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correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals 6/2002 2003 Introduction to World History: Patterns of Interaction World History: Patterns of Interaction is the ideal choice for high school courses that focus on the panorama of world history. Its combined chronological and thematic approach explores topics such as cultural diversity, democracy, immigration, science and technology, and women in different societies throughout history. World History: Patterns of Interaction is a highly integrated program which incorporates history, geography, economics, and government, in addition to social studies skills, such as reading maps, interpreting charts and graphs, and thinking critically. The following pages document the 100% match between World History: Patterns of Interaction and the newly revised North Carolina Social Studies Standard Course of Study for World History. World History: Patterns of Interaction is a comprehensive program that closely meets the North Carolina Competency Goals for World History as well as the Skills Competency Goals that students will acquire through their study of history. Teachers are supported by a wealth of ancillary materials. A complete listing of all program components is provided on the following page, with the documents included in the correlation italicized. We invite you to select your favorite topic or time period, or an objective that is a challenge for your students, and review the pages indicated in the correlation. You will find for yourself, and your students, abundant materials to support any teaching or learning style. World History: Patterns of Interaction Components Pupil Edition Annotated Teacher’s Edition Teacher’s Resource Package • In-depth Resources: Units 1–8 • Telescoping the Times: Chapter Summaries • Formal Assessment • Integrated Assessment • North Carolina Lesson Planning Guide for Regular and Block Schedules • Access for Students Acquiring English: Spanish Translations • Reading Study Guide • Reading Study Guide Spanish Translation • Reading Study Guide Answer Key • North Carolina Strategies for Test Preparation Workbook • North Carolina Strategies for Test Preparation Teacher's Manual Additional Resources • World History: Patterns of Interaction Workbook • World History: Patterns of Interaction Workbook Answer Key • WarmUp Transparencies • History from Visuals: Geography Transparencies with Users Guide • History from Visuals: Critical Thinking Transparencies with Users Guide • History from Visuals: World Art and Cultures Transparencies with Users Guide • Test Practice Transparencies • Writing for Social Studies • Guide to theCurrent Conflict Poster Technology • Electronic Library of Primary Sources CD-ROM • EasyPlanner CD-ROM • Power Presentations CD-ROM • Test Generator CD-ROM • World History Patterns of Interaction e-edition CD-ROM Audio/Visual Resources • Chapter Summaries AudioCDs (English/Spanish) • Patterns of Interaction Video Package with Resource Book • The World's Music CD-ROM World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. 1.01 Define history and the concepts of cause and effect, time, continuity, and perspective. PE/TE: S16, S24, 8–9, 77, 163, 214, 215, 347, 437, 489, 557, 597, 653, 696, 772, 951 Add’l TE: 2, 5, 44, 48, 201, 245, 369, 491, 522, 686, 726, 793, 868, 964–967 PE/TE: 28, 45, 205, 278, 399, 432, 557, 595, 749, 915, 931 Add’l TE: 2, 15, 85, 119, 127, 215, 307, 320, 381, 499, 746, 823, 825, 829, 964–967 PE = Pupil’s Edition; TE = Teacher’s Edition 1 In-Depth Resources Unit 1: 1, 3, 16, 38, 52, 56 Unit 2: 1, 2, 20, 22, 39, 55, 56, 87 Unit 3: 1, 18, 20, 33, 34, 35, 52, 55, 70, 72, 88 Unit 4: 3, 15, 20, 51, 52, 54, 68, 70, 71 Unit 5: 1, 22, 38, 40, 53, 54 Unit 6: 1, 18, 19, 20, 40, 52, 54, 55, 56 Unit 7: 1, 2, 3, 19, 21, 37, 38, 39, 54, 57, 59 Unit 8: 1, 3, 4, 20, 23, 38, 41, 46, 56, 60, 62, 70, 75 Workbook 1, 3, 11, 12, 16, 17, 21, 23, 26, 29, 30, 35, 38, 40, 41, 42, 46, 49, 50, 52, 59, 63, 68, 71, 73, 74, 75, 83, 85, 87, 93, 97, 98, 99, 104, 106, 107, 110, 111, 112, 114, 116, 118, 119, 120, 122, 125, 127, 129, 130, 132, 135, 137, 140, 142 Reading Study Guide 5, 8, 33, 39, 40, 44, 47, 50, 51, 52, 61, 63, 64, 67, 69, 71, 72, 77, 80, 83, 84, 85, 87, 90, 91, 95, 99, 101, 103, 107, 111, 119, 129, 133, 135, 151, 157, 161, 163, 167, 169, 170, 175, 179, 183, 184, 189, 193, 195, 196, 197, 199, 201, 208, 215, 217, 219, Critical Thinking Transparencies CT2, CT3, CT7, CT10, CT23, CT30 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 223, 227, 229, 231, 230, 239, 247, 251, 263, 269, 273, 275, 279, 283, 284, 289, 293, 301, 302, 305, 309, 311, 315, 317, 321, 325, 329, 333, 339, 347, 349, 351, 355, 357 Telescoping the Times 19, 27, 31, 35, 39, 43, 47, 51, 55, 59, 67, 71, 75, 79, 83, 87, 91, 99, 107, 111, 115, 123, 127, 131, 135, 139 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. PE/TE: S30–S31, 61, 65, 77, 87, 91, 144, 157, 163, 178, 200, 214, 217, 223, 334, 347, 489, 498, 514, 557, 597, 604, 618, 642, 652, 653, 696, 779, 951, R19 Add’l TE: S8, S10, S12, 30, 320, 376, 397, 402, 437, 489, 554, 778, 809 Writing for Social Studies 20-22, 22-23, 25-30, 62-66 Strategies for Test Preparation 13-20 PE/TE: S32–S33, 4, 12, 87, 163, 207, 283, 439, 479, 489, 505, 557, 569, 735, 778, 796, 809, 817, R19 Add’l