Georgia Performance Standards, Social Studies Subject...

Georgia Performance Standards, Social Studies

Subject Area: World History (Grades 9-12) State-Funded Course:

Textbook Title: Prentice Hall World History: Connections To Today, Survey Edition © 2005

Publisher: Pearson Education, Inc. Publishing as Pearson Prentice Hall

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Standard Strand/Course Content Standard

Where Taught (If print Component, cite page number; if non-print, cite appropriate location)

The high school world history course provides students with a comprehensive, intensive study of major events and themes in world history. Students begin with a study of the earliest civilizations world wide and continue as students examine major developments and themes in all regions of the world. The course culminates in a study of change and continuity, and globalization at the beginning of the 21st century SSWH1 The student will analyze the origins, structures and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE

a. describe the development of Mesopotamian societies including the religious, cultural, economic, and political facets of society including Hammurabi’s law code

SE/TE: 22-23, 34-47, 48-49, 68-69, 962, 963

TR: Teaching with Themes, Chapter Theme Activities, p.5; Pacing Chart with Block Scheduling Guide, Chapter 2; Creative Teaching Activities booklet, 13, 14, 15; Guided Reading and Review, Unit 1 booklet, 22, 24, 26; Section Quiz, Unit 1 booklet, 23, 25, 27; Chapter Extension Activities booklet, Comparing Viewpoints, 10-11; Viewpoint Activity, Unit 1 booklet, People of the Persian Empire View Their Rulers, p. 30; Biography Activity, Unit 1 booklet, Deborah, p. 28; Geography Quiz, Unit 1 booklet, p. 32; Chapter Test Forms, Unit 1 Booklet, A, B, and C, 33-37; Answer Keys, Unit 1 Booklet, 54-62

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TECH: World History Color Transparencies, Chapter 2; Graphic Organizer, p. F-5; World History Color Transparencies, Ancient Egypt and Mesopotamia, B-71; Listening to Literature World Masterpiece audiotapes, Sumerian, Egyptian and Hebrew Music, side 1; World History Visions, Voices, Views: Animated Map Story, Mesopotamia: The Land Between the Rivers, videotape 1; Interactive Student Tutorial CD-ROM, Chapter 2; Computer Test Bank, Chapter 2; World History Visions, Voices, Views: Global Issues Forum, How Should Minors be Defined and Treated by Law, videotape 1; World History Color Transparencies, David and Goliath, p. C-27; Listening to Literature World Masterpiece audiotapes, Psalm 23, side 1

b. describe the relationship of religion and political authority in

Ancient Egypt

SE/TE: 25-30, 69

TR: Creative Teaching Activities booklet, 11, 12; Primary Source Activity, Unit 1 booklet, Finding King Tut’s Tomb, p. 29; Section Quiz, Unit 1 booklet, p. 19; Guided Reading and Review, Unit 1 booklet, p. 20; History Through Literature booklet, Poems of Ancient Egypt, 5-6; Skill Application Activity, Unit 1 booklet, Interpreting a Thematic Map, p. 31; Chapter Extension Activities booklet, p. 9

TECH: World History Color Transparencies , Ancient Egypt and

Mesopotamia, p. B-71; World History Visions, Voices, Views, Daily Life CloseUp, Tomb Builders in Egypt, videotape 1; Interactive Student Tutorial CD-ROM, Chapter 2; Computer Test Bank, Chapter 2; World History Color Transparencies, Ipuy and His Wife Receiving Offering from their Children, p. D-35

c. explain the development of monotheism including the concepts

developed by the ancient Hebrews and Zoroastrianism

SE/TE: 43, 45-47, 48-49, 69, 253, 964

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TR: Biography Activity, Unit 1 booklet, Deborah, p. 28; Section Quiz, Unit 1 Booklet, p. 27; Geography Quiz, Unit 1 booklet, p. 32; Chapter Test Forms, Unit 1 booklet, A, B, and C, 33-37; Answer Key, Unit 1 Booklet, 54-62; Creative Teaching Activities booklet, p. 49; Guided Reading and Review, Unit 3 booklet, p. 56

d. identifying early trading networks and writing systems existent in

the Eastern Mediterranean including those of the Phoenicians

SE/TE: 25-27, 42-44, 68-69

TR: Creative Teaching Activities booklet, , 11, 15; Guided Reading and Review, Unit 1 booklet, 18, 26; Section Quiz, Unit 1 booklet, 19, 25

TECH: World History Color Transparencies, Ancient Egypt and

Mesopotamia, p. B-71; World History Visions, Voices, Views: Daily Life CloseUp, Tomb Builders of Egypt, videotape 1; Interactive Student Tutorial CD-ROM, Chapter 1, Chapter 2; Computer Test Bank, Chapter 2

e. explain the development and importance of writing including

cuneiform, hieroglyphics, and the Phoenician alphabet

SE/TE: 17-18, 31-33, 36-37, 41, 44, 48-49, 68-69

TR: Section Quiz, Unit 1 booklet, 7, 21, 23

TECH: World History Color Transparencies, Pictographs from Ancient Times to Today, p. C-23; Interactive Student Tutorial CD-ROM, Chapter 1, Chapter 2; Computer Test Bank, Chapter 1, Chapter 2

SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE

a. describe the development of Indian civilization including the rise and fall of the Maurya Empire, “Golden Age” under Gupta, and the emperor Ashoka

SE/TE: 55, 57-58, 74-75, 81-88, 98-99, 969

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TR: Section Quiz, Unit 1 booklet, p. 41; Creative Teaching Activities booklet, 18, 21, 22; Guided Reading and Review. Unit 1 booklet, p. 42; Primary Source Activity, Unit 1 booklet, Sita and Rama’s First Meeting, p. 45; History Through Literature booklet, The Concealed Deer and the Man who forgot, 7-8; Teaching with Themes, Chapter Theme Activities, p. 7; Pacing Chart with Block Scheduling Guide, Chapter 4; Biography Activity, Unit 2 booklet, Kalidasa, p. 12; Chapter Extension Activities booklet, p. 14; Section Quiz, Unit 2 booklet, 5, 7; Guided Reading and Review, Unit 2 booklet, 6, 8; History Through Literature booklet, Women Poets of Ancient India, 9-10

TECH: Listening to Literature World Masterpiece audiotapes, Indian Music,

Side 1; From the Rig Veda, side 1; World History Color Transparencies, Chapter 4 Graphic Organizer, p. F-9; Interactive Student Tutorial CD-ROM, Chapter 4; Computer Test Bank, Chapter 4

b. explain the development and impact of Hinduism and Buddhism on

India and subsequent diffusion of Buddhism

SE/TE: 72, 74-80, 82-83, 86-88, 92, 98-99, 968

TR: Teaching with Themes, Chapter Theme Activities, p. 7; Pacing Chart with Block Scheduling Guide, Chapter 4; Creative Teaching Activities booklet, 19, 20, 21, 22; Guided Reading and Review, Unit 2 booklet, 2, 4, 6, 8; Section Quiz, Unit 2 booklet, 3, 7

