Prentice Hall’s World History: Connections to Today, The...

Prentice Hall’s World History: Connections to Today, The Modern Era ©2001Correlated to:

The Maryland School Performance Program & State Content standards forSocial Studies, World History

(Grades 9 - 12)

SE = Student Edition TE = Teacher s Edition TR = Teaching Resources TECH = Technology1

SCHOOL PERFORMANCE PROGRAM &CONTENT STANDARDS FOR SOCIAL STUDIES,

WORLD HISTORY

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

World History (3.0): SOCIAL STUDIES

Students will examine significant ideas, beliefs, and themes, organize patterns and events, and analyze howindividuals and societies have changed over time in the World.

Rationale

United States history has been organized chronologically to explicitly explain how and why people do what they doover time. The standard that includes the study of the Middle Ages is the bridging unit between the middle schooland high school in the world history course.

3.1 Students demonstrate understanding of the rise of theearliest communities that led to the emergence ofagricultural societies.

SE/TE: Prehistory to Early Modern Times:Connecting with Past Learnings, 1; Sec. I:Early Civilizations: Toward CivilizationPrehistory-3000 BCE (includes Unit TimeLine) 2-3; Review, 3

TE: Overview/Focusing on Themes 1; LessonPlan, 2; Bell Ringer Exercise, 2; BlockScheduling Support, 3; BackgroundBiography: Ramses II, 3; Review Answers, 3

TR: Guided Reading and Review, 2; SkillApplication Activity, 6; Geography andHistory Booklet, 2-3

TECH: World History Color Transparencies, F-3;World History Visions, Voices, Views ImageBank (Videotape Or Videodiscs, EarlyCivilizations)

Prentice Hall s World History: Connections to Today, The Modern Era '2001Correlated to:

The Maryland School Performance Program & State Content standards forSocial Studies, World History, (Grades 9 - 12)



WORLD HISTORY


3.2 Students demonstrate understanding of howcivilizations emerged In Mesopotamia, Africa, China,and the Indus River Valley.

SE/TE: Prehistory to Early Modern Times: Sec. 2:First Civilizations: Africa and Asia (3200BCE-5000 BCE) 4-5; Sec. 3: EarlyCivilizations in India and China (2500 BCE-256 BCE) 6-7; Maps: Civilizations of theAncient Middle East, 5; Indus ValleyCivilization, 6; Reviews, 5, 7

TE: Background Connections to Today, 4,6;Constructing A Time Line Activity, 4;Defending Viewpoints Activity, 5; ActivityConnections to Literature, 6; BackgroundBiography, Yu The Great, 7; ReviewAnswers, 5, 7

TR: Biography Activity, 3; Primary SourceActivity (Connecting with Past LearningsBooklet), 4; History Through Literature, 5-6:Viewpoint Activity: Did Democracy beginin the Indus Valley? 5; Test forms, 7-11

TECH: Resource Pro¤ CD ROM, World HistoryVisions, Voices, Views Image Bank; WorldHistory Color Transparencies, B-73; D-37;Graphic Organizer, F-7; Listening toLiterature Masterpieces Audiotape (IndianMusic, Rig Veda)

3.3 Students demonstrate understanding of theemergence of Aegean civilization (600-200 CE), and theincreasingly complex interrelations that developedamong peoples of the eastern Mediterranean, NorthernAfrica and Southwest Asia.

SE/TE: Empires of the Ancient World: Sec. 2:Ancient Greece (1750 Bce-133 BCE) 10-11;Geography and History: 10; Map: Geographyof Ancient Greece, 10; Review, 11

TE: Background Perspectives, 10; Analyzing APrimary Source, 10; Background Connectionsto Art, 11; Block Scheduling Support 11;Review Answers, 11

TR: Viewpoint Activity, 15; History ThroughLiterature, The Odyssey, 11-12

TECH: World History Color Transparencies, C-29; D-39; Graphics Organizer, F-11; World HistoryVisions, Voices, Views, Image Bank





WORLD HISTORY


˚3.4 Students demonstrate understanding of how large-scale empires emerged and declined In theMediterranean basin, China, and India (1300 CE - 300CE).

SE/TE: Empires of the Ancient World: Sec. 1:Empires of India and China 600 BCE- CE55O (includes Unit Time Line), 8-9; Review,9

TE: Lesson Plan, 8; Bell Ringer, 8; BackgroundConnections to Economics, 9; ReviewAnswers, 9; Block Scheduling Support, 9

TR: Guided Reading and Review, Connecting withPast Learnings Booklet, 12; Skill ApplicationActivity, 16

TECH: Listening to Literature World MasterpiecesAudiotape, T ao Ch ien Poetry; World HistoryColor Transparencies, D-45; D-47; GraphicsOrganizer, F-9; World History Visions,Voices, Views Image Bank

˚3.5 Students demonstrate understanding of thedevelopment and major beliefs of monotheistic andpolytheistic religions (300-700 CE).

SE/TE: Empires of the Ancient World: Sec. 3:Ancient Rome and the Rise of Christianity(509 BCE-CE 476) 12-13; Review, 13;Definitions: Polytheism, 7; Monotheism, 5;The Roots of Judaism, 5; Philosophy andReligion in China, (incl. Confucius), 9;Hinduism and Buddhism, 8; Islam AsMonotheistic, 22

TE: Background Daily Life, 12; ActivityConnections to Literature, 13; BlockScheduling Support, 13; Review Answers, 13;5, 8-9

TR: Primary Source Activity, 14; Geography andHistory Activity, 4-5

TECH: World History Color Transparencies, B-19, B-21, B-23, B-25; The Spread of ChristianityOverlays, B-27, B-29, B-31, B-33





WORLD HISTORY


3.6 Students demonstrate understanding of the causesand impact of the rise of Islamic civilization.

SE/TE: Regional Civilizations: Sec. 4: The MuslimWorld (622-1629) 22-23; Review, 23; Spreadof Islam, 16, 22; in Southeast Asia, 70; Islamin Africa, 24, 25, 617; Five Pillars of Islam,22; Islamic Fundamentalism, 590; and Hajj,22, 25; Islamic Crusades, 99-100; IslamicRevival in Middle East, 590-1; ShiiteMuslims, 601

TE: 16, 22, Background Global Connections,People of the Book, 22; The Arabian Nights,23; Review Answers, 23; 24-25; 590-1

TR: Viewpoint Activity, Views of the MedievalMuslim World, Connecting with PastLearnings, 25

TECH: World History Color Transparencies, Spreadof Islam Overlays, Set 3, B-35, B-37, B-39;An Arms Workshop, D-55; Graphic Organizer,F-23; Listening to Literature WorldMasterpieces Audiotape, (Persian and ArabicMusic; The Rubaiyat); World History Visions,Voices, Views Image Bank

3.7 Students demonstrate understanding of the evolutionof European society during the Middle Ages.

SE/TE: Regional Civilizations: Sec. 1: The Rise ofEurope 500-1300 (includes Unit Time Line)16-17: Review, 17; Feudalism and the ManorEconomy, 16-17; Sec. 2: The High MiddleAges (1050-1450) 18-19: Growth of RoyalPower in England (The Magna Carta) 18;Europeans Look Outward, 19; Reviews, 17,19

TE: Bell Ringer, 16; Lesson Plan, 16; BackgroundConnections to Today, 17; Background DailyLife, 18; Background Global Connections, 19;Review Answers, 17, 19

TR: Guided Reading and Review, 22; PrimarySource Activity, A Personal Portrait ofCharlemagne, 24; History Through Literature,Song of Roland, 18-19

TECH: World History Color Transparencies,European Knowledge of the World Overlays,Set 4, B-41; B-43; B-45; Medieval Guilds, C-37; Protective Armor, C-41; The Cathedral ofReims, D-51; Listening to WorldMasterpieces Audiotape, (Veni CreatorSpiritus); World Visions, Voices, ViewsImage Bank





WORLD HISTORY


3.7.12.4 analyze the causes and consequences of theHundred Years War and the resurgence of centralizedmonarchies

Note: Information relating to this standard can befound in Prentice Hall s World History surveyprogram, World History: Connections toToday, Survey Edition '2001 which can bepreviewed at www.phschool.com

3.7.12.5 analyze the major demographic, economic,social, and religious trends In Europe following theBlack Death(WH 1.1.1)

SE/TE: Regional Civilizations: Sec. 2: The HighMiddle Ages, A Time of Crisis (The BlackDeath), 19

TE: 19TR: Guided Reading and Review; Primary Source

Activity, A Personal Portrait of Charlemagne,24; History Through Literature, Song ofRoland, 18-19

TECH: World History Color Transparencies,European Knowledge of the World Overlays,Set 4, B-41; B-43; B-45; Medieval Guilds, C-37; Protective Armor, C-41; The Cathedral ofReims, D-51; Listening to WorldMasterpieces Audiotape, (Veni CreatorSpiritus); World Visions, Voices, ViewsImage Bank

3.8 Students demonstrate understanding of thedevelopment of dominant regional empires.

SE/TE: Regional Civilizations: Sec. 3: The ByzantineEmpire and Russia (330-1613) 20-21; Sec. 4:The Muslim World: The Ottoman and SafavidEmpires, 23; Sec. 5: Kingdoms and TradingStates of Africa (750 BCE-CE 1586) 24-25;Sec. 6: Spread of Civilizations in East Asia(1500-1650) 26-27; Reviews, 21, 23, 25, 27;Maps: Growth of Russia, 21; AfricanKingdoms and Trading States 1000 BCE — CE1600; Chart: Feudal Society in Japan

TE: Background Daily Life, 20, 26, 27;Background Global Connections, 21, 22, 23,24; Background Connections to Economics,24; Activity Connections to Literature, 25;Review Answers, 21, 23, 25, 27

TR: Viewpoint Activity (Connections with PastLearnings Booklet), 25; Biography Activity,23; Skill Application Activity, 26; Test forms27-31

TECH: World History Color Transparencies B-35, B-37, B-39; D-55; C-35; Graphic Organizer, F-21, F-23, F-25; Listening to WorldMasterpieces Audiotapes (As Referenced inApplicable standards above); World HistoryVisions, Voices, Views Image Bank





WORLD HISTORY


3.8.12.1 describe the impact and significance of theexpansion of the Ottoman State (WH 2.2.3)

SE/TE: Serbs Defeated by Ottomans, 17;Constantinople Conquered by, 20; Rise ofOttoman Empire, 23; Hungary Occupied by,110; Conflict with Philip II, 111-12; Map(Geography Skills Assessment): The Wars ofPhilip II, 112; Ottoman Empire Revolts, 217-18; Diversity of Peoples, 281; (Discussion ofOttoman Empire Continued ThroughoutTextbook:) Ottoman Armenian Massacre,326-7; Young Turks, 326; World War I, 387;Collapse of Ottoman Empire, 426

TE: 17, 20, Background Global Connections, TheArabian Nights, 23; Review Answers, 23;Lesson Plan, Charles V (Philip II) and theHapsburg Empire, 110-12; (Ottoman Conflictwith/Spain Under Philip II): Block SchedulingSupport, 111; Map: The Wars of PhilipII/Geography Skills Assessment AnswerSupport: 112; Serb Revolt, Teaching withThemes (Caption Answer Support), Why DidOttoman Empire Face Rebellions, 217; SkillsAssessment Support, Geography, 218;Making A Map Exercise, 280; BalkanNationalism, Map: The Balkans1878/Geography Skills Assessment Support,281; Human Drama Activity, 281

TR: Creative Teaching Activities, 77; GuidedReading and Review, Unit 4, 60; SkillApplication Activity, Drawing inferencesFrom Maps, 33; Section Quiz, Unit 6, 27

TECH: Listening to Literature World MasterpiecesAudiotape, (Persian and Arabic Music; TheRubaiyat); World History Visions, Voices,Views Image Bank; Interactive StudentTutorial CD ROM, Ch. 23; Computer TestBank, Ch. 10





WORLD HISTORY


3.8.12.2 analyze reasons for the collapse of the Mongolrule In China and the development and expansion of theempire under the Ming dynasty(WH 1.1.2, 2.2.1)

SE/TE: The Mongol Conquest, 21; RegionalCivilizations: Sec. 6: Spread of Civilizationsin East Asia (500-1650), 26-27; The Mongoland Ming Empires, 26; Review, 27

TE: Background Daily Life, Government UnderThe Song, 26; Researching Exercise, MongolMilitary Communication, 26; Review AnswerSupport, 27; Block Scheduling Support,(Ancient Chinese Culture), 27

TR: Skill Application Activity, Connecting withPast Learnings, 26; Test forms, 27-31

TECH: World History Color Transparencies, C-35;Listening to Literature World MasterpiecesAudiotapes, Poetry of Li Bo and Tu Fu; WorldHistory Visions, Voices, Views Image Bank

3.8.12.3 describe characteristics of the Songhai Empireand reasons for its rise and collapse

SE/TE: Regional Civilizations: Sec. 5: Kingdoms andTrading States of Africa (750 BCE — CE1586) The Kingdom of Songhai, 24-25; Map(Geography and History Exercise): AfricanKingdoms, 25; Review 25

TE: Background Global Connections, Timbuktu,24





WORLD HISTORY


3.9 Students demonstrate understanding of howEuropean society experienced dramatic political,economic, and cultural transformations through theRenaissance and Reformation.

SE/TE: Unit 1: Ch. 1: The Renaissance andReformation: Preview 32-33 (includes UnitTime Line); Sec 1: The Renaissance in Italy,34-39; Geography and History: The Islands ofVenice, 34; Primary Source: Giorgio Vasari,Lives of the Most Eminent Italian Painters,37; Primary Source: Niccolo Machiavelli,Discourses, 696; Sec 2: The RenaissanceMoves North: 40-3; Humanities Link:Shakespeare s World of Drama, 42;Connections to Today: A Revolution inCommunication, 43; Sec 3: The ProtestantReformation: 44-8; Biography: Martin Luther,46; Comparing Viewpoints: What Is TheGoal of Education?, 47; Primary Source: JohnCalvin, on the Christian Life, 48; Sec 4:Reformation Ideas Spread: 49-53; Biography:Elizabeth I, 50; Global Connections: WitchHunt in Salem, 52; Cause and Effect:Protestant Reformation, 53; Sec 5: TheScientific Revolution: 54-57; Galileo, 54;Chart: The Scientific Method, 55; ExploringHuman Anatomy, 56; Reviews,

TE: 32-56 (Chapter includes All Major Categoriesof TE Support Segments, Such AsConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.); Primary Source: 696

TR: TR Support for this standard can be found inLesson Planner; Sec Quizzes; and ChapterTests; in Addition, Consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes, HistoryThrough Literature and Biographies.