TE: S11, S13, 8, 66, 104, 178, 197, 229, 271, 350, 363C, 372, 416, 419, 491, 514, 561, 623, 575, 652, 703, 707, 805, 808, 887, 927 2 In-Depth Resources Unit 1: 9, 24, 25, 63, 64, 65 Unit 2: 31, 52, 61, 62, 65, 69, 78 Unit 3: 9, 24, 25, 44, 49, 65, 96 Unit 4: 43, 76 Unit 5: 45, 65 Unit 6: 8, 9, 10, 11, 15, 27, 28, 35, 42, 46, 47, 48, 62, 63, 64, 65 Unit 7: 47 Unit 8: 10 Access for Students Acquiring English 275 Strategies for Test Preparation 91-100 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," The Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, The Life of Gotama the Buddha, "Hanno’s Voyage”, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," "An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) "The Olsen-Chubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," the Qur’an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," TenThousand-Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, 3 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Prince Klemens von Metternich, "Frenchmen, Is This What You Want?," "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," 4 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane—Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" 5 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.03 Relate archaeology, geography, anthropology, political science, sociology, and economics to the study of history. PE/TE: xxxvi–xxxvii, 6, 7–11, 15, 38, 47, 113, 214, 347, 437, 479, 489, 597 Add’l TE: 8, 163, 347, 437, 489, 214, 279, 479, 660 PE/TE: 8, 214, 347, 437, 570, 694 Add’l TE: 8, 214, 452, 574, 585, 636, 660, 796, 893 Telescoping the Times 1-2, 33-34, 53, 91 In-Depth Resources Unit 1: 1–5, 7, 10, 14, 15, 22, 44, 57 Unit 2: 7, 26, 43, 59, 75, 77, 79, 86 Unit 3: 5, 40, 68, 75, 91 Unit 4: 6, 8, 11, 17, 23, 39, 55, 73, 84 Unit 5: 7, 24, 43, 61, 72 Unit 6: 6, 23, 43, 60 Unit 7: 6, 17, 24, 27–29, 30, 32, 36, 42, 53, 60 Unit 8: 7, 25, 43, 60 Workbook 1, 51, 63, 85, 93, 97, 102, 119 Reading Study Guide 5-6, 11, 12, 13-14, 15-16, 17, 19, 24, 31, 43, 45-46, 47, 54, 55-56, 72, 73, 7576, 83-84, 90, 91, 109, 113, 114, 118, 121-122, 127, 130-131, 133-134, 149, 152, 154, 155, 157, 170, 180, 188, 189, 190, 191, 192, 196, 202, 204, 207-208, 212, 213, 214, 215-216, 217, 223-224, 225, 227-228, 237-246, 247-248, 253, 255, 259260, 263-264, 280, 285286, 289-290, 291-292, 296, 297, 302, 307, 322, 324, 331, 334, 336, 337338, 341, 343-344, 352, 353, 354, 357-358, 360, 361-362, 363 6 Videos - Building Empires: The Rise of the Persians and the Inca - Trade Connects the World: Silk Roads and the Pacific Rim - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox - The Geography of Food: The Impact of Potatoes and Sugar - Struggling toward Democratic Revolutions in Latin America and South Africa - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World Geography Transparencies GT1–GT45 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history. PE/TE: xxx–xxxi, 9–12, 14–21, 27–28, 29, 33–35, 38–39, 42–44, 46, 48, 62–65, 72–77, 97–98, 142–143, 153–157, 177–178, 183–184, 200–201, 218–219, 233–241, 244, 252–257, 260–261, 262–263, 264, 272–273, 289–290, 318–319, 332–333, 354, 372–373, 396–398, 416, 419–421, 428–432, 433–436, 476–477, 500–503, 528, 536–539, 564, 566, 619, 634, 647–650, 653, 662–663, 666, 750–751, 770–774, 797, 844, 857–860, 863–864, 871–873, 890, 923–924, 931–933, 935, 947–949 Add’l TE: 10, 15, 18, 19, 21, 28, 65, 66, 98, 122, 143, 155, 157, 180, 235–236, 237, 239, 252–253, 254–255, 256–257, 262–263, 264, 319, 397, 409, 429, 430, 434, 465, 629A, 649, 674, 750, 773, 779, 858, 859, 861, 935 Telescoping the Times 1-3, 5-7, 9-10, 12, 15, 2122, 26-27, 30, 34, 37-39, 42, 45, 49, 51, 54-55, 58, 61-63, 65-67, 75, 79, 8283, 87, 101, 113-114, 117, 121, 127, 129-131, 133, 138-139, 141-142 PE/TE: 10–11, 12, 14–16, 18–21, 22, 24, 26, 27–28, 32, 34, 39, 42, 44–45, 46, 63–66, 73–76, 77, 99, 133, 142–143, 178, 219, 236, 244, 257, 260, 265, 273, 354, 416, 420, 502, 528, 537, 539, 566, 620, 648–649, 650, 652, 653, 654, 773–774, 858, 860, 865, 872, 880–881, 920, 932, 935, 940, 947–950 Add’l TE: 9, 10, 14, 15, 18, 19, 21, 28, 34, 39, 43, 47, 63, 65, 66, 98, 99, 142, 143, 154, 155, 156, 235, 236, 237, 239, 241, 254, 255, 257, 258, 260, 272, 273, 289, 319, 333, 343, 429, 430, 434, 464, 537, 554, 565, 566, 623, 634, 648, 649, 650, 651, 653, 733, 771–774, 857–859, 861, 863, 864, 872, 873, 948, 949 7 In-Depth Resources Unit 1: 20, 34 Unit 2: 18, 24, 38, 52 Unit 3: 3, 16, 17, 34, 69 Unit 4: 5, 6–7, 17, 22 Unit 5: 24, 26, 31, 34, 36, 55 Unit 6: 1, 2, 3, 6, 15, 21, 28, 35, 36, 64, 72 Unit 7: 18, 27, 51, 65 Unit 8: 49, 55 Access for Students Acquiring English 23, 26, 104, 120, 224, 250, 251, 252, 255, 263, 364 Workbook 7, 25, 36, 41, 93, 94, 95, 100, 141 Reading Study Guide 6, 7, 8, 10, 11, 14, 16, 20, 22, 23-24, 28, 33-34, 3536, 37-38, 39-40, 41, 42, 45-46, 47, 48, 49-50, 5152, 53, 54, 55-56, 57-58, 61-62, 63-64, 65, 66, 68, 70, 71, 72, 73, 74, 76, 78, 82, 84, 85-86, 87-88, 89, 90, 91, 95-96, 97, 98, 100, 101-102, 104, 107-108, 109-110, 112, 114, 115116, 117, 118, 119-120, 121-122, 123-124, 127, 128, 130, 131-132, 133134, 137, 138, 141-142, 143-144, 145, 146, 147148, 149-150, 154, 155, 156, 157-158, 159-160, 165, 166, 167-168, 169170, 171, 172, 173, 174, 175-176, 177-178, 179180, 181, 182, 183, 184, 185-186, 187-188, 189, 