OH 7th Grade Unit 1 Teacher's Edition Sample

©2023 Carole Marsh/Gallopade International/ 

Peachtree City, GA • All Rights Reserved 

Published by Gallopade • Manufactured in the USA, 

February 2024 

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Table of Contents 

Introduction to Gallopade Curriculum............ii 

Pacing Guide and Correlations....................... xi 

Learning Standards for Social Studies.......... xiii 

Planning Guides* and Answer Keys.............. 1 

Unit 1: Essential Skills for World Studies..............................5 

Unit 2: Ancient Greece......................................................... 19 

Unit 3: Ancient Rome........................................................... 44 

Unit 4: Life After the Roman Empire.................................. 64 

Unit 5: Empires and Feudalism in East Asia...................... 86 

Unit 6: Islamic Civilization Spreads.................................. 115 

Unit 7: A Renaissance in Europe....................................... 136 

Unit 8: West African Kingdoms and Trade...................... 170 

Unit 9: European Exploration............................................ 190 

*Planning Guides appear before Student Book pages. 

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This Teacher’s 

Edition includes: 

✔ An overview of Gallopade 

Curriculum resources and 

ideas on how each can be 

used 

✔ Answers to all questions 

and activities in the Ohio 

Experience Student Book 

✔ A “scope and sequence” to 

make it easy to know which 

resources to use when 

✔ A place to plan and document 

your instructional calendar, 

assignments, due dates, test 

dates, strategy ideas, coverage 

of standards, and more 

✔ A Pacing Guide to stay on track 

throughout the year 

✔ Ohio Learning Standards and 

Correlations Guide 

Don’t forget about your online 

access to additional tools and 

resources! (Included in class set 

purchases only) 

Thank you for 

your business! 

Welcome to 

Gallopade Curriculum 

Dear Ohio Educators, 

Thank you for all that you do as an educator of children in Ohio. We are 

pleased to partner with you in this important endeavor. Gallopade created 

The Ohio Experience to help you teach social studies and meet all of the 

Ohio Learning Standards for Social Studies. We hope this “experience” 

serves you and your students well! 

By sharing your many ideas, needs, wish-lists, field-test results, testimonials, 

and feedback, you have helped us create a truly unique experience for Ohio, 

tailored to your needs. We appreciate the opportunity to be part of your team 

to educate Ohio students about social studies. It’s such an important time 

to teach students how and why to be good citizens and active participants in 

their community, state, nation, and world. We are proud to help you with these 

important responsibilities—and we are excited to present you with an array of 

resources to make your challenging job easier! 

• This Teacher’s Edition includes instructional strategies to help you 

lay the foundation for each lesson. Planning pages at the beginning 

of each unit and chapter give you a place to document your goals, 

priorities, calendar, and notes for customized instruction and 

differentiation strategies. 

• Our Teaching Tools incorporate expanded inquiry-based learning, 

vocabulary, writing prompts, primary sources, and more into your 

“experience.” We’ve woven your Teaching Tools into the course where 

they align with Student Book content and skills to make it easy to get 

exactly what you need, exactly when you need it! 

You can count on Gallopade to listen and innovate as your needs, challenges, 

and wishes change and grow. We always look forward to hearing your 

comments, input, and ideas. We are your partner in education, and we 

appreciate all that you do! 

Sincerely, 

Carole Marsh and the 

entire Gallopade team 

COPY 

Please submit suggestions and ideas for additions to this 

Teacher’s Edition or any of our Ohio Experience products to: 

newideas@gallopade.com 

ii 

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The Ohio Experience 

HOW IT WORKS 

5. TRACK 

Measure and 

monitor student 

engagement, 

performance, and 

success. 

4. TEST 

Use ExperTrack 

Assessments to review 

core content and assess 

skills (grades 2-8). 

1. BUILD 

Customize lessons and 

create assignments in 

Gallopade Curriculum 

Online. 

3. REINFORCE 

Use Teaching Tools 

activities, projects, 

videos, and more 

to add rigor to 

instruction. 

Vocabulary Builder 

2. TEACH 

Engage students 

to read, learn, and 

interact with their 

Student Book. 

CHAPTER 7 

adapt 

NAME: _____________________________________________ 

Words Definitions 

canal 

consequence 

efficient 

intended 

irrigation 

modify 

unintended 

waterways 

OHIO EXPERIENCE | GRADE 5 | UNIT 2 

HOW PHYSICAL 

ENVIRONMENTS INFLUENCE 

HUMAN ACTIVITIES 

Define these words as you learn them in class. Write each definition as a complete sentence. 

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Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased. 

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iii

Connect With Your 

CLASS COMPONENTS ONLINE 

Teaching just got easier. Your Class Set Purchase includes: Student Books, a Teacher’s Edition, Online Teaching 

Tools, Images, Videos and Links, an Instructional Platform for teachers, a Digital Course for students, ExperTrack 

Assessments (grades 2-8), Reporting and Analytics, and world-class support to help you when you need it. 

Instructional Platform 

Gallopade Curriculum Online provides teachers with everything 

needed to teach the standards. Content is organized by Units 

and Chapters. Assign content, activities, and assessments. Grade 

assignments and send feedback to students. 

COPY 

Digital Course 

Students can access and interact online with The Ohio Experience 

Student eBook. Complete and submit assignments online. View 

grading and teacher feedback. 

Log in at www.gallopadecurriculum.com 

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Student Book 

100% aligned, all-in-one resource combining textbook content with 

workbook activities. Filled with DOK-Leveled activities and literacy 

(ELA) builders. Pages are in color and perforated. Print and digital 

component. 

Teacher’s Edition 

Complete Ohio Experience Student Book with answers to all questions 

and activities. Includes Unit/Chapter Planners and Standards, plus a 

Pacing Guide. Print and digital component. 

Teaching Tools 

Hundreds of assignable tools and activities add rigor to instruction 

with a focus on inquiry, critical thinking, writing, literacy, and 

processing skills. Teaching Tools include image galleries, interactive 

read-aloud and review activities, writing prompts, and other items. 

Digital component. 

ExperTrack Assessments (grades 2-8) 

Auto-graded and pre-built Checkpoint, Benchmark, and End-of-Year 

assessments cover core content and skills. Digital component. 

Grading & Reporting 

Easily measure and monitor student success with reports at the 

course, class, and student level. Standards-based reporting provides 

documentation of student progress throughout the school year. 

Digital component. 

Interactive Read Aloud 

OCEANS AND CONTINENTS 

CAN YOU FIND THEM? 

Our planet, Earth, is made up of five oceans and seven continents. What do you think people in 

our country have in common with all of the other people in the world? We all live on a continent 

on Earth. A continent is a very large body of land. Some continents are made up of many 

countries. (Teacher will name the seven continents and point to each one on a map: North 

America, South America, Antarctica, Europe, Africa, Asia, and Australia.) The United States of 

America is on which continent? 

Continents are surrounded by large bodies 

of water called oceans. (Teacher will name 

the five oceans and point to each one: 

Atlantic Ocean, Pacific Ocean, Indian Ocean, 

Southern Ocean, and the Arctic Ocean.) 

What continent is south of North America? 

Which oceans do not border North 

America? Which oceans do not border 

Africa? Are the continents of Europe and 

Asia separated by an ocean? No, they are 

separated by the Ural Mountains. 

Higher-Order Thinking 

After you finish the Read Aloud ask your students these questions: 

Which continent is a very large island? Australia 

Which two oceans border the United States? Atlantic & Pacific Oceans 

REVIEW COPY 

Extension Activity 

Home/Class/Center - Create a continent mobile. The top piece of the mobile should be labeled 

“The Seven Continents.” Have a piece for each continent hanging. Draw the shape of each 

continent or print a picture from the computer. Label each continent with its name and one fact. 

Hang the continent pieces on the mobile. 

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Flip 

to learn 

more about 

TEACHING TOOLS

vi 

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Teaching Tools are organized to match Student Book units and chapters, making it simple to 

access, and print the resources you want to use. Teaching Tools enhance instruction while easing 

the burden on your time. We help you get exactly what you need, when you need it! 

Teaching Tools help you... 

✔ 

✔ 

✔ 

✔ 

Launch instruction with student 

engagement and inquiry 

Meet local requirements to identify 

learning objectives with ease 

Boost rigor with primary source analysis, 

project-based learning, graphic organizers, 

and more 

Build literacy, vocabulary, and writing skills 

INQUIRY-BASED 

LEARNING 

MAP SKILLS 

ACTIVITIES 

PROJECT- BASED 

LEARNING 

PRIMARY SOURCE 

ANALYSIS 

Go Beyond the Book 

TEACHING TOOLS 

Vocabulary Builder page 1 

HISTORY 

AND 

MORE! 

©Ga lopade • Al 

Permission is granted to use Toolbox only with students for w 

NAME: _____________________________________________ 

HISTORY 

VISUAL FLASHCARDS 

Cut ou the vocabulary cards. Then complete these steps for each card: 

1. Trace the word on the front of the card. 

2. Draw a picture on the back to i lustrate the word. 


artifact calendar 

chronological 

order 

day 

future month 

past present 

CONTINU 

ractive Read Aloud 

✔ 

✔ 

✔ 

Maximize student comprehension with 

scavenger hunts and study guides 

Plan and document instructional calendars, 

assignments, due dates, and test dates on 

designated planning pages 

Add notes and plan strategies, 

differentiation, and assessments 

WRITING PROMPTS 

ABC 

STUDY GUIDES 

VOCABULARY BUILDERS 

INTERACTIVE 

WORKBOOKS 

COPY 

OCEANS AND CONTINENTS 

CAN YOU FIND THEM? 

Our planet, Earth, is made up of five oceans and seven continents. What do you think people in 

our country have in common with all of the other people in the world? We all live on a continent 

on Earth. A continent is a very large body of land. Some continents are made up of many 

countries. (Teacher will name the seven continents and point to each one on a map: North 

America, South America, Antarctica, Europe, Africa, Asia, and Australia.) The United States of 

America is on which continent? 

Continents are surrounded by large bodies 

of water called oceans. (Teacher will name 

the five oceans and point to each one: 

Atlantic Ocean, Pacific Ocean, Indian Ocean, 

Southern Ocean, and the Arctic Ocean.) 

What continent is south of North America? 

Which oceans do not border North 

America? Which oceans do not border 

Africa? Are the continents of Europe and 

Asia separated by an ocean? No, they are 

separated by the Ural Mountains. 

Higher-Order Thinking 

After you finish the Read Aloud ask your students these questions: 

Which continent is a very large island? Australia 

Which two oceans border the United States? Atlantic & Pacific Oceans 

Extension Activity 

Home/Class/Center - Create a continent mobile. The top piece of the mobile should be labeled 

“The Seven Continents.” Have a piece for each continent hanging. Draw the shape of each 

continent or print a picture from the computer. Label each continent with its name and one fact. 

Hang the continent pieces on the mobile. 

t’s Practice 

NAME: _____________________________________________ 

WHERE IS IT A RULE? 

This is a mixed-up list of rules. Some rules are for home. Some rules are for school. Some 

rules are for the community. 

Write H nex to rules for home. 

Write S nex to rules for school. 

Write C next to rules for the community. 

______ 1. Keep you room clean. 

______ 2. Ask your teacher for permission to use the bathroom. 

______ 3. Stop at a red light when you are in a car. 

______ 4. Put your plate in the dishwasher. 

______ 5. Raise your hand to speak. 

______ 6. Walk in a line to the library. 

______ 7. Look both ways before you cross the street. 

______ 8. Ask before you borrow your sister’s toy.

Let’s take a look at 


Teaching Tools vary based on the specific content, skills, and standards 

covered. Here are the tools you will most commonly find: 

Inquiry-Based Learning 

START WITH 

THIS ACTIVITY 

Hook & engage 

to boost curiosity, 

inquiry, motivation, 

and results! 

CHAPTER 1 


TOOLS TO MEASURE TIME 

CHAPTER OPENER 

Students have been learning about time since Kindergarten (or before). Second grade is a 

perfect opportunity to teach children how to use tools to describe and measure time. There 

are unlimited opportunities throughout the school year to observe the passing of time, to learn 

the system and language for describing time, and to explore, discover, and predict the effects 

of time. As you do, the abstract concept will become clearer in students’ minds, and they will 

become better prepared to understand and apply one of the most important concepts that is 

applicable to every subject they study in school—and to their lives in and out of school! 

START WITH A RIDDLE: 

Say: I’ve got a riddle for you: 

You can’t own me, but you can use me. 

You can’t keep me, but you can spend me. 

Once you have lost me, you can never have me back. What am I? 

Give students a chance to guess. The answer is time! 

ASK QUESTIONS: 

Ask: What is a pencil? 

Give students a minute to think, then call on students to share their answers. 

Ask: What is snow? 


Ask: What is time? 


REFLECT: 

Ask: Which question was hardest to answer? 

(Their answer will almost certainly be “What is time?” If not, dig deeper about 

whether they actually explained what is time, or gave examples; etc.) 

ANALYZE: 

Ask: Why was it difficult to answer the question of “What is time?” 

Call on volunteers to explain. 

PREVIEW: 

Say: This year, we are going to learn a lot about time. Some of it you will realize 

that you already know. Some of it I will teach you (such as how to use 

timelines). Some of it you will discover for yourself! 

This year you will learn to: 

This year you will also get lots of 

• describe time 

practice using time tools including: 

• measure time 

• calendars 

• observe changes over time 

• timelines 

• identify effects of time 

• make predictions about time 

• sequence events based on time 

Inquiry-Based Learning 

©Gallopade • A l Rights Reserved • www.ga lopade.com 


START WITH 

THIS ACTIVITY 

Hook & engage 

to boost curiosity, 

inquiry, motivation, 

and results! 

CHAPTER 2 

Hit Learning Targets 

with Accuracy! 


LET'S LEARN 

ABOUT CHANGE 

CHAPTER OPENER 

1. Tell students that today they’re going to learn about what makes up a community and what 

makes communities change over time. 

• SAY: Today, we’re going to learn about what makes up a community. Some 

communities are big, like Cleveland, and some are small, like Kent, but every 

community goes through changes over time. 

• SAY: For example, our town is a lot different today than it was thirty, forty, or one 

hundred years ago. 

• ASK: How do we know what our town was like in the past? 

• Possible student answers (you can prompt students if they do not think of 

most of these): 

• pictures 

• movies or videos 

• parents/grandparents/teachers tell us 

• SAY: Good! We’re lucky to have photographs, videos, and adults to tell about 

our town’s history. Now, what if we went further back in time? 

• ASK: How do we know what our town, our state, and our country was like three 

hundred years ago? 

• Possible student answers (you can prompt students if they do not think of 

most of these): 

• teachers tell us 

• history books 

• movies set in the past 

• journals written by people who lived during that time 

• tools, books, clothes, etc., from that time 

• SAY: These are all great ways we can study the past. Often, what helps us learn 

about the world around us are inventions, or things people create that are new or 

different. These inventions can make life easier for the future. 

CONTINUED... 



Provide meaningful purpose and direction for learning. 

Expectations for Learning provide Ohio Model Curriculum 

learning targets for each chapter. Use for your own reference 

and/or post them on your whiteboard. This tool also lists Ohio 

Learning Standards Correlations for standards and matrices! 


CHAPTER 2 

NAME: _____________________________________________ 


LET'S LEARN ABOUT CHANGE 

Define these words as you learn them in class. Write each definition as a complete sentence. 

Words Definitions 

artifact 

communication 

community 

data 

education 

innovation 

population 

primary source 

recreation 

transportation 

Vocabulary Review 

CHAPTER 2 

Across 

3. the number of people living in a community 

6. what people do for fun 

9. a way of moving people and things from one 

place to another 

10. how people share information and ideas with 

each other 



NAME: _____________________________________________ 


Complete the crossword puzzle. 


Down 

1. a group of people living and working together 

2. the process of teaching and learning 

4. records of events as they are first described; 

usually recorded by people who saw or 

participated in the event 

5. something new or different 

7. tools, clothing, or shelters that people used in 

the past 

8. information 



Launch Your Lessons in Style! 

Unit and Chapter Openers provide instructional strategies to 

activate students’ existing knowledge and real-world experiences 

and spark students’ curiosity and inquiry. 

