SE/PG: Religious Crusades: 664-671;
Trade Goes Global: 684-685 Primary
Source-The Crusades: 702-703
PG = Teacher’s ProGuide
32
A Correlation of Pearson myWorld History, Early Ages, ©2012
To the
Kansas Academic Standards for Grade 6, Ancient World History
Kansas Academic Standards for
Grade 6, Ancient World History
Pearson, myWorld History
Early Ages, ©2012
Magna Carta
SE/PG: Signing Magna Carta: 662-663
Hundred Years War
SE/PG: Joan of Arc: Voices of Victory:
679-681
Black Death
SE/PG: The Black Death: 696-699
Reconquista
SE/PG: The Reconquista: 674-675
Gothic architecture
SE/PG: New Architecture: 690-691
SE = Student Edition
PG = Teacher’s ProGuide
33