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Across Time by Glencoe, 2005. Teachers, administrators, and supervisors monitor implementation of the guide, and lesson plans, grade books, and portfolios, provide validation for the teaching of the curriculum. At the suggestion of classroom teachers, the curriculum guide may be revised by a committee of teachers and is rewritten with each new state course of study. TESTING AND GRADING PROCEEDURES Designated grade should include a variety of questions including at least one subjective measure. Teachers should endeavor to remain within one week of the pacing chat with all designated grades being taught. It is suggested that provided material from the adopted text be used in order to prepare the student for the designated grades. Teachers ate to add grades of their choice (quizzes, technology, homework, daily work, notebooks, projects, book reports, etc) These assignments should be given their proper weight according to difficulty, time, and skill involved All designated grades are to be kept on file. Each grading period, teachers must choose one activity for assessment from the Assessment options at the beginning of each chapter which is not dependent on testing. Teachers are not limited to these choices and may design their own; however, activities must be creative and reflect student diversity. A minimum of one assessment per grading period must be placed in the student portfolio. Written material, checklists, maps, graphs, art, photographs, audio tapes, and video tapes may be used as portfolio material. For group activities, audio, video and photographs may be kept in a separate portfolio.
Suggested Planning Guide for 8th Grade World History: Journey Across Time
1st Semester Chapter 1-The First Civilizations Section 1-page 8 Section 2-page 16 Section3-page 26 Chapter 2-Ancient Egypt Section 1-page 38 Section 2-page 47 Section3-page 59 Section4-page 68 Chapter 3-The Ancient Israelites Section 1-page 80 Section 2-page 86 Section3-page 93 Chapter 4-Ancient Greeks Section 1-page 116 Section 2-page 124 Section3-page 131 Section4-page 138 Chapter 5-Greek Civilization Section 1-page 38 Section 2-page 47 Section3-page 59 Section4-page 68 Chapter 6-Early India Section 1-page 194 Section 2-page 202 Section3-page 209 (2 weeks)
Chapter 7-Early China Section 1-page 224 Section 2-page 232 Section3-page 240 Chapter 8-The Rise of Rome Section 1-page 262 Section 2-page 268 Section3-page 277 Section4-page 286 Chapter 9-Roman Civilization Section 1-page 302 Section 2-page 317 Section3-page 327
______________________________________________________________________________________ Chapter 10-The Rise of Christianity (2 weeks) Section 1-page 342 Section 2-page 351 Section3-page 358 Chapter 11-Islamic Civilization Section 1-page 372 Section 2-page 379 Section3-page 387 Chapter 12-China in the Middle Ages Section 1-page 408 Section 2-page 416 Section3-page 423 Section4-page 430 Chapter 13-Medieval Africa Section 1-page 444 Section 2-page 460 (2 weeks)
468 (2 weeks)
Chapter 14-Medieval Japan Section 1-page 484 Section 2-page 491 Section3-page 498 Chapter 15- Medieval Europe Section 1-page 512 Section 2-page 522 Section3-page 534 Section4-page 544 Section5-page 553 Chapter 16- The Americas Section 1-page 572 Section 2-page 582 Section3-page 593
Chapter 17-The Renaissance and Reformation Section 1-page 608 Section 2-page 618 Section3-page 633 Section4-page 642
Elmore County School System Curriculum Guide Social Studies Eighth Grade World History AL Course of Study Standard
Stanford 10/AHGGE Connections SAT: IIA1, IIA2, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4, IVA3
Student Textbook Pages/Materials Chapter 1 Unit 1 Resources Chapter 1, Section 1, pages 8-15 Tools 1. Page 281
Curriculum Connections (A.R., Writing, Math, etc.)
Geography Skills In-Text Map Activity: 1
Standard 1: Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people. Examples: cave paintings, Ice Man, Lucy, fossils, pottery Identifying the founding of Rome as the basis of the calendar established by Julius Caesar, which was used in early Western civilization for well over a thousand years • Identifying the birth of Christ as the basis of the Gregorian calendar as used in the United States since its beginning and in most countries of the world today, as signified by B.C. (before Christ) and A.D. (Anno Domini, Latin for “in the year of our Lord”) • Using vocabulary terms other than B.C. and A.D. to describe time Examples: before the Common
Art Connection: page 13.
