tennessee correlation to the grade 6 world...

TennesseeEdition

(t) Epix Photography/Getty Images, (cl) Ancient Art & Architecture Collection, (cr) Keren Su/Getty Images, (bl) Vladimir Pcholkin/Getty Images, (br) CORBIS

Daniel FleemanBearden Middle SchoolKnoxville, Tennessee

Eric HaganJo Byrns Middle SchoolCedar Hill, Tennessee

Patrick C. JordanJohn Early Middle SchoolNashville, Tennessee

Eric MooreBlackman Middle SchoolMurfreesboro, Tennessee

Brandy StamperIsaac Litton Middle SchoolNashville, Tennessee

Copyright © 2008 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-Hill8787 Orion PlaceColumbus, OH 43240-4027

(Student Edition)

ISBN: 978-0-07-879601-2

MHID: 0-07-879601-6

(Teacher Wraparound Edition)

ISBN: 978-0-07-879602-9

MHID: 0-07-879602-4

Printed in the United States of America.

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i-(t) Epix Photography/Getty Images, (cl) Ancient Art & Architecture Collection, (cr) Keren Su/Getty Images, (bl) Vladimir Pcholkin/Getty Images, (br) CORBIS; 3-Michael Maslan Historic Photographs/CORBIS; 32-(tl) State of Tennessee, (tr) Dean Dixon/Getty Images, (bl) Kit Houghton/CORBIS, (br) Steve Taylor/Alamy; 33-(l) Gary W. Carter/CORBIS, (tr) Thomas G. Barnes @ USDA-NRCS PLANTS Database, (br) Organics Image Library/Alamy; 36-McClung Museum-University of Tenn; 37-(t) Bettman/CORBIS, (b) W. Cody/CORBIS; 38-Granger Collection; 39-CORBIS; 40-Granger Collection; 41-Capitol. Nashville. Tennessee. USA; 43-AP Photo/Mark Humphrey; 45-Harold R. Stinnette Photo Stock/Alamy; 46-Ben Weddle/CORBIS; 47-(t) David Frazier/Photo Edit, (b) Ron Buskirk/Alamy

TN3

Welcome to World History and Glencoe’s Journey Across Time: Early Ages. During this course, you will explore the history of the world from the

earliest beginnings of human civilization through the Age of Enlightenment and Revolution. It is sure to be an amazing journey.

In the fi rst part of Focus on Tennessee, you will fi nd a correlation chart to the Grade 6 World History Content Standards and State Performance Indicators (SPI). The SPIs are the pieces of information you should learn as you take the course. This content represents information identifi ed by the state as essential for all students to know and that will be included on the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test. You will take this test in the spring to measure your achievement in different subject areas, including Social Studies. The chart shows you where the state performance indicators are taught in Journey Across Time: Early Ages.

Next you will fi nd the Countdown to the TCAP Achievement Test. The Countdown includes practice questions to help you prepare for the Social Studies section of the test, along with test-taking tips. The last section of Focus on Tennessee contains interesting information you should know about your state.

Correlation to the Grade 6 World History Content Standards and State Performance Indicators . . . . . . . . . . . . . . . . . TN4

Preparing for the TCAP Achievement Test . . . . . . . . . . . . . . . . . . . . . . TN10

Countdown to the TCAP Achievement Test . . . . . . . . . . . . . . . . . . . . . TN12

Symbols of Tennessee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN32

Tennessee’s People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN34

Tennessee’s Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN35

A History of Tennessee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN36

Tennessee’s Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN40

Tennessee’s Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TN44

A Guide for Students and Parents

Michael Maslan Historic Photographs/CORBIS

TN4

Culture

Content Standard 1.0Culture encompasses similarities and diff erences among people including their beliefs, knowledge, changes, values, and

traditions. The student will explore these elements of society to develop an appreciation of and respect for the variety of

human cultures.

State Performance Indicators

6.1.spi.1. Recognize the basic components of culture (i.e., language,

common values, traditions, government, art, literature, lifestyles).

LEVEL 1

15, 33, 64, 75, 156, 157, 161, 163, 168, 188,

214, 334, 476, 499, 501, 549, 606, 607, 617,

618, 632, 653

6.1.spi.2. Identify the job characteristics of archaeologists, anthropologists,

geologists, and historians. LEVEL 1

GH2, TOOLS 1–TOOLS 7, 9, 15, 32, 33, 486

6.1.spi.3. Recognize the world’s major religions and their founders (i.e.,

Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and

Mohammed). LEVEL 1

81, 82, 83, 85, 87, 89, 90, 94, 95, 100, 101,

102, 107, 203, 204, 205, 206, 207, 208, 239,

253, 329, 343, 344, 345, 346, 347, 348, 350,

352, 353, 354, 355, 356, 366, 374, 375, 377,

378, 380, 381, 382, 383, 384, 385, 386, 396,

399

6.1.spi.4. Recognize signifi cant epics as historical sources (i.e., Iliad, the

Odyssey, Mahabharata, Ramayana). LEVEL 2

20, 21, 157, 158, 159, 552

6.1.spi.5. Identify diff erences between various cultural groups (i.e., Euro-

pean, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native

American). LEVEL 2

11, 14, 16–25, 31, 32–33, 34–35, 36–37,

38–46, 47–58, 59–67, 68–72, 80–85, 86–92,

93–102, 104, 105, 106–107, 154–163, 168–

173, 182–186, 188, 189, 190–191, 192–193,

194–201, 202–208, 209–216, 217, 218–219,

220–221, 222–223, 224–232, 233–239,

240–248, 249, 250–251, 252–253, 388–390,

420–422, 432, 469, 474–476, 568–569,

570–571, 572–581, 582–592, 593–600, 601,

602–603, 609–615, 618–626

Correlation to the Grade 6 World History Content Standards and State Performance Indicators

TN5

6.1.spi.6. Recognize reasons that cultural groups develop or settle in

specifi c physical environments. LEVEL 2

GH2, GH3, 10, 14, 15, 17, 18, 39, 40, 41, 44, 69,

72, 74, 75, 81, 105, 117, 148, 176, 195, 196,

198, 218, 225, 226, 234, 235, 250, 252, 263,

264, 265, 296, 328, 373, 396, 398, 424, 445,

446, 447, 448, 453, 478, 485, 486, 506, 513,

514, 548, 573, 574, 575, 583, 590, 592, 659,

660, 663, 664, 666, 667, 668

6.1.spi.7. Identify how early writing forms in Mesopotamia, Egypt, and the

Indus Valley infl uenced life (i.e., legal, religious, and culture). LEVEL 2

20, 21, 42, 61, 82, 83, 84

6.1.spi.8. Recognize how migration and cultural diff usion infl uenced the

character of world societies (i.e., spread of religions, empire building,

exploration, languages). LEVEL 3

39, 81, 95, 96, 102, 105, 121, 198, 246, 247,

373, 380, 381, 411, 425, 426, 447, 469, 472,

473, 541, 542, 543, 548, 554, 555, 573, 576,

597, 639, 646, 650

Economics

Content Standard 2.0Globalization of the economy, the explosion of population growth, technological changes and international competition com-

pel the student to understand, both personally and globally, production, distribution, and consumption of goods and services.

The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and

policy making versus decision making.


6.2.spi.1. Recognize an example of a barter economy. LEVEL 1 121, 319, 529

6.2.spi.2. Identify major trade routes (i.e., silk roads, Persian trade routes,

African trade routes, Mediterranean trade routes, ocean routes). LEVEL 1

20, 23, 30, 33, 40, 41, 43, 72, 105, 119, 120,

121, 213, 246, 247, 293, 332, 333, 373, 388,

389, 417, 418, 429, 447, 451, 452, 453, 503,

513, 528, 529, 668, 669, 695, 696

6.2.spi.3. Identify disadvantages and advantages of nomadic and early

farming lifestyles (i.e., shelter, food supply, and domestication of plants

and animals). LEVEL 2

10, 11, 13, 14, 15, 31, 32, 33

6.2.spi.4. Recognize the importance of economic systems in the develop-

ment of early civilizations around rivers (i.e., Tigris and Euphrates,

Huang He, Nile, Indus). LEVEL 2

17, 18, 20, 29, 30, 33, 42, 43, 44, 196, 230, 231

6.2.spi.5. Recognize the importance of trade in later civilizations

(i.e., Mediterranean, Southeast Asia, India, European). LEVEL 2

85, 121, 246, 247, 292, 293, 319, 320, 386,

410, 447, 448, 449, 451, 472, 473, 503, 579,

611, 612, 666, 667, 695, 696

TN6

6.2.spi.6. Analyze how basic economic ideas infl uenced world events

(i.e., supply and demand leads to exploration and colonization). LEVEL 3

121, 428, 429, 526, 527, 528, 529, 530, 531,

612, 661, 666, 667, 668, 669, 695

Geography

Content Standard 3.0Geography enables the students to see, understand and appreciate the web of relationships among people, places, and

environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of

geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the

uses of geography.


6.3.spi.1. Identify the basic components of a world map (i.e., compass rose,

map key, scale, latitude and longitude lines, continents, oceans). LEVEL 1

GH7, 13, 109, 473, 573, 662

6.3.spi.2. Identify basic geographic forms (i.e., rivers, lakes, bays, oceans,

mountains, plateaus, deserts, plains, coastal plains). LEVEL 1

GH14–GH15, 39, 82, 83, 195, 196, 225, 250,

263, 264, 290, 292, 373, 445, 446, 449, 485,

568, 573, 578–579, 583, 585, 586, 591

6.3.spi.3. Identify the location of early civilizations on a map (i.e., Mesopo-

tamian, Egyptian, Ancient Chinese, Indian). LEVEL 2

1, 2–3, 8, 13, 17, 26, 28, 33, 38, 39, 47, 59, 62,

68, 70, 75, 109, 195, 198, 210, 219, 226, 230,

241, 590

6.3.spi.4. Identify geographic reasons for the location of population centers

prior to 1500 (i.e., coastal plains, deserts, mountains, river valleys).