TECH: Computer with Test Bank Rom-ROM“;Resource Pro with Planning Express Rom-ROM“; Skills Transparencies; World HistoryTransparencies; World History Outline MapBook





WORLD HISTORY


3.9.12.1 analyze the role of travel and trade, Italian city-states, and the contributions of classical and Islamiccivilizations to the Renaissance(WH 2.1.1, 1.1.1)

SE/TE: Unit 1: Ch. 1: The Renaissance andReformation: Preview 32-33 (includes UnitTime Line); Sec 1: The Renaissance in Italy,34-39; Geography and History: The Islands ofVenice, 34; Map: Renaissance Italy 1505, 35;Geography Skills Assessment, 35; PrimarySource: Giorgio Vasari, Lives of the MostEminent Italian Painters, 37; Primary Source:Niccolo Machiavelli, Discourses, 696; Sec 2:The Renaissance Moves North: 40-3; Theme:Arts and Literature, Durer ( German DaVinci), 41; Connections to Today: ARevolution in Communication, 43; Galileo,54; Regional Civilizations: Sec. 4: TheMuslim World, 622-1629 (includesDiscussion of Cultural Contributions ofOttoman and Safavid Empires DuringRenaissance Period: 22-23); Reviews, 23; 39

TE: The Arabian Nights, 23; Review Answers, 23;24-25; Background About The Pictures, 33;Background Biography, 35; BackgroundPerspectives, 36; Activity, Connections toFilm, 37; Human Drama Activity,Renaissance Art, 37; Caption AnswerSupport: Theme: Religions and ValueSystems, 38; Assessment Support, TestPreparation, 39; Lesson Support, 590-1

TR: Teaching with Themes, Chapter ThemeActivities, 17; Lesson Planner and BlockScheduling Guide, Ch. 1; Creative TeachingActivities Booklet, 63; Guided Reading andReview, Unit 4, 2; Biography Activity, Unit 4,12; Primary Source Activity, Unit 4, 13; SkillApplication Activity, Unit 4, 37; HistoryThrough Literature, 32-33; Section Quiz, Unit4, 3

TECH: Listening to Literature World MasterpiecesAudiotape, (Persian and Arabic Music; TheRubaiyat); World History Visions, Voices,Views Image Bank, Ch. 14; World HistoryColor Transparencies, Ch. 14, GraphicOrganizer; World History ColorTransparencies, Ch. 14, Graphic Organizer, F-29; Interactive Student Tutorial CD ROM, Ch.14; Computer Test Bank, Ch. 1





WORLD HISTORY


3.9.12.2 describe the scientific, aesthetic, and culturalsignificance of major changes In painting, sculpture,literature, and architecture(WH 2.1.1)

SE/TE: Unit 1: Ch. 1: The Renaissance andReformation: Preview 32-33 (includes UnitTime Line); Sec 1: The Renaissance in Italy,34-39; Primary Source: Giorgio Vasari, Livesof the Most Eminent Italian Painters, 37;Architecture of the Renaissance, 37 PrimarySource: Niccolo Machiavelli, Discourses,696; Sec 2: The Renaissance Moves North:40-3; Humanities Link: Shakespeare s Worldof Drama, 42; Connections to Today: ARevolution in Communication, 43

TE: Background About The Pictures, 33;Background Biography, 35; BackgroundPerspectives, 36; Activity, Connections toFilm, 37; Human Drama Activity,Renaissance Art, 37; Caption AnswerSupport: Theme: Religions and ValueSystems, 38; Assessment Support, TestPreparation, 39; Lesson Plan, 40; BackgroundConnections to Art, 41, 42; BackgroundHistorical Evidence, 41; Portfolio AssessmentRubrics, 42; Support for Connections toToday, 43; Human Drama Activity, AnalyzingLiterature, 43

TR: Teaching with Themes, Chapter ThemeActivities, 17; Lesson Planner and BlockScheduling Guide, Ch. 1; Creative TeachingActivities Booklet, 63; 64 Guided Readingand Review, Unit 4; Biography Activity, Unit4, 12; Primary Source Activity, Unit 4, 13;Skill Application Activity, Unit 4, 37; HistoryThrough Literature, 32-33; Section Quiz, Unit4, 3; 5; Chapter Extension Activities Booklet,36; Prentice Hall World History LiteratureLibrary, A Midsummer Night s Dream

TECH: World History Visions, Voices, Views ImageBank, Ch. 14; World History ColorTransparencies, Ch. 14, C-43; D-63; D-65;Graphic Organizer; World History ColorTransparencies, Ch. 14, Graphic Organizer, F-29; Interactive Student Tutorial CD ROM, Ch.14; Computer Test Bank, Ch. 1; Listening toLiterature World Masterpieces Audiotapes,Pierre Ronsard; Treasures of the WorldTransparencies, The Gutenberg Bible, 38





WORLD HISTORY


3.9.12.3 explain the relationship between emerginghumanistic values and new technologies, such as theprinting press and telescope(WH 1.1.4)

SE/TE: Unit 1: Ch. 1: The Renaissance andReformation: Preview 32-33 (includes UnitTime Line); Sec 1: The Renaissance in Italy,34-39; Sec 2: The Renaissance Moves North:40-3; Connections to Today: A Revolution inCommunication, 43; Sec 5: The ScientificRevolution: 54-57; Galileo, 54; Chart: TheScientific Method, 55; Exploring HumanAnatomy, 56; Printing, 32; 43; Humanism,35-6; 41

TE: in Addition to All Chapter TE (TR / Tech)Support As Listed in the Two standardsabove, Additional TE Support for thisstandard can be found: Lesson Plan, 54;Caption Answer Support: Theme: Impact ofthe individual, 54; Background Connections toScience, 55; Block Scheduling Support, 55;Human Drama Note: Galileo s influence, 55;Background Biography 56; Caption AnswerSupport: Theme: Economics and Technology,56; Did You Know? Support, 57; TestPreparation, 57

TR: Creative Teaching Activities Booklet, 67;Guided Reading and Review, Unit 4, 10;Viewpoint Activity, Does The Earth Move?,Unit 4, 14; Section Quiz, Unit 4, 11;Geography Quiz, Unit 4, 16; Chapter Testforms, Unit 4, 17-21; Answer Key, Unit 4, 80-90

TECH: Interactive Student Tutorial CD ROM, Ch. 14;Computer Test Bank, Ch. 1





WORLD HISTORY


3.9.12.4 analyze causes and consequences of discontentwith the late medieval church during the ProtestantReformation and the Catholic Counter-Reformation(WH 1.1.3)

SE/TE: Unit 1: Ch. 1: Sec 3: The ProtestantReformation: 44-8; Biography: Martin Luther,46; Comparing Viewpoints: What Is TheGoal of Education?, 47; Primary Source: JohnCalvin, on the Christian Life, 48; Sec 4:Reformation Ideas Spread: 49-53; Biography:Elizabeth I, 50; Catholic CounterReformation, 51-2; Global Connections:Witch Hunt in Salem, 52; Cause and Effect:Protestant Reformation, 53; Map (GeographySkills Assessment): Major EuropeanReligions About 1600, 51; Chart: Cause andEffect: Protestant Reformation, 53

TE: Lesson Plans, 44; 49; Background Daily Life,45; Block Scheduling Support, 45; 49;Caption Answer Support: Theme: Religionsand Value Systems, 45; BackgroundHistorical Evidence, Luther s German Bible,46; Biography Support, Martin Luther, 46;Background Historical Evidence: Luther andthe Peasants Revolt, 46; Evidence ofWitchcraft, 52; Responding to Persecution,52; Human Drama Note: ChristianReunification, 47; A Modern Day Witch Hunt,53; Background Other Viewpoints, 47;Assessment, 48; Primary Source Support, 48;Caption Answer Support: Theme: Impact ofthe individual, 49; Background Perspectives,50; Biography Support, Elizabeth I, 50;Background Connections to Today, 51;Geography Skills Assessment Support (Map).51; Cause and Effect Skills Assessment, 53

TR: Creative Teaching Activities Booklet, 65; 66;Guided Reading and Review, Unit 4, 6; 8;Comparing Viewpoints, Chapter ExtensionActivities Booklet, 37-8; Section Quiz, Unit 4,7; 9

TECH: Interactive Student Tutorial CD ROM, Ch. 14;Computer Test Bank, Ch. 1; World HistoryColor Transparencies, The tower of London,D-49





WORLD HISTORY


3.10 Students demonstrate understanding of the aims ofresponses to, and the effects of, exploration and theexpansion among peoples of Africa, Europe, and theAmericas (1400 -1750).

SE/TE: Unit 1: Ch. 2: The First Global Age: Europeand Asia: Preview 60-61 (includes Unit TimeLine): Sec 1: The Search for Spices, 62-6;Biography: Henry The Navigator, 63; Map:Early Voyages of European Exploration,1487-1609, 64; Primary Source: Hardships onthe Uncharted Sea, 66; Sec 3: EuropeanFootholds in Southeast Asia and India: 71-4;Primary Source: The Portuguese in India, 71:Did You Know: The Death of the Dodo, 72;Sec 4: Encounters in East Asia: 75-79;Analyzing Primary Sources: Letter From TheCelestial Emperor to the Barbarian King,77; Global Connections: The Jesuits in Asia,79; Ch. 3: The First Global Age: Europe, TheAmericas and Africa 1492-1750: Preview 82-3 (includes Unit Time Line); Sec 1: Conquestin the Americas: 84-6; Primary Sources: TheTrue History of the Conquest of New Spain,697; Fact Finder Chart: Native AmericanPopulation of Central Mexico, 86; Sec 2:Spanish and Portuguese Colonies in theAmericas: 87-91; Primary Source: A BrutalSystem (West Indies), 88; Humanities Link:Southwestern Architecture: A Blending ofCultures, 90; Geography and History: Piracyon the Seas, 91; Sec 3: Struggle for NorthAmerica: 92-5; Biography: Samuel DeChamplain, 92; Primary Source: of PlymouthPlantation, William Bradford, 93; Map: LandClaims in the Americas About 1750, 94; Sec4: Turbulent Centuries in Africa: 96-100;Biography: King Affonso, 98; Map:Triangular Trade, 99; Sec 5: Changes inEurope: 101-5; Global Connections: Europe sSweet tooth, 101; Synthesizing information:The Commercial Revolution, 103; Cause andEffect: Colombian Exchange, 105

TE: 60-79; 82-105 (Each Chapter/Section s TENotes include All Major Categories of TESupport Segments, Such As Lesson Plans,Block Scheduling Support, and Connectionsto Today, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)





WORLD HISTORY


(Continued)3.10 Students demonstrate understanding of the aims ofresponses to, and the effects of, exploration and theexpansion among peoples of Africa, Europe, and theAmericas (1400 -1750).

TR: TR Support for this standard can be found inLesson Planner; Sec Quizzes; and ChapterTests; in Addition, Consult ProgramOverview, Guided Reading and Review,Primary Sources, History Through Literatureand Nystrom Desk Atlas.

TECH: Computer with Test Bank Rom-Rom“;Resource Pro with Planning Express Rom-Rom“; Skills Transparencies; World HistoryTransparencies; World History Outline MapBook

3.10.12.1 describe the reasons, particularly mercantileand capitalism, that led the European states and peopleto exploration and expansion(WH 4.1.1, WH 4.1.2)

SE/TE: Ch. 2: Sec. 1: The Search for Spices, 62-66;Europeans Explore The Seas, 62-3; PortugalSails Eastward, 63; Columbus Sails to theWest, 63-4; Biography: Henry The Navigator,63; Map: Early Voyages of EuropeanExploration 1487-1609, 64; Geography SkillsAssessment, 64; Map Addendum: tools ofOcean Navigation, 65; The Search Continues,65-66; Primary Source: Journal of AntonioPigafetta, 66

TE: Lesson Plan, 62; Caption Answer Support:Theme: Economics and Technology (SpiceTrade), 62; Block Scheduling Support, 63;Background Connections to Science, 63;Background Connections to Today, 63;Biography Support, Henry The Navigator, 63;Human Drama Note, 63; BackgroundConnections to Science: A Science Show, 64;(Map) Geography Skills Assessment Support,64; Background Global Connections: TrickeryAt Sea, 65; Primary Source Support:Hardships on the Uncharted Sea (Pigafetta),66; Assessment, 66

TR: Creative Teaching Activities Booklet, 68; 69;Guided Reading and Review, Unit 4, 22; 24;Geography and History Activity, Mapmakingand Relative Location, Geography and HistoryBooklet, 8-9

TECH: World History Color Transparencies,European Knowledge of the World, Base Mapand Overlays, B-41, B-43, B-45; Treasures ofthe World Transparencies, Physical Map ofthe World, 39; Interactive Student TutorialCD ROM, Ch. 15; Computer Test Bank, Ch. 2





WORLD HISTORY


3.10.12.2 analyze the impact of European explorationand expansion on the peoples of Sub-Saharan Africa,Asia, and the Americas(US 2.1.1, WH 1.1.3, WH 2.2.1, WH 2.2.2)

SE/TE: Ch. 2: Sec 3: European Footholds in SoutheastAsia and India: 71-4; Primary Source: ThePortuguese in India, 71: Sec 4: Encounters inEast Asia: 75-79; Analyzing Primary Sources:Letter From The Celestial Emperor to theBarbarian King, 77; Global Connections:The Jesuits in Asia, 79; Ch. 3: The FirstGlobal Age: Europe, The Americas and Africa1492-1750: Preview 82-3 (includes Unit TimeLine); Sec 1: Conquest in the Americas: 84-6;Primary Sources: The True History of theConquest of New Spain, 697; Fact FinderChart: Native American Population of CentralMexico, 86; Sec 2: Spanish and PortugueseColonies in the Americas: 87-91; PrimarySource: A Brutal System (West Indies), 88;Humanities Link: Southwestern Architecture:A Blending of Cultures, 90; Geography andHistory: Piracy on the Seas, 91; Sec 3:Struggle for North America: 92-5; Biography:Samuel De Champlain, 92; Primary Source: ofPlymouth Plantation, William Bradford, 93;Map: Land Claims in the Americas About1750, 94; Sec 4: Turbulent Centuries inAfrica: 96-100; Biography: King Affonso, 98;Map: Triangular Trade, 99

TE: 71-79; 82-100 (Each Section s TE Notesinclude All Major Categories of TE SupportSegments, Such As Lesson Plans, BlockScheduling Support, and Connections toToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)

TR: TR Support for this standard can be found inLesson Planner; Sec Quizzes; and ChapterTests; in Addition, Consult Creative TeachingActivities, Guided Reading and Review,Primary Sources, History Through Literatureand Nystrom Desk Atlas.

