History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
a. Identify and compare forms of government and various distributions of power, such as those found in ancient civilizations, dynastic China, absolute and constitutional monarchies
SE: 23; 33; 39-42; 53; 76-79; 98-100; 139; 148; 150-153; 174-175; 188; 230-235; 236-237; 241-242; 339; 346; 353-358; 365-367; 370; 376-378; 384-386; 397; 418-420; 520-521
TE: 134g-Shang Culture; 134h-Liu Bang as a Man of the People; T38; T39
TR: Reading Readiness Guide, Unit 1, 17, 52, Unit 2, 10, 22, 108, Unit 3, 6, 82, Unit 4, 91, 120, 124, 128, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 2, Section 2, 19-21, Chapter 3, Section 2, 35-37, Section 5, 44-46, Chapter 5, Section 2, 64-66, Section 3, 67-69, Chapter 6, Section 1, 74-76, Chapter 8, Section 1, 91-93, Chapter 12, Section 3, 134-136, Chapter 13, Section 3, 134-136, Chapter 14, Section 4, 157-159; Unit 2 Resources, In Her Own Words, 37, Enrichment, 119, The Tale of a Frog, 126; Unit 3 Resources, Enrichment, 16; Unit 4 Resources, Guided Reading and Review, 88, 121, Enrichment, 98, Writing to Inform and Explain, 146, Create a Small Museum Exhibit About Feudalism in Japan, 137-140, Using the Map Key, 141; Unit 5 Resources, Lords and Vassals, 32, Guided Reading and Review, 21, Book Project: The Birth of a Nation, 19-21
b. Summarize the positions taken on government by political philosophers from early civilizations through the Middle Ages
SE: 146-148; 184-185; 512-513
TE: 134g-Confucianism: Religion or Philosophy; T3; 166f-Plato, Socrates on Democracy
TR: Reading and Vocabulary Study Guide, Chapter 5, Section 2, 64-66; Reading Readiness Guide, Unit 2, 104; Unit 2 Resources, Enrichment, 119
1.0 Content Standard: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.
A. The Foundations and Function of Government
1. Examine the necessity and purpose of government in early world history
1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
a. Examine and report on the roots of democratic principles in World History, such as Sumerian written law, Hammurabi’s Code, Greek city-states, Roman Republicanism, and the British Constitution (Magna Carta, English Bill of Rights)
SE: 33; 44-45; 174-175; 180-181; 188; 231-232; 236-237; 238-239; 418; 532-533
TE: T39; T38; T40
TR: Reading Readiness Guide, Unit 3, 6, 10; Reading and Vocabulary Study Guide, Chapter 6, Section1, 74-76, Section 2, 77-79; Unit 3 Resources, Enrichment, 16, Skills for Life, 94; Unit 5 Resources, Guided Reading Review, 21
b. Examine the decline of feudalism and the emergence of monarchies
SE: 417-420
TE: T37
TR: Reading Readiness Guide, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 14, Section 4, 157-159; Unit 5 Resources, Guided Reading Review, 21, Book Project: The Birth of a Nation, 19-21
a. Describe the conflict between the church and the state in the formation and implementation of policy
SE: 416-418; 441-443
TE: T37; T38
TR: Reading Readiness Guide, Unit 5, 20, 56; Reading and Vocabulary Study Guide, Chapter 15, Section 3, 167-169; Unit 5 Resources, Identify Sequence, 24, Guided Reading Review, 21
b. Analyze perspectives regarding issues in a feudal society, such as the church leaders v. lords of the manor, joining the Crusades, the growth of trade
SE: 397-398; 403-406; 410-413
TE: T39; T38
2. Analyze the historic events, documents, and practices in early world history that are the foundations of political systems
3. Analyze the roles of institutions and governments in early world history regarding public policy and issues
2SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 5 Resources, Lords and Vassals, 32, Guided Reading Review, 13; Reading Readiness Guide, Unit 5, 8, 16; Reading and Vocabulary Study Guide, Chapter 14, Section 3, 154-156
a. Compare methods used in early world history to change governments, such as coups, elections and revolts
SE: 40; 76-77; 152-153; 288-289
TR: Reading Readiness Guide, Unite 4, 8; Reading and Vocabulary Study Guide, Chapter 10, Section 1, 108-110; Unit 4 Resources, Book Project: Two Tales of One City, 16-18
b. Examine the role of citizens in Greek city-states and the Roman Republic/Empire
SE: 174-175; 188; 231-233
TE: T38
TR: Reading Readiness Guide, Unit 3, 6; World Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76, Section 2, 77-79
c. Examine how religion shaped and influenced government policy
SE: 146-148; 274-275; 366-367; 403; 510-511; 512-513
TE: T39
TR: Reading and Vocabulary Study guide, Chapter 5, Section 2, 64-66; Reading Readiness Guide, Unit 2, 104, Unit 3, 122; Unit 2 Resources, Enrichment, 119; Unit 4 Resources, Writing to Inform and Explain, 146
a. Analyze the usefulness of various sources of information used to make political decisions
b. Explain why common people did not have a voice in ancient civilizations
SE: 203; 231-233; 383; 398-399
TE: T38, T39
B. Individual and Group Participation in the Political System
1. Analyze the methods used by individuals and groups to shape governmental policy and actions in early world history
2. Analyze the importance of civic participation as a citizen of early world history
3SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150
a. Describe the importance of citizenship in ancient Rome and Greece
SE: 175; 252-253
TE: T39; T38
TR: Reading Readiness Guide, Unit 3, 6, 114; World Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76
b. Describe the significance of Hammurabi’s Code and how it defined rights of citizens
SE: 44-45; 55
TE: T38
a. Explain how the Roman Republic and the rule of the Senate affected individuals and groups
SE: 231-233; 236-237; 238-239
TE: T38
TR: Unit 3 Resources, Skills For Life, 94
b. Compare power and authority of rulers in Ancient Egypt, India, Persia and China v. the protection of citizens in Greek city-states
SE: 75; 127; 150-153; 174-175
TE: T39; T37
TR: Unit 2 Resources, Guided Reading and Review, 65; Reading Readiness Guide, Unit 2, 108, Unit 3, 6; Reading and Vocabulary Study Guide, Chapter 5, Section 3, 67-69, Chapter 6, Section 1, 74-76
c. Examine the balance between providing for the common good of the manor v. the rights of the individual serfs
SE: 397-399; 400-401
C. Protecting Rights and Maintaining Order
1. Analyze the individual rights and responsibilities in an ancient world civilization
C. Protecting Rights and Maintaining Order
2. Evaluate how ancient governments around the world protected or failed to protect the rights of individuals and groups
4SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 5 Resources, Lords and Vassals, 32; Reading Readiness Guide, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150
a. Describe how location and environment influenced early world cultures
SE: 31; 49; 70-73; 107-108; 137-138; 169; 311-313; 337; 375
TE: T38; T37
TR: Unit 2 Resources, Guided Reading and Review, 7; Reading Readiness Guide, Unit 2, 6; World Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 84, 125
b. Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history
SE: 34; 80-82; 88-90; 110-111; 114-115; 120-121; 140-141; 182-183; 184-187; 199-203; 222; 231-232; 254-257; 260-261; 292-296; 339; 397-399; 403-405; 432-433; 436-437; 506-507; 508-509; 536-537
TE: T39; T38; 66h-The Great Sphinx; T40; T37; 104h-Buddhism and Nuns; 134g-Shang Culture; 250f-Roman Dining; 282f-Hadith, Islamic Art; 334f-Tikal, Aztec Education, Kachinas; 362f-Jing Hao, Taj Mahal; 392h-Stained Glass; 428g-Humanists and the Renaissance, Renaissance Art
TR: Reading Readiness Guide, Unit 1, 48, Unit 2, 14, 18, 52, 56, 100, Unit 3, 10, 44, 114, Unit 4, 12, Unit 5, 8, 48, 52; Unit 2 Resources, Use Context Clues: Definition/Description, 26, 27, Recognize Cause-and Effect Signal Words, 68; Reading and Vocabulary Study Guide, Chapter 4, Section 1; 48-50, Chapter 5, Section 1, 61-63, Chapter 7, Section 1, 81-83, Section 3, 87-89, Chapter 9, Section 1, 98-100, Chapter 14, Section 1, 148-150, Chapter 15, Section 1, 161-163, Section 2, 164-166;