CHAPTER 2 

Expectations for Learning 



Students will be able to: 

ÎExplain how daily life has changed over time using evidence 

from artifacts, maps, and photographs. 

ÎDescribe how science and technology have changed daily life. 

ÎUse information displayed on bar graphs to compare quantities. 

ÎPlace a series of related events in chronological order on a timeline. 

ÎExplain the connection between the work people do and the 

human and physical characteristics of the place where they live. 

ÎDescribe positive and negative results of human changes to the 

physical environment. 

ÎDescribe examples of cultural sharing with respect to food, 

language, and customs. 

Ohio 2 nd Grade Learning Standards 

and Model Curriculum for Social Studies 


Primary Instructional Focus: Content Statements 1, 2, 3, 6, 7, 9, 13 



CHAPTER 1 

Ohio 2 nd Grade Learning Standards 

and Model Curriculum for Social Studies 

Primary Instructional Focus: Content Statement 1 

TOOLS TO MEASURE TIME 

Students will be able to: 

Î List the days of the week in order. 

Î List the months of the year in order. 

Î Use a calendar to determine the day, week, month and year. 

©Gallopade • A l Rights Reserved • www.gallopade.com 


Boost Vocabulary for 

Learning Success! 


Î Place a series of related events in chronological order on a timeline. 

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Vocabulary instruction is essential for academic success! 

Preparing students for learning content by teaching and assessing 

vocabulary helps you identify and break through learning 

roadblocks before they get in the way of students! Vocabulary 

tools save you time. 

A Vocabulary Builder activity sheet is provided for every chapter 

or unit. This ready-to-use resource includes key terms essential 

for content comprehension. 

Each Vocabulary Review (crossword or other activity) matches 

the words introduced with the Vocabulary Builder sheet. 

vii

Writing Prompt 

Enrich Topics and 

Increase Literacy! 

Informational text reading selections expand beyond the 

standards to enrich instruction. Descriptive, colorful writing 

style introduces students to a wide range of vocabulary, 

boosting literacy. 

Each page includes high-tier DOK questions for students to think 

about and discuss. Pages also include simple hands-on activities 

for students to do independently or in small groups. 

NAME: _____________________________________________ 

ARE BRITISH TAXES FAIR? 

Do you think it was fair for the British government to collect taxes from the American colonies? 

Why or why not? Choose a side and write an argument for it. Then, on a different piece of 

paper, and write an argument for the other side! 

Did your second argument change your mind at all? If so, you should consider joining a 

debate team. 

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©Gallopade • A l Rights Reserved • www.gallopade.com 


Organized Thinking 

Boosts Cognition! 

NAME: _____________________________________________ 

THE PERSONAL MEANING 

OF THE DECLARATION OF 

INDEPENDENCE 

The Declaration of Independence meant different things to different people. Pretend that you 

were there on July 4, 1776. The Declaration of Independence is brand new! What would it 

mean to you if you were… 

• A colonist 

• A British soldier 

• An enslaved African American on a Virginia plantation 

• A signer of the Declaration of Independence 

• A royal governor appointed by King George III 

• King George III 

Choose one of the people listed above. Conduct some research to understand the role of that 

person during that time in history. Consider how the Declaration of Independence will affect 

his or her life. Write a letter to a friend from the perspective of that person, describing your 

thoughts, expectations, and feelings. 

__________________________________________________________________________________ 

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More than twenty different types of Graphic Organizers 

are used throughout the year to help students visualize 

how to organize information and strengthen their 

analytical thinking skills! 

Each graphic organizer is designed so students can cut, fold, 

and glue it into their Student Books or interactive notebooks! 

How’s that for thinking ahead?! 


YANKEE DOODLE 

Tradition has it that the song “Yankee Doodle” had its origins in the French and Indian 

War when colonial troops joined British Major General Braddock’s forces at Fort Niagara. 

Unlike the professional British army with matching uniforms, the colonials were a ragtag 

bunch dressed in clothing made of buckskin and fur. Dr. Richard Schuckburg, a British army 

surgeon, is said to have written the tune ridiculing the colonial soldiers. 

Despite the fact that it began as ridicule, the colonials claimed the song for their own. 

Countless verses were written, many of which made fun of their officers, including George 

Washington. When British General Cornwallis surrendered to the Americans during the 

Revolutionary War at Yorktown, Virginia, it is said that while the British band played “The 

World Turned Upside Down,” the American musicians played “Yankee Doodle.” 

During pre-revolutionary America when the song first became popular, the word “macaroni” 

in the line “stuck a feather in his cap and called it macaroni” did not refer to a type of pasta. 

Instead, “macaroni” was a fancy and overdressed “dandy” style of Italian clothing widely 

imitated in England at that time. So, by sticking a feather in his cap and calling it “macaroni,” 

Yankee Doodle was proudly proclaiming that he was indeed a country boy, because that was 

how the British regarded most colonials at that time. 

YANKEE DOODLE 

Yankee Doodle went to town 

riding on a pony. 

Stuck a feather in his cap 

and called it macaroni! 

Chorus 

Yankee doodle, keep it up 

Yankee doodle dandy 

Mind the music and the step 

And with the girls be handy. 

Interactive Discussion 

Questions: 

• Why do you think the colonials adopted the song when it was originally meant to 

ridicule them? 

• What is the value of having a special song when fighting for an important cause? 




JAMES MADISON 

FATHER OF THE CONSTITUTION 

James Madison believed in the importance of having a United States Constitution. 

He kept detailed notes during the Constitutional Convention. Madison’s skills at 

compromise helped the delegates reach agreement during the difficult process of 

writing the Constitution of the United States of America. James Madison’s role earned 

him the title “Father of the Constitution.” 

The U.S. Constitution, adopted in 1788, did not explicitly protect the rights of 

individuals. Madison initially opposed the addition of a Bill of Rights, saying it was 

unnecessary. But, in order to help the Constitution be approved, James Madison also 

helped with the process of adding the 10 amendments that became known as the Bill 

of Rights. The Bill of Rights went into effect on December 15, 1791. 

Why would some of the framers of the Constitution 

have objected to a Bill of Rights? 

It was not that any of the framers objected to citizens having the rights of free speech, 

religion, petition, etc. Rather, some of the framers were concerned that by listing certain 

rights it might imply that those are the ONLY rights protected. The Constitution already 

said that any rights not given to the federal government are reserved for the states 

and the citizens. The framers who objected to a Bill of Rights believed that since the 

government did not have the right to stop someone from exercising free speech or 

worshiping how they chose, there was no need to list it in a Bill of Rights. 

But, that was not good enough for some of the framers. After having just freed 

themselves from the rule of a controlling monarch, they wanted to be SURE their rights 

were protected. These framers won out by refusing to sign the Constitution unless a Bill 

of Rights was promised. 

The other framers agreed to add a Bill of Rights. The Constitution got signed, and soon 

the Bill of Rights was added. 

Interactive Discussion Question: 

Give Your Students the 

Right Write Stuff! 

Do you agree with those who didn’t think a Bill of Rights was necessary, 

or those who did? Explain why. 

©Ga lopade • A l Rights Reserved • www.gallopade.com 


Use these original, creative Writing Prompts throughout the 

year to allow students to reflect on and use what they learn 

in authentic ways. These structured social studies writing 

assignments boost important ELA skills through real-world 

writing activities, while developing deeper understanding of 

social studies concepts. 

Graphic Organizer 

put glue on the BACK of this striped section 

NAME: _____________________________________________ 

THE DECLARATION OF 

INDEPENDENCE 

THE 5WS 

As you read chapter 5, complete this graphic organizer. 

WHAT 

WHEN 

WHO 

DECLARATION 

OF 

INDEPENDENCE 

WHERE 

To add this to your interactive workbook, cut along the outside dashed lines, and fold on the solid line. 

Put glue on the BACK of the striped area, and glue i to the top of a page it relates to. 

Glue it so it is readable when flat, and you can fold it upwards to read the workbook page. 



WHY 

To add this to your interactive workbook, cut along the outside dashed lines, and fold on the solid line. 

Put glue on the BACK of the striped area, and glue i to the top of a page it relates to. 

Glue it so it is readable when flat, and you can fold it upwards to read the workbook page. 

Graphic Organizer 

put glue on the BACK of this striped section 

NAME: _____________________________________________ 

THOMAS PAINE HAS 

“COMMON SENSE” 

PROBLEM-SOLUTION-RESULTS 

Complete the graphic organizer from the perspective of Thomas Paine. 

• Begin by explaining the problem Common Sense was written to solve. 

• Then explain how Common Sense contributed to the achievement of Thomas 

Paine’s other goals. 

COPY 

Whose 

problem is it? 

PROBLEM 

SOLUTION 

Common 

Sense 

RESULTS 

BIG RESULTS/EFFECTS 

Why is 

it a problem? 

©Gallopade • All Rights Reserved • www.ga lopade.com 


viii 

REVIEW

Let’s Review 

NAME: _____________________________________________ 

CONGRESS DIVIDED BY TWO! 

THE GREAT COMPROMISE 

The Great Compromise was an agreement at the Constitutional 

Convention that defined the guidelines for representation for each state in 

the Legislative Branch. 

Answer the questions about the Great Compromise. 

1. Who were the two sides that disagreed in the Great Compromise? What did each side want? 

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2. Solutions proposed included “The Virginia Plan” and “The New Jersey Plan.” 

Who favored each plan and why? 

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3. What does bicameral mean? 

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4. Which house has equal representation for every state? 

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5. Which house has representation based on population? 

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Let’s Practice 



NAME: _____________________________________________ 

FIRST AMENDMENT 

Many experts say that the First Amendment is the most important one 

because it guarantees freedoms that are fundamental to democracy. 

The First Amendment promises these freedoms: 

● Religion — Government may not establish an official religion or 

stop people from practicing any religion they choose. 

● Speech — Individuals are free to express their opinions and beliefs. 

● Press — The press (e.g., newspapers) has the right to gather and 

publish information, including material that criticizes the government. 

● Assembly — Individuals may get together in groups peacefully. 

● Petition — Individuals have the right to make their views known to 

public officials. 

Read each situation, and write which First Amendment right it best describes. 

RELIGION SPEECH PRESS 

ASSEMBLY PETITION 

1. _______________ Your dad invites everyone in the neighborhood to meet at your 

house to discuss destruction of property at the neighborhood pool. 

2. _______________ Your teacher writes a letter to the mayor about the big potholes in 

the street leading to your school. 

3. _______________ Your uncle complains about how much he had to pay in income taxes. 

4. _______________ Your family decides to go to a new church on Sunday. 

5. _______________ The local newspaper prints an article about some financial problems 

in your state government. 

6. _______________ Your aunt sends a letter to the city council protesting its plans to build 

a new shopping mall very close to her house. 

7. _______________ Citizens of your town gather at a restaurant to talk about pollution 

in a local lake. 



Analyze Authentic Sources 

Like a Historian! 

Primary Source Analysis adds rigor and higher-order thinking 

to your lessons. We searched the archives so you don’t have to! 

Each Primary Source Analysis tool includes a specific source with 

broad guidance to get students observing and analyzing like an 

archaeologist, historian, or scientist. A supplemental teacher 

notes page for each source gives you background information 

about the primary source to share in class discussions, plus lots 

of prompts you can use as needed to help students dig deeper! 

Map Skills 

MAP KEY 

MEDITERRANEAN 

SEA 

NAME: _____________________________________________ 

MESOPOTAMIA 

BLACK SEA 

TURKEY 

WATER 

MOUNTAINS 

MESOPOTAMIA 

SYRIA 

Study the map showing the location of Mesopotamia in the modern-day Middle East. 

1. List the modern-day countries that include parts of Mesopotamia. 

__________________________________________________________________________________ 

__________________________________________________________________________________ 

__________________________________________________________________________________ 

__________________________________________________________________________________ 

2. Most of Mesopotamia was located in which country? __________________________________ 

3. List the two rivers in Mesopotamia and label them on the map. 

__________________________________________________________________________________ 

__________________________________________________________________________________ 

4. What physical feature lies to the east of Mesopotamia? 

__________________________________________________________________________________ 

5. On what continent was Mesopotamia located? 

__________________________________________________________________________________ 

RED SEA 

IRAQ 

SAUDI 

ARABIA 

KUWAIT 

CASPIAN 

SEA 

YEMEN 

GULF OF ADEN 

SOMALIA 

PERSIAN GULF 

BAHRAIN 

QATAR 

Map Skills page 1 



IRAN 

UNITED ARAB 

EMIRATES 

GULF OF OMAN 

OMAN 

ARABIAN SEA 

AFGHANISTAN 

EGYPTIAN GEOGRAPHY 

MAP A 

NAME: _____________________________________________ 

Use Map A and the vocabulary box to answer these questions. 

1. Write an appropriate title for the map above. _________________________________________ 

2. A. Locate a river delta on the map, and label it A. 

B. Locate a peninsula on the map, and label it B. 

3. What direction does the Nile River flow? ____________________________________________ 

4. Name two tributaries of the Nile River. ______________________________________________ 

5. Most cataracts are found in Upper Egypt. 

What can you infer about the geography of Upper Egypt from the presence of cataracts? 

__________________________________________________________________________________ 

__________________________________________________________________________________ 



Geography 

Vocabulary 

cataract — a large waterfall 

fertile — producing or capable of 

producing abundant vegetation 

or crops 

peninsula — a piece of land almost 

surrounded by water, or projecting 

out into a body of water 

river delta — the fan-shaped 

landform that forms at the mouth 

of a river as it empties into a larger 

body of water 

tributary — a river or stream that 

flows into a larger river or lake 

CONTINUED... 

Practice & Review 

Key Concepts! 

• Let’s Practice pages reinforce important skills in students. 

The range of activities includes using timelines, identifying 

and analyzing point of view, solving problems, predicting 

outcomes, connecting causes and effects, reading 

comprehension, and more. 

• Let’s Review pages refresh students on critical content. 

They reinforce important points to help students improve 

understanding and make connections that strengthen 

retention of information. 

Primary Source Analysis 

NAME: _____________________________________________ 

THE SPHINX AT GIZA 

STUDENT OBSERVATIONS AND CONCLUSIONS 

Study the photograph of the Sphinx at Giza, and answer the questions. 

The Sphinx at Giza, partially excavated, circa 1878 

1. What is the first thing you notice when looking at the photograph? 

Why does that catch your eye? 

2. List additional observations based on the photo. 

3. What do you not see in the photograph? (things you usually see in photographs today) 

4. What can you infer from the photo about the mode of transportation used at that time to 

travel in the Egyptian desert? Cite evidence to support your conclusions. 

5. Compare the photograph to the photograph of the Sphinx in your Student Book. 

What is different? How and why do you think those changes occurred? 

6. Is it important to preserve artifacts and archaeological sites like this one? 

Why or why not? 

Primary Source Analysis 



NAME: _____________________________________________ 

CUNEIFORM 

STUDENT OBSERVATIONS AND CONCLUSIONS 

The Mesopotamian writing system, cuneiform, developed over time. The people used clay 

tablets to record important information such as seasonal changes, crop production, trade 

transactions, and governmental affairs. Early examples of Mesopotamian writing differ from the 

later examples of fully developed cuneiform. 

Early Example of Mesopotamian Writing Fu ly Developed Cuneiform 

Review the two images and answer the questions. 

1. Identify at least three similarities and differences between the early example of 

Mesopotamian writing and fully developed cuneiform. 

Similarities Differences 

3. What hints on the early form of Mesopotamian writing suggest that this clay tablet may be 

about agriculture? 

__________________________________________________________________________________ 

__________________________________________________________________________________ 



Improve Skills with Maps! 

Map Skills strengthen students’ ability to read, interpret, 

and use maps. Map Skills pages cover both content and skills. 

They give students extra practice and instruction to help build 

their geographical understandings. With these skills, students 

can also analyze political, cultural, and historical information 

presented via maps. 

REVIEW COPY 

ix

Make Learning Meaningful 

and Authentic! 

Project-Based Learning: Hands-on projects serve as 

in-depth (and fun) learning opportunities. Most projects 

provide structured opportunities for authentic assessment. 

(Rubrics included!) 

