GRADE 6

Dear Student and Family,

After you complete each chapter, take time to review
what you have learned by using this handbook. The
California Standards Handbook lists all of the California
History-Social Science content standards covered in each
chapter of the book. In addition, a brief review of the content and page numbers where the content can be found
are included. Test your knowledge of each major standard
by answering the questions that appear in each of the red
boxes.
Remember, the importance of the knowledge and skills
you gain this year will extend well beyond your classroom. After all, you learn about the worlds history not
simply to know names and dates, but to become a wellinformed citizen of the United States and the world.

Standard WH6.1 . . . . . . . . . . . . . . . . .549

Standard WH6.2 . . . . . . . . . . . . . . . . .550
Standard WH6.3 . . . . . . . . . . . . . . . . .552
Standard WH6.4 . . . . . . . . . . . . . . . . .554
Standard WH6.5 . . . . . . . . . . . . . . . . .556
Standard WH6.6 . . . . . . . . . . . . . . . . .557
Standard WH6.7 . . . . . . . . . . . . . . . . .559
Answer Key . . . . . . . . . . . . . . . . . . . .561

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WH6.1
WH6.1 Students describe what is known
through archaeological studies of the
early physical and cultural development
of humankind from the Paleolithic era to
the agricultural revolution.
WH6.1.1 Describe the hunter-gatherer
societies, including the development of
tools and the use of fire.

Chapter 1, Section 1 covers standard WH6.1,

including archaeological studies such as
those by the Donald Johanson, Tim White,
and the Leakey Family. (See pp. 12231.)

Chapter 1, Section 1 When hunter-gatherer

societies began using tools and discovered how to
use fire, their lives began to change dramatically.
(See pp. 12226.)

WH6.1.2 Identify the locations of human

communities that populated the major
regions of the world and describe how
humans adapted to a variety of environments.

Chapter 1, Section 1 By using tools, fire,

clothing, shelters, and changing their diet, early
peoples adapted to the changing environment.
Humans developed early communities such as
Jericho and atal Hyk. (See pp. 12226.)

WH6.1.3 Discuss the climatic changes

and human modifications of the physical
environment that gave rise to the domestication of plants and animals and new
sources of clothing and shelter.

Chapter 1, Section 1 The coming of the Ice

Ages caused people to adapt, including developing new clothing. (See pp. 12526.)
Chapter 1, Section 1 After the Ice Ages, people
began to domesticate plants and animals. They
built villages and claimed land for farms. They also
began to specialize in different activities, including
weaving cloth for clothes. (See pp. 12731.)

1 Because Paleolithic people hunted

and gathered, they
A
B
C
D

lived along rivers and lakes.

were always on the move.
settled in villages on plains.
built fortresses in mountain areas.

2 Which of the following was a

change brought by the farming
revolution?
A Steady food supplies meant healthy,
growing populations.
B Warrior-kings founded city-states.
C All people became farmers.
D Different groups began using stone
tools.

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WH6.2
WH6.2 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of Mesopotamia, Egypt, and
Kush.

WH6.2.1 Locate and describe the major

river systems and discuss the physical
settings that supported permanent settlement and early civilizations.

Chapter 1, Sections 2 and 3 cover early civiliza-

tions in Mesopotamia, including the

Sumerians, Akkadians, Babylonians, Assyrians,
and Chaldeans. (See pp. 13249.)
Chapter 2 covers the rise of Egyptian civilization, trade, hieroglyphics, temple building, and
the civilization of Kush. (See pp. 15295.)
Chapter 1, Section 2 The yearly flooding of the
Tigris and Euphrates rivers created rich soil allowing for good agriculture and early civilizations.
(See pp. 13234.)

Chapter 2, Section 1 In ancient Egypt, the Nile

River provided fertile farmland in the desert.
(See pp. 15662.)

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WH6.2.2 Trace the development of agricultural techniques that permitted the

production of economic surplus and the
emergence of cities as centers of culture
and power.