2.0 Content Standard: PEOPLES OF THE NATION AND WORLD – Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.
Elements of Culture
1. Describe characteristics that historians use to organize people into cultures
5SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)Unit 3 Resources, Guided Reading and Review, 45, Enrichment, 59; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing A Documentary, 28-31, Guided Reading and Review, 13
c. Describe the social, political, and religious character of societies in early world history
SE: 74-79; 80-82; 88-90; 110-111; 114-115; 120-121; 126-130; 140-141; 170-172; 174-175; 199-203; 231-232; 241-242; 254-257; 260-261; 348; 377; 397-399; 403-405
TE: T40; T39; T38; T41; T37
TR: Reading Readiness Guide, Unit 2, 10, 14, 18, 52, 56, 64, 100, Unit 3, 6, 44, 114, Unit 4, 87, Unit 5, 8; Reading and Vocabulary Study Guide, Chapter 3, Section 2, 35-37, Chapter 4, Section 1, 48-50, Section 4, 57-59, Chapter 5, Section 1, 61-63, Chapter 6, Section 1, 74-76, Chapter 7, Section 1, 81-83, Chapter 9, Section 1, 98-100, Chapter 14, Section 1, 148-150; Unit 2 Resources, Use Context Clues: Definition/Description, 26, In Her Own Words, 37, Cause and Effect, 27, Recognize Cause-and-Effect Signal Words, 68, Guided Reading and Review, 65; Unit 3 Resources, Guided Reading and Review, 7, 45, Enrichment, 59; Unit 4 Resources, Small Group Activity: Create a Museum Exhibit About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing a Documentary, 28-21, Guided Reading and Review, 13
a. Identify cultural groups within a region in early world history
SE: 297; 314-315; 319; 336-337; 345; 352-358
TE: T38; T39; T40; T37
TR: Reading Readiness Guide, Unit 4, 45, 83, 91; Reading and Vocabulary Study Guide, Chapter 11, Section 1, 121-123, Chapter 12, Section 3, 134-136; Unit 4 Resources, Guided Reading and Review, 46, 84, Enrichment, 98
B. Cultural Diffusion
1. Explain how cultural diffusion influenced the development of cultures
6SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Describe factors that resulted in cultural diffusion, such as trade, conflict and migration
SE: M14-M15; 5; 14; 171; 293-294; 310-313; 370; 396; 454-458; 466-470; 472-474; 482-483; 484-487; 488-491; 496-498; 538-539
TE: T37: T41; T39; T40; T38; 452f-The Importance of Spices; 478g-Lasting Divisions, French Influences
TR: Reading Readiness Guide, Unit 4, 45, 120, 121, Unit 5, 90, 94, 98, 126, 130, 134, 138; Reading and Vocabulary Study Guide, Chapter 16, Section 2, 177-179, Section 3, 180-182, Chapter 17, Section 1, 184-186, Section 2, 187-189, Section 3, 190-192, Section 4, 193-195; Unit 4 Resources, Reading a Historical Map, 66; Unit 5 Resources, Guided Reading and Review, 9, 91, 95, 99, 131, Summarize 102, Enrichment, 145, Identify Supporting Details, 142
c. Describe interactions that promoted or failed to promote relationships between groups, civilizations, empires, and nations
SE: 210-213; 217-219; 220-221; 234-235; 241; 370; 412-413
TE: T38; T37; 226e-Master of the Mediterranean; 226f-Augustus, Rome’s First Emperor
TR: Unit 3 Resources, Guided Reading and Review, 49; Reading Readiness Guide, Unit 3, 48, 52, 82, Unit 4, 120, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 7, Section 2, 84-86, Chapter 8, Section 1, 91-93, Chapter 14, Section 3, 154-156; Unit 4 Resources, Guided Reading and Review, 121
a. Examine the practices and beliefs of world religions and philosophies including monotheism and polytheism
SE: 34-35; 51; 56-60; 80-82; 114-118; 119-121; 182-183; 243; 259-261; 295-296; 346; 348; 508-509; 512-513
TE: T41; T38; T40; T41; T37; 104h-Buddhism and Nuns; 282f-Hadith, Islamic Art
2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development
7SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 1, 48, 64, Unit 2, 14, 56, 60, Unit 3, 118, Unit 4, 12, 87; Reading and Vocabulary Study Guide, Chapter 2, Section 1, 16-18, Chapter 2, Section 5, 28-30, Chapter 4, Section 2, 51-53,; Unit 1 Resources, Moses and the Ten Commandments, 77; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83, Recognize Multiple Causes, 69; Unit 3 Resources, Identify Supporting Details, 126; Unit 4 Resources, Guided Reading and Review, 88
b. Describe the impact of various religions on a civilization, such as its effect on political, economic and social systems
SE: 56-60; 80-82; 114-118; 119-123; 182-183; 243; 259-265; 295-297; 300-302
TE: T38; T40; T39; T41; T37; 104h-Buddhism and Nuns; 282f-Hadith, Islamic Art
TR: Reading Readiness Guide, Unit 1, 64, Unit 2, 14, 56, 60, Unit 3, 118, Unit 4, 12, 16; Unit 1 Resources, Summarize, 69, Moses and the Ten Commandments, 77; Reading and Vocabulary Study Guide, Chapter 2, Section 5, 28-30, Chapter 4, Section 2, 51-53, Section 3, 54-56, Chapter 9, Section 2, 101-103, Chapter 10, Section 2, 111-113; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83, Recognize Multiple Causes, 69, A Great Asian Thinker, 84, Enrichment, 72; Unit 4 Resources, Enrichment, 23
a. Examine the causes and effects of social, economic, and political conflict such as the Crusades
SE: 210-211; 212-213; 234-235; 272-276; 288-289; 409-413
TE: T38; T40
C. Conflict and Compromise
1. Analyze factors that affected relationships in early world history
8SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 3 Resources, Guided Reading and Review, 49; Reading Readiness Guide, Unit 3, 48, 82, 122, Unit 4, 8, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 7, Section 2, 84-86, Chapter 8, Section 1, 91-93, Chapter 9, Section 3, 104-106, Chapter 10, Section 1, 108-110, Chapter 14, Section 3, 154-156; Unit 4 Resources, Book Project: Two Tales of One City, 16-18
b. Describe the impact of trade and migration on the exchange of ideas and beliefs
SE: M14-M15; 5; 23-24; 49-50; 123; 157-158; 301; 310-313; 327-329; 378; 530-531
TE: T38; T39; 308f
TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 45, 53, 124; Reading and Vocabulary Guide, Chapter 1, Section 3, 12-14, Chapter 2, Section 4, 25-27, Chapter 4, Section 3, 54-56; Unit 4 Resources, Reading a Historical Map, 66
a. Use maps to compare geographic locations of civilizations from world history to:
SE: M8-M13
TE: T38
TR: History of Our World Teaching Resources, MapMaster Teacher’s Companion, Understanding Projection, 9, Using the Map Key, 15, Using the Compass Rose, 16; Comparing Maps of Different Scale, 18; Maps with accurate Distances: Equidistant Maps, 13, Reading a Political Map, 19, Reading a Physical Map, 20, Elevation on a Map, 21,Outline Map 22-24, 26, North Africa, 104, West and Central Africa, 105, East and Southern Africa, 106, Reading a Climate Map, 24, Reading A Climate Graph, 43, Reading a Natural Vegetation Map, 28, Reading a Time Zone Map, 26, South Asia: Political, 108
3.0 Content Standard: GEOGRAPHY – Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
A. Using Geographic Tools