LEVEL 2

GH2, GH3, 14, 17, 18, 39, 40, 41, 44, 69, 72,

74, 75, 117, 148, 195, 196, 218, 225, 226, 234,

235, 250, 252, 263, 264, 296, 328, 373, 396,

398, 424, 445, 446, 453, 478, 485, 506, 513,

514, 573, 574, 583, 590, 592

6.3.spi.5. Use a variety of maps to understand geographic and historical

information (i.e., political maps, resource maps, product maps, physical

maps, climate maps, vegetation maps). LEVEL 2

GH6, GH7, GH8, GH9, GH10, TOOLS 8, TOOLS 9,

13, 17, 28, 39, 62, 70, 90, 117, 121, 125, 132,

134, 144, 176, 179, 195, 198, 210, 213, 225,

226, 230, 241, 246, 263, 269, 274, 292, 323,

329, 352, 361, 374, 380, 383, 385, 409, 411,

424, 425, 431, 433, 445, 448, 452, 463, 469,

473, 485, 513, 514, 516, 518, 538, 540, 542,

548, 554, 555, 557, 573, 575, 577, 590, 609,

639, 645, 662–663, 667, 668, 688, 691, 694,

695, 727, 728

6.3.spi.6. Interpret a graph that illustrates a major trend in world history

(i.e., population growth, economic development, governance land areas,

growth of religions). LEVEL 3

GH11, GH12, GH13, 463, 555, 733, 734

TN7

Governance and Civics

Content Standard 4.0Governance establishes structures of power and authority in order to provide order and stability. Civic effi cacy requires under-

standing rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.


6.4.spi.1. Recognize types of government (i.e., formal/informal, monarchy,

direct/indirect democracy, republics, theocracy). LEVEL 1

23, 28, 48, 132, 133, 139, 140, 171, 269, 272,

281, 283, 523, 614, 681

6.4.spi.2. Recognize the steps that give rise to complex governmental

organizations (i.e., nomadic, farming, village, city, city-states, states).

LEVEL 2

17, 18, 19, 23, 28, 32, 43, 44, 69, 87, 132, 133,

681, 693, 694, 696

6.4.spi.3. Identify the development of written laws (i.e., Hammurabi’s

Code, Justinian Code, Magna Carta). LEVEL 2

22, 23, 24, 25, 82, 83, 85, 273, 325, 329, 330,

331, 333, 537, 681, 682, 683, 694, 698, 699,

700

6.4.spi.4. Recognize the roles assigned to individuals in various societies

(i.e., caste systems, feudal systems, city-state systems, class systems).

LEVEL 2

18, 20, 21, 45, 46, 62, 64, 87, 142, 143, 144,

233, 234, 249, 269, 271, 278, 331, 333, 337,

523, 524, 525, 526, 527, 528, 530, 531,

532–533

6.4.spi.5. Compare and contrast the lives of individual citizens in various

governmental organizations (i.e., monarchical systems, feudal systems,

caste systems, democratic systems-Greek). LEVEL 3

19, 20, 23, 30, 32, 45, 48, 60, 62, 82, 142, 269,

273, 276, 326, 331, 523, 536, 537, 694, 696,

697, 699, 700

History

Content Standard 5.0History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and

to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in

contemporary life can be based.


6.5.spi.1. Read a timeline and order events of the past between prehistory

and the Renaissance. LEVEL 1

TOOLS 3, 1C, 1, 33, 75, 276, 317, 429, 439, 479,

490, 711

6.5.spi.2. Recognize the types of early communities (i.e., nomadic, fi shing,

farming). LEVEL 1

10, 11, 13, 14, 15, 31, 32, 33

6.5.spi.3. Identify types of artifacts by pictorial representation (i.e., Egyptian,

Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

LEVEL 1

TOOLS 1, 9, 10, 12, 49, 226, 227

6.5.spi.4. Recognize the forms of early world writing (i.e., cuneiform and

Egyptian/Native American hieroglyphics). LEVEL 1

20, 42, 61, 84, 501, 585

TN8

6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation,

river dikes, development of farming, advances in weaponry, written

language, and printing press). LEVEL 1

10, 11, 18, 21, 23, 27, 32, 41, 42, 44, 51, 71, 85,

107, 120, 197, 199, 215, 216, 230, 245, 246,

253, 281, 291, 391, 399, 418, 419, 420, 585,

620, 621, 659, 676

6.5.spi.6. Recognize the designations for time dating (i.e., BCE, AD, centu-

ries, decades, prehistoric, historic). LEVEL 1

TOOLS 1, TOOLS 2, 9, 10

6.5.spi.7. Recognize major historical time periods (i.e., Early Civilizations,

Classical Period, Dark Ages, Middle Ages, Renaissance). LEVEL 1

TOOLS 2, TOOLS 10–TOOLS 11, 9, 10, 13, 14, 15,

48, 52, 60, 74, 120, 123, 141, 264, 304, 512,

609, 634, 658, 659, 671–674, 681, 702, 703

6.5.spi.8. Identify conclusions about early world historical events using

primary and secondary sources. LEVEL 2

10, 41, 71, 83, 89, 102, 122, 135, 145, 175,

183, 206, 214, 264, 270, 282, 304, 320, 322,

330, 348, 382, 391, 413, 420, 428, 462, 465,

488, 495, 537, 539, 546, 597, 599, 614, 621,

640, 644, 682, 685, 693, 698, 736–737, 738,

739, 740, 741, 742, 743, 744, 745, 746, 747

6.5.spi.9. Recognize and order major historical events on a timeline between

the Middle Ages and Renaissance. LEVEL 2

TOOLS 3, 429, 439, 479, 490

6.5.spi.10. Identify the development of written and spoken languages

(i.e., Roman alphabet, Latin word origins, Romance Languages). LEVEL 2

20, 42, 61, 84, 120, 199, 214, 228, 304, 326,

328, 390, 391, 467, 469, 501, 552, 585, 588,

620, 634

6.5.spi.11. Identify characteristics including economy, social relations,

religion, and political authority of various societies (i.e., Mesopotamian,

Egyptian, Greek City-States, Roman Empire, Indian, Medieval). LEVEL 2

8–31, 32–33, 38–73, 74–75, 80–103,

104–105, 116–147, 148–149, 154–187,

188–189, 194–217, 218–219, 224–249,

250–251, 262–295, 296–297, 302–335,

336–337, 342–365, 366–367, 372–395,

396–397, 408–437, 438–439, 444–477,

478–479, 484–505, 506–507, 512–559,

560–561, 572–601, 602–603, 608–651,

652–653, 658–701, 702–703

6.5.spi.12. Recognize the possible causes of change in civilizations (i.e.,

environmental change, political collapse, new ideas, warfare, overpopu-

lation, unreliable food sources, diseases). LEVEL 2

21, 32, 33, 61, 74, 80, 85, 248, 326, 340, 360,

361, 408, 410, 429, 433, 490, 519, 521, 543,

553, 555, 558, 560, 609, 610, 611, 615, 652,

658, 660, 674, 687, 700

6.5.spi.13. Identify the impact of advances in technology on history

(i.e., agricultural revolution, Renaissance scientists, exploration during

the 1400s). LEVEL 2

10, 11, 18, 21, 23, 27, 32, 41, 42, 44, 51, 71, 85,

107, 120, 197, 199, 215, 216, 230, 245, 246,

253, 281, 291, 391, 399, 418, 419, 420, 585,

620, 621, 659, 676

TN9

6.5.spi.14. Recognize how the Renaissance changes the nature of society

(i.e., shift from religious domination to science, philosophy, art). LEVEL 2

608, 609, 610, 611, 612, 613, 614, 615,

616–617, 618, 619, 620, 621, 622, 623, 624,

625, 626, 652, 653

6.5.spi.15. Evaluate to what extent civilizations build on the accomplish-

ments of previous civilizations. LEVEL 3

27, 42, 43, 60, 61, 67, 70, 120, 121, 140, 183,

184, 185, 186, 215, 216, 219, 245, 246, 264,

265, 273, 603, 653, 681, 682, 683, 699, 700

6.5.spi.16. Compare and contrast the historical development of the Western,

Eastern, and African cultures. LEVEL 3

106–107, 252–253, 398–399, 562–563,

704–705

6.5.spi.17. Recognize the signifi cant mythologies of the Sumerians, Egyp-

tians, Greeks, and Romans. LEVEL 3

155, 156, 157, 158, 162, 163, 164–167

Individuals, Groups, and Interactions

Content Standard 6.0Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this develop-

ment are exploration, identifi cation, and analysis of how individuals and groups work independently and cooperatively.


