Social Studies

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Social Studies

• State Performance Indicators

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6.1.1 Recognize the basic components of culture
(i.e., language, common values, traditions,
government, art, literature, lifestyles.)

• The way of life of a group of people at a
  particular time, including their daily habits,
  beliefs, language, and arts. P.10
• Culture

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6.1.2 Identify the job characteristics of
archaeologists, anthropologists, geologists, and
historians.

• A person who studies the remains of past cultures
  
• Archaeologists

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6.1.2 Identify the job characteristics of
archaeologists, anthropologists, geologists, and
historians.

• A person that studies humankind in all its
  aspects, especially human culture or human
  development.
• Anthropologists

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6.1.2 Identify the job characteristics of
archaeologists, anthropologists, geologists, and
historians.

• A person who studies the structure of the Earth
  or another planet, in particular its rocks, soil,
  and minerals, and its history and origins.
• Geologists

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6.1.2 Identify the job characteristics of
archaeologists, anthropologists, geologists, and
historians.

• Someone who is knowledgeable in history and who
  may write about or teach it.
• Historians

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6.1.3 Recognize the worlds major religions and
their founders

• Judaism-
• Moses
• Christianity-
• Based on the teachings of Jesus
• Islam-
• Religion of Muslims, based teachings of Muhammad
• Buddhism-
• Founded in India by Siddhartha Gautama.
• Hinduism-
• Religion of India that grew out of the beliefs
  of the ancient Aryan peoples

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6.1.4 Recognize significant epics as historical
sources (i.3., Iliad, the Odyssey, Mahabharata,
Ramayana).

• Two epic poems written by Homer, a Greek Poet
• The Iliad and Odyssey-
• Hindu epic poems
• Ramayana-and Mahabharata

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• relating to Europe or its peoples, languages, or
  cultures
• European

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• somebody of both European and Asian descent
• Eurasian

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• somebody who was born or raised in the Republic
  of India, or who has Indian citizenship
• Indian

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• somebody who was born in or is a citizen of any
  of the countries that form the southeast part of
  the continent of Asia
• Southeast Asian

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• Iraq, Iran, Israel, Saudi Arabia, Turkey
• Middle Eastern Countries

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• Relating to Africa continent, or their peoples or
  cultures
• African

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6.1.5 Identify differences in cultural groups
(i.e., European, Eurasian, Indian, Southeast
Asian, Middle Eastern, African, Native American.)

• Somebody who was born in or is a citizen of the
  United States
• American

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6.1.6 Recognize reasons that cultural groups
develop or settle in specific physical
environments.

• Culture encompasses similarities and differences
  among people including their beliefs, knowledge,
  changes, values, and traditions. Relationships
  between humans and the physical environment lead
  to the formation of places and to a sense of
  personal and community identity. Factors that
  affect where people settle are
• Water, resources, and transportation.

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6.1.7 Identify how early writing forms in
Mesopotamia, Egypt, and the Indus Valley
influenced life (i.e., legal, religious, and
culture.).

• Advantages of being able to write are
• Being able to keep written government records,
  write and promote religious beliefs, and pass
  down stories from generations through written
  documents.

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6.1.8 Recognize how migration and cultural
diffusion influenced the character of world
societies (i.e., spread of religions, empire
building, exploration, languages).

• What was a direct result of people moving to new
  areas.
• As people moved to new areas, they carried their
  religious beliefs and languages with them. New
  empires began to grow. Trade routes began to
  flourish due to the needs of the new empires.

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6.2.1n Recognize an example of a barter economy.

• 1. The exchange of one item for another item.
• Barter economy

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6.2.2
http//edsitement.neh.gov/M_Polo_flash_page.asp

• 2. In the 13th century, a Venetian explorer named
  Marco Polo traveled this entire route. It went
  through India and into China. It was called
  the.
• Silk Road

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6.2.2 Identify major trade routes.

• 3. Arabian traders traveled to cities in Egypt,
  Mesopotamia, India, and Palestine selling items
  such as frankincense (a costly perfume) using
  this route. (p262) This province was noted mainly
  for its linen, wool, cotton, and perfume, and
  especially its brocades and carpets.
• Persian Trade Routes

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6.2.2

• 4.Traders traveled to the port city of Aksum in
  Egypt on the Red Sea. Ships unloaded treasures
  from Arabia, Egypt, and India. People bought
  goods with gold coins or ivory. This route was
  called(p.358-359)
• African Trade Routes

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6.2.2

• 5. These trade routes connected ports such as
  Greece, Italy, Africa, Turkey and Mesopotamia.
  It was called.(guess)
• Mediterranean Trade Routes

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6.2.2

• 6 Trading with other areas became possible
  because of ..
• Ocean Routes

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6.2.3 identify disadvantages and advantages of
nomadic and early farming lifestyles.

