teacher wraparound edition -...

Teacher Wraparound Edition

Jackson J. Spielvogel, Ph.D.

JAT EA©07_KY_TWE_TP_874652-3.ind1 1JAT EA©07_KY_TWE_TP_874652-3.ind1 1 10/16/06 9:31:27 AM10/16/06 9:31:27 AM

Danita C. CareyWestport Middle SchoolLouisville, Kentucky

Michelle K. CasonWilliamstown Independent SchoolsWilliamstown, Kentucky

William Stephen DaughertyMcNabb Middle SchoolMount Sterling, Kentucky

Sharan GwynnGeorgetown Middle SchoolGeorgetown, Kentucky

Carolyn F. LiflandMadison Middle SchoolRichmond, Kentucky

Jerry L. Parks, Th.D.Georgetown Middle SchoolGeorgetown, Kentucky

Marcia StegemanNewport Middle SchoolNewport, Kentucky

Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027

(Student Edition)ISBN-13: 978-0-07-874651-2ISBN-10: 0-07-874651-5

(Teacher Wraparound Edition)ISBN-13: 978-0-07-874652-9

ISBN-10: 0-07-874652-3

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 127 10 09 08 07 06

Image Credits: KY4-KY5 David Frazier/Index Stock; KY6-KY7 Richard Cummins/SuperStock; KY8-KY9 Kevin R. Morris/CORBIS; KY28 (tl)Stockbyte, (tr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (bl)Stockbyte, (br)Rob and Ann Simpson/Visuals Unlimited; KY29 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/CORBIS, (b) Gary W. Carter/CORBIS.

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KY3

How Do I Succeed in World History?

Your textbook, Journey Across Time: The Early Ages, includes a variety of tools designed to help you be successful as you study the early history of

the world. One of the most valuable tools is the list of objectives that you will be expected to master by the end of the school year. The list is called the Kentucky Core Content for Social Studies Assessment, Grade 7. Following the core content is a correlation chart to help you determine where the textbook teaches this content.

This section of your textbook also includes a Standardized Test Practice. The Practice is designed to help you prepare for standardized tests. It consists of practice questions that cover all the core content standards and is organized by week to help you and your teacher arrange your study.

Identifying what you are expected to learn at the very beginning of the year and hon-ing your test-taking skills throughout the year will help focus your study of world his-tory. It will also help you and your parents or caregivers see when you might need extra help in mastering the concepts of a particular unit of study. Such extra help will ensure that your study of world history will be both enjoyable and successful.

Focus on Kentucky is another section of your textbook. This feature includes interest-ing information about your state that you should know.

The chart on page KY32 explains the Depth of Knowledge levels used to evaluate the complexity of assessment questions.

Core Content for Social Studies Assessment,

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY4

Correlation to the Core Content for Social Studies

Assessment, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY10

Preparing for Standardized Tests . . . . . . . . . . . . . . . . . . KY16

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . KY18

Focus on Kentucky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY28

Depth of Knowledge Levels . . . . . . . . . . . . . . . . . . . . . . KY32

KY3

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On the following pages, you will find a listing of the Kentucky Core Content for Social Studies Assessment, Grade 7. The core content lists the things you should learn and be able to do as you complete this World History course. Read through the core content with your parents or caregivers to help you become successful in this course. Also, review the core content from time to time to help the things you learn fall into place. Depth of Knowledge (DOK) levels indicate the highest DOK level at which Kentucky Core Content Test (KCCT) questions can assess that standard’s content. For more information on DOK levels, see the DOK descriptors on page KY32.

Government & CivicsThe study of government and civics equips stu-dents to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical develop-ment of structures of power, authority, and gov-ernance and their evolving functions in contem-porary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Formation of Governments

SS-07-1.1.1 Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2

SS-07-1.1.2 Students will describe and give examples to support how some early civiliza-tions (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom). DOK 3

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KY4

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Cultures & SocietiesCulture is the way of life shared by a group of people, including their ideas and traditions. Cultures refl ect the values and beliefs of groups in different ways (e.g., art, music, literature, re-ligion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture infl uences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Elements of Culture

SS-07-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civ-ilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2

Social Institutions

* SS-07-2.2.1 Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

Interactions Among Individuals and Groups

SS-07-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

SS-07-2.3.2 Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

*Supporting standard proposed for local instruction

Horse farm near Lexington, Kentucky

KY5


EconomicsEconomics includes the study of produc-tion, distribution and consumption of

goods and services. Students need to un-derstand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and par-ticipants in an increasingly connected world economy. Students need to understand the benefi ts and costs of economic interaction and interdependence among people, societies and governments.

Scarcity

SS-07-3.1.1 Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2

Production, Distribution, and Consumption

SS-07-3.4.1 Students will explain ways in which the basic economic questions about the produc-tion, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D. DOK 2

SS-07-3.4.2 Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

GeographyGeography includes the study of the fi ve funda-mental themes of location, place, regions, move-ment and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environ-ment over time, how geography has impacted settlement and population, and how geographic factors infl uence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

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KY6


The Use of Geographic Tools

SS-07-4.1.1 Students will use a variety of geo-graphic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D. DOK 3

* SS-07-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

Regions

SS-07-4.2.1 Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2

Patterns

SS-07-4.3.1 Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3

Human-Environment Interaction

SS-07-4.4.1 Students will explain how tech-nology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2

SS-07-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

Second Street Bridgein Louisville, Kentucky

KY7


* SS-07-4.4.3 Students will explain how the natural resources of a place or region

impact its political, social and economic development in early civilizations prior to

1500 A.D.

Historical Perspective

History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplish-ments and failures of real people. Students need to think in an historical context in order to understand signifi cant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

The Factual and Interpretive Nature of History

SS-07-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individu-als and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3

SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3

The History of the World

SS-07-5.3.1 Students will explain and give examples of how early hunters and gather-ers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2

SS-07-5.3.2 Students will describe the rise of clas-sical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3

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KY8


SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3

SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited govern-ment, trade, trade associations, capitalism) and give examples of how these developments influ-enced modern societies. DOK 3

* SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

Bluegrass field in eastern Kentucky

KY9

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Core Content Student Edition Pages

Teacher Edition Pages DOK 1 DOK 2 DOK 3 DOK 4

Government & Civics

The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Formation of Governments

SS-07-1.1.1 Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2

16-20, 23, 31, 43, 44, 48, 73, 87, 89, 100, 107, 124-133, 137-140, 147-149, 197, 208, 229, 230, 247-249, 253, 261, 265-273, 280-285, 295-296, 325-326, 375, 399, 432, 460-462, 467, 477, 478, 488, 492-494, 523-525, 530-533, 559-563, 611, 614-617

