Correlation to California Standards
Historical and Social Sciences Analysis Skills
Student Edition Pages
Chronological and Spatial Thinking
CS1. Students explain how major events are related to one another in time.
108–09, 110–11, 126–27, 201, 371, 434
CS2. Students construct various time lines of key events, people, and periods of
the historical era they are studying.
108–09, 110–11, 201, 241, 273, 301, 434,
477,499
CS3. Students use a variety of maps and documents to identify physical and
cultural features of neighborhoods, cities, states, and countries and to
explain the historical migration of people, expansion, and disintegration of
empires, and the growth of economic systems.
112–15, 116–17, 165, 168, 180, 189, 197,
200, 201, 214, 240, 241, 290, 301, 318,
372, 413, 416, 444, 455, 480, 481, 508
Research, Evidence, and Point of View
HR1. Students frame questions that can be answered by historical study and
research.
118–19, 239, 290, 333, 391, 417, 445,
492, 509
HR2. Students distinguish fact from opinion in historical narratives and stories.
118–19, 197, 445
HR3. Students distinguish relevant from irrelevant information, essential from
incidental information, and verifiable from unverifiable information in historical narratives and stories.
118–19, 464
HR4. Students assess the credibility of primary and secondary sources and
draw sound conclusions from them.
120–21, 167, 315, 319, 391, 415, 443,
501, 507
HR5. Students detect the different historical points of view on historical events
and determine the context in which the historical statements were made
(the questions asked, sources used, author’s perspectives).
120–21, 180, 199, 241, 291, 317, 319,
345, 444, 479, 501, 541, 543
Historical Interpretation
16
HI1. Students explain the central issues and problems from the past, placing
people and events in a matrix of time and place.
122–23, 169, 291, 509
HI2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
122–23, 153, 165, 168, 169, 197, 200,
201, 240, 259, 266, 287, 289, 308, 315,
318, 333, 343, 354, 363, 369, 372, 373,
393, 400, 413, 416, 417, 429, 434, 441,
445, 464, 477, 480, 492, 499, 508, 530,
541, 544
HI3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
122–23, 273, 290, 354, 373, 393, 545
HI4. Students recognize the role of chance, oversight, and error in history.
124–25, 481
HI5. Students recognize that interpretations of history are subject to change as
new information is uncovered.
124–25, 290, 417, 464, 481
HI6. Students interpret basic indicators of economic performance and conduct
cost-benefit analyses of economic and political issues.
124–25, 153, 214, 343, 391, 416, 481, 499
A Guide to California Standards
History–Social Science Content Standards for Grade 7
Student Edition Pages
WH7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
136–43, 144–53, 154–55, 156–65,
166–67
WH7.1.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art,
architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of
autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and
distribution of news).
137–43, 145–47, 148, 149–53
WH7.1.2 Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
137–38, 149–51
WH7.1.3 Describe the establishment by Constantine of the new capital in
Constantinople and the development of the Byzantine Empire, with an
emphasis on the consequences of the development of two distinct
European civilizations, Eastern Orthodox and Roman Catholic, and their
two distinct views on church-state relations.
157–59, 160, 161–65
WH7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
174–80, 181–89, 190–97
WH7.2.1 Identify the physical features and describe the climate of the Arabian
peninsula, its relationship to surrounding bodies of land and water,
and nomadic and sedentary ways of life.
175–76, 185–86
WH7.2.2 Trace the origins of Islam and the life and teachings of Muhammad,
including Islamic teachings on the connection with Judaism and
Christianity.
176–77, 178, 179–80, 208
WH7.2.3 Explain the significance of the Qur'an and the Sunnah as the primary
sources of Islamic beliefs, practice, and law, and their influence in
Muslims' daily life.
179–80
WH7.2.4 Discuss the expansion of Muslim rule through military conquests and
treaties, emphasizing the cultural blending within Muslim civilization
and the spread and acceptance of Islam and the Arabic language.
176, 182–89
WH7.2.5 Describe the growth of cities and the establishment of trade routes
among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops),
and the role of merchants in Arab society.
175–76, 182–89, 191–92
WH7.2.6 Understand the intellectual exchanges among Muslim scholars of
Eurasia and Africa and the contributions Muslim scholars made to later
civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
193–94, 195, 196–97, 198–99, 225
WH7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
252–59, 260–66, 267–70, 271, 272–73,
281–87
WH7.3.1 Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
253–57
WH7.3.2 Describe agricultural, technological, and commercial developments
during the Tang and Song periods.