TECH: Treasures of the World Transparencies;Computer with Test Bank Rom-Rom“; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook





WORLD HISTORY


3.10.13.2 analyze the variety of responses to Europeancolonization(WH 3.2.3, 2.2.2)

SE/TE: Ch. 3: Sec 1: Conquest in the Americas: 84-6;Primary Sources: The True History of theConquest of New Spain, 697; Fact FinderChart: Native American Population of CentralMexico, 86; Sec 2: Spanish and PortugueseColonies in the Americas: 87-91; PrimarySource: A Brutal System (West Indies), 88;Humanities Link: Southwestern Architecture:A Blending of Cultures, 90; Geography andHistory: Piracy on the Seas, 91; Sec 3:Struggle for North America: 92-5; Biography:Samuel De Champlain, 92; Primary Source: ofPlymouth Plantation, William Bradford, 93;Map: Land Claims in the Americas About1750, 94; Sec 4: Turbulent Centuries inAfrica: 96-100; Biography: King Affonso, 98;Map: Triangular Trade, 99; Sec 5: Changes inEurope: 101-5; Global Connections: Europe sSweet tooth, 101; Synthesizing information:The Commercial Revolution, 103; Cause andEffect: Colombian Exchange, 105

TE: 84-105 (Each Section s TE Notes include AllMajor Categories of TE Support Segments,Such As Lesson Plans, Block SchedulingSupport, and Connections to Today, GlobalConnections, Background HistoricalEvidence, Background Daily Life, Etc.)


TECH: Treasures of the World Transparencies;Computer with Test Bank Rom-Rom“; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook





WORLD HISTORY


3.10.12.4 describe the origins of the transatlantic Africanslave trade and the consequences for Africa, America,and Europe, such as triangular trade and the MiddlePassage(WH 4.1.1)

SE/TE: Ch. 3: Sec 4: Turbulent Centuries in Africa:96-100; The Atlantic Slave Trade, 96;European and African Slave Traders, 97; TheSlave Trade: Theme: Global interaction, 97;Horrors of the Middle Passage, 97-8;Biography: King Affonso, 98; PrimarySource: King Alfonso I: Letter to King Johnof Portugal, 698; Map: Triangular Trade, 99;Chart: Destinations of Enslaved Africans, 99;Geography Skills Assessment: The AtlanticSlave Trade, 99; Zulu Weapons: Theme:Economics and Technology, 100; AssessmentReview, 100

TE: Lesson Plan, 96; Block Scheduling Support,97; Caption Answer Support: Theme: Globalinteraction, 97; Background Daily Life, TheMiddle Passage, 97; Biography Support, KingAlfonso, 98; Background Global Connections,Failure to Understand, 99; Skills AssessmentSupport, 99; Caption Support: Zulu Weapons,100

TR: Creative Teaching Activities Booklet, 75; 76;Guided Reading and Review, Unit 4, 46; 48;Biography Activity, Olaudah Equiano, Unit 4,50; Section Quiz, Unit 4, 47; Geography andHistory Activity, Mapmaking and RelativeLocation, 8-9

TECH: Treasures of the World Transparencies, TwoWoodcuts Depicting Slave Trade, 40;Interactive Student Tutorial CD ROM, Ch. 16;Computer Test Bank, Ch. 3





WORLD HISTORY


3.10.12.5 assess the impact of the transmission ofdisease, the exchange of ideas, and the movement ofplants and animals

SE/TE: Ch. 3: Sec 5: Changes in Europe: 101-5; AGlobal Exchange: New Foods, 101; Impact onPopulation, 101-2; Global Connections:Europe s Sweet tooth, 101; A CommercialRevolution: The Price Revolution, 102;Growth of Capitalism, 102; New BusinessMethods, 102; Synthesizing information: TheCommercial Revolution, 103; Chart: FirstFive Voyages of the English East IndiaCompany, 103; Connections to Today: TheBanana Wars, 104; Chart: Cause and Effect:Colombian Exchange, 105; War and Disease(Impact on Native Americans), 95

TE: Lesson Plan, 101; Block Scheduling Support,101; Global Connections Support, Europe sSweet tooth, 101; Background Connections toEconomics, Making A Profit, 102;Synthesizing information, Background AboutThe Evidence/Activity interpreting TheEvidence: Dutch Trading, 103; SkillsAssessment Support, 103; Test Preparation,103; Background Daily Life: Later Marriages,104; Background Global Connections: PickYour Poison, 104; Cause and Effect:Colombian Exchange, Skills AssessmentSupport, 105

TR: Synthesizing information: Chapter ExtensionActivities Booklet, 42; Section Quiz, Unit 4,49; Geography Quiz, Unit 4, 54; Chapter Testforms, Unit 4, 55-59; Answer Key, Unit 4, 80-90






WORLD HISTORY


3.11 Students demonstrate understanding of the risingeconomic and political power of European statesbetween 1500-1700 CE.

SE/TE: Unit 2: Ch. 4: The Age of Absolutism 1550-1800: Preview (includes Unit Time Line) 108-109: Map: European Nation States 1700, 109;Sec. 1: Extending Spanish Power 110-113;Global Connections: Cartloads of Silver andGold, 110; Theme: Impact of the individual:Philip II of Spain. 111; Map: The Wars ofPhilip II 1571-1588, 112; Geography SkillsAssessment, 112; Review, 113; PrimarySources and Literature: Miguel De CervantesDon Quixote, 699; Sec. 2: France Under LouisXiv 114-18; Theme: Political and SocialSystems: Catholics Vs. Huguenots, 114;Biography: Cardinal Armand Richelieu, 115;Did You Know? A High Impact King (LouisXiv), 116; Exploring The Human Drama:Living At Versailles, 117; The King AsWarrior, 118; Sec. 3: Triumph of Parliamentin England 119-124; Primary Source: A Voicefor Absolutism, Hobbes, Leviathan, 120; AVictory for Parliament: Theme: Continuityand Change, 121; Connections to Today: OurPuritan Heritage, 122; Synthesizinginformation: The Struggle between King andParliament, 123; Primary Sources andLiterature: The English Bill of Rights, 700;Sec. 4: Rise of Austria and Prussia 125-128;The Thirty Years War, 125; Map: Europeafter the Thirty Years War, 126; GeographySkills Assessment, 126; Hapsburg Austria,127; Biography: Maria Theresa, 127; Sec. 5:Absolute Monarchy in Russia 129-133; PeterThe Great Westernizes Russia, 129; Map:Expansion of Russia 1689-1796, 130:Geography Skills Assessment, 130;Geography and History: being Sent to Siberia,131; Theme: Political and Social Systems:The Wealth of Catherine The Great, 132Primary Source: An Empress Writes HerEpitaph, 133

TE: 108-133 (Each Chapter/Section s TE Notesinclude All Major Categories of TE SupportSegments, Such As Lesson Plans, BlockScheduling Support, and Connections toToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)





WORLD HISTORY


(Continued)3.11 Students demonstrate understanding of the risingeconomic and political power of European statesbetween 1500-1700 CE.

TR: TR Support for this standard can be found inLesson Planner; Sec. Quizzes; and ChapterTests; in Addition, Consult Creative TeachingActivities, Guided Reading and Review,Primary Sources, History Through Literature.

TECH: Treasures of the World Transparencies;Computer with Test Bank Rom-Rom; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook





WORLD HISTORY


3.11.12.1 explain how specific European states such asPortugal, Spain, France, Holland, and England emergedas economic world powers(WH 1.1.3, WH 4.1.2)

SE/TE: Unit 2: Ch. 2: Sec. 1: Portugal Sails Eastward,63; Columbus Sails West, 63-4; Sec. 3:Portugal s Empire in the East 71-72; PrimarySource: The Portuguese in India, 71; Rise ofthe Dutch, 72; Spain Seizes The Philippines,72; Mughal India and European Traders, 74;Theme: Global interaction: Prized Imports,74; Ch. 3: Sec. 2: Spanish and PortugueseColonies in the Americas 87-91; Ruling TheSpanish Empire, 87; Primary Source: A BrutalSystem (Short Description of the Destructionof the Indies), 88; Colonial Society andCulture, 88-89; The Portuguese Colony inBrazil, 89-91; Challenging Spanish Power, 91;Geography and History: Piracy on the Seas,91; Sec. 3: Struggle for North America 92-95;Building New France, 92-3; Biography:Samuel De Champlain, 92; The 13 EnglishColonies, 93-4; Primary Source: PilgrimCourage (Bradford), 93; British-FrenchRivalry, 94; Map: Land Claims in theAmericas About 1750, 94; Geography SkillsAssessment, 94; Sec. 5: Changes in Europe101-105; Chart: The Colombian Exchange:Cause and Effect, 105

TE: 63-74; 87-105; (Each Chapter/Section s TENotes include All Major Categories of TESupport Segments, Such As Lesson Plans,Block Scheduling Support, and Connectionsto Today, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)







WORLD HISTORY


3.11.12.2 explain how the English Civil War and theRevolution of 1688 affected government, religion,economy, and society In England and its colonies,including the significance of the English Bill of Rights(WH 1.1.2)

SE/TE: Unit 2: Ch. 4: Sec. 3: Triumph of Parliamentin England 119-124; The Tudors andParliament, 119; The Early Stuarts, 119-120;The English Civil War; 120-121; PrimarySource: A Voice for Absolutism, Hobbes,Leviathan, 120; The Commonwealth, 121; AVictory for Parliament: Theme: Continuityand Change, 121; Connections to Today: OurPuritan Heritage, 122; Synthesizinginformation: The Struggle between King andParliament, 123; Primary Sources andLiterature: The English Bill of Rights, 700

TE: Lesson Plan, 119; Block Scheduling Support,119; Primary Source Support, 120;Background Historical Evidence, BritishRedcoats, 121; Caption Answer Support, 121;Background Daily Life, Strict Enforcement;My Wig, Please, 122; Connections to Today,122; Background About The Evidence, 123;Human Drama Note, James II, 123;Assessment Activity Rubrics, 124

TR: Biography Activity, George Fox, Unit 4Booklet, 70; Synthesizing information,Chapter Extension Activities Booklet, 43;Section Quiz, Unit 4, 65; Creative TeachingActivities, 80; Guided Reading and Review,Unit 4, 66

TECH: World History, Visions, Voices, Views GlobalIssues forum, Videodisc; Interactive StudentTutorial CD ROM, Ch. 17; Computer TestBank, Ch. 4; Treasures of the WorldTransparencies, 16th Century GermanWoodcut, 41





WORLD HISTORY


3.12 Students demonstrate understanding of how theScientific Revolution and the Enlightenmenttransformed European society.

SE/TE: Unit 2: Ch. 5: Sec 1: Philosophy in the Age ofReason: 144-8: Biography: Montesquieu, 145;Comparing Viewpoints: What Limits ShouldThere be on Freedom of Speech?, 146;Primary Source: Diderot s Encyclopedia, 147;Sec 2: Enlightenment Ideas Spread: 149-53:Global Connections: An AmericanPhilosophe, 149; Connections to Today:Virtual Salons, 150; Enlightenment Painters,151; Humanities Link: The Great Mozart,152; Did You Know?: The Real RobinsonCrusoe, 153; Sec 3: Britain At Mid-Century:154-7: Map: United Kingdom of GreatBritain, 155

TE: Lesson Plan, 144; 149; 154; Block SchedulingSupport, 145; 149; 155; Human DramaActivity, Writing A Letter, 145; Listening toMusic, 155; Background Connections toScience, 145; Background GlobalConnections, Archaeological Discoveries,145; Biography Support, 145; BackgroundOther Viewpoints, 146; Skills AssessmentSupport, 146; Primary Source Support, 147;Background Biography, Salons, 150;Connections to Today Support, 150; ActivityConnections to Film, 152; Background AboutThe Evidence, 152; Connections to Literature,155; Background Connections to Art, 156

TR: Creative Teaching Activities, 82; 84; GuidedReading and Review, Unit 5, 2; 6; BiographyActivity, Voltaire, Unit 5, 10; HistoryThrough Literature, Candide, 39-40;Comparing Viewpoints, Chapter ExtensionActivities, 39-40; Viewpoint Activity,Enlightenment Views on Education, Unit 5,12; Section Quiz, Unit 5; Primary SourceActivity, A Court Musician’s Problems, Unit5, 11; Humanities Link, Chapter ExtensionActivities, 47

TECH: World History Visions, Voices, Views GlobalIssues forum, Videodisc; Interactive StudentTutorial CD ROM, Ch. 18; Computer TestBank, Ch. 5; Listening to World MasterpiecesAudiotapes, Fugue in G Major





WORLD HISTORY


3.12.12.1 explain the impact of scientific discoveries andinnovations on European societies, including those ofCopernicus, Galileo, Harvey, Newton

SE/TE: Unit 1: Ch. 1: Sec 5: The ScientificRevolution: 54-57; Changing Views of theUniverse, 54; A Revolutionary Theory:Nicolaus Copernicus (Heliocentric Universe),54-55; A New Scientific Method, 55-56;Theme: Impact of the individual: GalileoGalilei, 54; Chart: The Scientific Method, 55;Isaac Newton Ties It All together, 56-57;Exploring Human Anatomy, 56; OtherScientific Advances: Medicine, WilliamHarvey (Circulatory System), 57