1. Use geographic tools to locate places and describe the human and physical characteristics in early world history
9SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
· Mesopotamia SE: 29; 31; 39
TE: T39; T38
· Africa including Egypt, Nubia/Kush and sub-Saharan Africa
SE: 67; 77; 95; 98
TR: Unit 2 Resources, Understanding Road Maps, 35
· Indus River Valley SE: 105; 107
TE: T38
· Northern China SE: 135; 152; 155; 157
TE: T38;
TR: Reading Readiness Guide, Unit 2, 108
· Greeks and Romans SE: 167; 197; 212; 227; 231
TE: T38
TR: Reading Readiness Guide, Unit 3, 48
· Mesoamerican, such as the Incas, Mayans and Aztecs
SE: 335; 337; 354
TE: T39
TR: Unit 4 Resources, Guided Reading and Review, 84
b. Use photographs and thematic maps, to identify and describe physical and human characteristics of early civilizations
SE: M10-M17; 5; 15; 28-29; 31; 49; 70-72; 84; 95; 105; 107; 109; 112; 137; 138; 150; 157; 164-165; 183; 186-187; 207; 262; 272; 280-281; 301; 311; 313; 330; 338; 356-357; 375; 383; 395; 411; 447
TE: T38; T40; T37; T39
TR: History of Our World Teaching Resources, Reading a Political Map, 19, Reading a Physical Map, 20, Elevation on a Map, 21,Outline Map 22-24, 26, North Africa, 104, West and Central Africa, 105, East and Southern Africa, 106, Reading a Climate Map, 24, Reading A Climate Graph, 43, Reading a Natural Vegetation Map, 28, Reading a Time Zone Map, 26, South Asia: Political, 108, Reading a Historical Map, 29, Reading an Economic Activity Map, 30, Reading a Natural Resources Map, 25; Unit 1 Resources, Reread or Read Ahead, 67, Paraphrase, 68, Summarize, 69;
10SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)Unit 2 Resources, Guided Reading and Review, 7, Understanding Road Maps, 35; Reading Readiness Guide, Unit 2, 6, 14, Unit 3, 10, Unit 4, 91, Unit 5, 60; Reading and Vocabulary Study Guide, Chapter 11, Section 3, 124-126; Unit 4 Resources, Guided Reading and Review, 125
a. Identify and describe physical characteristics that influenced human settlement
SE: 9; 31; 70-71; 107-108; 137-138; 169; 229; 293; 311; 337; 353; 358; 375; 383; 431
TE: T38; T37; T39
TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 12, Section 3, 134-136; Unit 1 Resources, The Iceman, 3132; Unit 2 Resources, Guided Reading and Review, 7; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98
b. Explain how physical characteristics of a place influenced human activities, such as agriculture, transportation, art and architecture and economic activity in the ancient world
SE: 9; 31; 70-71; 107-108; 137; 138; 169; 229; 293; 311; 337; 353; 358; 375; 383; 431
TE: T38; T37; T39
TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 12, Section 3, 134-136; Unit 1 Resources, The Iceman, 3132; Unit 2 Resources, Guided Reading and Review, 7; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98
c. Explain how human perceptions of and interactions with the environment changed over time in due to technologies, such as road building, dam construction, and agricultural improvements
SE: 20; 138; 157; 159; 244; 245; 340; 367
TE: T40; T38; 66h-Controlling the Nile; 226e-Roman Roads
TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 83
B. Geographic Characteristics of Places and Regions
1. Examine how physical and human characteristics shape the identity of places and regions and influence the development of civilizations in world history
11SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
a. Identify reasons why people migrate, such as economic opportunity, climate, and political reasons
SE: M14-M15; 5; 14; 51-53; 110; 312-315
TR: History Of Our World Teaching Resources, MapMaster Teacher’s Companion, Reading a Historical Map, 29; Reading Readiness Guide, Unit 1, 60, Unit 2, 52, Unit 4, 46; Reading and Vocabulary Study Guide, Chapter 2, Section 4, 25-27; Unit 1 Resources, Enrichment, 71; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 46
b. Explain how the development of transportation and communication networks influenced the movement of people, goods and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam
SE: 23-24; 72-73; 78; 95; 97; 286; 294; 301-302; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473; 530-531
TE: T38; T39; T37; 308f-Lingua Francas
TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60; Unit 4 Resources, Small Group Activity: Trading Items With Silent Barter, 62-65; Unit 5 Resources, Guided Reading and Review, 99
c. Describe how economic systems and cultural diffusion help to shape patterns of human settlement and interaction
SE: 73; 123; 326-328; 377-378; 397-399; 406-407; 413
TE: T38
C. Movement of People, Goods and Ideas
1. Describe and analyze population growth, migration and settlement patterns in early world history
12SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 4, Section 3, 54-56, Chapter 14, Section 1, 148-150, Section 3, 154-156; Unit 2 Resources, Enrichment, 72; Reading Readiness Guide, Unit 4, 53, 124, Unit 5, 8, 12; Unit 4 Resources, Small Group Activity: Create a Museum About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32
a. Describe ways people modified their environment to meet their needs, such as cultivating lands, building roads, dams, and aqueducts
SE: 20; 138; 157; 159; 244; 245; 340; 345; 367
TE: T40; T38
TR: Reading Readiness Guide, Unit 1, 17, Unit 4, 83
b. Analyze how people in early world history perceived and reacted to environmental concerns, such as flooding, drought, and depletion of natural resources and evaluate the consequences of those actions
SE: 9; 14; 32; 36-37; 52; 71; 110; 138
TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 2, Section 4, 25-27; Unit 1 Resources, The Iceman, 31-32, Enrichment, 71; Reading Readiness Guide, Unit 1, 60, Unit 2, 52
a. Identify opportunity cost of economic decisions made by individuals and groups such as the decision to engage in trade
SE: 23-24; 72-73; 78; 95; 97; 286; 294; 301-302; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473
TE: T38; T40; T39; T37; 308f-Ivory Trade; 452f-The Importance of Spices
D. Modifying and Adapting to the Environment
1. Analyze why and how people modify their natural environment and the impact of those modifications
4.0 Content Standard: ECONOMICS – Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
A. Scarcity and Economic Decision-making
1. Explain that people made choices because resources relative to economic wants to goods and services in the context of early world history
13SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 10, Section 1, 108-110, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 1 Resources, Writing to Inform and Explain, 33; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Identify Causes and Effects, 131, Unit 5 Resources, Reread or Read Ahead, 103, Guided Reading and Review, 99
a. Identify ways people have used resources to meet economic wants such as domesticating agriculture
SE: 16-17; 21; 32; 36-37; 137-138; 345-347; 356; 367
TE: T38; 4f-The Importance of Grains