19, 23, 108, 112D, 112, 124-125, 128, 130-131, 138-141, 143, 147, 197, 258D, 269-273, 284-285, 291, 326, 399, 440D, 462, 488, 492, 493, 523, 525, 532, 563, 614-617

SE: 23, 138, 326TWE: 112D, 125, 258D

SE: 43, 44, 124, 140TWE: 130

SE: 48, 467, 478TWE: 112, 525

SE: 533TWE: 19, 273, 617

SS-07-1.1.2 Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom). DOK 3

122-130, 139-142, 147-149, 273, 325, 326

108, 112D, 112, 122, 123-124, 130, 138, 140-143, 147, 269, 270, 271, 326

SE: 326TWE: 112D, 112

SE: 130, 140TWE: 122, 123, 130

SE: 148, 149TWE: 143, 269

TWE: 271

Cultures & Societies

Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Elements of Culture

SS-07-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2

14, 19, 20-21, 39-46, 49-51, 53-61, 64, 67, 69, 74-75, 78-79, 80-85, 89, 93-107, 118-120, 126-129, 140-144, 146-149, 152-173, 178, 182-197, 202-208, 213-219, 226-231, 233-239, 247, 249, 250, 252-253, 258, 294, 303-316, 319, 333, 342-395, 420-422, 432, 440, 454-459, 463-469, 474-506, 523-531, 545-552, 562-563, 585-592, 608-615, 619-621

20, 28, 35, 42-46, 49- 50, 53-58, 61-62, 64, 67, 69, 70, 78-85, 89, 91-102, 105, 108, 112D, 118-120, 129, 141-144, 150-153, 155-173, 183-187, 196, 198, 199, 203-208, 214-216, 221, 226-229, 233-239, 252-253, 303-316, 319, 322, 333, 338-339, 343, 344-357, 360-364, 368-395, 420-422, 432-433, 435, 440D, 441, 454-456, 463-467, 474-476, 499-504, 523, 524-531, 545-552, 585-592

SE: 218, 476, 504TWE: 303, 503

SE: 21, 143, 305TWE: 203, 228

SE: 219, 349, 420, 587TWE: 169

SE: 189TWE: 20, 28, 142, 474

*Supporting standard proposed for local instruction

DOK represents the Depth of Knowledge, which includes the degree of difficulty of a particular activity or question. The Depth of Knowledge levels are explained in detail on page KY32.

KY10

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Social Institutions

* SS-07-2.2.1 Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

14-15, 19-21, 28, 32, 45-46, 64, 74, 78-86, 89-90, 94-102, 119-123, 126-129, 139-140, 143, 160, 200-201, 226-229, 234-235, 249, 269-273, 307-308, 319, 334, 355, 356, 363, 368-395, 424, 469, 470, 492, 493, 516-520, 530, 537, 545-546, 550, 592, 614-617

19-21, 28, 45-46, 64, 78-79, 89-90, 95-96, 119, 121-123, 126-127, 140, 143, 160, 200-201, 227, 234-235, 273, 307-308, 334-355, 356, 363, 368-395, 470, 517, 519-520, 545-546, 550, 592, 614-617

SE: 45, 160, 201, 470TWE: 226

SE: 81, 92, 121, 200TWE: 123

SE: 334, 356, 517TWE: 227, 550

TWE: 19, 470, 520, 545, 614

Interactions Among Individuals and Groups

SS-07-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

62, 120, 134-137, 144-146, 147, 148, 157-158, 176-179, 274-276, 280-281, 322-324, 326, 409, 426, 541-543, 557-560

134-135, 137, 145, 176, 179, 274-276, 281, 284, 296, 323, 541-543, 557

SE: 144, 157, 281TWE: 137, 275

SE: 134, 176, 274, 276TWE: 284

SE: 137, 426TWE: 541, 542, 557

SE: 179, 326TWE: 134, 543

SS-07-2.3.2 Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

139, 287, 294, 296, 373, 410, 503, 530, 531, 537, 592

287, 530, 531 SE: 531TWE: 287

SE: 294, 296, 537

SE: 592TWE: 287, 531

TWE: 531

Economics

Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

Scarcity

SS-07-3.1.1 Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2

246-247, 417-419, 447, 449

417, 418 SE: 447 SE: 449TWE: 418

Production, Distribution, and Consumption

SS-07-3.4.1 Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D. DOK 2

15, 41-43, 121, 292-294, 319-320, 386, 410, 450-451, 503, 529, 530, 611, 612

42, 43, 319, 320, 410, 530, 611, 612

SE: 42, 293, 451

SE: 43, 121, 451TWE: 410

TWE: 42, 410

SS-07-3.4.2 Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

11, 14-15, 31, 230, 231, 234, 235, 410, 418-420, 422, 503, 529-530

15, 42, 410, 419, 420, 422, 503

SE: 14, 15, 231TWE: 422, 503

SE: 11, 15, 235, 422TWE: 410

SE: 420, 422TWE: 15, 419

TWE: 410, 420

KY11




Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

The Use of Geographic Tools

SS-07-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D. DOK 3

GH4-GH13, TOOLS 1- TOOLS 11, 9, 13-14, 17, 28, 39, 44-45, 51, 62, 70, 90, 117, 121, 125, 132, 134, 140, 142, 144, 162, 176, 179, 195, 197, 198, 210, 213, 225, 226, 230, 233, 241, 246, 247, 263, 269, 274, 288, 292, 305, 308, 318, 323, 329, 352, 361, 374, 380, 381, 383, 385, 393, 409, 411-412, 424, 425, 431, 433, 445, 446, 451, 452, 463, 464, 469, 473, 479, 485, 513, 514, 516, 518, 524, 527, 538, 540, 542, 548, 554, 555, 557, 561, 573, 575, 577, 586, 590

GH4-GH13, TOOLS 1-TOOLS 11, 34D, 44, 62, 76D, 90, 111, 112D, 117, 134, 140, 142, 150D, 176, 190D, 213, 220D, 258D, 263, 274, 288, 298D, 323, 329, 361, 368D, 374, 380, 383, 404D, 409, 411, 425, 431, 433, 440D, 445, 446, 448, 451, 463, 464, 473, 508D, 513, 514, 516, 518, 538, 540, 542, 548, 554, 568D, 573, 577