Students learn more than just content from Project-Based 

Learning−students build inquiry, planning, research, 

collaboration, time management, and problem-solving skills 

(just to name a few)! Project-based learning encourages 

students to explore new ideas and broaden their experiences 

by incorporating innovation and creativity into their work. 

Review and Reinforce for 

Student Success! 

• Interactive Workbooks are guided reviews of key content, 

concepts, and skills. They conduct scavenger hunts through 

the Student Book to provide a great hands-on reinforcement. 

They also cleverly integrate social studies information 

processing skills into topics all year long! 

• Study Guides are detailed, key-point reviews of what students 

need to know. Study Guides make a great reverse roadmap for 

each chapter or unit. You can assign them as homework, as 

an “open book test,” or as an in-class review. These are a great 

tool for ensuring student success! 

Project-Based Learning 

Reflections: 

NAME: _____________________________________________ 

MUSEUM BROCHURE FOR 

MESOPOTAMIA 

CATEGORY EXPECTATIONS SCORES (circle points earned) 

Neat 

Complete 

Visual 

Elements 

Accurate 

Mechanics 

Total 

Interactive Workbook 

PROJECT RUBRIC 

• finished product shows effort and care 

• presentation can be clearly followed 

• all required items are included 

• project reflects depth of research 

and analysis 

• visuals are used to explain topic 

• illustrations and maps are labeled 

• all facts are correct 

• details are included to support facts 

• spelling, grammar, and punctuation 

are all accurate as is appropriate for 

grade level 

• assignment is completed on time 

• add up all points earned above 

• indicate Overall Score of 

Exceeds, Meets, Approaching, or 

Does Not Meet Standards 

Exceeds 

Standard 

4 

4 

Total Points: Overall Score: 

1. What do I think I did really well? ____________________________________________________ 

__________________________________________________________________________________ 

2. What do I think I could have done better? ____________________________________________ 

__________________________________________________________________________________ 

4 

4 

4 

Meets 

Standard 

3 

3 



CHAPTER 13 

3 

3 

3 

Approaching Does Not Meet 

Standard Standard 

2 

2 

2 

2 

2 

1 

1 

1 

1 

1 

NAME: _____________________________________________ 


CIRCLE GRAPHS 

SCAVENGER HUNT 

1. Find and highlight each of these items or facts in your Student Book: 


Build Literacy with 

Leveled Content! 

A. what a title of a circle graph does 

B. what a source does 

C. what a segment label does 

D. what percentages do 

E. what the size of each segment shows 

2. Draw a circle around each of these terms in your Student Book: 

A. tables 

B. charts 

C. circle graph 

D. percents 

E. parts 

F. whole 

3. Find and underline each of these items or facts in your Student Book: 

A. the five steps to create your own circle graph 

B. the six steps to draw your own circle graph 

4. On page 157, draw a star by the whole amount represented in a circle graph. 

Study Guide 

©Ga lopade • All Rights Reserved • www.ga lopade.com 


MUSEUM BROCHURE FOR 

MESOPOTAMIA 

NAME: _____________________________________________ 

PROJECT SUMMARY 

Mesopotamia is often called the “cradle of civilization.” Use what you have learned about 

Mesopotamia’s geography and the kingdoms and empires that developed there to create a 

brochure to be used as a handout in an Early Civilizations Museum. 

1. Students will work individually or in groups. 

2. Gather information on the geography of Mesopotamia and rise of civilization there. Make 

sure you include the following: 

Ideas to include: 

• Favorable geographic and climatic features that led to the region being known as the 

Fertile Crescent 

• Advancements in agriculture, such as irrigation, silt, metallurgy, tools, and use of 

animals 

• Inventions, such as the wheel, sail, and plow 

• How advancements in agriculture led to economic growth 

• The kingdoms and empires that developed in Mesopotamia 

• Religion and social structure in Mesopotamia 

• Achievements, such as cuneiform, clay tablets, ziggurats, and the Epic of Gilgamesh 

• Impact of written law through the Code of Hammurabi 

3. Create a digital brochure that can be printed for display in the classroom. Assume 

that your audience knows nothing about Mesopotamian civilization and its historical 

significance so you need to explain the “why” as well as the “what.” Include as many 

visuals as possible. 

4. Students will display their brochures in the classroom. 

Project Due Date: ________________________________________ 



Leveled Literacy helps to meet your students’ 

differentiated needs. 

Informational text reading selections are provided on two 

different reading levels. Each version covers the same content 

and includes the same high-tier DOK questions for students to 

think about and discuss. These ready-to-use resources allow 

all students to participate in whole-class discussions based on 

independent reading! 

CHAPTER 13 

CIRCLE GRAPHS 

Sleep 

37% 

Cooking and Eating 

13% 

Hygiene 

8% 

Source: Vandenville School Survey, 2020 

NAME: _____________________________________________ 

HOW I SPEND MY TIME DAILY 

Hobbies Work Hygiene Sleep Cooking and Eating 

Hobbies 

17% 

1. What is the subject of this circle graph? _____________________________________________ 

__________________________________________________________________________________ 

2. How do you know? ________________________________________________________________ 

__________________________________________________________________________________ 

3. What is the source of the data in the circle graph? 

__________________________________________________________________________________ 

4. What percentage of the time in a day does this person sleep? _________________________ 

5. How many hours per day does this person work? (Remember: there are 24 hours 

in a day.) _________________________________________________________________________ 

6. What percentage of their day is this person awake? ___________________________________ 

7. What percentage of their time are they not working, sleeping, or doing hobbies?_________ 

8. What is the third largest drain on this person’s time? ___________________________________ 

©Ga lopade • All Rights Reserved • www.ga lopade.com 



COPY 

Work 

25% 

R 

x 

REVIEW

SEMESTER 1 

1 

2 

3 

4 

5 

Ohio 7 th Grade 

PACING GUIDE AND 

CORRELATIONS 

UNIT CHAPTER DAYS/CHPT 

Essential Skills 

for World 

Studies 

2-3 weeks 

Ancient Greece 

3-4 weeks 

Ancient Rome 

3-4 weeks 

Life After the 

Roman Empire 

3-4 weeks 

Empires and 

Feudalism in 

East Asia 

4-5 weeks 

1 

2 

3 

4 

History from a Historical 

Perspective 

Geography’s Influence on 

Societal Decisions 

Ancient Greece—A Land 

Tied to the Sea 

The City-States of Athens 

and Sparta 

(Range) 

PRIMARY OH 

CORRELATIONS * 

4 – 6 CS1, 16 

INTEGRATED 

CONTENT & SKILLS * 

4 – 6 CS 12, 13 CS 19, 20 

2 – 3 CS 13 CS 2, 12 

5 – 7 CS 2, 17 CS 1, 12, 13, 16, 21 

5 Elements of Greek Culture 5 – 7 CS 2 CS 1 

6 

Rome’s Boot-Shaped 

Peninsula 

2 – 3 CS 13 CS 2, 12 

7 The Roman Republic 3 – 4 CS 2, 17 

8 

The Roman Republic 

Becomes an Empire 

3 – 4 CS 2 CS 12, 13, 20, 21 

9 The Legacy of Rome 5 – 7 CS 2, 14, 15 CS 1 

10 

The Fall of the Roman 

Empire 

3 – 4 CS 3 CS 12 

11 The Byzantine Empire 4 – 6 CS 3, 8, 14 CS 12, 13 

12 

Geography of Western 

Europe 

2 – 3 CS 12, 13 CS 3, 6, 10 

13 Life in Medieval Europe 5 – 7 CS 3 CS 12, 13, 14 

14 Geography of East Asia 2 – 3 CS 12, 13 CS 4 

15 

16 

17 

China and Korea to the 

1200s 

The Mongol Invasion of 

China and Korea 

China and Korea After the 

Mongols 

4 – 6 CS 14 CS 4, 8, 12, 15, 21 

5 – 7 CS 4 

CS 12, 13, 14, 15, 

19, 21 

REVIEW COPY 

3 – 4 CS 4 CS 12, 13 

18 Feudalism in Japan 4 – 6 CS 4 CS 12, 13, 14, 15 

First Semester Total Time 65 – 93 

*Primary and Integrated Correlations indicate alignment to Ohio’s New Learning Standards for Social Studies and Ohio’s MODEL Curriculum. 

xi

SEMESTER 2 

6 

UNIT CHAPTER DAYS/CHPT 

Islamic 

Civilization 

Spreads 

3-4 weeks 

7 A Renaissance 

in Europe 

4-5 weeks 

8 

West African 

Kingdoms and 

Trade 

3-4 weeks 

9 European 

Exploration 

3-4 weeks 

19 

Geography of Southwest 

Asia and North Africa 

(Range) 

PRIMARY OH 

CORRELATIONS * 

INTEGRATED 

CONTENT & SKILLS * 

2 – 3 CS 13 CS 5, 12 

20 The Spread of Islam 4 – 6 CS 5 CS 8, 12, 14, 15 

21 

22 

The Rise of the Ottoman 

Empire 

Islamic and European 

Civilizations Interact 

3 – 4 CS 8 CS 5, 12 

3 – 5 CS 5 CS 12, 14, 16 

23 Decline of Feudalism 5 – 7 CS 6, 18 

24 The Renaissance 5 – 7 CS 6 

CS 1, 12, 13, 16, 20, 

21 

CS 1, 5, 12, 13, 15, 

21 

25 A Renaissance in Science 5 – 7 CS 6 CS 1 

26 

The Protestant 

Reformation 

4 – 6 CS 7 CS 1, 6, 15 

27 Geography of West Africa 2 – 3 CS 13 CS 8, 12 

28 West African Kingdoms 4 – 6 CS 8 CS 1, 9, 12, 14, 20 

29 

30 

31 

32 

The Trans-Saharan Slave 

Trade 

Trade and Empires in Asia 

and Africa 

European Exploration and 

Imperialism 

Impact of European 

Imperialism 

2 – 3 CS 9 CS 8, 12, 19 

3 – 4 CS 8 CS 12, 20 

5 – 7 CS 10 CS 12, 15 

4 – 6 CS 10 CS 19, 20 

33 The Columbian Exchange 4 – 6 CS 11 CS 12 

Second Semester Total Time 

REVIEW COPY 

Shorter range allows time for testing and other local priorities 

Appendix 

55 – 80 

End of Year Test 

various 

Glossary 

various 

Index 

various 

xii 

*Primary and Integrated Correlations indicate alignment to Ohio’s New Learning Standards for Social Studies and Ohio’s MODEL Curriculum.

OHIO LEARNING STANDARDS FOR SOCIAL STUDIES 

GRADE 7: WORLD STUDIES FROM 750 B.C. TO 1600 A.D.: 

ANCIENT GREECE TO THE FIRST GLOBAL AGE 

The seventh grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. 

All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political 

factors. Students develop their understanding of how ideas and events from the past have shaped the world today. 

HISTORICAL THINKING AND SKILLS 

Content Statement 1 

Content Alignment 

EARLY CIVILIZATIONS 



HISTORY 

Historians and archaeologists describe historical events and issues from the perspectives of people living 

at the time to avoid evaluating the past in terms of today’s norms and values. 

Primary Instruction and Assessment: Chapter 1 

Integrated Instruction and Assessment: Chapters 4, 5, 9, 23, 24, 25, 26, 28 

The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. 

This legacy includes governance and law, engineering and technology, art and architecture, as well as 

literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. 

Primary Instruction and Assessment: Chapters 4, 5, 7, 8, 9 

Integrated Instruction and Assessment: Chapters 3, 6 

REVIEW COPY

FEUDALISM AND TRANSITIONS 











The Roman Empire collapsed due to various internal and external factors (political, social and economic) 

which led to the development of feudalism and the manorial system in the region. The fall of Rome and 

later invasions also allowed for the creation of new empires in the region. 

Primary Instruction and Assessment: Chapters 10, 11, 13 

Integrated Instruction and Assessment: Chapter 12 

The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to 

conquer Japan allowed a feudal system to persist. 



Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated 

most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced 

into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European 

Renaissance. 

Primary Instruction and Assessment: Chapters 20, 22 

Integrated Instruction and Assessment: Chapters 19, 21, 24 

The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary 

ideas, leading to cultural, scientific, and social changes. 



The Reformation introduced changes in religion including the emergence of Protestant faiths and a 

decline in the political power and social influence of the Roman Catholic Church. 


Integrated Instruction and Assessment: N/A 

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FIRST GLOBAL AGE 

Content Statement 8 Empires in Africa and Asia grew as commercial and cultural centers along trade routes. 








Primary Instruction and Assessment: Chapters 11, 21, 28, 30 

Integrated Instruction and Assessment: Chapters 15, 20, 24, 26, 31 

The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the 

receiving societies. 



European economic and cultural influence dramatically increased through explorations, conquests, and 

colonization. 



The Columbian exchange (i.e., the exchange of fauna, flora and pathogens) among previously 

unconnected parts of the world reshaped societies in ways still evident today. 



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GEOGRAPHY 

SPATIAL THINKING AND SKILLS 



HUMAN SYSTEMS 

Maps and other geographic representations can be used to trace the development of human settlement 

over time. 


Integrated Instruction and Assessment: Chapters 3, 4, 6, 8, 10, 11, 13, 15, 16, 17, 18, 19, 

20, 21, 22, 23, 24, 27, 28, 29, 30, 31, 33 

Content Statement 13 Geographic factors promote or impede the movement of people, products and ideas. 






Primary Instruction and Assessment: Chapters 2, 3, 6, 12, 14, 19, 27 

Integrated Instruction and Assessment: Chapters 4, 8, 11, 13, 16, 17, 18, 23, 24 

Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods 

and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the 

Eastern Hemisphere. 


Integrated Instruction and Assessment: Chapters 13, 16, 18, 20, 22, 28 

Improvements in transportation, communication, and technology have facilitated cultural diffusion among 

peoples around the world. 


Integrated Instruction and Assessment: Chapters 15, 16, 18, 20, 24, 26, 31 

REVIEW COPY

CIVIC PARTICIPATION AND SKILLS 



GOVERNMENT 

Analyzing individual and group perspectives is essential to understanding historic and contemporary 

issues. Opportunities for civic engagement exist for students to connect real-world issues and events to 

classroom learning. 


Integrated Instruction and Assessment: Chapters 4, 22, 23 

ROLES AND SYSTEMS OF GOVERNMENT 



Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, 

influencing the structure and function of modern democratic governments. 



Content Statement 18 With the decline of feudalism, consolidation of power resulted in the emergence of nation states. 




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ECONOMICS 

ECONOMIC DECISION MAKING AND SKILLS 



SCARCITY 



MARKETS 



Individuals, governments and businesses must analyze costs and benefits when making economic 

decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and 

then balancing the costs against the benefits. 

Primary Instruction and Assessment: N/A 

Integrated Instruction and Assessment: Chapters 2, 16, 29, 32 

The variability in the distribution of productive resources in the various regions of the world contributed to 

specialization, trade and interdependence. 



The growth of cities and empires fostered the growth of markets. Market exchanges encouraged 

specialization and the transition from barter to monetary economies. 



REVIEW COPY

©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade 

©2023 Carole Marsh/Gallopade International/Peachtree City, GA • All Rights Reserved 

Published by Gallopade • Manufactured in the USA, January 2024 

No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means (electronic, 

mechanical, photocopying, recording, projecting, or otherwise), without written permission from the publisher. 

Digital licenses may be purchased for this book. Teacher Licenses are for one teacher per login. Digital content licensed by teacher can be used on computer 

screen or projected for classroom viewing. Student Licenses are for one student user per login. No sharing of licenses is authorized by publisher. Do not post 

login IDs and/or passwords on any message boards, forums, blogs, social media sites, or other Internet sites. Your license will terminate automatically if you 

violate any part of the License Agreement. 

Gallopade remains committed to developing materials that yield positive learning outcomes for all students. As part of our commitment, we regularly review 

our curricular materials to ensure inclusivity and culturally sensitive content, while remaining 100% aligned to the current state standards. 

REVIEW COPY 

© Carole Marsh/Gallopade • www.gallopade.com • Ohio 7th Grade 

~This book is not reproducible.~ 

1

A LETTER FOR YOU 

Hello, Student! 

