Download myWorld History, Early Ages

A Correlation of
Pearson
myWorld History
Early Ages, ©2012
To the
Michigan
Social Studies
Content Expectations
Grade 7
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Introduction
This document demonstrates how Pearson myWorld History, Early Ages, ©2012 meets the
Michigan Social Studies Content Expectations, Eastern Hemisphere Studies, Grade 7. 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
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
1: Origins
2: The Ancient Near East
3: Ancient India and China
4: Ancient Greece
5: Ancient Rome
6: The Byzantine Empire and Islamic Civilization
7: African and Asian Civilizations
8: Civilizations of the Americas
9: Europe in the Middle Ages
10: The Rise of Europe
SE = Student Edition
2
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Table of Contents
HISTORY ................................................................................................................ 4
WORLD HISTORY.................................................................................................. 12
GEOGRAPHY ......................................................................................................... 18
CIVICS AND GOVERNMENT................................................................................... 32
ECONOMICS ......................................................................................................... 34
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT ............... 36
SE = Student Edition
3
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7TH GRADE EASTERN HEMISPHERE STUDIES
Seventh Grade includes Europe, Africa, Asia, and Australia. Europe and Russia are listed
in the document for 7th grade, but may be included with either Western or Eastern
Hemisphere Studies. World History Eras 1, 2, and 3 and The World in Temporal Terms
and The World in Spatial Terms are included in Grades 6 and 7 as a foundation for World
History and Geography in the high school. Capstone projects of historical and
contemporary global issues that have significance for the student and clearly linked to the
world outside the classroom are included.
HISTORY
H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND (FOUNDATIONAL
EXPECTATIONS ADDRESSED IN GRADE 6)
Evaluate evidence, compare and contrast information, interpret the historical record, and
develop sound historical arguments and perspectives on which informed decisions in
contemporary life can be based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, time lines) to organize their
study of the world. Chronology is based on time and reflects cultural and historical
interpretations, including major starting points, and calendars based on different criteria
(religious, seasonal, Earth-sun-and-moon relationships). Historians use eras and periods
to organize the study of broad developments that have involved large segments of world’s
population and have lasting significance for future generations and to explain change and
continuity.
7 – H1.1.1 Explain why and how historians
use eras and periods as constructs to
organize and explain human activities over
time.
SE/PG: Measuring Time, 4–5
PG only: Core Concepts Handbook:
Measuring Time, T4; Timeline Builders, T5
7 – H1.1.2 Compare and contrast several
different calendar systems used in the past
and present and their cultural significance
(e.g., Sun Dial, Gregorian calendar –
B.C./A.D.; contemporary secular –
B.C.E./C.E.; Chinese, Hebrew, and
Islamic/Hijri calendars).
SE/PG: Measuring Time, 4–5; The
Egyptian Calendar, 156; Roman Calendar,
5; A New Calendar, 719–720; Aztec
Calendar, 594, 595; China, 553; Incan
Calendar, 606; Japan, 553; Mayan
Calendar, 588
SE = Student Edition
4
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and
interpret a variety of historical documents (including narratives), recognize the difference
between fact and opinion, appreciate multiple historical perspectives while avoiding
present mindedness (judging the past solely in term of norms and values of today), and
explain that historical events often are the result of multiple causation. Students will
conduct their own inquiry and analysis in their studies about the ancient history of the
Eastern Hemisphere.
7 – H1.2.1 Explain how historians use a
SE/TE: Historical Sources, 6–7; Primary
variety of sources to explore the past (e.g., Sources (Analyze the Documents), 101,
artifacts, primary and secondary sources
191, 291, 355, 423, 479, 573, 619, 703,
including narratives, technology, historical
787; Writing Task: Comparing Documents,
maps, visual/mathematical quantitative
323, 479, 619, 677, 701; also see:
data, radiocarbon dating, DNA analysis).
Document–Based Questions, 77, 99, 139,
165, 189, 229, 249, 269, 289, 353, 385,
421, 445, 477, 511, 543, 571, 597, 617,
647, 677, 701, 735, 757, 785; Identify
Bias, 499, 529, 533, 702, 703, 756, 775;
Compare Viewpoints, 241, 288, 291, 321,
333, 379, 607, 749, 775; Maps, 10, 11, 12,
13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92,
98, 112, 183, 185, 188, 201, 204, 207,
218, 226, 236, 243, 248, 255, 259, 279,
301, 310, 319, 330, 332, 336, 365, 381,
391, 403, 406, 418, 433, 438, 451, 452,
461, 469, 489, 492, 496, 501, 510, 518,
520, 525, 528, 532, 543, 549, 570, 583,
584, 591, 603, 609, 629, 630, 632, 636,
641, 653, 659, 667, 674, 685, 696, 713,
714, 734, 751, 764, 766, 771, 777
SE = Student Edition
5
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
(Continued) 7 – H1.2.1 Explain how
historians use a variety of sources to
explore the past (e.g., artifacts, primary
and secondary sources including narratives,
technology, historical maps,
visual/mathematical quantitative data,
radiocarbon dating, DNA analysis).
SE = Student Edition
PG only: Primary Source Lesson Plan and
PG Primary Sources: Core Concepts, 4, 22,
47; Unit 1: Origins, T44, 63; Unit 2: The
Ancient Near East, T88, 108, 126, 136,
175, 187, 192; Unit 3: Ancient India and
China, T98, 205, 210, 211, 215, 218, 232,
237, 290; Unit 4: Ancient Greece, T62,
299, 302, 314, 320, 333, 337, 347, 356;
Unit 5: Ancient Rome, T68, 363, 411, 422;
Unit 6: The Byzantine Empire and Islamic
Civilization, T56, 439, 464, 466, 475; Unit
7: African and Asian Civilizations, T86, 496,
498, 515, 527, 546, 559, 569, 575; Unit 8:
Civilizations of the Americas, T38, 595,
610, 613; Unit 9: Europe in the Middle
Ages, T80, 627, 631, 643, 654, 662, 668,
674, 681, 699, 702; Unit 10: The Rise of
Europe, T80, 732, 742, 764, 779, 786, 788
6
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – H1.2.2 Read and comprehend a
historical passage to identify basic factual
knowledge and the literal meaning by
indicating who was involved, what
happened, where it happened, what events
led to the development, and what
consequences or outcomes followed.
SE/TE: Section Assessment, 117, 123,
131, 137, 151, 157, 163, 175, 181, 187,
205, 211, 219, 227, 241, 247, 257, 261,
267, 277, 281, 287, 305, 311, 317, 321,
333, 337, 343, 351, 369, 375, 379, 383,
395, 401, 407, 413, 419, 435, 439, 443,
453, 459, 467, 475, 493, 499, 503, 509,
523, 529, 533, 541, 553, 561, 569, 589,
595, 607, 615, 633, 639, 645, 657, 663,
671, 675, 687, 693, 699, 715, 721, 727,
733, 745, 749, 755, 769, 775, 783;
Chapter Assessment, 76, 98, 138, 164,
188, 228, 248, 268, 288, 322, 352, 384,
420, 444, 476, 510, 542, 570, 596, 616,
646, 676, 700, 734, 756, 784; Reading
Check, 60, 67, 70, 72, 75, 89, 91, 97, 114,
117, 120, 123, 125, 129, 131, 137, 145,
149, 151, 155, 157, 161, 163, 171, 175,
177, 178, 181, 184, 187, 201, 205, 208,
211, 215, 217, 219, 222, 227, 237, 239,
241, 247, 255, 257, 260, 261, 265, 267,
276, 277, 281, 283, 285, 287, 301, 305,
308, 311, 314, 317, 321, 331, 333, 337,
341, 343, 346, 349, 351, 367, 369, 371,
375, 377, 379, 383, 393, 395, 398, 401,
405, 407, 409, 413, 417, 419, 435, 437,
439, 441, 443, 451, 453, 456, 459, 462,
467, 471, 475, 491, 493, 497, 499, 502,
503, 507, 509, 519, 521, 523, 527, 529,
533, 536, 541, 549, 553, 559, 561, 565,
569, 586, 589, 592, 595, 604, 607, 611,
615, 631, 637, 639, 641, 645, 653, 657,
660, 663, 668, 671, 675, 685, 687, 690,
693, 695, 699, 715, 718, 721, 724, 727,
731, 733, 742, 745, 749, 751, 755, 767,
769, 774, 775, 778, 783
7 – H1.2.3 Identify the point of view
(perspective of the author) and context
when reading and discussing primary and
secondary sources.
SE/PG: Identify Bias, 499, 529, 533, 702,
703, 756, 775; Compare Viewpoints, 241,
288, 291, 321, 333, 379, 607, 749, 775;
21st Century Learning: Analyze Media
Content, 39, 511; Primary Sources (Analyze
the Documents), 101, 191, 291, 355, 423,
479, 573, 619, 703, 787; Writing Task:
Comparing Documents, 323, 479, 619, 677,
701
SE = Student Edition
7
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – H1.2.4 Compare and evaluate
competing historical perspectives about the
past based on proof.
SE/PG: Historical Sources, 6–7; Primary
Sources (Analyze the Documents), 101,
191, 291, 355, 423, 479, 573, 619, 703,
787; Writing Task: Comparing Documents,
323, 479, 619, 677, 701; also see:
Document–Based Questions, 77, 99, 139,
165, 189, 229, 249, 269, 289, 353, 385,
421, 445, 477, 511, 543, 571, 597, 617,
647, 677, 701, 735, 757, 785; Compare
Viewpoints, 241, 288, 291, 321, 333, 379,
607, 749, 775
7 – H1.2.5 Describe how historians use
methods of inquiry to identify cause effect
relationships in history noting that many
have multiple causes.