6.6.spi.1. Identify examples of groups impacting world history (i.e., Mus-

lims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/

traders, inventors). LEVEL 1

19, 20, 21, 246, 247, 348, 361–364, 385, 386,

390–394, 469–470, 472, 473, 518, 519, 525,

541–543, 620–621, 658, 659, 660, 661, 662,

663, 664

6.6.spi.2. Recognize the impact of individuals on world history (i.e., Char-

lemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar,

Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and

Queen Isabella, Martin Luther, and Johannes Gutenberg). LEVEL 2

22, 24, 25, 65, 66, 67, 81, 96, 170, 171, 172,

176, 177, 178, 179, 280, 281, 282, 284, 285,

360, 428, 429, 515, 516, 517, 535, 536, 556,

557, 594, 595, 596, 597, 598, 620, 621, 622,

623, 624, 634–638, 646, 675, 676, 677, 681,

682, 683

6.6.spi.3. Describe the ways in which individuals can change groups (i.e.,

Martin Luther – Christian church, William of Normandy – English

Monarchy, Joan of Arc – Hundred Years War, Buddha – Chinese Culture).

LEVEL 3

82, 83, 177, 178, 205, 206, 207, 344–347, 349,

428, 429, 535, 536, 556, 557, 612, 634, 635,

636, 637, 638, 640, 641, 683

TN14

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

WEEK 3

Reporting Category: Geography

Performance Indicator: 6.3.spi.4. Identify geographic reasons for the location of

population centers prior to 1500 (i.e., coastal plains, deserts,

mountains, river valleys).

1 In ancient Egypt, three benefi ts to living near the Nile River were

A boat racing, religious ceremonies, and fi shing.

B fi shing, support for animals, and fertile soil from fl ooding.

C fertile soil from fl ooding, warfare transportation, and religious ceremonies.

D support for animals, fi shing, and boat racing.

(See textbook pages 39, 41.)

Reporting Category: World History: Prehistory-Ancient Civilization

Performance Indicator: 6.5.spi.11. Identify characteristics including economy, social relations,

religion, and political authority of various societies (i.e., Mesopota-

mian, Egyptian, Greek City-States, Roman Empire, Indian, Medieval).

2 Looking at the chart, name two

ways Mesopotamia and Egypt

were most similar.

F economy and work of artisans

G natural defenses and economy

H economy and government

J rivers and fl oods

(See textbook page 44.)


Performance Indicator: 6.5.spi.17. Recognize the signifi cant mythologies of the Sumerians,

Egyptians, Greeks, and Romans.

3 Who was Re?

A the Egyptian god who ruled the Nile River C the Egyptian god who ruled over the dead

B the Egyptian sun god D the fi rst Old Kingdom pharaoh


TESTTAKING TIP

Week 3 As you read the fi rst part of a multiple-choice question, try to antici-

pate the answer before you look at the choices. If your answer is one of the

choices, it is probably correct.

Comparing Mesopotamia to Egypt

Mesopotamia Egypt

Natural

Defenses

Flat mud plains; few

natural defenses

Many defenses: Nile delta, Sahara,

Eastern Desert, and cataracts

Rivers Tigris and Euphrates

Rivers

Nile River

Floods Unpredictable, and a con-

stant threat to the people

Dependable and regular; not

feared

Economy Farming and trade Farming and trade

Government City-state led by kings

and priests; eventually

empires formed

Villages led by chiefs, then united

into kingdoms; kingdoms later

united and ruled by pharaohs

Work of

Artisans

Metal products, pottery,

cloth

Metal products, pottery, cloth

TN12_TN31_JAT_Countdown_879601.i14 14

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TN10

T he Tennessee Comprehensive Assessment Program (TCAP) Achievement Test measures your knowledge in the areas of Reading, Language Arts, Mathematics,

Science, and Social Studies. The TCAP Achievement Test is given in the spring for students in Grades 3 through 8. The test contains multiple-choice questions. Some of the questions contain maps, graphs, or charts. You must study these carefully to be able to answer the questions correctly. This test will help you measure what you have learned so far in early world history. It will also help you and your teacher identify areas that need improvement.

How Can I Prepare for the Tennessee Comprehensive Assessment Program Achievement Test?

T his textbook contains a section called Countdown to the TCAP

Achievement Test. Each page contains several multiple-choice questions that are like those in the Social Studies section of the TCAP Achievement Test. Try to prepare for the Social Studies section of the test by answering a few of the questions every week.

Each question measures one of the State Performance Indicators (SPI). The SPIs represent the information you should have learned. They are assessed on the TCAP Achievement Test.

All the questions are multiple choice. If you have trouble answering a question, turn to the page listed in the parentheses.

Preparing for the TCAP Achievement TestWhat Is the Tennessee Comprehensive Assessment Program Achievement Test?

D s pp


Reporting Category: World History: Prehis

Performance Indicator: 6.5.spi.11. Identify ch

religion, and political

mian, Egyptian, Gree



were most similar.





Natural

Defenses

Rivers

Floods

Economy

G rnme

TN12_TN31_JAT_Countdown_879601.i14 14

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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 PracticeAlthough 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

RIC

AS

Corn, Beans, Chocolate, Disea

ses

Wheat, D

isease

s

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.

TN11

How Does My Textbook Help Me Prepare for the TCAP Achievement Test?Journey Across Time: Early Ages provides many opportunities to help you prepare for the Social Studies section of the Grade 6 TCAP Achievement Test.

• The chapter sections contain many maps and charts, with questions to help you read and understand 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 in the textbook.

• The section and chapter assessments allow for further practice in analyzing and understanding information.

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

• The Standardized Test Practice at the end of your textbook will help you prepare for the multiple-choice style of the Social Studies section of the Achievement Test.

TEST-TAKING TIPSA Read each question carefully and think about

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

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

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

he

p?

the following question on a separate

sheet of paper.

1. Which of the following statements about

the Columbian Exchange is true?

A Food products were traded only

between Africa and the Americas.

B Europeans acquired cattle from the

Americas.

C Europeans introduced corn, tomatoes,

and beans to Native Americans.

D Enslaved Africans were brought to the

Americas.

TN10-TN11_JAT_FM_879601.indd 11TN10-TN11_JAT_FM_879601.indd 11 4/18/07 12:49:32 PM4/18/07 12:49:32 PM

http://www.glencoe.com

TN12


WEEK 1


Performance Indicator: 6.3.spi.5. Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).

1 What kind of maps identify landforms and water features?

A general purpose maps C elevation maps

B special purpose maps D physical maps(See textbook page GH9.)


Performance Indicator: 6.1.spi.2. Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

2 An archaeologist

F studies how humans developed and H hunts for evidence buried in the groundhow they related to one another. where settlements might once have been.

G studies and writes about the human future. J studies the development of human society.(See textbook page 9.)


Performance Indicator: 6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weap-onry, written language, and printing press).

3 Using the chart, identify one major advance from the Paleolithic Age

and one from the Neolithic Age.

A Fire is from the Paleolithic Age; copper and bronze tools are from the Neolithic Age.

B Copper and bronze tools are from the Paleolithic Age; fi re is from the Neolithic Age.

C Iron tools are from the Paleolithic Age; copper and bronze tools are from the Neolithic Age.

D Fire is from the Paleolithic Age; iron tools are from the Neolithic Age.(See textbook page 14.)

TESTTAKING TIP

Week 1 Before you choose your answer, be sure to read each choice carefully.

Comparing the Neolithic and Paleolithic Ages

Paleolithic Age Neolithic Age

How Humans Obtained Food

People hunted animals and gathered nuts, berries, and grains.

People began to farm in permanent villages. They con-tinued to raise and herd animals.

How Humans Adapted

People learned to make fi re, created a lan-guage, and made simple tools and shelter.

People built mud-brick houses and places of worship. They specialized in certain jobs and used copper and bronze to create more useful tools.

Work of Women and Men

Women gathered food and cared for chil-dren. Men hunted.

Women cared for children and performed household tasks. Men herded, farmed, and protected the village.

TN13TN13


WEEK 2

Reporting Category: Economics

Performance Indicator: 6.2.spi.4. Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).

1 In early civilizations, rivers were important to the economy because

A rivers made it easy for goods and ideas to move from place to place.

B calendars could be built based on river travel schedules.

C class structures developed on either side of important rivers.

D rivers fl ooded every year.

(See textbook pages 17–18.)

Reporting Category: Governance and Civics

Performance Indicator: 6.4.spi.3. Identify the development of written laws (i.e., Hammurabi’s code, Justinian code, Magna Carta).

2 How did King Hammurabi develop his written laws?

F He copied the laws of the Akkadians.

G He set different laws for each part of his empire.

H He based all laws on business practices of the time.

J He took what he believed were the best laws from each city-state and put them in one code.



Performance Indicator: 6.3.spi.3. Identify the location of early civilizations on a map (i.e., Mesopotamian, Egyptian, Ancient Chinese, Indian).

3 Looking at the map, what is the southern-most

city of the Assyrian Empire?

A Thebes

B Jerusalem

C Babylon

D Nineveh


TESTTAKING TIP

Week 2 If you are unsure of the answer, narrow down the possible answers by eliminating the choices you know are not right.

300 km0Lambert Azimuthal Equal-Area projection

300 mi.0

S

N

WE

MediterraneanSea

JerusalemTyre

Nineveh

Babylon

Nile

R.

Tigris

R.

Euphrates R.

Nile

R.

Tigris

R.

Euphrates R.

MediterraneanSea

RedSea

EGYPT

TyreJerusalem

Thebes

Nineveh

Babylon

Assyrian Empire

Assyrian Empire

TN14


WEEK 3


Performance Indicator: 6.3.spi.4. Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, river valleys).

1 In ancient Egypt, three benefi ts to living near the Nile River were

A boat racing, religious ceremonies, and fi shing.

B fi shing, support for animals, and fertile soil from fl ooding.

C fertile soil from fl ooding, warfare transportation, and religious ceremonies.

D support for animals, fi shing, and boat racing.



Performance Indicator: 6.5.spi.11. Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopota-mian, Egyptian, Greek City-States, Roman Empire, Indian, Medieval).



were most similar.