My rescue pup, Coconut, and I wish you a wonderful school year! 

History is happening all around you these days. YOU are part of 

history! I hope that makes you super interested in all this book 

has to tell you. 

I have done my job. Being a good student is your job. Why? 

Because one day you will be in charge of everything—including 

history. How the story turns out will be up to you. So study hard. 

Imagine what you would have done. Think your own thoughts. 

Form your own opinions. Come to your own conclusions. 

Get ready to be the future because the future starts now! 

Your friend and author, 


Carole Marsh 

REVIEW COPY 

2 ~This book is not reproducible.~ 

©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade


TABLE OF CONTENTS 

UNIT 1: Essential Skills for World Studies 5 

Chapter 1: History from a Historical Perspective ..............................................................5 

Chapter 2: Geography’s Influence on Societal Decisions ...............................................13 

UNIT 2: Ancient Greece 19 

Chapter 3: Ancient Greece—A Land Tied to the Sea ........................................................19 

Chapter 4: The City-States of Athens and Sparta ............................................................23 

Chapter 5: Elements of Greek Culture ............................................................................32 

UNIT 3: Ancient Rome 44 

Chapter 6: Rome’s Boot-Shaped Peninsula .....................................................................44 

Chapter 7: The Roman Republic ......................................................................................47 

Chapter 8: The Roman Republic Becomes an Empire .....................................................51 

Chapter 9: The Legacy of Rome ......................................................................................56 

UNIT 4: Life After the Roman Empire 64 

Chapter 10: The Fall of the Roman Empire ......................................................................64 

Chapter 11: The Byzantine Empire ..................................................................................68 

Chapter 12: Geography of Western Europe ....................................................................74 

Chapter 13: Life In Medieval Europe ..............................................................................77 

UNIT 5: Empires and Feudalism in East Asia 86 

Chapter 14: Geography of East Asia ...............................................................................86 

Chapter 15: China and Korea to the 1200s .....................................................................90 

Chapter 16: The Mongol Invasion of China and Korea ...................................................98 

Chapter 17: China and Korea After the Mongols ......................................................... 104 

Chapter 18: Feudalism in Japan ................................................................................... 109 

UNIT 6: Islamic Civilization Spreads 115 

Chapter 19: Geography of Southwest Asia and North Africa ...................................... 115 

Chapter 20: The Spread of Islam .................................................................................. 117 

Chapter 21: The Rise of the Ottoman Empire .............................................................. 125 

Chapter 22: Islamic and European Civilizations Interact ............................................. 130 

UNIT 7: A Renaissance in Europe 136 

Chapter 23: Decline of Feudalism ................................................................................ 136 

Chapter 24: The Renaissance ....................................................................................... 145 

Chapter 25: A Renaissance in Science .......................................................................... 157 

Chapter 26: The Protestant Reformation ..................................................................... 165 

UNIT 8: West African Kingdoms and Trade 170 

Chapter 27: Geography of West Africa ........................................................................ 170 

Chapter 28: West African Kingdoms ............................................................................ 173 

Chapter 29: The Trans-Saharan Slave Trade ................................................................. 181 

Chapter 30: Trade and Empires in Asia and Africa ....................................................... 184 

UNIT 9: European Exploration 190 

Chapter 31: European Exploration and Imperialism .................................................... 190 

Chapter 32: Impact of European Imperialism .............................................................. 202 

Chapter 33: The Columbian Exchange ......................................................................... 208 

APPENDIX 216 

End-of-Year-Test ............................................................................................................. 216 

Glossary ......................................................................................................................... 220 

Index ............................................................................................................................. 223 

REVIEW COPY 



3

ICON IDENTIFICATION 

MAP 

SKILL- 

BUILDER 

FASCINATING 

FACT 

CHARACTER 

COUNTS 

COMPREHENSIVE 

QUIZZES & 

ACTIVITIES 

A 

• Apply What You Learned 

• Assess Your Understanding 

• Cause and Effect 

• Charts and Graphs 

• Chronological Order 

• Classify Information 

• Compare and Contrast 

• Comprehensive Cross-Check 

• Critical Thinking 

• Data Analysis 

• Fact or Opinion 

• Gather Information 

RESEARCH IT 

VOCABULARY 

PRIMARY 

SOURCE 

• Inference 

• Key Concept Check-Point 

• One More for Fun 

• Order of Events 

• Point of View 

• Predict Possible Outcomes 

• Problem-Solution 

• Quick Review 

• Rapid Recall 

• Reading for Information 

• True or False 

• Vocabulary Review 



Z 

MATH 

DISCUSS IT 

EXPRESS 

YOUR 

OPINION 

REVIEW COPY 


Unit 1: Essential Skills for World Studies 

UNIT 1 

Notes: 

Anticipated Start Date: 

Anticipated End Date: 

Notes: 

CHAPTER 1 



Notes: 

CHAPTER 2 



Notes: 

REVIEW COPY

GOALS/PRIORITIES 

 

 

 

Week 

UNIT SCHEDULE 

Notes 

CROSS CURRICULAR IDEAS 

REVIEW COPY

Chapter 1: History from a Historical 

Perspective 


TOOL 


Chapter Opener 


COORDINATES W/ 

STUDENT BOOK 

start + ongoing 

use FIRST 


Let’s Review page 5 

Graphic Organizer page 8 





Vocabulary Quiz 

Study Guide 

ExperTrack Checkpoint #01 

end of chapter 







INSTRUCTION NOTES 

DIFFERENTIATION NOTES 

ASSESSMENT NOTES 

REVIEW COPY

CHAPTER SCHEDULE 

Day 

Notes 

REVIEW COPY


UNIT 1 

Chapter 1 

Essential Skills 

for World Studies 

History from a Historical Perspective 

Studying the Past 

Historians and archaeologists help us understand events and issues from the past. 

Historians... 

• use historical documents and first-hand 

accounts of past events 

• write the “story” of past events 



Primary Correlations: CS 1, 16 

The documents and physical evidence that historians and archaeologists use are called primary 

sources. Primary sources include any original records of a past event created by someone who 

actually saw or participated in the event. Objects that people made or used in the past, called 

artifacts, are also primary sources. 

Items that could be primary sources include: 

Archaeologists... 

• find sites where historical events occurred 

• search for physical evidence of past events 

• piece together the “story” of past events 

photographs videos diaries memoirs interviews 

cave drawings official documents original artwork 

posters pottery advertisements films 

These items are only primary sources if they involve a first-hand participant in an event. 

✓ 

Classify Information 

Place a ✓ by each example of a primary source. 

REVIEW COPY 

____ 1. a diary of a Roman philosopher 

____ 2. a modern painting in the Renaissance style 

✓ 

____ 3. a piece of old pottery found at an archaeological site in Athens, Greece 

____ 4. an essay written by a student describing the Mongol invasion of China 

5

It’s All About Perspective 

Historians and archaeologists use primary sources to build a 

historical narrative. As part of this process, historians must 

A 

evaluate the perspectives of the people who created the primary 

Z Vocabulary 

sources. Historians do this by identifying the most significant 

factors that affect a person’s perspective and determining how 

these factors most likely impact that person’s point of view. 

Historians and archaeologists use as many primary sources as 

possible. Why? Different individuals and groups have different 

historical narrative: : the story of 

what happened in the past 

perspective: : the way a person 

views or interprets events or issues; 

point of view 

perspectives of an event. A single primary source only shows an 

event or issue from one perspective or point of view. A single 

primary source might also be missing key details. If a historian or archaeologist only examines one 

primary source, he or she may get a very one-sided view of the event or issue. By examining a variety 

of primary sources, historians and archaeologists are able to learn about an event or issue from 

multiple perspectives. This helps them better understand the facts of the event or issue. 

Let’s look at a sporting event as an example. Imagine that a local baseball game ended with a 

very controversial decision. These are the primary source accounts available: 

Thankfully, the umpire made 

the right call. I caught the ball 

and had my foot on the base as 

the hitter was sliding toward it. I 

know because I saw her leg touch 

the base. I was looking right 

down at her with my foot 

already on the base. 

I know what I saw. 

The first baseman caught 

the ball and touched the 

base before the hitter 

touched it. That’s why I 

called the hitter out. 

If a historian wrote the story of this baseball game using only the account from the player on 

the losing team, that story would probably end with the conclusion that the umpire made a bad 

call that cost the team the game. If a historian wrote the story using only the perspective of 

the player on the winning team, that story would probably not even indicate that there was any 

controversy with the final call. Even with all three accounts available, a historian still cannot say 

precisely what occurred. 


I cannot believe the ump 

called me out. That baseman 

did not catch the ball in time. 

He was up in the air when I 

touched the base. In fact, he 

almost landed on my leg! 

We were robbed. 

REVIEW COPY 




Inference 

Analyze the baseball players’ comments based on their perspectives. 

Player from Losing Team: 

1. How could physical perspective have distorted what the player saw? 

___________________________________________________ 

___________________________________________________ 

2. How could emotional perspective have distorted what the player saw? 

___________________________________________________ 

___________________________________________________ 

3. How might perspective have affected what the player said? 

___________________________________________________ 

___________________________________________________ 

___________________________________________________ 

Player from Winning Team: 

4. How could physical perspective have distorted what the player saw? 

___________________________________________________ 

___________________________________________________ 

5. How could emotional perspective have distorted what the player saw? 

___________________________________________________ 

___________________________________________________ 

6. How might perspective have affected what the player said? 

___________________________________________________ 

___________________________________________________ 

___________________________________________________ 


Should umpires make the calls in baseball games? Explain both physical and non-physical 

characteristics of an umpire’s perspective as evidence to support your answer. 

Historians and archaeologists try to use whatever sources are available to evaluate an event or issue 

from different perspectives so they can develop as accurate of an account as possible. 

Original photographs and videos are very helpful when available. 


Answers will vary. 

REVIEW COPY 


7

Individual and Group Perspectives 

Every Perspective Is Unique 

Every person’s perspective is as unique as their individual characteristics and life experiences. 

Social status, economic status, religious beliefs, culture, and education are some of the many 

factors that contribute to a person’s perspective. Time and place also have a major influence on 

people’s perspectives. 

Factors related to an event can influence a person or group’s perspective of that event. 

These factors include: 

● the person or group’s role in the event 

● the person or group’s connections to other parties involved in the event 

● the person or group’s physical location when an event occurs 

Generalizations—Good or Good Grief? 

Although everyone’s perspective is unique, historians (and others) often make generalizations to 

describe the perspectives of people with similar characteristics. For example, people who are of 

similar age, gender, race, economic status, or religion often have similar perspectives or beliefs about 

certain topics. Generalizations help simplify data about groups of people, making it easier to identify 

and describe some of the typical characteristics of a group and its members. Historians (and others) 

often use generalizations to interpret and describe perspectives, as well as to make inferences and 

predictions. Understanding group perspectives can be essential to understanding historical and 

contemporary issues or events. 

HOWEVER, generalizations should not be used to 

characterize an individual person—especially in a way that 

is negative or harmful to that person. Generalizations can 

easily misrepresent individuals by attributing beliefs and 

characteristics to people to whom they do not apply. Some 

generalizations are not even accurate about the groups they 

are commonly applied to. Generalizations may be biased, they 

may become outdated, they may oversimplify complex issues, 

or they may be inaccurate due to the influence of our own 

beliefs and perspective. 

Question whether generalizations are valid, and use them with care. 

Research It 

Choose a historical or contemporary issue to research. 


Vocabulary 

generalization: : assuming 

that people who share certain 

characteristics or beliefs also share 

other characteristics or beliefs 

• Find different individual and group perspectives on that issue. 

• Analyze how and why these perspectives differ. 

• Question whether any generalizations you find yourself making are valid. 

• Write an informative report that analyzes the issue using these different perspectives. 

• Then, write a paragraph that explains how understanding different individual and group 

perspectives about this issue was essential to your analysis. 

REVIEW COPY 


A 

Z 



Perspective of Historical Time and Place 

Historians and archaeologists seek to provide as accurate 

an account of historical events as possible. To achieve this, 

historians and archaeologists must avoid evaluating historical 

events in terms of today’s norms and values. Instead, they must 

evaluate primary source accounts from the perspectives of the 

people who created them in the past. In that way, historians and 

archaeologists generally attempt to describe historical events 

and issues from the perspectives of people living at the time the 

events occurred. 

Predict Possible Outcomes 

An Example of the Influence of Perspective 

Imagine you are a historian or archaeologist. You discover a primary source that includes a list of 

laws. These are some of the laws written on the “mystery” primary source you found: 

Part 1: Analysis Based on Today’s Norms and Values 

If you evaluate the primary source based on today’s norms and values, imagine what the historical 

narrative you write might say… 

These rules were written by an unjust leader who did not care about citizens. 

These punishments for breaking laws violated human rights. 

Luckily, these laws are nothing like the laws of our country today! 

However, this is not how historians and archaeologists would evaluate this source. In contrast, they 

would consider when, where, and by whom the laws were written. They would consider the beliefs, 

culture, and experiences of this historical time and place. 



A 

Z 

Vocabulary 

norms: : typical beliefs or behaviors 

values: : principles or standards 

of behavior that are considered 

important or desirable 

Imagine a historian or archaeologist analyzes the same primary source in two ways: 

• first, based on today’s norms and values 

• then, based on the perspectives of people alive at the time the source was created 

Do you think the two interpretations of history will be mostly similar or mostly 

different? Why? 


___________________________________________________________________ 

___________________________________________________________________ 

If a son strikes his father, his hands shall be cut off. 

If anyone steals the property of a temple or of the court, he shall be put to death. 

If a man puts out the eye of another man, his eye shall be put out. 

If a son says to his adoptive father or mother: “You are not my father, or my mother,” 

his tongue shall be cut off. 

REVIEW COPY 

9

Part 2: Analysis Based on Historical Perspectives 

Once again, you analyze the primary source you discovered, 

but this time you do not evaluate the source based on today’s 

norms and values. Instead, you recognize that this “mystery” 

primary source is the famous code of Hammurabi. Hammurabi 

was the king of the ancient empire of Babylon. This primary 

source is one of the earliest examples of written laws ever found 

anywhere in the world. The source is also remarkable because 

of the level of detail it includes—more than 250 laws and 

corresponding punishments are listed. 

If you evaluate the primary source based on the perspectives of 

the people who lived at the time these laws were created, would 

your historical narrative change from that in Part 1? 

If you evaluate these laws in the context of the timeframe in 

which they were created, you will likely write a very different 

story than the one based on today’s norms and values. 

In fact, these laws were not harsh in comparison to laws in 

other societies at that time. Additionally, Hammurabi’s code is 

notable for its time period because it clearly defines the rules of 

justice and applies them to all people in the empire. 

A historical narrative based on the perspectives of people living 

at the time the primary source was created might say... 

Fascinating 

Fact 

By putting laws in writing, Hammurabi demonstrated concern for his citizens 

and a commitment to justice. 

Hammurabi’s code showed compassion by limiting punishments to what was 

considered appropriate at the time based on the crime. 

By creating written laws that applied to all citizens, Hammurabi established a 

lasting legacy that can be seen in the concepts of our U.S. government today. 

HOW TO BE AN A+ STUDENT OF HISTORY 


The Code of Hammurabi 

The Code of Hammurabi is written on a stone pillar. Today, it is displayed in 

the Louvre Museum in Paris, France. 

REVIEW COPY 

As a student of history, you need to evaluate multiple sources and perspectives to build a historical 

narrative—just like historians and archaeologists do. You must also avoid the influence of today’s 

norms and values as you interpret the past. By evaluating primary sources, such as letters, diaries, 

journals, eyewitness accounts, archaeological artifacts, and the architecture of a particular time, you 

become an active participant in the investigation and interpretation of history! 




Quick Review 

Choose the correct word or phrase to complete each sentence. 

1. A primary source is a record of an event created by someone who ____________. 

a. has studied the event b. was present at the event 

2. Historians and archaeologists use as ____________ primary source accounts as possible 

to develop a historical narrative. 

a. few b. many 

3. Historians and archaeologists evaluate primary sources according to ____________. 

a. today’s norms and values b. perspectives of people living at the time 

Primary Source 

The Declaration of Independence was written by colonial leaders soon after 

the first shots of the Revolutionary War were fired. Use this excerpt from 

the Declaration of Independence to evaluate the perspective of the authors 

and signers of this historic document. 

