Massachusetts History and Social Science Curriculum Framework

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correlated to the




Massachusetts
History and Social Science
Curriculum Framework

Ancient and Classical Civilizations
in the Mediterranean to the
Fall of the Roman Empire:
Ideas That Shaped History
                                           McDougal Littell
                         Ancient World History: Patterns of Interaction 2005

                                                    correlated to the

                                             MASSACHUSETTS
                           History and Social Science Curriculum Framework
                           Ancient and Classical Civilizations in the Mediterranean to the
                               Fall of the Roman Empire: Ideas That Shaped History




CONCEPTS and SKILLS

Students should be able to apply concepts and skills learned in previous grades.

HISTORY AND GEOGRAPHY

1.      Compare information shown on modern and historical maps of the same region. (G)

        This standard is addressed many times throughout the text. Representative citations are listed.

        PE/TE:             A6-A46, 27, 51, 59, 87, 93, 96, 101, 108, 124, 132, 137, 144, 153, 187, 191, 253, 299,
                           334, 345, 351, 377, 383, 442, 469, 497, 505, 514, 517, 543, 551, 587, 604, 621, 649,
                           668, 674, 679

2.      Use correctly the words or abbreviations for identifying time periods or dates in historical narratives
        (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the
        higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) (H)

        PE/TE:             7, 13, 21, 24, 31, 46, 55, 58-59, 73, 81, 86, 153, 162, 201, 216, 225, 232-233, 279, 299,
                           311, 325, 351, 377, 434, 439, 485, 511, 545, 567, 621, 675

3.      Construct and interpret timelines of events and civilizations studied. (H)

        This standard is addressed many times throughout the text. Representative citations are listed.

        PE/TE:             2-3, 26-27, 58-59, 86-87, 117, 120-121, 145, 152-153, 186-187, 210-211, 232-233,
                           252-253, 260-261, 298-299, 320-321, 350-351, 376-377, 406-407, 438-439, 466, 468-
                           469, 504-505, 526-527, 550-551, 586-587, 620-621, 626-627, 648-649, 678-679
        Add'l TE:          165, 677B

4.      Distinguish between primary and secondary sources and describe how each kind of source is used in
        interpreting history. (H)

        This standard is addressed many times throughout the text. Representative citations are listed.

        PE/TE:             S8-S11, 25, 38, 57, 83, 85, 115, 116-117, 129, 151, 177, 185, 209, 231, 251, 257, 280,
                           281, 297, 310, 319, 349, 375, 386, 405, 434-435, 455, 467, 473, 501, 503, 525, 549,
                           569, 577, 583, 619, 631, 635, 647, 677, 705, 709, 710-711, R40-R63
        Add'l TE:          554, 625


PE = Pupil's Edition                                        1
TE = Teacher's Edition
McDougal Littell Ancient World History: Patterns of Interaction 2005 correlated to the
Massachusetts History and Social Science Curriculum Framework: Ancient and Classical Civilizations in the
Mediterranean to the Fall of the Roman Empire: Ideas that Shaped History

5.     Identify multiple causes and effects when explaining historical events. (H)

      This standard is addressed many times throughout the text. Representative citations are listed.

      PE/TE:        55, 84, 109, 165, 174, 197, 207, 219, 243, 311, 338, 358, 385, 392, 397, 403, 404, 428,
                    445, 449, 485, 524, 535, 541, 548, 576, 594, 602, 607, 645, 661, 676, 701, 708, 710, R6
      Add'l TE:     73, 223, 401, 424, 592, 641

6.    Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)

      PE/TE:        4, 5-11, 12-13, 14-18, 236-237, 238, 240-241, 244-245, 246-247
      Add'l TE:     1B


CIVICS and GOVERNMENT

7.    Define and use correctly words and terms relating to government such as city-state, dynasty,
      kingdom, empire, republic, separation of powers, civic duty, rule of law, and military. (C)

      This standard is addressed many times throughout the text. Representative citations are listed.