SE: 14, 39, 213TWE: 220D, 274

SE: 44, 125, 132TWE: 34D, 134

SE: 269, 323TWE: 380, 409, 425

SE: 251, 479, 561TWE: 464, 473

* SS-07-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

10, 17-18, 23, 31, 32, 39-40, 117, 118, 195-196, 218, 219, 225-226, 246-247, 250, 263-264, 267, 373, 389, 445-449, 477, 485, 490, 574-581, 590-592

18, 19, 40, 117, 178, 196, 225, 226, 231, 263, 447, 592

SE: 195, 225, 451TWE: 196, 447

SE: 23, 445, 485, 581TWE: 117

SE: 17, 32, 297, 449, 579

SE: 18, 19, 251TWE: 196, 226

Regions

SS-07-4.2.1 Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

14-18, 29, 31, 39, 40, 117, 195-197, 213, 218-219, 226, 242, 246-247, 250-251, 263-267, 305, 373, 383, 389, 445-451, 477, 485, 490, 506-507, 573-583, 590-592, 602

13, 15, 16, 18, 40, 77, 117, 123, 135, 176, 178, 196, 213, 221, 225-226, 231, 263, 291, 305, 447, 575, 580, 592

SE: 117, 219TWE: 18, 123, 176

SE: 15, 40, 197TWE: 117, 225

SE: 17, 579, 602TWE: 291, 575

SE: 251, 507TWE: 178, 196, 226

KY12




SS-07-4.2.2 Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2

13, 14, 183, 234, 235, 291, 305, 419-420, 448

13, 183, 291, 305, 447 SE: 14TWE: 447

SE: 235, 291TWE: 13

TWE: 183, 305

Patterns

SS-07-4.3.1 Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

10, 14, 17, 18, 31, 117, 120, 196-197, 226, 263, 264, 373, 486, 580

117, 196, 231, 263, 470, 580

SE: 226, 580TWE: 117, 231

SE: 14, 117, 197, 263TWE: 196, 580

SE: 17TWE: 263

TWE: 196

SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3

10, 15, 33, 39, 179, 183, 196, 198, 199, 373, 447, 469, 472, 473, 477, 478, 479, 486, 579, 580, 581

15, 123, 197, 198, 470, 473, 580

SE: 373, 447, 473, 581

SE: 15, 469, 478TWE: 123, 198

SE: 33, 473, 579

TWE: 473

Human-Environment Interaction

SS-07-4.4.1 Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2

11, 15, 18, 21, 23, 31, 41, 120, 197, 234-235, 291, 305, 389, 574

15, 23, 197, 291, 305, 447

SE: 120, 235, 291, 305TWE: 15

SE: 15, 21, 235TWE: 23, 197

SE: 11, 291TWE: 305

SE: 23TWE: 291

SS-07-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

10, 13, 17, 18, 23, 31, 32, 39, 40, 41, 71, 117, 118, 195, 196, 197, 213, 218-219, 226, 246-247, 250, 263, 264, 267, 373, 383, 445-451, 477-479, 485, 490, 506-507, 573-583, 590-592

18, 19, 40, 117, 123, 135, 176, 178, 213, 225, 226, 231, 263, 580, 592

SE: 32, 39, 117TWE: 40, 176

SE: 23, 40TWE: 117, 123, 178

SE: 17, 219TWE: 19, 135, 226

SE: 23, 507TWE: 18

* SS-07-4.4.3 Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to 1500 A.D.

17-18, 31, 39, 40, 117-118, 195-196, 226, 263, 267, 373, 445-447, 485

40, 117, 196, 225, 226, 263

SE: 39, 40, 267TWE: 40, 117

SE: 267, 485TWE: 225, 226, 263

SE: 17TWE: 40, 196

TWE: 40

KY13




Historical Perspective

History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

The Factual and Interpretive Nature of History

SS-07-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3

10, 24-25, 33, 75, 83, 85, 89, 102, 105, 122, 135, 145, 149, 175, 180-181, 183, 189, 206-207, 212, 214, 219, 251, 264, 270, 282, 284-285, 297, 304, 320, 322, 330, 337, 348, 367, 382, 391, 397, 413, 420, 428, 439, 462, 465, 479, 488, 495, 507, 532-533, 537, 539, 546, 561, 597, 599, 603, 614, 616-617, 621, 653, 703, 716, 736-747

24-25, 41, 89, 145, 180, 181, 284, 285, 348, 488, 532, 533, 616, 617, 716, 736, 737, 738-747

SE: 10, 33, 83, 122, 175

SE: 105, 135, 145, 207TWE: 24

SE: 85, 102, 149TWE: 41, 181

SE: 25, 181, 212, 285, 533

SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3

TOOLS 5, 15, 39-41, 46, 67, 91, 92, 96, 117-118, 134-137, 148, 195-196, 201, 210, 248, 263, 274-276, 277-283, 317-326, 336, 359-364, 410, 447, 482-483, 485-486, 490, 528-531, 541-543, 560, 609-612, 669, 720

GH15, TOOLS 6, 96, 210, 220D, 244, 263, 265, 275, 281, 323, 325, 409, 447, 482, 483, 523, 549, 611, 667, 720

SE: TOOLS 5, 248, 283, 324, 326

SE: 15, 46, 118, 148TWE: 96

SE: 67, 92, 201TWE: 210, 220D

SE: 137TWE: 275, 278, 325, 611

The History of the World

SS-07-5.3.1 Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2

10-15, 31, 32, 33, 573-575, 580, 581

10, 11, 12, 13, 15, 31, 574, 575, 580, 581

SE: 32, 581TWE: 12, 31

SE: 15TWE: 10, 11, 31, 580

SE: 11, 12, 32TWE: 13, 31, 575

TWE: 574

KY14




SS-07-5.3.2 Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3

116-123, 125-130, 132-137, 138-146, 147, 148, 149, 154-163, 168-173, 174-179, 182-186, 187, 188, 189, 262-267, 268-276, 277-283, 286-294, 295, 296, 297, 302-310, 325-326

112D, 112, 113, 117-146, 150D, 150-151, 155-163, 169-179, 183-186, 258-259, 263-283, 287-294, 299, 303-310, 325-326

SE: 148, 163, 173TWE: 117, 122

SE: 140TWE: 112, 119, 123, 127

SE: 146, 149TWE: 142, 143, 322

SE: 141, 173 TWE: 112D, 118, 150D

SS-07-5.3.3 Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3

16-33, 38-46, 47-52, 59-75, 194-201, 209-219, 224-239, 249-253

17-31, 34D, 34-35, 40-53, 60-72, 191, 195-201, 210-216, 221, 225-239

SE: 52, 216, 231TWE: 17, 211

SE: 46TWE: 44, 50, 64, 198

SE: 216TWE: 25, 51, 205, 228

SE: 25TWE: 34D, 42, 204, 213

SS-07-5.3.4 Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3

412-415, 417-422, 426, 429, 432, 438, 447-453, 461-479, 487-507, 514-563, 671-673

