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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 6 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 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 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 17 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 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 18 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 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 19 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 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 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 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 21 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 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 22 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 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 23 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 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 24 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 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 25 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 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 26 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 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 27 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 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 28 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 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