190, 191, 192, 193-194, 195-196, 197-198, 199200, 201-202, 203, 204, 205-206, 207-208, 209210, 211-212, 213, 214, 215-216, 217-218, 219220, 224, 225, 226, 227228, 229-230, 231-232, 233-234, 235, 236, 237238, 239-240, 241-242, 243-244, 245, 246, 247248, 249-250, 251-252, 253-254, 255, 256, Videos - Building Empires: The Rise of the Persians and the Inca - Trade Connects the World: Silk Roads and the Pacific Rim - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox - The Geography of Food: The Impact of Potatoes and Sugar - Struggling toward Democratic Revolutions in Latin America and South Africa - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: TheUnited States and the World Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno’s Voyage”, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 257-258, 259-260, 261262, 263-264, 265, 266, 269-270, 271-272, 273274, 275-276, 277, 278, 279-280, 285-286, 287, 288, 289-290, 291-292, 293-294, 295-296, 297, 298, 299-300, 301-302, 303-304, 305-306, 307, 308, 309, 310, 311-312, 313-314, 317-318, 319, 320, 321-322, 323-324, 325-326, 327-328, 329330, 331, 332, 333-334, 335-336, 337-338, 339340, 341, 342, 343-344, 345-346, 347-348, 349350, 351-352, 353, 354, 355-356, 357-358, 359360, 361-362, 363, 364 8 "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A PaleoIndian Bison Kill," "New Light on the Olmecs," the Qur’an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," TenThousand-Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogandishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," 9 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine", A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President 10 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) Marcos," "Enough of Blood and Tears," "Masakhane—Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" Critical Thinking Transparencies CT 6, CT7, CT26; User’s Guide, 3, 4, 13 Geography Transparencies GT9, GT25; User’s Guide, 5, 13 World Art and Cultures Transparencies AT26, AT29, AT54, AT67; User’s Guide, 13, 15, 27, 1.05 Trace major themes in the development of the world from its origins to the rise of early civilizations. PE/TE: xxx–xxxi, 9–11, 12, 15–16, 17–21, 27–35, 42–43, 46, 48 Add’l TE: 10, 15, 18, 19, 21, 28 Telescoping the Times 1–3, 5–7 PE/TE: 10–11, 12, 14–15, 18–21, 22, 24, 27–28, 32, 34, 39, 42, 46 Add’l TE: 9, 10, 14–15, 18–19, 21, 28, 34, 39, 43, 47 11 In-Depth Resources Unit 1: 1, 2, 3, 4, 16, 18, 25–26, 34, 35 Workbook 1, 2, 3, 4, 5, 8 Reading Study Guide 7–8, 9–10, 11, 12, 14, 16, 18, 19–20, 21, 22 Test Practice Transparencies TT1–TT7 Electronic Library of Primary Resources Code of Hammurabi, "Indus Culture" World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.06 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions. PE/TE: 18–21, 27–32, 33–41, 42–45, 46–51 Add’l TE: 19, 24, 28, 31, 38, 40, 44, 48, 67–69, 83–87, 88–91, 92–94, 96 Telescoping the Times 3, 5–7 PE/TE: 18–21, 22, 23, 27, 28, 32, 35, 37, 39, 41, 43, 44, 49, 51, 52–53 Add’l TE: 18, 19, 21, 25, 28, 29, 32, 34, 37, 38, 40, 41, 43, 47–50, 67–68, 68–69, 83–87, 88–91, 92–94, 96, 112–113 In-Depth Resources Unit 1: 3, 16, 17, 18, 19, 20, 21, 22–23, 24, 25–26, 27, 28, 29–30, 31, 32, 33, 34 Access for Students Acquiring English 11–13, 14, 15, 16, 23–26 Workbook 3, 4, 5, 6, 7 Reading Study Guide 9–10, 12, 14, 15, 18, 19–20, 21, 22 Electronic Library of Primary Resources "The Royal Cemetery at Ur," Code of Hammurabi, "Indus Culture," "Building a Town" from Shin ching Critical Thinking Transparencies CT80 Geography Transparencies GT1, GT2, User’s Guide, 1 World Art and Cultures Transparencies AT1, AT2, User’s Guide, 1 Test Practice Transparencies TT3–TT7 COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. 2.01 Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and TigrisEuphrates rivers. PE/TE: 15, 24–25, 27–32, 33–39, 42–44, 46–51, 52, 83–91 Add’l TE: 48, 49 Telescoping the Times 3, 5–7 PE/TE: 24, 34, 42–43, 47, 49, 50, 52–53, 84, 87, 91, 102, 103 Add’l TE: 15, 25, 28, 34, 43, 45, 46, 47, 48, 49, 50 12 In-Depth Resources Unit 1: 17, 18, 19, 20, 22, 24, 25, 27, 31, 33, 34 Access for Students Acquiring English 20–22, 23, 24, 25, 26, 27, 28 Workbook 5, 7 Reading Study Guide 10, 13–22 Strategies for Test Preparation 91–92 Electronic Library of Primary Resources Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching Critical Thinking Transparencies CT2, CT38; User’s Guide, 1, 19 Geography Transparencies GT2; User’s Guide, 1 World Art and Cultures Transparencies AT3, AT4, AT5; User’s Guide, 2, 3 Test Practice Transparencies TT2, TT4–TT7 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period. PE/TE: 67–68, 111–114, 115–119, 120–125, 128–131, 132–135 Add’l TE: 108, 113–114, 116–118, 122, 125, 134 Telescoping the Times 17–19 PE/TE: 111, 114, 115, 117–119, 120–122, 124–125, 131, 133–135, 136–137 Add’l TE: 107C, 109, 112–113, 116–119, 121, 123–125, 132–135 In-Depth Resources Unit 2: 1, 2, 3, 4, 5, 6, 7, 9, 11, 13, 14, 17, 18, 19 Access for Students Acquiring English 50–52, 53, 54, 55, 56, 57, 58, 59 Workbook 1, 2, 3, 4, 5 Reading Study Guide 43–54 Electronic Library of Primary Resources "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines" Critical Thinking Transparencies CT5; User’s Guide, 3 Geography Transparencies GT5; User’s Guide, 3 