TECH: World History Color Transparencies, Chapter 4 Graphic Organizer,

p. F-9; World History Color Transparencies, Buddha and Shiva Nataraja, Lord of the Dance, p. D-45; Political Cartoon, p. E-25; World History Visions, Voices, Views: Animated Map Story, The Spread of Buddhism, videotape 2; Interactive Student Tutorial CD-ROM, Chapter 4; Computer Test Bank, Chapter 4;

c. describe the development of Chinese civilization under the Zhou,

Qin

SE/TE: 63-65, 66-67, 69, 93-95

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TR: Section Quiz, Unit 1 booklet, p. 43; Geography Quiz, Unit 1 booklet, p. 48; Viewpoint Activity, Unit 2 booklet, The Faults of the Qin Dynasty, p. 14; Skill Application Activity, Unit 2 booklet, Classifying Sources of Information, p. 15; Section Quiz, Unit 2 booklet, p. 11

TECH: Interactive Student Tutorial CD-ROM, Chapter 3, Chapter 4;

Computer Test Bank, Chapter 3, Chapter 4; Discovery School Video, Learn about the Great Wall of China

d. explain the impact of Confucianism on Chinese culture including the

examination system, the Mandate of Heaven, the status of peasants, the status of merchants and the patriarchal family and diffusion to Southeast Asia, Japan and Korea

SE/TE: 72, 89-90, 92, 95-96, 98-99, 174-175, 314-315, 349, 372, 965

TR: Chapter Extension Activities booklet, Analyzing Primary Sources, p. 14;

Section Quiz, Unit 2 booklet, 9, 11; Creative Teaching Activities booklet, p. 23; Guided Reading and Review, Unit 2 booklet, p. 10; Section Quiz, Unit 3 booklet, p. 99

TECH: Interactive Student Tutorial CD-ROM, Chapter 4, Chapter 13; Computer Test Bank, Chapter 4, Chapter 13

SSWH3 The student will examine the political, philosophical and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE

a. compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire

SE/TE: 100, 105-109, 112-113, 124-125, 126-127, 128-129, 132-136, 175

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TR: Teaching with Themes, Chapter Theme Activities, 8, 9; Pacing Chart with Block Scheduling Guide, Chapter 5, Chapter 6; Viewpoint Activity, Unit 2 booklet, The Values of Sparta and Athens, p. 34; Section Quiz, Unit 2 booklet, 25, 43, 45; Creative Teaching Activities booklet, 26, 29, 30, 31; Guided Reading and Review, Unit 2 booklet, 26, 42, 44, 46; Chapter Extension Activities booklet, Comparing Viewpoints, 16-17; Biography Activity, Unit 2 booklet, Cleopatra VII, p. 52; Primary Source Activity, Unit 2 booklet, Nero Sings While Rome Burns, p. 53


p. F-11; Chapter 6, p. F-13; Interactive Student Tutorial CD-ROM, Chapter 5, Chapter 6; Computer Test Bank, Chapter 5, Chapter 6; World History Visions, Voices, Views, Global Issues Forum, Do Paid Political Television Commercials Inform the Electorate?, videotape 2; World History Color Transparencies, Lands of the Mediterranean, p. B-75; World History Color Transparencies, Roman Expansion, base map and overlays, B-19, B-21, B-23, B-25

b. identify the ideas and impact of important individuals to include

Socrates, Plato, Aristotle the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar

SE/TE: 100-101, 115-123, 124-125, 134-136, 137, 967

TR: Biography Activity, Unit 2 booklet, Aeschylus, p. 32; Skill Application Activity, Unit 2 booklet, Working in a Group, p. 35; Chapter Extension Activities booklet, p. 18; Section Quiz, Unit 2 booklet, 29, 31, 45; Creative Teaching Activities booklet, p. 28; Guided Reading and Review, Unit 2 booklet, p. 30; Geography Quiz, Unit 2 booklet, p. 36

TECH: World History Color Transparencies, The Parthenon and the Lincoln

Memorial, p. C-29; Listening to Literature World Masterpiece audiotapes, poem by Sappho, side 4; Interactive Student Tutorial CD-ROM, Chapter 5; Computer Test Bank, Chapter 5

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c. analyze the contributions of Hellenistic and Roman culture to include law, gender and science

SE/TE: 100-101, 122-123, 124-125, 126-127, 130, 137-140, 152-153, 174-175

TR: Teaching with Themes, Chapter Theme Activities, 8, 9; Creative Teaching Activities booklet, 28, 32; Guided Reading and Review, Unit 2 booklet, 30, 48; Section Quiz, Unit 2 booklet, 31, 43, 47

TECH: World History Color Transparencies, Nike of Samothrace, p. D-41;

Interactive Student Tutorial CD-ROM, Chapter 6; Computer Test Bank, Chapter 6

d. describe polytheism in the Greek and Roman world and the origins

and diffusion of Christianity in the Roman world

SE/TE: 109, 112, 116-117, 124-125, 126-127, 129-131, 141-146, 148, 151, 152-153, 174, 175, 970

TR: Teaching with Theme, Chapter Theme Activities, p. 9; Pacing Chart with Block Scheduling Guide, Chapter 6; Creative Teaching Activities booklet, 29, 33; Guided Reading and Review, Unit 2 booklet, 42, 50; Section Quiz, Unit 2 booklet, 43, 49; Viewpoint Activity, Unit 2 booklet, What To Do About the Christians?, p. 54; Geography and History booklet, Examining Empires Geographically, 4-5


p. F-13; Interactive Student Tutorial CD-ROM, Chapter 6; Computer Test Bank, Chapter 6; World History Color Transparencies, Spread of Christianity base map and overlays, Set 2, B-27, B-29, B-31, B-33

e. analyze the factors that led to the collapse of the western Roman

Empire

SE/TE: 147-151, 152-153, 175

TR: Skill Application Activity, Analyzing Primary Sources, Unit 2 booklet, p. 55; Chapter Extension Activities booklet, p. 20; Section Quiz, Unit 2 booklet, p. 51; Geography Quiz, Unit 2 booklet, p. 56; Chapter Test Forms, Unit 2 booklet, A, B, and C, 57-61; Answer Key, Unit 2 booklet, 78-79