TE: Lesson Plan, 54; Caption Answer Support, 54;56; Background Connections to Science, 55;Block Scheduling Support, 55; Human DramaNote, Galileo’s influence, 55; BackgroundBiography, Paracelsus, 56; Did You Know?57

TR: Creative Teaching Activities Booklet, 67;Guided Reading and Review, Unit 4, 10;Viewpoint Activity, Does The Earth Move?,Unit 4, 14; Section Quiz, Unit 4, 11;Geography Quiz, Unit 4, 16; Chapter Testforms, Unit 4, 17-21; Answer Key, Unit 4, 80-90


3.12.12.2 explain the development and significance ofthe "scientific method" and empiricism(WH 4.1.2)

SE/TE: A New Scientific Method, 55-56; Bacon andDescartes, 55-56

TE: 55-56





WORLD HISTORY


3.12.12.3 explain the philosophical ideas of theEnlightenment, including rationalism, secularism, andDeism

SE/TE: Unit 2: Ch. 5: Sec. 1: Philosophy in the Ageof Reason, 144-147; Progress and Reason,144; Two Views of the Social Contract, 144-5; Separation of Powers, 145; ThePhilosophers and Society, 145-147

TE: Lesson Plan, 144; Block Scheduling Support,145; Human Drama Activity, Writing ALetter, 145; Background Connections toScience, 145; Background GlobalConnections, Archaeological Discoveries,145; Biography Support, 145; BackgroundOther Viewpoints, 146; Skills AssessmentSupport, 146; Primary Source Support, 147

TR: Creative Teaching Activities, 82; 84; GuidedReading and Review, Unit 5, 2; 6; BiographyActivity, Voltaire, Unit 5, 10; HistoryThrough Literature, Candide, 39-40;Comparing Viewpoints, Chapter ExtensionActivities, 39-40; Viewpoint Activity,Enlightenment Views on Education, Unit 5,12; Section Quiz, Unit 5; Primary SourceActivity, A Court Musician’s Problems, Unit5, 11; Humanities Link, Chapter ExtensionActivities, 47

TECH: World History Visions, Voices, Views GlobalIssues forum, Videodisc; Interactive StudentTutorial CD ROM, Ch. 18; Computer TestBank, Ch. 5

3.12.12.4 explain the political ideas of theEnlightenment that originated In Ancient Rome andGreece, including those expressed by Locke,Montesquieu, and Rousseau(WH 1.1.1)

SE/TE: Unit 2: Ch. 5: Sec 1: Philosophy in the Age ofReason: 144-8: Biography: Montesquieu, 145;Comparing Viewpoints: What Limits ShouldThere be on Freedom of Speech?, 146;Primary Source: Diderot s Encyclopedia, 147;Sec 2: Enlightenment Ideas Spread: 149-53:Global Connections: An AmericanPhilosophe, 149; Ch. 8: Sec 1: An Age ofIdeologies: 216-218: Primary Source: Byron,Glory and Greece, 218; John Locke, 144-45;159; 160-61; 172; Primary Source: TwoTreatises on Government, 701; Jean-JacquesRousseau, 147; 160-61; Primary Source: TheSocial Contract, 702





WORLD HISTORY


(Continued)3.12.12.4 explain the political ideas of theEnlightenment that originated In Ancient Rome andGreece, including those expressed by Locke,Montesquieu, and Rousseau(WH 1.1.1)

TE: Lesson Plan, 144; 149; 154; 216; BlockScheduling Support, 145; 149; 155; 216;Human Drama Activity, Writing A Letter,145; Listening to Music, 155; BackgroundConnections to Science, 145; BackgroundGlobal Connections, ArchaeologicalDiscoveries, 145; Biography Support, 145;Background Other Viewpoints, 146; SkillsAssessment Support, 146; Primary SourceSupport, 147; Background Biography, Salons,150; Connections to Today Support, 150;Activity Connections to Film, 152;Background About The Evidence, 152;Connections to Literature, 155; BackgroundConnections to Art, 156; Human Drama Note,Byron and Greece, 217; Caption AnswerSupport, 217; Primary Source Support, 218

TR: Creative Teaching Activities, 82; 84; GuidedReading and Review, Unit 5, 2; 6; BiographyActivity, Voltaire, Unit 5, 10; HistoryThrough Literature, Candide, 39-40;Comparing Viewpoints, Chapter ExtensionActivities, 39-40; Viewpoint Activity,Enlightenment Views on Education, Unit 5,12; Section Quiz, Unit 5; Primary SourceActivity, A Court Musician’s Problems, Unit5, 11; Humanities Link, Chapter ExtensionActivities, 47; Creative Teaching Activities,95; Guided Reading and Review, Unit 5, 58;Section Quiz, Unit 5, 59; Creative TeachingActivities, 96; Guided Reading and Review,Unit 5, 60

TECH: World History Visions, Voices, Views GlobalIssues forum, Videodisc; Interactive StudentTutorial CD ROM, Ch. 18; 21; Computer TestBank, Ch. 5; 8; Listening to WorldMasterpieces Audiotapes, Fugue in G Major





WORLD HISTORY


3.13 Students demonstrate understanding of the causesand consequences of political revolutions In the late 18thand early 19th Centuries.

SE/TE: UNIT 2: Sec 4: Birth of the AmericanRepublic: 158-61: Colonial Unity, 158;Primary Source: Declaration of independence,159; Map: The American Revolution in theEast, 160; Biography: George Washington,161; CH. 6: The French Revolution andNapoleon: Preview 164-5 (includes Unit TimeLine); Map: Revolutionary France At War1793, 165; Sec 1: on the Eve of Revolution,166-70: Graph: Population and LandOwnership in France 1789, 167; PrimarySource: Dispatches From Paris, 168; Sec 2:Creating A New France: 171-5: GlobalConnections: The American Revolution andthe French Revolution, 172; Chart: Reformsof the National Assembly, 174; Connectionsto Today: Knowing Left From Right, 175; Sec3: Radical Days, 176-181: Analyzing APrimary Source: Execution of A King, 177;Biography: Robespierre, 178; Primary Source:La Marseillaise, 181; Sec. 4: The Age ofNapoleon begins 182-185; Chart: Fact Finder:The Rise of Napoleon, 182; The Coronation,183; Map: Napoleon s Power in Europe 1812,184; Geography Skills Assessment, 184;Chart: Cause and Effect: The FrenchRevolution, 185; Sec. 5: The End of An Era186-191; Biography: Napoleon, 186;Resistance in Spain: Theme: Art andLiterature, 187; Geography and History: TheBattle of Waterloo, 188; Exploring TheHuman Drama: Napoleon s Retreat FromMoscow, 189; Map: Europe after TheCongress of Vienna 1815, 190; GeographySkills Assessment, 190; Biography: PrinceClemens Von Metternich, 191


TR: TR Support for this standard can be found inLesson Planner; Sec Quizzes; and ChapterTests; in Addition, Consult Creative TeachingActivities, Guided Reading and Review,Primary Sources, History Through Literature.





WORLD HISTORY


(Continued)3.13 Students demonstrate understanding of the causesand consequences of political revolutions In the late 18thand early 19th Centuries.

TECH: Treasures of the World Transparencies;Computer with Test Bank CD-ROM; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook

3.13.12.1 explain the causes of the French Revolution,and how the Revolution contributed to the political,economic, and cultural transformations In Europe andthe world(WH 1.1.3)

SE/TE: Ch. 6: The French Revolution and Napoleon:Preview 164-5 (includes Unit Time Line);Map: Revolutionary France At War 1793,165; Sec 1: on the Eve of Revolution, 166-70:Graph: Population and Land Ownership inFrance 1789, 167; Primary Source: DispatchesFrom Paris, 168; Sec 2: Creating A NewFrance: 171-5: Global Connections: TheAmerican Revolution and the FrenchRevolution, 172; Chart: Reforms of theNational Assembly, 174; Connections toToday: Knowing Left From Right, 175; Sec 3:Radical Days, 176-181: Analyzing A PrimarySource: Execution of A King, 177; Biography:Robespierre, 178; Primary Source: TheMarseillaise, 181; Ch. 8: Revolutions inEurope and Latin America: Preview: 214-215(includes Unit Time Line); Sec 1: An Age ofIdeologies: 216-218: Primary Source: Byron,Glory and Greece, 218; Sec 2: Revolutions of1830 and 1848: 219-224: Did You Know?:How Banquets Helped Spark A Revolution,220; Humanities Link: Art and Revolution,221; Map: Revolutions in Europe, 1830 and1848, 222; Biography: Louis Kossuth, 223;

TE: 164-181; 214-229 (Each Chapter s TE Notesinclude All Major Categories of TE SupportSegments, Such As Connections to Today,Global Connections, Background HistoricalEvidence, Background Daily Life, Etc.); 231







WORLD HISTORY


3.13.12.2 analyze the leading ideas of the FrenchRevolution and assess their contribution to democraticthought(WH 1.1.3)

SE/TE: Unit 2: Ch. 6. Sec. 2: Creating A New France,171-75; Revolts in Paris and the Provinces,171-2; Moderate Reforms (End to Feudalism,Declaration of the Rights of Man), 172;Theme: Political and Social Systems: GlobalConnections: The American Revolution andthe French Revolution (Lafayette and ThomasPaine), 172; Primary Sources and Literature:Declaration of the Rights of Man and theCitizen, 703; The National Assembly Pressesonward (Reorganizing The Church,Constitution of 1791), 173-4; Chart: Reformsof the National Assembly, 174; SkillsAssessment, 174; Reaction Outside France,174-5; War At Home and Abroad (Les Sans-Culottes, Legislative Assembly), 175








WORLD HISTORY


3.13.12.3 describe how Spanish American countries andHaiti achieved independence In the early 19th century(WH 1.1.3, 2.2.2)

SE/TE: Unit 2: Ch. 8: Sec 3: Latin American Wars ofindependence: 225-231: Theme: Political andSocial Systems: The Ruling Class, 225;Haiti s Struggle for independence, 226;Geography and History: A Deadly,Microscopic Enemy (Yellow Fever), 226;Analyzing Primary Sources: ToussaintL Ouverture on Slavery, 227; Map:independent Nations of Latin America About1844, 228; Geography Skills Assessment,228; independence for Mexico and CentralAmerica, 228-229; Connections to Today:Mexican independence Day, 229;independence in South America, 229-30;Cause and Effect: independence Movementsin Latin America, 231

TE: Lesson Plan, 225; Block Scheduling Support,225; Caption Answer Support, 225; 230;Geography and History, 226; BackgroundAbout The Primary Source, Haitian Slavery,227; Skills Assessment Support, 227;Background Perspectives, 228; Connections toToday Support, 229; Activity interpretingViewpoints, 230

TR: Analyzing Primary Sources, ChapterExtension Activities Booklet, 53; BiographyActivity, Unit 5, 64; Skill ApplicationActivity, Identifying Ideologies, Unit 5, 67;Section Quiz, Unit 5, 63; Geography Quiz,Unit 5, 68; Chapter Test forms, Unit 5, 69-73;Answer Key, Unit 5, 74-83; Document BasedAssessment, 23-27

TECH: World History Visions, Voices, Views, DailyLife Close-up, Videodisc; Interactive StudentTutorial CD ROM, Ch. 21; Computer TestBank, Ch. 8





WORLD HISTORY


3.13.12.4 compare the causes, character, andconsequences of the English, American, and FrenchRevolutions and their enduring effects on worldwidepolitical expectations for self-government and individualliberty(WH 1.1.2, WH 1.1.3)

HOW DOES THIS STANDARD DIFFER FROM 3.13?

SE/TE: Unit 2: Ch. 4: Sec. 3: Triumph of Parliamentin England 119-124; The Tudors andParliament, 119; The Early Stuarts, 119-120;The English Civil War; 120-121; PrimarySource: A Voice for Absolutism, Hobbes,Leviathan, 120; The Commonwealth, 121; AVictory for Parliament: Theme: Continuityand Change, 121; Connections to Today: OurPuritan Heritage, 122; Synthesizinginformation: The Struggle between King andParliament, 123; Primary Sources andLiterature: The English Bill of Rights, 700;Sec 4: Birth of the American Republic: 158-61: Colonial Unity, 158; Primary Source:Declaration of independence, 159; Map: TheAmerican Revolution in the East, 160;Biography: George Washington, 161; Ch. 6:The French Revolution and Napoleon:Preview 164-5 (includes Unit Time Line);Map: Revolutionary France At War 1793,165; Sec 1: on the Eve of Revolution, 166-70:Graph: Population and Land Ownership inFrance 1789, 167; Primary Source: DispatchesFrom Paris, 168; Sec 2: Creating A NewFrance: 171-5: Global Connections: TheAmerican Revolution and the FrenchRevolution, 172; Chart: Reforms of theNational Assembly, 174; Connections toToday: Knowing Left From Right, 175; Sec 3:Radical Days, 176-181: Analyzing A PrimarySource: Execution of A King, 177; Biography:Robespierre, 178; Primary Source: TheMarseillaise, 181; Ch. 8: Revolutions inEurope and Latin America: Preview: 214-215(includes Unit Time Line); Sec 2: Revolutionsof 1830 and 1848: 219-224: Did You Know?:How Banquets Helped Spark A Revolution,220; Humanities Link: Art and Revolution,221; Map: Revolutions in Europe, 1830 and1848, 222; Biography: Louis Kossuth, 223

TE: 214-224 (Each Chapter s TE Notes includeAll Major Categories of TE SupportSegments, Such As Connections to Today,Global Connections, Background HistoricalEvidence, Background Daily Life, Etc.); 231





WORLD HISTORY


(Continued)3.13.12.4 compare the causes, character, andconsequences of the English, American, and FrenchRevolutions and their enduring effects on worldwidepolitical expectations for self-government and individualliberty(WH 1.1.2, WH 1.1.3)

HOW DOES THIS STANDARD DIFFER FROM 3.13?







WORLD HISTORY


3.14 Students demonstrate understanding of the causesand consequences of the agricultural and industrialrevolutions (1700-1850).