SE/PG: Cause and Effect, 16, 38, 98, 101,
131, 164, 185, 219, 247, 248, 268, 277,
287, 288, 322, 384, 395, 407, 419, 420,
444, 475, 476, 523, 553, 561, 595, 596,
612, 618, 687, 693, 699, 700, 733, 734,
755, 783, 784
7 – H1.2.6 Identify the role of the individual
in history and the significance of one
person’s ideas.
SE/PG: my Story, 55–57, 79–81, 107–109,
141–143, 167–169, 197–199, 231–233,
251–253, 271–273, 297–299, 325–327,
361–363, 387–389, 429–431, 447–449,
485–487, 513–515, 545–547, 579–581,
599–601, 625–627, 649–651, 679–681,
709–711, 737–739, 759–761, 793–795,
825–827, 853–855, 889–891, 923–925,
951–953, 973–975
SE = Student Edition
8
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
7 – H1.4.1 Describe and use cultural
SE/PG: What Is Culture? 42–43; Religion,
institutions to study an era and a region
44–45; Cultural Diffusion and Change, 46–
(political, economic, religion/belief,
47; Hunter-Gatherer Societies, 64–67;
science/technology, written language,
Beginnings of Civilizations, 78–81, 82–89,
education, family).
90–97, 98–99; The Fertile Crescent, 106–
109, 110–117, 118–123, 124–131, 132–
137, 138–139; Ancient Egypt and Nubia,
140–143, 144–151, 152–157, 158–163,
164–165; Judaism and the Jewish People,
166–169, 170–175, 176–181, 182–187,
188–189; Civilizations of Early India, 196–
199, 200–205, 206–211, 212–219, 220–
227, 228–229; India’s Empires, 230–233,
234–241, 242–247, 248–249; Ancient
China, 250–253, 254–257, 258–261, 262–
267, 268–269; The Chinese Empire, 270–
273, 274–277, 278–281, 282–287, 288–
289; The Ancient Greeks, 296–299, 300–
305, 306–311, 312–317, 318–321, 322–
323; Ancient Greek Civilization, 324–327,
328–333, 334–337, 338–343, 344–351,
352–353; The Roman Republic, 360–363,
364–369, 370–375, 376–379, 380–383,
384–385; The Roman Empire and
Christianity, 386–389, 390–395, 396–401,
402–407, 408–413, 414–419, 420–421;
The Byzantine Empire, 428–431, 432–435,
436–439, 440–443, 444–445; Islamic
Civilization, 446–449, 450–453, 454–459,
460–467, 468–475, 476–477; Early African
Civilizations, 484–487, 488–493, 494–499,
500–503, 504–509, 510–511; China in the
Middle Ages, 512–515, 516–523, 524–529,
530–533, 534–541, 542–543; Japan Before
Modern Times, 544–547, 548–553, 554–
561, 562–569, 570–571; Mesoamerican
Civilizations, 578–581, 582–589, 590–595,
596–597; Early North And South America,
598–601, 602–607, 608–615, 616–617; A–
783, 784–785
SE = Student Edition
9
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
(Continued) 7 – H1.4.1 Describe and use
cultural institutions to study an era and a
region (political, economic, religion/belief,
science/technology, written language,
education, family).
SE/TE: New Civilization in Europe, 624–
627, 628–633, 634–639, 640–645, 646–
647; Conflicts and Crusades, 648–651,
652–657, 658–663, 664–671, 672–675,
676–677; A Changing Medieval World, 678–
681, 682–687, 688–693, 694–699, 700–
701; The Renaissance, 708–711, 712–715,
716–721, 722–727, 728–733, 734–735;
The Reformation, 736–739, 740–745, 746–
749, 750–755, 756–757; The Age of
Exploration, 758–761, 762–769, 770–775,
776
7 – H1.4.2 Describe and use themes of
history to study patterns of change and
continuity.
The Essential Questions provide a larger
framework to guide students to explore the
big ideas of each chapter.
SE/PG: Essential Questions: How are
Religion and Culture Connected? 166, 175,
181, 187, 189, 230, 241, 247, 249, 446,
453, 459, 467, 475, 477, 678, 687, 693,
699, 701; How Much Does Geography
Affect People's Lives? 140, 151, 157, 163,
165, 196, 205, 211, 219, 227, 229, 250,
257, 261, 267, 269, 598, 607, 615, 617;
How Should We Handle Conflict, 324, 333,
337, 343, 351, 353, 648, 657, 663, 671,
675, 677, 736, 745, 749, 755, 757; What
Are the Consequences of Technology? 54,
63, 67, 75, 77, 106, 117, 123, 131, 137,
139, 512, 523, 529, 533, 541, 543; What
Are the Consequences of Trade? 484, 493,
499, 503, 509, 511, 758, 769, 775, 783;
What Distinguishes One Culture from
Another? 428, 435, 439, 443, 445, 544,
553, 561, 569, 571, 578, 589, 595, 597,
708, 715, 721, 727, 733, 735; What Is
Power and who Should Have It? 296, 305,
311, 317, 321, 323, 624, 633, 639, 645,
647; What Should Governments Do? 78,
89, 97, 99, 270, 277, 281, 287, 289, 360,
369, 375, 379, 383, 385; Why Do People
Move? 386, 395, 401, 407, 413, 419, 421
SE = Student Edition
10
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
7 – H1.4.3 Use historical perspectives to
analyze global issues faced by humans long
ago and today.
Pearson myWorld History
Early Ages, ©2012
SE/PG: Essential Question: myWorld
Chapter Activity & 21st Century Learning
Activity, 77, 99, 139, 165, 189, 229, 249,
269, 289, 353, 385, 421, 445, 477, 511,
543, 571, 597, 617, 647, 677, 701, 735,
757, 785; Student Journal (Essential
Question), 117, 123, 131, 137, 151, 157,
163, 175, 181, 187, 205, 211, 219, 227,
241, 247, 257, 261, 267, 277, 281, 287,
305, 311, 317, 321, 333, 337, 343, 351,
369, 375, 379, 383, 395, 401, 407, 413,
419, 435, 439, 443, 453, 459, 467, 475,
493, 499, 503, 509, 523, 529, 533, 541,
553, 561, 569, 589, 595, 607, 615, 633,
639, 645, 657, 663, 671, 675, 687, 693,
699, 715, 721, 727, 733, 745, 749, 755,
769, 775, 783
PG only: myWorld Chapter Activity: Unit 1:
Origins, T5, T29; Unit 2: The Ancient Near
East, T5, T35, T67; Unit 3: Ancient India
and China, T5, T35, T53, T77; Unit 4:
Ancient Greece, T5, T35; Unit 5: Ancient
Rome, T5, T35; Unit 6: The Byzantine
Empire and Islamic Civilization, T5, T28;
Unit 7: African and Asian Civilizations, T5,
T35, T65; Unit 8: Civilizations of the
Americas, T5, T25; Unit 9: Europe in the
Middle Ages, T5, T29, T59; Unit 10: The
Rise of Europe, T5, T35, T59
SE = Student Edition
11
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
WORLD HISTORY
W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETY: BEGINNINGS TO 4000
B.C.E./B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral
nomads. Analyze and explain the geographic, environmental, biological, and cultural
processes that influenced the rise of the earliest human communities, the migration and
spread of people throughout the world, and the causes and consequences of the growth of
agriculture.
W1.1 Peopling of the Earth
Describe the spread of people in the Eastern Hemisphere in Era 1.
In the first era of human history, people spread throughout the world. As communities of
hunters, foragers, or fishers, they adapted creatively and continually to a variety of
contrasting, changing environments in Africa, Eurasia, and Australia.
7 – W1.1.1 Explain how and when human
communities populated major regions of
the Eastern Hemisphere (Africa, Australia,
Europe, Asia) and adapted to a variety of
environments.
SE/PG: Populating the Earth, 68–75;
Chapter Assessment, 76
7 – W1.1.2 Explain what archaeologists
have learned about Paleolithic and Neolithic
patterns of living in Africa, Western Europe,
and Asia.
SE/PG: Mary Leakey: Exploring the Stone
Age, 55-57; The Hunt for Early Humans,
60–63; Map: Fossil Finds in Africa, 62;
Hunter-Gatherer Societies, 64–67
PG only: Origins: Archeological Mysteries
Conference, T5–T7; Spread the News, T10–
T11; Enrichment: Carbon Dating, T12;
Origins: Get Yours Now, T16–T17
W1.2 Agricultural Revolution
Describe the Agricultural Revolution and explain why it was a turning point in history.
The Agricultural Revolution was a major turning point in history that resulted in people
and civilizations viewing and using the land in a systematic manner to grow food crops,
raise animals, produce food surpluses, and the development of sedentary settlement.
7 – W1.2.1 Explain the importance of the
SE/PG: The Birth of Farming, 82–84; The
natural environment in the development of
Spread of Farming, 85–86
agricultural settlements in different
locations (e.g., available water for
irrigation, adequate precipitation, and
suitable growth season).
7 – W1.2.2 Explain the impact of the
SE/PG: Early Agriculture, 82–86; Farming
Agricultural Revolution (stable food supply,
the Land, 111–112; City-States of Sumer,
surplus, population growth, trade, division
112–113; 21st Century Learning: Hold an
Agricultural Fair, 102–103
of labor, development of settlements).
PG only: Origins: When I Grow Up! T34–
T35
SE = Student Edition
12
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
7 – W1.2.3 Compare and contrast the
environmental, economic, and social
institutions of two early civilizations from
different world regions (e.g., Yangtse,
Indus River Valley, Tigris/Euphrates, and
Nile).