World Art and Cultures Transparencies AT10, AT11; User’s Guide, 5, 6 Test Practice Transparencies TT16–TT20 2.03 Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome. PE/TE: 141–145, 146–152, 158–162, 164–167 Add’l TE: 138, 142–144, 147, 149, 151, 152, 161, 163, 166–167 Telescoping the Times 21–26 PE/TE: 138, 141–145, 149, 152, 160, 163, 164, 166–167, 168–169 Add’l TE: 138, 142–143, 145, 147–150, 152, 160–162, 165, 167 In-Depth Resources Unit 2: 20, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31, 32, 35, 36, 37, 38 Access for Students Acquiring English 61–63, 64, 65, 66, 67, 68, 69, 70–71 Workbook 21, 22, 23, 24, 25 Reading Study Guide 55–66 Strategies for Test Preparation 93–94 Electronic Library of Primary Resources "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," Agricola, Satyricon Critical Thinking Transparencies CT6, CT42; User’s Guide, 3, 21 Geography Transparencies GT6; User’s Guide, 3 World Art and Cultures Transparencies AT12, AT13, AT14; User’s Guide, 6, 7 Test Practice Transparencies TT21–TT25 13 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age. PE/TE: 173–176, 177–180 Add’l TE: 178, 180 Telescoping the Times 70–71 PE/TE: 176, 180, 188–189 Add’l TE: 177, 178, 179, 180 In-Depth Resources Unit 2: 2, 37, 39, 43, 44, 45, 49, 50, 52 Access for Students Acquiring English 72–74, 75–77, 78 Workbook 26 Reading Study Guide 67–70, 74 Critical Thinking Transparencies CT18, CT54; User’s Guide, 9, 27 World Art and Cultures Transparencies AT22, AT30, AT40; User’s Guide, 11, 15, 20 Test Practice Transparencies TT67 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. PE/TE: 97–101, 181–187, 287–291, 303–307, 469–473, 474–477, 715–719, 720–723, 931–933, 935, 946 Add’l TE: 79A, 169A, 283A, 288–289, 305–307, 459A, 460, 470–471, 475, 477, 712, 716, 718–719, 721–722, 931–932, 934 Telescoping the Times 15, 26–27, 45–47, 74–75 PE/TE: 99–100, 184–185, 187, 188–189, 287, 289–291, 306–307, 470–473, 475, 477, 478–479, 718–719, 720, 722–723, 931–932, 935, 946 Add’l TE: 100, 187, 291, 304, 306, 472, 473, 475, 476, 477, 711A, 716–718, 721, 723, 888, 932–933, 935 In-Depth Resources Unit 1: 55, 56, 61, 62 Unit 2: 47, 53, 54 Unit 3: 34, 37, 39, 40, 49, 51 Unit 4: 59, 61, 63, 65, 66 Unit 6: 55, 56, 60, 62, 63, 69 Unit 8: 41, 42, 59 Access for Students Acquiring English 46, 47, 120, 123, 125, 126, 281, 282, 286, 357, 358 Workbook 15, 28, 41, 44, 69, 70 Reading Study Guide 19–20, 22, 39–40, 42, 71–72, 74, 107–114, 117, 118, 177–182, 269–272, 278, 293–294, 311–312, 318, 323–324, 332, 351–354, 358 Video - Patterns of Interaction: Trade Connects the World Electronic Library of Primary Resources Ten-Thousand-Word Memorial, Act of Seclusion Critical Thinking Transparencies CT7, CT12, CT19, CT35, CT40, CT55, CT71; User’s Guide, 4, 6, 10, 20, 22, 28 Geography Transparencies GT4, GT12, GT28, GT36, GT41; User’s Guide, 2, 6, 19, 20, 21 World Art and Cultures Transparencies AT9, AT16, AT25, AT26, AT42, AT60, AT61; User’s Guide, 5, 8, 13, 21 Test Practice Transparencies TT15, TT28, TT41–TT44, TT69–TT70, TT106, TT107, TT140, TT142 14 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations. PE/TE: 230–231, 233–235, 238–241, 242–247, 269–273, 274–276, 443–447, 448–450, 451–457 Add’l TE: 265A, 266, 270–271, 440, 447, 449, 452–455 PE/TE: 269–270, 273, 440, 444–447, 448–449, 450, 451–452, 455, 457, 458–459 Add’l TE: 265D, 270–271, 273, 439C, 439D, 440–441, 443–447, 448–449, 450, 452–453 Telescoping the Times 42, 69–71 In-Depth Resources Unit 3: 1, 2, 3, 4, 5–6, 7, 8, 9, 10, 14, 16, 17, 18, 24, 25, 28, 31, 33 Access for Students Acquiring English 111 In-Depth Resources Unit 4: 35, 36, 37, 38, 39, 41, 43, 44, 45, 48, 49, 50, 69, 70, 71 Access for Students Acquiring English 177–179, 180, 181, 182, 183, 184 Workbook 38, 65, 66, 67, 72, 73, 74 Reading Study Guide 91–106 Electronic Library of Primary Resources "The Character of Justinian and Theodora" from Secret History, "The Merits of Turks," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report on Persia, Persians, and Abbas I" Critical Thinking Transparencies CT18, CT54; User’s Guide, 9, 27 Geography Transparencies GT11, GT18; User’s Guide, 6, 9 World Art and Cultures Transparencies AT22, AT23, AT30, AT39, AT40; User’s Guide, 11, 12, 15, 20 Test Practice Transparencies TT38–TT40, TT65–TT67 2.07 Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Namibia, and Songhai. PE/TE: 85–87, 190, 195–196, 198, 199–201, 204–205, 369–370, 371–377, 378–381 Add’l TE: 85–86, 201, 363A, 364–365, 368, 370, 372–377, 380–381, 897 Telescoping the Times 13, 26–27, 29–31, 57–59, 134 PE/TE: 85–87, 94–96, 101, 190, 192, 196, 198, 199, 201–202, 204–205, 206–207, 364, 372–377, 379–381, 382–383 Add’l TE: 84, 87, 189A, 191, 199–202, 204–205, 363D, 368, 371–375, 377, 381 In-Depth Resources Unit 1: 52 Unit 2: 56, 57, 59, 62, 64, 65, 69, 70 Unit 3: 88, 91, 97, 100, 102 Access for Students Acquiring English 43, 85, 86, 88–89, 152, 153, 154, 155 Workbook 30, 31, 55 Reading Study Guide 15–16, 22, 75–82, 139–146, 337–338, 341, 342, 345–346, 353, 354 Strategies for Test Preparation 95–96 Electronic Library of Primary Resources "The Kushite Takeover," "An Assyrian Palace," "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "How to Get Rich Quickly" Critical Thinking Transparencies CT15, CT18, CT44, CT51; User’s Guide, 8, 9, 22, 26 