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TECH: Interactive Student Tutorial CD-ROM, Chapter 6; Computer Test Bank, Chapter 6

SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE

a. explain the relationship of the Byzantine Empire to the Roman Empire

SE/TE: 178-179, 180-181, 232-233, 234

TR: Teaching with Themes, Chapter Theme Activities, 11, 13; Creative Teaching Activities booklet, p. 46; Guided Reading and Review, Unit 3 booklet, p. 40; Chapter Extension Activities booklet, p. 27

TECH: Discovery School Video, Explore the Byzantine Empire

b. describe the significance of Justinian’s law code, Theodora and the

role of women, and Byzantine art and architecture

SE/TE: 234-237, 239, 248-249

TR: Creative Teaching Activities booklet, p. 46; Guided Reading and Review, Unit 3 booklet, p. 40; Chapter Extension Activities booklet, p. 27; Biography Activity, Unit 3 booklet, Anna Comnena, p. 46; History Through Literature booklet, The Alexiad, 23-24; Section Quiz, Unit 3 booklet, p. 41

TECH: Discovery School Video, Explore the Byzantine Empire; Interactive

Student Tutorial CD-ROM, Chapter 10; Computer Test Bank, Chapter 10

c. analyze the establishment of Christianity as the official religion of

the Byzantine Empire

SE/TE: 145, 178, 236-237

TR: Section Quiz, Unit 3 booklet, p. 41

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TECH: Discovery School Video, Explore the Byzantine Empire; Interactive Student Tutorial CD-ROM, Chapter 10; Computer Test Bank, Chapter 10

d. analyze the role of Constantinople as a trading and religious center

SE/TE: 148-149, 198, 234-237, 239, 248

TR: Creative Teaching Activities booklet, p. 46; Guided Reading and Review, Unit 3 booklet, p. 40; Chapter Extension Activities booklet, p. 27

TECH: Discovery School Video, Explore the Byzantine Empire; Interactive


e. explain the influence of the Byzantine Empire on Russia with

particular attention to its impact on Tsar Ivan III and Kiev

SE/TE: 241-243

TR: Creative Teaching Activities booklet, p. 47; Guided Reading and Review, Unit 3 booklet, p. 42; Primary Source Activity, Unit 3 booklet, Prince Vladimir’s Advice to His Sons, p. 47; Skill Application Activity, Unit 3 booklet, p. 49; Section Quiz, Unit 3 booklet, p. 43

TECH: Interactive Student Tutorial CD-ROM, Chapter 10; Computer Test

Bank, Chapter 10

f. define the role of Orthodox Christianity and the Schism

SE/TE: 236-237, 241

TR: Section Quiz, Unit 3 booklet, p. 41

TECH: Discovery School Video, Explore the Byzantine Empire

SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE

a. explain the origins of Islam and the growth of the Islamic Empire

SE/TE: 250-251, 252-275, 276-277, 971

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TR: Teaching with Themes, Chapter Theme Activities, p. 14; Pacing Chart with Block Scheduling Guide, Chapter 11; Creative Teaching Activities booklet, 49, 50, 51, 52, 53; Guided Reading and Review, Unit 3 booklet, 56, 58, 60, 62, 64; Section Quiz, Unit 3 booklet, 57, 59, 61, 63, 65; Viewpoint Activity, Unit 3 booklet, Views of the Medieval Muslim World, p. 68; History Through Literature booklet, The Manners of Kings, 25-26; Chapter Extension Activities booklet, 29, 30, 31; Primary Source Activity, Unit 3 booklet, Babur’s Army Crosses the Mountains, p. 67; Geography Quiz, Unit 3 booklet, p. 70; Chapter Test Forms, Unit 3 booklet, A, B, and C, 71-75; Answer Key, Unit 3 booklet, 114-128


p. F-23; Interactive Student Tutorial CD-ROM, Chapter 11; Computer Test Bank, Chapter 11; World History Color Transparencies, Spread of Islam base map and overlay, Set 3, B-35, B-37, B-39; Discovery School Video, Learn about Suleiman the Magnificent

b. identify the Muslim trade routes to India, China, Europe and Africa

and assess the economic impact of this trade

SE/TE: 262-263, 276-277

c. explain the reasons for the split between Sunni and Shia Muslims

SE/TE: 257-258

TR: Guided Reading and Review, Unit 3 booklet, p. 58; Viewpoint Activity, Unit 3 booklet, Views of the Medieval Muslim World, p. 68

d. identify the contributions of Islamic scholars in medicine (Ibn Sina),

geography (Ibn Battuta)

SE/TE: 265-266

TR: Section Quiz, Unit 3 booklet, p. 61; Guided Reading and Review , Unit 3 booklet, p. 62

e. describe the impact of the Crusades on both the Islamic World and

Europe

SE/TE: 216-219, 230-231, 238, 246, 259-260

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TR: Section Quiz, Unit 3 booklet, 25, 41, 59; Guided Reading and Review, Unit 3 booklet, p. 60


Bank, Chapter 9

f. analyze the impact of the expansion of the Mongol Empire to include the stabilization of trading networks from China to the Mediterranean world

SE/TE: 241-242, 260, 308-310, 326-327

TR: Creative Teaching Activities booklet, 47, 59, 60; Guided Reading and Review, Unit 3 booklet, 42, 96, 98; Section Quiz, Unit 3 booklet, 43, 97; Primary Source Activity, Unit 3 booklet, The Great Khan Celebrates the New Year, p. 105


Bank, Chapter 13

g. analyze the relationship between Judaism, Christianity, and Islam

SE/TE: 45-47, 141-146, 196, 216-219, 252-255, 270, 290, 964

TR: Section Quiz, Unit 1 booklet, p. 27; Section Quiz, Unit 2 booklet, p. 49; Creative Teaching Activities booklet, 33, 49; Guided Reading and Review, Unit 2 booklet, p. 50; Guided Reading and Review, Unit 3 booklet, 8, 56; Section Quiz, Unit 3 booklet, p. 57

TECH: Listening to Literature World Masterpiece audiotapes, Psalm 23,

side 1; Interactive Student Tutorial CD-ROM, Chapter 2, Chapter 11; World History Color Transparencies, Spread of Christianity, base map and overlays, set 2, B-27, B-29, B-31, B-33

SSWH6 The student will describe the diverse characteristics of early African societies before 1800

a. identify the Bantu migration patterns and contribution to settled agriculture

SE/TE: 281, 291, 293, 298

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TR: Chapter Extension Activities booklet, p. 54; Guided Reading and Review, Unit 3 booklet, p. 76; Primary Source Activity, Unit 3 booklet, Swahili Cities of East Africa, p. 85