“The history of the present King of Great Britain is a history of repeated injuries and usurpations, 

all having in direct object the establishment of an absolute Tyranny over these States. To prove this, 

let Facts be submitted to a candid world.” 

1. What information about the authors’/signers’ beliefs and experiences might you want to 

research and consider when evaluating this document? _________________________ 

What events led to the Declaration of 

_________________________________________________________________ 

Independence? Had the authors tried to resolve the problems previously? If so, how? How did the 

_________________________________________________________________ 

king respond to previous attempts? What was the social and economic status of the authors? Etc. 

_________________________________________________________________ 

2. What can you determine about the purpose of the authors/signers from the document? 

From sentence 1: ____________________________________________________ 

They wanted to communicate that it was the king’s fault that the colonies 

_________________________________________________________________ 

declared independence because of his harmful treatment and tyranny. 

_________________________________________________________________ 

From sentence 2: ____________________________________________________ 

They wanted other countries to understand why they declared their 

_________________________________________________________________ 

independence, and to judge Great Britain at fault rather than the colonists. 

_________________________________________________________________ 

REVIEW COPY 

3. Predict possible reasons the authors/signers wanted to achieve the goals cited above. 

_________________________________________________________________ 

They may have wanted to influence other countries to be on their side so countries would support 

_________________________________________________________________ 

them in the Revolutionary War, rather than Great Britain. 

_________________________________________________________________ 


~This book is not reproducible.~ 11

Historians and Archaeologists Create Secondary Sources 

When historians and archaeologists (or students of history like 

you), examine primary source evidence to create a historical 

narrative, they are creating a new record or account of an event or 

issue. This new account is a secondary source. 

A secondary source that describes historical events or issues is 

an interpretation of history. The account is not based on firsthand 

experience. Instead, it reflects interpretations made by the 

historian, archaeologist, or other person who created the source. 

You can evaluate a secondary source to be sure the person who created it met the standards that 

you have learned are important for creating an accurate historical narrative. This is a good practice 

whether the historical account was written by an historian, archaeologist, or even yourself. 

You can evaluate 

interpretations of 

history to be sure 

these standards 

have been met: 

✓ 

✓ 

✓ 

❑ 

❑ 

❑ 

Critical Thinking 

Use multiple primary sources to get a variety of perspectives. 

Read the text and answer the questions. 



A 

Z 

Vocabulary 

secondary source: : an account 

of an event written or created by 

someone who was not there 

Avoid the influence of today’s norms and values when interpreting the past. 

Describe past events from the perspectives of people alive at the time. 

Han is a historian. He is creating a historical narrative about life in Ohio during the 1960s. Han 

bought a journal written during the 1960s for $2 in an antique store in Columbus. He would like 

to use the journal as a source for his historical narrative. There is no last name or address in the 

journal for Han to use to identify who the journal belonged to. 

1. Do you think the journal is a good source for Han to use? Why or why not? 

_________________________________________________________________ 

(Answers may vary.) Yes, because the journal entry is a primary source, and a journal written 

_________________________________________________________________ 

during the 1960s will likely provide information about what life was like at that time. 

2. How might Han determine the perspective of the person who wrote the journal? 

_________________________________________________________________ 

Han can read the journal to learn about the person who wrote it. The more he learns about the 

_________________________________________________________________ 

person, the more he will learn about the person’s perspective. 

3. What strategies should Han use to create an accurate interpretation of what he reads in 

the journal? _______________________________________________________ 

Han should interpret the journal from the perspective of people alive during the 1960s. 

_________________________________________________________________ 

Han should avoid the influence of today’s norms and values on how he interprets the journal. 

_________________________________________________________________ 

REVIEW COPY 

4. Why should Han use more sources than just the journal to create a historical narrative? 

_________________________________________________________________ 

This source is just one person’s perspective. A historical narrative needs to be based on multiple 

_________________________________________________________________ 

sources and multiple perspectives to provide a more complete, accurate description of the past. 

_________________________________________________________________ 


Chapter 2: Geography’s Influence on 

Societal Decisions 


TOOL 


Chapter Opener 



STUDENT BOOK 


use FIRST 



Project-Based Learning #1 page 14 

Let’s Practice page 18 

Project-Based Learning #2 




Study Guide 











REVIEW COPY


Day 

Notes 

REVIEW COPY


Chapter 2 

Geography’s Influence on Societal Decisions 

Geography is Part of History 




Integrations: CS 19, 20 

The study of Earth’s many physical environments and how people 

proximity: : how close 

interact with them is called geography. As you study countries 

something is 

around the world—and their histories—you will explore many 

geographic factors that have influenced them, including physical 

features, climate, and proximity to natural 

resources. You will learn how these factors 

have influenced the movement of people, Physical features are the landforms 

products, and ideas. 

and bodies of water that are part of 

physical environments. A river, sea, 

desert, or mountain are all examples 

Maps and other geographic representations, of physical features. 

such as aerial photographs, satelliteproduced 

imagery, and geographic 

information systems (GIS), can be used to 

trace the development of human settlement Climate is the typical weather of 

over time. From past to present, these tools a specific area, including seasonal 

show the spatial relationships within and cycles, average temperatures, and 

among regions. As you study history, you annual precipitation. 

can use geographic tools to analyze: 

➥ changing political boundaries 

➥ trade routes and transportation networks 

Natural resources are materials 

between regions at different times 

from Earth that people use to produce 

➥ how population density varies in relation goods and services. Natural resources 

to resources and types of land 

include water, soil, plants, minerals, 

and much more! 

livestock, and more. 

Discuss It 

Use what you know about Ohio and this map to 

explore some concepts of geography. 

First, describe Ohio’s physical features, including types of 

land, natural resources, and climate. 

Next, review this map of population density. 

Then, discuss how geographic factors influence population 

density and the movement of people, products, and ideas 

in Ohio. 

A 

Z 

Vocabulary 

Ohio Population Density 

Map (U.S. Census 2010) 

REVIEW COPY 

Courtesy of JimIrwin, English Wikipedia (CC BY-SA 3.0) 

13

Impact on Settlement 

Just like it does in Ohio, geography affects the movement of people, 

products, and ideas around the world. Some areas have developed 

high populations with millions of people, while other areas are 

scarcely populated at all. What makes a location favorable for 

settlement? The right physical features, climate, and proximity of 

natural resources, of course! 

A 

Impact of 

Climate 

Places with temperate (mild) 

climate and adequate rainfall 

promote settlement. In 

contrast, very few people live 

in dry deserts or the freezing 

Arctic tundra. Mild climates 

and adequate rainfall make it 

easier for people to meet their 

needs and wants. 

Compare and Contrast 

Examine the photos of two locations. Then answer the questions. 

The Shenzhen River (China) is surrounded by 

rice fields and urban development. 

1. Describe the geographic factors you see in Location A. 

mild; water, good soil 

_________________________________________________________________ 

2. Describe the geographic factors you see in Location B. 

cold; few to no resources 

Impact of 

Natural Resources 

Close proximity to 

natural resources also 

promotes settlement. 

People need natural 

resources to grow 

food, build shelters, 

make goods for 

trading, and build a 

strong economy. 

The Arctic tundra (Russia) experiences little to no 

plant growth for much of the year. 

_________________________________________________________________ 

3. Which location would promote settlement and have a higher population density? Explain 

why. _____________________________________________________________ 

_________________________________________________________________ 



B 

A 

Z 

Vocabulary 

impede: : to make more difficult 

Impact of 

Physical Features 

Some physical features like high 

mountains or rocky terrain can 

impede the movement of people, 

products, and ideas. This makes 

settlement less likely. Other 

physical features like flat land and 

calm rivers can promote movement 

of people, products, and ideas. 

This makes settlement more likely. 

REVIEW COPY 

A; promotes settlement and has higher population density due to temperate climate 

and close proximity to a river which promotes movement of people, products, and ideas. 



Productive Resources and Specialization 

Productive resources are the human, natural, and capital 

resources used to make goods and services. Like natural 

resources, human resources and capital resources are also 

not distributed equally. This variability in distribution 

of productive resources leads people 

in different areas to pursue different 

economic activities. The availability or 

lack of availability of particular resources 

in a region contributes to specialization. 

Specialization occurs when a region 

uses its available resources to produce a 

limited variety of goods and services. For 

example, a region that has a lot of good 

farmland may specialize in agricultural 

products. A region with abundant water 

resources may specialize in fishing 

and shipping. Climate also affects 

specialization. For example, people grow 

crops suited to their region’s climate. 

Quick Review 

Productive Resources Impact Trade 

Capital resources are the man-made 

tools, machinery, and technology 

that are used to produce goods and 

services. A printing press and a ship 

are examples of capital resources. 

Human resources are the people 

that provide labor and knowledge to 

produce goods and services. A writer 

and an explorer are examples of 

human resources. 


Vocabulary 

variability: : change or difference 

Why do different regions specialize in producing a limited variety of goods 

and services? 

They have different productive resources available. 

___________________________________________________________________ 

___________________________________________________________________ 

When regions and countries specialize, they concentrate production on fewer kinds of goods and 

services than they consume. They trade to obtain the goods and services they want but do not—or 

cannot—produce. Trade allows specialization to work because countries and regions can still get 

other goods and services they want or need. 

As with specialization, the distribution of productive resources in a region or country impacts trade. 

A country rich in natural resources might export those resources to other countries. For example, 

much of Finland is forested land, and that has allowed Finland to become one of the largest suppliers 

of lumber and paper goods to the world market. 

Specialization and Trade Lead to Interdependence 

REVIEW COPY 

The more a country or region specializes, the more it depends on its trading partners for other products 

it needs or wants. When countries or regions depend upon one another, they are interdependent. 

Historically, as societies grew and trade expanded, interdependence increased. Today, the world is 

more interconnected than ever before! 


A 

Z 

15

Italy: A Modern Example 

Italian Agriculture 

Italy has a mild climate year-round—perfect for 

growing fruit, including apples and pears. 

In addition, grapes grow well on Italy’s sloping 

mountainsides. Wineries turn the grapes into wine, 

making Italy the world’s largest producer of wine! 

Manufacturing 

Northern Italy is the country’s manufacturing 

region. Major products include cars, clothing, 

and machine parts. From the north, Italy’s 

manufactured goods are sent by rail to 

France, Switzerland, Germany, and other 

nearby European nations. 

On the Mediterranean 

Italy’s location on the Mediterranean Sea has 

made it a center for shipping and trade between 

countries in Europe, Africa, and the Middle East. 

Fishing is also an important economic activity. 

Reading for Information 

Use information from the map of Italy to answer the questions. 

1. How does Italy’s geography impact what Italy specializes in producing and exporting? 

_________________________________________________________________ 

Italy’s year-round mild climate and land are good for growing grapes. Italy farmers grows grapes and then 

_________________________________________________________________ 

wineries turn the grapes into wine. The wine is exported to other countries around the world. 

2. Describe two ways Italy’s geography affects what Italy imports. 

_________________________________________________________________ 

Italy does not have enough farmland to grow food for all its people, so it imports food. 

_________________________________________________________________ 

Italy does not have many natural resources for producing energy, so it imports oil and natural gas. 

3. How does Italy’s geography impact how Italy trades with other countries? 

_________________________________________________________________ 

Since Italy is on the Mediterranean Sea, it ships many of its goods for trade by sea. 

4. Identify an important human resource and capital resource in each region of Italy. 

Northern Italy: human resource: _______________ skilled factory workers capital resource: _______________ 

factories; machines 

Southern Italy: human resource: _______________ farmers; wine makers capital resource: _______________ 

winery equipment 



Limited Land 

Italy is a small nation, and only 23 

percent of the land is suitable for 

farming. As a result, Italy imports 

many food goods, including beef, 

wheat, and coffee. 

Energy Needs 

Italy has very few fuel resources. To meet its energy 

needs, Italy imports petroleum oil and natural gas 

from Russia and Germany, as well as from countries 

in the Middle East and Northern Africa. 

REVIEW COPY 


adeira Islands 

Canary Islands 

Western 

Sahara 

pied by Morocco) 

Gambia 


Iceland 

Guinea Bissau 

Madeira Islands 

Senegal 

Canary Islands 

Western 

Sahara 

ccupied by Morocco) 

Gambia 

Guinea Bissau 

Sierra Leone 

Portugal 

Ireland 

M auritania 

Guinea 

Senegal 

North Sea 

Denmark 

Poland 

Map Skill-Builder 

Neth. 

Germany 

Use the Belgiumaps to answer the questions on climate, resource distribution, and economic 

Lux. 

Czech. Rep. 

specialization in Southwest Asia. 

1. What climate covers most 

of Saudi Arabia? 

___________________ 

desert 

2. What Spain agriculture and 

energy production 

activities does Saudi 

Arabia specialize in? 

___________________ 

oil production (petroleum) 

Morocco 

Norway 

___________________ 

and nomadic herding 

3. Why do you think Saudi 

Arabia specializes in these 

North Sea 

economic U. K. activities? 

Denmark 

M ali 

___________________ 

Saudi Arabia produces oil 

___________________ 

because it has petroleum 

Burkina Faso 

Ireland 

Nigeria Neth. 

___________________ 

available Benin as a natural 

Germany 

Belgium 

Ghana Togo 

___________________ 

resource. Saudi Arabia Lux. uses 

Cote 

d'Ivoire 

Cameroon 

___________________ 

land for nomadic herding 

Equatorial Guinea 

___________________ 

because its climate does not 

Sao Tome & Principe 

Gabon 

___________________ 

support farming, but it does 

___________________ 

have vegetation for animals 

Spain 

___________________ 

to graze if they move from 

___________________ 

place to place. 

Liberia 

Portugal 

U. K. 

Norwegian Sea 

Czech. Rep. 

Congo 

4. How does a Mediterranean 

climate impact regional 

Morocco 

specialization? What can 

you infer based on this 

information? 

___________________ 

Areas with a 

___________________ 

Mediterranean climate 

M ali 

___________________ 

are able to specialize 

___________________ 

in commercial farming. 

Burkina Faso 

Nigeria 

Benin 

___________________ 

Inference: Mediterranean 

Ghana Togo 

___________________ 

climates probably get much 

Cote 

Liberia d'Ivoire 

Cameroon 

___________________ 

more rain than deserts. 

M auritania 

Guinea 

Sierra Leone 

Equatorial Guinea 

Sao Tome & Principe 

Gabon 

Angola 

Namibia 

Congo 

Sweden 

Lithuania 

Latvia 

Belarus 

Mediterranean Sea 

Baltic 

Sea 

Poland 

Latvia 

Desert 

Lithuania 

Semiarid 

Mediterranean 

Belarus 

Humid subtropical 

Highland 

Zambia 

Petroleum 

Botswana Natural Gas 

Phosphates 

Hydroelectric 

Coal 

Lesotho 

South Africa Nomadic Herding 

Black Sea 

Turkey 

© Carole Marsh/Gallopade • www.gallopade.com Burundi 

• Ohio 7th Grade 

Tanzania 


Angola 

Swaziland 

Red Sea 

Tanzania 

Turkey 

Prince Edward 

Islands 

Caspian Sea 

Capian Sea 

Persian Gulf 

Madagascar 

Qatar 

Aral 

Sea 

Climate Regions in Southwest Asia 

Finland 

Estonia 

Gulf of Oman 

Arabian 

Sea 

Uganda Kenya 

Aral 

Sea 

Rwanda 

Dem. Agriculture Rep. and Black Energy Sea Production in Southwest Asia 

Of Congo 

Burundi 


Dem. Rep. 