Chapter 1, Section 2 New agricultural techniques arose, such as irrigation through building
dams, channels, walls, and ditches. These led to
the rise of cities, religion, writing, science and
math. (See pp. 13337.)
Chapter 2, Section 1 The Egyptians developed
irrigation and other techniques to control Nile
flood waters. (See pp. 15960.)
Chapter 2, Section 1 Many different classes
existed in ancient Egypt. (See pp. 16370.)
Chapter 2, Section 2 Egyptians embalmed
their pharaohs and built great pyramids as tombs
so that the pharaohs would make it to the afterlife. (See pp. 16570.)
Chapter 2, Section 3 The pharaoh Akhenaton
tried unsuccessfully to make Egyptian religion
monotheistic. (See p. 183.)

WH6.2.3 Understand the relationship

between religion and the social and political order in Mesopotamia and Egypt.

Chapter 1, Section 2 Mesopotamian priests and

priestesses were powerful and controlled much of
the land. (See pp. 13536.)
Chapter 2, Section 2 The pharaoh was considered both king and god. (See pp. 16570.)

WH6.2.4 Know the significance of

Hammurabi's Code.

Chapter 1, Section 2 Hammurabis law code

impacted many later peoples. (See pp. 13841.)

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WH6.2
WH6.2.5 Discuss the main features of
Egyptian art and architecture.

Chapter 2, Section 2 Massive pyramids were

built as tombs for pharaohs. (See pp. 16870.)
Chapter 2, Section 3 During the Middle Kingdom,
Egyptian arts blossomed. (See pp. 17880.)

WH6.2.6 Describe the role of Egyptian

trade in the eastern Mediterranean and
Nile valley.

Chapter 2, Section 1 Egypt began trading with

Mesopotamia, which helped spread ideas and
goods. (See pp. 16162.)
Chapter 2, Section 3 During the New Kingdom,
Egypt used trade and conquest to dominate the
Eastern Mediterranean. (See pp. 18082.)
Chapter 2, Section 4 Kush grew powerful
through overland trade and trade along the Nile.
(See pp. 18991.)

WH6.2.7 Understand the significance of

Queen Hatshepsut and Ramses the Great.

Chapter 2, Section 3 Queen Hatshepsut was

more interested in trade than conquest.
(See pp. 18082.)

Chapter 2, Section 3 Ramses the Great

expanded Egypts power through military expeditions. (See pp. 18486.)
WH6.2.8 Identify the location of the Kush
civilization and describe its political,
commercial, and cultural relations with
Egypt.

Chapter 2, Section 4 During the 700s B.C ., Kush

conquered Egypt and styled its culture and government on Egyptian models. (See pp. 18991.)

WH6.2.9 Trace the evolution of language

and its written forms.

Chapter 1, Section 1 The development of spoken language made it possible for people to pass
on knowledge. (See p. 126.)
Chapter 1, Section 2 Mesopotamians wrote
using cuneiform. (See pp. 13637.)
Chapter 2, Section 1 Egyptians used papyrus
and hieroglyphics to record history. (See p. 160.)

1 The Sumerian system of writing

known as cuneiform was made
up of
A about 30 letters representing sounds.
B picture symbols representing objects,
ideas, and sounds.
C characters that represented ideas only.
D wedge-shaped markings first used to
track business deals.

2 The kingdom of Kush was favorably located

A along the Mediterranean Sea.
B in the Fertile Crescent between Syria
and Canaan.
C along the upper Nile River south of
Egypt.
D in the Congo River basin.

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WH6.3
WH6.3 Students analyze the geographic, political, economic, religious,
and social structures of the Ancient
Hebrews.

Chapter 3 covers standard WH6.3, including

the rise of the Hebrews in Canaan, the

teachings and practices of the Jewish religion, the political leaders of Israel, and the
ways Jews have protected their culture under
foreign rule. (See pp. 196227.)

WH6.3.1 Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one
God who sets down moral laws for
humanity.

Chapter 3, Section 1 The early Israelites believed

in one God who made covenants with them and
gave them commandments. (See pp. 20003.)

WH6.3.2 Identify the sources of the ethical teachings and central beliefs of
Judaism (the Hebrew Bible, the
Commentaries): belief in God, observance
of law, practice of the concepts of righteousness and justice, and importance of
study; and describe how the ideas of the
Hebrew traditions are reflected in the
moral and ethical traditions of Western
civilization.

