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Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators History Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Chronology 1. Group events by broadly defined historical eras and enter onto multiple-tier time lines. SE/TE: 210, 321 PAGE(S) WHERE TAUGHT

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Early Civilizations 2. Describe the enduring impact of early civilizations in India, China, Egypt, Greece and Rome after 1000 B.C. including: a. The development of concepts of government and citizenship Scientific and cultural advancements SE/TE: 74­79, 89, 126­129, 149­153, 174­175, 181, 231­235, 236­237, 241­242, 253 SE/TE: 83, 84­85, 91­93, 108­109, 112­113, 146­ 147, 158­160, 171, 173, 176­177, 180­181, 184­187, 220­222, 244­246 SE/TE: 80­83, 114­118, 119­123, 146­147, 182­ 183, 243, 259­265 SE/TE: 88­90, 150, 199­203, 207­209, 253, 257­258

b.

c.

The spread of religions

d.

Slavery and systems of labor.

Feudalism and Transitions 3. Describe the conditions that gave rise to feudalism, as well as political, economic and social characteristics of feudalism, in Asia and Europe. Explain the lasting effects of military conquests during the Middle Ages including: a. b. c. Muslim conquests The Crusades The Mongol invasions. SE/TE: 301­302, 327, 329­330, 383­384 SE/TE: 409­415, 417, 455 SE/TE: 370­371, 378, 382, 884­385, SE/TE: 376­378, 394­401

4.

SE = Student Edition

TE = Teacher Edition -1-

Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators, (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS 5. Describe the impact of new ideas and institutions on European life including: a. The significance of printing with movable type Major achievements in art, architecture and literature during the Renaissance The Reformation. PAGE(S) WHERE TAUGHT

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SE/TE: 369, 434­435, 438­439

b.

SE/TE: 430, 432­433, 435­437

c.

SE/TE: 440­443, 446­448

The First Global Age 6. Describe the importance of the West African empires of Ghana, Mali and Songhay including: a. b. c. d. 7. Trade routes Products The spread of the Arabic language The spread of Islam. SE/TE: 302, 316­317, 320, 321, 327, 456 SE/TE: 316­317, 320, 321 SE/TE: 329 SE/TE: 301­302, 320, 328, 329, 386

Describe the causes and effects of European exploration after 1400 including: a. Imperialism, colonialism and mercantilism SE/TE: 455, 468, 469­470, 471­474, 481­483, 484­ 487, 488­491, 496­498 SE/TE: 467, 473, 474, 482­483, 486­487, 490­491, 496­498

b.

Impact on the peoples of sub-Saharan Africa, Asia and the Americas.

Grade-Level Indicators People in Societies Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Cultures 1. Analyze the relationships among cultural practices, products and perspectives of early civilizations. SE/TE: 114­118, 119­123, 129­130, 140­141, 148, 151­153, 157­160, 170­171, 176­177, 181­ 188, 199­203, 207­209, 220­222, 243, 244­ 246, 253­258 SE/TE: 156­158, 364­365, 409­413, 417, 455

2.

Explain how the Silk Road trade and the Crusades affected the cultures of the people involved.

SE = Student Edition

TE = Teacher Edition -2-

Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators, (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Diffusion 3. Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government. Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations. PAGE(S) WHERE TAUGHT

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SE/TE: 110­111, 122­123, 130, 160, 184, 220­223, 230, 232, 236­237, 243, 246, 287, 301­302, 303, 315, 320­321, 329, 378, 385, 413, 431, 435, 443, 491 SE/TE: 146­148, 151, 159­160, 171, 176­177, 182­ 187, 220­222, 243­246, 303­304, 322­323, 328­330, 366, 368­369, 404, 405, 408, 432­ 433, 434­437, 438­439

4.

Grade-Level Indicators Geography Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Location 1. For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region. SE/TE: 105, 107, 132, 135, 152, 157, 162, 167, 190, 197, 212, 219, 231, 248, 251, 283, 285, 301, 306, 309, 311, 313, 317, 332, 363, 375, 385, 388, 393, 406, 411, 422, 431, 450, 453, 458, 476, 485 SE/TE: 105, 122, 128, 152, 157, 167, 197, 212, 219, 227, 231, 251, 262, 272, 283, 285, 301, 309, 313, 317, 363, 385, 393, 395, 406, 411, 429, 431, 447, 453, 458, 479, 485

2.

On a map, identify places related to the historical events being studied and explain their significance.

