prentice hall history of our world, early ages edition

Prentice Hall History of our World, Early Ages Edition © 2005 Correlated to:

South Dakota Content Standards (Grade 6)

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Standard, Supporting Skills, and Examples

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SOUTH DAKOTA SOCIAL STUDIES STANDARDS 6-8 Sixth Grade U.S. History Grade Standards, Supporting Skills, and Examples The committee, with input from educators throughout the state, revised the former sixth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of World History. Sixth Grade World History Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

(Analysis) 6.W.1.1. Students are able to explain the development of society during the Stone Age.

• Identify the time periods of prehistoric man through artifacts and other archaeological findings. Examples: Paleolithic, Upper-Paleolithic, Mesolithic/Neolithic Examples: tools, shelters, communication

SE: pp. 6–9, 12–17, 18–19, 20–24, 25–27

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, pp. 9, 13, 17; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, pp. 10, 14, 18; All-In-One Teaching Resources, Unit 1, Section Quiz, pp. 11, 19; All-In-One Teaching Resources, Unit 1, The Iceman, pp. 31–32; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Writing Assignment, p. 35; All-In-One Teaching Resources, Unit 1, Small Group Activity, pp. 26–29; All-In-One Teaching Resources, Unit 1, Enrichment, p. 24;

1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology



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Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 6–8, 9–11, 12–14

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 53, HOW 54, HOW 55; Section Reading Support Transparencies, Transparency B15: Outline; World Studies Video Program, The First Great Migration

(Analysis) 6.W.1.2. Students are able to explain the development of the River Valley civilizations based on their geographic locations.

• Mesopotamia Examples: Sumerians, Babylonians, Assyrians Examples: Tigris/Euphrates Rivers, Fertile Crescent

SE: pp. 29–35, 36–37, 38–42, 55, 61–63

TE: p. 28h

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, pp. 48, 52, 56; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, pp. 49, 53, 57; All-In-One Teaching Resources, Unit 1, Section Quiz, pp. 50, 54, 58; All-In-One Teaching Resources, Unit 1, Small Group Activity, pp. 73–76; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Journal Entry, p. 79; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Student Poster, p. 83; All-In-One Teaching Resources, Unit 1, Rubric for




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Assessing a Writing Assignment, p. 84; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 16–18, 19–21, 22–24

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 56, HOW 57, HOW 58; History of Our World Transparencies, Transparency B-16: Venn Diagram; World Studies Video Program, Petra: Secrets of the Red City

• Egypt Examples: Old/Middle/New Kingdoms Example: Nile River

SE: pp. 67–73, 74–79, 94–95, 101–103

TE: p. 66h

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, pp. 6, 10; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, pp. 7, 11; All-In-One Teaching Resources, Unit 2, Section Quiz, pp. 5, 12; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 32–34, 25–37

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 25, HOW 61, HOW 63; World Studies Video Program, Ancient Egypt: Life on the Nile




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• China Examples: Huang He River, isolation

SE: pp. 135, 136–141, 150, 161–163

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, p. 282; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, p. 283; All-In-One Teaching Resources, Unit 2, Section Quiz, p. 284; All-In-One Teaching Resources, Unit 2, Skills for Life, p. 302; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Writing Assignment, p. 310; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 61–63

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 44; Social Studies Skills Tutor CD-ROM, Making Valid Generalizations

• India Examples: Indus River, isolation

SE: pp. 105–111, 112–113, 131–132

TE: p. 104g

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, p. 52; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, p. 53; All-In-One Teaching Resources, Unit 2, Section Quiz, p. 54; All-In-One Teaching Resources, Unit 2,




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Activity Shop Lab: Rivers That Flood, pp. 78–79; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Writing Assignment, p. 56; All-In-One Teaching Resources, Unit 2, Small Group Activity, pp. 74–77; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 48–50

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 66

(Analysis) 6.W.1.3. Students are able to explain the development of Mediterranean civilizations.