Performance Indicator: 6.5.spi.17. Recognize the signifi cant mythologies of the Sumerians, Egyptians, Greeks, and Romans.

3 Who was Re?

A the Egyptian god who ruled the Nile River C the Egyptian god who ruled over the dead

B the Egyptian sun god D the fi rst Old Kingdom pharaoh


TESTTAKING TIP

Week 3 As you read the fi rst part of a multiple-choice question, try to antici-pate the answer before you look at the choices. If your answer is one of the choices, it is probably correct.

Comparing Mesopotamia to Egypt

Mesopotamia Egypt

Natural

Defenses

Flat mud plains; few natural defenses

Many defenses: Nile delta, Sahara, Eastern Desert, and cataracts

Rivers Tigris and Euphrates Rivers

Nile River

Floods Unpredictable, and a con-stant threat to the people

Dependable and regular; not feared

Economy Farming and trade Farming and trade

Government City-state led by kings and priests; eventually empires formed

Villages led by chiefs, then united into kingdoms; kingdoms later united and ruled by pharaohs

Work of

Artisans



TN15TN15


WEEK 4

TESTTAKING TIP

Week 4 Start at the beginning of the test and work all the way through it, in order. Mark questions you don’t know in the margin and go back to them later.


Performance Indicator: 6.5.spi.1. Read a timeline and order events of the past between prehistory and the Renaissance.

1 Looking at the time line, identify the event that is closest to Hammurabi’s rule in Mesopotamia.

A c. 1800 B.C., Israelites settle in Canaan

B c. 1290 B.C., Moses leads Israelites from Egypt

C 722 B.C., Assyrians conquer Israel

D A.D. 66, Jews revolt against Romans



Performance Indicator: 6.5.spi.4. Recognize the forms of early world writing (i.e., cuneiform and Egyptian/Native American Hieroglyphics).

2 The idea of an alphabet came from

F the Greeks. H the Egyptians.

G the Romans. J the Phoenicians.



Performance Indicator: 6.1.spi.8. Recognize how migration and cultural diffusion infl uenced the character of world societies (i.e., spread of religions, empire building, exploration, languages).

3 What was one result of the Diaspora?

A Jews were allowed to return to their homeland.

B Many Greeks learned the Hebrew language and Jewish culture.

C Many Jews learned the Greek language and culture.

D Egyptians, Assyrians, and Babylonians united under one king.


2000 B.C. 1300 B.C. 600 B.C. A.D. 100

c. 1800 B.C. Israelites settle

in Canaan

c. 1290 B.C.Moses leads Israelites

from Egypt

722 B.C.Assyrians conquer

Israel

A.D. 66Jews revolt against

Romans

TN16


Performance Indicator: 6.2.spi.6. Analyze how basic economic ideas infl uenced world events (i.e., supply and demand leads to exploration and colonization).

1 By 700 B.C., Greek farmers could no longer grow enough grain to feed the growing population,

so cities began sending people outside Greece to

A start colonies. C take food by force from other peoples.

B learn new farming skills. D fi nd new sources of food.



Performance Indicator: 6.4.spi.2. Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, states).

2 By the end of Greece’s Dark Age, nobles had overthrown the kings and created

F an acropolis. H a polis.

G an agora. J city-states.



Performance Indicator: 6.5.spi.8. Identify conclusions about early world historical events using primary and secondary sources.

3 According to Pericles, what was one feature of Greek democracy?

A Class membership is more important than a person’s ability.

B Equality is available to some but not all.

C Everyone is equal before the law.

D Wealth determines participation in government.



WEEK 5

TESTTAKING TIP

Week 5 Read each answer choice as if it were a true-false statement, and look for the one true statement.

“Our constitution is called a democracy because power is in the hands not of a minority

but of the whole people. 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 posi-

tions 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. And, just as our political life is free and open, so is our day-to-day life in our

relations with each other.”

—Pericles, Funeral Oration, as recorded by Thucydides,

History of the Peloponnesian War

TN17TN17


WEEK 6

TESTTAKING TIP

Week 6 If an answer has several parts, make sure all the parts are correct.


Performance Indicator: 6.1.spi.4. Recognize signifi cant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, Ramayana).

1 Two great epics from Greek literature are

A the Iliad and the Odyssey. C the Odyssey and Antigone.

B the Iliad and the Republic. D Aesop’s fables and Antigone.(See textbook page 158.)


Performance Indicator: 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, Johannes Gutenberg).

2 Which Greek philosopher invented a method of teaching that is still used today?

F Plato H Aristotle

G Socrates J Herodotus




3 Thucydides relied on what kind of sources to write

his book on the history of the Peloponnesian War?

A primary sources only

B secondary sources only

C both primary sources and secondary sources

D no sources


Either I was present myself at the events

which I have described or else I heard of

them from eyewitnesses whose reports I

have checked with as much thoroughness

as possible.

—Thucydides,

History of the Peloponnesian War

TN18


WEEK 7

TESTTAKING TIP

Week 7 Do not change an answer without a good reason. Your fi rst choice, even if it is a guess, is more likely to be correct than if you were to change your mind several times.


Performance Indicator: 6.1.spi.8. Recognize how migration and cultural diffusion infl uenced the character of world societies (i.e., spread of religions, empire building, exploration, languages).

1 During the Hellenistic Era, philosophers, scientists, poets, and writers traveled to visit

the great library of

A Syracuse. C Rome.

B Alexandria. D Athens.



Performance Indicator: 6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

2 Identify the weapon that stalled the Roman capture of Syracuse for three years.

F the cannon H the catapult

G the cross bow J the mace



Performance Indicator: 6.3.spi.2. Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, coastal plains).

3 Looking at the map, what is the major

geographic feature of central India?

A Deccan Plateau

B Ganges Plain

C Himalaya

D Ganges River


B a y o fB e n g a l

A r a b i a nS e a

INDIANOCEAN

30 N

10 N

TROPIC OF CANCER

500 km0

500 mi.0

Lambert Azimuthal Equal-Area projection

S

N

W E

In

dus R.

Ganges R.

B a y o fB e n g a l

A r a b i a nS e a

INDIANOCEAN

I N D I A

TN19TN19


WEEK 8

TESTTAKING TIP

Week 8 Do not spend too much time on one question. If you do not know the answer, move on and come back to the question later.


Performance Indicator: 6.4.spi.4. Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, class systems).

1 Into which caste would shop owners fall?

A Kshatriyas

B Sudras

C Brahmins

D Vaisyas(See textbook page 200.)


Performance Indicator: 6.1.spi.3. Recognize the world’s major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).

2 One of the Five Pillars of the Muslim faith is a holy journey called a

F bazaar. H calligraphy.

G mosque. J pilgrimage.(See textbook page 378.)


Performance Indicator: 6.4.spi.1. Recognize types of government (i.e., formal/informal, monarchy, direct/indirect democracy, republics, theocracy).

3 When religious leaders head a government, it is called a

A democracy. C republic.

B theocracy. D monarchy.(See textbook page 208.)

Early India’s Social System

Brahmins Priests Kshatriyas Warriors, rulers

Vaisyas Common people

Sudras Unskilled laborers, servants

TN20


WEEK 9

TESTTAKING TIP

Week 9 The answer to one question may provide a clue to the answer for another question.


Performance Indicator: 6.2.spi.4. Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).

1 First a farming area, then populated by towns, Chinese civilization had its origin in

A the Kunlun Shan mountain range. C the Gobi.

B the Chang Jiang River valley. D the Huang He River valley.



Performance Indicator: 6.5.spi.3. Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

2 The Chinese invention shown at the right is called

F a quipu. H an abacus.

G a counter. J a counting rack.



Performance Indicator: 6.2.spi.2. Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes).

3 Identify the network of trade routes that ran from western China to southwest Asia.

A the Silk Road C the Salt Road

B the Death Road D the Songhai Road


TN21TN21


WEEK 10

TESTTAKING TIP

Week 10 The pattern of the answers, such as four Bs in a row, is probably just a coincidence.


Performance Indicator: 6.3.spi.4. Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, river valleys).

1 To make the city easy to defend against enemy attack, Rome was built

A on steep hills. C by thousands of soldiers.

B near the Tiber River. D with many barricades.



Performance Indicator: 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, Johannes Gutenberg).

2 Which of these people best

completes the diagram?

F Julius Caesar

G Aristotle

H Constantine

J Sulla




3 Trade throughout the Roman Empire was made easier because

A horses were captured in war and traded C aqueducts brought freshwater to the cities.to others.

B Roman law regulated trade. D a common currency was used.


granted Roman citizenship to people living

in Rome’s territories

declared himself dictator of Rome for life

started new colonies to provide land

for the landless

created new calendar with 12 months,

365 days, leap year

TN22


WEEK 11

TESTTAKING TIP

Week 11 If you must choose between two answers, determine which of them is the least likely answer. This limits the choices and will help you narrow the options to choose from.



1 The building shown was used for large

public events in which city?

A Athens

B Alexandria

C Rome

D Makkah



Performance Indicator: 6.2.spi.1. Recognize an example of a barter economy.

2 When Romans in the A.D. 200s lost faith in the government’s money, they began to exchange

goods without using money. This is called

F black market. H free market.

G infl ation. J barter.



Performance Indicator: 6.5.spi.10. Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance languages).

3 Which ancient language is still used by scientists, doctors, and lawyers?

A Roman C Latin

B Greek D Cyrillic


TN23TN23


WEEK 12

TESTTAKING TIP

Week 12 You may not always fi nd the perfect answer among the choices. In that case, choose the best answer.