261–66, 288–89
A Guide to California Standards
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History–Social Science Content Standards for Grade 7
Student Edition Pages
WH7.3.3 Analyze the influences of Confucianism and changes in Confucian
thought during the Song and Mongol periods.
258–59, 272–73
WH7.3.4 Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol
Ascendancy and Ming Dynasty.
272–73, 284, 285, 286–87, 288–89
WH7.3.5 Trace the historic influence of such discoveries as tea, the manufacture
of paper, wood-block printing, the compass, and gunpowder.
261–64, 268–70
WH7.3.6 Describe the development of the imperial state and the scholarofficial
class.
258–59, 282–83
WH7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
206–14, 222–29, 230–37, 238–39
WH7.4.1 Study the Niger River and the relationship of vegetation zones of forest,
savannah, and desert to trade in gold, salt, food, and slaves; and the
growth of the Ghana and Mali empires.
207, 209–14, 232, 233–34
WH7.4.2 Analyze the importance of family, labor specialization, and regional
commerce in the development of states and cities in West Africa.
209–14, 231
WH7.4.3 Describe the role of the trans-Saharan caravan trade in the changing
religious and cultural characteristics of West Africa and the influence of
Islamic beliefs, ethics, and law.
223–24, 226, 227–29, 232, 233–37
WH7.4.4 Trace the growth of the Arabic language in government, trade, and
Islamic scholarship in West Africa.
224–225, 226, 227–29
WH7.4.5 Describe the importance of written and oral traditions in the transmission of African history and culture.
209–14, 224–25, 231, 235–37
WH7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
296–301, 302–08, 309–15
WH7.5.1 Describe the significance of Japan's proximity to China and Korea and
the intellectual, linguistic, religious, and philosophical influence of
those countries on Japan.
299, 300, 301, 303, 310–12
WH7.5.2 Discuss the reign of Prince Shotoku of Japan and the characteristics of
Japanese society and family life during his reign.
299, 300, 314–15
WH7.5.3 Describe the values, social customs, and traditions prescribed by the
lord-vassal system consisting of shogun, daimyo, and samurai and the
lasting influence of the warrior code throughout the twentieth century.
304–08
WH7.5.4 Trace the development of distinctive forms of Japanese Buddhism.
301, 303, 310–12
WH7.5.5 Study the ninth and tenth centuries' golden age of literature, art, and
drama and its lasting effects on culture today, including Murasaki
Shikibu's Tale of Genji.
310–12, 313, 316–17
WH7.5.6 Analyze the rise of a military society in the late twelfth century and the
role of the samurai in that society.
304–06
A Guide to California Standards
English–Language Arts Standards for Grade 6
Student Edition Pages
Reading
7RW1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
7RW1.2
143, 169
7RC2.0 Reading Comprehension (Focus on Informational Materials)
143, 153, 165, 169, 180, 189, 197, 214,
229, 237, 240, 259, 266, 273, 287, 301,
308, 315, 318, 333, 343, 345, 354, 363,
369, 372, 391, 400, 413, 429, 434, 441,
444, 464, 480, 492, 505, 508, 509, 523,
530,
7RC2.1
319
7RC2.2
189, 197, 241, 259, 287, 308, 315, 343,
354, 363, 372, 400, 416, 441, 444, 455,
481, 505, 523
7RC2.3
143, 153, 168, 180, 229, 240, 266, 287,
301, 308, 343, 369, 429, 434, 455, 464,
477, 480, 501, 508, 523, 530, 544
7RC2.4
189
7RL3.0 Literary Response and Analysis
468
7RL3.1
279, 406
7RL3.2
220, 406
7RL3.3
220, 279, 468
Writing
7WS1.0 Writing Strategies
7WS1.2
153
7WS1.3
214, 241, 545
7WA2.0 Writing Applications (Genres and Their Characteristics)
199, 266, 291, 301, 413, 545
7WA2.1
169, 201, 239, 241, 259, 273, 279, 319,
345, 393, 417, 468, 477, 501
7WA2.2
220, 279, 317, 406
7WA2.3
201, 229, 291, 319, 354, 369, 373, 400,
444, 468, 505, 509, 545
7WA2.4
189, 241, 308, 363, 391, 445, 455, 481,
492, 499, 505
7WA2.5
143, 153, 169, 180, 237, 287, 291, 301,
333, 373, 391, 441, 455, 480, 509, 541
A Guide to California Standards
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