TR: Reading Readiness Guide, Unit 1, 13; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 9-11; Unit 1 Resources, Reading a Natural Vegetation Map, 30; Unit 4 Resources, Guided Reading and Review, 88, The Talking Stone, 104-106
b. Describe how available resources affected specialization and trade
SE: 71-73; 97; 158; 319; 327-329; 364; 368; 373; 406; 413; 455; 472-473; 498
TE: T38; T37; 308f-Ivory Trade; 452f-The Importance of Trade
TR: Reading Readiness Guide, Unit 2, 6, Unit 4, 53, 120, Unit 5, 98, 138; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 4 Resources, Identify Causes and Effects, 131; Unit 5 Resources, Guided Reading and Review, 91, 99
2. Analyze how scarce economic resources were used to satisfy economic wants in early world history
14SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
a. Give examples of how technology changed consumption and provided greater access to goods and services
SE: 92-93; 159; 244; 245; 340; 413; 454; 459
TE: T40
TR: Reading Readiness Guide, Unit 2, 18, Unit 4, 83, Unit 5, 90; Reading and Vocabulary Guide, Chapter 3, Section 4, 41-43
b. Examine why technology has changed production such as the development of the printing press
SE: 160; 173; 369; 434; 438-439
TR: Reading and Vocabulary Guide, Chapter 5, Section 4, 70-72; Reading Readiness Guide, Unit 5, 52
a. Analyze examples of regional specialization that resulted from economic resources, such as silk production, bronze casting and terraced farming
SE: 23-24; 71-73; 97; 158; 319; 327-329; 364; 373 368; 406; 413; 455; 472-473; 498
TE: T38; T37
TR: Reading Readiness Guide, Unit 1, 17; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14; Unit 1 Resources, Writing to Inform and Explain, 33; Reading Readiness Guide, Unit 2, 6, Unit 4, 53, 120, Unit 5, 98, 138; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 4 Resources, Identify Causes and Effects, 131; Unit 5 Resources, Guided Reading and Review, 91, 99
b. Describe the effects of agricultural surplus and job specialization on the emergence of early towns and cities in various parts of the world
SE: 21-22; 30-33; 41; 108-109; 406-407
TE: T38; T41; T39
A. Scarcity and Economic Decision-making
3. Analyze how technological changes affected consumption and production in early world history
4. Examine how specialization, interdependence and trade affected the production of goods and services in early world history
15SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 48, 52, Unit 5, 12; Unit 2 Resources, Small Group Activitiy: Making a Map of Mohenjo-Daro, 74-77
c. Identify African and Eurasian trade routes to explain how surplus goods and regional specialization resulted in economic interdependence
SE: 73; 78; 95; 97; 156-158; 319-323; 326-330; 364-365; 456; 468-469; 472-473; 498; 530-531
TE: T38; T40; T36; T37
TR: Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 17, Section 4, 193-195; Reading Readiness Guide, Unit 2, 10, 112, Unit 4, 49, 53, 120, Unit 5, 94, 98, 138; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Identify Causes and Effect, 131; Unit 5 Resources, Guided Reading and Review, 95, 99
a. Describe how various early world societies answer the basic question of what, how, and for whom to produce
SE: 9; 31; 70-71; 107-108; 137; 138; 158; 169; 229; 293; 311; 319; 326-330; 337; 353; 358; 375; 383; 431
TE: T38; T39; T37; T36
TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 16, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60; Unit 4 Resources, Summarize, 58, Small Group Activity: Trading Items With Silent Barter, 62-65; Unit 5 Resources, Guided Reading and Review, 99
B. Economic Systems and the Role of Government in the Economy
1. Describe the types of economic systems in early world societies
16SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Describe examples of tradition in economies such as the economic roles of men and women in tribal societies
SE: 15; 111; 140; 174; 200-203; 208-209; 253-257; 314; 339; 348-349; 358
TE: T38
TR: Reading and Vocabulary Study Guide, Chapter 4, Section 1, 48-50, Chapter 7, Section 1, 81-83, Chapter 9, Section 1, 98-100, Chapter 12, Section 2, 131-133, Section 3, 134-136; Reading Readiness Guide, Unit 2, 100, Unit 3, 44, 114, Unit 4, 45, 87; Unit 3 Resources, Enrichment, 59; Unit 4 Resources, Guided Reading and Review, 46
c. Describe examples of command in economies, such as the feudal system
SE: 377-378; 397-399; 400-401
TE: T39
TR: Unit 4 Resources, Small Group Activity: Create a Museum Exhibit About Feudalism in Japan, 137-140; Unit 5 Resources, Lords and Vassals, 32, Small Group Activity: Writing a Documentary, 28-31; Reading Readiness Guide, Unit 4, 124, Unit 5, 8; Reading and Vocabulary Guide, Chapter 14, Section 1, 148-150
a. Explain how the growth and management of towns, guilds, and the banking system were affected by technology and agriculture
SE: 9; 31; 70-71; 92-93; 107-108; 137-138; 159; 160; 169; 173; 175; 229; 244; 245; 293; 311; 337; 340; 353; 358; 369; 375; 383; 413; 431; 434; 438-439; 454; 459
TE: T38; T37; T39; T41
TR: Reading and Vocabulary Study Guide, Chapter 1, Section 1, 6-8, Chapter 3, Section 4, 41-43, Chapter 5, Section 4, 70-72, Chapter 6, Section 1, 74-76, Chapter 12, Section 3, 134-136, Chapter 14, Section 3, 154-156; Reading Readiness Guide, Unit 2, 18, Unit 3, 6, Unit 4, 83, Unit 5, 52, 90; Unit 2 Resources, Guided Reading and Review, 7, Small Group Activity: Making Egyptian Slate Palettes, 31-34; Unit 4 Resources, Guided Reading and Review, 84, 125, Enrichment, 98
2. Describe the transition from feudalism and the manor system to the development of early towns
17SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Analyze how the guild system addressed changes in the economy, such as dictating price and production
SE: 407
TR: Reading Readiness Guide, Unit 5, 12
a. Explain how societies used mediums of exchange to facilitate trade and help their economies grow
SE: 23-24; 72-73; 78; 95; 97; 286; 294; 319-323; 326-330; 364; 368; 406-407; 413; 431; 471-473
TE: T38; T40; T36; T37
TR: Reading Readiness Guide, Unit 1, 17, Unit 2, 6, 10, Unit 4, 49, 53, 120, Unit 5, 12, 98; Reading and Vocabulary Study Guide, Chapter 1, Section 3, 12-14, Chapter 3, Section 1, 32-34, Section 2, 35-37, Chapter 10, Section 1, 108-110, Chapter 11, Section 2, 121-123, Section 3, 124-126, Chapter 13, Section 1, 138-140, Chapter 14, Section 3, 154-156; Unit 2 Resources, Understanding Road Maps, 35; Unit 4 Resources, Enrichment, 60, Summarize, 58, Small Group Activity: Trading Items With Silent Barter, 62-65, Identify Causes and Effects, 131; Unit 5 Resources, Reread or Read Ahead, 103, Guided Reading and Review, 99
a. Describe characteristics and innovations of hunting and gathering societies, such as nomadic lifestyles, inventors of tools, adaptation to animal migration and vegetation cycles and the shift from food gathering to food-producing activities