TECH: World History Color Transparencies, Africa, p. B-81

b. describe the development and decline of the Sudanic kingdoms

(Ghana, Mali, Songhai) including the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca

SE/TE: 181, 284-288, 298-299

TR: Chapter Extension Activities booklet, 55, 56; Guided Reading and Review, Unit 3 booklet, p. 78, 80; Skill Application Activity, Unit 3 booklet,, Making Presentations, p. 87; History Through Literature booklet, Sundiata: An Epic of Old Mali, 27-29; Biography Activity, Unit 3 booklet, Ibn Battuta, p. 84; Chapter Extension Activities booklet, p. 32; Section Quiz, Unit 3 booklet, p. 59

TECH: World History Color Transparencies, Nigerian Relief Plaque, Spear

Carrier, p. D-55; Interactive Student Tutorial CD-ROM, Chapter 12; Computer Test Bank, Chapter 12

c. describe the trading networks by examining trans-Saharan trade in

gold, salt, and slaves including the Swahili trading cities

SE/TE: 284-287, 289-292, 298-299

TR: Creative Teaching Activities booklet, 55, 56, 57; Guided Reading and Review, Unit 3 booklet,78, 80, 82; Biography Activity, Unit 3 booklet, Ibn Battuta, p. 84; Chapter Extension Activities booklet, p. 32; Section Quiz, Unit 3 booklet, 59, 81; Primary Source Activity, Unit 3 booklet, Swahili Cities of East Africa, p. 85 Viewpoint Activity, Unit 3 booklet, Who Built Great Zimbabwe?, p. 86

TECH: Discovery School Video, Explore the Ruins of Great Zimbabwe;


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d. analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity

SE/TE: 289-291, 295-297

TR: Primary Source Activity, Unit 3 booklet, Swahili Cities of East Africa, p. 85; Chapter Extension Activities booklet, p. 33; Section Quiz, Unit 3 booklet, p. 83

TECH: Discovery School Video, Explore the Ruins of Great Zimbabwe;


SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics

a. explain the manorial system and feudalism, to include the status of peasants and feudal monarchies and the importance of Charlemagne

SE/TE: 183-190, 202-203, 206, 973

TR: Creative Teaching Activities booklet, 37, 38, 39, 41; Guided Reading and Review, Unit 3 booklet, 2, 4, 6, 20; Section Quiz, Unit 3 booklet, 3,5; Primary Source Activity, Unit 3 booklet, A Personal Portrait of Charlemagne, p. 11; Biography Activity, Unit 3 booklet, Eleanor of Aquitaine, p. 10; History Through Literature booklet, Song of Roland; Chapter Extension Activities booklet, p. 23; Viewpoint Activity, Unit 3 booklet, Two Views of Medieval Life, p. 12

TECH: World History Color Transparencies, Europe, p. B-77; Interactive


b. describe the political impact of Christianity to include Pope Gregory

VII and King Henry IV

SE/TE: 183-184, 193-195, 206-208, 210-214, 216-219, 230-231

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TR: Chapter Extension Activities booklet, 37, 41, 42, 43; Guided Reading and Review, Unit 3 booklet, 2, 20, 22, 24; Chapter Extension Activities booklet, 24, 25; Section Quiz, Unit 3 booklet, 21, 23, 25


Bank, Chapter 9

c. explain the role of the church in medieval society

SE/TE: 191-196, 220-224, 230-231

TR: Chapter Extension Activities booklet, p. 24; Section Quiz, Unit 3 booklet, 7, 27; Creative Teaching Activities booklet, 40, 44, 45; Guided Reading and Review, Unit 3 booklet, 8, 26, 28; Viewpoint Activity, Unit 3 booklet, Historians Look at the Middle Ages, p. 32

TECH: World History Color Transparencies, The Cathedral at Reims, D-51,

D-53; Listening to Literature World Masterpiece audiotapes, Veni Creator Spiritus, side 5; Interactive Student Tutorial CD-ROM, Chapter 8, Chapter 9; Computer Test Bank, Chapter 8, Chapter 9; Listening to Literature World Masterpiece audiotapes, excerpt from Dante’s Inferno, side 5

d. describe how increasing trade led to the growth of towns and cities

SE/TE: 197-201, 230-231

TR: Section Quiz, Unit 3 booklet, p. 9; Geography Quiz, Unit 3 booklet, p. 14l; Geography and History booklet, The Shapes of Cities and What They Mean, 6-7

TECH: World History Color Transparencies, European Knowledge of the

World, base map and overlay, set 4, B-41, B-43, B-45; World History Color Transparencies, Medieval Guilds: Protecting Group Interests, p. C-37; Interactive Student Tutorial CD-ROM, Chapter 8; Computer Test Bank, Chapter 8

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SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America

a. explain the rise and fall of the Olmec, Mayan, Aztec and Inca empires

SE/TE: 154-160, 162-167, 172-173, 386-388

TR: Teaching with Themes, Chapter Theme Activities, p. 10; Pacing Chart with Block Scheduling Guide, Chapter 7; Teaching with Themes, What Characteristics were shared by Ancient Empires around the World, p. 42; Creative Teaching Activities booklet, 34, 35, 72, 73; Guided Reading and Review, Unit 2 booklet, 62, 64; Biography Activity, Unit 2 booklet, Nezahualcoyotl, p. 68; Chapter Extension Activities booklet, 21, 22; Section Quiz, Unit 2 booklet, 63, 65; Skill Application Activity, Unit 2 booklet, p. 71; Primary Source Activity, Unit 4 booklet, The Massacre in the Temple of Tenochtitlán, p. 51; History Through Literature booklet, The Broken Spears, 35-36;Section Quiz, Unit 4 booklet, p. 41


p. F-15; Interactive Student Tutorial CD-ROM, Chapter 7, Chapter 16; Computer Test Bank, Chapter 7, Chapter 16; World History Color Transparencies, Textiles from the Incas, p. C-39

b. compare the culture of the Americas including government,

economy, religion and the arts of the Mayans, Aztecs and Incas

SE/TE: 154-167, 172-173

TR: Teaching with Themes, Chapter Theme Activities, p. 10; Creative Teaching Activities booklet, 34, 36; Guided Reading and Review, Unit 2 booklet, 62, 64, 66; Biography Activity, Unit 2 booklet, Nezahualcoyotl, p. 68; Chapter Extension Activities booklet, 21, 22; Section Quiz, Unit 2 booklet, 63, 65; Viewpoint Activity, Unit 2 booklet, Two Views of Life Under the Incas, p. 70


Bank, Chapter 7; World History Color Transparencies, Textiles from the Incas, p. C-39