• 7. In the Old Stone Age, these people were also
  known as hunters and gatherers because they moved
  from place to place.
• Nomadic people.

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6.2.4 Recognize the importance of economic
systems in the development of early civilizations
around rivers.

• 8. Around 4000 B.C. Egyptian farm communities
  were growing along this river in Africa. It is
  the.
• Nile River

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6.2.4

• 9. In Western Asia (around the Fertile Crescent)
  communities were also growing because of these
  two rivers. This area was also known as
  Mesopotamia. These two rivers are
• Tigris and Euphrates

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6.2.4

• 10. This river begins in the snow-covered
  mountains of South Asia. It flows through China,
  India, and Pakistan. It is the
• Indus River

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6.2.4

• 11. This river is located in China. Communities
  developed along the lower part of this river.
  This river is the
• Huang He

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6.2.5 recognize the importance of trade in later
civilizations.

• 12. This region became known as Sumer. A system
  of writing called Cuneiform was developed here
  and spread. Two Greek cities that developed along
  the Mediterranean were Sparta and Athens. This
  region was
• Mesopotamia

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6.2.5

• 13. Because of Mesopotamias large surpluses,
  increasing numbers of people became skilled
  workers. This encouraged trade in this area.
  This trade route became known as the.
• Mediterranean Trade Route

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6.2.5

• 14. Many spices came from this place. The Mekong
  River was a highway of ships and goods. Chinese
  merchants and diplomats also came, bringing their
  own traditions. As a result, Indian traditions
  of Hinduism and Buddhism began to take root here.
  This trade route was called the
• Southeast Asia Trade

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6.2.5

• 15. Cotton fabric came from this place and
  clothed many people in Asia, Africa, and Europe.
  Spices and silks were sold directly to eager
  merchants from Portugal, England, and the
  Netherlands. This trade was the.
• India Trade

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6.2.5

• 16. This areas trade with Asia started to grow
  largely due to Marco Polos travels on the Silk
  Road. Trade with Asia brought the East and West
  into contact. This was called
• European trade

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6.2.6 analyze how basic economic ideas influence
world events. (Supply and demand leads to
exploration and colonization.)

• 17. Soon to follow would be specialization of
  skills and supplying a community with all things
  needed to live. As a result of specializing in
  providing skills and goods this developed
• Colonies

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6.3.1 Identify the basic components of a map

• 18. A drawing on a map that shows directions.
• Compass Rose

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6.3.1 Identify the basic components of a map

• 19. A list of map symbols that tell what each
  symbol stands for.
• Map Key

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6.3.1 Identify the basic components of a map

• 20. This tells you how much smaller the distance
  on a map is compared with the actual distance.
• Scale

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6.3.1 Identify the basic components of a map

• 21. Distance north or south of the equator
  measured by imaginary lines that run east and
  west around Earth.
• Latitude Lines

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6.3.1 Identify the basic components of a map

• 20. Distance east or west of the prime meridian
  measured by imaginary lines that run north and
  south from Earths poles
• Longitude Lines

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6.3.1 Identify the basic components of a map

• 22. Earths seven large bodies of land. Europe,
  Asia, North America, South America, Africa,
  Antarctica, Australia
• Continents

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6.3.1 Identify the basic components of a map

• 24. Name the 4 Oceans
• Atlantic, Arctic, Indian, and Pacific

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6.3.2 Identify basic geographic land forms.

• 25. Part of an ocean or lake that extends deeply
  into the land.
• Bays

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 26. A body of water completely surrounded by land
• Lake

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 27. A stream of water that flows across the land
  and empties into another body of water.
• Rivers

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 28. A large body of salt water Covers much of
  the earth
• Ocean

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 29. A high landform with steep sides higher than
  a hill.
• Mountains

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 30. An area of elevated flat land.
• Plateaus

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 31. A dry environment with few plants and
  animals.
• Desert

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 32. A large area of nearly flat land
• Plains

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6.3.2 Identify basic geographic land forms.