• Greece Examples: city states, Athens, Sparta

SE: pp. 167–175, 189–191, 197, 206–213

TE: pp. 166e, 166f, 196f

TR: All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, pp. 6, 48; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, pp. 7, 49; All-In-One Teaching Resources, Unit 3, Section Quiz, pp. 8, 50; All-In-One Teaching Resources, Unit 3, Identify Sequence, p. 13; All-In-One Teaching Resources, Unit 3, Enrichment, pp. 16, 59; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 74–76, 84–86

TECH: History of Our World

Transparencies, Section




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Reading Support Transparencies, HOW 74, HOW 77

• Hellenistic Era Examples: Macedonia, Alexander

SE: pp. 216–222

TR: All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, p. 52; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, p. 53; All-In-One Teaching Resources, Unit 3, Section Quiz, p. 54; All-In-One Teaching Resources, Unit 3, Enrichment, p. 59; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 87–89


• Rome Example: transportation system Examples: Romulus, Remus

SE: pp. 227–235, 244

TE: p. 226e

TR: All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, p. 82; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, p. 83; All-In-One Teaching Resources, Unit 3, Section Quiz, p. 84; All-In-One Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, p. 101; All-In-




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One Teaching Resources, Unit 3, Small Group Activity, pp. 95–98; All-In-One Teaching Resources, Unit 3, Skills For Life, p. 94; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 91–93


(Analysis) 6.W.1.4. Students are able to explain the development of the Middle Eastern civilizations.

• Byzantine Examples: trade routes, Constantinople, Black Sea

SE: pp. 283–289, 299, 305–306

TE: p. 282f

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, p. 8; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, p. 9; All-In-One Teaching Resources, Unit 4, Section Quiz, p. 10; All-In-One Teaching Resources, Unit 4, Book Project, pp. 16–18; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 33; All-In-One Teaching Resources, Unit 4, Small Group Activity, pp. 25–28; All-In-One Teaching Resources, Unit 4, Byzantine Empress Theodora, p. 29; All-In-One Teaching Resources, Unit 4, Skills For Life, p. 24; Reading and Vocabulary Study




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Guide/Spanish Reading and Vocabulary Study Guide, pp. 108–110

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 84; World Studies Video Program, Constantinople: Capital of the Byzantine Empire

• Islamic

Examples: Mecca, Jerusalem

SE: pp. 292–297, 300–302, 305–307

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 12, 16; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 13, 17; All-In-One Teaching Resources, Unit 4, Section Quiz, pp. 14, 18; All-In-One Teaching Resources, Unit 4, Enrichment, p. 23; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 33

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 85; History of Our World Transparencies, Transparency B-15: Outline; History of Our World Transparencies, Color Transparencies, HOW 27

• Mongolian influence

Examples: Kiev, early czars SE: N/A

(Analysis)

6.W.1.5. Students are able to explain the development of the African empires.

Examples: Ghana, Mali, Songhai,

SE: pp. 308–309, 318–323, 331–333




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Niger

TE: p. 308f

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, p. 45; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, p. 46; All-In-One Teaching Resources, Unit 4, Section Quiz, p. 47; All-In-One Teaching Resources, Unit 4, Book Project, pp. 22–24; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 71; All-In-One Teaching Resources, Unit 4, Reading a Historical Map, 66; All-In-One Teaching Resources, Unit 4, Skills For Life, p. 61; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 121–123


(Analysis)

6.W.1.6. Students are able to explain the development of the Mesoamerican/Andean empires.

Examples: Toltec, Olmec, Maya, Aztec, Inca

SE: pp. 335–341, 344–349, 359–361

TE: p. 334f

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 83, 87; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 84, 88; All-In-One Teaching Resources, Unit 4, Section




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Quiz, pp. 85, 89; All-In-One Teaching Resources, Unit 4, Book Project, pp. 13–15; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 108; All-In-One Teaching Resources, Unit 4, Small Group Activity, pp. 100–103; All-In-One Teaching Resources, Unit 4, The Talking Stone, pp. 104–106; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 131–133, 134–136

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 90, HOW 91, HOW 59; World Studies Video Program, Cortés and the Aztec Empire

(Synthesis)

6.W.1.7. Students are able to summarize the political, economic, and social changes that occurred during the Middle Ages.