Pearson myWorld History
Early Ages, ©2012
SE/PG: Cities and Civilizations, 90–97; The
Civilization of Sumer, 110–117; The First
Empires, 118–123; The Assyrian and
Persian Empires, 124–131; Egypt Under the
Pharaohs, 144–151; Art, Architecture, and
Learning in Egypt, 152–157; Egypt and
Nubia, 158–163; Indus Valley Civilization,
200–205; India’s Vedic Age, 206–211;
Settling Along the Huang River, 254–257;
China Under the Zhou Dynasty, 258–261;
Religions and Beliefs of Ancient China, 262–
267
W2 WHG ERA 2 – EARLY CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF
PASTORAL PEOPLES, 4000 TO 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral
societies, where they emerged, and how they spread.
W2.1 Early Civilizations and Early Pastoral Societies
Analyze early Eastern Hemisphere civilizations and pastoral societies.
During this era early civilizations and pastoral societies emerged. Many of the world’s
most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral
societies developed the herding of animals as a primary food source that enabled them to
inhabit the semi-arid steppes of Eurasia and Africa. This era introduces students to one of
the most enduring themes in history: the dynamic interplay, between herding and
agrarian societies involving both conflict and mutual dependence.
7 – W2.1.1 Describe the importance of the development of human language, oral and
written, and its relationship to the development of culture
• verbal vocalizations
SE/PG: For related material see: System of
Writing, 97
• standardization of physical (rock, bird)
SE/PG: System of Writing, 97
and abstract (love, fear) words
• pictographs to abstract writing
SE/PG: System of Writing, 97; Sumerian
(governmental administration, laws,
Writing, 115; Development of the Alphabet,
codes, history and artistic expressions)
136–137; Hieroglyphic Writing, 152–153
PG only: The Ancient Near East: A Sound
Alphabet, T28–T29
7 – W2.1.2 Use historical and modern maps SE/PG: Geography’s Five Themes, 10–11;
and other sources to locate, describe, and
Understanding Maps, 12–13; Historical
analyze major river systems and discuss
Maps, 14–15; Maps, 10, 11, 12, 13, 14, 15,
the ways these physical settings supported
38, 42, 44, 50, 62, 69, 85, 92, 98, 112,
permanent settlements, and development
183, 185, 188, 201, 204, 207, 218, 226,
of early civilizations (Tigris and Euphrates
236, 243, 248, 255, 259, 279
Rivers, Yangtze River, Nile River, Indus
River).
SE = Student Edition
13
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – W2.1.3 Examine early civilizations to
describe their common features (ways of
governing, stable food supply, economic
and social structures, use of resources and
technology, division of labor and forms of
communication).
SE/PG: Beginnings of Civilizations, 78–81;
Early Agriculture, 82–89; Cities and
Civilizations, 90–97; Chapter Assessment,
98–99; The Civilization of Sumer, 110–117;
The First Empires, 118–123; The Assyrian
and Persian Empires, 124–131; Chapter
Assessment, 138–139; Egypt Under the
Pharaohs, 144–151; Art, Architecture, and
Learning in Egypt, 152–157; Egypt and
Nubia, 158–163; Chapter Assessment,
164–165; The Origins of Judaism, 170–
175; The Teachings of Judaism, 176–181;
The Jewish People, 182–187; Chapter
Assessment, 188–189; Indus Valley
Civilization, 200–205; India’s Vedic Age,
206–211; Hinduism, 212–219; Buddhism,
220–227; Chapter Assessment, 228–229
Settling Along the Huang River, 254–257;
China Under the Zhou Dynasty, 258–261;
Religions and Beliefs of Ancient China, 262–
267; Chapter Assessment, 268–269
7 – W2.1.4 Define the concept of cultural
diffusion and how it resulted in the spread
of ideas and technology from one region to
another (e.g., plants, crops, plow, wheel,
bronze metallurgy).
SE/PG: Cultural Diffusion and Change, 46–
47
PG only: Core Concepts: Cultural Diffusion
and Change, T42; Track the Trait, T43
7 – W2.1.5 Describe pastoralism and
explain how the climate and geography of
Central Asia were linked to the rise of
pastoral societies on the steppes.
SE/PG: The Mongol Conquests, 524–525
SE = Student Edition
14
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
W3 WHG ERA 3 – CLASSICAL TRADITIONS, WORLD RELIGIONS, AND MAJOR EMPIRES,
1000 B.C.E./B.C. TO 300 C.E./A.D.
Analyze classical civilizations and empires and the emergence of major world religions and
large-scale empires.
During this era, innovations and social, political, and economic changes occurred through
emergence of classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the
direction of forming a single world of human interchange as a result of trade, empire
building, and the diffusion of skills and ideas. Six of the world’s major faiths and ethical
systems emerged and classical civilizations established institutions, systems of thought,
and cultural styles that would influence neighboring peoples and endure for centuries.
W3.1 Classical Traditions in Regions of the Eastern Hemisphere
Analyze classical civilizations and empires and their lasting impact on institutions, political
thought, structures, technology and art forms that grew in India, China, the
Mediterranean basin, Africa, and Southwest and Central Asia during this era.
7 – W3.1.1 Describe the characteristics that SE/PG: Civilizations of Early India, 196–
classical civilizations share (institutions,
199, 200–205, 206–211, 212–219, 220–
cultural styles, systems of thought that
227, 228–229; India’s Empires, 230–233,
influenced neighboring peoples and have
234–241, 242–247, 248–249; Ancient
endured for several centuries).
China, 250–253, 254–257, 258–261, 262–
267, 268–269; The Chinese Empire, 270–
273, 274–277, 278–281, 282–287, 288–
289; The Ancient Greeks, 296–299, 300–
305, 306–311, 312–317, 318–321, 322–
323; Ancient Greek Civilization, 324–327,
328–333, 334–337, 338–343, 344–351,
352–353; The Roman Republic, 360–363,
364–369, 370–375, 376–379, 380–383,
384–385; The Roman Empire and
Christianity, 386–389, 390–395, 396–401,
402–407, 408–413, 414–419, 420–421
7 – W3.1.2 Using historic and modern
maps, locate three major empires of this
era, describe their geographic
characteristics including physical features
and climates, and propose a generalization
about the relationship between geographic
characteristics and the development of
early empires.
7– W3.1.3 Compare and contrast the
defining characteristics of a city-state,
civilization, and empire.
SE = Student Edition
SE/PG: Geography of Mesopotamia, 111;
Geography of Ancient Egypt, 144–145; The
Indian Subcontinent, 200–201; Geography
of China, 254–255; Geography of the Greek
World, 300–301; The Geography of Italy,
364; Geography of Japan, 548–549;
Geography of Mesoamerica, 583
SE/PG: Cities and Civilization, 90–97; CityStates of Sumer, 112–113; Sargon builds
an Empire, 119; Emergence of City-States,
304–305
15
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – W3.1.4 Assess the importance of Greek
ideas about democracy and citizenship in
the development of Western political
thought and institutions.
SE/PG: Democracy in Athens, 312–317
PG only: Ancient Greece: Report form
Athens, T22–T23; Enrichment: Origins of
the Vocabulary of Government, T24
7 – W3.1.5 Describe major achievements
from Indian, Chinese, Mediterranean,
African, and Southwest and Central Asian
civilizations in the areas of art, architecture
and culture; science, technology and
mathematics; political life and ideas;
philosophy and ethical beliefs; and military
strategy.
SE/PG: Sumer: Achievements, 117;
Sumerian Religion, 114; Religion, 129;
Egyptian Religion, 150–151; Egyptian:
Hieroglyphic Writing, 152–153; Architecture
and Art, 154–155; The Egyptian Calendar,
156; The Gupta Empire, 242–247; Religions
and Beliefs of Ancient China, 262–267; Han
Society and Achievements, 282–287;
Ancient Greek Beliefs and Arts, 338–343;
Ancient Greek Learning, 344–351; The
Government of the Republic, 370–375;
Rome’s Practical Achievements, 392-393;
Roman Culture and Its Legacy, 396–401
7 – W3.1.6 Use historic and modern maps
to locate and describe trade networks
among empires in the classical era.
SE/PG: Maps: West Africa: Trade Routes,
about 1000-1500, 15; Trade Routes From
the Indus Valley, 204; Trade Routes in
Muslim Lands, 469; West African Trade:
800-1500, 492; Trade Routes, 528
SE/PG: Essential Questions: What Are the
Consequences of Trade? 484, 493, 499,
503, 509, 511, 758, 769, 775, 783
7 – W3.1.7 Use a case study to describe
how trade integrated cultures and
influenced the economy within empires
(e.g., Assyrian and Persian trade networks
or networks of Egypt and Nubia/Kush; or
Phoenician and Greek networks).
7 – W3.1.8 Describe the role of state
authority, military power, taxation systems,
and institutions of coerced labor, including
slavery, in building and maintaining
empires (e.g., Han Empire, Mauryan
Empire, Egypt, Greek city-states and the
Roman Empire).
SE = Student Edition
SE/PG: Egypt and Nubia, 140, 141–143,
144–151, 152–157, 158–163, 164–165;
The Mauyra Empire, 234–241; The Chinese
Empire, 270, 271–273, 274–277, 278–281,
282–287, 288–289; Ancient Greeks, 296,
297–299, 300–305, 306–311, 312–317,
318–321, 322–323, 324, 325–327, 328–
333, 334–337, 338–343, 344–351, 352–
353; Ancient Rome, 360, 361–363, 364–
369, 370–375, 376–379, 380–383, 384–
385, 386, 387–389, 390–395, 396–401,
402–407, 408–413, 414–419, 420–421
16
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
7 – W3.1.9 Describe the significance of
legal codes, belief systems, written
languages and communications in the
development of large regional empires.