Places and Regions 3. Describe changes in the physical and human characteristics of regions that occur over time and identify the consequences of such changes. SE/TE: 108­111, 122­123, 137­138, 150, 170­172, 174, 181, 184­185, 188, 218­219, 220­221, 230, 231­235, 243, 244­245, 246, 259­265, 272­276, 286, 288, 294­297, 301­304, 312­ 315, 319­321, 327­330, 365­371, 376­379, 383­386, 417­420, 431­433, 435­437, 440­ 443, 446­448, 455­458, 460­461, 467­470, 472­474, 481­483, 485­487, 489­491, 496­ 498

SE = Student Edition

TE = Teacher Edition -3-

Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators, (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Human Environmental Interaction 4. Use physical and historical maps to analyze the reasons that human features are located in particular places. PAGE(S) WHERE TAUGHT

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SE/TE: 105, 107, 122, 128, 132, 135, 152, 157, 167, 197, 212, 219, 227, 231, 248, 251, 262, 272, 283, 301, 309, 311, 313, 363, 366, 385, 393, 395, 406, 411, 422, 429, 431, 447, 450, 453, 458, 479, 485

Movement 5. Describe the geographic factors and processes that contribute to and impede the diffusion of people, products and ideas from place to place including: a. Physical features SE/TE: 107­108, 137­138, 169, 229, 285­286, 293­ 294, 311­312, 319, 322, 329, 375, 383 SE/TE: 122­123, 129­130, 149­151, 171, 220­221, 243, 246, 253, 259­265, 301­304, 315, 383­ 386, 396, 397­399, 432­433, 435­437, 442­ 443, 490­491 SE/TE: 126­127, 128, 152­153, 171­172, 210, 211­ 213, 218­219, 233, 241­242, 276, 286, 370­ 371, 383, 395­396, 409­413, 419­420, 455, 474, 481­483 SE/TE: 157­158, 170, 286, 288, 294, 302, 316­317, 320, 321, 327, 365, 368, 378, 406­408, 413, 431, 455­456, 467­470, 472­474, 485, 496­ 498 SE/TE: 159­160, 244­245, 303, 366, 367, 369, 404, 413, 454

b.

Culture

c.

War

d.

Trade

e.

Technological innovations.

Grade-Level Indicators Economics Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Scarcity and Resource Allocation 1. Compare the endowment of productive resources in world regions and explain how this endowment contributed to specialization, trade and interdependence in ancient times. SE/TE: 157­158, 169, 229

SE = Student Edition

TE = Teacher Edition -4-

Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators, (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Markets 2. Describe the growth of cities and the establishment of trade routes in Asia, Africa and Europe; the products and inventions that traveled along these routes (e.g., spices, textiles, paper, precious metals and new crops); and the role of merchants. PAGE(S) WHERE TAUGHT

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SE/TE: 157­160, 286, 244­245, 288, 294, 302­303, 316­317, 320, 321, 327, 365­369, 378, 406­ 408, 413, 431, 454­456, 467­470, 472­474, 485

Grade-Level Indicators Government Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Systems of Government 1. Compare direct and representative democracy using examples of ancient Athens, the Roman republic and the United States today. Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages. SE/TE: 175, 231­233, 236­237

2.

SE/TE: 139, 151, 174, 175, 235, 241­242, 367, 376­ 378, 384­385, 397, 418, 420

Grade-Level Indicators Citizenship Rights and Responsibilities Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Participation 1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy. SE/TE: 175, 231­233, 418

Rights and Responsibilities 2. Describe the rights found in the Magna Carta and show connections to rights Americans have today. SE/TE: 418

SE = Student Edition

TE = Teacher Edition -5-

Prentice Hall History of Our World: The Early Ages © 2008 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators, (Grade 7)

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Social Studies Skills and Methods Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings. Thinking and Organizing 1. Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today's norms and values. SE/TE: Assessment: 113, 177; Writing Activity: 123, 141, 148, 160, 213, 248, 258, 265, 278, 289, 297, 306, 323, 386, 413, 420, 433, 461, 470, 483, 487, 491, 498 PAGE(S) WHERE TAUGHT

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Communicating Information 2. Compare multiple viewpoints and frames of reference related to important events in world history. SE/TE: 444­445, 450, 464­465, 476

Problem Solving 3. Establish guidelines, rules and time lines for group work. Reflect on the performance of a classroom group in which one has participated including the contribution of each member in reaching group goals.

4.

Reference: http://www.ode.state.oh.us/academic_content_standards/acssocialstudies.asp#Social_Studies_Academic_Content_Standards

SE = Student Edition

TE = Teacher Edition -6-

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