7th Grade History Alive and Desk Atlas Correlation



Standard Addressed: SOC.7.GEI.1: Identify and give examples of economic, cultural, and environmental factors that influence population.

|History Alive |History Alive |World Atlas Opportunities |Teacher Guide Pages |Student Atlas Pages |

|Unit Number & Title |Chapter or Pages | | | |

|1 Europe During Medieval Times |Setting the Stage pages 4-5 |Skills/Concepts/Topics |79-86 |133-150 |

| | |Introducing Europe | | |

| | |Physical Geography | | |

| | |Human Geography | | |

| | |Regions | | |

|2 The Rise of Islam |Setting the Stage pages 72-73 |Skills/Concepts/Topics |91-94 |160-170 |

| | |Human Geography | | |

| | |Regions | | |

|3 The Culture and Kingdoms of West|Setting the Stage pages 134-135 |Skills/Concepts/Topics |71-78 |121-132 |

|Africa | |Introducing Africa | | |

| | |Physical Geography | | |

| | |Human Geography | | |

| | |Regions | | |

|4 Imperial China |Setting the Stage pages 176-177 |Skills/Concepts/Topics |87-90 |151-159 |

| | |Introducing Asia | | |

| | |Physical Geography | | |

| | |Human Geography | | |

| | |Regions | | |

|5 Japan During Medieval Times |(See Unit 4 Imperial China) |(See Unit 4 Imperial China) |(See Unit 4) |(See Unit 4) |

| | | | | |

|6 Civilizations of the Americas |Setting the Stage pages 256-257 |Skills/Concepts/Topics |31-38 |45-53 |

| |Ch. 23. The Maya & Ch. 24 The Aztecs |Introducing North & South America |57-62 |100-110 |

| |Ch. 26 The Incas |Physical Geography |63-70 |111-120 |

| | |Human Geography | | |

| | |Regions | | |

| | |Issues Today | | |

|7 Europe’s Renaissance and Reformation: See Unit 1 |

|8 Europe Enters the Modern Age: See Unit 1 |

Optional Introductory Geography Unit

The 7th Grade Atlas materials can also be used to support a stand-alone unit on Geography. Read the introduction (pages v-viii) of Teacher Guide for an excellent overview of geography concepts and skills. Worksheets tell students which pages of the atlas are the source of their answers.

Standard Addressed

SOC.7.GEI.1: Identify and give examples of economic, cultural, and environmental factors that influence population.

|Geography Content |Page Location in Teacher Guide |Page Location in Student Atlas |

|Using Atlas Tables |1-2 |Various |

|Using Sections of the Atlas |3-4 |Various |

|Using the Glossary & Index of an Atlas |5-6 |Various |

|Reading Map Legends |7-8 |Various |

|Locating Places |9-10 |Various |

|World Geography | |Various |

|Introducing the World |11-12 | |

|Landforms & Plates |13-14 | |

|Oceans |15-16 | |

|Weather & Climate |17-18 | |

|Energy Resources & Metals |19-20 | |

|Land Uses & the Environment |21-22 | |

|Population Growth |23-24 | |

|Health & Food |25-26 | |

|World Economy |27-28 | |

|Culture & Migration |29-30 | |

7th Grade Desk Atlas Persuasive Writing Connections

The Nystrom Desk Atlas includes persuasive writing connections on human geography issues. There is no additional information in the Teacher Guide about this feature. The pages provide much of the background knowledge needed to practice writing persuasive essays, including data and written information in student friendly formats. However, streaming video from Discovery Education and Learn360 would provide more vivid introductions to the people and the issues, and students may raise questions and want to do additional research to increase their understanding. While the student pages are self-explanatory, instruction in how to use the information to write coherent, engaging, and convincing essays must be provided.

Priority Standards Addressed

SOC.07.10 Explore the causes, consequences, and possible solutions to persistent, contemporary and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality. SOC.07.11 Clarify key aspects of an event, issue, or problem and explain its significance; use and evaluate research information from various primary and secondary sources; identify and explain causes, consequences, and/or points of view related to the topic; and present reasonable, supported conclusions.

Other Standards Addressed

SOC.7.GEI.2: Understand the impact of human modification of the environment: clearing vegetation affects the physical environment, and urbanization also affects the human characteristics of a place as well as the physical and human characteristics of the surrounding region.

SOC.7GEI.3: Understand and project how climate change and other changes in an ecosystem can increase or diminish capacity to support human activity.

SOC.7.GEI.4: Evaluate how different points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.

SOC.7.GEI.5: Determine the geographic results of resource use and management programs and policies.

|ISSUE/Location |PAGE LOCATION IN STUDENT ATLAS |

|What rights do indigenous people have? (Central America) |110 |

|What should be done about the rainforest? (Amazon Rain Forest) |120 |

|How should the AIDS pandemic be controlled (Africa) |132 |

|What should be done about industrial pollution? (Europe) |150 |

|How can population growth be controlled? (Asia) |170 |

|What should be done about introduced species? (Australia) |180 |

|(There is also Teacher Guide (pages 95-100) and Student atlas (pages 171-180) support, if | |

|desired. | |

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