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Core Curriculum Content Standards
By the end of Grade 8
New
Jersey
JOURNEY
ACROSS TIME
World History
© 2008
STANDARDS
PAGE REFERENCES
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
Era: The Beginnings of Human Society
Content Statement
1. The Beginnings of Human Society: Paleolithic and Neolithic Ages
Hunter/gatherers adapted to their physical environments using resources, the natural world, and
technological advancements.
The agricultural revolution led to an increase in population, specialization of labor, new forms of
social organization, and the beginning of societies.
Archaeology provides historical and scientific explanations for how ancient people lived.
Codes used for Teacher Wraparound Edition pages are the initial caps of headings on that page.
STANDARDS
PAGE REFERENCES
Strand A. Civics, Government, and Human Rights
6.2.8.A.1.a
Compare and contrast the social organization of
early hunters/gatherers and those who lived in
early agrarian societies.
Student Edition:
10-11, 13-15, 573
Understanding Charts 14
Teacher Wraparound Edition:
CTA 11; E 15
Strand B. Geography, People, and the Environment
6.2.8.B.1.a
Explain the various migratory patterns of
hunters/gatherers who moved from Africa to
Eurasia, Australia, and the Americas, and
describe the impact of migration on their lives and
on the shaping of societies.
Student Edition:
39, 573
Geography Skills 33
National Geographic 573
Teacher Wraparound Edition:
RS 573
6.2.8.B.1.b
Compare and contrast how nomadic and agrarian
societies used land and natural resources.
Student Edition:
13, 574-575
National Geographic 13
The Way It Was 578-579
Teacher Wraparound Edition:
CC 13
Strand C. Economics, Innovation, and Technology
6.2.8.C.1.a
Relate the agricultural revolution (including the
impact of food surplus from farming) to
population growth and the subsequent
development of civilizations.
Student Edition:
13-15
Teacher Wraparound Edition:
R 15
6.2.8.C.1.b
Determine the impact of technological
advancements on hunter/gatherer and agrarian
societies.
Student Edition:
11, 15
The Way It Was 11
Understanding Charts 14
Teacher Wraparound Edition:
NG 11
Strand D. History, Culture, and Perspectives
6.2.8.D.1.a
Demonstrate an understanding of preagricultural and post-agricultural periods in
terms of relative length of time.
Core Curriculum Content Standards
By the end of Grade 8
Student Edition:
National Geographic 13
2
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.D.1.b
Relate the development of language and forms
of writing to the expression of ideas, creation of
cultural identity, and development of more
complex social structures.
Student Edition:
11, 42, 84-85
History Makers 228
Primary Source 10
Teacher Wraparound Edition:
HM 42; ICA 84; T 9
6.2.8.D.1.c
Explain how archaeological discoveries are
used to develop and enhance understanding of
life prior to written records.
Student Edition:
9, 196
Teacher Wraparound Edition:
HM 197; MA 9
Era: Early Civilizations and the Emergence of Pastoral Peoples
(4000-1000 BCE)
Content Statement
2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley
Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable
geographic conditions. They created centralized systems of government and advanced societies.
Strand A. Civics, Government, and Human Rights
6.2.8.A.2.a
Explain why different ancient river valley
civilizations developed similar forms of
government.
Student Edition:
17-20, 23, 43-44, 48
Understanding Charts 44
Teacher Wraparound Edition:
UC 44
6.2.8.A.2.b
Explain how codifying laws met the needs of
ancient river valley societies.
Student Edition:
23, 24-25, 82-83
You Decide 24-25
Teacher Wraparound Edition:
EC 24; RS 25
6.2.8.A.2.c
Determine the role of slavery in the economic
and social structures of ancient river valley
civilizations.
Student Edition:
20, 82
Core Curriculum Content Standards
By the end of Grade 8
3
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
Strand B. Geography, People, and the Environment
6.2.8.B.2.a
Determine the extent to which geography
influenced settlement, the development of trade
networks, technological innovations, and the
sustainability of ancient river valley civilizations.
Student Edition:
17-18, 196-197, 225-226
Comparing Civilizations 106-107
National Geographic 17
Section 2 Review 23 #4
Teacher Wraparound Edition:
C 23, 201; RS 226; WA 19
6.2.8.B.2.b
Compare and contrast physical and political
maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia
and Iraq; Ancient Egypt and Modern Egypt;
Indus River Valley and Modern Pakistan/India;
Ancient China and Modern China), and
determine the geopolitical impact of these
civilizations, then and now.