Examples: rise of church leadership, tribal migrations, feudal system, Crusades, diseases, 100 Years War, job specialization, trade fairs

SE: pp. 393, 394–399, 400–401, 402–413, 414–415, 416–420, 421–423

TE: pp. 392g, 392h

TR: All-In-One Teaching Resources, Unit 5, Reading Readiness Guide, pp. 8, 12, 16, 20; All-In-One Teaching Resources, Unit 5, Guided Reading and Review, pp. 9, 13, 17, 21; All-In-One Teaching Resources, Unit 5, Section Quiz, pp. 10, 14, 18, 22; All-In-One Teaching




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Resources, Unit 5, Small Group Activity, pp. 28–31; All-In-One Teaching Resources, Unit 5, Rubric for Assessing a Writing Assignment, p. 35; All-In-One Teaching Resources, Unit 5, Lords and Vassals, p. 32; All-In-One Teaching Resources, Unit 5, Enrichment, p. 26; All-In-One Teaching Resources, Unit 5, Skills For Life, p. 27; All-In-One Teaching Resources, Unit 5, Book Project, pp. 19–21; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 148–150, 151–153, 154–156, 157–159

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 96, HOW 97, HOW 98, HOW 99; History of Our World Transparencies, Color Transparencies, HOW 35, HOW 36, HOW 23; History of Our World Transparencies, Transparency B-11: Chart/Table; History of Our World Transparencies, Transparency B-5: Flow Chart; World Studies Video Program, Feudal Life in the Middle Ages

Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions.

(Analysis)

6.W.2.1. Students are able to describe how the structure of Stone Age society changed because of the agricultural revolution.

Examples: domestication of animals and plants, rise of trading

SE: pp. 14–17, 20–24, 25–27




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centers

TE: p. 4f

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, pp. 13, 17; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, pp. 14, 18; All-In-One Teaching Resources, Unit 1, Section Quiz, pp. 15, 19; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Writing Assignment, p. 25; All-In-One Teaching Resources, Unit 1, Reading a Natural Vegetation Map, p. 30; All-In-One Teaching Resources, Unit 1, Writing to Inform and Explain, p. 33; All-In-One Teaching Resources, Unit 1, Small Group Activity, pp. 26–29; All-In-One Teaching Resources, Unit 1, Enrichment, p. 24; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 9–11, 12–14

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 54, HOW 55; History of Our World Transparencies, Transparency B-15: Outline; World Studies Video Program, The First Great Migration

(Comprehension) 6.W.2.2. Students are able to identify the cultural contributions of the River Valley Civilizations.

• Mesopotamia SE: pp. 34–35, 40–42, 43–47,




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Examples: codified laws, Epic of Gilgamesh, city states, polytheism, monotheism, cuneiform, specialization of labor, Judaism Examples: Sargon, Hammurabi, Abram

51–53, 54–55, 56–60, 61–63

TE: p. 28h

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, pp. 48, 52, 56, 60, 64; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, pp. 49, 53, 57, 61, 65; All-In-One Teaching Resources, Unit 1, Section Quiz, pp. 50, 54, 58, 62, 66; All-In-One Teaching Resources, Unit 1, Small Group Activity, pp. 73–76; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 16–18, 19–21, 22–24, 25–27, 28–30

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 57, HOW 58, HOW 69, HOW 60; History of Our World Transparencies, Transparency B-16: Venn Diagram; Transparency B-15: Outline; World Studies Video Program, Petra: Secrets of the Red City