Of Congo 

Zimbabwe 

(oil) 

Rwanda 

Lebanon 

Israel 

Commercial Farming 

Subsistence Farming 

Commercial Fishing 

Little or No Activity 

Barents Sea 

Uganda 

Jordan 

Syria 

Jordan 

Red Sea 

Kenya 

Iraq 

Mozambique Syria 

Lebanon Malawi 

Israel 

Iraq 

Comoros 

Kuwait 

Saudi 

Arabia 

Yemen 

Novaya Zemlya 

Qatar 

Caspian Sea 

Capian Sea 

U. A. E. 

Persian Gulf 

Saudi 

Arabia 

Yemen 

I ran 

Oman 

I ran 

Reunion 

Mauritius 

Arabian 

Sea 

Kara Sea 

Gulf of Oman 

Oman 

Afghanistan 

Afghanistan 

REVIEW COPY 

Kerguelen 

Islands 

17 

R u s s i a 

S

Weighing the Costs and Benefits of Trade 

Trade has costs. Historically, individuals, businesses, and governments had to consider these costs 

when making economic decisions about whether or not to establish trade routes to get goods and 

services from distant lands. However, individuals, businesses, and governments also had to consider 

trade’s many benefits. They had to conduct a cost-benefit analysis, which consists of determining the 

potential costs and benefits of an action and then balancing the costs against the benefits. 

Individuals, businesses, and governments had to consider long-term consequences. 

Risk of interdependence 

• What if this country or region stops trading with us? 

• Could we find another source for this good or service? 

• How much do we need this good or service? 

Cost vs. Benefit 

Gains from specialization 

• How much efficiency could our economy gain with this trade? 

• How many more goods and services could our country and 

region consume with this trade? 

Individuals, businesses, and governments also had to consider short-term consequences. 

Risk of travel to reach other lands 

• How dangerous is this journey? 

• How long will this journey take? 

• How will we find this region or country? 

Financial costs of trade 

• How much will this good or service cost? 

• How much will transporting this good or service cost? 

Cost vs. Benefit 

Adventure of seeing new lands 

• What is life like in this region or country? 

Profit to be made from trade 

• How much can we sell this good or service for? 

• How much of this good or service can we sell? 

When benefits outweighed the costs, trade routes were established and trade occurred. When costs 

outweighed the benefits, trade did not occur. This is still the case today! 

Key Concept Check-Point 

Answer the questions. 

1. How does the distribution of resources lead to specialization and trade? 

_________________________________________________________________ 

Different regions and countries have different productive resources available. These resources determine what 

_________________________________________________________________ 

goods and services a region or country can make. They specialize in these goods and services, but they still 

_________________________________________________________________ 

want other ones that they cannot make. They trade to get those other goods and services. 

2. How does trade lead to specialization and interdependence? 

_________________________________________________________________ 

Trade allows specialization to work because countries can produce fewer kinds of goods and services than 

_________________________________________________________________ 

they consume. They can still get the other goods and services through trade. Since regions and countries 

_________________________________________________________________ 

need goods and services produced in other regions and countries, they become interdependent. 

REVIEW COPY 

3. Why do individuals, businesses, and governments have to analyze costs and benefits when 

making economic decisions such as establishing trade routes? 

_________________________________________________________________ 

They must determine if the benefits outweigh the costs. If the costs are too high, the decision does not 

_________________________________________________________________ 

make sense. 




Unit 2: Ancient Greece 

UNIT 2 



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Chapter 3: Ancient Greece—A Land 

Tied to the Sea 


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UNIT 2 

Chapter 3 


Ancient Greece—A Land Tied to the Sea 



Primary Correlation: CS 13 

Integrations: CS 2, 12 

More than 3,000 years ago, people in ancient Greece created an advanced 

civilization that greatly influenced the lives of people throughout history. 

As a result, Greece is known as the “birthplace of Western civilization.” 

Greece’s Geography 

Many of the world’s earliest civilizations formed along great rivers—but not ancient Greece. 

Instead, the Greek civilization rose along the shores of the Mediterranean Sea. 


was located on 

a peninsula and 

hundreds of islands. 

Ancient Greece 750 BCE 


Macedonia 

Mt. Olympus 

Balkan 

Peninsula 

Peloponnesian 

Peninsula 

Sparta 

Map Key 

Ancient 

Greece 

Land 

Water 

The mainland of ancient Greece occupied the southernmost part 

of the Balkan Peninsula. Ancient Greek territory also included the 

coastal areas of ancient Asia Minor, which was a geographic region 

of southwestern Asia. Ancient Greece also included Macedonia to 

the north and the Peloponnesian Peninsula to the south. 

Athens 


Asia Minor 

Athens and Sparta 

were the two most 

powerful city-states 

in ancient Greece. 

Athens is the capital of 

Greece today! 

The Peloponnesian Peninsula 

comprises the southern part of 

the Greek mainland. It is almost 

an island. 

REVIEW COPY 

The Peloponnesian Peninsula 

is connected to the rest of the 

mainland by the Isthmus of Corinth. 

19


Label these geographic features on the map of ancient Greece. 

Asia Minor Athens Macedonia Mediterranean Sea 

Peloponnesian Peninsula 

Bonus: Can you find the Isthmus of Corinth? Label it too. 

C 

Rapid Recall 

Sparta 

Match each geographic feature of ancient Greece with the correct description. 

____ 1. Asia Minor 

A 

____ 2. Athens 

D 

____ 3. Macedonia 

B 

____ 4. Mediterranean Sea 

E 

____ 5. Peloponnesian Peninsula 

F 

____ 6. Sparta 

Macedonia 

Isthmus of 

Corinth 

Peloponnesian 

Peninsula 

Sparta 


Athens 

A. city-state in ancient Greece (and Greece’s capital today) 

B. large body of water surrounding ancient Greece 

C. region of southwestern Asia 

D. northern region of ancient Greece 

E. connected to mainland by an isthmus 

F. city-state in ancient Greece (not Greece’s capital today) 


Asia Minor 

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Impact of Geography on Ancient Greece 

The geography of ancient Greece played a significant role in its development as a civilization. 

Some physical features, like Greece’s mountainous terrain, impeded the movement of people, 

products, and ideas. Other physical features, like Greece’s access to the Mediterranean Sea, 

promoted the movement of people, products, and ideas. 

Mountains Divide the People 

Mountains created barriers that separated villages and 

settlements in ancient Greece from each other. The rugged 

terrain made travel very difficult and time-consuming. 

It could take weeks to travel a distance in ancient Greece 

that could be made in a few days in another region! 

At one time, ancient 

Greece included 

hundreds of city-states 

and was spread out 

across the coasts of 

three continents. 

Geography Leads to Trade 

As a result, independent 

communities known as citystates 

developed in ancient 

Greece. Most city-states were 

Greece’s mountainous terrain meets the sea. 

located in valleys between 

mountains or on coastal plains. Each city-state had its own 

government and its own army. Each city-state also had a distinct 

“personality” and way of doing things. At times, stronger city-states 

ruled the weaker, smaller city-states. Sometimes city-states fought 

each other for power. 

Because of its many mountains, ancient Greece had limited flat land and fertile soil. Only about 

twenty percent of Greek land was suitable for farming, and there were few rivers that could be 

used to irrigate the land. 

A 

To overcome this problem, ancient Greeks turned to the sea! 

Z Vocabulary 

Greece specialized in goods and services connected with the 

sea. Ancient Greeks also developed a strong maritime trade 

maritime: : connected with the sea, 

industry. Through this trade, they were able to consume more 

especially in relation to navigation, 

products than they produced. Greeks traded with people in 

shipping, or military activity 

surrounding areas, like Egypt, and with countries along the 

Eastern Mediterranean and the Black Sea. 

Another way the ancient Greeks 

overcame their lack of fertile land was 

by sailing around the Mediterranean 

Sea and establishing new colonies 

where they landed. Crops from 

farmland in new colonies could be 

shipped home to help feed the citizens 

in Greek city-states. 

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Greek city-states 550 B.C.E. 


Ancient Greece’s main exports included 

olive oil, wine, and pottery. 


21

Assess Your Understanding 


1. How did physical features in ancient Greece impede the movement of people, products, 

and ideas? _________________________________________________________ 

Greece’s mountainous terrain made travel over land very difficult. This limited the movement of 

_________________________________________________________________ 

people, products, and ideas. 

_________________________________________________________________ 

2. How did physical features in ancient Greece promote the movement of people, products, 

and ideas? _________________________________________________________ 

Access to the Mediterranean Sea allowed the Ancient Greeks to trade goods and establish 

colonies _________________________________________________________________ 

throughout the region. To do this, Greece built many ships and developed a strong maritime trade. 

People, _________________________________________________________________ 

products, and ideas moved between Greece and other settlements through these maritime activities. 

3. How did physical features in ancient Greece lead to the development of city-states? 

_________________________________________________________________ 

Interaction between cities in Ancient Greece was limited because Greece’s mountainous terrain made travel 

_________________________________________________________________ 

difficult. As a result, each city developed unique characteristics and independent ideas and practices for its 

_________________________________________________________________ 

government and society. 

Problem-Solution 

Complete the graphic organizer to describe how the ancient Greeks solved the problem 

of not having much fertile farmland to grow food. 

Discuss It 

Problem: 

Not enough fertile farmland 

Solutions: 

Used ships to trade with other people and established colonies 

Results: 

Trade brought in food and colonies grew food that could be shipped home to Greece 

REVIEW COPY 

Find a map of modern Greece online and compare that map to a map of ancient 

Greece. What differences do you see in the maps? Discuss how these maps 

demonstrate the human settlement patterns and political boundaries of Greece from 

past to present. 




Chapter 4: The City-States of Athens 

and Sparta 


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Chapter 4 

The City-States of Athens and Sparta 

Athens and Sparta were two powerful rival citystates 

in ancient Greece. They were very different 

in geography, culture, and government. These 

differences demonstrate how geographic factors 

influenced the movement of people, products, 

and ideas in Ancient Greece. 

Athena, goddess of wisdom and the arts, 

was believed to be the goddess of Athens. 

The people of Sparta were believed to be 

descendants of Hercules, the god 

of strength. 

Geography 




Integrations: CS 1, 12, 13, 16, 21 

Athens was located near the Aegean Sea in central Greece. This city-state did not have much good 

farmland. These geographic factors led Athens to develop a thriving trading network throughout the 

Mediterranean region. 

Sparta was located on the Peloponnesian Peninsula in southern Greece. Located inland on plains 

surrounded by mountains, Sparta enjoyed some of the most fertile soil in Greece. These geographic 

factors promoted the development of agriculture and impeded the development of trade. 

Culture 

Sparta was a society of warriors who valued obedience and military strength. 

The culture was solely focused on battle readiness. Athenian culture was 

more diverse. It included a focus on trade and the arts. While both societies 

limited women’s roles, Spartan women had many more rights, such as the 

right to own property and speak in public. However, neither society allowed 

women to vote. 

In Spartan society, men trained to be warriors from an early age. Spartan 

male citizens did not have a choice when they reached adulthood— 

they had to join the army. The three classes in Spartan society included 

Spartans (full citizens), Perioeci, and Helots. Perioeci were non-citizens 

who filled roles such as artisans and merchants. Helots were non-citizens 

who were serfs or who were enslaved by the Spartans. Helots mainly 

worked as farmers, but they also served as house servants and in other 

occupations that did not involve the military. 

Sparta 

Athens 

Ancient Greek city-states of Athens and Sparta 

Map Key 

Ancient 

Greece 

Land 

Water 

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Spartan warrior 

23

Athenian society had different classes including aristocrats, a middle 

class, and a lower class. Athenian citizens consisted of males over 18 

with Athenian fathers. Male members of all of three classes were citizens. 

Male citizens served in the military. However, they also might be farmers, 

artisans, or traders. 

Athens also maintained the institution of slavery. Enslaved people in 

Athens tended not to be treated as harshly as they were in Sparta. In 

Athens, enslaved people worked in a wide range of jobs, including cooks, 

maids, craftsmen, attendants to warriors in battle, and even policemen. 

Sometimes enslaved people in Athens were able to buy their freedom. 

Point of View 



Scene on Greek pottery depicts 

enslaved people at work. 

Read the quotes below and decide who may have said them. Write one of the 

following choices under each quotation. 

Athenian man Athenian woman Spartan man Helot 

1. “I am a homemaker. I have few rights; I am not even allowed to vote.” 

_______________________________ 

2. “I am a warrior. I have been trained for that role since I was a young boy.” 

_______________________________ 

3. “I am an Athenian citizen.” 

_______________________________ 

4. “I might work as a farmer or a house servant in Sparta.” 

A 

S 

B 

S 

A 

Discuss It 

How was citizenship different in Athens and Sparta? How might this difference have 

affected their societies and systems of government? 

Athenian woman 

Spartan man 

Athenian man 

Helot 

_______________________________ 


Indicate whether each statement describes Athens, Sparta, or both. Write A for 

Athens, S for Sparta, or B for both. 

____ 1. Location on the sea made trade an important activity. 

REVIEW COPY 

____ 2. Fertile soil on an inland plain promoted agricultural activity. 

____ 3. Enslaved people were a part of the social structure. 

____ 4. Women had the right to speak in public. 

____ 5. Enslaved people were sometimes able to buy their freedom. 



F 

O 

O 

F 

O 

Cause and Effect 

Explain how geographic factors promoted or impeded the development of trade 

in Athens and Sparta. 

Athens 

Geography 

mountainous with little farmland; 

next to Mediterranean Sea 

developed thriving trade network 

Effect on Trade 

promoted the 

development of trade 

Fact or Opinion 

Write F for Fact and O for Opinion. 

____ 1. Athens was located near the Aegean Sea in central Greece. 

____ 2. Sparta had a better location in Greece than Athens. 

Sparta 

Geography 

Effect on Trade 

____ 3. Athenians women were not as happy in their role in society as Spartan women were. 

____ 4. Spartan boys joined the Spartan army when they reached adulthood. 

____ 5. Spartan women probably believed it was better to have the right to own property 

than the right to vote. 

F 

____ 6. Athenian society had contact with other societies through trade. 


Write three diary entries about life in either Athens or Sparta. Write one entry each from the 

perspective of a man and a woman. Then write an entry from a specific class, such as a Spartan 

Perioeci or Athenian aristocrat. How might these people see their societies differently? 


located inland on plains with 

rich farmland 

impeded the development of 

trade 

REVIEW COPY 


25

Government in Ancient Civilizations 

Many early civilizations had a monarchy or theocracy as their form of government. 

MONARCHY 

rule by one 

In a monarchy, a single leader 

rules. He or she often inherits power 

through his or her family line. 

In both monarchies and theocracies, leaders had extraordinary power over the lives of citizens. 

Citizens had few rights and little to no opportunity to participate in government. 

Democracy Develops in Athens 

The Greek city-states had independent forms of 

government. Many of the earliest city-state governments 

were monarchies. Other governments became oligarchies, 

where a small number of people ruled the government. 

However, in time, Athens developed a very different form 

of government: democracy. It was a radical departure 

from monarchy and theocracy! 

Democracy centered around the concept of the polis. The 

word polis means “city” in the Greek language, but it also 

refers to “the body of citizens.” The role of citizens in a 

democracy is very important. 

THEOCRACY 

rule by religious leader or leaders 

In a theocracy, a religious leader or leaders rule. 

They derive power from the idea that God allows 

them to rule. Religious laws control the society. 

Ancient Greece is considered the “birthplace” of democracy. A democracy is a government where 

the power belongs to the people and every citizen can participate in making decisions regarding 

their government. 

The Athenian form of democracy invested power with its citizens, not an individual ruler. It was a 

direct form of democracy since all citizens participated. In a direct democracy, laws are determined 

by the people voting directly—not by representatives voting for them. 

Greek Democracy Influenced Modern Democratic Governments 

The principles of Greek democracy influenced the structure and function of modern democratic 

governments. Ancient Greek concepts of democracy and citizenship influenced modern ideas 

about law and governance. Just as in Ancient Greece, modern democracies are based on citizen 

control of government, citizen participation, and rule of law. 


Painting of Athenian politician Pericles speaking 

to the assembly 

Athenian democracy was based on the importance of several principles: 

➥ Citizenship: males over 18 with Athenian fathers are vested with rights and duties of citizens 

➥ Civic participation: citizens working together to make a change or difference in the community 

➥ Rule of law: the principle that individuals and government are to be regulated by law—not by the 

actions of an individual or group of individuals 

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Comparing Governments of Athens and Sparta 

Athenian democracy was divided into three groups: the assembly, the council, and the strategoi. 