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SSWH9 The student will analyze the change and continuity in the Renaissance and Reformation

a. explain the social, economic and political changes that contributed to the rise of Florence and the ideas of Machiavelli

SE/TE: 332, 334, 336-338, 341, 360-361, 974

TR: Teaching with Themes. Chapter Theme Activities, p. 17; Pacing Chart with Block Scheduling Guide, Chapter 14; Creative Teaching Activities booklet, p. 63; Guided Reading and Review, Unit 4 booklet, p. 2; Biography Activity, Unit 4 booklet, Isabella d’Este, p. 12; Primary Source Activity, Unit 4 booklet, The King Orders a Saltcellar, p. 15; History Through Literature booklet, The Prince, 32-33; Section Quiz, Unit 4 booklet, p. 3


p. F-29; World History Color Transparencies, Eritrean Sibyl from the Sistene Chapel, p. D-61; Listening to Literature World Masterpiece audiotape, Fa una canzione, side 6; Discovery School Video, Learn about Machiavelli’s The Prince

b. identify artistic and scientific achievements of the “Renaissance man

“ Leonardo da Vinci, and Michelangelo

SE/TE: 334-335, 338-341

TR: Skill Application Activity, Unit 4 booklet, Analyzing Fine Art, p. 15; Section Quiz, Unit 4 booklet, p. 3


Bank, Chapter 14

c. explain the main characteristics of humanism to include the ideas of Petrarch, Dante and Erasmus

SE/TE: 337-339, 343-345, 360-361

TR: Creative Teaching Activities booklet, 63, 64; Guided Reading and Review, Unit 4 booklet, 2, 4

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TECH: Listening to Literature World Masterpiece audiotapes, two poems by Francesco Petrarch, side 6; Interactive Student Tutorial CD-ROM, Chapter 14; Computer Test Bank, Chapter 14

d. analyze the impact of the Protestant Reformation to include the ideas

of Martin Luther and John Calvin

SE/TE: 346-348, 350-351, 353-355, 360-361

TR: Creative Teaching Activities booklet, 65, 66; Guided Reading and Review, Unit 4 booklet, 6, 8; Chapter Extension Activities booklet, 37-38; Section Quiz, Unit 4 booklet, 7, 9


Bank, Chapter 14

e. describe the Counter Reformation at the Council of Trent and the role of the Jesuits

SE/TE: 353-355, 360-361

TR: Guided Reading and Review, Unit 4 booklet, p. 8; Section Quiz, Unit 4 booklet, p. 9


Bank, Chapter 14

f. describe the English Reformation and the role of Henry VIII and Elizabeth I

SE/TE: 351-353, 360-361

TR: Guided Reading and Review, Unit 4 booklet, p. 8; Section Quiz, Unit 4 booklet, p. 9

g. explain the importance of Gutenberg and the invention of the

printing press

SE/TE: 345, 348

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SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa and Asia

a. explain the roles of explorers and conquistadors, including Zheng He, Vasco DaGama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain

SE/TE: 311-312, 362-368, 382-383, 386-388, 394

TR: Creative Teaching Activities booklet, 60, 68, 69, 72, 73; Guided Reading and Review, Unit 3 booklet, p. 98; Teaching with Themes, Chapter Theme Activities, p. 18; Guided Reading and Review, Unit 4 booklet, 22. 40. 42; Geography and History booklet, Mapmaking and Relative Location, 8-9; Section Quiz, Unit 4 booklet, 23, 41; Primary Source Activity, Unit 4 booklet, The Massacre at Tenochtitlán, p. 51; History Through Literature booklet, The Broken Spears, 34-35

TECH: Interactive Student Tutorial CD-ROM, Chapter 13, Chapter 15,

Chapter 16; Computer Test Bank, Chapter 13, Chapter 15, Chapter 16; World History Color Transparencies, European Knowledge of the World, base map and overlays, set 4, B-41, B-43, B-45; Discovery School Video, Learn about European Trade with China

b. define the Columbian Exchange and its global economic and cultural

impact

SE/TE: 403-407, 408-409

TR: Chapter Extension Activities booklet, p. 42; Section Quiz, Unit 4 booklet, p. 49; Geography Quiz, Unit 4 booklet, p. 54


Bank, Chapter 16 c. explain the role of the improved technology in European exploration

including the astrolabe

SE/TE: 365-367, 382-383

TR: Creative Teaching Activities booklet, p. 68; Guided Reading and Review, Unit 4 booklet, p. 22

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TECH: World History Color Transparencies, European Knowledge of the World, base map and overlays, set 4, B-41, B-43, B-45

SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid nineteenth century CE

a. describe the policies of the Tokugawa and Qing rulers, to include Oda Nobunaga, and Kangxi

SE/TE: 322-323, 325, 378-379, 636, 644 -645

TR: Guided Reading and Review, Unit 3 booklet, p. 102; Chapter Extension Activities booklet, p. 40; Creative Teaching Activities booklet, p. 116; Guided Reading and Review, Unit 6 booklet, p. 78

TECH: Discovery School Video, Uncover the secrets of the Samurai

b. analyze the impact of population growth and its impact on the social

structure

SE/TE: p. 378

SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires

a. describe the geographical extent of the Ottoman Empire during the rule of Suleiman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Moghal Empire during the reigns of Babur and Akbar

SE/TE: 269-271, 272-275

TR: Chapter Extension Activities booklet, 29-30; Section Quiz, Unit 3 booklet, 63, 65; Creative Teaching Activities booklet, p. 53; Guided Reading and Review, Unit 3 booklet, p. 64; Geography Quiz, Unit 3 booklet, p. 70


Bank, Chapter 11; Discovery School Video, Learn about Suleiman the Magnificent

b. explain the ways in which these Muslim empires influenced religion,

law and the arts in their parts of the world

SE/TE: 269-271, 272-275

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TR: Chapter Extension Activities booklet, 29-30; Section Quiz, Unit 3 booklet, 63, 65; Creative Teaching Activities booklet, p. 53; Guided Reading and Review, Unit 3 booklet, p. 64; Geography Quiz, Unit 3 booklet, p. 70


Bank, Chapter 11; Discovery School Video, Learn about Suleiman the Magnificent

SSWH13 The student will examine the intellectual, political, social and economic factors which changed the world view of Europeans

a. explain the scientific contributions of Copernicus, Galileo, Kepler and Newton and how these ideas changed the European world view

SE/TE: 356-359, 360-361, 446

TR: Creative Teaching Activities booklet, p. 67; Guided Reading and Review, Unit 4 booklet, p. 10; Viewpoint Activity, Unit 4 booklet, Does the Earth Move, p. 14; Section Quiz, Unit 4 booklet, p. 11; Geography Quiz, Unit 4 booklet, p. 15