SE: 12-17; 18-19; 110-111; 293; 312-315; 352-353
TE: T41; T40; T38; T37
3. Describe the importance of medium of exchange in early world history
5.0 Content Standard: HISTORY-Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.
A. Individuals and Societies Change Over Time
1. Analyze how the rise of the earliest communities led to the emergence of agricultural societies
18SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 1, 13, Unit 2, 52, Unit 4, 45; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 9-11, Chapter 4, Section 1, 48-50, Chapter 11, Section 1, 121-123; Unit 1 Resources, Reading a Natural Vegetation Map, 30; Unit 4 Resources, Reading a Historical Map, 66, Guided Reading and Review, 46, Book Project: Major Migrations, 22-24
b. Explain how and why towns and cities grew from early human settlements, including the need for security and government
SE: 21-22; 30-33; 41; 108-109; 174-175; 230-231; 339; 406-407
TE: T38; T41; T39
TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 48, 52, Unit 3, 6; Unit 5, 12; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76
a. Describe and trace the development of political and social structures of the Incas, Mayans and Aztecs
SE: 336-341; 343; 344-349; 350-351; 528-529
TE: T39; T40; T38; 334f-Tikal, Aztec Education
TR: Reading Readiness Guide, Unit 4, 83, 87; Unit 4 Resources, Identify Main Idea, 94, Guided Reading and Review, 84, 88, The Talking Stone, 104-106; Reading and Vocabulary Study Guide, Chapter 12, Section 1, 128-130, Section 2, 131-133
a. Describe the characteristics of a civilization, such as social hierarchy, government, writing system, specialization in an area of trade and the establishment of cities
SE: 22; 31-33; 45-47; 68-73; 88-90; 91; 106-111; 126-130; 136-141; 150-153; 364-369
TE: T38; T39; T40; T37; T41
2. Examine the emergence, growth and decline of empires in the Americas
B. Emergence, Expansion and Changes in Nations and Empires
1. Analyze how civilizations emerged in the river valley areas
19SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 1 Resources, Enrichment, 24; Reading Readiness Guide, Unit 1, 56, Unit 2, 6, 52, 64, 100, 108, Unit 4, 120; Reading and Vocabulary Study Guide, Chapter 2, Section 3, 22-24, Chapter 3, Section 1, 32-34, Chapter 4, Section 1, 48-50, Section 4, 57-59, Chapter 5, Section 1, 61-63, Section 3, 67-69, Chapter 13, Section 1, 138-140; Unit 2 Resources, Guided Reading and Review, 7, 65
b. Compare major cultural, political and economic achievements of river valley civilizations, such as the Tigris and Euphrates River Valley, the Huang River Valley, the Indus River Valley and the Nile River Valley including Egypt, Nubia and Kush
SE: 30-35; 36-37; 38-42; 44-47; 68-73; 74-79; 80-82; 83; 84-85; 86-87; 88-93; 96-100; 106-111; 112-113; 114-118; 126-130; 136-141; 144-148; 149-153; 156-160
TE: T41; T38; T39; T40; T37; T41
TR: Reading Readiness Guide, Unit 1, 48, 52, 56, Unit 2, 6, 10, 14, 18, 22, 52, 56, 64, 100, 104, 108; Reading and Vocabulary Study Guide, Chapter 2, Section 1, 16-18, Section 2, 19-21, Section 3, 22-24, Chapter 3, Section 1, 32-34, Section 2, 35-37, Section 3, 38-40, Section 4, 41-43, Section 5, 44-46, Chapter 4, Section 1, 48-50, Section 2, 51-53, Section 4, 57-59, Chapter 5, Section 1, 61-63, Section 2, 64-66, Section 3, 67-69; Unit 1 Resources, Small Group Activity: Making an Illustrated Diagram About the Wheel, 73-76; Unit 2 Resources, Guided Reading and Review, 7, 65, Enrichment, 29, 119, Book Project: Life in the Ancient World, 10-12, Savitri: A Tale of Ancient India, 80-83
a. Describe the major cultural achievements of the Greek civilization, such as art, science, political systems, and philosophy across time
SE: 174-175; 176-177; 180-188; 192-195; 222
TE: T40; T38; T37; 1663-Theatrical Special Effects
TR: Reading Readiness Guide, Unit 3, 6, 10; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76 Section 2, 77-79, Chapter 7, Section 3, 87-89; Unit 3 Resources, Enrichment, 16, 59
2. Analyze the emergence and enduring influence of Aegean civilizations
20SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Explain the emergence, rise and decline of the Greek city-states
SE: 174-175; 188; 206-207; 211-213; 216-221
TE: T39; T40; T37
TR: Reading Readiness Guide, Unit 3, 6, 48, 52; Reading and Vocabulary Study Guide, Chapter 6, Section 1, 74-76, Section 2, 77-79, Chapter 7, Section 2, 84-86; Unit 3 Resources, Enrichment, 16
a. Describe the major achievements of the Roman Era, such as legal, artistic, architectural, technological, and literary
SE: 231-235; 236-237; 240-244; 245; 522-523
TE: T38; T40; 226e-Roman Roads
TR: Reading Readiness Guide, Unit 3, 82, 86; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93
b. Explain the transition from Roman Republic to Roman Empire including the social structure, significance of citizenship and the development of political institutions
SE: 231-235; 240-244; 246; 252-258; 518-519
TE: T38; T40; T39
TR: Reading Readiness Guide, Unit 2, 82, Unit 3, 86, 114; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93, 94-96, Chapter 9, Section 1, 98-100; Unit 3 Resources, Enrichment, 129
c. Summarize the factors that led to the decline of the Roman Empire
SE: 270-276
TE: T40; T38
TR: Unit 3 Resources, Identify Implied Main Ideas, 127; Reading and Vocabulary Study Guide, Chapter 9, Section 3, 104-106
a. Describe the causes and consequences of the unification of China under early imperial dynasties, such as the Shang, Zhou, Qin, Han and Tang
SE: 139; 150-153; 364-367; 514-515
TE: T39; T40; T38; 134g-Shang Culture
3. Analyze the emergence, expansion and decline of the Roman Empire
4. Compare the dynasties and empires in ancient China
21SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 2, 108, Unit 4, 120; Reading and Vocabulary Study Guide, Chapter 5, Section 3, 69
b. Explain the major traditions, customs and beliefs of Confucianism and Taoism in the context of early Chinese imperial dynasties
SE: 144-148
TE: T38; 134g-Confucianism: Religion or Philosophy?