SE/TE: Unit 2: Ch. 7: The Industrial Revolutionbegins 1750-1850, Preview (includes UnitTime Line) 194-5; Sec. 1: Dawn of theindustrial Age, 196-198; Theme: Economicsand Technology: Changes in Agriculture, 197;New Technology, 198; The PopulationExplosion, 198; Biography: James Watt, 198;Sec. 2: Britain Leads The Way, 199-202;Map: British Cotton Trade About 1850, 200;Geography Skills Assessment, 200;Synthesizing information: Impact of theRailroad, 201; Geography and History:Europe s canal Boom, 202; Sec. 3: Hardshipsof Early industrial Life 203-203-207; PrimarySources and Literature: Charles Dickens, HardTimes, 706; The Factory System, 204;Exploring The Human Drama: You AreThere: Spinning in A Textile Mill, 205;Theme: Art and Literature: Worker Protests,206; Primary Source: Isabella Beeton, 207;Unit 3: Ch. 9: Life in the industrial Age: 240-41; The Industrial Revolution Spreads, 242-247; 245; The World of Cities: 249-252;Cause and Effect: The industrial Revolution,252; Effects on Society, 253-4; PopulationExplosion, 198; standard of Living, 252;Changing Attitudes and Values: Growth ofPublic Education, 256; Capital, 199;Capitalism, 102, 211; Steam Power, 194, 202,314; Steel industry, 242, 345; Labor Unions,207, 210, 241, 251, 252, 311; ComparingViewpoints: Is Technology A Blessing Or ACurse?, 245

TE: 194-207; 240-45; 249-256 (EachChapter/Section s TE Notes include All MajorCategories of TE Support Segments, Such AsLesson Plans, Block Scheduling Support, andConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)







WORLD HISTORY


3.14.12.1 explain how changes In agriculture andtransportation and new technological inventions led tothe Industrial Revolution(WH 1.1.1, WH 1.1.4)

SE/TE: Unit 2: Ch. 7: Sec. 1: Dawn of the industrialAge, 196-198; Theme: Economics andTechnology: Changes in Agriculture, 197;New Technology, 198; The PopulationExplosion, 198; Biography: James Watt, 198;Sec. 2: Britain Leads The Way, 199-202;Map: British Cotton Trade About 1850, 200;Geography Skills Assessment, 200;Synthesizing information: Impact of theRailroad, 201; Geography and History:Europe s canal Boom, 202; Steam Power,194, 202, 314; Steel industry, 242, 345;Chemicals, 244; Electricity, 244; NewMethods of Production (Assembly Line), 244;Comparing Viewpoints: Is Technology ABlessing Or A Curse?, 245

TE: Lesson Plan, 196; 199; Block SchedulingSupport, 196; 199; Human Drama Note,industrial Expansion and Agriculture, 197;Background Connections to Science, 197;Biography, 198; Background HistoricalEvidence, 200; Background About TheEvidence, 201; Human Drama Note, TheCotton Cycle, 201; Geography and HistorySupport, 202

TR: Creative Teaching Activities Booklet, 91; 92;93; Guided Reading and Review, Unit 5, 40;42; 44; Skill Application Activity, Unit 5, 51;Section Quiz, Unit 5, 41; Biography Activity,Unit 5, 48; Primary Source Activity, Unit 5,49; Synthesizing information, ChapterExtension Activities Booklet, 50; SectionQuiz, Unit 5, 43

TECH: World History Color Transparencies, E-35;Treasures of the World Transparencies, 55;Interactive Student Tutorial CD ROM, Ch. 20;Computer Test Bank, Ch. 7





WORLD HISTORY


3.14.12.2 analyze the defining characteristics of theIndustrial Revolution(WH 1.1.1)

SE/TE: Unit 3: Ch. 9: Life in the industrial Age: 240-41; The Industrial Revolution Spreads, 242-247; 245; The World of Cities: 249-252;Cause and Effect: The industrial Revolution,252; Effects on Society, 253-4; PopulationExplosion, 198; standard of Living, 252;Changing Attitudes and Values: Growth ofPublic Education, 256; Capital, 199;Capitalism, 102, 211; Steam Power, 194, 202,314; Steel industry, 242, 345; Labor Unions,207, 210, 241, 251, 252, 311; ComparingViewpoints: Is Technology A Blessing Or ACurse?, 245

TE: 240-7; 249-254; 256TR: TR Support for this standard can be found in

Lesson Planner; Sec. Quizzes; and ChapterTests; in Addition, Consult Primary Sources,Document Based Assessment, and HistoryThrough Literature.






WORLD HISTORY


3.14.12.3 analyze the changes In the living and workingconditions for the early industrial working class,especially women and children(WH1.1.1, WH 1.1.4)

SE/TE: Unit 2: Ch. 7: Sec. 3: Hardships of Earlyindustrial Life, 203-207; The New industrialCity, 203; Primary Sources and Literature:Charles Dickens, Hard Times, 706; TheFactory System, 204; Theme: Art andLiterature: forging The Anchor, 204;Exploring The Human Drama: You AreThere: Spinning Thread in A Textile Mill,205; The Working Class, 206; Theme: Art andLiterature: Worker Protests, 206; The NewMiddle Class, 206-7; benefits and Problems,207; Unit 3: Ch. 9: Sec. 2: The World ofCities, 249-252; Fact Finder: Average LifeExpectancy in Selected industrial Areas, 249;Biography: Florence Nightingale, 250; TheLife of the Cities, 250-51; Working ClassStruggles, 251-2; Cause and Effect: Theindustrial Revolution, 252








WORLD HISTORY


3.14.12.4 describe the impact of new social movementsand ideologies, including conservatism, liberalism,socialism, trade unionism, Marxism, and SocialDarwinism(WH 4.1.2, WH 4.1.1)

SE/TE: Unit 2: Ch. 7: New Ways of Thinking, 208-211; Biography: Adam Smith, 208; LaissezFaire Economics, 208; The Utilitarians, 209;Theme: Political and Social Systems:Overcrowded Conditions, 209; Emergence ofSocialism, 209-210; Connections to Today:Day Care, 210; Primary Source: Marx andEngels, The Working Class, 211; Ch. 8: Sec.1: An Age of Ideologies, 216-218; Theme:Political and Social Systems: TheConservative Order, 216; The Liberal andNationalist Challenge, 217; The Serb Revolt,217; Unit 3: Ch.9: Sec. 2: The World ofCities, Working Class Struggles (LaborUnions), 251; Sec. 3: Changing Attitudes andValues, The Darwin Challenge, 258; SocialDarwinism, 259

TE: Lesson Plan, 208; 216; Biography Support,208; Block Scheduling Support, 209; 216;Background Connections to Economics, 209;Caption Answer Support, 209; 217;Connections to Today, 210; Human DramaNote, 211; 217; Primary Source, 218

TR: Creative Teaching Activities, 94; 95; GuidedReading and Review, Unit 5, 46; 58; 60;Section Quiz, Unit 5, 47; 59; Geography Quiz,Unit 5, 52; Chapter Test forms, Unit 5, 53-7;Answer Key, Unit 5, 74-83; CreativeTeaching Activities, 96

TECH: Interactive Student Tutorial CD ROM, Ch. 20;21; Computer Test Bank, Ch. 7; 8





WORLD HISTORY


3.15 Students demonstrate understanding of the patternsof nationalism, revolution, and reforms (1750-1870).

SE/TE: Unit 2: Ch. 8: Revolutions in Europe andLatin America, Preview (includes Unit TimeLine) 214-215; Map: Revolutions in Europe1815-1829, 215; Sec. 1: An Age of Ideologies,216-218; Theme: Political and SocialSystems: The Conservative Order, 216; TheLiberal and Nationalist Challenge, 217; TheSerb Revolt, 217; Sec. 2: Revolutions of 1830and 1848, 219-224; The French Revolution of1830, 219-20; The French Revolution of 1848,220-221; Exploring The Human Drama: Artand Revolution, 221; Map: Revolutions inEurope, 130 and 1848, 222; Geography SkillsAssessment, 222; The Spread of Revolution,222-23; 1848: Another Wave of Rebellion,223; Sec 3: Latin American Wars ofindependence: 225-231: Theme: Political andSocial Systems: The Ruling Class, 225;Haiti s Struggle for independence, 226;Geography and History: A Deadly,Microscopic Enemy (Yellow Fever), 226;Analyzing Primary Sources: ToussaintL Ouverture on Slavery, 227; Map:independent Nations of Latin America About1844, 228; Geography Skills Assessment,228; independence for Mexico and CentralAmerica, 228-229; Connections to Today:Mexican independence Day, 229;independence in South America, 229-30;Cause and Effect: independence Movementsin Latin America, 231; Unit 3: Ch. 10: Sec. 4:Nationalism Threatens Old Empires: 279-281:A Declining Empire (Hapsburg); 279; TheDual Monarchy, 280-281; BalkanNationalism, 281







WORLD HISTORY


(Continued)3.15 Students demonstrate understanding of the patternsof nationalism, revolution, and reforms (1750-1870).


3.15.12.1 analyze how the Ottoman Empire responded toWestern military, political, and economic power(WH 2.2.3)

SE/TE: Hungary Occupied by Ottoman Empire, 110;Conflict with Philip II, 111-12; Map: TheWars of Philip II, 112; Geography SkillsAssessment, 112; Ottoman Empire Revolts,217-18; Diversity of Peoples in OttomanEmpire, 281; Ottoman Armenian Massacre,326-7; Young Turks, 326; World War I, 387;Collapse of Ottoman Empire, 426

TE: Charles V (Philip II) and the HapsburgEmpire, 110-12; (Ottoman Conflictwith/Spain Under Philip II): Block SchedulingSupport, 111; Map: The Wars of PhilipII/Geography Skills Assessment AnswerSupport: 112; Serb Revolt, Teaching withThemes (Caption Answer Support), Why DidOttoman Empire Face Rebellions, 217; SkillsAssessment Support, Geography, 218;Making A Map Exercise, 280; BalkanNationalism, Map: The Balkans1878/Geography Skills Assessment Support,281; Human Drama Activity, 281

TR: Creative Teaching Activities, 77; GuidedReading and Review, Unit 4, 60; SkillApplication Activity, Drawing inferencesFrom Maps, 33; Section Quiz, Unit 6, 27

TECH: World History Visions, Voices, Views ImageBank; Interactive Student Tutorial CD ROM,Ch. 23; Computer Test Bank, Ch. 10





WORLD HISTORY


3.15.12.2 describe Russian absolutism reform andimperial expansion(WH 1.1.1)

SE/TE: Unit 3: Ch. 10: Sec. 4: Nationalism ThreatensOld Empires: 279-281: Map: The Balkans1878, 281; Sec. 5: Russia: Reform andReaction: 282-7: Conditions in Russia, 282;Russian Absolutism, 283; Theme: Economicsand Technology: Russian Serfs, 283; Reformsof Alexander II, 283-284; Reaction to Change,284; Building Russian industry, 286; TurningPoint: Crisis and Revolution, 286-287;Geography and History: Russia s Long IronRoad, 286; Biography: Peter Stolypin, 287

TE: Lesson Plan, 279; 282; Block SchedulingSupport, 279; 283; Caption Answer Support,279; 283;Background Daily Life, 280; 284;Human Drama Activity, 281; Human DramaNote, 285; Background Connections to Today,285; Biography, 287

TR: Skill Application Activity, Unit 6, 33; SectionQuiz, Unit 6, 27; Creative TeachingActivities, 106; Guided Reading and Review,Unit 6, 28; Primary Source Activity, Unit 6,31; Humanities Link, Chapter ExtensionActivities Booklet, 58; Treasures of the World127-129; History Through Literature, 49-50;Section Quiz, Unit 6, 29; Geography Quiz,Unit 6, 34; Chapter Test forms, Unit 6, 35-39

TECH: Interactive Student Tutorial CD ROM, Ch. 23;Computer Test Bank, Ch. 10; Prentice HallListening to Literature World MasterpiecesAudiotapes, The Bridegroom





WORLD HISTORY


3.15.12.3 describe how China’s Qing dynasty respondedto economic and political crises(WH 1.1.2)

SE/TE: Unit 3: Ch. 12: Sec. 5: China and the NewImperialism, 333-37; The Trade Issue (OpiumWar), 333-34; Primary Source: The TaipingRebellion, 334; Reform Efforts, 334-35;Exploring The Human Drama: Meeting TheEmperor, 335; Map: Imperialism in China to1914, 336; Geography Skills Assessment,336; The Qing Monarchy Falls, 336-37;Biography: Sun Yixian, 337

TE: Lesson Plan, 333; Block Scheduling Support,333; Caption Answer Support, 333;Background Perspectives, 334; PrimarySource Support, 334; Background About TheScene, 335; Background Historical Evidence,336; Human Drama Activity, 337

TR: You Are There, Chapter Extension ActivitiesBooklet, 62; Primary Source Activity, Unit 6,69; Section Quiz, Unit 6, 67; Geography Quiz,Unit 6, 72; Chapter Test forms, 73-77;Answer Key, Unit 6, 98-112






WORLD HISTORY


3.15.12.4 explain the successes and failures ofdemocracy In Latin America, including the political andeconomic changes

SE/TE: Unit 2: Ch. 8: Sec 3: Latin American Wars ofindependence: 225-231: Theme: Political andSocial Systems: The Ruling Class, 225;Haiti s Struggle for independence, 226;Geography and History: A Deadly,Microscopic Enemy (Yellow Fever), 226;Analyzing Primary Sources: ToussaintL Ouverture on Slavery, 227; Map:independent Nations of Latin America About1844, 228; Geography Skills Assessment,228; independence for Mexico and CentralAmerica, 228-229; Connections to Today:Mexican independence Day, 229;independence in South America, 229-30;Cause and Effect: independence Movementsin Latin America, 231; Unit 3: Ch. 13: Sec. 4:Economic Imperialism in Latin America, 356-360; Theme: Global interaction: A City inBrazil, 356; The Economics of Dependence,357; Primary Source: Imitating EuropeanFashions, 357; Mexico s Struggle forStability, 358; The influence of the UnitedStates (Monroe Doctrine), 359; Panama canal,360; Geography and History: French Failurein Panama, 360








WORLD HISTORY


3.15.12.5 describe the impact of nationalism on politicsand society In Italy, Germany, and Austria-Hungary(WH 1.1.2, WH 2.2.3, WH 2.2.1)

SE/TE: Unit 3: Ch. 10: Nationalism Triumphs inEurope: Preview 266-267 (includes Unit TimeLine); Sec. 1: Building A German Nation:268-271: Map: Unification of Germany 1865-1871; Analyzing Primary Sources: CrowningThe German Emperor, 270; Primary Source:War and Power, 271; Sec. 2: StrengtheningGermany: 272-4: Biography: Otto VonBismarck, 273; Sec. 3: Unifying Italy: 275-8:Primary Source: First Stirrings ofNationalism, Giuseppe Mazzini, 275; Map:Unification of Italy 1858-1870, 277;Connections to Today: Vatican City, 278; Sec.4: Nationalism Threatens Old Empires: 279-281: Map: The Balkans 1878, 281

TE: 266-287; 314-337: 361-365: 374-395; 398-415; 418-439; 442-463 (Each Chapter s TENotes include All Major Categories of TESupport Segments, Such As Connections toToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)

TR: TR Support for this standard can be found inLesson Planner; Sec. Quizzes; and ChapterTests; in Addition, Consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.