412-415, 419, 420, 422, 439, 441, 447, 451, 453, 463-476, 488-504, 508-509, 514-559

SE: 415, 531, 543, 552, 560

SE: 413, 415, 543TWE: 508, 511

SE: 415TWE: 414, 523, 524, 542

SE: 533, 561TWE: 525, 547, 548

* SS-07-5.3.5 Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

433, 434, 594-596, 600, 602, 603, 659-664, 673, 701, 702, 703

594-596, 654D, 659, 660-667

SE: 595, 602, 702TWE: 594, 659

SE: 597, 660, 702TWE: 596, 667

SE: 703TWE: 595, 596

SE: 603TWE: 654D, 661

KY15


Week 4 Test-Taking Tip: When answer-ing a question using a map, such as Question 1, be sure to carefully read the map’s title to help you understand what kind of a map it is. Make sure the informa-tion on the map supports your answer.

EQUATOREQUATOR

3030°E9090°E

150150°E

0°

3030°S

3030°N

6060°N

EQUATOR

30°E90°E

150°E

0°

30°S

30°N

60°N

Movement ofearly humans

KEY

150,000–200,000years ago

50,000years ago

25,000years ago

100,000years ago

40,000years ago

Mercator projectionMercator projection2,000 km2,000 km0

2,000 mi.2,000 mi.0 N

S

W E

N

S

W E

AFRICAAFRICA

ASIAASIAEUROPEEUROPE

AUSTRALIAAUSTRALIA

AFRICA

ASIAEUROPE

AUSTRALIA

Mercator projection2,000 km0

2,000 mi.0

Spread of Early Humans

1. According to the map, from which area did human migration start?A AsiaB EuropeC AfricaD Australia

Geography: SS-07-4.3.1 DOK 1(See textbook page 9.)

2. Early city-states developed between the Tigris and Euphrates Rivers in . Historians call this region the Fertile Crescent.A MesopotamiaB ChinaC Northern EuropeD South America


Herodotus said, “The Nile, when it floods, spreads over not only the Delta but parts of what are called Libya and Assyria for two days’ journey in either direction, more or less….”

3. Read the above passage. Which state-ment below is based on the informa-tion here?A The flooding of the Nile could extend far from the river banks.B Herodotus was a famous Egyptian.C Egypt developed irrigation systems that were based in the Nile River.

D Dams were an important part of Egyptian water management. Geography: SS-07-4.4.2 DOK 2(See textbook page 39.)

4. Where did the religion known as Judaism begin?A CanaanB JerusalemC EgyptD Babylon


WEEK 4: Geography

KY210018-0027 STP-874652.indd 21

18-0027 STP-874652.indd 21

10/6/06 2:27:46 PM

EQUATOREQUATOR

30°E 90°E 150°E

0°

3030°S

30°N

60°N

EQUATOR0°

30°S


KEY

150,000–200,000years ago

50,000years ago


2,000 mi.2,000 mi.0N

S

W E

N

S

W E

AFRICA

ASIAEUROPE

AUSTRALIAAUSTRALIAAUSTRALIA


2,000 mi.0

1. According to the map, from which area did human migration start?

A AsiaB EuropeC AfricaD Australia

Geography: SS-07-4.3.1

DOK 1(See textbook page 9.)

2 E l it t t d l d b t

0018-0027 STP-874652.indd 21 10/6/06 2:27:46 PM

You will take a variety of standardized tests as you go through school. Standardized tests help you work on a variety of skills.

These include reading comprehension, critical thinking skills, under-standing the main idea, and interpreting charts, maps, and graphs.

Mastering these skills will benefi t you throughout your education. In addition, standardized tests help you and your teacher identify test-taking skills that need improvement.

Pages KY18–KY28 of this text include a section called Standardized Test Practice. Each page contains several multiple choice questions that are just like those found on standardized tests. Completing a few questions each week will help you grow familiar with this question format.

Working through these sample questions will also help you and your teacher identify test-taking skills that need improvement. For example, on multiple choice tests it is useful to eliminate answers you know are wrong in order to fi nd the answer that is correct. Practicing skills like this one helps you feel more comfortable when you take a standardized test.

Plan to spend a few minutes each day working on test preparation. Most practice questions are multiple choice. Some include documents, maps, charts, and graphs that you must interpret to correctly answer the questions. Some questions are open response and require you to construct an

answer. If you have diffi culty with any question, you can refer

to the pages in your textbook referenced in parentheses at the

bottom of the question.

KY16

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Standardized Test Practice 727

Standardized Test Practice

Interpreting a MapBefore 1492, people living inEurope in the Eastern Hemisphere had no idea that the continents ofNorth America and South America inthe Western Hemisphere existed. Thatwas the year Christopher Columbusfirst reached the Americas. His voyageof exploration paved the way for otherEuropean voyages to the WesternHemisphere. The voyages of the early explorers brought together twoworlds. Previously these parts of theglobe had no contact with each other.Trade between the hemisphereschanged life for people on both sides of the Atlantic Ocean. The tradebetween the peoples of the Eastern Hemi-sphere and the Western Hemisphere isreferred to as the Columbian Exchange.Skills Practice

Although globes are the best, most accu-rate way to show places on the round earth,people can more easily use maps to representplaces. A map is made by taking data from around globe and placing it on a flat surface.To read a map, first read the title to determinethe subject of the map. Then read the map keyor the labels on the map to find out what thecolors and symbols on the map mean. Use thecompass rose to identify the four cardinaldirections of north, south, east, and west.Study the map of the Columbian Exchangeand answer the questions that follow on aseparate sheet of paper.1. What is the subject of the map?2. What do the arrows represent?3. What continents are shown on the map?4. What foods did Europeans acquire from the Americas?

5. What did the Americas acquire from Europe?6. What people were brought from Africa to the Americas?

7. In what direction is Europe from theAmericas?

N

SE

W

30°N

60°N

0°

90°W60°W

30°W 0°

ARCTIC CIRCLE

TROPIC OF CANCER

EQUATOR

AFRICA

EUROPETH

EA

ME

RI

CA

S

Corn, Beans, Chocolate, Diseases

Wheat, Dise

ases

Enslaved People

Cattle, Hors

es,

The Columbian Exchange

Standardized Test PracticeDIRECTIONS: Use the map and yourknowledge of social studies to answerthe following question on a separatesheet of paper.