• Egypt Examples: hieroglyphics, papyrus, mummification, architecture, pharaohs, calendar, medicine Examples: Ramses,

SE: pp. 74–79, 80–82, 83, 84–85, 86–87, 88–93, 101–103




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Hatshepsut, Cheops

TE: p. 66h

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, pp. 10, 14, 18; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, pp. 11, 15, 19; All-In-One Teaching Resources, Unit 2, Section Quiz, pp. 12, 16, 20; All-In-One Teaching Resources, Unit 2, In Her Own Words: Hatschepsot, Queen of Egypt, c. 1500 B.C., p. 36; All-In-One Teaching Resources, Unit 2, In Her Own Words: Ankhesenpaton, Queen of Egypt, c. 1350 B.C., p. 37; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Writing Assignment, pp. 40, 222; All-In-One Teaching Resources, Unit 2, Enrichment, p. 29; All-In-One Teaching Resources, Unit 2, Book Project, pp. 10–12; All-In-One Teaching Resources, Unit 2, Small Group Activity, pp. 31–34; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 35–37, 38–40, 41–43

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 36, HOW 63, HOW 64, HOW 65; History of Our World Transparencies, Transparency B-6: Flow Chart; Transparency B-2: Flow Chart




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• China Examples: gunpowder, Great Wall, Silk Road, Taoism, Confucianism Examples: Qin/Han Dynasties

SE: pp. 144–148, 149–153, 154–155, 156–160, 161–163

TE: pp. 134g, 134h

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, pp. 286, 290, 294; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, pp. 287, 291, 295; All-In-One Teaching Resources, Unit 2, Section Quiz, pp. 288, 292, 296; All-In-One Teaching Resources, Unit 2, Enrichment, p. 301; All-In-One Teaching Resources, Unit 2, The Fate of a Frog, p. 308; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Journal Entry, p. 311; All-In-One Teaching Resources, Unit 2, Outline Map 29: East Asia, p. 307; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Writing Assignment, p. 310; All-In-One Teaching Resources, Unit 2, Small Group Activity, pp. 303–306; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 64–66, 67–69, 70–72

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 45, HOW 46, HOW 47; World Studies Video Program, The




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Great Wall of China

• India Examples: Hinduism, caste system, Buddhism, medicine, mathematics, Mauryan Empire Example: Prince Siddartha

SE: pp. 114–123, 126–130

TE: pp. 104g, 104f

TR: All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, pp. 56, 60, 64; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, pp. 57, 61, 65; All-In-One Teaching Resources, Unit 2, Section Quiz, pp. 58, 62, 66; All-In-One Teaching Resources, Unit 2, Savatri: A Tale of Ancient India; All-In-One Teaching Resources, Unit 2, Enrichment, p. 72; All-In-One Teaching Resources, Unit 2, A Great Asian Thinker, p. 84; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 51–53, 54–56, 57–59

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 67, HOW 68, HOW 69; World Studies Video Program, The Maurya Elephant Army

(Comprehension) 6.W.2.3. Students are able to identify the cultural contributions of the Mediterranean civilizations.

• Greece Examples: philosophers, literature, art, science, government, mythology,

SE: pp. 175, 176–177, 180–188, 189–191




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architecture, astronomy, Olympics Examples: Socrates, Pythagoras


TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 75; World Studies Video Program, Homer’s Odyssey

• Hellenistic Era Examples: Phillip II, Alexander Example: conquest of Persian Empire

SE: pp. 216–222, 223–224





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• Rome Examples: philosophers, literature, art, science, government, mythology, architecture, Latin language, Christianity Examples: Caesar Augustus, Julius Caesar, barbarians, Constantine