Geography Transparencies GT8, GT15; User’s Guide, 4, 8 World Art and Cultures Transparencies AT18, AT32, AT33; User’s Guide, 9, 16, 17 Test Practice Transparencies TT16, TT29, TT54–TT56, TT134 15 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch, including but not limited to the Aztecs, Incas, and Mayas. PE/TE: 216–220, 221–223, 391–394, 395–398, 400–404, 406, 407–411 Add’l TE: 392–394, 397–398, 402–403, 408–410 Telescoping the Times 61–63 PE/TE: 220, 223, 224, 225, 392–394, 395, 397, 399, 402–403, 406, 408–409, 411, 412–413 Add’l TE: 392–394, 396, 398, 399, 401, 402–403, 406, 408–411 16 In-Depth Resources Unit 1: 2, 3, 4, 5, 6, 10, 11, 12, 15, 16, 17 Unit 2: 72, 73, 78 Access for Students Acquiring English 94, 95, 160, 161, 162, 163, 164 Workbook 57, 58, 59, 60 Reading Study Guide 147–156 Videos - Building Empires: The Rise of the Persians and the Inca Electronic Library of Primary Resources "The Anasazi"—Riddles in the Ruins, "Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas Critical Thinking Transparencies CT9, CT16, CT45; User’s Guide, 8 Geography Transparencies GT9, GT16; User’s Guide, 8 World Art and Cultures Transparencies AT19, AT20, AT35; User’s Guide, 18 Test Practice Transparencies TT57–TT60 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. 3.01 Trace the political and social development of monarchies and empires, including but not limited to the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, the Moghul Empire, and the British Empire. PE/TE: 83–85, 128–131, 146–152, 158–162, 173–176, 295–296, 297–298, 299–302, 303–307, 371–375, 407–411, 443–447, 448–450, 451–457, 469–473, 485–488, 513–515, 518–523, 531–535, 664–668, 685–688, 689, 701–703, 715–719, 720–723, 781–782, 785–787, 844–845, 885–889, 890–891, 892–895, 896–900 Add’l TE: 85, 131, 151, 295, 296, 300, 301, 373, 374, 375, 409, 447, 449, 452, 453, 454, 455, 457, 470, 471, 472, 666, 689, 702, 703, 704 Telescoping the Times 13, 18–19, 21–23, 25–26, 45–46, 58, 63, 69–71, 74, 81, 101–102, 105–107 PE/TE: 84, 128, 131, 149, 152, 162, 176, 296, 297, 298, 301, 302, 377, 411, 444, 445, 446, 447, 450, 451, 454, 457, 458, 459, 471, 472, 473, 666, 668, 686, 688, 689, 702, 705 Add’l TE: 84, 130, 148, 160, 174, 296, 297, 408, 444, 445, 446, 449, 452, 453, 454, 455, 470, 471, 472, 515, 666, 686, 688, 691, 702, 703, 704 17 In-Depth Resources Unit 1: 52, 53, 54, 55, 56, 57, 60, 61, 62, 63, 65, 66, 67, 68 Unit 2: 21, 26, 28, 32, 36, 39, 45, 49, 52 Unit 3: 35, 42 Unit 4: 4, 11, 16, 35, 37, 38, 39, 41, 43, 44, 45, 48, 49, 50, 52, 54, 55, 59, 61 Unit 5: 4, 6, 10 Unit 6: 19, 23, 29 Access for Students Acquiring English 40–42, 43, 44, 45, 46, 47, 48, 65, 70, 75, 121, 152, 155, 163, 180, 182, 183, 184, 190, 192, 193, 211, 213, 261, 265 Workbook 12, 13, 14, 15, 22, 26, 42, 60, 65, 67, 69, 78, 98 Reading Study Guide 19–20, 33–42, 58, 67–74, 77–78, 99–100, 107–112, 115–116, 117, 118, 133–134, 141–142, 149–156, 167–168, 171–174, 177–178, 193, 195–204, 219–222, 226, 259–268 Strategies for Test Preparation 93–94 Videos - Building Empires: The Rise of the Persians and the Inca Electronic Library of Primary Resources "The Kushite Takeover," Agricola, Satyricon, Arthasastra, Code of Manu, Ten-ThousandWord Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan, "The Anasazi"—Riddles in the Ruins, "Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "Descriptions of the Turks and the Christians," "Defeat of the Spanish Armada" Critical Thinking Transparencies CT14, CT16, CT18, CT21, CT40, CT54; User’s Guide, 7, 8, 9, 11, 20, 27 Geography Transparencies GT4, GT6, GT7, GT15, GT16, GT18, GT26 World Art and Cultures Transparencies AT8, AT9, AT32, AT39, AT40, AT46, AT47, AT54; User’s Guide, 4, 5, 16, 20, 23, 24 Test Practice Transparencies TT12, TT19, TT22, TT24, TT26, TT42, TT43, TT55, TT60, TT65, TT66, TT67, TT69, TT75, TT98, TT101, TT104 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. PE/TE: 163, 313A, 314, 317–321, 322–326, 327–331, 332–335, 341–346, 347, 348, 349–351, 352–355, 356–361 Add’l TE: 163, 314, 323, 324, 325, 328, 329, 333, 338, 342, 345, 350, 353, 354, 357, 360, 361 Telescoping the Times 23, 49–51, 53–55 PE/TE: 163, 314, 317, 319, 321, 323–326, 329, 331, 333, 335, 336–337, 342, 344, 347, 350, 351, 353, 355, 357, 358, 361–362, 363 Add’l TE: 313C, 313D, 314, 315, 317, 318, 319, 320, 323, 324, 328, 330, 331, 333, 334, 337D, 339, 344, 350, 353, 354, 357, 359, 360 18 In-Depth Resources Unit 3: 52, 53, 54, 55, 56, 57, 59, 60, 61, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 77, 78, 79, 80, 81, 84, 86 Access for Students Acquiring English 128–130, 131, 132, 133, 134, 135, 136, 138–140, 141, 142, 143, 144, 145, 146 Workbook 46, 47, 48, 49, 50, 51, 52, 53 Reading Study Guide 63–64, 66, 119–128 Videos - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox Electronic Library of Primary Resources Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," The Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt" Critical Thinking Transparencies CT13, CT14, CT49; User’s Guide, 7, 25 Geography Transparencies GT13, GT14; User’s Guide, 7 World Art and Cultures Transparencies AT28, AT29, AT30, AT31; User’s Guide, 14, 15, 16 Test Practice Transparencies TT46, TT47,TT 48, TT49, TT50, TT52, TT53 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, the Reformation, the rise of nation-states, and