1. Which of the following statements aboutthe Columbian Exchange is true?A Food products were traded onlybetween Africa and the Americas.B Europeans acquired cattle from theAmericas.C Europeans introduced corn, tomatoes,and beans to Native Americans.D Enslaved Africans were brought to theAmericas.

Standardized Test Practice

DIRECTIONS: Use the map and yourknowledge of social studies to answerthe following question on a separatesheet of paper.

1. Which of the following statements aboutthe Columbian Exchange is true?

A Food products were traded onlybetween Africa and the Americas.

B Europeans acquired cattle from theAmericas.

Your textbook also contains other opportunities to prepare for standardized tests. Take advantage of these opportunities to help you practice your skills before you take a test.

• The section contains many maps, charts, and skills pages that have questions that help you understand and read the text.

• For additional help reading maps, graphs, and charts, use the StudentWorks™ Plus CD-ROM. The In Motion graphics allow you to explore different layers of information for many of the visuals found in the textbook.

• The section assessments at the end of each section allow for further practice in analyzing and understanding information.

• Study Central™ at jatea.glencoe.com helps you further review section content.

• The chapter assessments provide more opportunities to practice your skills.

• The questions in the Standardized Test Practice section at the end of the textbook help you prepare for the multiple choice style of most standardized tests.

A Go to bed early the night before the test. B Read each question carefully and think

about ways to solve it before you try to answer the question.

C Relax. Most people get nervous when tak-ing a test. It’s natural. Just do your best.

D Answer questions you are sure about fi rst. If you do not know the answer, skip it and go back to that question later.

E Make sure to look at any visuals that are part of the question before you select your answer.

KY17

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Week 1 Test-Taking Tip: As you read the

first part of a multiple choice question, try

to anticipate the answer before you look

at the choices. If your answer is one of the

choices, it is probably correct.

Directions: Answer the following questions on a separate piece of paper.

Pericles’ Funeral Oration“Our constitution is called a democracy because power is in the hands not of a minority but of the whole peo-ple. When it is a question of settling private disputes, everyone is equal before the law; when it is a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses. No one…is kept [out of government] because of poverty.”

—Pericles, as recorded by Thucydides, History of the Peloponnesian War

1. Read the quotation above. Why did Pericles call his government a democ-racy?

A Only rich people could vote.B Public office could be held by any

person of the nobility.C Public offices were for men only.D Power belonged to all the people.

Government & Civics: SS-07-1.1.2


2. The introduction of civil service exam-inations in China eventually led to

A the fall of the Song dynasty.B the rise of the scholar-official class.C the acceptance of Buddhism.D the expansion of the Chinese empire.



3. Ghana became a powerful kingdom in West Africa by

A maintaining a small and cheap army.B developing a democratic

government.C controlling the salt and gold trade.D selling vast quantities of iron ore.



4. Open Response:Roman Goverment

The ancient Romans developed many concepts of government that have had a great impact on American democracy.

a. Explain how the Romans handled one of the following aspects of gov-ernment:

• justice• responsibility• freedom

b. Explain why these contributions are still important today.


DOK 3(See textbook pages 270–273, 325–326.)

WEEK 1: Government & Civics

4. (Answers to the Open-Response Question will vary but should analyze the impact of Romans on our society today.)

KY18

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Week 2 Test-Taking Tip: Read the ques-

tion carefully. If you do not immediately

recognize the correct answer, eliminate

answers that you know are incorrect and

narrow your choices.

A letter from Paul to the church in Rome, c. A.D. 56

“Love must be sincere. Hate what is evil; cling to what is good. Be devoted to one another in broth-erly love. Honor one another above yourselves. Never be lacking in zeal, but keep your spiritual fervor, serving the Lord. Be joyful in hope, patient in affliction, faithful in prayer. Share with God’s people in need.”

—The Holy Bible, Romans, 12:9-13

1. According to Paul, how should early Christians treat each other?

A Only brothers should be devoted to one another.

B People should take care of them-selves first.

C People should avoid affliction.D People should share with the needy.

Cultures & Societies: SS-07-2.3.2


2. The Sumerian system of writing known as cuneiform was made up of

A about 30 letters representing sounds.B picture symbols representing objects,

ideas, and sounds.C characters that represented ideas

only.D wedge-shaped markings first used

to track business deals.



3. Aesop wrote his fables to

A praise Greek military heroes.B teach Greeks about their past.C provide entertainment only.D teach a moral lesson.



4. During the Crusades, Europeans fought a series of wars to

A take back the Holy Land from the Muslims.

B reunite the Holy Roman Empire.C drive back the Germanic invaders

from Rome.D find medicines to combat the Black

Plague.


DOK 1(See textbook pages 541–543.)

WEEK 2: Cultures & Societies

KY19


Week 3 Test-Taking Tip: Read open-

response questions carefully. Some open-

response questions have multiple parts.

Make sure you answer each part.

1. One of the Seven Wonders of the Ancient World was the Hanging Gardens of Babylon. Based on the image, what purpose did the complex irrigation systems serve the garden?

A provided water for complex gardensB provided protection from attackC provided water travel throughout

BabylonD provided clean drinking water

Economics: SS-07-3.4.2


2. Why was the Silk Road important to China?

A It was the only way China could gain access to silk.

B Caravans carried goods over it to Southeast Asia.

C It brought China into contact with many other civilizations and led to an exchange of goods and ideas.

D Chinese troops used it to conquer Tibet.



3. In medieval Europe, business groups called guilds

A decided how goods were to be made and what their prices would be.

B financed expeditions to the Americas.

C created political groups that chal-lenged the king’s power.

D paid taxes only on goods purchased on the Silk Road.

Economics SS-07-3.1.1


4. Open Response:Ancient Economies

Constantine tried to improve the Roman economy by making the sons of farmers and workers follow their father’s trades.

Do you think his methods had the potential for success? Explain your answer.



WEEK 3: Economics

4. (Answers to the Open-Response question will vary, but should display analysis of Constantine’s economic policy.)

KY20


Week 4 Test-Taking Tip: When answer-

ing a question using a map, such as

Question 1, be sure to carefully read the

map’s title to help you understand what

kind of a map it is. Make sure the informa-

tion on the map supports your answer.