WORLD HISTORY


3.15.12.6 compare the causes and consequences of theRevolutions of 1848 In Europe(WH 2.2.1)

SE/TE: Unit 2: Ch. 8: Sec. 2: Revolutions of 1830 and1848, 219-224; The French Revolution of1830, 219-20; The French Revolution of 1848,220-221; Exploring The Human Drama: Artand Revolution, 221; Map: Revolutions inEurope, 130 and 1848, 222; Geography SkillsAssessment, 222; The Spread of Revolution,222-23; 1848: Another Wave of Rebellion,223

TE: Lesson Plan, 219; Block Scheduling Support,219; Connections to Literature, 220; Did YouKnow, 220; Background Connections toToday, 221; Background Global Connections,222; 223; Caption Answer Support, 224

TR: History Through Literature, 45-46;Humanities Link, Chapter ExtensionActivities, 52; Primary Source Activity, Unit5, 65; Section Quiz, Unit 5, 61; CreativeTeaching Activities, 97; Guided Reading andReview, Unit 5, 62; Viewpoint Activity, 66

TECH: Treasures of the World Transparencies, 53;Interactive Student Tutorial CD ROM, Ch. 21;Computer Test Bank, Ch. 8





WORLD HISTORY


3.16 Students demonstrate understanding globalimperialism and patterns of resistance (1800 - 1914).

SE/TE: Unit 3: Ch. 12. Sec. 1: A Western DominatedWorld: 316-18: Primary Source: The WhiteMan s Burden, Kipling, 317; Sec. 2: ThePartition of Africa: 319-24: Africa in the Early1800 s, 319-20; Theme: Economics andTechnology: The Ivory Trade, 319; Theme:Geography and History: Livingstone andVictoria Falls, 320; A Scramble for Colonies,321-3; African Resistance, 324; Sec. 3:European Challenges to the Muslim World:325-8: Problems for The Ottoman Empire,326-7; Map: The Suez canal 1869, 327;Connections to Today: The Power of Oil, 328;Sec. 4: The British Take Over India: 329-332:Global Connections: The British East IndiaCompany, 329; Map: Imperialism in India to1858, 330; Sec. 5: China and the NewImperialism: 333-7: Map: Imperialism inChina to 1914, 336; Ch. 13: Sec. 2: SoutheastAsia and the Pacific, 348-350; EuropeansColonize Southeast Asia, 348-9; SiamSurvives, 349; Imperial Powers in the Pacific,349-50; Map: Imperialism Southeast Asia andthe Pacific 1900, 329; Geography SkillsAssessment, 349; Biography: Jose Rizal, 350;The United States and the Philippines, 350;Sec. 3: Self-Rule for Canada, Australia andNew Zealand, 351-55; Sec. 4: EconomicImperialism in Latin America, 356-360; Sec.5: The Impact of Imperialism: 361-365:Biography: Cecil Rhodes, 362; Theme:Continuity and Change: Westernization andTradition, 363; New Political Tensions, 365








WORLD HISTORY


3.16.12.1 explain the causes and consequences ofEuropean and American imperial expansion(WH 2.2.1, 2.2.2)

SE/TE: Unit 3: Ch. 12: The New Imperialism:Preview: 314-15 (includes Unit Time Line);Sec. 1: A Western Dominated World: 316-18:Primary Source: The White Man s Burden,Kipling, 317; Sec. 2: The Partition of Africa:319-24: The Ivory Trade, 319; AnalyzingPrimary Sources: A Schoolroom in EastAfrica, 323; Biography: Menelik II, 324; Sec.3: European Challenges to the Muslim World:325-8: Problems for The Ottoman Empire,326-7; Map: The Suez canal 1869, 327;Connections to Today: The Power of Oil, 328;Sec. 4: The British Take Over India: 329-332:Global Connections: The British East IndiaCompany, 329; Map: Imperialism in India to1858, 330; Ch. 13: Ch. 13: Sec. 2: SoutheastAsia and the Pacific, 348-350; EuropeansColonize Southeast Asia, 348-9; SiamSurvives, 349; Imperial Powers in the Pacific,349-50; Map: Imperialism Southeast Asia andthe Pacific 1900, 329; Geography SkillsAssessment, 349; Biography: Jose Rizal, 350;The United States and the Philippines, 350;Sec. 5: The Impact of Imperialism: 361-365:Biography: Cecil Rhodes, 362; Theme:Continuity and Change: Westernization andTradition, 363; New Political Tensions, 365








WORLD HISTORY


3.16.12.2 explain how Japan transformed from feudalshogunate to a modern, industrial and imperial nation-state(WH 2.2.1)

SE/TE: Unit 3: Ch. 13: Sec. 1: Japan Modernizes,342-47; Discontent in Tokugawa, Japan, 342-3; Opening Up Japan, 343; Theme: Continuityand Change: Tea Ceremony, 343;Synthesizing information: industrialization inJapan, 344; Chart: investments in industry inMeiji Japan, 344; Reforms Under The Meiji,345-6; Primary Sources and Literature:Fukuzawa Yukichi, Autobiography, 707;Growing Military Strength, 346-7; Theme:Continuity and Change: A Railway in Japan,346; Global Connections: The Russo-JapaneseWar, 347

TE: Lesson Plan, 342; Background HistoricalEvidence, 343; Block Scheduling Support,343; Background About The Evidence, 344;Skills Assessment Support, 344; BackgroundConnections to Today, 345; BackgroundPerspectives, 3456; Caption Answer Support,346; Global Connections, 347

TR: Creative Teaching Activities, 116; GuidedReading and Review, Unit 6, 78; Synthesizinginformation, Chapter Extension Activities, 63;History Through Literature, 55-56; SectionQuiz, Unit 6, 79

TECH: World History Color Transparencies, D-75;Interactive Student Tutorial CD ROM, Ch. 26;Computer Test Bank, Ch. 13





WORLD HISTORY


3.16.12.3 describe political and cultural transformationsIn Asia In the era of the "new imperialism," includingIndian society under British rule, French and Britishcolonization In Southeast Asia, and the ChineseRevolution of 1911(WH 2.2.1, 2.2.2)

SE/TE: Ch. 12: Sec. 2: Southeast Asia and the Pacific,348-350; Europeans Colonize Southeast Asia,348-9; Siam Survives, 349; Imperial Powersin the Pacific, 349-50; Map: ImperialismSoutheast Asia and the Pacific 1900, 329;Geography Skills Assessment, 349;Biography: Jose Rizal, 350; The United Statesand the Philippines, 350; Sec. 4: The BritishTake Over India: 329-332: GlobalConnections: The British East India Company,329; Map: Imperialism in India to 1858, 330;Sec. 5: China and the New Imperialism: 333-7: Map: Imperialism in China to 1914, 336;Birth of A Republic (1911), 337; Biography:Sun Yixian, 337; Ch. 13: Sec. 5: The Impactof Imperialism: 361-365: Biography: CecilRhodes, 362; Theme: Continuity and Change:Westernization and Tradition, 363; NewPolitical Tensions, 365








WORLD HISTORY


3.16.12.4 describe the range of responses to theEuropean "scramble for Africa"(WH 2.2.2, WH 2.1.1)

SE/TE: Ch. 12: Sec. 2: The Partition of Africa: 319-24: Africa in the Early 1800 s, 319-20;Theme: Economics and Technology: TheIvory Trade, 319; Theme: Geography andHistory: Livingstone and Victoria Falls, 320;A Scramble for Colonies, 321-3; Map:Imperialism in Africa to 1914, 321; SkillsAssessment, 321; Theme: Global interaction:A Royal Gift, 322; Analyzing PrimarySources: A Schoolroom in East Africa, 323;Biography: Menelik II (Ethiopia), 324;Africans Resist Imperialism, 324

TE: Lesson Plan, 319; Block Scheduling Support,319; Caption Answer Support, 319;Background Connections to Science, 320;Caption Answer Support, 320; Connections toFilm, 321; Background Daily Life, 322;Background Global Connections, 322;Background About The Primary Source, 323;Biography, 324

TR: Viewpoint Activity, Unit 6, 70; HistoryThrough Literature, 53-54; Analyzing PrimarySources, Chapter Extension Activities, 61;Section Quiz, Unit 6, 61; Creative TeachingActivities, 113; Guided Reading and Review,Unit 6, 62

TECH: World History Color Transparencies, B-47, B-49, B-51; Interactive Student Tutorial CDROM, Ch. 25; Computer Test Bank, Ch. 12





WORLD HISTORY


3.17 Students demonstrate understanding of the causesand global consequences of World War I.

SE/TE: UNIT 4: CH.14: Word War I and Itsaftermath: Preview: 374-5 (includes UnitTime Line); Map: The World At War 1914-1918, 375; Sec. 1: The Stage Is Set, 376-79;Sec. 2: The Guns of August, 380-82; Sec. 3: ANew Kind of Conflict, 383-7; Sec. 4: WinningThe War, 388-91; Sec. 5: Making The Peace,392-5; CH. 15: Revolution in Russia:Preview: 398-99 (includes Unit Time Line);Sec. 1: Two Revolutions in Russia, 400-404;Sec. 2: From Lenin to Stalin, 405-8; Sec. 3:Life in A totalitarian State, 411-15; CH. 16:Nationalism and Revolution Around theWorld: Preview: 418-19 (includes Unit TimeLine); Sec. 3: India Seeks Self Rule, 429-31;Sec. 4: Upheavals in China, 432-35; Sec. 5:Empire of the Rising Sun, 436-9; CH. 17:Crisis of Democracy in the West: Preview:442-3 (includes Unit Time Line); Sec. 3:Fascism in Italy, 455-8; Sec. 4: Hitler and theRise of Nazi Germany, 459-63

TE: 374-395; 398-415; 418-19; 429-439; 442-43;455-63 (Each Chapter/Section s TE Notesinclude All Major Categories of TE SupportSegments, Such As Lesson Plans, BlockScheduling Support, and Connections toToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life,Etc.)







WORLD HISTORY


3.17.12.1 analyze the causes of World War I, includingmilitarism, alliances, imperialism, and nationalism(WH 1.1.2, WH 1.1.3, WH 2.2.1)

SE/TE: Unit 4: Ch. 14: Section 1: The Stage Is Set,376-379; Aggressive Nationalism, 376-78;Comparing Viewpoints: Is War EverJustified?, 377; Map: European Alliances1914, 378; Geography Skills Assessment,378; Rivalries Among European Powers(Imperialism and Militarism), 378-9; ATangle of Alliances, 379; Biography: KaiserWilliam II, 379; Sec. 2: The Guns of August,380-382; Connections to Today: A NewBalkan Powder Keg?, 380; Assassination inSarajevo, 380; The Conflict Widens, 381;Theme: Global interaction: Who Killed ThePeace of Europe?, 381; The Historian s View,382

TE: Lesson Plan, 376; 380; Background OtherViewpoints, 337; Block Scheduling Support,377; 380; Skills Assessment Support, 378;Human Drama Note, 379; 381; Biography,379; Background Perspectives, 381; CaptionAnswer Support, 381

TR: Creative Teaching Activities, 121-3; GuidedReading and Review, Unit 7, 2; 4; 6comparingViewpoints, 65-66; Geography and HistoryActivity, 14-15; Section Quiz, Unit 7, 3; 5;History Through Literature, 57-8

TECH: Interactive Student Tutorial CD ROM, Ch. 27;Computer Test Bank, Ch. 14; World HistoryColor Transparencies, E-45, D-81; WorldHistory Visions, Voices, Views





WORLD HISTORY


3.17.12.2 describe the global scope, outcomes, andhuman costs of World War I(WH 1.1.3)

SE/TE: Unit 4: Ch. 14: Sec. 3: A New Kind ofConflict, 383-387; The Western Front, 383-4;The Christmas Truce, 383; Exploring TheHuman Drama: Caring for The Wounded,384; Map: Europe At War 1914-18, 385;Geography Skills Assessment, 385;Technology of Modern Warfare, 385-386; AGlobal Conflict, 386-87; Primary Source: TheBattle of Gallipoli, 387; Sec. 4: Winning TheWar, 388-391; total War, 388-9; Theme: Artand Literature: Propaganda War, 388;Collapsing Morale, 389; Biography: EdithCavell, 389; Primary Source and Literature:Erich Maria Remarque, All Quiet on theWestern Front, 708; Theme: Geography andHistory: Allied Push toward Victory, 390; TheUnited States Declares War, 390-1; Campaignto Victory, 391; Geography and History:Getting Over There, 391; Sec. 5: MakingThe Peace, 392-5; Chart: Fact Finder:Casualties of WWI, 392; The Treaty ofVersailles, 393-4; Primary Source: SigningThe Peace Treaty, 393; Map: Europe,1914/Europe, 1920, 394; Geography SkillsAssessment, 394; Widespread Dissatisfaction,395-6; Chart: Cause and Effect: WWI, 395