Chapter 3, Section 1 The ancient Israelites

practiced monotheism and held certain commandments to be given by God. These laws
detailed concepts of righteousness and proper living and were recorded in the Hebrew Bible.
(See pp. 20103.)

Chapter 3, Section 1 Prophets arose who

taught the Israelites about God and about a just
society. (See pp. 20612.)
Chapter 3, Sections 1, 2, and 3 The Israelites
developed many religious and ethical concepts
that are reflected in Western civilization.
(See pp. 20103, 21012, 21718, 22023.)

Chapter 3, Section 2 While in exile, the Jews

studied the Hebrew Bible to keep their faith
strong. (See pp. 21315.)
Chapter 3, Section 3 Jewish leaders focused on
education and wrote commentaries on the Torah.
(See pp. 22023.)

WH6.3.3 Explain the significance of

Abraham, Moses, Naomi, Ruth, David, and
Yohanan ben Zaccai in the development
of the Jewish religion.

Chapter 3, Section 1 The Israelites believed

they were descended from Abraham, who first
settled Canaan. (See p. 201.)
Chapter 3, Section 1 Moses led the Israelites
out of Egypt, and delivered the Torah and Ten
Commandments. (See pp. 20203.)
Chapter 3, Section 1 After Moses died, other
leaders, such as Joshua and Deborah, led the
Israelites (See pp. 20405.)
Chapter 3, Section 2 The two most important
kings of Israel were David and Solomon.
(See pp. 20610.)

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WH6.3
Chapter 3, Section 3 The biblical story of how
Ruth remained loyal to Naomi inspired Jews.
(See pp. 21819.)

Chapter 3, Section 3 Yohanan ben Zaccai established a school to teach the Torah. (See pp. 22223.)
WH6.3.4 Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their
movement to and from Egypt, and outline
the significance of the Exodus to the
Jewish and other people.

Chapter 3, Section 1 Moses led the Israelites in

the Exodus, or escape from Egypt. (See pp. 20204.)
Chapter 3, Section 1 Once the Israelites arrived
in Canaan, they began to conquer the people living there. (See pp. 20405.)
Chapter 3, Section 2 When the Chaldeans conquered Judah, they exiled many Jews to Babylon.
(See pp. 21012.)

Chapter 3, Section 3 The Persians allowed Jews

to return to Judah. (See p. 214.)
Chapter 3, Section 3 Many Jews lived throughout the Middle East and the Mediterranean. (See
pp. 21516.)

WH6.3.5 Discuss how Judaism survived

and developed despite the continuing dispersion of much of the Jewish population
from Jerusalem and the rest of Israel
after the destruction of the second
Temple in A.D. 70.

Chapter 3, Section 3 The Romans destroyed the

temple in A.D. 70 and exiled the Jews from
Jerusalem in A.D. 135. (See pp. 22022.)
Chapter 3, Section 3 The Jews spread throughout the Middle East and the Mediterranean and
preserved their culture and teachings.
(See pp. 22123.)

Chapter 3, Section 3 Jewish leaders focused on

studying the Torah and the commentaries, such
as the Talmud. (See pp. 22223.)

1 In the covenant, or agreement,

between God and the Israelites,
A God promised the Israelites an eternal
life if they followed his laws.
B God agreed to return the Israelites to
Egypt if they prayed five times a day.
C God pledged to protect Israels kings if
the people obeyed his laws.
D God promised to return the Israelites
to Canaan if they followed his laws.

2 Why was Ruth an important figure

in Jewish tradition?
A As a queen, she saved the Israelites
from persecution.
B Her political skills made her Israels
first female ruler.
C Her devotion to family provided an
example for Jewish women.
D Her courage and bravery helped the
Israelites escape from Egypt.

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WH6.4
WH6.4 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of Ancient Greece.

Chapter 7 covers much of standard WH6.4,

including the establishment of city-states and

the rise of Athens and Sparta. (See pp. 33271.)
Chapter 8 also covers standard WH6.4,
including the importance of Greek literature,
the rise of Alexander the Great and the
spread of Hellenism. (See pp. 372415.)

WH6.4.1 Discuss the connections

between geography and the development
of city-states in the region of the Aegean
Sea, including patterns of trade and commerce among Greek city-states and
within the wider Mediterranean region.

Chapter 7, Section 1 Greeces first civilizations

developed large trading networks. (See pp. 33640.)
Chapter 7, Section 1 The mountains and seas
surrounding Greece led to the rise of city-states.

WH6.4.2 Trace the transition from

tyranny and oligarchy to early democratic forms of government and back to
dictatorship in ancient Greece, including
the significance of the invention of the
idea of citizenship (e.g., from Pericles'
Funeral Oration).

Chapter 7, Section 1 Many Greek city-states

were run by their citizens, or members of the
political community. (See pp. 34142.)
Chapter 7, Section 2 Tyrants became unpopular
as citizens wanted more rights. Most city-states
became oligarchies or democracies. (See pp. 34450.)

WH6.4.3 State the key differences

between Athenian, or direct, democracy
and representative democracy.

Chapter 7, Section 4 Representative democracy

in the United States differed from Athenian
democracy in key ways, such as electing officials
who make laws. (See pp. 35861.)

WH6.4.4 Explain the significance of

Greek mythology to the everyday life of
people in the region and how Greek literature continues to permeate our literature and language today, drawing from
Greek mythology and epics, such as
Homer's Iliad and Odyssey, and from
Aesop's Fables.

Chapter 8, Section 1 Greek religious beliefs

influenced festivals and actions. (See pp. 37678.)
Chapter 8, Section 1 The Greeks wrote poetry
and fables based on their religious beliefs.

(See pp. 34142.)

Chapter 7, Section 2 The growth of Greece

depended on establishing colonies and trade
throughout the Mediterranean region. (See p. 343.)

(See pp. 37981.)

Chapter 8, Section 1 Greek literature has influenced readers for nearly 3,000 years.
(See pp. 37981.)

Chapter 8, Section 1 Greece made important

contributions in drama. (See pp. 38283.)
WH6.4.5 Outline the founding, expansion, and political organization of the
Persian Empire.

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Chapter 7, Section 3 Persia created a large

empire divided into local states called satrapies.
(See pp. 35153.)

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WH6.4
WH6.4.6 Compare and contrast life in
Athens and Sparta, with emphasis on
their roles in the Persian and
Peloponnesian Wars.

Chapter 7, Section 2 Sparta maintained its oligarchy and developed a militaristic government.

WH6.4.7 Trace the rise of Alexander the

Great and the spread of Greek culture
eastward and into Egypt.

Chapter 8, Section 3 Alexander conquered the

Persian empire and spread Hellenism throughout
southwest Asia. (See pp. 398402.)
Chapter 8, Section 4 The Greeks spread their
art, architecture, literature, theater, philosophy,
and mathematics. (See pp. 40710.)

WH6.4.8 Describe the enduring contributions of important Greek figures in the

arts and sciences (e.g., Hypatia, Socrates,
Plato, Aristotle, Euclid, Thucydides).

Chapter 8, Section 1 Some of the great Greek

writers include the dramatists Sophocles,
Euripides, and Aeschylus. (See pp. 38283.)
Chapter 8, Section 1 Greek ideas of art and architecture influence styles today. (See pp. 38485.)
Chapter 8, Section 2 Greek philosophers tried
to answer lifes big questions. (See pp. 39396.)
Chapter 8, Section 2 Thucydides was one of the
first historians in the world. (See p. 397.)

1 Aesop wrote his fables to

A
B
C
D

praise Greek military heroes.

teach Greeks about their past.
provide entertainment only.
teach a moral lesson.

2 After becoming Macedonias ruler,

Alexander the Great
A began an invasion of the Persian
Empire.
B conquered all of the Greek city-states.
C set up colonies in India.
D agreed to peace with Carthage.

(See pp. 34647.)

Chapter 7, Section 2 Athens created a democracy

and focused on trade and culture. (See pp. 34850.)
Chapter 7, Section 3 Athens and Sparta joined
forces to defeat the Persians in the Persian Wars,
but later fought the destructive Peloponnesian
War. (See pp. 35457, 36467.)

3 How did geography influence early

Greek government?
A City-states grew only in river valleys.
B Mountains and seas separated independent city-states.
C Greeks united under one central government.
D Greeks lacked organized government.

4 Cleisthenes was important to

Athens because he
A
B
C
D

helped Athens become a democracy.

made Athens a great military power.
set up a school for artists and writers.
took away the rights of farmers.

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WH6.5
WH6.5 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of India.

Chapter 4 covers standard WH6.5, including

Indias first civilizations, Hinduism and

Buddhism, the Mauryan empire, and the
achievements of these people. (See pp. 23471.)

WH6.5.1 Locate and describe the major

river system and discuss the physical
setting that supported the rise of this
civilization.

Chapter 4, Section 1 The Indus River system

gave rise to the Harappan civilization. Indias
monsoons and snowmelts helped the rise of agriculture. (See pp. 23841.)

WH6.5.2 Discuss the significance of the

Aryan invasions.

Chapter 4, Section 1 The Aryans brought new

farming techniques, language, and metal tools
and weapons. (See pp. 24245.)

WH6.5.3 Explain the major beliefs and

practices of Brahmanism in India and how
they evolved into early Hinduism.

Chapter 4, Section 2 Indias major religion was

Hinduism, which included belief in a universal
spirit called Brahman. (See pp. 24648.)

WH6.5.4 Outline the social structure of

the caste system.

Chapter 4, Section 1 The caste system organized Indians into four classes. (See pp. 24345.)

WH6.5.5 Know the life and moral teachings of the Buddha and how Buddhism
spread in India, Ceylon, and Central Asia.

Chapter 4, Section 2 The Buddhas life and

teachings led to a new religion called Buddhism
which spread throughout India to central Asia.
(See pp. 24953.)

WH6.5.6 Describe the growth of the

Maurya empire and the political and moral
achievements of the emperor Asoka.

Chapter 4, Section 3 Asoka, the Mauryan

Empires greatest king, conquered almost all of
India, then he converted to Buddhism and dedicated his life to peace. (See pp. 26063.)

WH6.5.7 Discuss important aesthetic and

intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine;
metallurgy; and mathematics, including
Hindu-Arabic numerals and the zero).

Chapter 4, Section 3 Under the Mauryan and

Gupta empires, India built Hindu and Buddhist
temples and shrines, produced great literature in
Sanskrit, such as the Bhagavad Gita, and developed algebra and the concept of zero.
(See pp. 26467.)

1 Hinduism grew out of the

A teachings of the Buddha.
B spiritual ideals of the ancient Israelites.
C religious customs of many people over
thousands of years.
D the Islamic conquests.

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2 What kind of upbringing did the

Buddha have?
A
B
C
D

He was raised to be a farmer.

He grew up in luxury as a prince.
He was born into a wealthy family.
He was the son of a Hindu teacher.

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WH6.6
WH6.6 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of China.

Chapter 5 covers standard WH6.6, including

the geographic qualities that led to the rise

of important Chinese civilizations, including
the Shang, the Zhou, and the Han dynasties,
and how people lived and what they
believed. (See pp. 272307.)

WH6.6.1 Locate and describe the origins

of Chinese civilization in the Huang-He
Valley during the Shang Dynasty.

Chapter 5, Section 1 Chinas first civilizations

arose in the Huang He valley. (See pp. 27678.)
Chapter 5, Section 1 The Shang dynasty developed the first Chinese language and the concept
of honoring ancestors. (See pp. 27881.)

WH6.6.2 Explain the geographic features

of China that made governance and the
spread of ideas and goods difficult and
served to isolate the country from the
rest of the world.

Chapter 5, Section 1 China is surrounded by

vast mountain ranges such as the Himalaya to the
southwest and the Kunlun Shan and the Tian Shan
to the west. The Gobi Desert also covers much of
China. These features helped isolate ancient China
from most other peoples. (See p. 278.)

WH6.6.3 Know about the life of

Confucius and the fundamental teachings
of Confucianism and Daoism.

Chapter 5, Section 2 Confucius taught the

importance of duty and filial piety. (See pp. 28789.)
Chapter 5, Section 2 Daoists follow the teachings of Laozi, and believe people should give up
worldly desires and follow the force that guides
all thingsthe Dao. (See pp. 29091.)

WH6.6.4 Identify the political and cultural problems prevalent in the time of
Confucius and how he sought to solve
them.

Chapter 5, Section 2 Confucius lived in a time

when the government was struggling to run society and when many people were not following
the ancient traditions. (See pp. 28789.)
Chapter 5, Section 2 Confucius wanted to
improve society through teaching people to do
their duty, honor their parents, and do many
other noble activities. (See pp. 28789, 29293.)

WH6.6.5 List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin
Dynasty.

Chapter 5, Section 3 Emperor Shihuangdi

united much of China under one dynasty.
(See pp. 29497.)

Chapter 5, Section 3 Shihuangdi created one

currency, and built roads, a huge canal, and the
Great Wall. (See pp. 29497.)

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WH6.6
WH6.6.6 Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state
and the expansion of the empire.

Chapter 5, Section 3 Under the Han dynasty,

the civil service exam created a government run
by scholars. (See p. 298.)
Chapter 5, Section 3 The Han rulers continued
to expand the empire and later brought a period
of peace. (See pp. 298300.)

WH6.6.7 Cite the significance of the

trans-Eurasian "silk roads" in the period
of the Han Dynasty and Roman Empire
and their locations.

Chapter 5, Section 3 The Han dynasty also

developed the Silk Road and began a trading network that reached much of Asia and the West,
including Rome. (See pp. 30002.)
Chapter 5, Section 3 The Silk Road brought new
goods and ideas to China. (See pp. 30002.)

WH6.6.8 Describe the diffusion of

Buddhism northward to China during the
Han Dynasty.

Chapter 5, Section 3 Buddhism reached China

during the A.D. 100s. (See p. 303.)
Chapter 5, Section 3 Buddhism became an
important religion in China after the Han dynasty
collapsed. (See p. 303.)

1 Remains found by archaeologists

show that the Shang dynasty may
have
A dug the Grand Canal linking parts of
China.
B strengthened the Great Wall of China
to keep out invaders.
C erected ziggurats to worship their gods
and goddesses.
D built the first Chinese cities.

2 Through his teachings, Confucius

hoped to
A encourage people to sacrifice to the
gods.
B spread the idea that there is only one
god.
C create a peaceful society.
D found communities of monks and
nuns.

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3 What change did Emperor Qin

Shihuangdi bring to China?
A He allowed local officials to pass on
their posts to relatives.
B He created one currency, or type of
money, for the entire empire.
C He made Buddhism Chinas official
religion.
D He used civil service examinations to
choose officials.

4 Why was the Silk Road important

to China?
A Merchants used it to carry goods west
to the Mediterranean world.
B Caravans carried goods over it to
Southeast Asia.
C It helped link all of the regions that
made up Chinas empire.
D Chinese troops used it to conquer
Tibet.

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WH6.7
WH6.7 Students analyze the geographic, political, economic, religious,
and social structures during the development of Rome.

Chapters 9 and 10 cover standard WH6.7,

including the rise of the Roman Republic and

its transition to empire, its decline and fall,
Romes legacy, and the Byzantine Empire.
(See pp. 41695.)

Chapter 11 covers the development and

spread of Christianity, as well as how the

Roman Empire and later European kingdoms
adopted Christianity. (See pp. 496525.)
WH6.7.1 Identify the location and
describe the rise of the Roman Republic,
including the importance of such mythical and historical figures as Aeneas,
Romulus and Remus, Cincinnatus, Julius
Caesar, and Cicero.

Chapter 9, Section 1 Rome arose in a key location

on the Tiber River in central Italy. (See pp. 42023.)
Chapter 9, Sections 1 and 2 The republic
became strong through a powerful military and
shrewd rulers. (See pp. 42330.)
Chapter 9, Section 3 Major economic problems
and political instability led to the rise of the dictator Julius Caesar. (See pp. 43543.)

WH6.7.2 Describe the government of the

Roman Republic and its significance (e.g.,
written constitution and tripartite government, checks and balances, civic
duty).

Chapter 9, Section 2 Rome had a three-part

system of government. One group ran the government, another group made laws, and a third
group acted as judges. (See pp. 42631.)

WH6.7.3 Identify the location of and the

political and geographic reasons for the
growth of Roman territories and expansion of the empire, including how the
empire fostered economic growth
through the use of currency and trade
routes.

Chapter 9, Section 2 As Rome expanded, it

fought Carthage for control of the Mediterranean.

WH6.7.4 Discuss the influence of Julius

Caesar and Augustus in Rome's transition
from republic to empire.

(See p. 434.)

Chapter 9, Section 4 During Romes Pax

Romana, good leadership, strong trade and common
currency helped the empire grow and prosper.
(See pp. 44451.)

Chapter 9, Section 3 Caesars military abilities

helped him defeat his enemies and become
dictator. (See pp. 43839.)
Chapter 9, Sections 3 and 4 Caesars grandnephew Octavian defeated Antony in a civil war
to claim the rule of Rome, and then established a
long-lasting peace. (See pp. 44041, 44446.)

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WH6.7
WH6.7.5 Trace the migration of Jews
around the Mediterranean region and the
effects of their conflict with the Romans,
including the Romans' restrictions on
their right to live in Jerusalem.

Chapter 11, Section 1 Under the Romans,

Judaea was ruled by an official known as
a procurator. (See pp. 50001.)
Chapter 11, Section 1 Jewish rebellions led to
the destruction of the temple and the banning of
Jews from Jerusalem. (See pp. 50001.)

WH6.7.6 Note the origins of Christianity

in the Jewish Messianic prophecies, the
life and teachings of Jesus of Nazareth as
described in the New Testament, and the
contribution of St. Paul the Apostle to the
definition and spread of Christian beliefs
(e.g., belief in the Trinity, resurrection,
salvation).

Chapter 11, Section 1 Jesus of Nazareth

preached that people should develop a relationship with God, and love and forgive each other.

WH6.7.7 Describe the circumstances that

led to the spread of Christianity in Europe
and other Roman territories.

Chapter 11, Sections 1 and 2 Early church

leaders spread Christianity throughout the
Mediterranean world. They also developed a
church organization. (See pp. 50614.)
Chapter 11, Section 3 Christian ideas were
spread throughout Europe by missionaries.

(See pp. 50205.)

Chapter 11, Section 1 Early church leaders,

such as Paul, taught that people could gain salvation by accepting Jesus and his teachings.
(See pp. 50608.)

(See pp. 51521.)

WH6.7.8 Discuss the legacies of Roman

art and architecture, technology and science, literature, language, and law.

Chapter 9, Section 2 The Roman legal system influenced the laws of the United States. (See p. 431.)
Chapter 10, Section 2 Roman literature, language, government, and architectureas well as
Christianitystill influence us today.
(See pp. 462, 48283.)

1 Which of the following practices

did the Romans pass on to the
world?
A
B
C
D

560

the staging of plays

the use of concrete in building
the development of gunpowder
the making of bricks

California Standards Handbook

2 Jesus parable of the Prodigal Son

taught that
A people should carefully observe religious rituals.
B alms should be given at all times to
the poor.
C God generously forgives those who
turn from bad deeds.
D people should work for peace on
earth.

California Standards Handbook

California Standards Handbook Answer Key

The answers for the California Standards Handbook are listed below.
Use this answer key to check your understanding of the material covered
in the grade 6 social studies course.

WH6.1
1 B
2 A

WH6.2
1 D
2 C

WH6.3
1 D
2 C

WH6.4
1
2
3
4

WH6.5
1 C
2 B

WH6.6
1
2
3
4

D
C
B
A

WH6.7
1 B
2 C

D
A
B
A

California Standards Handbook

561