• Basic Land Forms
• 33. A large area of nearly flat land along an
  ocean coast.
• Coastal Plains

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6.3.3 Identify the location of early
civilizations on a map

• 34. This civilization
• Mesopotamian civilization

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6.3.3 Identify the location of early
civilizations on a map

• 35. This Civilization
• Egyptian civilization

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6.3.3 Identify the location of early
civilizations on a map

• 36. Picture of map locating
• Ancient Chinese civilizations

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6.3.3 Identify the location of early
civilizations on a map

• 37. Picture of map locating
• Indian civilizations

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6.3.4 Identify geographic reasons for the
location of population centers prior to 1500.
(coastal plains, deserts, mountains, river
valleys)

• 38. Transportation, fertile farmland, supply of
  water---These are.
• Geographic reasons for locating near coastal
  plains

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6.3.4 Identify geographic reasons for the
location of population centers prior to 1500.
(coastal plains, deserts, mountains, river
valleys)

• 39. Dry, low humidity, sand for making mortar, no
  one can plan a surprise attackThese are reasons
  for??
• Geographic reasons for locating near Deserts

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6.3.4 Identify geographic reasons for the
location of population centers prior to 1500.
(coastal plains, deserts, mountains, river
valleys)

• 40. Protection from invaders, These are reasons
  for
• Geographic reasons for locating near Mountains

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6.3.4 Identify geographic reasons for the
location of population centers prior to 1500.
(coastal plains, deserts, mountains, river
valleys)

• 41. Lush valleys with fertile farmland. These are
  reasons for locating near
• River Valleys

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 42. A map mainly showing political divisions,
  such as national or state boundaries, cities, and
  capitals.
• Political map

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 43. A map mainly showing resources in a
  particular area such as oil, coal, trees, etc.
• Resource map

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 44. A map mainly showing products in a particular
  area.
• Product map

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 45. A map that primarily shows natural features
  of Earth, such as lakes, rivers, mountains, and
  deserts.
• Physical map

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 46. A map mainly showing the climate.
• Climate map

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6.3.5 use a variety of maps to understand
geographic and historical information.

• 47. A map showing different plants grown in an
  area.
• Vegetation map

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6.3.6 interpret a graph that illustrates a
major trend in world history

• 48. Interpret a graph that illustrates a major
  trend in world history. Population growth.

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• According to the graph, which city in Brazil had
  a population closest to 4,000,000 in 1990?
• Fortaleza
• B. Salvador
• C. Rio de Janeiro
• D. Sao Paulo

C
68
6.3.6 interpret a graph that illustrates a major
trend in world history

• 49. Interpret a graph that illustrates a major
  trend in world history. Economic Development.

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• In 1990, what part of the economy provided the
  greatest number of jobs to Brazilians?
• Industry
• Services
• Agriculture
• Arts

Jobs in Brazil 1990
B
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6.4.1 Types of government

• 52. Monarchy, democracy, Republics, Theocracy
  These are types of
• Formal Government

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6.4.1 Types of government

• Farming villages are a type of
• Informal Government

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6.4.1 Types of government

• 53. A Government ruled by a king or queen.
• Monarchy

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6.4.1 Types of government

• 54. A system of government in which citizens vote
  to make governmental decisions.
• Direct/Indirect democracy

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6.4.1 Types of government

• 55. A form of government in which citizens elect
  representatives to speak or act for them.
• Republics

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6.4.1 Types of government

• 56. A form of government with guidance by
  officials regarded as divinely inspired.
• Theocracy

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6.4.2 recognize the steps that give rise to
complex governmental organizations

• 57. Name steps that give rise to complex
  governmental organizations
• Nomadic, farming, village, city, city-states,
  states

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6.4.3 Development of written laws

• 58. This king of the Babylonian empire created
  this code, one of the worlds oldest codes of
  law. Around 1800B.C. (R37)
• Hammurabis Code

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6.4.3 Development of written laws

• 59. Laws associated with Rome. Still regarded as
  one of the major law systems. Issued by Byzantine
  Emperor Justinian around 529-534 A.D. (p.R40)
• Justinian Code

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6.4.3 Development of written laws

• 60. A legal document written by English lords in
  1215 that stated certain rights and limited the
  power of the king. A group of lords took action
  to limit the kings power. The wrote a charter,
  or legal document, which stated that had certain
  rights, such as the right to a fair trial.
  (P.R41)
• Magna Carta

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6.4.4 Various Societies

• 61. One of the hereditary social classes in
  Hinduism. A division of society based upon
  wealth, inherited rank or occupation.
• Caste Systems

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6.4.4 Various Societies

• 62. Social and economic system starting in Europe
  around A.D. 800. A system for organizing and
  governing society, based on land and service.
• Feudal System-

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6.4.4 Various Societies

• 63. A self-governing city, often with surrounding
  lands and villages. Sparta and Athens were one.
• City-State System

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6.4.4 Various Societies

• 64. Social or economic rank in society. Example
  upper, middle. lower
• Class System

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6.4.5 Compare and contrast the lives of people in
different governmental systems

• 65. King or Queen had supreme power, lords,
  governors, and military were next in importance.
  Peasants worked hard and were required to give
  part of their crops and earnings back to the
  government. Also paid heavy taxes to support
  king. This is a
• a monarchial system.