EQUATOREQUATOR

3030°E 9090°E 150150°E

0°

3030°S

3030°N

6060°N

EQUATOR

30°E 90°E 150°E

0°

30°S

30°N

60°N


KEY

150,000–200,000years ago

50,000years ago

25,000years ago

100,000years ago

40,000years ago


2,000 mi.2,000 mi.0N

S

W E

N

S

W E

AFRICAAFRICA

ASIAASIAEUROPEEUROPE

AUSTRALIAAUSTRALIA

AFRICA

ASIAEUROPE

AUSTRALIA


2,000 mi.0

Spread of Early Humans

1. According to the map, from which area did human migration start?

A AsiaB EuropeC AfricaD Australia



2. Early city-states developed between the Tigris and Euphrates Rivers in

. Historians call this region the Fertile Crescent.

A MesopotamiaB ChinaC Northern EuropeD South America



Herodotus said, “The Nile, when it floods, spreads over not only the Delta but parts of what are called Libya and Assyria for two days’ journey in either direction, more or less….”

3. Read the above passage. Which state-ment below is based on the informa-tion here?

A The flooding of the Nile could extend far from the river banks.

B Herodotus was a famous Egyptian.C Egypt developed irrigation systems

that were based in the Nile River.D Dams were an important part of

Egyptian water management.



4. Where did the religion known as Judaism begin?

A CanaanB JerusalemC EgyptD Babylon



WEEK 4: Geography

KY21


Week 5 Test-Taking Tip: As you read

a question, identify key terms to help you

focus on the main idea of the question.

“After the …[disease] many buildings of all sizes in every city fell into total ruin for want of inhabit-ants. Likewise, many villages and hamlets were deserted, with no house remaining in them, because everyone who lived there was dead, and indeed many of these villages were never inhab-ited again. In the following winter there was such a lack of workers in all areas of activity that it was thought that there had hardly ever been such a shortage before. . . .”

—Historian Henry Knighton, c. 1388

1. According to the passage, what was one effect of the Black Death?

A increase in labor supplyB cities fell into ruinC harsh winterD disease

Historical Perspective: SS-07-5.1.1

DOK 1 (See textbook page 554.)

2. What two important actions led to the acceptance of Christianity in Rome?

A Jesus’ crucifixion and Paul’s preaching throughout Asia

B Christian persecutions and the conversion of Saul

C Constantine’s conversion and Theodosius’s outlawing other religions

D fires in Rome and the Battle of the Milvian Bridge



3. What helped Europeans learn more about the size of the oceans and conti-nents?

A maps created in ancient GreeceB the invention called the compassC the voyages from the Age of

ExplorationD a new scientific encyclopedia



4. Which event contributed to the rise of feudalism?

A the Viking invasionsB the growth of townsC the CrusadesD the collapse of Charlemagne’s

empire



WEEK 5: Historical Perspective

KY22


Week 6 Test-Taking Tip: Although you

may not immediately recall the answer,

start by eliminating answer choices that you

know are incorrect.

WEEK 6: Cultures & Societies“A widow, on the death of her husband, may have her marriage portion and inheritance without diffi-culty….she may remain in her husband’s house for forty days after her husband’s death, within which time her dower [property from marriage] shall be assigned to her.”

—Magna Carta

1. According to this passage, what right did a woman have after her husband died?

A to inherit all his possessionsB to make all her own decisionsC to live in his house for foreverD to her inheritance and marriage

portion



2. What feature did most Greek city-states have in common?

A They were built on top of a mountain for safety.

B They had an acropolis and an agora.C They had large populations of more

than 300,000 people.D They had democratic governments.



3. How did the development of Sanskrit improve life in ancient India?

A by contributing to mathemati-cians’ invention of algorithms

B by allowing people to write down sacred texts

C by teaching Indians to care more about the sufferings of others

D by creating a new caste group that served as priests



4. Chinese inventions had a strong impact on European civilizations. For example, the compass

A let Europeans know that the Americas existed.

B taught Europeans how to build bet-ter boats.

C encouraged Europeans to explore the world.

D allowed Europeans to build strong armor.



KY23


Week 7 Test-Taking Tip: Before any

examination, get a good night’s sleep. You

will feel more alert and better able to recall

what you know.

WEEK 7: Geography

Ancient Egypt

N

S

W E

Nile R.

UPPER EGYPTUPPER EGYPT

100 kilometers100 kilometers

100 miles100 miles0

Great PyramidGreat Pyramidand Sphinxand Sphinx

3030°E

3030°N

2525°N

3535°E

TROPIC OFTROPIC OFCANCERCANCER

Mediterranean SeaMediterranean Sea

Red Sea

Red Sea

DeadDeadSeaSea

First CataractFirst Cataract

Second CataractSecond Cataract

ArabianArabianDesertDesert

WesternWesternDesertDesert

EasternEasternDesertDesert

Nile DeltaNile DeltaLOWER EGYPTLOWER EGYPT

NUBIANUBIA

CairoCairoGizaGiza

SaqqSaqqˆara ara

ThebesThebes

Nile ValleyNile Valley

Nile R.

UPPER EGYPT

100 kilometers0Azimuthal Equidistant projection

100 miles0

Great Pyramidand Sphinx

30°E

30°N

25°N

35°E

TROPIC OFCANCER

Mediterranean Sea

Red Sea

DeadSea

First Cataract

Second Cataract

ArabianDesert

WesternDesert

EasternDesert

Nile DeltaLOWER EGYPT

NUBIA

CairoGiza

Saqqˆara

Thebes

Nile Valley

N

S

W E

1. Study the map of ancient Egypt and the Nile River valley. Which of the following choices was a result of the Nile River’s flooding?

A development of papermakingB fertile soil allowing for good

farmingC pharaohs built dams to protect

villagesD people living along river migrated

to other regions



2. How did geography influence early Greek communities?

A City-states grew only in river valleys.

B Fiercely independent communities developed.

C Greeks united under one central government.

D Greeks lacked organized govern-ment.



3. As the Romans expanded throughout Italy, they built roads between mili-tary settlements

A to allow troops to travel swiftly through the region.

B to help the merchants come visit them.

C to allow generals to return to Rome for festivals.

D to prevent soldiers from leaving the army.



KY24

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Week 8 Test-Taking Tip: When

answering questions using charts, such as

Question 1, remember to use the informa-

tion in the chart to support your answer. Do

not rely on your memory.

WEEK 8: Historical PerspectiveTool Effect

made hunting easier

increased the catch of fish

made it possible to make nets and baskets and to sew hides together for clothing

made it easier to cut and dig

made it easier to clean animal hides

spear, bow and arrow

bone harpoon and fishhook

bone needles

sharp-edged tools

scraping tools

1. Prehistoric people developed tools, which affected their productivity and way of life. Look at the chart. Which artifacts, if discovered, would show that a society hunted animals?