SE: pp. 231–235, 236–237, 240–246, 247–249, 252–265, 270, 274–276

TE: pp. 226e, 226f

TR: All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, pp. 82, 86, 114, 118, 122; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, pp. 83, 87, 115, 119, 123; All-In-One Teaching Resources, Unit 3, Section Quiz, pp. 84, 88, 116, 120, 124; All-In-One Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, pp. 101, 143; All-In-One Teaching Resources, Unit 3, Small Group Activity, pp. 95–98, 131–134; All-In-One Teaching Resources, Unit 3, Enrichment, p. 129; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 91–93, 94–96, 98–100, 101–103, 104–106

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 79,




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HOW 80, HOW 81, HOW 82, HOW 83; World Studies Video Program, The Rise of the Roman Empire; World Studies Video Program, Daily Life in Ancient Rome

(Comprehension) 6.W.2.4. Students are able to identify the cultural contributions of the Middle Eastern civilizations.

• Byzantine Examples: Justinian Code, Eastern Orthodoxy, architecture Example: Constantine

SE: pp. 270, 274–276, 284–289, 305–306

TE: p. 282f

TR: All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, p. 122; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, p. 123; All-In-One Teaching Resources, Unit 3, Section Quiz, p. 124; All-In-One Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, p. 143; All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, p. 8; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, p. 9; All-In-One Teaching Resources, Unit 4, Section Quiz, p. 10; All-In-One Teaching Resources, Unit 4, Book Project, pp. 16–18; All-In-One Teaching Resources, Unit 4, Rubric for Assessment a Writing Assignment, p. 33; All-In-One Teaching Resources, Unit 4, Small Group Activity, pp. 25–28; All-In-One Teaching Resources,




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Unit 4, Byzantine Empress Theodora, p. 29; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 104–106, 108–110

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 83, HOW 84; World Studies Video Program, Constantinople: Holy City of Byzantium

• Islamic Examples: Islam, Arabic numerals, pilgrimage, Examples: Mohammed, Saladin

SE: pp. 292–297, 300–304, 305–307

TE: p. 282f

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 12, 16; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 13, 17; All-In-One Teaching Resources, Unit 4, Section Quiz, pp. 14, 18; All-In-One Teaching Resources, Unit 4, Enrichment, p. 23; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 33; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 111–113, 114–116

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 85,




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HOW 86; History of Our World Transparencies, Color Transparencies, HOW 27; History of Our World Transparencies, Transparency B-20: Timeline

• Mongolian Examples: Mongol invasions, Orthodox Christianity Example: Genghis Khan

SE: pp. 370–371

(Comprehension)

6.W.2.5. Students are able to identify the cultural contributions of the African empires.

Examples: slave trade, Muslim traders, Timbuktu, tribal society

SE: pp. 316–317, 318–323, 326–330, 331–333

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 49, 53; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 50, 54; All-In-One Teaching Resources, Unit 4, Section Quiz, pp. 51, 55; All-In-One Teaching Resources, Unit 4, Enrichment, p. 60; All-In-One Teaching Resources, Unit 4, Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fairness of Mali’s People, Leo Africanus Describes Tombouctou, pp. 67–69; All-In-One Teaching Resources, Unit 4, Small Group Activity, pp. 62–65; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 71; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 124–126

TECH: History of Our World




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Transparencies, Section Reading Support Transparencies, HOW 88, HOW 89; History of Our World Transparencies, Color Transparencies, HOW 20

(Comprehension)

6.W.2.6. Students are able to identify the cultural contributions of the Mesoamerican/Andean Empires.

Examples: calendar, astronomy, mathematics, step pyramids, recreation and games, agriculture, class structure, religion, irrigation Example: Montezuma

SE: pp. 336–341, 342–343, 344–349, 359–361

TE: p. 334f

TR: All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 83, 87; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 84, 88; All-In-One Teaching Resources, Unit 4, Section Quiz, pp. 85, 89; All-In-One Teaching Resources, Unit 4, Book Project, pp. 13–15; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, p. 108; All-In-One Teaching Resources, Unit 4, Small Group Activity, pp. 100–103; All-In-One Teaching Resources, Unit 4, The Talking Stone, pp. 104–106

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 90, HOW 91; World Studies Video Program, Cortés and the Aztec Empire




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(Comprehension)

6.W.2.7. Students are able to identify the cultural contributions of the Middle Ages.