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6.4.5 Compare and contrast the lives of people in
different governmental systems

• 66. At the top of the system was the noble who
  owned and had total control over the manor.
  Vassals served the lord. Serfs served the
  vassals. (p.322)
• Feudal System

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6.4.5 Compare and contrast the lives of people in
different governmental systems

• 67. People born into the priestly caste of India
  have the highest rank and respect. People of the
  servant caste are to be born to serve the other
  castes.
• caste system

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6.4.5 Compare and contrast the lives of people in
different governmental systems

• 68. All people are equal and can vote.
• democratic society

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6.5.1 Read a timeline and order events of the
past between prehistory and the Renaissance

• 69. The period before events were recorded in
  writing.
• Prehistory

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6.5.1 Read a timeline and order events of the
past between prehistory and the Renaissance

• Period of great cultural and artistic change that
  began in Italy around 1350 and spread throughout
  Europe
• Renaissance

90
6.5.2 Early communities

• 70. Wandering from place to place to find food
  and shelter
• Nomadic communities

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6.5.2 Early communities

• Domestication of animals and plants allowed
  people to begin
• Farming communities

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6.5.3 Identify types of artifacts by pictures.

• 71.
• Egyptian

93
6.5.3 Identify types of artifacts by pictures.

• 72.
• Roman

94
6.5.3 Identify types of artifacts by pictures.

• 73.
• Greek

95
6.5.3 Identify types of artifacts by pictures.

• 74.
• Chinese

96
6.5.3 Identify types of artifacts by pictures.

• 75.
• Native American

97
6.5.3 Identify types of artifacts by pictures.

• 76.
• Medieval

98
6.5.3 Identify types of artifacts by pictures.

• 77.
• Renaissance

99
6.5.4 Recognize forms of early writing.

• 78. Writing from SumerMesopotamian Area
• Cuneiform

100
6.5.4 Recognize forms of early writing.

• Writing from Egypt
• Hieroglyphics

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6.5.5 Identify major technological advances

• 79. provided a means to kill animals, build
  shelters, chopping firewood
• Primitive Tools

102
6.5.5 Identify major technological advances

• Provided a means of transportation and carrying
  objects
• Wheel

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6.5.5 Identify major technological advances

• Provided water for farming and animals which in
  turn enabled them to settle in one place.
• Irrigation

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6.5.5 Identify major technological advances

• Prevented flooding
• River dikes

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6.5.5 Identify major technological advances

• Allowed for settlement in one area because food
  could be provided and trading of products could
  take place.
• Development of farming

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6.5.5 Identify major technological advances

• Allowed control of land areas, made hunting for
  food easier
• Advances in weaponry

107
6.5.5 Identify major technological advances

• Made record keeping available for services
• Written language

108
6.5.6 Recognize the designations for time dating

• Stands for before Christ or Christian Era
• BCE

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6.5.6 Recognize the designations for time dating

• Latin for In the year of our Lord. Starting at
  the birth of Christ
• AD annoDomini

110
6.5.6 Recognize the designations for time dating

• 100 years is called a
• Century

111
6.5.6 Recognize the designations for time dating

• 10 years is called a
• Decade

112
6.5.6 Recognize the designations for time dating

• The period before events were recorded in writing
• Prehistoric

113
6.5.6 Recognize the designations for time dating

• A record of what has happened in the past.
• Historic

114
6.5.7 Recognize major historical time periods.

• Hunters and gatherers roam from one place to
  another in order to find food and shelter. This
  time is known as
• Early Civilizations

115
6.5.7 Recognize major historical time periods.

• A time of great cultural achievement for a
  civilization. It occurred between A.D.250 and
  A.D. 900. The Maya built the richest
  civilization yet seen in the Americas during this
  time. This is in Middle America around Mexico.
  (p.R39
• Classical Period

116
6.5.7 Recognize major historical time periods.