Pearson myWorld History
Early Ages, ©2012
SE/PG: Hammurabi, 120–123; Sargon,
118, 119–120; Think Critically: Compare and
Contrast, 123; Document-Based
Assessment, 139; Democracy in Athens,
312–317; The Government of the Republic,
370–375; System of Writing, 97; Sumerian
Writing, 115; Development of the Alphabet,
136–137; Hieroglyphic Writing, 152–153;
Sumerian Religion, 114; Religion, 129;
Egyptian Religion, 150–151; Hinduism,
212–219; Buddhism, 220–227; Religions
and Beliefs of Ancient China, 262–267;
Greek Religion and Mythology, 338–340;
Roman Religion, 378–379; Origins of
Christianity, 402–407; Beliefs of
Christianity, 408–413; Islam, 447–449,
452–457, 459, 460–464, 466–467, 468–
475, 478–479
PG only: The Ancient Near East: An Eye for
an Eye, T16–T17; A Sound Alphabet, T28–
T29; Ancient Greece: Report form Athens,
T22–T23; Enrichment: Origins of the
Vocabulary of Government, T24; Ancient
Rome: Comparing Religions, T52–T53
SE/PG: Timelines, 231, 234–235, 251,
271, 297, 325, 361, 387, 416–417
7 – W3.1.10 Create a time line that
illustrates the rise and fall of classical
empires during the classical period.
W3.2 Growth and Development of World Religions
Explain how world religions or belief systems of Hinduism, Judaism, Buddhism,
Christianity, Confucianism and Islam grew and their significance. (Islam is included here
even though it came after 300 C.E./A.D.)
Six of the world’s major faiths and ethical systems emerged establishing institutions,
systems of thought, and cultural styles that would influence neighboring peoples and
endure for centuries.
7 – W3.2.1 Identify and describe the beliefs SE/PG: Core Concept: Religion, 44–45;
of the five major world religions.
Judaism, 170–175, 176–181, 182–187,
351, 403, 405, 453, 456, 461, 462;
Christianity, 387–389, 402–407, 408–413,
436–439, 501, 502, 506–507, 631–633,
634–639; Islam, 447–449, 452–457, 459,
460–464, 466–467, 468–475, 478–479,
485–487, 495–499, 503, 506–507, 826;
Buddhism, 220–227, 230, 238, 239, 281,
244, 527, 538–539, 540, 541, 551–553,
565–569; Hinduism, 196, 212–219, 222,
225, 238
SE = Student Edition
17
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – W3.2.2 Locate the geographical center
of major religions and map the spread
through the 3rd century C.E./A.D.
SE/PG: Map: Israel and Judah, 183; Map:
The Diaspora, 185; Map: The Spread of
Buddhism, 226; Map: Events in Jesus’ Life,
403; Map: Spread of Christianity, 406;
Map: Events in Muhammad’s Life, 452;
Map: Spread of the Arab Muslim Empire,
461
7 – W3.2.3 Identify and describe the ways
that religions unified people’s perceptions of
the world and contributed to cultural
integration of large regions of Afro-Eurasia.
(National Geography Standard 6, p. 73)
SE/PG: Core Concept: Religion, 44–45;
The Diaspora, 184–186; The Legacy of
Judaism, 187
PG only: Core Concepts: Religion, T40;
Religion Research, T41; Ancient Egypt and
Nubia: Exploring Dispersion, T84–T85
GEOGRAPHY
G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND (FOUNDATIONAL
EXPECTATIONS ADDRESSED IN GRADE 6)
Study the relationships between people, places, and environments by using information
that is in a geographic (spatial) context. Engage in mapping and analyzing the information
to explain the patterns and relationships they reveal both between and among people,
their cultures, and the natural environment. Identify and access information, evaluate it
using criteria based on concepts and themes, and use geography in problem solving and
decision making. Explain and use key conceptual devices (places and regions, spatial
patterns and processes) that geographers use to organize information and inform their
study of the world.
G1.1 Spatial Thinking
Use maps and other geographic tools to acquire and process information from a spatial
perspective.
Geographers use published maps, sketch (mental) maps, and other geographic
representations, tools, and technologies to acquire, organize, process, and report
information from a spatial perspective. World maps made for specific purposes
(population distribution, climate patterns, vegetation patterns) are used to explain the
importance of maps in presenting information that can be compared, contrasted, and
examined to answer the questions “Where is something located?” and “Why is it located
there?” Students will begin with global scale and then refocus the scale to study the
region of the Eastern Hemisphere, and, finally, focus on a specific place.
SE = Student Edition
18
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – G1.1.1 Explain and use a variety of
maps, globes, and web based geography
technology to study the world, including
global, interregional, regional, and local
scales.
SE/TE: Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Maps and Map Skill
Questions, 10, 11, 12, 13, 14, 15, 38, 42,
44, 50, 62, 69, 85, 92, 98, 112, 183, 185,
188, 201, 204, 207, 218, 226, 236, 243,
248, 255, 259, 279, 301, 310, 319, 330,
332, 336, 365, 381, 391, 403, 406, 418,
433, 438, 451, 452, 461, 469, 489, 492,
496, 501, 510, 518, 520, 525, 528, 532,
543, 549, 570, 583, 584, 591, 603, 609,
629, 630, 632, 636, 641, 653, 659, 667,
674, 685, 696, 713, 714, 734, 751, 764,
766, 771, 777
7 – G1.1.2 Draw an accurate sketch map
from memory of the Eastern Hemisphere
showing the major regions (Africa, Asia,
Europe, Australia/Oceania, Antarctica).
SE/PG: For related material see: 21st
Century Learning: Make a Map, 139, 165
G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships
between people, cultures, their environment, and relations within the larger world
context.
Geographers use information and skills to reach conclusions about significant questions
regarding the relationships between people, their cultures, the environments in which
they live, and the relationships within the larger world context. Students will reach their
own conclusions using this information and make a reasoned judgment about the most
justifiable conclusion based on the authenticity of the information, their skill at critically
analyzing and synthesizing the information, and presenting the results of the inquiry.
7 – G1.2.1 Locate the major landforms,
SE/PG: Maps and Map Skill Questions, 10,
rivers and climate regions of the Eastern
11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69,
Hemisphere.
85, 92, 98, 112, 183, 185, 188, 201, 204,
207, 218, 226, 236, 243, 248, 255, 259,
279, 301, 310, 319, 330, 332, 336, 365,
381, 391, 403, 406, 418, 433, 438, 451,
452, 461, 469, 489, 492, 496, 501, 510,
518, 520, 525, 528, 532, 543, 549, 570,
583, 584, 591, 603, 609, 629, 630, 632,
636, 641, 653, 659, 667, 674, 685, 696,
713, 714, 734, 751, 764, 766, 771, 777
SE = Student Edition
19
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – G1.2.2 Explain why maps of the same
place may vary as a result of the cultural or
historical background of the cartographer.
SE/PG: For related material see:
Understanding Maps, 12–13; Historical
Maps, 14–15
PG only: Core Concepts: Mapping My Day,
T15; Ancient India and China: Challenge:
Create a Pop-Up Map, T8; Extra Support:
Trace Aryans and Native Americans
Migration on Maps, T14; The Rise of
Europe: A Memorable Map, T64–T65
SE/PG: Opportunities to answer this
objective exist throughout the text. For
examples see pages 92, 97, 112, 120–121,
130, 140, 146, 154, 162, 203, 304.
7 – G1.2.3 Use observations from air
photos, photographs (print and CD), films
(VCR and DVD) as the basis for answering
geographic questions about the human and
physical characteristics of places and
regions.
7 – G1.2.4 Draw the general population
distribution of the Eastern Hemisphere on a
map, analyze the patterns, and propose
two generalizations about the location and
density of the population.
7 – G1.2.5 Use information from modern
technology such as Geographic Positioning
System (GPS), Geographic Information
System (GIS), and satellite remote sensing
to locate information and process maps and
data to analyze spatial patterns of the
Eastern Hemisphere to answer geographic
questions.
7 – G1.2.6 Apply the skills of geographic
inquiry (asking geographic questions,
acquiring geographic information,
organizing geographic information,
analyzing geographic information, and
answering geographic questions) to analyze
a problem or issue of importance to a
region of the Eastern Hemisphere.
SE = Student Edition
SE/PG: For related material see:
Population: Arabia, 451; Buddhists, 226,
227; China, 520, 521; Christians, 412;
Europe, 683; India, 218; Jewish People,
186, 187; Mali, 497; Middle Ages, 683,
698; Muslims, 458, 459
SE/PG: For related material see:
Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Atlas, 790–805
SE/PG: Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Maps and Map Skill
Questions, 10, 11, 12, 13, 14, 15, 38, 42,
44, 50, 62, 69, 85, 92, 98, 112, 183, 185,
188, 201, 204, 207, 218, 226, 236, 243,
248, 255, 259, 279, 301, 310, 319, 330,
332, 336, 365, 381, 391, 403, 406, 418,
433, 438, 451, 452, 461, 469, 489, 492,
496, 501, 510, 518, 520, 525, 528, 532,
543, 549, 570, 583, 584, 591, 603, 609,
629, 630, 632, 636, 641, 653, 659, 667,
674, 685, 696, 713, 714, 734, 751, 764,
766, 771, 777; Essential Questions: How
Much Does Geography Affect People's
Lives? 140, 151, 157, 163, 165, 196, 205,
211, 219, 227, 229, 250, 257, 261, 267,
269, 598, 607, 615, 617; Why Do People
Move? 386, 395, 401, 407, 413, 419
20
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth.