Performance Indicator: 6.6.spi.3. Describe the ways in which individuals can change groups (i.e., Martin Luther—Christian Church, William of Normandy—English Monarchy, Joan of Arc-Hundred Years War, Buddha—Chinese Culture).

1 Who taught about Christianity through traveling extensively, preaching, and writing

important letters?

A Peter C Luke

B Matthew D Paul


Reporting Category: World History: Governance and Civics

Performance Indicator: 6.4.spi.4. Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, class systems).

2 How did the Roman government view and treat early Christians?

F They were treated as traitors and persecuted.

G They were seen as a harmless group and were ignored.

H They were viewed as a benefi cial group and were welcomed by the Romans.

J They were treated as a strong working class and paid good wages.



Performance Indicator: 6.6.spi.1. Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, inventors).

3 Which Roman emperor completes the diagram?

A Nero

B Constantine

C Augustus

D Diocletian


Made Christianity legal in Rome

Built churches in Rome and Jerusalem

Excused church offi cials from paying taxes

TN24


WEEK 13

TESTTAKING TIP

Week 13 If two answers are similar except for one or two words, usually one of them is the correct answer.


Performance Indicator: 6.5.spi.1. Read a timeline and order events of the past between prehistory and the Renaissance.

1 Which Islamic event best completes the time line above?

A Makkah surrenders to Muhammad.

B Muslims declare it the fi rst year of a new Muslim calendar.

C Muhammad and his followers are attacked for their beliefs.

D The caliph known as Ali comes to power.




2 Muhammad began as a religious leader, then created a government that used its

political power to uphold Islam. This type of government is called

F an Islamic state. H a Hijrah.

G a republic. J a democracy.



Performance Indicator: 6.1.spi.1. Recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles).

3 The part of every Muslim city where buyers and sellers traded goods was called the

A palladium. C minaret.

B mosque. D bazaar.


A.D. 550 A.D. 600 A.D. 650

A.D. 570 Muhammad

is born

c. A.D. 610 Muhammad receives

prophetic call

A.D. 630

TN25TN25


WEEK 14

TESTTAKING TIP

Week 14 As you read a question, identify key terms. This will help you focus on the main idea of the question.

Reporting Category: World History: Dark Ages-Renaissance

Performance Indicator: 6.5.spi.6. Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, historic).

1 To date events after the birth of Christ, historians use this abbreviation.

A B.C.E. C B.C.

B A.D. D B.C.A.

(See textbook page Tools 1.)


Performance Indicator: 6.5.spi.7. Recognize major historical time periods (i.e., Early Civiliza-tions, Classical Period, Dark Ages, Middle Ages, Renaissance).

2 Historians consider the Middle Ages to be between these years.

F A.D. 500–A.D. 1500 H 500 B.C.–A.D. 500

G A.D. 1500–A.D. 1700 J A.D. 500–A.D. 1100

(See textbook page Tools 2.)


Performance Indicator: 6.5.spi.13. Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration dur-ing the 1400s).

3 During which Chinese dynasties did the developments and inventions

shown in the diagram occur?

A Ming and Han C Ming and Sui

B Han and Sui D Tang and Song


Coal and steel Printing process Paper money Compass

TN26


WEEK 15

TESTTAKING TIP

Week 15 Watch out for modifying or limiting phrases. Answer choices some-times include names, dates, or other details that make a statement or answer incorrect.


Performance Indicator: 6.2.spi.2. Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes).

1 Looking at the map, what

geographic landform did most

of the North African trade

routes cross?

A Egypt

B Mediterranean Sea

C the Sahara

D Akan



Performance Indicator: 6.2.spi.5. Recognize the importance of trade in later civilizations (i.e., Mediterranean, Southeast Asia, India, European).

2 Known as a “crossroads of trade,” what early African empire grew

wealthy by taxing traders who had to pass through it?

F Ghana H Morocco

G Mali J Songhai




3 Europeans brought enslaved Africans to the Americas to

A build roads. C work in agriculture.

B defeat Native Americans. D build ships.


1,000 km0Lambert Azimuthal Equal-Area projection

1,000 mi.0

S

N

WE

ATLANTICOCEAN

20°W 0° 20°E 40°E

20°N Makkah(Mecca)

Tripoli

RedSea

Mediterranean Sea

20°W 0° 20°E 40°E

20°N

RedSea

Mediterranean Sea

PersianGulf

LakeChad

ATLANTICOCEAN

Senegal R.

Niger R.

Nile

R.

EGYPT

AKAN

Cairo

Makkah(Mecca)

Tripoli

Tunis

Taghaza

Saleh

Timbuktu

Gao

Benin

Trade route

TN27TN27


WEEK 16

TESTTAKING TIP

Week 16 Before you begin answering the questions, scan the entire test and make mental notes about what topics the test covers.


Performance Indicator: 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

1 Whose principles were Japanese soldiers in World War II modeling when they chose

death rather than defeat or capture?

A the shogun C the kamikazi

B the samurai D the daimyo



Performance Indicator: 6.4.spi.5. Compare and contrast the lives of individual citizens in various governmental organizations (i.e., monarchical systems, caste systems, democratic systems—Greek).

2 The political system based on the bond of loyalty between a lord and a vassal is known as

F feudalism. H the way of the samurai.

G a shogunate. J a clan.




3 In Medieval Japan, this suit of armor

would be typical for a

A knight.

B samurai.

C duke.

D chief.


TN28


WEEK 17

TESTTAKING TIP

Week 17 Some questions and some answer choices have several parts. Make sure all parts of your answer choice are correct before you commit to it.


Performance Indicator: 6.4.spi.3. Identify the development of written laws (i.e., Hammurabi’s Code, Justinian Code, Magna Carta).

1 The ideas that people have rights and that the power of the government should be

limited appear in which document from the year 1215?

A Common Sense C the Justinian Code

B the Magna Carta D the Balfour Declaration



Performance Indicator: 6.3.spi.6. Interpret a graph that illustrates a major trend in world history (i.e., population growth, economic development, governance land areas, growth of religions).

2 Looking at the graph, what event was most

likely infl uencing Europe’s population between

A.D. 1300 and 1400?

F immigration to North America

G low birthrates

H the Black Death

J war



Performance Indicator: 6.6.spi.3. Describe ways in which individuals can change groups (i.e., Martin Luther—Christian Church, William of Normandy—English Monarchy, Joan of Arc—Hundred Years’ War, Buddha-Chinese Culture).

3 Whose faith encouraged the French army in its quest for freedom from English control

during the Hundred Years’ War?

A Edward III C Henry V

B Joan of Arc D Pope Urban II


Pop

ula

tio

n (i

n m

illio

ns)

0

80

Year1300 1350 1400 1450 1500

60

40

20

European Population A.D. 1300–1500

TN29TN29


WEEK 18

TESTTAKING TIP

Week 18 After you glance over the test, make a plan for pacing yourself so that you fi nish the test with time to check your answers.



1 Which development allowed the Mesoamericans to begin forming more complex societies?

A growing corn and other crops C making iron tools

B the discovery of fi re D developing a written language



Performance Indicator: 6.5.spi.1. Read a timeline and order events of the past between prehis-tory and the Renaissance.

2 Looking at the time line, which empire was the fi rst to form in Mexico?

F Olmec

G Maya

H Toltec

J Aztec

(See textbook pages 575, 576, 585.)


Performance Indicator: 6.5.spi.12. Recognize the possible causes of changes in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, diseases).

3 The “invisible ally” that helped Cortés conquer the Aztec was

A disease, especially measles and small pox. C food poisoning.

B diplomacy and negotiation. D torrential rains and fl oods.




4 Who conquered the Inca and claimed Peru for Spain?

F Cortés H Pizarro

G Balboa J Malintzin


1500 B.C. 500 B.C. A.D. 500 A.D. 1500

c. 1200 B.C. Olmec in Mexico

c. A.D. 500sMaya in

Mesoamerica

c. A.D. 900sToltec in

Mexico

A.D. 1250Aztec in

Mexico

TN30


WEEK 19

TESTTAKING TIP

Week 19 As you read the question, cover all but one answer. Repeat the pro-cess with each answer. This technique allows you to focus on one complete idea at a time and to get a better sense of which answer is correct.


Performance Indicator: 6.5.spi.14. Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, art).

1 Which philosophy best completes

the diagram?

A stoicism

B legalism

C humanism

D realism



Performance Indicator: 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Fer-dinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

2 What was the signifi cance of Marco Polo’s journey to China?

F He brought Islam to the Mongols. H He conquered China for Italy.

G He converted the Chinese to Christianity. J His stories about Asia increased European’s interest in China and Chinese goods.



Performance Indicator: 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Fer-dinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

3 Martin Luther changed Christianity by

A breaking with the Catholic Church and starting a new denomination called Protestantism.

B starting the movement called humanism.

C encouraging the sale of indulgences.

D leading a peasant revolt against the nobility.


based on the

values of the

ancient Greeks

and Romans

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individual are

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reason

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WEEK 20

TESTTAKING TIP

Week 20 Look for clues in the test questions, such as a key date or place, that might help you select the correct answer.


Performance Indicator: 6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weap-onry, written language, and printing press).

1 The technologies of the astrolabe, compass, triangular sails, many masts and

smaller sails, and a new type of rudder were fi rst used together in the

A frigates of the Royal Navy. C Portuguese caravel.

B Mediterranean carrack. D Spanish galleon.




2 The idea that a country gains power by building up its supply of gold and silver is known as

F fair trade. H mercantilism.

G laissez-faire economics. J the gold standard.