TR: Reading Readiness Guide, Unit 2, 104; Reading and Vocabulary Study Guide, Chapter 5, Section 2, 64-66; Unit 2 Resources, 119
c. Analyze China’s cultural, political and economic influence on Japan, Korea, and countries in Southeast Asia
SE: 123; 129; 374-379
TE: T39; T37
TR: Reading and Vocabulary Study Guide, Chapter 4, Section 3, 54-56, Chapter 13, Section 2, 132-133; Reading Readiness Guide, Unit 4, 124; Unit 4 Resources, Guided Reading and Review, 125
a. Describe the contributions of major African monarchies, cities, and trade networks, such as Ghana, Mali and Songhai
SE: 318-321
TE: T39; T40; T38
TR: Reading Readiness Guide, Unit 4, 49; Unit 4 Resources, Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fainess of Mali’s People, Leo Africanus Describes Tombouctou, 67-69
b. Analyze the cultural and economic impact of African regional and worldwide trade routes
SE: 72-73; 96-97; 319-320; 326-330
TE: T38; T36
TR: Reading Readiness Guide, Unit 2, 6, 22, 53; Reading and Vocabulary Study Guide, Chapter 3, Section 1, 32-34, Chapter 11, Section 3, 124-126
5. Analyze the emergence, growth and decline of African Empires
22SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
c. Summarize the factors that led to the decline of the African empires
SE: 78-79; 318-323; 326-330
TE: T39; T40; T38; T36
TR: Reading and Vocabulary Study Guide, Chapter 3, Section 2, 35-37, Chapter 11, Section 2, 121-123, Section 3, 124-126; Unit 2 Resources, In Her Own Words, 36-37; Reading Readiness Guide, Unit 4, 49, 53; Unit 4 Resources, Enrichment, 60
a. Describe how interactions promoted or failed to promote development, such as the Fertile Crescent Empire, Greek city-states, and Latin Empires
SE: 38-42; 44-47; 48-53
TE: T39; T38; T40
TR: Reading Readiness Guide, Unit 1, 52, 56, 62; Reading and Vocabulary Study Guide, Chapter 2, Section 2, 19-21, Section 3, 22-24, Section 4, 25-27; Unit 1 Resources, Enrichment, 71
b. Analyze the causes of the rise and fall, expansion and contraction of political entities and nation-states
SE: 231-235; 240-246; 270-276; 416-420
TE: T38; T40; T41; T37
TR: Reading Readiness Guide, Unit 3, 82, 86, 122, Unit 5, 20; Reading and Vocabulary Study Guide, Chapter 8, Section 1, 91-93, 94-96, Chapter 9, Section 3, 104-106, Chapter 14, Section 4, 157-159; Unit 3 Resources, Identify Implied Main Ideas, 127; Unit 5 Resources, Guided Reading and Review, 21
a. Describe the major traditions, customs and beliefs of Buddhism
SE: 119-123
TE: T40; T39; 104h-Buddhism and Nuns
C. Conflict between Ideas and Institutions
1. Analyze the effect of interactions between civilizations in early world history
2. Analyze the major traditions, customs, and beliefs of Hinduism and Buddhism and their expansion throughout Asia
23SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Readiness Guide, Unit 2, 60; Unit 2 Resources, Recognize Multiple Causes, 69, A Great Asian Thinker, 84, Enrichment, 72; Reading and Vocabulary Study Guide, Chapter 4, Section 3, 54-56
b. Explain the major traditions, customs and beliefs of Hinduism and its political and social impact on India
SE: 114-118; 383-384
TE: T41; T38
TR: Reading Readiness Guide, Unit 2, 56; Reading and Vocabulary Study Guide, Chapter 4, Section 2, 51-53; Unit 2 Resources, Savitri: A Tale of Ancient India, 80-83
a. Analyze the major traditions, customs, and beliefs of Islam
SE: 292-297; 300-302
TE: T41; T37; T39; T40; 282f-Hadith, Islamic Art
TR: Reading Readiness Guide, Unit 4, 12, 16; Reading and Vocabulary Study Guide, Chapter 1, Section 2, 111-113; Unit 4 Resources, Enrichment, 23, Preview and Ask Questions, 21
b. Describe causes and consequences of the expansion of Islam into other regions, such as Southwest Asia, Southeast Asia, North Africa, Europe and India
SE: 300-302; 320; 329
TE: T39; T40
TR: Reading Readiness Guide, Unit 4, 16, 53; Unit 4 resources, Preview and Ask Questions, 21
a. Analyze the major traditions, customs, and beliefs of Christianity
SE: 259-265
TE: T41; T37
TR: Reading Readiness Guide, Unit 3, 118; Reading and Vocabulary Study Guide, 101-103
3. Analyze the emergence and expansion of Islamic civilization
4. Analyze the changes in the European society during the Middle Ages
24SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Explain the origins and consequences of the Black Death during the 14th century, such as a population decrease, a decline in trade, the elimination of the social order and the decline of religious power
SE: 408; 415; 534-535
TR: Reading and Vocabulary Study Guide, Chapter 14, Section 2, 151-153; Unit 5 Resources, Enrichment, 26
c. Analyze the characteristics of the development and decline of feudalism and the emergence of monarchies
SE: 397-399; 417-420
TE: T37
TR: : Reading Readiness Guide, Unit 5, 8, 20; Reading and Vocabulary Study Guide, Chapter 14, Section 1, 148-150, Section 4, 157-159; Unit 5 Resources, Guided Reading Review, 21, Book Project: The Birth of a Nation, 19-21, Lords and Vassals, 32
d. Describe the causes, consequences and cultural diffusion that resulted from the Crusades, such as the increase in Mediterranean trade and the exchange of knowledge and ideas
SE: 409-413
TE: T40; T38
TR: Reading Readiness Guide, Unit 5, 16; Reading and Vocabulary Study Guide, Chapter 14, Section 3, 154-156
a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
TE: 4b, 28b, 66b, 104b, 134b, 166b, 196b, 226b, 250b, 282b, 308b, 334b, 362b, 392b, 428b, 452b, 478b-High-Use Academic Words
6.0 Content Standard: SOCIAL STUDIES SKILLS AND PROCESSES- Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
Grades 6 –8
A. Read to Learn and Construct Meaning about Social Studies
1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
25SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
TE: 4b, 28b, 66b, 104b, 134b, 166b, 196b, 226b, 250b, 282b, 308b, 334b, 362b, 392b, 428b, 452b, 478b-High-Use Academic Words
c. Use context clues to understand new social studies vocabulary
SE: 68; 74; 80; 96
TE: 66b-Use Context Clues
TR: Unit 2 Resources, Use Context Clues: General, 25, Definition/Description, 26, Cause and Effect, 27
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
TE: 4b, 28b, 66b, 104b, 134b, 166b, 196b, 226b, 250b, 282b, 308b, 334b, 362b, 392b, 428b, 452b, 478b-High-Use Academic Words
a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
SE: 124-125; RW-RW1
TR: Unit 2 Resources, Skills for Life, 73
b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
SE: 6; 12; 20; 284; 292; 300
TE: 4b; 4f-Previewing and Prereading; 282b; 282f-Previewing and Prereading
TR: Unit 1 Resources, Preview and Set a Purpose, 20, Preview and Predict, 21, Preview and Ask Question, 22; Unit 4 Resources, Preview and Set a Purpose, 19, Preview and Predict, 20; Preview and Ask Questions, 21
c. Set a purpose for reading the text SE: 6; 284
TE: 4f-Previewing and Prereading; 4b; 282f-Previewing and Prereading; 282b
TR: Unit 1 Resources, Preview and Set a Purpose, 20; Unit 4 Resources, Preview and Set a Purpose, 19
d. Ask questions and make predictions about the text
SE: 12; 20; 292; 300
2. Use strategies to prepare for reading (before reading)
26SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TE: 4b; 282b
TR: Unit 1 Resources, Preview and Predict, 21; Preview and Ask Questions, 22; Unit 4 Resources, Preview and Predict, 20, Preview and Ask Questions, 21;
e. Make connections to the text using prior knowledge and experiences