absolutism. PE/TE: 416, 417–422, 423–427, 429–430, 433–436, 437 Add’l TE: 413A, 414, 420, 425, 430, 431, 434, 435, 437, 513–517, 518–522 Telescoping the Times 65–67 PE/TE: 419, 420, 422, 423, 425–427, 429, 430, 432, 434–436, 437, 438 Add’l TE: 422, 426, 430, 434, 437, 438 19 In-Depth Resources Unit 4: 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 32, 29, 33, 34 Access for Students Acquiring English 167–169, 170, 171, 172, 173, 174, 175 Workbook 61, 62, 63, 64 Reading Study Guide 157–166 Electronic Library of Primary Resources "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours" Critical Thinking Transparencies CT17; User’s Guide, 9 Geography Transparencies GT17; User’s Guide, 9 World Art and Cultures Transparencies AT36, AT37, AT38; User’s Guide, 18, 19 Test Practice Transparencies TT61, TT62, TT63, TT64 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. PE/TE: 463–468, 483–489, 490–494, 495–499, 500–503, 685–689, 690–695, 696, 698–700, 701–705 Add’l TE: 459A, 460, 465, 470, 479A, 480, 489, 491, 492, 502, 681A, 682, 686, 694, 702 Telescoping the Times 73–79, 105–107 PE/TE: 462, 463, 468, 478–479, 485–486, 488, 489, 491, 494, 499, 501, 503, 504–505, 684, 685, 687, 688, 689, 695, 696, 704, 705 Add’l TE: 464, 467, 496, 497, 501, 686, 688, 691, 693, 702, 703 20 In-Depth Resources Unit 4: 51, 52, 53, 54, 55, 57, 58, 59, 61, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 75, 77, 78, 79, 82, 83, 84 Unit 6: 37, 38, 39, 40, 42, 43, 45, 46, 47, 49, 50, 52, 54 Access for Students Acquiring English 186–188, 189, 190, 191, 192, 193, 195–197, 198, 199, 200, 201, 202, 203, 267–269, 270, 271, 272, 273, 274, 275, 276 Workbook 68, 69, 70, 71, 72, 73, 74 Reading Study Guide 175–192 Videos - Trade Connects the World: Silk Roads and the Pacific Rim - The Geography of Food: The Impact of Potatoes and Sugar Electronic Library of Primary Resources Letter to King George III, "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "The Boer War: The Suffering of the Civilian Population," "Stanley finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen Critical Thinking Transparencies CT19, CT20, CT55, CT56; User’s Guide, 10, 28 Geography Transparencies GT19, GT20, GT27; User’s Guide, 10, 14 World Art and Cultures Transparencies AT41, AT42, AT43, AT44, AT58, AT59; User’s Guide, 21, 22, 29, 30 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans. PE/TE: 464, 466–468, 470, 473, 476, 477, 485–488, 494, 499, 501, 702, 703 Add’l TE: 460, 491, 501 Telescoping the Times 73–75, 77–79 PE/TE: 478, 479, 486–488, 501, 505 Add’l TE: 467, 472, 496, 501 21 In-Depth Resources Unit 4: 51, 52, 53, 66, 67, 69, 77, 78, 79, 84 Access for Students Acquiring English 186–188, 189, 190, 191, 195–197, 198, 199, 200, 201 Workbook 68, 69, 70, 72 Reading Study Guide 176, 178–179, 180, 183–192 Electronic Library of Primary Resources Letter to King George III, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof" Critical Thinking Transparencies CT19, CT20; User’s Guide, 10 World Art and Cultures Transparencies AT43, AT44; User’s Guide, 22 Test Practice Transparencies TT68, TT69, TT70, TT71, TT73, TT74 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies. PE/TE: 485–487, 490, 491, 493–494, 500–503 Add’l TE: 480, 485, 501 Telescoping the Times 77–79 PE/TE: 486, 488, 492, 494, 500, 501, 503 Add’l TE: 479A, 480, 487, 488, 502 In-Depth Resources Unit 4: 68, 69, 70, 71, 77, 79, 84 Access for Students Acquiring English 68, 69, 70–71, 72 Workbook 71, 72, 73, 74 Reading Study Guide 184, 186, 189–190, 192 Electronic Library of Primary Resources "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof" Geography Transparencies GT20; User’s Guide, 10 World Art and Cultures Transparencies AT43; User’s Guide, 22 Test Practice Transparencies TT71, TT72, TT73, TT74 3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. PE/TE: 495–499, 500, 501–503, 563–564, 603–605, 607, 685–689, 690–695, 701–705, 706–709 Add’l TE: 496, 498, 501, 502, 600, 682, 686, 687, 691, 694, 702, 703, 704, 707 Telescoping the Times 78–79, 87, 93, 105–107 PE/TE: 496, 497, 499, 500–503, 604, 608, 682, 686–689, 690, 691, 693–695, 702, 704, 705, 707, 709, 710, 711 Add’l TE: 496, 497, 498, 500, 502, 601, 604, 683, 686, 687, 688, 689, 691, 694, 695, 697, 702, 703, 705, 707, 708 In-Depth Resources Unit 4: 70, 71, 74, 78, 84 Unit 5: 22, 56 Unit 6: 37, 38, 40, 41, 42, 43, 45, 47, 48, 53, 54 Access for Students Acquiring English 195–197, 198, 199, 200, 201, 202, 203, 222, 240, 270, 271, 273, 274, 275 Workbook 71, 72, 73, 74, 83, 89, 101, 102, 104, 105 Reading Study Guide 186, 187–188, 189–190, 192, 193–194, 227–228, 258, 259–260, 262, 263–264, 265–266, 267–268 Videos - The Geography of Food: The Impact of Potatoes and Sugar Electronic Library of Primary Resources "The Boer War: The Suffering of the Civilian Population," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen Critical Thinking Transparencies CT20, CT27, CT56, CT58, CT63; User’s Guide, 10, 14, 18, 19, 32 World Art and Cultures Transparencies AT44, AT59; User’s Guide, 22, 30 Geography Transparencies GT20, GT27; User’s Guide, 10, 14 Test Practice Transparencies TT73, TT74, TT83, TT89, TT101, TT102, TT104, TT105 22 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. 