3 What key idea in Montesquieu’s statement is found in the U.S. Constitution?

A right to free speech C right to private property

B right to liberty D separation of powers


Again, there is no liberty, if the judiciary power be not separated from the legislative and

executive. Were it joined with the legislative, the life and liberty of the subject would be

exposed to arbitrary control; for the judge would then be the legislator. Were it joined to

the executive power, the judge might behave with violence and oppression.

—Montesquieu, The Spirit of Laws

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Nickname: The Volunteer StateTennessee has several nicknames, but it is best known as “The Volunteer State.” Tennessee earned the nickname during the War of 1812. Governor Willie Blount called on volunteers to fi ght the British, and thousands of Tennesseans responded. During the war, more volunteers came from Tennessee than from any other state.

State FlagTennessee’s fl ag was designed by LeRoy Reeves, a member of the state’s infantry. The fl ag was adopted by the Tennessee General Assembly in 1905. Each of the three stars within the blue circle represents a diff erent geographical region in Tennessee—mountains in the east, highlands in the central region of the state, and lowlands in the west.

State SealThe Tennessee state seal contains the images of a plow, a

bundle of wheat, a cotton plant, and a boat. The words “Agriculture” and “Commerce” are written on the seal. In 1987 the phrase “Agriculture and

Commerce” was offi cially recognized as the state’s motto. The Roman numerals XVI indicate that Tennessee was the 16th state to enter the Union. The year of Tennessee’s statehood, 1796, is printed along the bottom of the seal. The governor uses the seal on

offi cial state documents.

State Tree: Tulip PoplarThe Tennessee General Assembly named the Tulip Poplar as the

state’s offi cial tree in 1947. The tree grows throughout the state and was used to construct many of Tennessee’s

early houses and farm buildings.

State Horse: Tennessee Walking HorseIn 2000 the Tennessee Walking Horse was selected as the state’s offi cial horse. This type of horse is known for its graceful walking strides. The Tennessee Walking Horse has unique types of walks, ranging from a slow stroll where each foot strikes the ground separately and regularly, to a gallop that resembles a rocking-chair motion. The Tennessee Walking Horse was originally used

by farmers because of its strength and its even walk.

Symbols of Tennessee

(tl) State of Tennessee, (tr) Dean Dixon/Getty Images, (bl) Steve Taylor/Alamy, (br) Kit Houghton/CORBIS

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State Bird: MockingbirdThe Tennessee Ornithological Society polled its members in 1933

to choose a favorite bird. They selected the mockingbird. The general assembly then adopted it as the state’s offi cial bird. The mockingbird is

known for its beautiful singing voice and its ability to imitate the songs of other birds.

State Flowers: Iris and Passion FlowerStudents from Tennessee chose the passion fl ower (top) as the

state’s fl ower, and the Tennessee General Assembly accepted their choice in 1919. In 1933, however, the general assembly adopted the iris (bottom) as the state’s fl ower. Confusion over which fl ower was the offi cial state fl ower was fi nally settled in 1973. The iris became the state’s offi cial cultivated fl ower, while the passion fl ower became the state’s offi cial wildfl ower. Irises are grown in gardens around the state. The passion fl ower, also known as the maypop, the wild apricot, or the ocoee, grows wild throughout the state. Native Americans likely named the Ocoee River after the passion fl ower.

Tennessee’s Counties

1. Shelby 17. Chester 33. Cheatham 49. Cannon 65. Pickett

2. Tipton 18. McNairy 34. Davidson 50. Coffee 66. Fentress 81. Knox

3. Lauderdale 19. Hardin 35. Williamson 51. Franklin 67. Morgan 82. Blount

4. Dyer 20. Decatur 36. Maury 52. Marion 68. Roane 83. Sevier

5. Lake 21. Benton 37. Giles 53. Grundy 69. Rhea 84. Jefferson

6. Obion 22. Stewart 38. Lincoln 54. Warren 70. Meigs 85. Grainger

7. Gibson 23. Houston 39. Marshall 55. Clay 71. Bradley 86. Hancock

8. Crockett 24. Humphreys 40. Moore 56. Jackson 72. Polk 87. Hawkins

9. Haywood 25. Perry 41. Bedford 57. Putnam 73. McMinn 88. Hamblen

10. Fayette 26. Wayne 42. Rutherford 58. White 74. Monroe 89. Cocke

11. Hardeman 27. Lawrence 43. Wilson 59. Van Buren 75. Loudon 90. Greene

12. Madison 28. Lewis 44. Sumner 60. Sequatchie 76. Anderson 91. Unicoi

13. Weakley 29. Hickman 45. Trousdale 61. Hamilton 77. Scott 92. Washington

14. Henry 30. Dickson 46. Macon 62. Bledsoe 78. Campbell 93. Sullivan

15. Carroll 31. Montgomery 47. Smith 63. Cumberland 79. Claiborne 94. Carter

16. Henderson 32. Robertson 48. Dekalb 64. Overton 80. Union 95. Johnson

(tl) Gary W. Carter/CORBIS, (tr) Organics Image Library/Alamy, (br) Thomas G. Barnes @ USDA-NRCS PLANTS Database

Tennessee United States

Population, 2005 estimate 5,810,590 288,378,137

Population, percent change, 2000 to 2005 4.8% 5.3%

Persons under 18 years old 23.8% 25.4%

Persons 65 years old and over 12.2% 12.1%

Females 51.2% 51.0%

Males 48.8% 49.0%

Whites 79.6% 74.7%

African Americans 16.4% 12.1%

Persons of Hispanic or Latino origin 3.0% 14.5%

Native Americans 0.3% 0.8%

Asian Americans 1.3% 4.3%

Note: Data on race are from those reporting only one race.Source: American Community Survey, U.S. Census Bureau.

Popu

lati

on (i

n m

illio

ns)

Year

192019101900 1930 1940 197019601950 1980 1990 2000 2010(estimated)

6.5%7.5%10.7% 10.3%

9.1%7.7%11.4%

14.5% 5.9%

14.3%8.7%

0

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

Population 1900–2010

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Tennessee’s People

0% 15% 20%10%5% 25%

Type

of I

ndus

try

Percent of Employed Population Age 16 and OverSource: American Community Survey, U.S. Census Bureau.

Agriculture, forestry, fishing and hunting, and mining

Information

Wholesale trade

Transportation and warehousing, and utilities

Public administration

Other services

Finance, insurance, real estate, and rental and leasing

Leisure and hospitality

Professional, management, and business services

Construction

Retail trade

Manufacturing

Education services, health care, and social assistance

1%

20%

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12%

9%

8%

8%

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6%

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4%

2%

Employment by Industry, 2005

20 to 99employees

10.2%

5 to 9 employees18.2%


No employees 10.2%


11.4%

10 to 19employees

500 or more employees2.8%

Source: Statistics of U.S. Businesses, U.S. Census Bureau.

Tennessee’s Employers byNumber of Employees, 2004

Tennessee’s Economy

Product Total Value (in millions of dollars)

Cattle and calves $500,488

Broilers (chickens) $431,161

Greenhouse/nursery $272,682

Soybeans $248,198

Cotton $233,006

Dairy products $175,680

Corn $150,518

Tobacco $109,396

Hogs $52,995

Hay $49,256Source: U.S. Department of Agriculture.

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Native American OriginsArchaeologists believe that Tennessee’s

fi rst inhabitants came to the region by the end of the last Ice Age, about 12,000–15,000 years ago. These Native Americans lived in small family groups. They hunted and gathered nuts, berries, and grains. The earliest Tennesseans hunted large animals, such as the mastodon and mammoth. As these animals became extinct, the groups adapted to hunting smaller animals such as deer.

During the Woodland period, which began about 300 B.C., Native Americans in Tennessee began to cultivate plants such as sunfl owers, squash, and gourds. The shift to farming provided a more stable supply of food, and the population grew rapidly. Family groups banded together and settled in villages.

During the Mississippian period, which lasted from about A.D. 900 to 1600, the Native American population continued to increase as people learned to grow corn and beans. Archaeological remains suggest that

Mississippian peoples lived in communities that ranged in size from independent farms to small towns. Some of the largest towns may have been ceremonial sites, where priests and chiefs performed religious rituals.

Europeans ArriveIn the early 1540s, the fi rst Europeans

entered what is today Tennessee. A Spanish expedition led by Hernando de Soto arrived in the area, searching for gold and treasure. The region’s lack of gold, however, discouraged further Spanish explorations. Diseases introduced by the Europeans, along with warfare among the region’s peoples, weakened the Native Americans then living in Tennessee. The Cherokee, Shawnee, and Chickasaw became the main Native American groups living in Tennessee. The Cherokee lived along the Hiwassee and Little Tennessee Rivers. The Shawnee moved into the area around the Cumberland River. The Chickasaw controlled most land west of the Tennessee River.

By the 1670s, both the French and English claimed much of the land in present-day Tennessee. This led to confl icts with the various Native American nations. During the French and Indian War, which began in the 1750s, the Cherokee attacked British troops at Fort Loudon. The Cherokee forced the British to abandon the fort, then killed and captured a number of the retreating soldiers. Despite this defeat, the British won the war and claimed all territory east of the Mississippi River.

In the 1770s, increasing numbers of white settlers moved to East Tennessee. While the British prohibited settling on Native American lands, the ban was largely ignored. Some Native Americans favored selling or leasing the land to settlers. Other Native Americans, however, believed that the land should not be

A History of Tennessee

A model of a Native American house from the Mississippian period

McClung Museum - University of Tenn

TN37

sold, and they sometimes attacked white settlements.