• A term used to describe the Middle Ages. The
  word dark referred to a supposed lack of learning
  during the period. We know now that the Middle
  Ages were not completely dark. The period only
  seemed dark to scholars.
• Dark Ages A.D. From the 400s to the late 900s.

117
6.5.7 Recognize major historical time periods.

• A period in European history between A.D. 500 and
  about the 1500s. A time of Lords and Ladies,
  vassals, knights, and serfs. Charlemagne built a
  huge empire in Europe. Towns grew and trade
  expanded. King John I was forced to sign the
  Magna Carta.
• Middle Ages

118
6.5.7 Recognize major historical time periods.

• A period of great cultural and artistic change
  that began in Italy around 1350 and spread
  throughout Europe. It comes from the French word
  meaning rebirth. It began in Italy and spread to
  the rest of Europe. It followed after the Black
  Death that stirred Europe.
• Renaissance

119
6.5.8 Identify conclusions about early world
historical events using primary and secondary
sources.

• A first-hand account of an event or an artifact
  created during the period of history being
  studied.
• Primary Source
• All of the following can be primary sources
• Diaries, Letters, Photographs, Art Maps,
  Interviews, Published first-hand accounts, or
  stories

120
6.5.8 Identify conclusions about early world
historical events using primary and secondary
sources.

• A record of the past, based on information from
  primary sources.
• Secondary Source
• History textbooks
• Biographies
• Published stories
• Movies of historical events

121
6.5.9 Recognize and order major historical events
on a timeline between the Middle Ages and
Renaissance

• A period in European history between A.D. 500
  and about the 1500s. Books were scarce and few
  people could read. Charlemagne was one of the
  great leaders.
• Middle Ages

122
6.5.9 Recognize and order major historical events
on a timeline between the Middle Ages and
Renaissance

• A period of great cultural and artistic change
  that began in Italy around 1350 and spread
  throughout Europe
• Renaissance

123
6.5.10 Identify the development of written and
spoken languages.

• Developed from the Greek and Phoenician
  alphabets.
• Roman alphabet

124
6.5.10 Identify the development of written and
spoken languages.

• The Romance languages Italian, Spanish, French,
  Portuguese, and Romanian grew out of (p.256)
• Latin word origins

125
6.5.10 Identify the development of written and
spoken languages.

• Language developed from Latin. Latin is the
  language of ancient Rome. As the Roman empire
  spread, the Lain language spread as well. Many
  new languages grew out of Latin. Today these
  languages are still spoken in Western Europe and
  the rest of the world. They include Italian,
  Spanish, French, Portuguese, and Romanian.
• Romance Language

126
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Mesopotamian

writing
Ruin of ziggurat
127
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Egyptian

128
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Greek city-States

129
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Roman Empire

130
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Indian

131
6.5.11 Identify characteristics including
economy, social relations, religion, and
political authority of various societies.

• Medieval

132
6.5.12

• Possible causes of change in civilizations
• Environmental change, Political collapse,
  Warfare, New ideas, Overpopulation, Unreliable
  Food Sources, Diseases

133
6.5.13

• Identify the impact of advances in technology on
  historythe Agricultural revolution
• The cotton gin did away with slave labor. The
  combine did away with laborers who collected the
  wheat by hand. Big machines made production
  faster, more dependable, more efficient, less
  dependent on workers, and more cost effective.

134
6.5.13

• Identify the impact of advances in technology on
  history-Renaissance scientists
• Advances in art, literature, and science brought
  about new inventions and discoveries. Examples
  architecture, inventions such as clocks, and
  astronomy. It was considered the beginning of
  the modern age. (p.341)

135
6.5.13

• Identify the impact of advances in technology on
  history- Exploration during the 1400s
• Better ships to explore more land. Better
  navigation tools. More trade. New empires begin.
  Columbus sails from Spain to America in 1492.
  Vasco Da Gama sails around Africa to India in
  1497. Portuguese sailors explore west coast of
  Africa in1420. Dias sails aroung tip of Africa.

136
6.5.14 Recognize how the Renaissance changes the
nature of society.