The nature and uses of geography as a discipline and the spatial perspective require that
students observe, interpret, assess, and apply geographic information and skills. The uses
of the subject and content of geography are essential in the development of geographical
understanding. A spatial perspective enables students to observe, describe, and analyze
the organizations of people, places, and environments at different scales and is central to
geographic literacy.
7 – G1.3.1 Use the fundamental themes of
SE/TE: Geography’s Five Themes, 10–11;
geography (location, place, human
Understanding Maps, 12–13; Historical
environment interaction, movement,
Maps, 14–15; Map Skills: Region, 112, 126,
region) to describe regions or places on
148, 183, 255, 391, 403, 452, 469, 489,
earth.
492, 501, 518, 525, 528, 532, 549, 584,
629, 674, 696; Nile River Valley, 92, 93,
95; Geography of Mesopotamia, 111;
Geography of Ancient Egypt, 144–145; The
Indian Subcontinent, 200–201; Geography
of China, 254–255; Geography of the Greek
World, 300–301; The Geography of Italy,
364;Locaton of Constantinople, 432; Trade
and Trade Routes, 469; The African
Landscape, 488–490; Geography of Japan,
548–549; Geography of Mesoamerica, 583;
Mexico: Building a City, 590–591;
Geography Shapes Life, 602–603; The
Eastern Woodlands, 610; The Great Plains,
611; The North and Northwest, 612; The
West and Southwest, 613; The Geography
of Europe, 628
7 – G1.3.2 Explain the locations and
SE/TE: Geography’s Five Themes, 10–11;
distributions of physical and human
Understanding Maps, 12–13; Historical
characteristics of Earth by using knowledge Maps, 14–15; Map Skills: Region, 112, 126,
of spatial patterns.
148, 183, 255, 391, 403, 452, 469, 489,
492, 501, 518, 525, 528, 532, 549, 584,
629, 674, 696
7 – G1.3.3 Explain the different ways in
SE/PG: Map Skills: Interaction, 112, 126,
which places are connected and how those
145, 159, 171, 218, 255, 310, 330, 332,
connections demonstrate interdependence
336, 391, 406, 452, 469, 496, 501, 532,
and accessibility.
630, 636, 674, 696, 713; HumanEnvironment Interaction, 11; Modifying the
Environment, 83; Trade, 34–35; Silk Road,
279, 280–281, 285, 469, 513, 528–529,
533; Columbian Exchange, 776–778;
Mercantilism, 779–780
SE = Student Edition
21
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G2 PLACES AND REGIONS
Describe the cultural groups and diversities among people that are rooted in particular
places and in human constructs called regions. Analyze the physical and human
characteristics of places and regions.
G2.1 Physical Characteristics of Place
Describe the physical characteristics of places.
7 – G2.1.1 Describe the landform features
SE/TE: Geography’s Five Themes, 10–11;
and the climate of the region (within the
Understanding Maps, 12–13; Historical
Western or Eastern Hemispheres) under
Maps, 14–15; Map Skills: Region, 112, 126,
study.
148, 183, 255, 391, 403, 452, 469, 489,
492, 501, 518, 525, 528, 532, 549, 584,
629, 674, 696; Nile River Valley, 92, 93,
95; Geography of Mesopotamia, 111;
Geography of Ancient Egypt, 144–145; The
Indian Subcontinent, 200–201; Geography
of China, 254–255; Geography of the Greek
World, 300–301; The Geography of Italy,
364;Locaton of Constantinople, 432; Trade
and Trade Routes, 469; The African
Landscape, 488–490; Geography of Japan,
548–549; Geography of Mesoamerica, 583;
Mexico: Building a City, 590–591;
Geography Shapes Life, 602–603; The
Eastern Woodlands, 610; The Great Plains,
611; The North and Northwest, 612; The
West and Southwest, 613; The Geography
of Europe, 628
7 – G2.1.2 Use information from GIS,
remote sensing and the World Wide Web to
compare and contrast the surface features
and vegetation of the continents of the
Eastern Hemisphere.
SE/PG: For related material see:
Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Atlas, 790–805; also see:
Chapter Assessment Essential Question
Activities: Geography and Ancient Egypt,
165; Investigate How Native Americans
Adapted to Their Environment, 617
G2.2 Human Characteristics of Place
Describe the human characteristics of places.
7 – G2.2.1 Describe the human
characteristics of the region under study
(including languages, religion, economic
system, governmental system, cultural
traditions).
SE = Student Edition
SE/TE: Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Foundations of Government,
20–21; Political Systems, 22–23; Economic
Basics, 28–29; Economic Process, 30–31;
Economic Systems, 32–33; Trade, 34–35;
What Is Culture? 42–43; Religion, 44–45;
Cultural Diffusion and Change, 46–47;
Hunter-Gatherer Societies, 64–67
22
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
(Continued) 7 – G2.2.1 Describe the human
characteristics of the region under study
(including languages, religion, economic
system, governmental system, cultural
traditions).
SE = Student Edition
SE/TE: Beginnings of Civilizations, 78–81,
82–89, 90–97, 98–99; The Fertile Crescent,
106–109, 110–117, 118–123, 124–131,
132–137, 138–139; Ancient Egypt and
Nubia, 140–143, 144–151, 152–157, 158–
163, 164–165; Judaism and the Jewish
People, 166–169, 170–175, 176–181, 182–
187, 188–189; Civilizations of Early India,
196–199, 200–205, 206–211, 212–219,
220–227, 228–229; India’s Empires, 230–
233, 234–241, 242–247, 248–249; Ancient
China, 250–253, 254–257, 258–261, 262–
267, 268–269; The Chinese Empire, 270–
273, 274–277, 278–281, 282–287, 288–
289; The Ancient Greeks, 296–299, 300–
305, 306–311, 312–317, 318–321, 322–
323; Ancient Greek Civilization, 324–327,
328–333, 334–337, 338–343, 344–351,
352–353; The Roman Republic, 360–363,
364–369, 370–375, 376–379, 380–383,
384–385; The Roman Empire and
Christianity, 386–389, 390–395, 396–401,
402–407, 408–413, 414–419, 420–421;
The Byzantine Empire, 428–431, 432–435,
436–439, 440–443, 444–445; Islamic
Civilization, 446–449, 450–453, 454–459,
460–467, 468–475, 476–477; Early African
Civilizations, 484–487, 488–493, 494–499,
500–503, 504–509, 510–511; China in the
Middle Ages, 512–515, 516–523, 524–529,
530–533, 534–541, 542–543; Japan Before
Modern Times, 544–547, 548–553, 554–
561, 562–569, 570–571; Mesoamerican
Civilizations, 578–581, 582–589, 590–595,
596–597; Early North And South America,
598–601, 602–607, 608–615, 616–617; A
New Civilization in Europe, 624–627, 628–
633, 634–639, 640–645, 646–647;
Conflicts and Crusades, 648–651, 652–657,
658–663, 664–671, 672–675, 676–677; A
Changing Medieval World, 678–681, 682–
687, 688–693, 694–699, 700–701; The
Renaissance, 708–711, 712–715, 716–721,
722–727, 728–733, 734–735; The
Reformation, 736–739, 740–745, 746–749,
750–755, 756–757; The Age of Exploration,
758–761, 762–769, 770–775, 776–783,
784–785
23
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – G2.2.2 Explain that communities are
affected positively or negatively by changes
in technology (e.g., increased
manufacturing resulting in rural to urban
migration in China, increased farming of
fish, hydroelectric power generation at
Three Gorges, pollution resulting from
increased manufacturing and automobiles).
SE/PG: What Are the Consequences of
Technology? 54, 63, 67, 75, 77, 106, 117,
123, 131, 137, 139, 512, 523, 529, 533,
541, 543
7 – G2.2.3 Analyze how culture and
experience influence people’s perception of
places and regions (e.g., that beaches are
places where tourists travel, cities have
historic buildings, northern places are cold,
equatorial places are very warm).
SE/PG: How Much Does Geography Affect
People's Lives? 140, 151, 157, 163, 165,
196, 205, 211, 219, 227, 229, 250, 257,
261, 267, 269, 598, 607, 615, 617; What
Distinguishes One Culture from Another?
428, 435, 439, 443, 445, 544, 553, 561,
569, 571, 578, 589, 595, 597, 708, 715,
721, 727, 733, 735
G3 PHYSICAL SYSTEMS
Describe the physical processes that shape the Earth’s surface which, along with plants
and animals, are the basis for both sustaining and modifying ecosystems. Identify and
analyze the patterns and characteristics of the major ecosystems on Earth.
G3.1 Physical Processes
Describe the physical processes that shape the patterns of the Earth’s surface.
7 – G3.1.1 Construct and analyze climate
graphs for locations at different latitudes
and elevations in the region to answer
geographic questions and make predictions
based on patterns (e.g., compare and
contrast Norway and France; Nairobi and
Kilimanjaro; Mumbai and New Delhi).
SE = Student Edition
SE/PG: For related material see:
Geography’s Five Themes, 10–11;
Understanding Maps, 12–13; Historical
Maps, 14–15; Atlas, 790–805
24
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
The characteristics of major ecosystems on Earth’s surface include forests, deserts,
grasslands, mountains, high latitude/polar and the temperature and precipitation patterns
that cause them.
7 – G3.2.1 Explain how and why
ecosystems differ as a consequence of
differences in latitude, elevation, and
human activities (e.g., effects of latitude on
types of vegetation in Africa, proximity to
bodies of water in Europe, and effects of
annual river flooding in Southeast Asia and
China).