SE: 203-Writing Activity; 358-Writing Activity; 371-Writing Activity; 297-Writing Activity
a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
SE: 342-243
TE: 104b; 134b; 166b; 196b; 250b; 362b; 392b; 428b; 478b
TR: Unit 4 Resources, Skills for Life, 99
b. Reread slowly and carefully, restate, or read on and revisit difficult parts
SE: 30; 48; 471
TE: 28b; 452b
TR: Unit 1 Resources, Reread or Red Ahead, 67; Unit 5 Resources, Reread or Read Ahead, 103
c. Use a graphic organizer or another note-taking technique to record important ideas or information
SE: 6; 12; 20; 30; 38; 43; 48; 56; 68; 74; 80; 88; 96
d. Look back through the text to search for connections between and among ideas
SE: 30; 310; 471
TE: 28b; 308b; 452b
TR: Unit 1 Resources, Reread or Read Ahead, 67; Unit 4 Resources, Reread or Read Ahead, 56; Unit 5 Resources, Reread or Read Ahead, 103
e. Make, confirm, or adjust predictions about the text
SE: 12; 292
TE: 4b; 282b
3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
27SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 1 Resources, Preview and Predict, 21; Unit 4 Resources, Preview and Predict, 20
f. Periodically summarize or paraphrase important ideas while reading
SE: 38; 43; 56; 318; 326
TE: 28b; 308b; 452f-Paraphrasing, Learning to Paraphrase
TR: Unit 1 Resources, Paraphrase, 68, Summarize, 69; Unit 4 Resources, Paraphrase, 57, Summarize, 58
g. Visualize what was read for deeper meaning
h. Explain personal connections to the ideas or information in the text
SE: 203-Writing Activity; 358-Writing Activity; 371-Writing Activity; 297-Writing Activity
a. Identify and explain what is directly stated in the text
SE: 144; 156
TE: 134b
TR: Unit 2 Resources, Identify Supporting Details, 116;
b. Identify, paraphrase, or summarize the main idea of the text
SE: 38; 43; 56; 318; 326
TE: 28b; 308b; 452f-Paraphrasing, Learning to Paraphrase
TR: Unit 1 Resources, Paraphrase, 68, Summarize, 69; Unit 4 Resources, Paraphrase, 57, Summarize, 58
c. Determine and explain the author’s purpose
SE: 316-317; RW-RW1
TE: T40:T39
TR: Unit 4 Resources, Skills for Life, 61;
d. Distinguish between facts and opinions SE: 414-415; RW-RW1
TR: Unit 5 Resources, Skills for Life, 27
e. Explain whether or not the author’s opinion is presented fairly
SE: 316-317
TE: T40
4. Use strategies to demonstrate understanding of the text (after reading)
28SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Unit 4 Resources, Skills for Life, 61
f. Explain what is not directly stated in the text by drawing inferences
SE: 149; 270; 488
TR: Unit 2 Resources, Identify Implied Main Ideas, 117; Unit 3 Resources, Identify Implied Main Ideas, 127; Unit 5 Resources, Identify Implied Main Ideas, 143
g. Confirm or refute predictions made about the text to form new ideas
SE: 12; 292
TE: 4b; 282b
TR: Unit 1 Resources, Preview and Predict, 21; Unit 4 Resources, Preview and Predict, 20
h. Connect the text to prior knowledge or personal experiences
SE: 203-Writing Activity; 358-Writing Activity; 371-Writing Activity; 297-Writing Activity
i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
SE: 142-143; 178-179
TE: T37
TR: Unit 2 Resources, Skills for Life, 120; Unit 3 Resources, Skills for Life, 17
a. Identify key ideas SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Handbook, Gathering Details, 11
b. Connect key ideas to prior knowledge (personal experience, text and world)
SE: 203-Writing Activity; 358-Writing Activity; 371-Writing Activity; 297-Writing Activity
a. Identify form, audience, topic, and purpose before writing
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Four Purposes for Writing, 3, Choosing a Topic, 14
B. Write to Learn and Communicate Social Studies Understandings
1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings
2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform
29SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
b. Organize facts and/or data/statistics to support a topic
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Gathering Details, 11
c. Provide introduction, body, and conclusion
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Writing an Introduction, 18, Writing the Body of an Essay, 19, Writing the Conclusion, 5
d. Cite sources when paraphrasing, summarizing, and quoting
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook
e. Enhance text with graphics, such as charts, maps, and diagrams
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook
a. Identify form, audience, topic, and purpose
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Four Purposes for Writing, 3; Choosing a Topic, 14
b. State a clear opinion or position SE: RW2-RW5; 494-495
TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Persuade, 7; Unit 5 Resources, Skills for Life, 146
c. Modify or refute a position when appropriate
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Persuade, 7
d. Provide reasons and cite reliable supporting evidence
SE: RW2-RW5; 316-317
B. Write to Learn and Communicate Social Studies Understandings
3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade
30SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Teaching Resources, Reading and Writing Skills Handbook, Gathering Details, 11; Unit 4 Resources, Skills for Life, 61
e. Demonstrate understandings of social studies knowledge
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook, Writing to Describe, 4, Summarizing and Taking Notes, 16
a. Address the topic SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment
b. Provide accurate information SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment, Summarizing and Taking Notes, 16
c. Support topic with appropriate details SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment; Gathering Details, 11
d. Integrate social studies concepts and skills
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Skills Handbook , Writing for Assessment
a. Identify prior knowledge about the topic SE: RW2-RW5
TE: T37-Set A Purpose For Reading-KWL
TR: Teaching Resources, Reading and Writing Handbook
b. Pose questions the about the topic SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)
C. Ask Social Studies Questions
1. Identify a topic that requires further study
31SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
c. Formulate research questions SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
d. Develop a plan for how to answer questions about the topic
SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
a. Define the situation/issue SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Handbook
b. Identify prior knowledge about the situation/issue
SE: RW2-RW5
TE: T37-Set A Purpose For Reading-KWL
TR: Teaching Resources, Reading and Writing Handbook
c. Pose questions about the situation/issue from a variety of perspectives
SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
d. Pose questions that elicit higher order thinking responses
SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
e. Formulate research questions SE: RW2-RW5; 20; 300
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
f. Develop a plan for how to answer questions about the situation/issue
SE: RW2-RW5; 20; 300
Identify a situation/issue that requires further study
32SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Teaching Resources, Reading and Writing Handbook; Unit 1 Resources, Preview and ask Questions, 22; Unit 4 Resources, Preview and Ask Questions, 21
a. Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites
SE: 10-11; 214-215; 271; 321; 532-533
TR: Unit 1 Resources, Skills for Life, 25; Unit 3 Resources, Skills for Life, 60
b. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
SE: 192-195; 526-527; 528-529
c. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories
SE: 67; 124-125; 200-201; 304; 334-335; 356; 368; 388; 430;
TR: Unit 2 Resources, Skills for Life, 73
d. Access and process information that is factual and reliable from readings, investigations, and/or oral communications
SE: 316-317
TR: Unit 4 Resources, Skills for Life, 61
a. Gather data SE: RW2-RW5; 332-Writing Activity
TR: Teacher Resources, Gathering Details, 11
b. Make and record observations SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Handbook, Gathering Details, 11, Preparing Note Cards, 17
c. Design and conduct surveys and oral histories
SE: RW2-RW5
TR: Teaching Resources, Reading and Writing Handbook
D. Acquire Social Studies Information
1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
2. Engage in field work that relates to the topic/ situation/ problem being studied
33SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
a. Prioritize information gathered according to importance and relevance
SE: 372-373
TE: 66f-Simpified Outlining
TR: Unit 4 Resources, Skills for Life, 136
b. Distinguish factual from fictional information
SE: 414-415; RW
TR: Unit 5 Resources, Skills for Life, 27
c. Find relationships among gathered information
SE: 372-373
TR: Unit 4 Resources, Skills for Life, 61; Unit 5 Resources, Skills for Life, 107
d. Display information on various types of graphic organizers, maps, and charts
SE: 125-126; M8-M17
TR: Unit 2 Resources, Skills for Life, 73; Teacher Resources, MapMaster Teacher’s Companion
e. Summarize information obtained from surveys and field work
SE: 238-239
TR: Unit 3 Resources, Skills for Life, 94
a. Prioritize information gathered according to importance and relevance
SE: 372-373
TE: 66f-Simpified Outlining
TR: Unit 4 Resources, Skills for Life, 136
b. Determine the bias and reliability of a source
SE: 316-317; 464-465
TR: Unit 4 Resources, Skills for Life, 61; Unit 5 Resources, Skills for Life, 107
c. Find relationships among gathered information
SE: 372-373
TE: 66f-Simpified Outlining
TR: Unit 4 Resources, Skills for Life, 61; Unit 5 Resources, Skills for Life, 107
E. Organize Social Studies Information
1. Organize information from non-print sources
2. Organize information from print sources
34SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
d. Construct various types of graphic organizers, maps, and charts to display information
SE: 125-126; M8-M17
TE: 219-Differentiated Instruction-L3
TR: Unit 2 Resources, Skills for Life, 73; Teacher Resources, MapMaster Teacher’s Edition
a. Interpret information in maps, charts and graphs
SE: 125-126; M8-M17
TE: T39
TR: Unit 2 Resources, Skills for Life, 73; Teaching Resources, MapMaster Teacher’s Companion
b. Interpret information from field studies and surveys
SE: RW-RW1
c. Analyze a document to determine point of view
SE: 444-445
TR: Unit 5 Resources, Skills for Life, 69
d. Analyze the perspective of the author to determine if the document or topic is historically significant
SE: 444-445
TR: Unit 5 Resources, Skills for Life, 69
e. Identify bias and prejudice SE: 464-465
TR: Unit 5 Resources, Skills for Life, 107
a. Compare information from a variety of sources
SE: 198; 206; 268-269
TE: 196b
TR: Unit 3 Resources, Identify Contrasts, 55, 56; Skills for Life, 130
b. Compare information to prior knowledge
c. Determine the reliability of the document
SE: 316-317
TR: Unit 4 Resources, Skills for Life, 61
F. Analyze Social Studies Information
1. Interpret information from primary and secondary sources
2. Evaluate information from a variety of sources
35SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
d. Compare ideas, models, systems, and perspectives
SE: 198; 216; 268-269
TE: 196b
TR: Unit 3 Resources, Make Comparisons, 57; Compare and Contrast, 55, Skills for Life, 130
a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details
SE: 126; 168; 342-343; 252
TE: 104b; 166b; 250b
TR: Unit 2 Resources, Understand Effects, 70; Unit 3 Resources, Identify Sequence, 13; Identify Main Ideas, 125; Unit 4 Resources, Skills for Life, 99
b. Reconstruct the arguments of issues or events
c. Assess the costs and benefits of alternatives
d. Modify understandings of social studies concepts and trend
TE: T37-KWL
TR: Unit 4 Resources, Reading Readiness Guide, 87, 91
e. Verify or change prior understandings based on new information
TE: T37-KWL
TR: Unit 4 Resources, Reading Readiness Guide, 87, 91
a. Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits
SE: 248-Writing Activity; 289-Writing Activity; 306-Writing Activity; 413-Writing Activity
TE: 183-Differentiated Instruction-L1
b. Engage in civic participation and public discourse
3. Synthesize information from a variety of sources
G. Answer Social Studies Questions
1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources
36SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
c. Use effective speaking techniques to deliver narrative, persuasive, and research presentations
TE: 129-Differentiated Instruction-L3; 200-Differentiated Instruction-L1; 256-Differentiated Instruction-L3; 274-Differentiated Instruction-L3
a. Use historically accurate resources to answer questions, make predictions, and support ideas
SE: 316-317
TE: 321-Differentiated Instruction-L3; 347-Differentiated Instruction-L3; 350-Differentiated Instruction-L3
TR: Unit 4 Resources, Skills For Life, 61; Al-Bakri Describes the Court of Ghana, Ibn Battuta Praises the Fairness of Mali’s People, Leo Africanus Describes Tombouctou, 67-69, The Talking Stone, 104-106
b. Explain why historic interpretations vary and are subject to change
SE: 444-445; 464-465
TR: Unit 5 Resources, Skills for Life, 69, 107
c. Construct a sound historical interpretation
SE: 474-Writing Activity; 483-Writing Activity; 491-Writing Activity; 498-Writing Activity
d. Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions
SE: 178-179
TR: Unit 3 Resources, Skills for Life, 17
a. Summarize the main points of an issue explaining different viewpoints
SE: 238-239; 444-445
TR: Unit 3 Resources, 94; Unit 5 Resources, Skills for Life, 69
b. Make a decision based on the analysis of issues and evaluate the consequences of these decisions
SE: 102, Review and Assessment, 10c Analyze; 162, Review and Assessment, 10c Analyze Information; 224, Review and Assessment, 11b Analyze Information;
c. Identify and formulate a position on a course of action or an issue
SE: 494-495; RW3
2. Use historic contexts to answer questions
3. Use current events/issues to answer questions
37SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources
History of Our World, The Early Ages Edition © 2008 Correlated to:
Maryland VSC for Social Studies(Grade 6)
Maryland VSC for Social StudiesPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Teaching Resources, Writing to Persuade, 7; Unit 5 Resources, Skills for Life, 146
d. Propose and justify solutions to social studies problems
e. Use media resources to deliberate and advocate issues and policy
TE: Interactive Textbook
38SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources