correlated to the Missouri Grade Level Expectations Grade 6 Objectives
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1 correlated to the Missouri Grade 6 Objectives
2 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri PRINCIPLES OF CONSTITUTIONAL DEMOCRACY World History: Medieval Early 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concept A. (1) Principles expressed in documents shaping constitutional democracy in the United States Identify responsibilities that governments citizens need to accept to become effective in a constitutional democracy. WHAC : 395, 439 WHMMT : 48, , 483, , , Construct a T-chart with government responsibilities on one side citizens responsibilities on the other side label chart: Constitutional Democracy. 1.6, 1.8, 1.10, 4.2 Process Stards WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
3 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : Define the following: limited government rule of law majority rule minority rights World History: Medieval Early WHAC : WHMMT : 48-49, 51, , , 356, , , , 555 After defining terms, write or draw an example for each. 1.8, 1.10 Process Stards 2 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
4 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : WORLD HISTORY World History: Medieval Early 2b. Knowledge of continuity change in the history of the world (World History) A. (1) Culture of early river valley civilizations Examine river civilizations including: Ancient Egypt in North Africa (pyramids mathematics) India (religions culture) Mesopotamia (beginnings of civilization) China (technological advances) Concepts WHAC : 78-88, 89-97, , , , , , , , , , , , , , , , , , , , , , , , , , , , 281, Add l TE: 77B, 171B, 213B, 247B WHMMT : , , , , , , , , , 243, Add l TE: 207B On a world map, identify shade areas of early river valley civilizations. Make a list of all needs provided by the river. 1.6, 1.8, 1.10 Process Stards 3 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
5 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : B. 2) Contributions of Greek Roman civilizations Distinguish between Greek civilization the Roman Empire regarding: origins of democracy rule of law governmental structures World History: Medieval Early WHAC : , , , , , , 377, , , , , , , , 403, , , , , , , , , , , , , , , , , , 499, , , , , Add l TE: 349B, 388B, 425B, 489B WHMMT : 42-43, 48-49, 59, 68, 70-71, 73, Add l TE: 41B Use a Venn Diagram to illustrate the similarities differences between Greek civilization the Roman Empire. 1.8, 1.9, 1.10 Process Stards 4 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
6 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : C. (3) Institutions events of European civilization during the Middle Ages Investigate Europe in the Middle Ages, including: rise of kingdoms feudalism the Crusades World History: Medieval Early WHMMT : , , , , 303, , , , , , , , , , , , , , Add l TE: 285B, 315B 1.6, 1.8, 1.10 Process Stards D. (4) Japanese institutions culture Investigate Feudal Japan, including: rise of war lords art WHMMT : , , , 255, , , , , , , , , Add l TE: 245B Use a graphic organizer to compare Japanese feudalism with European feudalism. 1.6, 1.8, 1.9, 1.10 Process Stards 5 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
7 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : E. (5) Native Latin American cultures World History: Medieval Early WHAC : , , , , , Add l TE: 283B WHMMT : , , , , , , , 387, , , , , , 403, , , , , Add l TE: 361B, 391 B Compare the Mayan, Aztec Incan cultures in religion, art, occupations architecture by developing a travel brochure that takes the reader to their archaeological ruins. 1.9, 1.10, 2.1 Process Stards 6 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
8 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : F. (6) Cultural features of the historic African Empires Investigate African Empires, including: agriculture, arts, gold production the trans-saharan caravan trade spread of Islam into Africa Create a timeline map to show the connections diffusion of cultures in Africa. World History: Medieval Early WHAC : , , , , , 201, , Add l TE: 183B WHMMT : , , , , , , , , , , , , , , , Add l TE: 145B, 175B 1.6, 1.8, 1.9, 1.10 Process Stards 7 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
9 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early PRINCIPLES AND PROCESSSES OF GOVERNANCE SYSTEMS 3. Knowledge of principles processes of governance systems A. (1) Principles processes of government Define limited unlimited governments (i.e., democratic authoritarian governments) how people s lives vary under these systems Concept WHAC : 370, , , 378, , 381, 383, , 392, , 395, 397, 414, 420, 436, , 441, , 449; Opportunities to address this stard may be found on: , , , 136, 156, , , , , , , , , 282 Add l TE: 387B WHMMT : 48-49, 51, , , 356, , , 555; Opportunities to address this stard may be found on: , 225, 235, , , , , , , , 410, 412 Write a fictional story illustrating the differences between democratic authoritarian governments. 1.9, 1.10, 2.1 Process Stards 8 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
10 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : ECONOMIC CONCEPTS AND PRINCIPLES World History: Medieval Early 4. Knowledge of economic concepts (including productivity the market system) principles (including the laws of supply dem) A. (1) Economic concepts Apply the following economic concepts: scarcity supply dem specialization of regions, nations individuals (trade) trade-offs (opportunity cost) income, wealth sources of wealth Concepts WHAC : Opportunities to address this stard may be found on: 60-61, 65-66, 69, 72, 191, 192, , 198, 205, 208, , 281, 357, 359, , , R30, R32-33 WHMMT : Opportunities to address this stard may be found on: 60, 84, 87-89, 90-91, 120, 133, , , , 156, , 161, , 164, 166, 168, 174, 175, , 189, , , , , 225, 227, 229, , 293, 355, , 398, 411, , , 512, , R30, R32- R33 Scarcity, supply dem, specialization of Regions, Nations, Individuals (trade), tradeoffs (opportunity cost) Activity: Ask students to identify examples of each of these previously learned economic concepts in everyday life in the various history units of study. Take class time to share their findings. 1.6, 1.10, 2.1 Process Stards 9 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
11 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early Income: Use newspaper want ads to locate pay for specific jobs. Determine the relationship between education, training potential salary. 1.6, 1.10, 2.3, 3.6 Process Stards 10 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
12 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early Specialization of Regions: Students identify analyze current events from newspaper articles that relate to the concept of wealth sources of wealth. Allow time for students to give class presentations. Students listen list the sources of wealth. Use resource product maps to identify nations regions producing a sizeable amount of goods services. Discuss the advantages disadvantages that various nations have in production trade of certain products. 1.5, 1.6, 2.1, 4.1 Process Stards C. (3) Interpreting the past, explaining the present predicting the future of economic decisions Interpret the past, explain the present predict future consequences of economic decisions WHAC : Opportunities to address this stard may be found on: , , 499, WHMMT : Opportunities to address this stard may be found on: 53-54, 56, , , Design carry out a study to determine if local businesses have taken steps to increase their productivity, why they did so what the costs benefits were. 1.3, 1.10, 3.8 Process Stards 11 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
13 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early D. (4) Understing the consequences of personal public economic decisions Identify the consequences of personal public economic decisions WHAC : Opportunities to address this stard may be found on: , , , 499, WHMMT : Opportunities to address this stard may be found on: 90-91, , , , 355, 529, R30, R32, R33 Ask students to list five economic decisions they ve made in the past month. Ask them to identify list the consequences of each. As students review a variety of newspaper articles that address public economic decisions. List the economic decisions being made the consequences of those decisions. 1.5, 1.6, 1.10 Process Stards 12 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
14 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : ELEMENTS OF GEOGRAPHICAL STUDY AND ANALYSIS World History: Medieval Early 5. Knowledge of major elements of geographical study analysis (such as location, place, movement, regions) their relationship to changes in society the environment Concepts A. (1) Geographic research sources (e.g., maps, satellite images, globes, charts, graphs databases) how to evaluate use them Use geographic research sources to acquire process information to answer questions solve problems WHAC : A1-A33, 5, 14-23, 24-25, 45, 46-47, 52, 60-61, 78-79, 94, 96-97, , 120, 130, , 148, 169, 174, , , 190, 193, , 198, 203, 206, 220, 225, 228, 237, 247, , 269, 283, , 290, 291, 292, 296, 301, 308, , 325, 331, 337, 345, , 382, 387, , 401, 407, , 440, 448, , 468, 487, , 503, 511, 523, R9, R10, R12, R13, R16 Add l TE: 3B, 67, 141B, 183B, 213B, 247B WHMMT : 8-13, 14-21, 42-43, 47, 55, 61, 75, 80-81, 87, 107, , 114, 120, 131, , 158, 175, , 183, 196, 215, 217, 234, 240, 245, , 276, 281, , 327, 328, 330, 334, 336, 353, , 369, 373, 376, 382, , 411, , 431, , 471, 473, 481, 482, , 512, 515, 521, 522, 524, 525, , 544, R9, R10, R12, R13, R16 Add l TE: 95, 235 Construct maps WHAC : 55, 271, 359, 397, 449, 481, R11 Add l TE: 180, 221, 256, 331, 408, 479, 497 WHMMT : 10, 56, 97, 116, 199, , 229, 279, 302, , 354, 433, 526, R11 Add l TE: 121, 166, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
15 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early B. (2) Use of the geography of Missouri, the United States, the Americas, world to make predictions solve problems: Location Locate major cities nations of the world WHAC : Found throughout the text. See, for example, A4-A5, A8, A10-A11, A12, A14-A15, A18, A20-A21, A24, A25, A26-A27, A28-A29, A30, A31, A32-A33 WHMMT : Found throughout the text. See, for example, A1-A2, A6, A8-A9, A10, A12-A13, A16, A18-A19, A22, A23, A24-A25, A27, A28, A29, A30-A31, A32-A33, A34-A35 Locate the world s continents, oceans major topographic features WHAC : A2-A3, A6-A7, A9, A13, A16- A17, A19, A22-A23, A24, WHMMT : A4-A5, A7, A8-A9, A11, A14- A15, A17, A20-A21, A22, Locate describe geographic places, using absolute relative location WHAC : 15-18, WHMMT : 15-21, 22-23, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
16 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : C. (3) Place Describe physical characteristics, such as climate, topography, relationship to water ecosystems World History: Medieval Early WHAC : 8-12, 13, 50-52, 58-59, 82-85, 87, , , , 189, 203, , 225, , , 282, , , 314, , , 460 WHMMT : 8-13, 18-21, 40, 47, 85-86, 157, 251, 181, 251, 275, 277, 281, , , 373, 381, , 409 WHAC : 53-55, 56-57, 58-62, 85-86, 89-95, 107, , , , , , , , , , , , , , 348, , , , 487, 488 Describe human characteristics, such as people s education, language, diversity, economies, religions, settlement patterns, ethnic background political system E. (5) Human systems Describe major patterns of population distribution, demographics migrations in the world the impact of these patterns on cultures community life WHMMT : 18-19, 21, 48-51, 75, 86-89, 93-96, , , 107, , 136, 141, , , , , , , , , , , , 293, , , 303, , , , , , , , , 386, , , 415, , , 441, , , , , , , , R60-R61, R62-R76, R77 WHAC : A2-A3, 46-47, 52-53, 193, , , 208, , , 388, WHMMT : 55, 182, 276, , 315, , , 337, 419, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
17 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : F. (6) Human-environment interactions Identify world-wide patterns of resource distribution World History: Medieval Early WHAC : 60-61, 195, , 356 WHMMT : 87-88, 147, 158, 177, , , , 381, , 529 Identify how technology culture influence resource use WHAC : 32-33, 53, 55, 56-57, 60-62, 72, 80-81, 84-86, 91, 92-93, , , 106, , , 143, , 171, 182, , 200, , 282, , , 410, , , 419, 420, 491, , 519, , 522 Add l TE: 425B WHMMT : 19-20, 69, 72, 74, , , 226, 228, 366, , 512 Add l TE: 159 Identify environmental consequences of how people use resources WHAC : Opportunities to address this stard may be found on: 59-62, 65-69, 83-86, , , WHMMT : Opportunities to address this stard may be found on: 189, , 386, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
18 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : Identify the effect of natural forces upon human activities World History: Medieval Early WHAC : 11-12, 48-49, 50-53, 61-62, 80-81, 82-86, , , , , , 224, , 257, 282, 298, 301, , 427, Add l TE: 247B, 256; Opportunities to address this stard may be found on: 45B, 213B WHMMT : 9-13, 85-86, , 292, , , 371, 373, , 398, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
19 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : G. (7) Relationships between among places Describe trade patterns, explaining how supply dem influence movement of goods services, human, natural capital resources World History: Medieval Early WHAC : 151, , 174, , , , 200, , 281, 357, , 460 Add l TE: 183B WHMMT : 87-88, 90-91, 145, , , , 158, , 189, 198, , 225, , , 242, 355, , 376, , , H. (8) Regions Compare regions predict how human life in one region in the world would differ from that in another WHAC : 304, 310, , 504 Add l TE: 120, 183B, 222, 395, 438 WHMMT : 97, 121, , , , R76, R77 Add l TE: 41B, 285B I. (9) Uses of geography Use geography to interpret the past, explain the present plan for the future WHAC : 11-12, 13 WHMMT : 9-13, 19-21; Opportunities to address this stard may be found on: 85-86, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
20 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : World History: Medieval Early RELATIONSHIPS OF INDIVIDUAL AND GROUPS TO INSTITUTIONS AND TRADITIONS 6. Knowledge of relationships of the individual groups to institutions cultural traditions A. (1) Knowledge of how needs of individuals are met Evaluate how the needs of individuals are met by families, friends, groups organizations, such as governments, businesses, schools, religious institutions charities in other cultures Concepts WHAC : 52, 54-55, 57, 65-69, 70-71, 91-95, , , , , , , , , , , , , , , , Add l TE: 107B; Opportunities to address this stard may be found on: WHMMT : 48-49, 50-51, 53-54, 59, 70-71, 86, 93-96, 100, , , 224, , , , , , , 374, , 399, 411 C. (3) Effects of actions, cultural, traditions institutions Describe how cultural traditions, human actions institutions affect people s behavior WHAC : 52-53, 65-69, 90-91, 92-95, , , 106, , 131, , , , , , , , , , , Add l TE: 107B; Opportunities to address this stard may be found on: WHMMT : 32, 34-35, 36-39, 50-51, 53-54, 59, 70-71, , , , 160, , , , , 235, , , , , , , , , WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
21 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : E. (5) Effect of personal group experiences on perceptions Identify how personal group experiences influence people s perceptions judgments of events World History: Medieval Early WHAC : , 236, 240, 242, WHMMT : 61-63, 76-77, , , 165, , , , 241, 293, , , , , , , , , , F. (6) Changing ideas, concepts traditions Describe how ideas, concepts traditions have changed over time WHAC : 42-43, 44, , , , , 485, 486, , , , , , , , , 397, R29, R31 Add l TE: 247B WHMMT : 27-28, 32, 50-51, 61-63, 72-73, 82-83, 93-95, , , , 241, , , , 276, , , 330, , , 386, , , , , , , , 485, , , , , , 547, 548; Opportunities to address this stard may be found on: 190, , Add l TE: 41B 20 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
22 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : TOOLS OF SOCIAL SCIENCE INQUIRY World History: Medieval Early 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps documents) A. (1) Using primary secondary sources Select, investigate, present a topic using primary secondary resources, such as oral interviews, artifacts, journals, documents, photos letters Concepts WHAC : S8, S10, 40-41, 43, 44, 56-57, 86, , 175, 194, 199, 207, , 243, 245, 270, , 315, 349, 387, 417, 421, 489, , 519, R18, R24, R25, R35-R59 Add l TE: 94, 130, 131, 160, 176, 191, 204, 206, 235, 237, 238, 255, 273, 291, 292, 308, 309, 328, 363, 414, 503, 504, 512 WHMMT : S8, S10, 41, 75, 107, 141, 175, 184, , 297, 402, 450, 465, 469, 487, , R18, R24, R25, R35-R59 Add l TE: 17, 30, 32, 33, 50, 51, 61, 87, 88, 122, 136, 159, 160, 166, 189, 200, 203, 225, 228, 241, 260, 276, 293, 294, 294, 295, 323, 324, 325, 331, 334, 338, 343, 349, 369, 401, 406, 415, 437, 440, 452, 463, 464, 474, 475, 480, 484, 505, 512, 515, 516, 518, 523, 524, 538, 546, 547 B. (2) Using maps, graphs, statistics, timelines, charts diagrams Use maps, graphs, statistical data, timelines, charts diagrams to interpret, draw conclusions make predictions WHAC : Found throughout the text. See, for example, 23, 45, 96-97, 170, 183, , 269, 283, 329, 409, 421, R9-R10, R12, R13, R15 Add l TE: 92, 108, 142, 184, 204, 214, 220, 228, 248, 256, 344, 350, 388, 426, 462, 490 WHMMT : Found throughout the text. See, for example, 4, 21, 22-23, 41, 51, 63, 75, 103, 107, 116, 203, 215, 281, 322, 353, 411, R60-R61 Add l TE: 18, 19, 20, 22, 42, 55, 80, 94, 108, 146, 158, 176, 183, 198, 208, 235, 246, 269, 274, 286, 316, 336, 362, 392, 424, 456, 488, 492, 513, 515, , R9, R10, R12, R13, R16 21 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
23 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : C. (3) Creating maps graphics Create maps, graphs, timelines, charts diagrams to communicate information World History: Medieval Early WHAC : 55, 69, 87, 95, 102, 117, 133, 151, 161, 162, 176, 193, 201, 221, 225, 236, 237, 239, 243, 252, 263, , 266, 271, 293, 311, 329, 331, 332, 336, 339, , 359, 364, 376, 382, 397, 403, 406, 408, 417, 449, 481, 486, 487, 523, R11, R14, R17 Add l TE: 90, 94, 100, 104, 126, 148, 149, 157, 166, 167, 168, 169, 180, 190, 191, 192, 204, 210, 222, 230, 234, 235, 242, 244, 254, 262, 274, 284, 291, 308, 320, 327, 362, 373, 422, 448, 468, 469, 473, 479, 497, 511, 512, 517 WHMMT : 21, 63, 97, 116, 169, 229, 255, 279, 302, , 354, , 402, 433, 487, 501, 517, 526, 539 Add l TE: 10, 12, 16, 19, 22, 27, 37, 38, 48, 49, 56, 60, 62, 88, 120, 121, 123, 124, 135, 160, 162, 166, 190, 196, 199, 215, 216, 219, 227, 252, 258, 268, 276, 293, 296, 300, 304, 310, 315B, 328, 329, 330, 331, 335, 336, 338, 344, 368, 369, 374, 376, 377, 382, 399, 406, 412, 415, 431, 432, 438, 448, 449, 455, 482, 483, 498, 499, 500, 513, 522, 524, 525, 537, R4, R5, R6, R7, R8, R11, R14, R15, R17, R18, R25, R26, R27, R28, R29, R30, R31, R33 22 WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
24 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : D. (4) Using technological tools Use technological tools for research presentation World History: Medieval Early WHAC : 62, 73, 103, 107, 121, 123, 137, , 140, 177, 183, 207, 209, , 231, 243, 245, 247, 280, 283, 311, 315, , 346, 349, 383, 387, 414, 417, 421, 458, 481, 489, 513, 519, 523 Add l TE: 77B, 90, 107B, 141B, 183B, 191, 194, 199, 204, 206, 212, 213B, 229, 235, 237, 238, 247B, 255, 268, 270, 273, 283B, 291, 292, 298, 308, 309, 319B, 328, 349B, 357, 387B, 425B, 440, 456, 461B, 489B, 503, 504, 512 WHMMT : 13, 41, 71, 75, 89, 96, 107, 137, 141, 184, 237, 245, 271, 281, 311, 315, 391, 402, 441, 450, 465, 487, 517, 529, 555 Add l TE: 3B, 8, 34, 41B, 78, 79B, 87, 88, 107B, 123, 136, 138, , 145B, 160, 166, 175, 175B, 189, 191, 200, 203, , 207B, 230, 240, 241, 245B, 260, 276, 278, 284, 285B, 293, 294, 315B, 323, 324, 325, 331, 334, 337, 343, 345, 349, 357, 360, 361B, 369, 371, 391B, 401, 406, 415, 419, 422, 423B, 437, 438, 440, 452, 455, 455B, 463, 464, 469, 473, 474, 475, 480, 484, , 491B, 505, 512, 516, 518, 523, 524, 529B, 540, 547, 548 E. (5) Distinguishing fact opinion Distinguish between fact opinion recognize bias points of view WHAC : , R19, R20, R23, R24 Add l TE: 455, 473 WHMMT : 39, 76-77, 173, 179, 475, , R2, R5, R19, R20, R23, R24 Add l TE: 70, 329, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
25 McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri : F. (6) Supporting a point of view Identify, research defend a point of view/position World History: Medieval Early WHAC : 372, 391, 402, , 429, 465, 493, 499, , R22 Add l TE: 159, 446 WHMMT : , , 249, 303, 395, 453, 459, , 527, 533, R22 Add l TE: 270, 336, 413, 504, WHAC = WHMMT = World History: Medieval Early = Pupil s Edition/Teacher s Edition
26 MO 117 1/ CC2
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