SE/PG: For related material see: Nile River
Valley, 92, 93, 95; Geography of
Mesopotamia, 111; Geography of Ancient
Egypt, 144–145; The Indian Subcontinent,
200–201; Geography of China, 254–255;
Geography of the Greek World, 300–301;
The Geography of Italy, 364; Location of
Constantinople, 432; Trade and Trade
Routes, 469; The African Landscape, 488–
490; Geography of Japan, 548–549;
Geography of Mesoamerica, 583; Mexico:
Building a City, 590–591; Geography
Shapes Life, 602–603; The Eastern
Woodlands, 610; The Great Plains, 611;
The North and Northwest, 612; The West
and Southwest, 613; The Geography of
Europe, 628
7 – G3.2.2 Identify ecosystems of a
continent and explain why some provide
greater opportunities (fertile soil,
precipitation) for humans to use than do
other ecosystems and how that changes
with technology (e.g., China’s humid east
and arid west and the effects of irrigation
technology).
SE/PG: For related material see: Essential
Questions: How Much Does Geography
Affect People's Lives? 140, 151, 157, 163,
165, 196, 205, 211, 219, 227, 229, 250,
257, 261, 267, 269, 598, 607, 615, 617
SE = Student Edition
25
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G4 HUMAN SYSTEMS
Explain that human activities may be seen on Earth’s surface. Human systems include the
way people divide the land, decide where to live, develop communities that are part of the
larger cultural mosaic, and engage in the cultural diffusion of ideas and products within
and among groups.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
People are central to the study of geography. The characteristics, distribution, and
complexity of human cultures create a cultural mosaic.
7 – G4.1.1 Identify and explain examples of SE/PG: What Is Culture? 42–43; Religion,
cultural diffusion within the Eastern
44–45; Cultural Diffusion and Change, 46–
Hemisphere (e.g., the spread of sports,
47; Nubian Civilization, 162–163; New
music, architecture, television, Internet,
Ideas: Buddhism Enters China, 281; A New
Bantu languages in Africa, Islam in Western World, 337; Ancient Greek Beliefs and Arts,
Europe).
338–343; Ancient Greek Learning, 344–
351; Greco-Roman Culture, 395; Roman
Culture and Its Legacy, 396–491; Muslim
Empires, 460–467; Muslim Achievements,
468–475; Society and Culture, 504–509;
Japanese Culture and Society, 562–569
7 – G4.1.2 Compare roles of women in
SE/PG: For related material see: Women in
traditional African societies in the past with
Mali, 494; Importance of Kinship, 505; also
roles of women as modern microsee: Essential Question, 511
entrepreneurs in current economies.
G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products
and ideas.
Technology affects the patterns and networks that develop on Earth and that enable
people, products, and ideas to be exchanged.
7 – G4.2.1 List and describe the
SE/PG: For related material see: Trade,
advantages and disadvantages of different
34–35; Trade in Ancient Egypt, 158–159;
technologies used to move people,
Trans-Saharan Trade, 491–493; Revival of
products, and ideas throughout the world
Trade and Towns, 682–687; Silk Road, 279,
(e.g., opportunities for employment,
280–281, 285, 469, 513, 528–529, 533;
entrepreneurial and educational
New Tools for Exploration, 767–769;
opportunities using the Internet; the effects Columbian Exchange, 776–778;
of technology on reducing the time
Mercantilism, 779–780
necessary for communications and travel;
the uses and effects of wireless technology
in developing countries; and the spread of
group and individual’s ideas as voice and
image messages on electronic networks
such as the Internet).
SE = Student Edition
26
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G4.3 Patterns of Human Settlement
Describe patterns, processes and functions of human settlement.
Human settlements have a powerful influence in shaping the world’s different cultural
mosaics and political and economic systems. Patterns of settlement are shaped by trade,
the movement of raw materials, finished products, people, and ideas (scientific,
technological, religious).
7 – G4.3.1 Identify places in the Eastern
SE/PG: For related material see: HumanHemisphere that have been modified to be
Environment Interaction, 11; Modifying the
suitable for settlement by describing the
Environment, 83; Irrigation, 49, 112, 192–
modifications that were necessary (e.g.,
193, 521, 536; Roads, 96, 129, 261, 275,
Nile River irrigation, reclamation of land
279, 280–281, 392, 393, 395
along the North Sea, planting trees in areas
that have become desertified in Africa).
7 – G4.3.2 Describe patterns of settlement
by using historical and modern maps (e.g.,
the location of the world’s mega cities,
other cities located near coasts and
navigable rivers, regions under
environmental stress such as the Sahel).
SE/PG: For related material see:
Populating the Earth, 68–75; Cities and
Civilization, 90–97; Urbanization, 309, 520;
Revival of Trade and Towns, 682–687
G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division and
control of the Earth’s surface.
Forces of cooperation and conflict divide Earth’s space and involve the control of land,
resources, strategic routes, and domination of other peoples.
7 – G4.4.1 Identify and explain factors that SE/PG: The Assyrian and Persian Empires,
contribute to conflict and cooperation
124–131; India’s Vedic Age, 206–211; The
between and among cultural groups (e.g.,
Maurya Empire, 234–241; The Gupta
natural resources, power, culture, wealth).
Empire, 242–247; China Under the Zhou
Dynasty, 258–261; Shi Huangdi Unites
China, 274–277; The Rise of City-States,
300–305; War in Ancient Greece, 328–333;
Alexander’s Empire, 334–337; The Rise of
the Roman Republic, 364–369; The Roman
Empire, 390–395; Decline of the Roman
Empire, 414–419; Muslim Empires, 468–
475; East African Civilizations, 500–503;
The Rise of the Samurai, 554–561; The
Aztecs, 590–595; Religious Crusades, 664–
671
SE = Student Edition
27
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – G4.4.2 Describe examples of
cooperation and conflict within the
European Union (e.g., European Parliament,
Euro as currency in some countries but not
others, open migration within the European
Union, free trade, and cultural impacts such
as a multi-lingual population).
SE/PG: For related material see: Political
Systems, 22–23; Trade, 34–35
G5 ENVIRONMENT AND SOCIETY
Explain that the physical environment is modified by human activities, which are
influenced by the ways in which human societies value and use Earth’s natural resources,
and by Earth’s physical features and processes. Explain how human action modifies the
physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment
Describe how human actions modify the environment.
7 – G5.1.1 Describe the environmental
SE/PG: For related material see:
effects of human action on the atmosphere
Geography’s Five Themes, 10–11; Climate:
(air), biosphere (people, animals, and
Africa, 488, 489; Europe, 629; Indian
plants), lithosphere (soil), and hydrosphere Subcontinent, 201; Japan, 548;
(water) (e.g., desertification in the Sahel
Mediterranean, 301; Mesoamerica, 583;
Region of North Africa, deforestation in the
Stone Age, 70; Ice Age, 70, 71, 74, 75,
Congo Basin, air pollution in urban center,
82–83; Flooding, 145; Earthquakes, 549;
and chemical spills in European Rivers).
Monsoons, 201
7 – G5.1.2 Describe how variations in
technology affect human modifications of
the landscape (e.g., clearing of agricultural
land in Southeast Asia, fish factories in
North Atlantic and Western Pacific Ocean,
and damming rivers to meet needs for
electricity).
SE/PG: Essential Questions: What Are the
Consequences of Technology? 54, 63, 67,
75, 77, 106, 117, 123, 131, 137, 139, 512,
523, 529, 533, 541, 543; 21st Century
Learning: Solve a Water Shortage, 192–193
7 – G5.1.3 Identify the ways in which
human-induced changes in the physical
environment in one place can cause
changes in other places (e.g., cutting
forests in one region may result in river
basin flooding elsewhere as has happened
historically in China; building dams floods
land upstream and permits irrigation
downstream as in Southern Africa, the
Aswan Dam flooded the upper Nile Valley
and permitted irrigation downstream).
SE/PG: For related material see: HumanEnvironment Interaction, 11; Modifying the
Environment, 83; Irrigation, 49, 112, 192–
193, 521, 536; Urbanization, 309, 520;
Great Wall, 275, 512, 524, 533; Roads, 96,
129, 261, 275, 279, 280–281, 392, 393,
395
SE = Student Edition
28
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A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
G5.2 Physical and Human Systems
Describe how physical and human systems shape patterns on the Earth’s surface.
7 – G5.2.1 Describe the effects that a
SE/PG: Irrigation: The Nile River System,
change in the physical environment could
144–145; Growing a Surplus, 146; Ice Age,
have on human activities and the choices
70, 71, 74, 75, 82–83; Flooding, 145;
people would have to make in adjusting to
Earthquakes, 549; Monsoons, 201
the change (e.g., drought in Africa,
pollution from volcanic eruptions in
Indonesia, earthquakes in Turkey, and
flooding in Bangladesh).
G6 GLOBAL ISSUES PAST AND PRESENT (H1.4.3, G1.2.6)
Throughout the school year the students are introduced to topics that address global
issues that integrate time and place. Included are capstone projects that entail the
investigation of historical and contemporary global issues that have significance for the
student and are clearly linked to the world outside the classroom. The topics and issues
are developed as capstone projects within units and at the end of the course. Regular
experiences with those topics and issues are necessary during each grade in order to build
the background students will require to complete in-depth capstone projects.
G6.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
Capstone projects require the student to use geography, history, economics, and
government to inquire about major contemporary and historical issues and events linked
to the world outside the classroom. The core disciplines are used to interpret the past and
plan for the future. During the school year the students will complete at least three
capstone projects. (National Geography Standards 17 and 18, p. 179 and 181)
7 – G6.1.1 Contemporary Investigations SE/PG: Unit Activities - 21st Century
– Conduct research on contemporary global Learning: Solve a Water Shortage, 192–
topics and issues, compose persuasive
193; Debate the Digital Future, 788–789
essays, and develop a plan for action.