WORLD HISTORY


3.17.12.3 analyze the causes and consequences of theRussian Revolution of 1917(WH 1.1.1)

SE/TE: Unit 4: Ch. 15: Revolution in Russia: Preview,398-99 (includes Unit Time Line); Map:Russian Revolution and Civil War 1917-1922,399; Sec. 1: Two Revolutions in Russia, 400-404; Geography and History: A Land of ManyNations, 400; The March Revolution, 400-401; Lenin and the Bolsheviks, 401-02;Theme: Impact of the individual: Biography:V.I. Lenin, 402; The November Revolution,402-3; Chart: Turning Points in Russia 1914-1921, 402; Russian Civil War, 403-04;Primary Source: The Whites and the Reds,404; Sec. 2: From Lenin to Stalin, 405-10;Building The Communist Soviet Union, 405-6; Theme: Political and Social Systems:Symbols of the Soviet Union, 405; Biography:Joseph Stalin, 406; Stalin s Five-Year Plans406-7; Map: Soviet Union 1917-1938, 407;Geography Skills Assessment, 407; The GreatPurge, 408; Chart: Fact Finder: Effects of theFive Plans, 408; Synthesizing information:Collectivization, 409; Soviet foreign Policy,410; Sec.3: Life in A totalitarian State, 411-15; An Age of Control, 411-12; Theme: Artand Literature: forced-Labor Camp, 411;Changes in Soviet Society, 412-13;Connections to Today: The Russian OrthodoxChurch, 412; The Arts and the State, 413-15;Exploring The Human Drama: A Revolutionin Filmmaking, 414








WORLD HISTORY


3.18 Students demonstrate understanding of patterns ofglobal change In the period between World I and WorldII.

SE/TE: Unit 4: Ch. 16: Nationalism and RevolutionAround the World 1910-1939: Preview 418-19 (includes Unit Time Line); 420-439; Ch.17: Crisis of Democracy in the West 1919-1939: Preview 442-43 (includes Unit TimeLine); Map: Rise of Dictatorships in Europe1917-1939, 443; Sec. 1: Postwar Issues 444-45; Theme: Art and Literature: Disillusion inPostwar Europe, 444; Recovery andDepression, 445-6; Theme: Global interaction:An End to War?, 445; Britain in the PostwarEra, 446; (Irish independence, 447;Commonwealth and Empire, 447); FrancePursues Security, 448; Theme: Geography andHistory: The Maginot Line, 448; Prosperityand Depression in the United States, 448-9;Sec. 2: A Culture in Conflict: 450-454








WORLD HISTORY


3.18.12.1 analyze the conflicting post-war goals asexpressed In the Fourteen Points and Treaty ofVersailles(WH 2.2.3)

SE/TE: Unit 4: Ch. 14: Sec. 5: Making The Peace,392-5; Chart: Fact Finder: Casualties of WWI,392; The Treaty of Versailles, 393-4; PrimarySource: Signing The Peace Treaty, 393; Map:Europe, 1914/Europe, 1920, 394; GeographySkills Assessment, 394; WidespreadDissatisfaction, 395-6; Chart: Cause andEffect: WWI, 395

TE: Lesson Plan, 392; Background HistoricalEvidence, 393; Block Scheduling Support,393; Human Drama Activity, 395

TR: Creative Teaching Activities, 125; GuidedReading and Review, Unit 7, 10; Simulation,12-15; Section Quiz, Unit 7, 11; GeographyQuiz, Unit 7, 16; Chapter Test forms, Unit 7,17-21; Answer Key, Unit 7, 96-109

TECH: Treasures of the World Transparencies, 62;65; Interactive Student Tutorial CD ROM, Ch.27; Computer Test Bank, Ch. 14





WORLD HISTORY


3.18.12.2 describe the growth of nationalist andindependence movements In Africa, Asia, and LatinAmerica

SE/TE: Unit 4: Ch. 16: Nationalism and Revolutionaround the World 1910-1939: Preview 418-19(includes Unit Time Line); Map: MajorNationalist Movements, 419; Sec. 1: Strugglefor Change in Latin America, 420-23;Analyzing Primary Sources: RememberingThe Revolution (Zapata), 421; The GoodNeighbor Policy, 423; Sec. 2: NationalistMovements in Africa and the Middle East,424-26; Primary Source: An African SpeaksOut Against Colonialism, 424; Apartheid andNationalism in South Africa, 425; Pan-AfricanCongress, 425; Egyptian independence, 426;Theme: Impact of the individual: ModernizingTurkey, 426; Modernization in Turkey andIran, 426-27; European Mandates and ArabNationalism, 427-8; Map: The Middle East1920 s, 427; Geography Skills Assessment,427; Sec. 3: India Seeks Self-Rule,429-431;Biography: Mohandas Gandhi, 429-30; TheSalt March, 430; Sec. 4: Upheavals in China,432-35; The Chinese Republic, 432-3; MaoZedong, 434; Japanese invasion, 435; Map:Civil War in China 1925-1935, 434; PrimarySource: Massacre in Nanjing, 435; Sec. 5:Empire of the Rising Sun, 436-39; Biography:Hirohito, 436; Liberal Changes of the 1920 s,436; The Nationalist Reaction, 437; Map:Japan s Expanding Empire to 1934, 437;Militarists in Power, 439








WORLD HISTORY


3.18.12.3 analyze the interaction between scientific andtechnological innovations and new patterns of social andcultural life, including radio, transatlantic cable, film,phonograph, and automobile

SE/TE: Unit 3: Ch. 9: Sec. 1: The IndustrialRevolution Spreads, 242-48; TechnologySpeeds Transportation and Communication(The Automobile Age begins, Conquest of theAir, Rapid Communication,) 244-46; Theme:Economics and Technology: Ford sAutomobile Assembly Line, 246; NewDirections for Business, 247-8; PrimarySource: The Radio Age begins, 247; Unit 4:Ch. 17: Crisis of Democracy in the West:Preview 442-3 (includes Unit Time Line);Sec. 2: A Culture in Conflict: 450-4: NewViews of the Universe (Radioactivity,Relativity, Psychoanalysis), 450-1;Biography: Marie Curie, 450; Modern Art andArchitecture, 451-2; Connection to Today:Going to the Movies, 452; The NewLiterature, 452; A Changing Society, 452-4;Women s Lives, 454; Social Classes, 454;Exploring The Human Drama: Jazz!, 453

TE: 242-248; 442-454TR: TR Support for this standard can be found in

Lesson Planner 61-63; Section Quizzes 59,60; and Chapter Tests; in Addition, ConsultCreative Teaching Activities 134-5; GuidedReading and Review, 58, 60; Skill ApplicationActivity, 69; Chapter Extension Activities, 73


3.18.12.4 explain the global causes and consequences ofthe Great Depression(WH 2.2.2)

SE/TE: Unit 4: Sec. 1: Recovery and Depression, 445-6; Crash and Collapse, 446; Global Impact,446; Prosperity and Depression in the UnitedStates, 448; Chart: Cause and Effect:Worldwide Economic Depression, 449

TE: Background Historical Evidence, 446; 447;448; Caption Answer Support, 447;Geography and History, 448; Human DramaNote, 449

TR: Biography Activity, Unit 7, 66; SkillApplication Activity, Unit 7, 69; SectionQuiz, Unit 7, 59

TECH: Treasures of the World Transparencies, 67;Interactive Student Tutorial CD ROM, Ch. 30;Computer Test Bank, Ch. 17





WORLD HISTORY


3.19 Students demonstrate understanding of the causesand global consequences of World War II.

SE/TE: Unit 4: Ch. 16: Sec. 5: Empire of the RisingSun, 436-39; Ch. 17: Crisis of Democracy inthe West 1919-1939: Preview 442-43(includes Unit Time Line); Map: Rise ofDictatorships in Europe 1917-1939, 443; Sec.1: Postwar Issues 444-45; Recovery andDepression, 445-6; Sec. 3: Fascism in Italy,455-458; What Is Fascism?, 456-7;Synthesizing information: totalitarianism, 457;Global Connections: Authoritarian Rule inEastern Europe, 458; Sec. 4: Hitler and theRise of Nazi Germany, 459-63; Theme:Political and Social Systems: Nazis March,461; Purging German Culture, 462; TheCampaign Against The Jews begins, 463; Ch.18: Sec. 1: Aggression, Appeasement, andWar, 468-72; Map: Aggression in Europe to1939, 471; Why War Came, 472; Unit 4: Ch.18: The Global Conflict: Axis Advances, 473-78; Sec. 3: The Global Conflict: AlliedSuccesses, 479-80; Occupied Lands, 479-80;The Allied War Effort, 480-82; TurningPoints, 482-83; Map: WWII in Europe andNorth Africa, The Red Army Resists, 483-4;Sec. 4: Toward Victory, 485-88; War in thePacific, 485-6; The Nazis Defeated, 486;Defeat of Japan, 486-8; Theme: Religion andValue Systems: The Atomic Bomb, 488








WORLD HISTORY


3.19.12.1 analyze the causes of World War II, includingthe influence of ideologies of fascism and Nazism; thelegacy of World War I; the Depression; the German,Italian, and Japanese drives for empire; and Westernappeasement(WH 1.1.3, WH 2.2.1, WH 2.3.1)

SE/TE: Unit 4: Ch. 16: Sec. 5: Empire of the RisingSun, 436-39; Biography: Hirohito, 436;Liberal Changes of the 1920 s, 436; TheNationalist Reaction, 437; Map: Japan sExpanding Empire to 1934, 437; Militarists inPower, 439; Ch. 17: Crisis of Democracy inthe West 1919-1939: Preview 442-43(includes Unit Time Line); Map: Rise ofDictatorships in Europe 1917-1939, 443; Sec.1: Postwar Issues 444-45; Theme: Art andLiterature: Disillusion in Postwar Europe,444; Recovery and Depression, 445-6; Sec. 3:Fascism in Italy, 455-458; Rise of Mussolini,455; Mussolini s Italy, 456; What IsFascism?, 456-7; Synthesizing information:totalitarianism, 457; Global Connections:Authoritarian Rule in Eastern Europe, 458;Sec. 4: Hitler and the Rise of Nazi Germany,459-63; The Weimar Republic, 459-60;Theme: Economics and Technology: Germaninflation, 459; Biography: Adolph Hitler, 460;Hitler s Third Reich, 461-62; Theme: Politicaland Social Systems: Nazis March, 461;Purging German Culture, 462; The CampaignAgainst The Jews begins, 463; PrimarySource: Kristallnacht, 463; Ch. 18: Sec. 1:Aggression, Appeasement, and War, 468-72;Dictators Challenge World Peace, 468;Appeasement and Neutrality, 469; Theme:Political and Social Systems: Axis Leaders,469; The Spanish Civil War, 469-70; GermanAggression Continues, 470-71; Map:Aggression in Europe to 1939, 471; Why WarCame, 472







WORLD HISTORY


(Continued)3.19.12.1 analyze the causes of World War II, includingthe influence of ideologies of fascism and Nazism; thelegacy of World War I; the Depression; the German,Italian, and Japanese drives for empire; and Westernappeasement(WH 1.1.3, WH 2.2.1, WH 2.3.1)






WORLD HISTORY


3.19.12.2 describe the principal developments and majorturning points of the war

SE/TE: Unit 4: Ch. 18: The Global Conflict: AxisAdvances, 473-78; Early Axis Gains, 473-4;Theme: Economics and Technology: invasionof Poland, 473; Connections to Today:Rationing and New Products, 474; The Battleof Britain and the Blitz, 474-76; ExploringThe Human Drama: Surviving the Blitz, 475;Operation Barbarossa, 476-7; AmericanInvolvement Grows, 477; Primary Sourcesand Literature: Franklin D. Roosevelt: TheFour Freedoms, 710; Japan Attacks, 477-8;Theme: Global interaction: Pearl Harbor, 478;Sec. 3: The Global Conflict: Allied Successes,479-80; Occupied Lands, 479-80; Geographyand History: Working on A Deadly Railroad,480; The Allied War Effort, 480-82; Theme:Continuity and Change: Women in Wartime,482; Turning Points, 482-83; Map: WWII inEurope and North Africa, 483; GeographySkills Assessment, 483; The Red ArmyResists, 483-4; Primary Source: A Sea ofShips, 484; invasion of France, 484; Sec. 4:Toward Victory, 485-88; War in the Pacific,485-6; The Nazis Defeated, 486; Biography:Erwin Rommel, 486; Defeat of Japan, 486-8(Hiroshima and Nagasaki); Theme: Religionand Value Systems: The Atomic Bomb, 488








WORLD HISTORY


3.19.12.3 evaluate the human costs of World War II,with special emphasis on the Nazi Holocaust(WH 1.1.3, 1.1.2)

SE/TE: Unit 4: Ch. 17. Sec. 4: The Campaign AgainstThe Jews begins, 463; Primary Source:Kristallnacht, 463; Ch. 18: Analyzing PrimarySources: The Holocaust, 481 (includesPhotographs and Skills AssessmentExercises); Defeat of Japan, 486-8 (Hiroshimaand Nagasaki); Theme: Religion and ValueSystems: The Atomic Bomb, 488; Sec. 5:From World War to Cold War, 489-490(aftermath of War: Horrors of the Holocaust,War Crimes Trials); Chart: Fact Finder:Casualties of WWII; Skills Assessment, 490

TE: Human Drama Note, 463; Background GlobalConnections, 480; Geography and History,480; Background About The Primary Source,481; Lesson Plan, 489; Block SchedulingSupport, 489; Skills Assessment Support, 490

TR: Section Quiz, Unit 7, 83; Creative TeachingActivities, 142; Guided Reading and Review,Unit 7, 84; Analyzing Primary Sources,Chapter Extension Activities, 75; BiographyActivity, Unit 7, 86; Viewpoint Activity, Unit7, 88






WORLD HISTORY


3.20 Students demonstrate understanding of how post-World War II reconstruction occurred, new internationalpower relations took shape, and colonial empirescollapsed.