During the American Revolution, the Cherokee fought with the British. After the British defeat, the Americans reduced the military power of the Cherokee and took more of their land. In the 1830s, most Native Americans were forced to move west of the Mississippi into the Oklahoma territory. The Cherokees’ journey became known as the Trail of Tears. Harsh conditions led to the deaths of many Cherokee as they traveled west.

StatehoodIn 1789 North Carolina ratifi ed the

Constitution and became part of the United States. At that time, the eastern portion of Tennessee was part of North Carolina. In 1790 North Carolina gave up its westernmost lands to the United States government. By 1795, the territory had a large enough population to apply for statehood. Tennessee was admitted to the Union in 1796 as the 16th state. Voters chose John Sevier as the

state’s fi rst governor. Andrew Jackson, who would later become the seventh president of the United States, was the state’s fi rst congressperson.

New agreements with the Cherokees opened

up much more land to settlement. The state’s

population grew by 250 percent from 1800 to 1810. Enslaved persons

were a part of this rapid expansion. African Americans represented only 10 percent of the population in 1791. By 1800, however, they represented more than 20 percent.

The Civil War and RebuildingThroughout the early 1800s, tensions

mounted between the more industrial states in the North and the agricultural states in the South. As the 1860 presidential election approached, the issue of slavery divided the country. Presidential candidate Abraham Lincoln of Illinois clearly favored ending slavery. Lincoln’s position was so unpopular in Tennessee that he was not even placed on the ballot for president.

Andrew Jackson

An 1820s cabin in Cades Cove in Great Smoky Mountain National Park

(t) Bettman/CORBIS, (b) W. Cody/CORBIS

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In the election, Tennesseans divided their support between Southern candidates John Bell and John C. Breckenridge.

After Lincoln’s election, a number of Southern states seceded from, or left, the Union. Tennesseans, however, were not united over the issue. People in East Tennessee generally favored staying in the Union. West Tennesseans strongly favored secession. The residents of Middle Tennessee were about equally divided on the issue. In June 1861, the people of Tennessee voted to secede and join the Confederate States of America.

Because of the state’s location between the Northern and Southern states, a number of important Civil War battles were fought in Tennessee. In early 1862, Union General Ulysses S. Grant captured Forts Henry and Donelson on the Tennessee and Cumberland Rivers. These victories opened up Tennessee to further Union invasions. The Battle of Shiloh, which began as a surprise attack on Union troops by Confederate forces in April 1862, was one of the bloodiest battles of the war. By the end of 1863, much of Tennessee was under Union control. Lincoln appointed former governor and state senator Andrew Johnson as the

military governor of the state. In 1864 Johnson became vice president of the United States. Following Lincoln’s assassination in 1865, Johnson became the country’s 17th president.

With the end of the Civil War in 1865, the long process of healing began. Tennessee adopted a state constitution in 1865 that abolished slavery, and was the fi rst state to be readmitted to the Union in 1866.

Many formerly enslaved persons looked to the government for help to buy land and own their own farms. The government, however, did not provide much fi nancial aid to these people, and many were forced to continue working on large plantations for small wages. In the years following the war, only about 10 percent of the formerly enslaved population was able to purchase their own farmland. Most of the land was still owned by a small number of wealthy individuals.

To help strengthen the economy, Tennesseans tried to develop new industries. Industrial growth occurred in areas such as textile manufacturing, iron making, and the production of paper products. A depression in the 1870s, however, slowed economic growth. For the remainder of the 1800s, Tennessee

Battle of Fort Donelson

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remained a primarily agricultural state. Farmers depended heavily on cash crops like cotton and tobacco.

The Early 1900sAs Tennessee moved into the 1900s, it

faced confl icts between urban development and rural traditions. New issues emerged, among them prohibition, education, and women’s suff rage. After a long debate, Tennessee’s support in 1920 was critical for ratifi cation of the Nineteenth Amendment. This gave women the right to vote.

During the Great Depression in the 1930s, Tennessee benefi ted greatly from President Franklin D. Roosevelt’s New Deal programs, which were aimed at improving the country’s struggling economy. Thou sands of Tennesseans were employed in building roads and in other construction projects across the state. The Tennessee Valley Authority (TVA) was established with New Deal funds. The TVA built dams along the state’s waterways. These dams were created to prevent fl ooding, supply water for crops, and produce hydroelectric energy for the region. The TVA provided jobs for thousands of citizens and brought inexpensive electrical power to the entire state. By the mid-1940s, the TVA was the largest utility company in the country. Today, the TVA continues to help the citizens of Tennessee and surrounding states.

Modern TennesseeIn the mid-1900s, racial segregation

was a growing issue in Tennessee. African American parents in Clinton, Tennessee, went to court in 1950 seeking the right for their children to attend a local high school rather than be bused to an all-African American high school in Knoxville. It was not until 1956 that a judge ordered

desegregation. Integration of public schools then occurred slowly across the state.

African American leaders and students from segregated universities continued to support desegregation in Nashville in the early 1960s. Nonviolent demonstrations by these groups helped Nashville become the fi rst city in the south to begin desegregating its public facilities. These nonviolent protests served as a model for the civil rights movement throughout the country. The civil rights movement suff ered a serious setback when, in 1968, an important African American leader, Dr. Martin Luther King, Jr., was assassinated in Memphis.

Tennessee continues to be a mix of urban and rural areas. Vibrant and growing cities such as Memphis and Nashville, along with the state’s beautiful landscape, attract thousands of tourists each year. Industry in Tennessee has continued to expand. Factories produce automobiles, chemical products, and electronics. New industries are supported by an abundant supply of educated workers.

Construction of the Fort Loudon Dam in the late 1930s

CORBIS

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Early Forms of Government

Native Americans established the fi rst governments in Tennessee. As Native Americans began to farm, they formed communities of small towns and villages. The need for governments developed as larger groups settled in an area. Men from the Cherokee, Creek, Chickasaw, Choctaw, and Shawnee peoples organized themselves so that they could govern. Each Native American group was made up of chiefs, subchiefs, or advisers. The men led ceremonies, defended the group, and established relationships with other Native American groups.

In 1663 the eastern part of present-day Tennessee was part of the Carolina charter issued by the English government. During the French and Indian War, the French and British battled for control of the rest of Tennessee and the land between the Appalachian Mountains and the Mississippi River. The Treaty of Paris, which offi cially ended the war in 1763, gave the British control of most of North America east of the Mississippi River, including Tennessee.

Confl ict between Native Americans and European settlers developed. At fi rst, the British declared that the Native Americans could have the land west of the Appalachian Mountains. Many Europeans, though, began to claim parts of this land, which would later become Tennessee. People in North Carolina

claimed areas in present-day East Tennessee. As a result, several groups of settlers attempted to organize small governments to maintain order. For example, the Watauga Association, formed in 1772, was created by

residents to maintain peace and protect themselves from attacks

by Native Americans. Pioneers along the Cumberland River

wrote the Cumberland Compact. The compact called for the election of twelve judges to settle land disputes.

Birth of a State

In 1775 the Revolutionary War

began. Several years later, the Americans won their

independence from Great Britain. After the war, support for the formation of states was strong. Leaders in eastern

Tennessee moved forward with plans to break away from North Carolina and create their own state. North Carolina’s leaders, however, did not want to give up the land. In 1784 people living in eastern Tennessee elected John Sevier as their governor and called their state the “State of Franklin.” The State of Franklin, however, was not recognized by the United States Congress or North Carolina. When Sevier’s term ended, the state ceased to exist. In 1789 North Carolina fi nally gave up its land claims, and the territory was then controlled by the U.S. government. William Blount served as governor of the territory. He called a constitutional convention to help the territory become a state.

Tennessee’s Government

John Sevier

Granger Collection

Forming a ConstitutionTennessee’s fi rst constitution was drafted

in only three weeks. All free males 21 and older who owned property and had lived in the territory for more than six months were given voting rights. The constitution also created a bicameral, or two-house, legislature. The legislature had more power than the governor. No separate judicial system was established. Instead, the legislature was given the power to create courts and appoint judges.

A governor would be elected to a two-year term but could not serve more than three terms in a row. The governor, however, could not veto legislation. Thus, the governor did not have much power.

The constitutional convention completed its work before Tennessee was granted statehood. On June 1, 1796, Tennessee was admitted as the 16th state of the United States. John Sevier became the state’s fi rst governor. He worked to improve education and roads throughout the state.

Choosing a CapitalKnoxville was the state’s fi rst capital.

The legislature, or Tennessee General

Assembly, met in Knoxville from 1796 to 1812. From 1812 to 1843, the assembly met in Nashville, Kingston, and Murfreesboro. Many Tennesseans favored Murfreesboro as the state’s capital because it is in the geographic center of the state. Nashville, though, was growing more rapidly than Murfreesboro.

A convention was held in 1834 to draft a new state constitution. The new constitution required the assembly to choose a permanent capital. After lengthy debate, the 1843 assembly chose Nashville. By 1859, the capitol had been completed.

The constitution of 1834 brought about many political changes. It gave the right to vote to males who did not own land. The new constitution, however, took away the voting rights of free African American men. This gave more political power to white men. It called for elections of county offi cials, such as sheriff s. Voters were given more control over who would manage local governments.

Property taxes were changed to be based on the value of the property.

Eff orts to abolish slavery in the state, however, failed during the

constitutional convention.