Bank, Chapter 14

b. identify the major ideas of the Enlightenment from the writings of Locke, Voltaire and Rousseau and their relationship to politics and society

SE/TE: 446-455, 462-463, 972, 980

TR: Creative Teaching Activities booklet, 82, 83; Guided Reading and Review, Unit 5 booklet, 2, 4, 5, 9; Biography Activity, Unit 5 booklet, Voltaire, p. 10; History Through Literature booklet, Candide, 39-40; Chapter Extension Activities booklet, 39-40; Viewpoint Activity, Unit 5 booklet, Enlightenment Views on Education, p. 12; Section Quiz, Unit 5 booklet, p. 3

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TECH: World History Visions Voices Views: Global Issues Forum, Should Colleges and Universities Regulate Hateful Speech?, Videotape 5; Interactive Student Tutorial CD-ROM, Chapter 18; Computer Test Bank, Chapter 18

SSWH14 The student will analyze the Age of Revolutions and Rebellions

a. examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, Tokugawa Ieyasu

SE/TE: 322-323, 416-420, 431-434

TR: Guided Reading and Review, Unit 3 booklet, p. 102; Creative Teaching Activities booklet, 78, 79; Guided Reading and Review, Unit 4 booklet, 62, 64; Primary Source Activity, Unit 4 booklet, A Busy Day at the Sun King’s Court, p. 71; History Through Literature booklet, The Would-Be Gentleman, 37-38; Chapter Extension Activities booklet, p. 44; Section Quiz, Unit 4 booklet, 63, 69

TECH: World History Color Transparencies, political cartoons, p. E-29, E-

33; Discovery School Video, Learn more about the Life of Peter the Great; Interactive Student Tutorial CD-ROM, Chapter 17; Computer Test Bank, Chapter 17

b. identify the causes and results of the revolutions in England (1689),

United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825)

SE/TE: 421-426, 460-463, 464-465, 468-483, 528-533, 534-535, 981

TR: Biography Activity, Unit 4 booklet, George Fox, p. 70; Creative Teaching Activities booklet, 85, 86, 87, 88; Guided Reading and Review, Unit 5 booklet, p. 8, 20, 22, 24; Section Quiz, Unit 5 booklet, 9, 21; Geography Quiz, Unit 5 booklet, p. 14; History Through Literature booklet, A Tale of Two Cities, 41-42; Chapter Extension Activities booklet, p. 48

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TECH: Interactive Student Tutorial CD-ROM, Chapter 18, Chapter 19; Computer Test Bank, Chapter 18, Chapter 19; Discovery School Video, Learn about the American Revolution; World History Color Transparencies, High fashion in France, p. C-51

c. explain Napoleon’s rise to power, defeat, and consequences for

Europe

SE/TE: 484-493, 494-495

TR: Creative Teaching Activities booklet, 89, 90; Guided Reading and Review, Unit 5 booklet, 26, 28; Viewpoint Activity, Unit 5 booklet, Two Views of Napoleon, p. 32; Section Quiz, Unit 5 booklet, 27, 29; Chapter Extension Activities booklet, p. 49; Geography Quiz, Unit 5 booklet, p. 34

TECH: World History Color Transparencies, Bonaparte Crossing the Alps,

p. D-69; Interactive Student Tutorial CD-ROM, Chapter 19; Computer Test Bank, Chapter 19; Discovery School Video, Learn about Napoleon and His Empire; World History Visions Voices Views: Animated Map Story, Napoleon’s Russian Campaign, videotape 5

d. examine the interaction with westerners to include Opium War, the

Taiping Rebellion, and Commodore Perry

SE/TE: 635-639, 645

TR: Chapter Extension Activities booklet, p. 62; Primary Source Activity, Unit 6 booklet, The Great Powers Divide China, p. 69; Section Quiz, Unit 6 booklet, p. 67; Guided Reading and Review, Unit 6 booklet, p. 78


Bank, Chapter 25

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SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism and the major characteristics of world wide imperialism

a. analyze the process and impact of industrialization in England, Germany and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its impact on women

SE/TE: 496-513, 514-515, 544-561, 566-567, 644-649

TR: Teaching with Themes, Chapter Theme Activities, p. 23; Pacing Chart with Block Scheduling Guide, Chapter 20; Creative Teaching Activities booklet, 91, 93, 94, 98, 99, 100, 116; Guided Reading and Review, Unit 5 booklet, p. 40, 44, 46; Skill Application Activity, Unit 5 booklet, p. 51; Primary Source Activity, Unit 5 booklet, Riding the Liverpool-Manchester Line, p. 49; Section Quiz, Unit 5 booklet, 43, 45, 47; Geography and History booklet, 10-11; History Through Literature booklet, Mary Barton, 43-44; Geography and History booklet, Viewpoint Activity, Rules for Workers, p. 50; Chapter Extension Activities booklet, 51, 54-55, 56, 63; Guided Reading and Review, Unit 6 booklet, 2, 4, 6, 78; Section Quiz, Unit 6 booklet, 3, 5, 7, 79; Viewpoint Activity, Unit 6 booklet, Looking at London in the 1820’s, p. 12; History Through Literature booklet, Under Reconstruction, 55-56


p. F-41; World History Color Transparencies, political cartoon about the effects of technology, p. E-35; Interactive Student Tutorial CD-ROM, Chapter 20, Chapter 22, Chapter 26; Computer Test Bank, Chapter 21, Chapter 22, Chapter 26; Discovery School Video, Explore life during the Industrial Age

b. compare and contrast the rise of the nation state in Germany under

Otto von Bismarck and Japan under Emperor Meiji

SE/TE: 570-576, 644-649

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TR: Creative Teaching Activities booklet, 102, 103, 104, 116; Guided Reading and Review, Unit 6 booklet, 20, 22, 24, 78; Chapter Extension Activities booklet, p. 57; Section Quiz, Unit 6 booklet, 21, 23; Viewpoint Activity, Unit 6 booklet, Bismarck and His Strategies, p. 32; Biography Activity, Unit 6 booklet, Guiseppe Verde, p. 30

TECH: World History Color Transparencies, A Dream Castle in Bavaria, p.