Student Edition:
National Geographic 17, 26, 28, 39, 47, 80, 90,
117, 121, 132, 195, 198, 225, 226
Understanding Charts 44
Teacher Wraparound Edition:
RS 226; T 117, 195
Strand C. Economics, Innovation, and Technology
6.2.8.C.2.a
Explain how technological advancements led to
greater economic specialization, improved
weaponry, trade, and the development of a
class system in ancient river valley civilizations.
Student Edition:
17-23, 45-46, 199-201, 230, 233-234
Reading Check 201
Teacher Wraparound Edition:
C 23; E 201
Strand D. History, Culture, and Perspectives
6.2.8.D.2.a
Analyze the impact of religion on daily life,
government, and culture in various ancient river
valley civilizations.
Student Edition:
19-21, 49, 81-83, 94-98, 155-156, 197, 203-206,
227-228
Primary Source 83, 206, 214
Teacher Wraparound Edition:
ICA 228; RS 204
6.2.8.D.2.b
Explain how the development of written
language transformed all aspects of life in
ancient river valley civilizations.
Student Edition:
20, 42, 84-85, 228
History Makers 228
Linking Past & Present 21
Section 1 Review 85 #4, #7
Teacher Wraparound Edition:
ICA 84; WA 20
Core Curriculum Content Standards
By the end of Grade 8
4
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.D.2.c
Analyze the factors that led to the rise and fall of
various ancient river valley civilizations and
determine whether there was a common pattern
of growth and decline.
Student Edition:
23, 67, 91-92, 120, 137, 145-146, 211, 231
Reading Check 146
Teacher Wraparound Edition:
C 137
6.2.8.D.2.d
Justify which of the major achievements of the
ancient river valley civilizations represent the
most enduring legacies.
Student Edition:
20-21, 50-52, 85, 107
Section 1 Review 85 #4
Teacher Wraparound Edition:
C 67; CTA 50, 90; ICA 20; RE 92
Era: The Classical Civilizations of the Mediterranean World, India, and China
(1000 BCE-600 CE)
Content Statement
3. The Classical Civilizations of the Mediterranean World, India, and China
Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires
of unprecedented size and diversity by creating centralized governments and promoting
commerce, a common culture, and social values.
Cultural exchange and diffusion dramatically increased, and enduring world religions emerged,
during the era of classical civilizations.
Classical civilizations declined as a result of internal weaknesses and external invasions, but they
left lasting legacies for future civilizations.
Strand A. Civics, Government, and Human Rights
6.2.8.A.3.a
Compare and contrast the methods
(i.e., autocratic rule, philosophies, and
bureaucratic structures; communication and
transportation systems) used by the rulers of
Rome, China, and India to control and unify
their expanding empires.
Student Edition:
213-215, 235-239, 241-248, 253, 265-267, 269-273
Biography 243, 272
Section 3 Review 248 #5
Understanding Charts 238
Teacher Wraparound Edition:
CTA 235; R 239; RS 233; T 243
6.2.8.A.3.b
Compare and contrast the rights and
responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social
structures of classical civilizations.
Student Edition:
122-123, 130, 142-143, 201, 233-235, 266-267,
269-270, 307-309
History Makers 273
Section 2 Review 276 #7
The Way It Was 143, 271
Teacher Wraparound Edition:
C 267; CY 308; RS 269; T 269
Core Curriculum Content Standards
By the end of Grade 8
5
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.A.3.c
Determine the foundational concepts and
principles of Athenian democracy and the
Roman Republic that later influenced the
development of the United States Constitution.
Student Edition:
129-130, 139-140, 269-273, 325-326
History Makers 273
Primary Source 145
Section 4 Review 146 #6
Understanding Charts 140
Teacher Wraparound Edition:
CTA 142, 271; CY 122; EN 130; ICA 273; RT 123;
T 269
6.2.8.A.3.d
Compare and contrast the roles and
responsibilities of citizens in Athens and Sparta
to those of United States citizens today, and
evaluate how citizens perceived the principles of
liberty and equality then and now.
Student Edition:
125-130, 139-140
Primary Source 145
Section 4 Review 146 #6
Understanding Charts 140
Teacher Wraparound Edition:
T 125
6.2.8.A.3.e
Compare and contrast the American legal
system and the legal systems of classical
civilizations, and determine the extent to which
the early systems influenced the current legal
system.
Student Edition:
139
Understanding Charts 140
Teacher Wraparound Edition:
CTA 213; PV 138; RT 123; UC 140
Strand B. Geography, People, and the Environment
6.2.8.B.3.a
Determine how geography and the availability of
natural resources influenced the development of
the political, economic, and cultural systems of
each of the classical civilizations and provided
motivation for expansion.