A spear, bow and arrowB bone needlesC scraping toolsD all of the above



2. What happened as a result of Alexander the Great’s conquests?

A The Greeks waged the Peloponnesian War against Alexander.

B Democracy spread throughout much of Asia and North Africa.

C Greek culture reached southwest Asia and Egypt.

D Macedonia became one of the most important cities in the ancient world.



3. At its height, the Roman Empire included North Africa and stretched from

A Italy to Asia Minor.B southern Europe to India.C Gaul to Arabia.D northern Europe to Greece.



4. One effect of the Crusades was increased trade between Europe and the Middle East. What was another effect?

A The Crusades weakened the power of the pope.

B Europeans became more tolerant of non-Christians.

C The Crusades helped break down feudalism.

D Millions of Europeans died.



KY25


Week 9 Test-Taking Tip: Pay close atten-

tion to the order of events when answering

questions that deal with history and time

lines. Answers related to historical events

and dates may or may not appear in chron-

ological order following the question.

WEEK 9: Geography 1. Qin Shihuangdi forced to build

the Great Wall in order to protect China from invaders from the north.

A soldiersB farmersC aristocratsD nomads



2. Remains found by archaeologists show that the Shang dynasty may have

A dug the Grand Canal linking parts of China.

B strengthened the Great Wall of China to keep out invaders.

C erected ziggurats to worship its gods and goddesses.

D built the first Chinese cities.



3. Mountains and rivers shaped European culture by

A separating cultures from one another.

B leading to devastating weather.C allowing one group to dominate.D inspiring artists.


DOK 2(See textbook 514.)

4. Open Response:Analyzing Population

Source: Colin McEvedy and Richard Jones. Atlas of World Population History. New York: Facts on File, 1979.

0

5

10

15

20

1500140013001200

(fig

ures

in m

illio

ns o

f peo

ple)

Population Change in Selected European Countries, 1200–1500

British Isles

France

Italy

According to the chart, the population of Europe dropped significantly between 1300 and 1400. What caused this drop in population, and what impact did it have on Europe?



4. (Answers to the Open-Response question will vary, but should display an understanding of the effects of the Black Death.)

KY26


Week 10 Test-Taking Tip: Skim through

a test before you start to answer questions,

so you can decide how to pace yourself.

WEEK 10: Historical PerspectiveDynasties of China, 581–1279

Sui, 581–618• Built canal linking northern and southern China

Tang, 618–907• Restored civil service• Distributed land to peasants• Controlled Tibet• Traded with Southeast Asia

Civil War, 907–960

Song, 960–1279• Lost control of Tibet• Formed alliance with Mongols

500

600

700

800

900

1000

1100

1200

1300

1. China reunited in A.D. 581 under the Sui dynasty, when a general who called himself Wendi declared himself emperor. How many other dynasties are described on this chart?

A 4B 3C 2D 1



2. What did Gupta mathematicians develop?

A early forms of computersB the idea of zeroC long divisionD geometry

Historical Perspective: SS-07.5.3.3


3. How does the Latin language live on in the English language?

A Judges and lawyers speak Latin in court.

B Many English words come from Latin.

C Every person has a Latin name.D The English alphabet is the same as

the Latin alphabet.



4. The Umayyad dynasty lost power because

A it angered many Muslims, especially in Persia.

B it could not unite against the Seljuk Turks.

C the Ottomans conquered it with superior weapons.

D the Moguls did not support its expansionist methods.



KY27


Symbols of KentuckyNickname

The “Bluegrass State” is named for the plenti-ful green grasses that grow wild throughout the state. Every spring this green grass produces beautiful bluish-purple buds and turns meadows and fields into seas of blue grass.

Kentucky’s State FlagThe state flag of Kentucky consists of the

state seal surrounded by a wreath of goldenrod, the state flower, set on a navy blue background. Although the flag was authorized in 1918, it was not until 1928 that the design of the flag was approved. The current colors on the flag did not become official until they were passed into law in 1962.

State Seal & MottoKentucky’s state seal

was inspired by the state’s first governor, Isaac Shelby. Shelby was fond of a song writ-ten in 1768 by John Dickinson called “The Liberty Song.” The state’s motto, “United we stand, divided we fall,” comes from this song and appears on the seal. Also included on the seal is an image of two men shaking hands to symbolize unity. The seal is surrounded by two small sprigs of goldenrod.

State Song“My Old Kentucky Home” by Stephen Collins

Foster was designated the state song of Kentucky in 1928.

Foster wrote the song in 1850 after he visited relatives in Kentucky. His sister, Charlotte, also influenced the writing of the song. She wrote many letters to her brother from Kentucky, describing the beautiful

surroundings and the peo-ple she met there.

State TreeIt was not until 1994 that Kentucky chose the

Tulip Poplar as its state tree. Before that the Kentucky Coffee Tree had been the official state tree. There was much debate over which of the two trees to use as the official one, but in the end the Tulip Poplar was chosen. The Tulip Poplar is a very fast-grow-ing tree with bright yellow flowers that bloom every spring. It is also known as the Yellow Poplar and can grow to over 100 feet tall!

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Kentucky’s Counties

1. Fulton 2. Hickman 3. Carlisle 4. Ballard 5. McCracken 6. Graves 7. Calloway 8. Marshall 9. Livingston 10. Crittenden 1 1 . Lyon 12. Trigg 13. Caldwell 14. Christian 15. Hopkins 16. Webster 17. Union 18. Henderson 19. Daviess 20. McLean 2 1 . Muhlenberg 22. Todd 23. Logan 24. Butler 25. Ohio

26. Hancock 27. Breckinridge 28. Grayson 29. Edmonson 30. Warren 3 1 . Simpson 32. Allen 33. Monroe 34. Barren 35. Hart 36. Hardin 37. Meade 38. Jefferson 39. Bullitt 40. Nelson 4 1 . Larue 42. Green 43. Metcalfe 44. Cumberland 45. Clinton 46. Russell 47. Adair 48. Taylor 49. Marion 50. Washington

5 1. Spencer 52. Shelby 53. Oldham 54. Trimble 55. Henry 56. Carroll 57. Gallatin 58. Boone 59. Grant 60. Owen 6 1 . Franklin 62. Scott 63. Woodford 64. Anderson 65. Mercer 66. Boyle 67. Casey 68. Pulaski 69. Wayne 70. McCreary 7 1. Whitley 72. Laurel 73. Rockcastle 74. Lincoln 75. Garrard