Era (B.C.E.), in the Common Era (C.E.) • Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic, matrilineal, paterfamilia s Standard 2: Analyze the characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings. SAT: IA2, IB1, IIA1, IIA2, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4, IIIA1, IIIB1, IIIB2, IIIC2, IVA1, IVA2, IVA3, IVB!, IVB2, IVB3, IVB4, IVC3
Pages 469 and 307-308
Chapters 1, 2, 3, 4, 5, 6, 7, and 8. Units 1,2, and 3 Resources
In-Text Map Activity 2
Comparing the significant features of civilizations that developed in the TigrisEuphrates, Nile, Indus, and Huang He River valleys Examples: environment, urban development, social hierarchy, written language, ethical and religious belief system, government and
Pages 16-33, 3574, 191-219, 221-253.
Civics Connection: page 64.
military institutions, economic systems • Identifying on maps the locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile Valley
Page 17, 28, 39, 62, 75, 195, 198, 210, 213, 225, 226, 230, 241, and 246.. SAT: IA1, IA2, IIA1, IIA2, IIB4, IIIA1 Chapters 3, 5, 6, 7, 8, 9, 10, and 11 Units 1, 2, and 3 Resources
Standard 3: Compare the development of early world religions, philosophies, and their key tenets.
Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods Pages 81-105 Pages 202-208 Pages 236-237 Pages 338-367 Pages 369-397 Pages 155-159
Health Connection: page 97. Language Arts Connection: page 198
• Identifying the cultural contributions of early world religions and philosophies Examples: Judaism, Hinduism, Confucianis m, Taoism,
Critical Thinking Activity: page 235
Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians Standard 4: Identify the cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science. Standard 5: Describe the role of Alexander the Great in the Hellenistic world. SAT: IA1, IA2, IIB4, IIIA1, IIIC2, IVA3, IVC3 SAT: IA1, IA2, IIA2, IIB3, IIB4, IIC3 Chapters 4 and 5 Unit 2 Resources Chapter 5, Section 3, pages 174-181 Unit 2 Resources Pages 174-181 Alexander’s Empire, map, page 176. Page 178 Pages 182-187 Geography Connection: page 178. In-Text Map Activity: 4 In-Text Map Activity: 5
Examples: serving as political and military leader, encouraging cultural interaction, allowing religious diversity • Defining the boundaries of Alexander the Great’s empire and its economic impact • Identifying reasons for the breakup of Alexander the Great’s empire into successor kingdoms • Evaluating major contributions of Hellenistic art, philosophy, science, and political thought Standard 6: Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements. SAT: IA1, IA2, IIA1, IIA2, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4, IIIA1, IIIB1, IIIB2, IIIC2, IVA1, IVA3, IVB1, IVB2,
Chapters 8 and 9 Unit 3 Resources
In-Text Map Activity: 8
IVB3, IVB4, IVC3 Examples: expansion— illustrating the spread of Roman influence with charts, graphs, timelines, or maps; transformation— noting the reforms of Augustus, listing the effects of Pax Romana Pages 262, 263, 268, 269, 275, 277, 286, 292, 293, 297, 302, and 323. Pages 287-289 Mathematics Connection: page 266
Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies Standard 7: Describe the widespread impact of the Roman Empire.
SAT: IA1, IA2, IIA2, IIB4, IIC2, IIC3, IIIA1, IIIB1, IIIB2, IIIC2, IVA3, IVB3
Pages 263, 269, 276, 292, 293, 297, and 323. Chapters 8, 9, and 10 Unit 3 Resources Pages 265, 268273, 278-289, and 302-310. Daily Life Connection: page 306.
In-Text Map Activity: 9 In-Text Map Activity: 10
spread of Roman law and political theory, citizenship and slavery, architecture and engineering, religions, sculpture and paintings, literature, Latin language
• Tracing important aspects of the diffusion of Christianity, including its relationship to
Pages 254, 255, 321, 324, 326, 338, 339, 342-
Geography Connection: page 355.
Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine • Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall Standard 8: Describe the development of a classical civilization in India and China. SAT: IA1, IA2, IC3, IIA1, IIb1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4, IIIC2
344, 346-356, 365-367, 398, and 399. Pages 255, 299, 317-320, 322324, 326, and 335-337.
Chapters 6 and 7 Unit 2 Resources Pages 200, 203208, and 209216. Pages 225-231, 233-234, and 244-248. Art Connection: page 206.
In-Text Map Activity: 6 and 7
India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions • Identifying the effect of the monsoons on India
Page 195 Pages 225, 226, 230, 241, and 246.
• Identifying landforms and climate regions of China Example: marking landforms and climate regions of China on a map Standard 9: Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian, and the effect of the Byzantine Empire upon art, religion, architecture, and law • Identifying factors leading to the establishment of the Eastern Orthodox Church SAT: IA1, IA2, IC3, IIB3, IIB4, IIIB1, IIIC2 Chapter 9, Section 3 and Chapter 10, Section 3 Unit 3 Resources Pages 359-363 Language Arts Connection: page 332.