4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy. PE/TE: 536–539, 563–567, 573–576, 577–583, 584–588, 597 Add’l TE: 566, 574, 582 Telescoping the Times 83, 87, 89–91 PE/TE: 537, 539, 540, 541, 563–568, 574, 576, 577, 578, 580, 582, 583, 585, 587, 597 Add’l TE: 537, 538, 565, 566, 574, 580, 585 23 In-Depth Resources Unit 5: 5, 11, 12, 17, 18, 22, 30, 38, 39, 40, 45, 46, 47, 48, 52, 53, 54 Access for Students Acquiring English 212, 214, 222, 229, 230, 231, 235 Workbook 79, 83, 85, 86, 87 Reading Study Guide 133–134, 138, 201–202, 203, 204, 211–212, 214, 215–220, 223–224, 225, 226 Electronic Library of Primary Resources "The Restoration of Charles II," Memoirs of Élisabeth Vigée-Lebrun, "Execution by Guillotine," "Frenchmen, Is This What You Want?," Ten Days That Shook the World Critical Thinking Transparencies CT23, CT57, CT58; User’s Guide, 12, 29 Geography Transparencies GT23, GT30; User’s Guide, 12, 15 World Art and Cultures Transparencies AT50, AT65; User’s Guide, 25, 33 Test Practice Transparencies TT79, TT83, TT84, TT85, TT86, TT88 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas. PE/TE: 573–576, 577–583, 584–588, 592, 593–596, 597, 600–601, 603–608, 609–612, 613, 618, 633–637, 638–642, 643–646, 682, 685–689, 690–695, 701–705, 706–709 TE: 574, 582, 594, 595, 600, 604, 605, 606, 611, 616, 617, 630, 634, 640, 642, 646, 686, 687, 694, 702, 703, 704, 707 Telescoping the Times 89–91, 93–95, 97–98, 105–107 PE/TE: 559, 574, 576, 577, 578, 580, 582, 583, 585, 587, 595, 597, 600, 605, 606, 607, 608, 611, 612, 613–618, 634, 635, 637, 639, 640, 641, 644, 645, 646, 683, 685, 687, 688, 689, 690, 691, 693, 695, 702, 704, 705, 706, 707, 709, 710, 711 TE: 574, 580, 585, 594, 595, 599D, 600, 601, 607, 610, 611, 614, 615, 617, 629D, 631, 634, 635, 636, 639, 640, 641, 644, 645, 687, 688, 691, 693, 694, 702, 703, 707, 708 24 In-Depth Resources Unit 5: 38, 39, 40, 41, 45, 46, 47, 48, 52, 53, 54, 57, 64 Unit 6: 1, 2, 3, 4, 6, 8, 9, 10, 11, 37, 38, 40, 41, 42, 43, 45, 46, 47, 48, 49, 50, 52, 53, 54 Access for Students Acquiring English 226–228, 229, 230, 231, 232, 233, 234, 235, 241, 247–249, 250, 251, 252, 253, 270, 271, 273, 274, 276 Workbook 85, 86, 87, 88, 90, 93, 94, 95, 96, 101, 102, 103, 104, 105 Reading Study Guide 227–232, 235, 236, 237–246, 247–250, 257–277, 269–278 Videos - Struggling toward Democratic Revolutions in Latin America and South Africa Electronic Library of Primary Resources The Letters of Napoleon I, "Frenchmen, Is This What You Want?," "Child Labor in the Mines," "The Sentencing of the Luddites," A New England Girlhood, Communist Manifesto, "How I Served My Apprenticeship," "The Boer War: The Suffering of the Civilian Population," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen Critical Thinking Transparencies CT25, CT27, CT61, CT63, CT75; User’s Guide, 13, 14, 31, 32 Geography Transparencies GT23, GT27; User’s Guide, 12, 14 World Art and Cultures Transparencies AT50, AT59; User’s Guide, 25, 30 Test Practice Transparencies TT84, TT85, TT86, TT88, TT89, TT90, TT91, TT93, TT94, TT95, TT101, TT102, TT104, TT105 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy. PE/TE: 609–612, 613–615 Add’l TE: 610, 611, 617 Telescoping the Times 93–95 PE/TE: 611, 612, 613, 617 Add’l TE: 610, 611 In-Depth Resources Unit 5: 57, 58, 61, 65, 66 Access for Students Acquiring English 241, 242, 245 Workbook 90, 91 Reading Study Guide 227–232, 235, 236 Electronic Library of Primary Resources Address to the Second National Congress of Venezuela, 1819, "Duties of Country" Critical Thinking Transparencies CT24; User’s Guide, 12 Geography Transparencies GT24; User’s Guide, 12 Test Practice Transparencies TT90, TT91 4.04 Examine the causes and effects of the Russian Revolution and its effect on Russia and the world. PE/TE: 769–774, 775–780 Add’l TE: 766, 771, 778 Telescoping the Times 117–118 PE/TE: 769, 770, 772, 774, 776, 777, 778, 780, 790 Add’l TE: 770, 772, 776, 777 In-Depth Resources Unit 7: 19, 23, 26, 34 Access for Students Acquiring English 301, 302, 306 Workbook 114, 115 Reading Study Guide 289–292, 297, 298 Electronic Library of Primary Resources Ten Days That Shook the World, 1984 Geography Transparencies GT30; User’s Guide, 15 World Art and Cultures Transparencies AT65; User’s Guide, 33 Test Practice Transparencies TT114, TT115 25 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America. PE/TE: 715–719, 729–733, 785–789, 885–889, 892–895, 896–900, 916–920 Add’l TE: 716, 718, 730, 731, 732, 786, 787, 788, 848, 882, 886, 888, 889, 893, 894, 897, 898, 899, 908, 918, 919 Telescoping the Times 109, 111, 119, 133–134, 137–138 PE/TE: 716–719, 730–733, 734–735, 787–788, 789, 790–791, 885–886, 889, 893, 894, 895, 896, 898–900, 906–907, 916–920 Add’l TE: 732, 786, 788, 850, 883, 886, 887, 888, 893, 897, 898, 899, 907C, 917, 918, 919, 920 26 In-Depth Resources Unit 6: 58, 59, 65, 66, 70 Unit 7: 22, 29 Unit 8: 20, 21, 22, 24, 25, 27, 28, 29, 31, 32, 34, 36, 38, 46, 53 Access for Students Acquiring English 284, 285, 304, 343, 344, 345, 347, 348, 354 Workbook 109, 117, 132, 133, 134, 137 Reading Study Guide 295–296, 297, 333–338, 341, 342 Videos - Struggling toward Democratic Revolutions in Latin America and South Africa Electronic Library of Primary Resources "Alamo Massacre," Autobiography of a Chinese Girl, "Nonviolence," Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together" Critical Thinking Transparencies CT30, CT64, CT66; User’s Guide, 15, 32, 33 Geography Transparencies GT34; User’s Guide, 17 World Art and Cultures Transparencies AT62, AT66, AT74, AT77; User’s Guide, 31, 33, 37, 39 Test Practice Transparencies TT109, TT117, TT132, TT133, TT134, TT137 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. 