Each citizen took part in the assembly where they debated and voted on laws. However, at least 6,000 

citizens were required at each assembly meeting. The council included 500 citizens chosen by lottery 

who proposed new laws. The strategoi was a group of 10 elected citizens who ran the army. 


Write A if the statement describes the government in Athens, S if it describes the 

government in Sparta, or A and S if it describes both. 

____ 1. The government was a direct democracy. 

____ 2. The government was an oligarchy. 

____ 3. The assembly had little power. 

____ 4. The assembly had lots of power. 

____ 5. Men could vote. 

Only Athenian men could vote. 

Like Athenian government, Sparta’s government also included an assembly, but the assembly had 

very little power. Sparta’s government was an oligarchy where a small number of people ruled the 

government. The Council of Elders, made up of Sparta’s two kings and a council of 28 elders, ruled 

Sparta. If the assembly passed a law that the Council of Elders didn’t like, the council could overturn it. 

A 

S 

S 

A 

A, S 

S 

A 

Only Spartan men could vote. 

____ 6. The Council of Elders controlled the government. 

____ 7. At least 6,000 citizens were required to be at assembly meetings. 

Apply What You Learned 

Explain how the example about the structure and function of government in the 

United States relates to the principles of Athenian democracy. 

The United States Constitution starts with the words “We the People.” How is this principle 

related to Athenian democracy? 

___________________________________________________________________ 

The Constitution starts with “We the People” because the people have the power. 

___________________________________________________________________ 

Citizens had the power in Athenian democracy too. 

___________________________________________________________________ 

REVIEW COPY 

Discuss It 

How does a direct democracy compare to the “indirect” democracy we have in the 

United States today? What might be some advantages and disadvantages to having 

a direct democracy? 



27

Greek City-States at War 

Athens and Sparta were allies for a time, even 

though they were rivals with different cultures and 

governments. As the Greek city-states established 

colonies in the Mediterranean region, they had 

conflicts with other peoples. Their greatest enemies 

were the Persians. Over a period of about 20 years 

from 500–479 BCE, the Persian Wars swept through the 

Mediterranean region. 

Athens, Sparta, and other Greek city-states cooperated 

in this war. It promoted more unity among the citystates. 

Before the Persian Wars, the Greek city-states 

saw themselves as individual units. This period of 

war against a common enemy began forming a Greek 

identity and a Greek culture. However, the rivalry 

between Athens and Sparta began to build up again 

after this period. 

Rivalry Leads to More War 

Athens and many Greek city-states had formed an alliance called the 

Delian League to protect themselves from the Persian Empire. Because 

Athens had the largest navy to fight off Persian attacks by sea, it became 

the leader of the league. This league gave Athens significant influence in 

the Mediterranean Sea. Sparta headed up a group of city-states known as 

the Peloponnesian League. Sparta became increasingly concerned about 

the growing power of Athens. 

This friction eventually led to a series of two wars between the rivals. The 

First Peloponnesian War took place in the mid-400s BCE. After this period 

of war, Athens and Sparta entered a period of relative peace. 

However, several events, including rising hostilities over allies, led to 

another war. The second Peloponnesian War began in 431 BCE and lasted 

for 27 years. Although there were many city-states involved, the war 

centered mainly around the two rivals of Athens and Sparta. By 404 BCE, 

Sparta was victorious. 



Art on a 5 th century BCE Greek drinking cup features a 

Persian soldier fighting a Greek hoplite. 


Bust of Pericles, a famous 

Athenian leader 

Think back to what you learned about the geography of Athens and Sparta. 

How might geographic factors have promoted or impeded the ability of Athens 

or Sparta to go to war? 

Answers will vary but may include: Sparta was surrounded by mountains, so this 

___________________________________________________________________ 

___________________________________________________________________ 

would have impeded invaders. Sparta was inland, so this would impede invasions by 

___________________________________________________________________ 

sea. Athens and Sparta shared an overland connection, so this would have promoted 

___________________________________________________________________ 

the ability of both to invade the other. Athens was located near the Mediterranean 

___________________________________________________________________ 

and had a lot of ships, so this would have promoted their ability to go to war. 

REVIEW COPY 



From City-States to Empire 

Neither Sparta nor Athens would be a dominant force in Ancient Greece for much longer. Sparta lost 

a major battle to Thebes in 371 BCE and declined in power thereafter. Soon, a power from the north 

would dominate Ancient Greece. King Philip II of Macedonia took advantage of the disunity among 

Greek city-states to conquer much of Greece by 338 BCE. 

Democracy Comes and Goes 

After the Peloponnesian Wars, an oligarchy supported by Sparta briefly ruled Athens. It became 

known as the “Thirty Tyrants.” Athens overthrew this government and returned to a democracy in 

about one year’s time. However, this return to democracy was short-lived. Democracy in Athens 

effectively ended when it became part of King Philip’s empire. 

Discuss It 

Imagine life in Athens during the oligarchy. How would life be different in an oligarchy 

rather than a democracy? What rights might Athenians have lost? 

Primary Source 

Use this excerpt from Pericles’ Funeral Oration about Athenian democracy to answer the 

questions. An ancient historian, Thucydides, recorded the famous speech given by the 

Greek leader Pericles to honor the Greek dead during the early Peloponnesian Wars. 

It is true that we are called a democracy, for the administration is in the hands of the many and not 

of the few. But while there exists equal justice to all and alike in their private disputes, the claim 

of excellence is also recognized; and when a citizen is in any way distinguished, he is preferred to 

the public service, not as a matter of privilege, but as the reward of merit. Neither is poverty an 

obstacle, but a man may benefit his country whatever the obscurity of his condition. 

1. Why does Pericles say that Athens is called a democracy? ______________________ 

“Administration _________________________________________________________________ 

is in the hands of the many and not the few.” 

2. Pericles talks about a “reward of merit” rather than a “matter of privilege”? How does 

this relate to democracy? ______________________________________________ 

People _________________________________________________________________ 

can achieve their goals by working hard even if they are not born to a privileged class. 

3. What point is Pericles making about democracy when he says that poverty is not an 

obstacle? __________________________________________________________ 

All citizens can play a role in a democracy. All citizens can achieve 

greatness _________________________________________________________________ 

and serve their country. 

REVIEW COPY 

4. How do these ideas relate to modern democracies, like the United States? ___________ 

_________________________________________________________________ 

_________________________________________________________________ 

People in democracies control their own governments. There is also a belief that everyone 

should be able to achieve their goals if they work hard regardless of their circumstances. 



29

The Impact of Alexander the Great 

King Philip II of Macedon had planned to unite all the Greek city-states in another war against the 

Persians but died before he could carry out his vision. His 20-year-old son Alexander became ruler 

of his father’s kingdom. Alexander eventually became known as Alexander the Great, the ruler of 

ancient Greece and much of the ancient world in the fourth century BCE! 

Mosaic of Alexander the Great 

Conqueror of the Ancient World 

When he came to power, Alexander had control of 

the Greek city-states. He and his armies then set out 

to expand the Greek empire, conquering peoples 

in the modern-day countries of Egypt, Turkey, Iran, 

Iraq, Syria, Afghanistan, Jordan, Israel, and Pakistan. 

Alexander ruled one of the largest empires of the 

ancient world—more than 5 million square miles. 

This massive territory included many different 

civilizations, peoples, religions, and languages. 

Alexander wanted to blend them all into one state. 

Empire Fosters Growth in Markets 

The growth of Alexander’s empire fostered the growth of markets, which helped 

the entire region grow and prosper. The increased demand for goods and 

services by larger populations in the empire led to the growth of markets. This 

market growth encouraged specialization. As people demanded more goods, 

merchants sought providers of these goods, and specialization increased. Cities 

became centers of market exchange. For example, the city of Alexandria, Egypt, 

Coin featuring Alexander soon became a thriving trading center for the ancient world. 

the Great 

The growth of markets also advanced a more efficient system for the exchange 

of goods and services. A standardized money-based system, rather than a barter system, encouraged 

more market exchanges. In ancient Greece, this transition from barter to a monetary economy started 

when Greek city-states minted their own coins. The barter system limited market exchanges since it was 

less efficient than a monetary system. In Athens, people started using coins around the 400s BCE. In 

Alexander’s empire, the use of Greek coins spread. Coins imprinted with Alexander’s likeness became 

the currency throughout the empire. 

Alexander the Great’s Legacy 

Alexander the Great died in 323 BCE in what is now Iraq. 

A 

He was 32 years old. After his death, his empire fell apart 

Z Vocabulary 

and the nations within it battled for power and control. But 

Hellenistic: : characteristic of or 

because of Alexander’s vast empire, Greek culture, known as 

Hellenistic culture, spread throughout much of the ancient 

relating to Greek civilization in the 

world. This diffusion of Hellenistic culture affected art, 

ancient Mediterranean world 

architecture, language, literature, theatre, and philosophy 

from those ancient times to today. Alexander the Great truly changed history in just 12 years! 

REVIEW COPY 






Study the map and answer the questions. 

Africa 

Europe 


1. Find the Mediterranean Sea on the map and label it. 

2. In what country did Alexander’s empire begin? _______________________________ 

3. In which direction did Alexander’s empire spread? ____________________________ 

4. How many continents did Alexander the Great’s empire touch? ___________________ 

5. List those continents. _________________________________________________ 

Key Concept Check-Point 


Europe, Africa, and Asia 

Empire of Alexander the Great 

Greece 

1. Using Alexander’s empire as an example, explain how the growth of cities and empires 

fostered the growth of markets. _________________________________________ 

Larger populations increased demand for goods and services. 

_________________________________________________________________ 

Cities like Alexandria became centers of market exchange. 

2. Describe how market exchanges encouraged specialization and the transition from barter 

to monetary economies in Ancient Greece. __________________________________ 

As market exchanges increased, more people specialized 

_________________________________________________________________ 

in producing particular goods and services, and people needed a more efficient way to exchange goods 

_________________________________________________________________ 

and services. This encouraged the transition from barter to monetary economies. 

3. Explain the lasting effect of Alexander the Great’s empire. ______________________ 

_________________________________________________________________ 

He spread Greek culture throughout the ancient world. 

east 

three 


Map Key 

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~This book is not reproducible.~ 31 

Land 

Water 

Asia

Chapter 5: Elements of Greek Culture 


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Day 

Notes 

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Chapter 5 

Elements of Greek Culture 

The civilization of ancient Greece had an enduring impact on later 

civilizations and on Western culture. In addition to its influence on 

governance and law, the legacy of the ancient Greek culture includes the 

study of history and philosophy as well as achievements in literature, 

technology, and architecture. This legacy continues to enrich our lives today. 

Greek Literature 

The ancient Greeks made many important contributions to literature. Greek 

fables, myths, epics, and dramas, including both comedies and tragedies, are 

all still part of our culture. 

Greek Myths 



Primary Correlation: CS 2 

Integration: CS 1 

The religion of the ancient Greeks was polytheistic, which means they worshiped many gods. The 

ancient Greeks developed and shared many stories about their gods. These stories are called myths. 

The Greeks believed that the earthly home of the gods was at the top of Mount Olympus, Greece’s 

highest mountain. Some of the most important gods were: 

Zeus: king of the gods 

Hera: queen of the gods 

Gods Were Like Humans 

Poseidon: god of the sea 

Hades: god of the underworld 

The ancient Greeks believed the gods were very much like humans in 

their actions and emotions. Greek mythology tells us how the gods 

fought with each other, were sometimes jealous of each other, and 

even played tricks on each other. 

According to Greek mythology, the gods interacted with humans, 

helping or punishing them as needed. The gods were very involved in 

the everyday life of ancient Greeks. Each city-state chose one god or 

goddess to protect it. The citizens of that city-state performed rituals, 

prayed, and offered gifts to please their god and win rewards. 

Legacy of Greek Myths 

Poseidon 

Helios: god of the sun 

Courtesy of Hans Andersen (CC BY-SA 3.0) 

Aphrodite: goddess of love 

Myths involving 

gods helped the 

Greeks explain events 

of everyday life. For 

example, when thunder 

and lightning occurred, 

Greeks believed Zeus 

was showing his anger 

about something! 

REVIEW COPY 

Western culture today frequently references Greek myths. Elements of myths are found in modern plays, literature, 

movies, and even everyday life. People know the stories and understand references about them. For example, 

people use the phrase “Pandora’s box” from a Greek myth. In the myth, Pandora had a container full of bad things 

like illness, death, and violence. She did not know what the container held, but she knew she was not supposed to 

open it. She opened it anyway, and those bad things were released into the world. Today, people use the phrase 

“Pandora’s Box” to mean something you do not want to explore. It is a way of saying “You don’t want to go there!” 



Quick Review 

Fill in the blanks to complete the sentences. 

1. The Greek religion was ___________________, which means they worshiped many gods. 

2. The Greek gods were very much like ____________________ in the way they acted. 

3. Each Greek _____________________ chose a god or goddess to protect it. 

4. The Greeks created _____________________ to explain everyday occurrences like 

thunder and lightning. 

Illustration from Aesop’s Fables shows the 

tortoise winning the race against the hare. 

Greek Fables 

Gather Information 

Have you ever heard the story of “the tortoise and the hare” 

or “the boy who cried wolf”? These stories are famous fables 

from Aesop’s Fables, which came from Ancient Greece. Fables 

existed before Greek civilization, but this set is the best known in 

Western culture. 

Little is known about Aesop. Some historians believe that he was 

enslaved by the Greeks. Others do not believe he existed. Instead, 

they believe that this style of tale became associated with this name. 

These tales were originally shared orally but were eventually written 

down. The short tales include animals as characters and focus on 

delivering a simple, moral message. Today, Aesop’s fables have been 

made into storybooks, cartoons, plays, and more. 

Find a fable by Aesop online or in your library. After reading or viewing it, determine 

the moral message in the tale. Then, write your own brief fable in the same style. 


Complete the Venn Diagram to describe similarities and differences between myths 

and fables. 

stories about the gods 

stories that explain 

everyday events 

city-state 

Myth 

polytheistic 

myths 

Both 

humans 

Answers may vary but could include: 

part of ancient Greek 

culture 

Fable 


stories with animals as 

main characters 

REVIEW COPY 

forms of literature 

stories that have a 

moral message 


Greek Theater 

Greek theater was an important part of the 

culture. Greek dramas—plays designed for 

the theater—included both comedies and 

tragedies. One characteristic of both types 

of drama was the use of a chorus. The Greek 

chorus sang and danced but did not speak as 

part of the play. 

Comedies frequently made fun of people who 

the audience would know. Aristophanes was 

a famous writer of comedies. He wrote a play 

called The Clouds that made fun of the Greek 

philosopher Socrates. 

Illustration of the Theatre of Dionysus in Athens, Greece Tragedies often depicted a person who had a 

tragic flaw that caused the person to make a 

major mistake and led to the person’s downfall. The Greek gods often played a role in these tragedies 

as well. One example of a common tragic flaw was rage, or excessive passion. Euripides, a famous 

writer of tragedies, used this flaw in his well-known play, Medea. 

The Greek dramas hold great historical significance. Hundreds of years after Greek literature was 

created, playwrights from Western civilizations used ideas from Greek works for their own literature. 

One example is William Shakespeare of England, who modeled many of his plays after Greek dramas. 

For example, characters in his tragedies have tragic flaws. 

The Greek dramas continue to influence Western culture today as modern books and movies reflect 

their themes. In addition, acting troupes perform modern versions of these plays on stages around 

the world. 

F 

C 

M 

T 

Discuss It 

Can you think of a movie or a book where a character has a tragic flaw? What tragic 

flaw does the character have? How does this flaw lead to the character’s downfall? 

Classify Information 

Determine if each statement describes Greek myths, fables, tragedies, or comedies. 

Write M for myth, F for fable, T for tragedy, or C for comedy. 

____ 1. Stories included animal characters and provided a moral lesson. 

____ 2. Stories might make fun of a person the audience would know. 

REVIEW COPY 

____ 3. Stories used the lives of gods to explain events in everyday life. 

____ 4. Stories often included a character with a tragic flaw that led to their downfall. 





Homer 

Greek Epics 

One of ancient Greece’s most 

famous literary figures was the A 

poet Homer. In the 8 th century 

Z Vocabulary 

BCE, Homer composed two of 

epic: : a long narrative poem 

Greece’s most famous epics, 

recounting the deeds of a 

the Iliad and the Odyssey. Both 

legendary or historical figure 

stories are based on a war 

between Greece and the city of 

Troy, located in what is now Turkey. The Iliad details the events of 

the war, while the Odyssey focuses on the 20-year journey home of 

Odysseus, the Greek king of Ithaca, after the war. 