      PE/TE:        31, 33, 51, 54, 56, 73, 76, 86-87, 107, 121, 127, 129-131, 133, 134, 145, 150, 156, 200,
                    225, 301, 311, 323, 334, 345, 371, 413-419, 422-424, 428, 446-447, 459-460, 507-511,
                    536, 578, 644-645
      Add'l TE:     85B


ECONOMICS

8.    Define and apply economic concepts learned in pre-kindergarten through grade 6: producers,
      consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings,
      entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and
      demand. (E)

      This standard is addressed many times throughout the text. Representative citations are listed.

      PE/TE:        23, 76, 90, 101, 146, 162-163, 195-197, 204-205, 226, 241, 263, 325-326, 334, 413-
                    414, 444, 529-530, 575, R65, R67-R69, R72-R74




                                                       2
McDougal Littell Ancient World History: Patterns of Interaction 2005 correlated to the
Massachusetts History and Social Science Curriculum Framework: Ancient and Classical Civilizations in the
Mediterranean to the Fall of the Roman Empire: Ideas that Shaped History

LEARNING STANDARDS

Building on knowledge from previous years, students should be able to:

HUMAN ORIGINS IN AFRICA THROUGH THE NEOLITHIC AGE

7.1   Describe the great climatic and environmental changes that shaped the earth and eventually
      permitted the growth of human life. (H)

      PE/TE:        8

7.2   Identify sites in Africa where archaeologists have found evidence of the origins of modern human
      beings and describe what the archaeologists found. (G, H)

      PE/TE:        7-11, 215

7.3   Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools
      and fire, basic hunting weapons, beads and other jewelry). (H)

      PE/TE:        4, 7-11, 14

7.4   Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the
      domestication of animals). (H)

      PE/TE:        15-18, 19, 112, 215, 218, 224

7.5   Describe how the invention of agriculture related to settlement, population growth, and the emergence
      of civilization. (H)

      PE/TE:        16-18, 19, 112

7.6   Identify the characteristics of civilizations. (H, G, E)

      A. the presence of geographic boundaries and political institutions

           PE/TE:       20-21, 24, 56, 112, 114

      B. an economy that produces food surpluses

           PE/TE:       19, 24, 112

      C. a concentration of population in distinct areas or cities

           PE/TE:       20, 24, 112, 114

      D. the existence of social classes

           PE/TE:       19, 23

      E. developed systems of religion, learning, art, and architecture

           PE/TE:       19-23, 24-25, 112, 114

      F. a system of record keeping

           PE/TE:       20-21, 23, 24, 112, 114, 116



                                                       3
McDougal Littell Ancient World History: Patterns of Interaction 2005 correlated to the
Massachusetts History and Social Science Curriculum Framework: Ancient and Classical Civilizations in the
Mediterranean to the Fall of the Roman Empire: Ideas that Shaped History

MESOPOTAMIA: Site of Several Ancient River Civilizations, C. 35001200 BC / BCE

7.7   On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and
      Assyria as successive civilizations and empires in this region, and explain why the region is
      sometimes called "the Fertile Crescent." On a modern map of western Asia, identify the modern
      countries in the region (Iraq, Iran, and Turkey). (H, G, E)

      PE/TE:        A17, A18, A20, 27, 29-30, 56

7.8   Identify polytheism (the belief that there are many gods) as the religious belief of the people in
      Mesopotamian civilizations. (H)

      PE/TE:        19-20, 23, 31-32

7.9   Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such
      as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E)

      PE/TE:        19, 21-23, 32

7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E)

      A. its system of writing (and its importance in record keeping and tax collection)

           PE/TE:      20-21, 23, 32, 56, 114, 116


      B. monumental architecture (the ziggurat)

           PE/TE:      22-23, 31, 32, 114


      C. art (large relief sculpture, mosaics, and cylinder seals)

           PE/TE:      32

7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabi's Code ("an
     eye for an eye"). (H, C, E)

      PE/TE:        28, 33-34, 57, 80, 115




                                                       4
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