Student Edition:
60, 62, 70-72, 121, 213
Geography Skills 219
National Geographic 62, 70, 121, 213, 241
Teacher Wraparound Edition:
RC 213, 246
6.2.8.B.3.b
Explain how geography and the availability of
natural resources led to both the development
of Greek city-states and to their demise.
Student Edition:
121-123, 125-130, 144-146
National Geographic 125
Reading Check 121
Teacher Wraparound Edition:
C 123
Core Curriculum Content Standards
By the end of Grade 8
6
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
Strand C. Economics, Innovation, and Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea
trade routes through the Mediterranean Basin,
India, and China.
Student Edition:
70-72, 84-85, 121, 211, 246-247
National Geographic 121, 246
Section 3 Review 248 #4
Teacher Wraparound Edition:
RC 72
6.2.8.C.3.b
Explain how the development of a uniform
system of exchange facilitated trade in classical
civilizations.
Student Edition:
70-72, 84-85, 121, 246-247, 294
National Geographic 121, 246
Reading Check 72
Section 4 Review 294 #5
C 72; RC 247
6.2.8.C.3.c
Explain how classical civilizations used
technology and innovation to enhance
agricultural/manufacturing output and
commerce, to expand military capabilities, to
improve life in urban areas, and to allow for
greater division of labor.
Student Edition:
71, 210, 216, 230, 245-246
Linking Past & Present 245
Section 1 Review 231 #5
Teacher Wraparound Edition:
RS 245
Strand D. History, Culture, and Perspectives
6.2.8.D.3.a
Compare and contrast social hierarchies in
classical civilizations as they relate to power,
wealth, and equality.
Student Edition:
48, 129-130, 142-143, 233-234, 244, 269-270
Reading Check 130
Section 2 Review 130 #5, 239 #3, 276 #7
Teacher Wraparound Edition:
RC 273; RS 233, 269
6.2.8.D.3.b
Relate the Chinese dynastic system to the
longevity of authoritarian rule in China.
Student Edition:
229-231, 240-248, 409-412, 431-436
Biography 243
National Geographic 409, 411
Reading Check 229, 242
Teacher Wraparound Edition:
ICA 412; RS 241; T 243
6.2.8.D.3.c
Determine common factors that contributed to
the decline and fall of the Roman Empire, Gupta
India, and Han China.
Student Edition:
248, 318-324
Section 2 Review 326 #4
Section 3 Review 248 #3
Teacher Wraparound Edition:
CTA 320; RS 248; WA 319
Core Curriculum Content Standards
By the end of Grade 8
7
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.D.3.d
Compare the golden ages of Greece, Rome,
India, and China, and justify major
achievements that represent world legacies.
Student Edition:
162-163, 170-171, 176-178, 185-186, 214-216,
229-231, 244-248, 253, 265-267, 280-283,
287-294, 303-305
Biography 172
History Makers 215, 273
Linking Past & Present 325
National Geographic 292
The Way It Was 184, 291
Understanding Charts 185
Teacher Wraparound Edition:
C 163; CTA 305; DI 304; EC 245; HM 273
6.2.8.D.3.e
Compare and contrast the tenets of various
world religions that developed in or around this
time period (i.e., Buddhism, Christianity,
Confucianism, Islam, Judaism, Sikhism, and
Taoism), their patterns of expansion, and their
responses to the current challenges of
globalization.
Student Edition:
94-102, 203-208, 236-239, 343-350, 374-378,
413-415
Biography 88, 99, 207, 237, 346, 349, 376
History Makers 100
Linking Past & Present 97
Primary Source 89, 102, 206, 348, 413
Reading Check 347, 375, 378, 413, 415
The Way It Was 98
Understanding Charts 91, 204
Teacher Wraparound Edition:
CAT 96, 345; CTA 205; EC 98, 348; EN 378;
T 346; WA 236
6.2.8.D.3.f
Determine the extent to which religions,
mythologies, and other belief systems shaped
the values of classical societies.
Student Edition:
155-158, 169-171, 184, 235-239, 309-310, 354
Biography 159, 172
Reading Check 239, 310
Understanding Charts 155, 238
Teacher Wraparound Edition:
ICA 158; WA 169
Core Curriculum Content Standards
By the end of Grade 8
8
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
Era: Expanding Exchanges and Encounters (500 CE-1540 CE)
Content Statement
4. Expanding Exchanges and Encounters
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the
promotion of interregional trade, cultural exchanges, new technologies, urbanization, and
centralized political organization.
The rise and spread of new belief systems unified societies, but they also became a major source
of tension and conflict.
While commercial and agricultural improvements created new wealth and opportunities for the
empires, most people’s daily lives remained unchanged.
Strand A. Civics, Government, and Human Rights
6.2.8.A.4.a
Analyze the role of religion and other means
rulers used to unify and centrally govern
expanding territories with diverse populations.
Student Edition:
281-283, 287-288, 290-292, 329-330, 380-386,
426, 464-467
National Geographic 380, 385
Understanding Charts 381
Teacher Wraparound Edition:
C 283; CAT 383; CLA 293; EC 384; ICA 383;
RC 330
6.2.8.A.4.b
Compare and contrast the Japanese and
European systems of feudalism and the
effectiveness of each in promoting social,
economic, and political order.
Student Edition:
497, 523-531
The Way It Was 496
You Decide 532-533
Teacher Wraparound Edition:
AS 533; CAT 524; EN 497; MA 523; RS 523
6.2.8.A.4.c
Determine the influence of medieval English
legal and constitutional practices (i.e., the
Magna Carta, parliament, and the development
of habeas corpus and an independent judiciary)
on modern democratic thought and institutions.
Student Edition:
537
Linking Past & Present 536
Primary Source 537
Section 3 Review 543 #4, #5
Teacher Wraparound Edition:
ERR 537
Core Curriculum Content Standards
By the end of Grade 8
9
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
Strand B. Geography, People, and the Environment
6.2.8.B.4.a
Explain how geography influenced the
development of the political, economic, and
cultural centers of each empire and well as the
empires’ relationships with other parts of the
world.
Student Edition:
328-329, 332, 381, 383, 384, 388-389, 431,
448-449, 452-453, 485, 513-514, 540
National Geographic 329, 374, 383, 385, 411, 448,
452, 485, 513, 514, 540
Photo 388
Reading Check 329, 449, 485, 514
Understanding Charts 451
Teacher Wraparound Edition:
E 453; RS 328; T 513
6.2.8.B.4.b
Assess how maritime and overland trade routes
(i.e., the African caravan and Silk Road)
impacted urbanization, transportation,
communication, and the development of
international trade centers.
Student Edition:
246-247, 447-448
National Geographic 246, 448
Teacher Wraparound Edition:
CLA 247; MA 447
6.2.8.B.4.c
Determine how Africa’s physical geography and
natural resources posed challenges and
opportunities for trade and development.
Student Edition:
447-453
National Geographic 448, 452
Reading Check 449, 451
The Way It Was 449
Understanding Charts 451
Teacher Wraparound Edition:
CAT 447
6.2.8.B.4.d
Explain why the Arabian Peninsula’s physical
features and location made it the epicenter of
Afro-Eurasian trade and fostered the spread of
Islam into Africa, Europe, and Asia.
Student Edition:
373, 380
National Geographic 374, 380, 383, 452
Reading Check 374, 381
Teacher Wraparound Edition:
CTA 382
6.2.8.B.4.e
Analyze the motivations for civilizations to
modify the environment, determine the positive
and negative consequences of environmental
changes made during this time period, and
relate these changes to current environmental
challenges.
Student Edition:
526
Linking Past & Present 410
Teacher Wraparound Edition:
DI 410
Core Curriculum Content Standards
By the end of Grade 8
10
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.B.4.f
Explain how the geographies of China and
Japan influenced their development and their
relationship with one another.
Student Edition:
409, 485
National Geographic 485
Reading Check 485
Teacher Wraparound Edition:
C 490
6.2.8.B.4.g
Explain why the strategic location and economic
importance of Constantinople and the
Mediterranean Sea were a source of conflict
between civilizations.
Student Edition:
328-329
Section 3 Review 334 #3
Teacher Wraparound Edition:
G 328; RS 328
6.2.8.B.4.h
Explain how the locations, land forms, and
climates of Mexico, Central America, and South
America affected the development of Mayan,
Aztec, and Incan societies, cultures, and
economies.
Student Edition:
575-578, 583-588
Biography 589
Section 2 Review 592 #3, #5, #6
The Way It Was 584
Teacher Wraparound Edition:
CTA 585; EC 577, 587; TT 585
Strand C. Economics, Innovation, and Technology
6.2.8.C.4.a
Explain the interrelationships among improved
agricultural production, population growth,
urbanization, and commercialization.
Student Edition:
388-389, 417, 503, 525-526, 609-613
Reading Check 418, 610
Teacher Wraparound Edition:
IAW 389; S 526; UNT 503
6.2.8.C.4.b
Analyze how trade, technology, the availability
of natural resources, and contact with other
civilizations affected the development of
empires in Eurasia and the Americas.