SE/TE: Unit 4: Ch. 18: Sec. 5: Truman Doctrine, 491;The Marshall Plan, 492; Cold War, 490-3;The Arms Race, 493; Military Alliances(NATO/ Warsaw Pact), 493; Unit 5: Ch. 19:The World Since 1945: An Overview:Preview 502-3 (includes Unit Time Line); AnEnd to European Colonial Empires, 504-5;The Cold War Goes Global, 505-6; NewNations Seek Stability, 506-7; Global Issues:Deadly Weapons, 508; Human Rights, 508-9;The Question of intervention, 509; Section 3:Us As Global Superpower, 537-8;Ch. 20:Section 4: The Soviet Union: Rise and Fall ofA Superpower: 541-546; Section 5: EasternEurope Under Soviet Domination, 547; FactFinder: Soviet Domination of Eastern Europe,547; Ch. 21: East Asia and Southeast Asia1945-Present: Section 1: Japan becomesEconomic Superpower, 556-9; Section 2:From Revolution to Reform in China, 560-5;Section 3: The Asian Tigers (Taiwan andHong Kong, Singapore, The Two Koreas),566-570; Ch. 22: South Asia and the MiddleEast 1945-Present: Section 1: Nations ofSouth Asia (Indian independence andPartition, Kashmir, Afghanistan, Sri Lanka),580-585; Section 3: Nation Building in theMiddle East, 592-6; Ch. 23: Africa: 1945-Present: Section 1: Achieving independence,606-611

TE: 491-3; 502-547; 556-570; 580-596; 606-611(Each Chapter s TE Notes include All MajorCategories of TE Support Segments, Such AsConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)

TR: TR Support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in Addition, Consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.






WORLD HISTORY


3.20.12.1 describe the efforts toward political andeconomic stabilization that accompanied post-warrecovery In Europe and Japan(WH 1.1.3, WH 4.1.2)

SE/TE: Unit 4: Ch. 18. Sec. 5: New Conflicts Develop(Truman Doctrine) 491-2; Primary Source:Curtaining off Eastern Europe, WinstonChurchill, 491; The Marshall Plan, Divisionsin Germany, Berlin Airlift, Military Alliances,The Arms Race, The Propaganda War, 492-3;Map: Cold War in Europe, 492; Unit 5: Ch.19: The World Since 1945: An Overview,Preview 502-3 (includes Unit Time Line); Ch.20. Sec. 1: The Western World: An Overview,526-531; Economic and Political Trends (TheWelfare State, The Oil Shock, EconomicShifts), 527-8; toward European Unity, 528-31; Synthesizing information: The EuropeanUnion, 529; Map: European Union, 529; Ch.21. Sec.1: Japan becomes An EconomicSuperpower, 556-5

TE: 491-493; 502-3; 526-29; 556-7 (EachChapter/Section s TE Notes include All MajorCategories of TE Support Segments, Such AsLesson Plans, Block Scheduling Support, andConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)







WORLD HISTORY


3.20.12.2 analyze the causes and consequences of theChinese Revolution(WH 1.1.1)

SE/TE: Unit 5: Ch. 21: Sec. 2: From Revolution toReform in China, 560-5; Communist Controlof China, 560-61; Primary Sources andLiterature, Mao Zedong: The People sDemocratic Dictatorship, 712; EconomicDisasters, 561-62; Theme: Impact of theindividual: Red Guards, 562; China and theCold War, 562; Reform and Repression, 562;Primary Sources and Literature: Harry Wu,The Outlook for China, Human Rights, 713;Theme: Economics and Technology:Population Density, 563

TE: Lesson Plan, 560; Block Scheduling Support,561; Biography, 561; Caption AnswerSupport, 562; 563; Connections to Literature,563

TR: Creative Teaching Activities, 152; GuidedReading and Review, Unit 8, 40; HistoryThrough Literature, 70-71; Primary SourceActivity, Unit 8, 47

TECH: World History Color Transparencies, C-59; D-85





WORLD HISTORY


3.20.12.3 analyze the international divisions broughtabout by the Cold War, including conflicting ideologies,crises and wars, economic competition, and the armsrace(WH 1.1.3, WH 1.1.4)

SE/TE: Unit 4: Ch. 18: Sec. 5: Cold War, 490-3; TheArms Race, 493; Military Alliances (NATO/Warsaw Pact), 493; Unit 5: Ch. 19: The WorldSince 1945: An Overview: Preview 502-3(includes Unit Time Line); An End toEuropean Colonial Empires, 504-5; The ColdWar Goes Global, 505-6; New Nations SeekStability, 506-7; Global Issues: DeadlyWeapons, 508; Human Rights, 508-9; TheQuestion of intervention, 509; Section 3: UsAs Global Superpower, 537-8;Ch. 20: Section4: The Soviet Union: Rise and Fall of ASuperpower: 541-546; Section 5: EasternEurope Under Soviet Domination, 547; FactFinder: Soviet Domination of Eastern Europe,547

TE: 491-3; 502-547; 556-570; 580-596; 606-611(Each Chapter s TE Notes include All MajorCategories of TE Support Segments, Such AsConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)

TR: TR Support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in Addition, Consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.






WORLD HISTORY


3.20.12.4 explain how African, Asian, and Caribbeanpeoples achieved independence from European colonialrule(WH 2.2.2, WH 2.3.2)CARIBBEAN?

SE/TE: Ch. 21: East Asia and Southeast Asia 1945-Present: Section 1: Japan becomes EconomicSuperpower, 556-9; Section 3: The AsianTigers (Taiwan and Hong Kong, Singapore,The Two Koreas), 566-570; Ch. 22: SouthAsia and the Middle East 1945-Present:Section 1: Nations of South Asia (Indianindependence and Partition, Kashmir,Afghanistan, Sri Lanka), 580-585; Section 3:Nation Building in the Middle East, 592-6;Ch. 23: Africa: 1945-Present: Section 1:Achieving independence, 606-611

TE: 556-9; 566-7; 580-85; 592-6; 606-11 (EachChapter/Section s TE Notes include All MajorCategories of TE Support Segments, Such AsLesson Plans, Block Scheduling Support, andConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)


TECH: Treasures of the World Transparencies;Computer with Test Bank ROM-ROM; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook

3.20.12.5 explain the purpose, organization, andfluctuating influence of the United Nations(WH 2.3.2, G 2.1.2, US 2.2.5)

SE/TE: United Nations: Creation of, 490; 502; andDecolonization, 507; and Human Rights, 509;and Korean War, 568; Oil for Food Programin Iraq, 601; and the People s Republic ofChina, 562; and the Soviet Bloc, 546; andWomen s Rights, 517; United Nations Reporton the Status of Women, 688; United NationsUniversal Declaration of Human Rights, 688

TE: 490; 502; 507; 509; 517; 562; 568; 601; 688





WORLD HISTORY


3.21 Students demonstrate understanding of the forcesfor continuity, change, and increasing interaction acrossthe contemporary world after 1989.˚

SE/TE: Unit 5: Ch. 20: Europe and North America1945-Present: Preview: 524-5 (includes UnitTime Line); Section 5: A New Era in EasternEurope 547-551; and Ethnic Cleansing, 550;Map: New Nations in Eastern Europe, 550;Ch. 21: Section 4: Southeast Asia and thePacific Rim (War in Vietnam and Cambodia,Challenges for The Philippines, SoutheastAsia Developing Nations), 571-575; Ch. 22:Section 2: forces Shaping The Modern MiddleEast, 586-591; Section 4: The Middle East andthe World (Arab-Israeli Conflict), 598-99;(Wars in the Persian Gulf), 600-601; Ch. 23:Section 2: Programs for African Development,612-17; Section 4: Struggles in SouthernAfrica, 622-7; Joint Ventures, 563; HumanRights, 508-9; Technology: Computers, 503,518-19, Electronic Goods, 557; GreenRevolution, 502, 520; Global Warming, 515;Global Economy, 510-15, 525, 630;Environment, 514-15, 640-1; World TradeOrganization, 507; World Food Programme,629; World Health Organization, 490. 507;World Trade Centers Organization, 665;World Resources institute, 665; Definition ofSanctions, 468; Society for internationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/RichNations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What Is The Relationshipbetween People and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology:503, 518, 519, 245, 557, 502, 520, Geographyand History: Preserving Africa s Wildlife,614; offshore Oil Rigs, 528; Three GorgesDam, 565





WORLD HISTORY


(Continued)3.21 Students demonstrate understanding of the forcesfor continuity, change, and increasing interaction acrossthe contemporary world after 1989.˚

TE: 502-3; 507-9, 511-15; 520; 526; 515; 517-19,524-8; 541-551; 571-575; 586-591; 598-601;612-17; 622-7 611 (Each Chapter s TE Notesinclude All Major Categories of TE SupportSegments, Such As Connections to Today,Global Connections, Background HistoricalEvidence, Background Daily Life, Etc.) 563;557; 629-30; 640-1; 665

TR: TR Support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in Addition, Consult Why StudyHistory?, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.

TECH: Computer with Test Bank ROM-ROM“;Resource Pro with Planning Express ROM-ROM“; Skills Transparencies; World HistoryTransparencies; World History Outline MapBook

3.21.12.1 explain the reasons for the collapse of theSoviet Union(WH 1.1.3, WH 4.1.1, WH 3.2.1)

SE/TE: Unit 5: Ch. 20: Sec. 1: The Cold War andafter, 526-527; Economic and PoliticalTrends, 527-8; Sec. 4: The Soviet Union: Riseand Fall of A Superpower: 541-546

TE: Lesson Plan, 526; Caption Answer Support,526, Block Scheduling Support, 527;Geography and History, 528; 541-546

TR: Creative Teaching Activities, 146; GuidedReading and Review, Unit 8, 18; Synthesizinginformation, Chapter Extension Activities, 79






WORLD HISTORY


3.21.12.2 describe how population explosion,environmental changes, and political and economicchallenges have influenced standards of living aroundthe world (WH 4.1.1, WH 2.3.2, WH 3.1.2, WH 4.1.1.,US 4.1.2, US 4.1.4)

SE/TE: Green Revolution, 502, 520; Global Warming,515; Global Economy, 510-15, 525, 630;Environment, 514-15, 640-1; World TradeOrganization, 507; World Food Programme,629; World Health Organization, 490. 507;World Trade Centers Organization, 665;World Resources institute, 665; Definition ofSanctions, 468; Society for internationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/RichNations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What Is The Relationshipbetween People and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology:503, 518, 519, 245, 557, 502, 520, Geographyand History: Preserving Africa s Wildlife,614; offshore Oil Rigs, 528; Three GorgesDam, 565

TE: 245; 468; 502, 507; 510-15; 518, 519, 520;525, 557; 572; 629-630; 638; 640-1; 665

TR: TR Support for this standard can be found inLesson Planner; Sec. Quizzes; and ChapterTests; in Addition, Consult Creative TeachingActivities, Guided Reading and Review,Primary Sources, History Through Literature.






WORLD HISTORY


3.21.12.3 assess the extent to which liberal democracy,global economic interdependence, and human rightsmovements have reshaped political, economic, andsocial life In China, Eastern Europe, Central America,and South Africa(WH 1.1.1, WH 2.3.2, WH 3.1.2, WH 4.1.1, G 2.1.1, G2.1.1)

SE/TE: Unit 5: Ch. 20: Europe and North America1945-Present: Preview: 524-5 (includes UnitTime Line); Section 5: A New Era in EasternEurope 547-551; Map: New Nations inEastern Europe, 550; Ch. 21: Sec. 2: ChineseExploring The Human Drama: HelpingProtesters in Tiananmen Square, 564; Reformand Repression, 562; Primary Sources andLiterature: Harry Wu, The Outlook for China,Human Rights, 713; Theme: Economics andTechnology: Population Density, 563ch. 23:Section 2: Programs for African Development,612-17; Section 4: Struggles in SouthernAfrica, 622-7; Exploring The Human Drama:Reporting on the Election in South Africa,625; Human Rights, 508-9; Ch. 24. LatinAmerica: 1945-Present: Preview 630-31(includes Unit Time Line); Sec. 3: Mexico,Central America and the Caribbean, 642-647;Primary Source: Heading toward Democracy,Octavio Paz, 642; Continuity and Change inMexico, 642-4; War and Peace in CentralAmerica, 644-46; Connections to Today: TheChina-Panama Connection, 644; Theme:Geography and History: Central AmericanStreet Scene, 646; Struggle in Haiti, 647

TE: 547-551; 562-64; 612-17; 622-25; 630-31;642-47 (Each Section’s TE Notes include AllMajor Categories of TE Support Segments,Such As Lesson Plans, Block SchedulingSupport, and Connections to Today, GlobalConnections, Background HistoricalEvidence, Background Daily Life, Etc.)







WORLD HISTORY


3.21.12.4 analyze the major sources of tension andconflict In the contemporary world and efforts that havebeen made to address them, including the Balkans,Rwanda, and the Persian Gulf(WH 2.3.1, 2.3.2, WH 3.2.3, WH 4.1.2)

SE/TE: Arab/Israeli Conflict: 588, 598-9; SouthAfrica (Apartheid) 418, 425, 508, 678-9;Bosnia, 380, 511, 538; British Commonwealthof Nations, 447; Irish Free State, 447; IrishRepublican Army, 533; Canada and QuebecSeparatism, 540; Chechnya Revolt, 545;Nicaraguan Contras/Sandinistas, 644-5;Diversity in Middle East, 586-8; EastPakistan, 583; East Timor, 506, 579; EthnicCleansing, 550, 671; Golan Heights, 598-9;Kashmir, 584; Northern Ireland, 509; Rwanda,506, 509, 511, 611, 617, 619; Kosovo, 380,509, 538, 551, 630; Serbia, 486, 670-1;(Background: Balkans As Powder Keg, 217,281, 378, 380); Slovakia, 682; Tibet, 565;Persian Gulf Wars, 579; 600-01; Case Study2: Ukraine and Yugoslavia: The Resurgenceof Nationalism, 670-3

TE: (TE Support Listed Numerically As PerReferences above:) 588, 598-9; 418, 425, 508,678-9; 380, 511, 538; 447; 533; 540; 545;644-5; 586-8; 583; 506, 579; 550, 671; 598-9;584; 509; 506, 509, 511, 611, 617, 619; 380,509, 538, 551, 630; 486, 670-1; 682; 565;579; 600-01



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