C-53; Interactive Student Tutorial CD-ROM, Chapter 23; Computer Test Bank, Chapter 23

c. describe the reaction to foreign domination including the Russo-

Japanese War and Young Turks

SE/TE: 628-629, 648-649

d. describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia

SE/TE: 618-620, 624, 648-649, 650-651, 727, 662-667

TR: Creative Teaching Activities booklet, p. 111, 112, 117; Guided Reading and Review, Unit 6 booklet, 58, 60, 80; Section Quiz, Unit 6 booklet, p. 59; Viewpoint Activity, Unit 6 booklet, Two View of Imperialism in Africa, p. 70; History Through Literature booklet, The Gentlemen of the Jungle, 53-54; Chapter Extension Activities booklet, p. 61

TECH: Discovery School Video, Learn about the effects of Imperialism in

Africa ; World History Color Transparencies, political cartoon, responsibilities of powerful nations, p. E-41; Interactive Student Tutorial CD-Rom, Chapter 25; Computer Test Bank, Chapter 25; World History Color Transparencies, Scramble for Africa, base map and overlays, set 5, B-47. B-49, B-51

SSWH16 The student will demonstrate an understanding of long term causes of World War I and its global impact

a. identify the causes of the war including Balkan nationalism, entangling alliances, and militarism

SE/TE: 676-677, 678-684

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TR: Teaching with Theme, Chapter Theme Activities, p. 30; Pacing Chart with Block Scheduling Guide, Chapter 27; Creative Teaching Activities booklet, 121, 122, 123; Guided Reading and Review, Unit 7 booklet, 2, 4, 6; Chapter Extension Activities booklet, 65-66; Geography and History booklet, Conflict in the Balkans, A Geographical problem, 14-15; Section Quiz, Unit 7 booklet, 3, 5; History Through Literature booklet, All Quiet on the Western Front, 57-58

TECH: Interactive Student Tutorial CD-Rom, Chapter 27; Computer Test

Bank, Chapter 27; World History Color Transparencies, political cartoon, conditions that increase the possibility of war, p. 682

b. describe the conditions on the war front for soldiers including the

Battle of Verdun,

SE/TE: 685-693, 986

TR: Viewpoint Activity, Unit 7 booklet, Soldier-Poets View World War I, p. 14; Chapter Extension Activities booklet, p. 67; Biography Activity, Unit 7 booklet, Manfred, Baron von Richthofen, p. 12; Section Quiz, Unit 7 booklet, 7, 9; Creative Teaching Activities booklet, p. 124; Guided Reading and Review, Unit 7 booklet, p. 8; Primary Source Activity, Unit 7 booklet, Käthe Kollwitz’s War Diary, p 13; Skill Application Activity, Unit 7 booklet, p. 15

TECH: Discovery School Video, Learn about the front during World War I;

Interactive Student Tutorial CD-Rom, Chapter 27; Computer Test Bank, Chapter 27

c. explain the major decisions made in the Versailles Treaty including

German reparations and the mandate system that replaced Ottoman control

SE/TE: 694-697, 698-699

TR: Creative Teaching Activities booklet, p. 10; Guided Reading and Review, Unit 7 booklet, 12-15; Simulations booklet, 12-15; Section Quiz, Unit 7 booklet, p. 11; Geography Quiz, Unit 7 booklet, p. 16

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d. analyze the destabilization of Europe in the collapse of the great empires including the Romanov and Hapsburg dynasties

SE/TE: 581-583, 693-695, 702-703, 746-747

TR: Creative Teaching Activities booklet, 125, 126, 134; Guided Reading and Review, Unit 7 booklet, 10, 22, 58; Skill Application Activity, 31, 33; Section Quiz, Unit 7 booklet, p. 27

SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II

a. examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso

SE/TE: 744, 752-756, 766-767

TR: Creative Teaching Activities booklet, 135, 136; Guided Reading and Review, Unit 7 booklet, 60, 62; Primary Source Activity, Unit 7 booklet, Studying at the Bauhaus, p. 67; Chapter Extension Activities booklet, p. 72; Section Quiz, Unit 7 booklet, p. 61


Bank, Chapter 30

b. determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan

SE/TE: 700-701, 702-712, 718-719

TR: Creative Teaching Activities booklet, 126, 127, 128; Guided Reading and Review, Unit 7 booklet, 22, 24, 26; Viewpoint Activity, Unit 7 booklet, Women in the Russian Revolution, p. 30; Section Quiz, Unit 7 booklet, 23, 25; History Through Literature booklet, One Day in the Life of Ivan Denisovich, 59-60; Primary Source Activity, Unit 7 booklet, Growing Up in Stalin’s Russia, p. 29


Bank, Chapter 28; Discovery School Video, Learn about Communism in the Soviet Union

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c. describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan

SE/TE: 738-741, 744-745, 757-765, 766-767

TR: Creative Teaching Activities booklet, 133, 137; Guided Reading and Review, Unit 7 booklet, 46, 64; Section Quiz, Unit 7 booklet, 47, 63, 65; History Through Literature booklet, The Sound of Cicadas, 63-64; Chapter Extension Activities booklet, p. 73; Viewpoint Activity, Unit 7 booklet, Hitler’s Propaganda Machine, p. 68


Bank, Chapter 30; World History Color Transparencies, Stadium Tribune, Nuremburg, Germany, p. D-83

d. analyze the rise of nationalism as seen in the ideas of Sun Yat Sen,

Mustafa Kemal Attaturk, and Mohandas Ghandi

SE/TE: 638-639, 728-729, 731-733, 734-736,

TR: Section Quiz, Unit 7 booklet, p. 43; Creative Teaching Activities booklet, p. 132; Guided Reading and Review, Unit 7 booklet, p. 44

e. describe the nature of totalitarianism and the police state that existed

in Russia, Germany, and Italy and how they differ from authoritarian governments

SE/TE: 713-717, 718-719, 758-760, 762-765, 766-767

TR: Section Quiz, Unit 7 booklet, 27, 63, 65; Chapter Extension Activities booklet, p. 69; Geography Quiz, Unit 7 booklet, 32, 64, 70; Viewpoint Activity, Unit 7 booklet, Hitler’s Propaganda Machine, p. 68


Bank, Chapter 30; World History Color Transparencies, Stadium Tribune, Nuremburg, Germany, p. D-83

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f. explain the aggression and conflict leading to World War II in Europe and Asia including the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland

SE/TE: 737, 770-774

TR: Creative Teaching Activities booklet, 138, 139; Guided Reading and Review, Unit 7 booklet, 76, 78; Section Quiz, Unit 7 booklet, p. 77

TECH: Listening to Literature World Masterpiece audiotapes, A Song on the

End of the World, side 10; Interactive Student Tutorial CD-Rom, Chapter 31; Computer Test Bank, Chapter 31

SSWH18 The student will demonstrate an understanding of the global political, economic and social impact of World War II

a. describe the major conflicts and outcomes including Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia

SE/TE: 768-769, 775-790, 796-797, 798-799

TR: Chapter Extension Activities booklet, 74, 75; Section Quiz, Unit 7 booklet, 79, 81, 83; Creative Teaching Activities booklet, 140, 141, 142; Guided Reading and Review, Unit 7 booklet, 80, 84; Viewpoint Activity, Unit 7 booklet, Prisoners of War in Europe and Asia, p. 88; Primary Source Activity, Unit 7 booklet, After the Battle at Kwajalein, p. 87

TECH: Discovery School Video, Experience the triumph at Normandy;

Interactive Student Tutorial CD-Rom, Chapter 31; Computer Test Bank, Chapter 31

b. identify Nazi ideology, policies, and consequences which led to the

Holocaust

SE/TE: 764-765, 781-783, 791

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TR: Section Quiz, Unit 7 booklet, 65, 79; Creative Teaching Activities booklet, p. 140; Guided Reading and Review, Unit 7 booklet, p. 80; History Through Literature booklet, Night, 65-66; Chapter Extension Activities booklet, p. 75

TECH: World History Visions Voices Views, Daily Life CloseUp: A

Resistance Fighter in the Warsaw Ghetto, videotape 7

c. explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe

SE/TE: 791-793

d. explain allied Post-World War II policies including formation of the United Nations, the Marshall Plan for Europe, and McArthur’s plan for Japan

SE/TE: 791-795, 796-797, 809, 858-859

TR: Section Quiz, Unit 7 booklet, p. 85; Geography Quiz, Unit 7 booklet, p. 90; Creative Teaching Activities booklet, p. 151; Guided Reading and Review, Unit 8 booklet, p. 38


Bank, Chapter 31

SSWH19 The student will demonstrate an understanding of the global social, economic and political impact of the Cold War and decolonization from 1945 to 1989

a. analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana

SE/TE: 731-733, 734-737, 862-865, 883-884, 910-911, 987, 990

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TR: Section Quiz, Unit 7 booklet, 43, 45; Creative Teaching Activities booklet, p. 132, 152; Guided Reading and Review, Unit 7 booklet, p. 44; Primary Source Activity, Unit 7 booklet, The Long March Across China, p. 49; Guided Reading and Review, Unit 8 booklet, p. 40; History Through Literature booklet, The Trial, 70-71; Primary Source Activity, Unit 8 booklet, Working at the Cadre School, p. 47

TECH: World History Visions Voices Views, The Long March in China,

videotape 7; World History Color Transparencies, Goldfish from China, p. C-59

b. describe the formation of the state of Israel

SE/TE: 889-890

TR: Creative Teaching Activities booklet, p. 156; Guided Reading and Review, Unit 8 booklet, p. 58

c. explain the arms race to include development of the Hydrogen Bomb

(1954) and SALT (Strategic Arms Limitation Treaty, 1972)

SE/TE: 795, 807, 828-829, 844

TR: Guided Reading and Review, Unit 8 booklet, 2, 18; Creative Teaching Activities booklet, p. 146; Chapter Extension Activities booklet, p. 80

d. compare and contrast the reforms of Khrushchev to Gorbachev

SE/TE: 843-848

TR: Chapter Extension Activities booklet, p. 80; Section Quiz, Unit 8 booklet, p. 25; Creative Teaching Activities booklet, p. 150; Guided Reading and Review, Unit 8 booklet, p. 26


Bank, Chapter 33

e. analyze efforts in the pursuit of freedom to include, anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall

SE/TE: 836-838, 865, 925-927, 998

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TR: Guided Reading and Review, Unit 8 booklet, 22, 80; Creative Teaching Activities booklet, p. 162; History Through Literature booklet, Poems about Prison, p. 75; Simulations booklet, Looking Beyond Apartheid, p. 16


Bank, Chapter 33; Discovery School Video, Meet Nelson Mandela

SSWH20 The student will examine change and continuity in the world since the 1960s

a. identify ethnic conflicts and new nationalisms to include pan-Africanism, pan-Arabism and the conflicts in Bosnia-Herzegovina and Rwanda

SE/TE: 727-730, 851-853, 888-890, 909-911, 913

TR: Creative Teaching Activities booklet, 130, 156, 159; Guided Reading and Review, Unit 7 booklet, p. 40; Viewpoint Activity, Unit 7 booklet, Influences on African Nationalism, p. 50; Biography Activity, Unit 7 booklet, T.E. Lawrence, p. 48; Section Quiz, Unit 7 booklet, p. 41; Guided Reading and Review, Unit 8 booklet, p. 58, 74

TECH: Listening to Literature World Masterpiece audiotapes, Musical

Tribute to Africa, side 9; Interactive Student Tutorial CD-Rom, Chapter 29; Computer Test Bank, Chapter 29; World History Visions Voices Views, Daily Life CloseUp, Children of the War: Young People of Bosnia, videotape 8

b. describe the breakup of the Soviet Union in 1991 which produced

the independent countries to include Ukraine, Kazakhstan and the Baltic States

SE/TE: 846-853, 993-995

TR: Section Quiz, Unit 8 booklet, p. 25; Creative Teaching Activities booklet, p. 150; Guided Reading and Review, Unit 8 booklet, p. 26; Biography Activity, Unit 8 booklet, Vaclav Havel, p. 28; Primary Source Activity, Unit 8 booklet, A Family in Sarajevo, p. 29; Section Quiz, Unit 8 booklet, p. 27

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TECH: Interactive Student Tutorial CD-Rom, Chapter 33; Computer Test Bank, Chapter 33

c. analyze terrorism as a form of warfare in the 20th century including

Shining Path, Red Brigade, Hamas, and Al Qaeda and its impact on daily life including travel, world energy supplies, and financial markets

SE/TE: 811, 887, 900-903, 904-905, 937

d. examine the rise of women as major world leaders to include, Golda Meir, Indira Gandhi, and Margaret Thatcher

SE/TE: 834, 883-885

TR: Media, Unit 8 booklet, “Hot” and “Cold”, p. 9; Chapter Extension Activities booklet, p. 78; Section Quiz, Unit 8 booklet, p. 7


Bank, Chapter 32

SSWH21 The student will analyze globalization in the contemporary world

a. describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers

SE/TE: 820-823, 824-825

TR: Section Quiz, Unit 8 booklet, p. 3; Creative Teaching Activities booklet, p. 144; Guided Reading and Review, Unit 8 booklet, p. 4; Viewpoint Activity, Unit 8 booklet, Approaches to the Environment, p. 10


Bank, Chapter 32

b. analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and the World Trade Organization

SE/TE: 630, 806-817, 830-832, 839-841, 853, 890, 938, 946, 989

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