Student Edition:
388-389, 417-420, 448, 503, 528-531, 594-600
Biography 598
National Geographic 448
Primary Source 597
Reading Check 418, 449, 453, 514, 595
The Way It was 389, 419, 449
Teacher Wraparound Edition:
CTA 419; IAW 389; UNT 503
6.2.8.C.4.c
Explain how the development of new business
practices and banking systems impacted global
trade and the development of a merchant class.
Student Edition:
388-389, 503, 513-514, 528-531, 609-610, 612-613
Photo 388
Reading Check 504, 531, 613
Teacher Wraparound Edition:
CAT 610; EC 530; IAW 389; ICA 612
Core Curriculum Content Standards
By the end of Grade 8
11
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.C.4.d
Analyze the relationship between trade routes
and the development of powerful city-states and
kingdoms in Africa.
Student Edition:
447-453
National Geographic 448, 452
Reading Check 449, 453
Section 1 Review 453 #3
The Way It Was 449
Understanding Charts 451
Teacher Wraparound Edition:
CAT 447; CLA 451; E 453
6.2.8.C.4.e
Determine the extent to which interaction
between the Islamic world and medieval Europe
increased trade, enhanced technology
innovation, and impacted scientific thought and
the arts.
Student Edition:
429, 435-436, 448-449, 528-529, 611-612, 619
National Geographic 448, 452
Understanding Charts 451
Teacher Wraparound Edition:
CTA 611
Strand D. History, Culture, and Perspectives
6.2.8.D.4.a
Explain how contact between nomadic peoples
and sedentary populations had both positive
and negative political, economic, and cultural
consequences.
Student Edition:
409, 469, 518
National Geographic 469, 518
6.2.8.D.4.b
Analyze how religion both unified and divided
people.
Student Edition:
359-361, 374-375, 412-413, 463-467, 541-543,
547-548, 558
National Geographic 463, 542
Reading Check 413
Teacher Wraparound Edition:
C 543; CAT 547; CLA 541; CTA 463, 542; T 359,
466
6.2.8.D.4.c
Analyze the role of religion and economics in
shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical
structures had on the lives of various groups of
people.
Student Edition:
375, 388-391, 492-493, 532-525, 526-528
Teacher Wraparound Edition:
CTA 525
6.2.8.D.4.d
Analyze the causes and outcomes of the
Crusades from different perspectives, including
the perspectives of European political and
religious leaders, the crusaders, Jews, Muslims,
and traders.
Student Edition:
541-543
National Geographic 542
Teacher Wraparound Edition:
CLA 541; CTA 542
Core Curriculum Content Standards
By the end of Grade 8
12
World History
Journey Across Time © 2008
STANDARDS
PAGE REFERENCES
6.2.8.D.4.e
Assess the demographic, economic, and
religious impact of the plague on Europe.
Student Edition:
554
National Geographic 555
Teacher Wraparound Edition:
CC 555; DI 555; RC 555
6.2.8.D.4.f
Determine which events led to the rise and
eventual decline of European feudalism.
Student Edition:
523-531, 543
Section 3 Review 543 #7
You Decide 532-533
Teacher Wraparound Edition:
AS 533; CAT 524; MA 523
6.2.8.D.4.g
Analyze the immediate and long-term impact on
China and Europe of the open exchange
between Europe and the Yuan (Mongol)
Dynasty.
Student Edition:
428-429
Reading Check 429
Teacher Wraparound Edition:
E 429
6.2.8.D.4.h
Determine the extent to which the Byzantine
Empire influenced the Islamic world and
western Europe.
Student Edition:
328-334
National Geographic 329
Teacher Wraparound Edition:
CAT 329
6.2.8.D.4.i
Explain how and why Islam spread in Africa, the
significance of Timbuktu to the development
and spread of learning, and the impact Islam
continues to have on African society.
Student Edition:
380-381
Biography 466
National Geographic 380
Reading Check 381
Teacher Wraparound Edition:
DI 381; IAW 381
6.2.8.D.4.j
Compare the major technological innovations
and cultural contributions of the civilizations of
this period and justify which represent enduring
legacies.
Student Edition:
328, 333-334, 388-394, 418-422
Biography 392
Linking Past & Present 390
Reading Check 329, 394
The Way It Was 389, 419
Teacher Wraparound Edition:
C 334, 394, 422; CAT 391; CTA 419; E 394, 422;
EC 421; ICA 420; S 391; T 328
Core Curriculum Content Standards
By the end of Grade 8
13
World History
Journey Across Time © 2008