(H1.4.3, G1.2.6, See P3 and P4)
Contemporary Investigation Topics
Conflict, Stability, and Change –
Investigate the significance of conflict,
stability, and change in governmental
systems within the region.
SE = Student Edition
The Essential Questions provide a larger
framework to guide students to explore the
big ideas of each chapter.
SE/PG: How Should We Handle Conflict,
324, 333, 337, 343, 351, 353, 648, 657,
663, 671, 675, 677, 736, 745, 749, 755,
757; What Is Power and who Should Have
It? 296, 305, 311, 317, 321, 323, 624,
633, 639, 645, 647
What Should Governments Do? 78, 89, 97,
99, 270, 277, 281, 287, 289, 360, 369,
375, 379, 383, 385
29
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A Correlation of Pearson myWorld History, Early Ages, ©2012
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Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
Diversity and Nationalism – Investigate
the tensions that may develop between
cultural diversity and nationalism within a
country and their consequences.
SE/PG: For related material see: What
Distinguishes One Culture from Another?
428, 435, 439, 443, 445, 544, 553, 561,
569, 571, 578, 589, 595, 597, 708, 715,
721, 727, 733, 735
Urbanization – Investigate urbanization
and its consequences for the world’s
population.
Oil and Society – Investigate the
significance of how oil has changed nations
as both consumers and producers of this
natural resource.
SE/PG: Urbanization and Urban Planning,
309, 520
Children in the World – Investigate
issues affecting children such as health,
labor, and war.
SE/PG: Opportunities to address this
objective may be found with the following:
21st Century Learning: Solve a Water
Shortage, 192–193
Regional Cooperation – Explain the
significance of and barriers to regional
cooperation.
SE/PG: Students can explore this concept
with the following examples: Trade, 34–35;
Mercantilism, 779–780; Trans–Saharan
Trade, 491–492; Columbian Exchange,
776–778; Crusades, 671, 685
7 – G6.1.2 Investigations Designed for
Ancient World History Eras – Conduct
research on global topics and issues,
compose persuasive essays, and develop a
plan for action. (H1.4.3, G1.2.6, See P3 and
P4)
Note: Additional global investigation topics
have been identified for connections to
World History Eras 1, 2, and 3 studies.
Students investigate contemporary topics
and issues that they have studied in an
ancient world history context. The
investigations may be addressed at the
conclusion of each Era or may be included
at the conclusion of the course.
SE/PG: Students have opportunities to
write arguments in the following activities:
21st Century Learning: Analyze Media
Content, 39; Essential Question, 39;
Writing Task: Paragraph Justifying Your
Reasoning, 51; Opinion Piece, 77;
Persuasive Letter, 445; Promotional
Brochure, 511
SE = Student Edition
SE/PG: For related material see: Economic
Basics, 28–29; Trade, 34–35
30
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
Contemporary Investigation Topics – Related to Content in World History and
Contemporary Geography
WHG Era 1
Population Growth and Resources –
SE/PG: Population: Arabia, 451;
Investigate how population growth affects
Buddhists, 226, 227; China, 520, 521;
resource availability.
Christians, 412; Europe, 683; India, 218;
Jewish People, 186, 187; Mali, 497; Middle
Ages, 683, 698; Muslims, 458, 459; Native
Americans, 785; The Rise of Civilizations
and the Importance of Resources, 93
Migration – Investigate the significance of
migrations of peoples and the resulting
benefits and challenges.
SE/PG: For related material see: Migration,
46–47, 68–69, 71, 207, 309–310, 582,
583; Trans–Saharan, 491–492; Silk Road,
279, 280–281, 285, 469, 513, 528–529,
533, 768
WHG Era 2
Sustainable Agriculture – Investigate the
significance of sustainable agriculture and
its role in helping societies produce enough
food for people.
WHG Era 3
Development – Investigate economic
effects on development in a region and its
ecosystems and societies.
Religious Conflict – Investigate conflict
that arises from varying religious beliefs.
SE = Student Edition
SE/PG: Early Agriculture, 82–89;
Achievements, 117
SE/PG: Religious Crusades, 664–671;
Revival of Trade and Towns, 682–687; The
Growth of Trade, 776–783
SE/PG: Christianity and the Empire, 407;
The Division of the Christian Church, 436–
439; Muslim Empires, 460–467; Conflicts
and Crusades, 648–677; Religious
Persecutions, 668–670, 675; The
Reformation and Counter-Reformation,
736–757; also see: How Are Religion and
Culture Connected? 166, 175, 181, 187,
189, 230, 241, 247, 249, 446, 453, 459,
467, 475, 477, 678, 687, 693, 699, 701
31
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Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
CIVICS AND GOVERNMENT
C1 PURPOSES OF GOVERNMENT
Analyze how people identify, organize, and accomplish the purposes of government.
C1.1 Nature of Civic Life, Politics, and Government
Describe civic life, politics and government and explain their relationships.
Political scientists analyze why people engage in the political process; the role citizens
play in civic life; the concepts of power, authority, sovereignty, and legitimacy; and
competing arguments about the purpose and necessity of government.
7 – C1.1.1 Explain how the purposes served SE/PG: Foundations of Government, 20–
by government affect relationships between 21; Political Systems, 22–23; also see:
the individual, government, and society as
Absolute monarchy, 592; Athens, 321, 354;
a whole and the differences that occur in
China, 256, 258–259, 275–280, 516, 518,
monarchies, theocracies, dictatorships, and 519, 520, 524–527, 530–531; City–states,
representative governments.
304–305, 312–317; Democracy, 314–317;
England, 662, 663; Greece, 312–317, 346;
Japan, 551–552; North Korea, 23; Roman
empire, 395, 406; Roman republic, 366,
370–375, 379, 381–382; Self–government,
305, 755; Southwest Asia, 20; Sparta, 312,
318–319, 321, 354–355; Tyranny, 314;
United Kingdom, 662, 663
C3 STRUCTURE AND FUNCTIONS OF GOVERNMENT
Explain that governments are structured to serve the people. Describe the major activities
of government, including making and enforcing laws, providing services and benefits to
individuals and groups, assigning individual and collective responsibilities, generating
revenue, and providing national security.
C3.6 Characteristics of Nation-States
Describe the characteristics of nation-states and how nation-states may interact.
The world is organized politically into nation-states; each nation-state claims sovereignty
over a defined territory and jurisdiction and everyone in it; these nation-states interact
with one another using formal agreements and sanctions, which may be peaceful or may
involve the use of force.
7 – C3.6.1 Define the characteristics of a
SE/PG: Definition of Nation States, 23,
nation-state (a specific territory, clearly
821; also see: Foundations of Government,
defined boundaries, citizens, and
20–21
jurisdiction over people who reside there,
laws, and government) and how Eastern
Hemisphere nations interact.
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Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
C4 RELATIONSHIP OF UNITED STATES TO OTHER NATIONS AND WORLD AFFAIRS
Explain that nations interact with one another through trade, diplomacy, treaties and
agreements, humanitarian aid, economic sanctions and incentives, and military force and
threat of force.
C4.3 Conflict and Cooperation Between and Among Nations
Explain the various ways that nations interact both positively and negatively.
Governmental and nongovernmental organizations provide avenues through which nationstates can interact and attempt to manage their affairs and conflicts peacefully.
7 – C4.3.1 Explain how governments
SE/PG: Essential Questions: What Should
address national issues and form policies,
Governments Do? 78, 89, 97, 99, 270, 277,
and how the policies may not be consistent
281, 287, 289, 360, 369, 375, 379, 383;
with those of other countries (e.g.,
Chapter Assessment Essential Question
population pressures in China compared to
Activities: Write a Speech Calling for
Sweden; international immigration quotas,
Change in Roman Government, 385; 21st
Century Learning: Solve a Water Shortage,
international aid, energy needs for natural
192–193
gas and oil and military aid).
7 – C4.3.2 Explain the challenges to
governments and the cooperation needed
to address international issues (e.g.,
migration and human rights).
SE/PG: For related material see: 21st
Century Learning: Solve a Water Shortage,
192–193; Produce a Roman Newscast,
424–425; Chart Cultural Change, 574–575;
Debate the Digital Future, 788–789
7 – C4.3.3 Explain why governments
belong to different types of international
and regional organizations (e.g., United
Nations (UN), North Atlantic Treaty
Organization (NATO), Organization of the
Petroleum Exporting Countries (OPEC),
European Union (EU), and African Union
(AU), G-8 countries (leading
economic/political).
SE/PG: For related material see: Treaty of
Verdun, 633; Conflicts and Crusades, 648–
651, 652–657, 658–663, 664–671, 672–
675, 676–677
SE = Student Edition
33
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A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
ECONOMICS
E1 THE MARKET ECONOMY
Describe the market economy in terms of the relevance of limited resources, how
individuals and institutions make and evaluate decisions, the role of incentives, how
buyers and sellers interact to create markets, how markets allocate resources, and the
economic role of government in a market economy.
E1.1 Individual, Business, and Government Choices
Describe how individuals, businesses, and governments make economic decisions when
confronting scarcity in the market economy.
Individuals, businesses, industries, and governments confront scarcity and choice when
organizing, producing and using productive resources (land, labor, capital) to supply the
market place.
7 – E1.1.1 Explain the role of incentives in
SE/PG: Economic Basics, 28–29
different economic systems (acquiring
money, profit, goods, wanting to avoid loss,
position in society, job placement).
7 – E1.1.2 Describe the circular flow model
(that businesses get money from
households in exchange for goods and
services and return that money to
households by paying for the factors of
production that households have to sell)
and apply it to a public service (e.g.,
education, health care, military protection).