Standard 10: Trace the development of the early Russian state and the expansion of its trade systems
SAT: IA1, IA2, IC3, IIB3, IIB4, IIIA1, IIIB1, IIIB2, IIIC3, IVA3, IVC3
Chapter 15, Section 3 Unit 4 Resources Pages 539-540 Extending the Content Connection: page 539.
rise of Kiev and Muscovy, conversion to Orthodox Christianity, movement of peoples of Central Asia, Mongol conquest, rise of czars
Standard 11: Describe early Islamic civilizations, including the development of religious, social, and political systems
SAT: IA1, !A2, IC3, IIA1, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIIB1, IIIB2, IIIC2, IVA3
Chapter 11 Unit 3 Resources
Technology Connection: page 391.
In-Text Map Activity: 11
• Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe Standard 12: Describe China’s influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. SAT: IA1, IA2, IIB3, IIB4, IVA1, IVA3, IVC3
Chapters 12 and 14 Unit 4 Resources
Language Arts Connection: page 488.
In-Text Map Activity: 12 and 14
Examples: culture—describing the influence on art, architecture,; politics—describing changes in civil service; economics—introducing patterns of trade Standard 13: Compare the African civilizations of Ghana, Mali, and Songhai to include their geography, religions, slave trade, economic systems, empires, and cultures. SAT: IA1, IA2, IIA1, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4, IVA2, IVA3, IVB2, IVC3
Pages 409, 413, 435, 488-489, 492, 499-501, and 503 Chapter 13 Unit 4 Resources In-Text Map Activity: 13
• Tracing the spread of language, religion, and customs from one African civilization to another • Illustrating the impact of trade among Ghana, Mali, and Songhai Examples: using map symbols, interpreting distribution maps, creating a timeline
Pages 447-449, 453, and 464467.
Language Arts Connection: page 473.
Pages 445, 446, 448, 451, 452, 460, 463, 469, 473, and 479. SAT: IA1, IA2, IIA1, IIA2, IIB1, IIB2, IIB3, IIB4, IIC1, IIC2, IIC3, IIC4 Chapter 16 Unit 5 Resources Art Connection: page 586. In-Text Map Activity: 16
Standard 14: Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayans, Aztecs, Incas, and North American tribes.
pyramids, wars among preColumbian people, religious rituals, irrigation, Iroquois Confederacy
Pages 576-578, 584-588, 592, and 594-600.
• Locating on a map the preColumbian cultures Examples: Mayan, Inca, Inuit, Creek, Cherokee
Pages 573, 575, 577, 578, 582, 589, and 603.
Standard 15: Describe the military and governmental events that shaped Europe in the early Middle Ages (600-1000).
SAT: IA1, IA2, IIB1, IIB3, IIB4, IIC2, IIC3, IIIA1, IIIB1, IIIB2, IIIC2, IVA2, IVA3, IVB2
Chapter 15 Unit 4 Resources Language Arts Connection: page 516.
invasions, military leaders Pages 515, 519521, and 549. Pages 523-526
• Describing the role of the early medieval church • Describing the impact of new agricultural methods on manorialism and feudalism Standard 16: Describe the major cultural changes in Western Europe in the High Middle Ages (1000-1350). SAT: IA1, IA2, IIC3, IIIA1, IIIA2, IIIC2, IVA3 AHSGE: I1A Examples: the Church, scholasticism, Crusades
Chapter 15 Unit 4 Resoruces
Extending the Content Connection: page 549.
• Describing the changing roles of church and governmental leadership • Comparing political developments in France, England, and the Holy Roman Empire, including the signing of the Magna Carta • Describing the growth of trade and towns resulting in the rise of the middle class
Pages 519-521, 523-527, and 530. Pages 535-538, 543, and 556. Pages 528-531.
Standard 17: Explain how events and conditions fostered political and economic changes in the late Middle Ages and led to the origins of the Renaissance
SAT: IA1, IA2, IIB4, IIIA1, IIIB1, IIIB2, IIIC1, IVA1, IVA2, IVA3 AHSGE: I1A
Chapters 15, 17, and 18, Section 2. Units 4 and 5 Resources Pages 541-543, 554-555, 557558, and 611615. Pages 607, 618626, and 671679.
Art Connection: page 623.
Crusades, Hundred Years’ War, Black Death, rise of middle class, commercial prosperity
• Identifying changes in the arts, architecture, literature, and science in the late Middle Ages