76. Jessamine 77. Madison 78. Fayette 79. Bourbon 80. Harrison 8 1. Pendleton 82. Kenton 83. Campbell 84. Bracken 85. Mason 86. Robertson 87. Nicholas 88. Fleming 89. Bath 90. Montgomery 9 1 . Clark 92. Powell 93 Estill 94. Lee 95. Jackson 96. Owsley 97. Clay 98. Knox 99. Bell 100. Harlan

1 0 1. Leslie 102. Letcher 103. Perry 104. Knott 105. Pike 106. Floyd 107. Breathitt 108. Wolfe 109. Magoffin 1 1 0. Johnson 1 1 1. Martin 1 1 2. Lawrence 1 1 3. Morgan 1 1 4. Menifee 1 1 5. Rowan 1 1 6. Elliott 1 1 7. Carter 1 1 8. Lewis 1 1 9. Greenup 120. Boyd

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State HorseIn 1996 Kentucky adopted the Thoroughbred

as its official state horse. Although Thorough-breds originated as a cross between English mares and Arabian stallions, they are raised on horse farms throughout the state. Thoroughbreds are the fast-est of horses—they can run almost 40 miles (64 km) per hour for up to a mile. Because of this, the Thoroughbred is the king of racing.

State BirdDuring a legislative session in

1926, the cardinal was named the official state bird of

Kentucky. Kentucky is one of seven

states that have the cardinal as its state bird. It is one of the most beautiful

birds in North America, and the male cardinal is easily recogniz-

able because of its bright red coloring.

State FlowerGoldenrod grows throughout Kentucky, some-

times reaching as high as 8 feet (2 m) tall! In 1926 goldenrod was named the official state flower. It gets its name from the small yellow-gold flowers that grow from the plant’s stem. When the goldenrod blooms every summer, bees use the col-orful flowers to make their honey.

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United StatesTotal Population, 2004

Persons under 18 years old

Persons 65 years old and over

Female persons

White persons

African American persons

Native American persons

Asian American persons

Persons of Hispanic or Latino origins(may be of any race)

Kentucky4,031,134

24.2%

12.1%

51.3%

91.2%

7.3%

0.6%

1.1%

1.9%

285,691,501

25.5%

12.0%

51.1%

77.3%

12.8%

1.4%

4.7%

14.2%

Source: U.S. Census Bureau, 2004 American Community Survey.Note: Data includes only the household population and excludes those living in institutions, dormitories, or other group quarters. People may belong to more than one race.

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1900 1910

Year

Popu

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mill

ions

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1920 1930 1940 1950 1960 1970 1980 1990 2000

2.0

1.5

1.0

2.5

3.0

3.5

4.0

4.5

6.6% 5.5%8.2%

8.8% 3.5% 3.2%6.0%

13.6% 0.7%9.4%

Source: U.S. Census Bureau.% = percent change from previous census

Kentucky and United States Population, 2004

Kentucky: Population 1900–2000

Kentucky’s People

KY30


Percent of Employed Population Age 16 and Over

Type

of I

ndus

try

Education, health, and social services

Manufacturing

Retail trade

Leisure and hospitality

Construction

Professional, scientific, and business services

Transportation and warehousing, and utilities

Finance, insurance, real estate, and rental and leasing

Other services

Public administration

Wholesale trade

Agriculture, forestry, fishing and hunting, and mining

Information

0% 5%

2.23.33.4

4.34.7

5.46.06.2

7.27.2

12.117.6

20.3

10% 15% 20% 25%

Source: U.S. Census Bureau.

Kentucky’s LeadingFarm Crops, 2004

Top 10 Industrial Sectors in Kentucky, 2001

Manufacturing

Government

Real Estate, Rental, and Leasing

Health Care and Social Assistance

Retail Trade

Wholesale Trade

Finance and Insurance

Transportation and Warehousing

Construction

Professional and Technical Services

$26,275

$19,217

$12,044

$10,621

$9,443

$8,303

$6,535

$6,317

$5,740

$5,082

Source: www.thinkkentucky.com

Industry Total value in millionsCrop Total value in millions

Tobacco

Hay

Corn

Soybeans

Wheat

Apples

Sorghum

Barley

Peaches

$481.7

$420.9

$355.2

$335.8

$60.7

$2.7

$2.0

$1.2

$1.0

Source: www.nass.usda.gov

Kentucky Employment by Industry, 2000

Kentucky’s Economy

KY31


The table below provides descriptions of the four Depth of Knowledge levels that are used to evaluate the difficulty levels of the standardized test questions. The DOK levels indicated in the Core Content for Social Studies Assessment identify the highest DOK level at which a question for that standard will be developed for the Kentucky Core Content Test. The DOK levels indicated in the test questions identify the level of each particular question.

Webb’s DOK Levels

Recall & Reproduction (DOK 1)

• Identify who, when, what, where, and why• Recall facts, terms, concepts, trends, generalizations and theories• Use a variety of tools• Recognize or identify specific information contained in graphics• Identify specific information in maps, charts, tables, graphs or drawings• Define• Identify cause and effect• Describe (recall, recite or reproduce information)• Identify purposes

Skills & Concepts/Basic Reasoning

(DOK 2)

• Describe or explain how or why• Give an example• Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple

causation, significance or impact, relationships, points of view or processes• Compare/contrast people, places, events, purposes, and concepts• Classify, sort items into meaningful categories• Convert information from one form to another

Strategic Thinking/Complex Reasoning

(DOK 3)

• Use concepts to solve problems• Use evidence to justify• Propose and evaluate solutions to problems• Recognize and explain misconceptions• Cite evidence and develop a logical argument for concepts• Reason and draw conclusions• Disseminate among plausible answers• Analyze similarities and differences in issues and problems• Apply concepts to new situations• Make connections across time and place to explain a concept or big idea• Recognize and explain patterns• Make and support decisions• Evaluate effectiveness and impact

Extended Thinking/Reasoning(DOK 4)

• Connect and relate ideas and concepts within the content area or among content areas• Examine and explain alternative perspectives across a variety of sources• Describe and illustrate how common themes and concepts are found across time and place• Make predictions with evidence as support• Develop a logical argument• Plan and develop solutions to problems• Analyze and synthesize information from multiple sources• Complex reasoning with planning, investigating or developing that will most likely require an extended

period of time—must require applying significant conceptual understanding and higher-order thinking• Apply and adapt information to real-world situations• Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress,

Project Citizen)

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