Examples: rise of middle class, government, Magna Carta, art, architecture Examples: Charlemagne, Marco Polo, William the Conqueror, Joan of Arc

SE: pp. 396, 402–408, 416–420, 421–423

TR: All-In-One Teaching Resources, Unit 5, Reading Readiness Guide, pp. 12, 20; All-In-One Teaching Resources, Unit 5, Guided Reading and Review, pp. 13, 21; All-In-One Teaching Resources, Unit 5, Section Quiz, pp. 14, 22; All-In-One Teaching Resources, Unit 5, Enrichment, p. 26; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 151–153, 157–159

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 97, HOW 99; History of Our World Transparencies, Color Transparencies, HOW 23; History of Our World Transparencies, Transparency B-11: Chart/Table

Sixth Grade Geography Grade Standards, Supporting Skills, and Examples The committee, with input from educators throughout the state, revised the former sixth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of World History. Sixth Grade Civics (Government) Grade Standards, Supporting Skills, and Examples




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Note: In most districts these standards will be taught and learned in grade-level courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8. Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

(Application)

6.C.1.1. Students are able to relate forms of governments to their civilizations.

Examples: priest-kings vs. god-kings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism

SE: pp. 47, 74–76, 79, 102, 126–127, 129, 139, 151, 153, 174–175, 231–235, 236–237, 238–239, 241–242, 246, 248, 253, 377–378, 397–399, 416–418, 420

TE: pp. 166f, 226f

TR: All-In-One Teaching Resources, Unit 2, Use Context Clues, p. 26; All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, pp. 6, 82; All-In-One Teaching Resources, Unit 3, Section Quiz, p. 84; All-In-One Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, p. 101; All-In-One Teaching Resources, Unit 3, Skills For Life, p. 94

TECH: World Studies Video Program, Feudal Life in the Middle Ages

(Synthesis)

6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in civilizations.

Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions Examples (documents): Hammurabi’s Code, Twelve Tablets

SE: pp. 44–45, 50, 56–60, 110–111, 114–118, 119–123, 130, 131–132, 144–148, 184–185, 220–222, 246, 259–265, 288, 292–297, 300–304, 312–315, 408, 409–413, 414–415, 418




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of Rome, Justinian Code, Magna Carta

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, p. 64; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, p. 65; All-In-One Teaching Resources, Unit 1, Section Quiz, p. 66; All-In-One Teaching Resources, Unit 1, Moses and the Ten Commandments, p. 77; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Writing Assignment, p. 84; All-In-One Teaching Resources, Unit 2, Reading Readiness Guide, pp. 56, 60, 286; All-In-One Teaching Resources, Unit 2, Guided Reading and Review, pp. 57, 61, 287; All-In-One Teaching Resources, Unit 2, Section Quiz, pp. 58, 62, 288; All-In-One Teaching Resources, Unit 2, Savitri: A Tale of Ancient India, pp. 80–83; All-In-One Teaching Resources, Unit 2, Rubric for Assessing a Writing Assignment, p. 86; All-In-One Teaching Resources, Unit 2, Enrichment, pp. 72, 301; All-In-One Teaching Resources, Unit 2, A Great Asian Thinker, p. 84; Reading and Vocabulary Study Guide/Spanish Reading and Vocabulary Study Guide, pp. 51–53, 54–56, 101–103, 111–113, 114–116; All-In-One Teaching Resources, Unit 3, Reading Readiness Guide, p. 118; All-In-One Teaching Resources, Unit 3, Guided Reading and Review, p. 119; All-In-One Teaching