The Tennessee State Capitol in Nashville

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Changing the State’s Constitution

At the beginning of the Civil War, in 1861, Tennessee left the Union with other Southern states. After the Civil War ended in 1865, Radical Republicans, who supported the new governor William G. Brownlow, controlled the state government. People who opposed the Radical Republicans gathered in 1870 to revise the constitution. The state’s new constitution abolished slavery and gave African American men the right to vote. The constitution included a poll tax, however, that most African Americans could not aff ord to pay. The tax eff ectively prevented African Americans from voting and having a voice in Tennessee’s government.

The constitution of 1870 limited the powers of the general assembly and the governor. It gave the governor veto power for the fi rst time. The 1870 document also expanded the judicial branch of government. The state’s supreme court was increased to fi ve members. No more than two members of the supreme court could come from any one Grand Division of the state.

The 1870 constitution was diffi cult to amend because all amendments had to be presented before a constitutional convention. Amendments had to be approved by the convention’s delegates, and then voted on by the people. The next constitutional

convention was not called until 1953. At that time, numerous changes were made, but the diffi cult amendment process remained. This made Tennessee’s constitution one of the nation’s most diffi cult constitutions to amend. Since 1953, the constitution has been amended in 1960, 1966, 1972, 1998, and 2003.

Government StructureMuch like the nation’s Constitution,

Tennessee’s constitution recognizes a separation of powers. Three branches of state government—executive, legislative, and judicial—are defi ned. Each branch is given specifi c powers that limit the powers of the other branches. Voters elect the governor and members of the general assembly. Article IV of the current constitution gives all citizens over 18 who live in the state the right to vote.

General Assembly The Tennessee General Assembly is made up of the senate and the house of representatives. Members are elected by citizens who belong to districts. Congressional districts can be changed every ten years according to population changes identifi ed by the United States census.

The senate has 33 members who serve four-year terms. Senate elections are held every two years. Senators from the odd-numbered districts are elected in one election and senators from the even-numbered districts are elected two years later.

Governor

Departmentof

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Department ofMental Health &Developmental

Disabilities

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Commissions,and Councils

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Governor’sOffice of

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Governor’sOffice of

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Executive Branch

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The house of representatives has 99 members, elected from 99 congressional districts across the state. Representatives serve a two-year term. All members of the general assembly are part-time government offi cials. They meet as a group for only 90 days over a two-year period.

The leader of the senate also serves as the state’s lieutenant governor. The house of representatives is led by a speaker, who is elected by the House’s members. The speaker appoints committee members. The general assembly reviews and passes laws. Assembly members are required to pass a budget for the state government. Legislative proposals can occur in three forms: bills, resolutions, and joint resolutions. A bill is a proposal for a new law, and may aff ect a local area or the entire state. A resolution is a legislative proposal requiring the approval of either the senate or the house, and a joint resolution is a measure requiring the approval of both houses.

Executive Branch Tennessee’s governor is the head of the executive branch. The executive branch’s main purpose is to make sure that laws passed by the general assembly are carried out. Governors are elected to four-year terms, and a governor cannot serve more than two consecutive terms. The executive branch includes a cabinet of appointed offi cials to support the governor. Departments and agencies oversee agriculture, education, environmental concerns, and a variety of other state needs.

Judicial Branch The judicial branch is made up of several courts that determine how the state’s laws are applied. The highest court in Tennessee is the supreme court, which is made up of a chief justice and four associate judges. The governor appoints justices who serve eight-year terms. The state supreme court reviews decisions made by lower courts. Lower courts include a court of appeals, a court of criminal appeals, trial courts, and municipal courts.

Tennessee Governor Phil Bredesen (left) signs a bill into law. The governor is head of the executive branch, which oversees many state departments.

AP Photo/Mark Humphrey

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Gulf Coastal PlainHighland RimNashville (Central) BasinCumberland PlateauAppalachian Valley and RidgeUnaka MountainsGrand Division

Physical Regions

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Tennessee’s GeographyTennessee is bordered by Kentucky and Virginia to the north; North Carolina to the east; Georgia, Alabama, and Mississippi to the south; and Missouri and Arkansas to the west. Tennessee is organized into three Grand Divisions: East, Middle, and West Tennessee. Within these Grand Divisions are six main land regions.

Physical Geography and Regions

Tennessee ranks 36th in size among America’s 50 states, with a total area covering 42,146 square miles (109,158 sq. km). Of the total land area, 926 square miles (2,398 sq. km) are covered by water. Tennessee is a long, narrow state. Most of the state’s elevation is above sea level. Its highest elevation is 6,643 feet (2,025 m) at Clingman’s Dome in eastern Tennessee. The western region of the state, along the Mississippi River, has the lowest elevation—178 feet (54 m) above sea level.

The three Grand Divisions of the state are East Tennessee, Middle Tennessee, and West Tennessee. These divisions have unique physical features, cultures, and histories. Six main land regions are located in the Grand Divisions.

Unaka Mountains The Tennessee portion of the Blue Ridge Mountains is known as the Unaka Mountains. “Unaka” is Cherokee for “white.” It is believed that the Cherokee named the mountains because of the white rock formations found there or the haze that often covers their slopes. The Unaka Mountains, located along the North Carolina border, are known for their high elevations. The Unaka Mountains have a rugged landscape, and include the Great Smoky Mountains. These are some of the oldest mountains in the world. Geologists think they were formed between 200 million and 300 million years ago. As people settled in Tennessee, the mountains made it diffi cult for travel and farming.

TN45

Appalachian Valley and Ridge The Appalachian Valley and Ridge region is located west of the Unaka Mountains. The region is a series of valleys divided by ridges and low hills. Cities such as Chattanooga and Knoxville are located in this region.

Cumberland Plateau The Cumberland Plateau lies west of the Appalachian Ridge and Valley region. This Plateau is covered with fl at-topped mountains separated by steep valleys. Elevation in this region ranges from 1,500 to 1,800 feet (457 m to 548 m) above sea level. Lookout Mountain, which provides a view of seven states, is located at the southern tip of this region. The region contains lush forests and large coal deposits. Mining is a major industrial activity here.

East Tennessee includes parts of the Cumberland Plateau, the Appalachian Valley and Ridge, and the Unaka Mountains.

Highland Rim Sharp drops in eleva-tion mark the boundary between the Cumberland Plateau and the Highland Rim. The Highland Rim is a large, elevated plain

that surrounds the Nashville Basin. Much of the land in this region is not fertile enough to grow crops.

Nashville Basin Also known as the Central Basin, the Nashville Basin is an oval-shaped area surrounded by the Highland Rim. The basin contains rich soil. Because of this, some agricultural products are grown in this region. Other parts of the basin have less productive soil, so the land is used for grazing horses and other livestock. The state’s capital, Nashville, is located in the Nashville Basin.

Middle Tennessee is made up of part of the Cumberland Plateau, the Highland Rim, and the Nashville Basin.

Gulf Coastal Plain The Tennessee River marks the boundary between the Highland Rim and the Gulf Coastal Plain. The Gulf Coastal Plain is part of an enormous range of hills and streams that runs from the Gulf of Mexico to southern Illinois. The Gulf Coastal Plain covers West Tennessee. The land is fl at, and the elevation is the lowest in the state. The state’s most productive farmland is in this region.

Great Smoky Mountains

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Mining and Agriculture

Its rugged landscape holds mineral wealth for Tennessee. Resources include coal, zinc, graphite, and copper. Quarries produce construction materials such as marble, limestone, gravel, and clay. These are important to Tennessee’s economy.

In areas suitable for agriculture, soybeans, cotton, and corn are major crops. Raising livestock brings in almost as much money for Tennessee as farming does.

Rivers and LakesThe Mississippi, the Tennessee, and the

Cumberland are the three major rivers that fl ow through Tennessee. The Mississippi River drains part of western Tennessee, while the Cumberland River drains north central Tennessee. The Tennessee River fl ows to the southwest into Alabama, and then turns to fl ow north, all the way to the Ohio River in Kentucky.

Many people who moved into Tennessee settled along river systems. Cities developed

as a result of their location along these waterways. Nashville is located on the Cumberland River. The Tennessee River fl ows past Knoxville and Chattanooga, while Memphis sits on the banks of the Mississippi. Rivers provide water for drinking and energy to create electricity. Rivers also transport people and carry economic goods to markets.

Dams have been constructed along rivers. Dams on the Tennessee and Cumberland Rivers have created several large lakes in eastern Tennessee, sometimes called the Great Lakes of the South. These dams were built by the Tennessee Valley Authority. They improved navigation along the rivers. Today, dams provide hydroelectric power and help control fl ooding.

Reelfoot Lake was created as a result of some of the worst earthquakes to hit the United States. In the winter of 1811–1812, three huge earthquakes struck the Mississippi Valley. These earthquakes resulted in tidal waves on the Mississippi River. They also caused a large area of land to drop several feet. As the river fl owed into that newly lowered area, Reelfoot Lake was created.

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ClimateMost of Tennessee experiences

a humid subtropical climate. The mountain areas have a humid continental climate. Average temperatures in January vary from 34°F (1°C) in the mountains to 42°F (6°C) in southwestern Tennessee. Winters are mild and short in most of the state. Summers are hot in western and central Tennessee and warm in eastern Tennessee.

Rainfall is abundant throughout the state. Average precipitation ranges from 45 inches (110 cm) in the Appalachian Ridge and Valley region to more than 60 inches (150 cm) in the mountains. Heavy snowfalls usually occur only in the mountains of eastern Tennessee. Thunderstorms and tornadoes are common in spring and summer throughout the state.

A mild climate attracts vacationers such as these miniature golf players to Pigeon Forge, Tennessee.

Tugboat and barge on the Tennessee River

(t) David Frazier/Photo Edit, (b) Ron Buskirk/Alamy

tennessee correlation to the grade 6 world...

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