Ancient Greek literature, like Homer’s poems, was not written down 

because the Greeks did not have a written language at that time. 

The poems were actually passed down orally. 

Today, the stories told by these Greek epics are featured in movies and literature. Like myths, 

people recognize references to events that occur in many of them. For example, in the Iliad, a gift 

of a Trojan Horse is used to disguise an attack. Now, people use the phrase “Trojan Horse” to mean 

something or someone that appears good or useful but is really meant to harm. 

Fascinating 

Fact 

Greek literature, like the Iliad and the Odyssey, provides insight into the lives of the ancient Greeks by 

featuring values and customs important to the Greeks. For example, one of the mental characteristics the 

Greeks valued was cleverness and wit. In the Odyssey, there are many instances where Odysseus must 

use inventiveness and shrewdness to get out of a difficult situation. Other examples include sacrifices to 

the gods by characters in poems in order to win favor with those gods. 

O 

F 

O 

F 

The Iliad and Odyssey both start with a request to the muses, or gods, to tell 

the stor y. 

Fact or Opinion 

Write F for Fact and O for Opinion. 

____ 1. Greek literature is the finest literature produced by ancient civilization. 

____ 2. Homer composed two famous epics called the Iliad and the Odyssey. 

____ 3. The Iliad is more interesting than the Odyssey. 

REVIEW COPY 

____ 4. Ancient Greek literature was passed down by the spoken word instead of the 

written word. 

F 

____ 5. Greek literature features values and customs that were important to ancient Greeks. 



35

The Trojan War 

Reading for Information 

Read the text and answer the questions. 

The Trojan War was a major conflict between the Greeks and 

the Trojans. The Trojan War lasted 10 years and is the source of 

many heroic stories. 

The conflict originated when Paris, son of the Trojan king, 

kidnapped Helen, wife of the Spartan king, and took her to Troy. 

In return, Menelaus, Helen’s husband and king of Sparta, led a 

voyage to Troy to save his wife. Many Greek warriors sailed to 

Troy to support King Menelaus. The Greeks battled the Trojans 

for ten long years, but the Greeks were not able to break through 

Troy’s city wall using only strength. 

Before leaving Troy, the Greeks left a giant wooden horse outside the city walls. The Trojans were 

surprised by the gift and dragged it inside their city. During the night, Greek soldiers hiding inside 

the horse climbed out of the horse, opened the gates to the city of Troy, and led the Greek army 

inside the city. The Greek army burned the city of Troy and overthrew the Trojans. 

1. Explain the reason for the Trojan War. ____________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

2. Explain how the Greeks got inside Troy’s city walls. ___________________________ 

_________________________________________________________________ 

3. How does the old saying “Brains are better than brawn” apply to this situation? 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

4. How does the Trojan Horse idea offer insight into values that were important to ancient 

Greeks? __________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

5. Can you think of any way the Trojan War could have been avoided? 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 


Replica of a Trojan Horse 

Paris, son of Trojan king, kidnapped the wife of the Spartan king and took her to 

Troy. The king of Sparta and many of his warriors sailed to Troy to fight to get her 

back. 

_________________________________________________________________ 

They left a giant wooden horse outside with Greek soldiers inside it. The Trojans pulled 

_________________________________________________________________ 

it inside. At night, the Greek soldiers climbed out of the horse, opened the gates, and 

let the Greek army inside the city. 

The Greeks fought Troy for 10 years with no success. When they used their brains to 

come up with a way to trick the Trojans, they finally won the war. 

Answers will vary but may include the fact that cleverness and wit were valued 

by Greeks. 

REVIEW COPY 

Answers will vary but may include negotiating for the release of Helen rather than 

fighting to get her back, or Paris not kidnapping Helen in the first place! 




The Study of History 

The first “historians” originated in Ancient Greek culture. These first historians differed from those 

who told myths or epics. Some elements of epics like Homer’s Iliad and Odyssey were historical, but 

these epics were not really focused on history. They were more concerned with telling a story rather 

than with providing an accurate account of something that may have happened. In addition, these 

works were not written down. 

Later, Ancient Greeks established the study of history. They started recording events for future 

generations. These accounts did differ from modern historical analysis as the writers still sometimes 

talked about gods and included inaccurate information; however, they provided a written record of 

actual past events for future study. 

Two men, in particular, were famous for their accounts of wars. These two men were the ancestors to 

modern historians: 

Herodotus 

The Greek writer 

Herodotus has been 

called “the father of 

history.” He wrote 

The Histories which 

told the story of 

the Persian Wars. 

Herodotus’ work 

remains a major 

Bust of Herodotus 

source of knowledge about the Greek and 

Persian conflicts even though his work differs 

from modern historical works. 



Thucydides 

1. How are Thucydides and Herodotus different from each other? 

Thucydides wrote about the 

Peloponnesian Wars between 

Athens and Sparta. Thucydides 

examined eye witness 

accounts, recorded speeches 

or accounts of speeches, 

and analyzed the available 

information about events in 

the war. Even though his work Bust of Thucydides 

also differs from the modern historical works, he 

did use methods that started resembling those that 

historians use today. 

Thucydides wrote about the war between Athens and Sparta. Herodotus wrote about 

___________________________________________________________________ 

___________________________________________________________________ 

the war between Greeks and Persians. 

___________________________________________________________________ 

2. How are Thucydides and Herodotus different from Homer and other writers of epics? 

___________________________________________________________________ 

They wrote histories. Their works were written, not oral. They tried to tell the story of 

___________________________________________________________________ 

past events. They focused more on what happened than on heroes and gods. 

___________________________________________________________________ 

REVIEW COPY 



37

The Study of Philosophy 

The Greeks were leaders in many areas of learning because 

they were curious about the world around them. They made 

important contributions in the field of philosophy, or “love 

of wisdom.” Greek philosophers wanted to know more about 

humans and how they fit into the universe. The most famous 

of these Greek philosophers were Socrates, Plato, and Aristotle. 

Socrates is considered the founder of western 

philosophy. His way of teaching was to ask questions and 

then test every answer with more questions. Socrates did 

not write down his teachings; therefore, he is primarily 

remembered through the writings of his student Plato. 

Socrates is remembered for inspiring thinkers and 

scientists to question the world around them. 

Plato was a philosopher, writer, and mathematician. His 

best-known work is the Republic, where he described his 

vision of the ideal state. He made a major contribution to 

education by creating the Academy in Athens—the first 

institution for higher learning in the Western world. 

Quick Review 

Match each philosopher with the correct description. 

____ 1. He tutored Alexander the Great and founded the Lyceum. 

____ 2. He taught people to question the world around them. 

____ 3. He created the Academy in Athens. 

Discuss It 


Statue of Socrates at the Academy of Athens 

Aristotle was one of Plato’s students. He became a philosopher, teacher, researcher, and writer. 

In addition, he tutored Alexander the Great as a young boy. Aristotle also founded a school called 

the Lyceum. 

C 

A 

B 


Vocabulary 

philosophy: : the study of the basic 

ideas about the meaning of life 

A. Socrates 

B. Plato 

C. Aristotle 

REVIEW COPY 

Think about the value of philosophy. Why is it important, especially in our fast-paced 

world today? Do you think it is good to slow down from time to time, examine the 

world around you, and ask questions about the meaning of life? Why or why not? 

A 

Z 




Study the painting and answer the questions. 

1. Describe what is happening in the painting. 

_______________________________________ 

Answers will vary, but may include a teacher and 

_______________________________________ 

student walking together and talking. 

2. From what you have learned, who is the teacher in 

the painting? _____________________________ 

Plato 

3. Who is the student? _______________________ 

Aristotle 

4. Why would the painting be called The School of 

Athens? ________________________________ 

Because Plato is teaching Aristotle, 

possibly _______________________________________ 

at the Academy in Athens 

5. Why do you think this image was made? In other 

words, why did the painter want to depict these 

two people? _____________________________ 

Answers will vary, but may include that Plato and Aristotle in Raphael’s fresco 

The School of Athens 

_______________________________________ 

the painter knew how important these two philosophers 

_________________________________________________________________ 

were to Greece and Western Civilization. 

Critical Thinking 

Read the quotation and answer the questions. 

“Excellence is never an accident. It is always the result of high intention, sincere effort, and 

intelligent execution; it represents the wise choice of many alternatives —choice, not chance, 

determines your destiny.” 

—Aristotle 

1. Define these words from the quote: 

intention: 

a course of action that someone plans to follow 

________________________________________________________ 

execution: 

the carrying out of a plan or course of action 

_______________________________________________________ 

alternatives: 

other possible choices 

_____________________________________________________ 

destiny: 

the events that will happen to a person in the future 

_________________________________________________________ 

2. Explain the message of the quotation. _____________________________________ 

Answers will vary, but should mention that excellence involves planning, effort, wise 

choices, and careful carrying out of that plan. 

_________________________________________________________________ 

REVIEW COPY 

_________________________________________________________________ 

3. Explain your reaction to the quotation. ____________________________________ 


_________________________________________________________________ 

_________________________________________________________________ 



Greek Architecture 

One of the most beautiful and enduring legacies of Greek 

culture is Greek architecture. Greeks loved beauty in any 

form, and they created buildings that expressed beauty, 

harmony, and balance. The Greeks were known for their 

rectangular temples with tall columns. 

The Acropolis 

Most city-states in Greece had an acropolis where Greeks 

built their sacred temples. The acropolis also served as a 

high, fortified retreat if the populace came under attack. 

The most famous acropolis is the Acropolis of Athens. The Acropolis of Athens contains some of the 

finest and most famous examples of Greek architecture. The Acropolis of Athens was dedicated to 

the goddess Athena. She was the goddess of the city-state of Athens. 

The Parthenon 

The most famous building on the Acropolis of Athens 

is the Parthenon. It was built in the 5 th century BCE 

as a temple to honor Athena. Inside the temple, the 

Greeks placed a 38-foot-tall statue of Athena made of 

gold and ivory. A shallow pool of water reflected light 

onto the statue. The Parthenon is best recognized 

by its magnificent marble columns—eight on 

the east and west sides and 17 on the north and 

south sides. The Parthenon became a symbol of 

Athenian greatness. 

The Parthenon 

Although the columns and outside 

structure of the Parthenon were made of 

marble, the roof was made of wood. 

A marble roof would have been too heavy 

for the columns to bear. 


Vocabulary 

acropolis: : a citadel or fortified part of an 

ancient Greek city, typically built on a hill; 

it means “high city” in Greek 


A 

Z 

The Acropolis of Athens 

The Greeks also built other types of 

buildings and structures. One example is 

the amphitheater, a theater built into the 

side of a hill with rows of seats surrounding 

a central stage. The famous Greek dramas 

were performed in amphitheaters. They were 

specially designed so that even people in the 

back rows could hear the actors speaking. 

Some of Greece’s amphitheaters held up to 

15,000 people! 

The Greeks used three types of 

columns. The Parthenon columns 

reflect the Doric style. 

REVIEW COPY 



Assess Your Understanding 


1. What is an acropolis? _________________________________________________ 

A citadel or fortified part of an ancient Greek city. 

2. What was the purpose of the Acropolis of Athens? ___________________________ 

It was a place to honor the goddess Athena. 

_________________________________________________________________ 

3. What was the purpose of the Parthenon? It __________________________________ 

was built as a temple to honor the goddess Athena. 

Inference 

Study the images and answer the questions. 

The Parthenon on the 

Acropolis in Athens 

Erechtheion on the 

Acropolis in Athens 

Temple of 

Olympian Zeus 

Ancient 

Greece 

Modern 

Day 

Lincoln Memorial 

White House 

U.S. Capitol 

1. Compare and contrast the buildings of ancient Greece and modern-day America. 

Answers will vary but should include that both use columns and marble as part of 

the architecture. 

_________________________________________________________________ 

_________________________________________________________________ 

2. From the photographs, what can you infer about the relationship between ancient Greece 

Answers will vary, but may include an observation 

that ancient Greek architecture is still respected and considered beautiful and 

functional today, especially for important government buildings. 

and modern-day architecture? __________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

3. Why do you think the designers of American government buildings used Greek 

REVIEW COPY 

Answers will vary but may include that designers of America’s 

government buildings appreciated the Greeks being the first democratic government 

and wanted to honor and emulate that when building America’s government buildings. 

architecture? _______________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 



Greek Technology 

Greek scientists and mathematicians were part of many technological advances that helped later 

civilizations. They looked to the stars and investigated new ideas. They also developed simple 

machines and tools that helped them get work done. The Greek technological legacy includes: 

Astrolabe 

Greek astronomers spent a lot of time looking at the 

stars. An astrolabe probably helped them do so. 

Historians believe that an early form of the astrolabe was 

used in Ancient Greece. Some believe that the Greek 

astronomer Hipparchus was one of the first to create 

one. Astrolabes can be used to determine the positions 

of stars and planets and estimate the time of year or 

the time of day or night. More advanced versions aid 

navigation. They were used for this purpose during the 

Age of Exploration in the late 1400s and 1500s. 

Pulley Block 

A pulley block, or pulley, is an important simple machine that 

helps lift heavy objects. A pulley block has a wheel around 

which a rope or cord is attached. The rope or cord is then 

attached to the object that needs to be lifted. The wheel 

turns, and the rope or cord lifts the object. A pulley block can 

be combined with other pulleys to make compound pulleys 

that can lift very heavy objects. The Greeks started using 

pulley blocks. The famous Greek mathematician Archimedes 

explained how these pulley systems work. Some claim he used 

pulleys to lift a boat out of the water and onto dry land! 

Wood Screw 

A screw is another important simple machine that is used 

to join things together. Screws can also be used to transfer 

force. The Greek mathematician and philosopher Archytas of 

Tarentum may have created the first wood screw in the 400s 

BCE. However, no one knows exactly when they were first used. 

One of the earlier uses for the screw was in a screw press. By the 

first century CE, this machine used screws to press objects like 

clothes, grapes, or olives. 


Middle Eastern astrolabe from the 1200s 

Pulley and rope on a boat 

Metal screws used today still use the simple design 

of the earliest wood screws. 

REVIEW COPY 

Although an earlier version may have existed in other ancient civilizations, the Greek mathematician 

Archimedes made another type of early “screw” with wood. The Archimedes Screw,or water screw, 

has a spiral going around a cylinder. It is used to move water from a lower place to a higher place. 

Archimedes supposedly used it to lift water out of the hold of a ship. 




Ore Smelting and Casting 

Ore smelting and casting allowed humans to create metal 

objects including tools. Ancient people smelted copper and 

then bronze. Later ancient Greek civilizations, like the one 

in classical Athens, had access to iron and a range of metal 

objects. Ore smelting and casting could also help create wealth 

for civilizations as valuable ores were transformed into coins or 

other portable sources of wealth. The silver mines in Laurium 

provided such a source of wealth for Athens. 

C 

A 

E 

B 

D 



Vocabulary 

smelting: : getting metal from a rock 

by heating it 

casting: : pouring heated metal into a 

mold to shape it 

Determine which technological advancement would help with the job being discussed. 

Match each advancement with the correct job. 

____ 1. “I need to create a metal tool.” 

____ 2. “I need to get this water out of the ditch.” 

____ 3. “I need to hold these two things together.” 

____ 4. “I need to figure out where that star is.” 

____ 5. “I need to lift this heavy object.” 

Comprehensive Cross-Check 

Complete the chart by explaining two examples of the enduring impact ancient Greece 

had on later civilizations in each area. 

Areas Example 1 Example 2 

Literature (including 

fables, myths, epics, 

and dramas) 

History 

Philosophy 

Architecture 

Technological 

Advancements 


A 

Z 

A. Archimedes screw 

B. astrolabe 

C. ore smelting and casting 

D. pulley block 

E. wood screw 


REVIEW COPY 

43

OH 7th Grade Unit 1 Teacher's Edition Sample

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