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Resources, Unit 3, Section Quiz, p. 120; All-In-One Teaching Resources, Unit 3, Rubric for Assessing a Writing Assignment, p. 143; All-In-One Teaching Resources, Unit 4, Reading Readiness Guide, pp. 12, 16, 45; All-In-One Teaching Resources, Unit 4, Guided Reading and Review, pp. 13, 17, 46; All-In-One Teaching Resources, Unit 4, Section Quiz, pp. 14, 18, 47; All-In-One Teaching Resources, Unit 4, Enrichment, p. 23; All-In-One Teaching Resources, Unit 4, Rubric for Assessing a Writing Assignment, pp. 33, 71; All-In-One Teaching Resources, Unit 4, Book Project, pp. 22–24; All-In-One Teaching Resources, Unit 5, Reading Readiness Guide, p. 16; All-In-One Teaching Resources, Unit 5, Guided Reading and Review, p. 17; All-In-One Teaching Resources, Unit 5, Section Quiz, p. 18

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 60, HOW 67, HOW 68, HOW 45, HOW 85, HOW 86, HOW 98; History of Our World Transparencies, Color Transparencies, HOW 27; HOW Set 2: The Spread of Islam

Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.

(Evaluation) 6.C.2.1. Students are able to SE: pp. 175, 231–233, 236–




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recognize how historical civilizations influence the rights and responsibilities of citizens today.

Example: Roman citizenship compared to United States citizenship

237

Sixth Grade Economics Grade Standards, Supporting Skills, and Examples Note: In most districts these standards will be taught and learned in grade-level courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8. Note: Some South Dakota middle schools offer personal finance as a required or elective course. If not addressed in another course of study, middle schools may provide an understanding of concepts related to personal finance in the context of the economics goal. Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

(Application)

6.E.1.1. Students are able to explain societies’ attempts to satisfy their basic needs and wants by utilizing resources.

Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership

SE: pp. 12–17, 18–19, 20, 23, 36–37, 49, 290–291, 345, 397–399, 400–401

TE: p. 4f

TR: All-In-One Teaching Resources, Unit 1, Reading Readiness Guide, p. 13; All-In-One Teaching Resources, Unit 1, Guided Reading and Review, p. 14; All-In-One Teaching Resources, Unit 1, Section Quiz, p. 15; All-In-One Teaching Resources, Unit 1, Reading a Natural Vegetation Map, p. 30; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Writing




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Assignment, p. 35; All-In-One Teaching Resources, Unit 1, Rubric for Assessing a Student Poster, p. 83; All-In-One Teaching Resources, Unit 5, Lords and Vassals, p. 32

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 54; World Studies Video Program, Feudal Life in the Middle Ages

(Knowledge)

6.E.1.2. Students are able to identify basic economic systems through the Middle Ages.

Examples: traditional, market

SE: pp. 199, 377, 394–399, 400–401, 406–407, 413, 421–422

TR: All-In-One Teaching Resources, Unit 5, Reading Readiness Guide, p. 8; All-In-One Teaching Resources, Unit 5, Guided Reading and Review, p. 9; All-In-One Teaching Resources, Unit 5, Section Quiz, p. 10; All-In-One Teaching Resources, Unit 5, Lords and Vassals, p. 32; All-In-One Teaching Resources, Unit 5, Small Group Activity, pp. 28–31; All-In-One Teaching Resources, Unit 5, Rubric for Assessing a Writing Assignment, p. 35

TECH: History of Our World Transparencies, Section Reading Support Transparencies, HOW 96; World Studies Video Program, Feudal Life in the Middle Ages

(Application)

6.E.1.3. Students are able to identify the effects of economic systems on society.

Examples: urbanization,

SE: pp. 22, 33, 406–408




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specialization, class system, trade routes, gender roles Examples: money values,

standardization of money systems

TR: All-In-One Teaching Resources, Unit 5, Reading Readiness Guide, p. 12; All-In-One Teaching Resources, Unit 5, Guided Reading and Review, p. 13; All-In-One Teaching Resources, Unit 5, Section Quiz, p. 14


prentice hall history of our world, early ages edition

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