SE/PG: Circular Flow Model in a Mixed
Economy, 33
E2 THE NATIONAL ECONOMY
Use economic concepts, terminology, and data to identify and describe how a national
economy functions. They study the role of government as a provider of goods and
services within a national economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy.
Governmental decisions on taxation, spending, protections, and regulation affect the
national economy.
7 – E2.3.1 Explain how national
SE/PG: Trade, 34–35; Columbian
governments make decisions that impact
Exchange, 776–778; Egypt, 148, 158–159;
both that country and other countries that
Europe, 657, 684–685; Greece, 311;
use its resources (e.g., sanctions and tariffs Phoenician Civilization, 133–136; Spice,
enacted by a national government to
762, 765; Roman Empire, 394–395, 415;
prevent imports, most favored trade
Sumer, 113, 202; Trans–Saharan, 491–492
agreements, the impact China is having on
the global economy and the U.S. economy
in particular).
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Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
E3 INTERNATIONAL ECONOMY
Analyze reasons for individuals and businesses to specialize and trade, why individuals
and businesses trade across international borders, and the comparisons of the benefits
and costs of specialization and the resulting trade for consumers, producers, and
governments.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade.
Economic interdependence (trade) and economic development result in challenges and
benefits for individuals, producers, and governments.
7 – E3.1.1 Explain the importance of trade
SE/PG: Trade, 34–35; Africa, 15, 491–493,
(imports and exports) on national
500–503, 506, 573, 574–575; Asia, 572,
economies in the Eastern Hemisphere (e.g., 574–575; Aztec Civilization, 594; Barter,
natural gas in North Africa, petroleum
30, 113, 310; Byzantine Empire, 433;
Africa, mineral resources in Asia).
Capitalism, 780–783; China, 35, 279, 280–
281, 517, 522–523, 528–529, 533, 535,
536, 537–538, 541; Columbian Exchange,
776–778; Crusades, 671, 685; Cultural
Traits, 46; Egypt, 148, 158–159; Europe,
657, 684–685; Greece, 311; Indus Valley
Civilizations, 202, 203, 204; Japan, 561,
565; Mali, 495; Mayan Civilization, 586;
Mercantilism, 779–780; Mesopotamia, 113;
Middle Ages, 684–685; Mongol Empire,
528–529; Muslim, 469–470; Nubia, 158–
159, 160, 163; Phoenician Civilization,
133–136; Renaissance, 713–715; Roman
Empire, 394–395, 415; Russia, 443; Silk
Road, 279, 280–281, 285, 469, 513, 528–
529, 533, 768; Spice, 762, 765; Sumer,
113, 202; Trans–Saharan, 491–492;
Essential Question: Trade and Transport,
139
7 – E3.1.2 Diagram or map the movement
of a consumer product from where it is
manufactured to where it is sold to
demonstrate the flow of materials, labor,
and capital (e.g., global supply chain for
computers, athletic shoes, and clothing).
7 – E3.1.3 Determine the impact of trade
on a region of the Eastern Hemisphere by
graphing and analyzing the Gross Domestic
Product of the region for the past decade
and comparing the data with trend data on
the total value of imports and exports over
the same period.
SE = Student Edition
SE/PG: For related material see: Making
Goods and Services, 29; Economic
Systems, 32–33; Trade, 34–35
SE/PG: For related material see: Economic
Systems, 32–33; Free Market Economy,
32; Traditional Economy, 32, 783; Barter,
30, 113, 310; Mercantilism, 779–780
35
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
7 – E3.1.4 Explain how communications
SE/PG: For related material see:
innovations have affected economic
Businesses and the Economic Process, 30–
interactions and where and how people
31; Circular Flow in a Mixed Economy, 33
work (e.g., internet home offices,
international work teams, international
companies).
E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and
services.
An economic system is the institutional framework that a society uses to allocate its
resources to produce and distribute goods and services. Every modern economy is a
“mixed system,” having some features characteristic of traditional, command, and market
economies. The “mix” varies from one economy to another.
7 – E3.3.1 Explain and compare how
SE/PG: Economic Systems, 32–33; Free
economic systems (traditional, command,
Market Economy, 32; Traditional Economy,
and market) answer four basic questions:
32, 783; Barter, 30, 113, 310;
What should be produced? How will it be
Mercantilism, 779–780; also see: Aztec
produced? How will it be distributed? Who
people, 594; Black Death and, 699; China,
will receive the benefits of production?
275, 285, 522; England, 782, 783; Greece,
(e.g., market economies in Africa, Europe;
309–311; Incan empire, 607; Japan, 565;
command economy in North Korea; and the Maya People, 585; Middle Ages, 643–645;
transition to market economies in Vietnam
Muslims, 468–470; Netherlands, 782, 783;
and China).
Reformation and, 755; Renaissance, 712–
715; Roman empire, 394–395, 415; Uruk,
91; West Africa, 506
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT
P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive
Communication About a Public Issue, and Citizen Involvement (P3, P4)
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an
issue, analyze and synthesize various perspectives, and generate and evaluate alternative
resolutions. Deeply examine policy issues in group discussions and debates to make
reasoned and informed decisions. Write persuasive/argumentative essays expressing and
justifying decisions on public policy issues. Plan and conduct activities intended to
advance views on matters of public policy, report the results, and evaluate effectiveness.
• Identify public policy issues related to
SE/PG: Unit Activities - 21st Century
global topics and issues studied.
Learning: Hold an Agricultural Fair, 102–
103; Solve a Water Shortage, 192–193;
Plan a Cultural Web Site, 292–293; Plan a
Museum Exhibit, 356–357; Produce a
Roman Newscast, 424–425; Design a
Children’s Book, 480–481; Chart Cultural
Change, 574–575; Script a Documentary,
620–621; Make a Medieval Trivia Game,
704–705; Debate the Digital Future, 788–
789
SE = Student Edition
36
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
• Clearly state the issue as a question of
public policy orally or in written form.
SE/PG: Unit Activities - 21st Century
Learning: Solve a Water Shortage, 192–
193; Debate the Digital Future, 788–789
• Use inquiry methods to acquire content
knowledge and appropriate data about
the issue.
SE/PG: 21st Century Learning Chapter
Activities: 77, 99, 139, 165, 189, 229, 249,
269, 289, 323, 353, 385, 421, 445, 477,
511, 543, 571, 597, 617, 647, 677, 701,
735, 757, 785; Unit Activities, 102–103,
192–193, 292–293, 356–357, 424–425,
480–481, 574–575, 620–621, 704–705,
788–789
• Identify the causes and consequences
and analyze the impact, both positive
and negative.
SE/PG: Unit Activities - 21st Century
Learning: Solve a Water Shortage, 192–
193; Debate the Digital Future, 788–789
• Share and discuss findings of research
and issue analysis in group discussions
and debates.
SE/PG: 21st Century Learning Chapter
Activities: 77, 99, 139, 165, 189, 229, 249,
269, 289, 323, 353, 385, 421, 445, 477,
511, 543, 571, 597, 617, 647, 677, 701,
735, 757, 785; Unit Activities, 102–103,
192–193, 292–293, 356–357, 424–425,
480–481, 574–575, 620–621, 704–705,
788–789
• Compose a persuasive essay justifying
the position with a reasoned argument.
SE/PG: Writing Task: Paragraph Justifying
Your Reasoning, 51, Opinion Piece, 77,
Persuasive Letter, 445, Promotional
Brochure, 511; also see: Essential
Question: Advertisements 269,
Commercial, 543
• Develop an action plan to address or
inform others about the issue at the local
to global scales.
SE/PG: Unit Activities - 21st Century
Learning: Solve a Water Shortage, 192–
193; Debate the Digital Future, 788–789
SE = Student Edition
37
PG = Teacher’s ProGuide
A Correlation of Pearson myWorld History, Early Ages, ©2012
to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies
Grade 7
Michigan Social Studies
Content Expectations
Grade 7
Pearson myWorld History
Early Ages, ©2012
P4.2 Citizen Involvement
Act constructively to further the public good.
7 – P4.2.1 Demonstrate knowledge of how,
when, and where individuals would plan
and conduct activities intended to advance
views in matters of public policy, report the
results, and evaluate effectiveness.
SE/PG: Citizenship, 26–27; 21st Century
Learning: Chapter Activities: Describe
Characteristics of Friendship, 229; Three
Characteristics of a Good Citizen, 269; Unit
Activities - 21st Century Learning: Solve a
Water Shortage, 192–193; Debate the
Digital Future, 788–789
7 – P4.2.2 Engage in activities intended to
contribute to solving a national or
international problem studied.
SE/PG: Unit Activities - 21st Century
Learning: Solve a Water Shortage, 192–
193; Debate the Digital Future, 788–789
7 – P4.2.3 Participate in projects to help or
inform others (e.g., service learning
projects).
SE/PG: Unit Activities - 21st Century
Learning: Hold an Agricultural Fair, 102–
103; Solve a Water Shortage, 192–193;
Plan a Cultural Web Site, 292–293; Plan a
Museum Exhibit, 356–357; Produce a
Roman Newscast, 424–425; Design a
Children’s Book, 480–481; Chart Cultural
Change, 574–575; Script a Documentary,
620–621; Make a Medieval Trivia Game,
704–705; Debate the Digital Future, 788–
789; 21st Century Learning Chapter
Activities: 77, 99, 139, 165, 189, 229, 249,
269, 289, 323, 353, 385, 421, 445, 477,
511, 543, 571, 597, 617, 647, 677, 701,
735, 757, 785
SE = Student Edition
38
PG = Teacher’s ProGuide