• How did the Renaissance change society?
• Shift from religious domination to science,
  philosophy, art

137
6.5.15 Evaluate to what extent civilizations
build on the accomplishments of previous
civilizations

• Evaluate to what extent civilizations build on
  the accomplishments of previous civilizations

138
6.5.16 Compare and contrast the historical
development of the Western, Eastern and African
cultures

• Compare and contrast the historical development
  of the Western, Eastern and African cultures

139
6.5.17 Recognize the significant mythologies of
the Sumerians, Egyptian, Greeks, and Romans

• Mythology-- A body of myths and esp. of those
  dealing with the gods and heroes of a people.
• Homer- The Iliad and Odyssey- Greek epic poem
• Herculean- Roman
• Ramayana-and Mahabharata- Hindu epic poem

140
6.6.1Identify examples of groups impacting world
history

• Muslims
• Christians
• Mongolians
• Vikings
• Slave Traders
• Explorers
• Merchants/Traders
• Inventors

141
6.6.2 Recognize the impact of individuals on
world history

• The greatest leader of the Franks also called
  Charles the Great. He conquered lands in
  southwestern parts of what is now France and in
  Italy and Germany. Charlemagne was a Christian.
  As his armies spread across Europe, they also
  spread Christianity. Ruler during the Middle
  Ages
• Charlemagne A.D.742-814

142
6.6.2 Recognize the impact of individuals on
world history

• French national heroine who became a saint of the
  Roman Catholic Church. She was a simple peasant
  girl who rescued France from defeat in one of the
  darkest periods of the Hundred Years War with
  England. She believed that God had chosen her to
  free her country from English rule. The English
  saw her as an agent of the devil. They
  imprisoned her and tried her on charges of
  witchcraft and heresy (disbelief in the accepted
  religion) She was burned at the stake before a
  large crowd in Rouen on May 30, 1431.
• Joan of Arc 1412-1431 A.D.

143
6.6.2 Recognize the impact of individuals on
world history

• Norman leader that conquered the Anglo-Saxon
  people of England. He was the first Norman king
  of England, established a strong and
  well-organized rule in England. As a result,
  Norman and English cultures blended. In fact,
  the English language we speak today comes from a
  mix of French and the language of the
  Anglo-Saxons.
• William the Conqueror A.D. 1027-1087

144
6.6.2 Recognize the impact of individuals on
world history

• A famous Egyptian pharaoh (king) who reigned from
  about 1290 to 1224 B.C. He built mighty rock
  temples in nearly every important Egyptian city.
  He was probably the pharaoh spoken of in the
  Biblical book of Exodus.
• Ramses II

145
6.6.2 Recognize the impact of individuals on
world history

• 100-44 B.C. (p.237-243) Roman general who became
  the republics or Roman dictator in 45 B.C. He
  changed the way people measured time-creating the
  basis for the calendar we still use today. In
  Juliuss honor the month of his birth was named
  July. He granted Roman citizenship to many
  people not born in Rome. Some senators hated him
  for ruling as a dictator. Some began plotting to
  kill him.
• Julius Caesar

146
6.6.2 Recognize the impact of individuals on
world history

• Greek philosopher of Athens who discussed laws,
  customs, values, and religion with students. He
  was accused of urging young people to revolt. He
  was sentenced to death. He was killed, but his
  teachings were written down by a student, Plat,
  who also became a famous philosopher.
• Socrates 470-399 B.C.

147
6.6.2 Recognize the impact of individuals on
world history

• Greek philosopher who was the private teacher of
  Alexander the Great. A.D. 1818-1881
• Aristotle 384-322 B.C.

148
6.6.2 Recognize the impact of individuals on
world history

• Italian merchant who traveled to China, where he
  lived for 17 years, at times serving as diplomat
  for Kublai Khan.
• Marco Polo A.D. 1254-1324

149
6.6.2 Recognize the impact of individuals on
world history

• King of Macedonia who conquered Greece, Persia,
  Egypt, and the Indus Valley his conquests spread
  Greek culture throughout parts of three
  continents.
• Alexander the Great 356-323 B.C.

150
6.6.2 Recognize the impact of individuals on
world history

• German monk and leader of the Protestant
  Reformation. In 1537 he wrote 95 statements of
  protest against the Roman Church . He placed
  this list on a Wittenberg church door. This
  simple act soon shook beliefs across the entire
  continent.
• Martin Luther A.D. 1483-1546

151
6.6.2 Recognize the impact of individuals on
world history

• German printer in 1448 he invented a printing
  press that used movable type. This was during
  the Reformation period. This new invention
  spread Luthers Criticisms of the Roman Church
  and a translation of the Bible.
• Johannes Gutenberg A.D. 1400-1468

152
6.6.3 Describe the ways in which individuals can
change groups

• Martin Luther--Christian Church

153
6.6.3 Describe the ways in which individuals can
change groups

• William of Normandy--English Monarchy

154
6.6.3 Describe the ways in which individuals can
change groups

• BuddhaChinese Culture