5.01 Analyze the causes and course of World War I and assess its consequences. PE/TE: 743–746, 747–751, 753–754, 761–763, 770–774, 777–780 Add’l TE: 744, 762, 778 Telescoping the Times 113–118 PE/TE: 743, 761, 762, 772, 774, 779 Add’l TE: 744, 746, 761, 763, 777 In-Depth Resources Unit 7: 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18 Access for Students Acquiring English 288–290, 291, 292, 293, 294, 295, 296 Workbook 110, 111, 112, 113, 114, 115 Reading Study Guide 279–288, 289–292 Electronic Library of Primary Resources "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points Critical Thinking Transparencies CT29, CT65; User’s Guide, 15, 33 Geography Transparencies GT29; User’s Guide, 15 World Art and Cultures Transparencies AT63, AT64; User’s Guide, 32 Test Practice Transparencies TT110, TT112, TT113, TT114, TT115 5.02 Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s. PE/TE: 771, 785–789, 801–803, 805, 807–810, 811, 814 Add’l TE: 766, 792, 802, 804, 809 Telescoping the Times 117, 119, 121–123 PE/TE: 786, 789, 790, 791, 801, 802, 807, 809, 810, 812, 815, 816, 817 Add’l TE: 802, 806, 809, 812 In-Depth Resources Unit 7: 19, 22, 34, 36, 38, 39, 40, 45 Access for Students Acquiring English 304, 312, 313, 314 Workbook 114, 117, 119, 120, 121 Reading Study Guide 290, 299–308 Electronic Library of Primary Resources "The Death of God," "Famine in Russia" Critical Thinking Transparencies CT31; User’s Guide, 16 World Art and Cultures Transparencies AT69; User’s Guide, 35 Test Practice Transparencies TT114, TT117, TT119, TT120, TT121 27 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. (continued) 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another. PE/TE: 762, 777–780, 807–810, 811–814, 821–845, 855–857 Add’l TE: 778, 779, 808, 814, 822, 823, 824, 825, 828, 829, 830, 832, 833, 834, 837, 838, 839, 840, 841 Telescoping the Times 115, 118, 122–123, 125–12 PE/TE: 762, 779, 807, 809, 810, 811, 813, 815, 822, 826, 828, 829, 830, 831, 834, 836, 837, 840, 841, 845, 856 Add’l TE: 763, 776, 777, 808, 809, 812, 813, 822, 824, 825, 828, 829, 832, 833, 836, 837, 838, 839, 841, 843, 856, 857 In-Depth Resources Unit 7: 4, 11, 17, 20, 38, 39, 40, 41, 45, 46, 53, 54, 55, 56, 57, 58, 60, 62, 63, 64, 65, 66, 69, 70 Unit 8: 1, 13, 18, 19 Access for Students Acquiring English 294, 302, 308–310, 311, 312, 313, 314, 329, 332 Workbook 113, 115, 119, 120, 121, 122, 123, 124, 125, 126, 127 Reading Study Guide 305–320 Electronic Library of Primary Resources Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy Critical Thinking Transparencies CT29, CT31, CT32, CT65, CT67, CT68; User’s Guide, 15, 16, 33, 34 Geography Transparencies GT29, GT30, GT31, GT32, GT33; User’s Guide, 15, 16, 17 World Art and Cultures Transparencies AT70, AT71; User’s Guide, 35, 36 Test Practice Transparencies TT113, TT115, TT120–TT127 5.04 Trace the course of the Cold War and assess its impact on the global community including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War. PE/TE: 855–860, 861, 863–864, 866–867, 868–870, 871, 872–873, 874–875, 876–879 Add’l TE: 852, 858, 859, 860, 867, 868, 869, 870, 872, 873, 874, 875, 877 Telescoping the Times 129–131 PE/TE: 856–860, 861, 863, 865, 867–870, 870–875 Add’l TE: 851C, 853, 856, 857, 858, 859, 863, 867, 868, 869, 870, 872, 873, 874 In-Depth Resources Unit 8: 1, 4, 5, 7, 11, 12, 13, 17 Access for Students Acquiring English 329, 330–331, 332, 333, 334, 335, 336, 338 Workbook 127, 130, 131 Reading Study Guide 321–332 Electronic Library of Primary Resources Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary Critical Thinking Transparencies CT33, CT69; User’s Guide, 17, 35 Geography Transparencies GT33; User’s Guide, 17 World Art and Cultures Transparencies AT73; User’s Guide, 37 Test Practice Transparencies TT127, TT128, TT129, TT130 28 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. (continued) 5.05 Examine governmental policies, such as the KelloggBriand Pact, which were established and the role of organizations including the League of Nations and the United Nations to maintain peace, and evaluate their continuing effectiveness. PE/TE: 760–763, 802–803, 811–815, 855–856, 867, 870, 878–879, 895, 902, 952–953 Add’l TE: 761, 762, 856, 953 Telescoping the Times 115, 121–122, 129, 133–135, 139, 142–143 PE/TE: 760, 761, 763, 764, 812, 815, 817, 902, 954 Add’l TE: 761, 856, 953 In-Depth Resources Unit 7: 4, 11, 16, 17 Unit 8: 1, 13, 18, 19, 57, 69 Access for Students Acquiring English 290, 294, 332, 366 Workbook 113, 127, 143 Reading Study Guide 285–286, 288, 321, 359–360, 364 Electronic Library of Primary Resources The Fourteen Points, "The Making of a Terrorist" Critical Thinking Transparencies CT29, CT65; User’s Guide, 15, 33 Geography Transparencies GT33; User’s Guide, 17 Test Practice Transparencies TT113, TT119, TT127, TT133, TT135, TT143 COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. 6.01 Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements. PE/TE: 30–31, 37–38, 63, 146, 151, 279, 324, 446–447, 495–499, 573, 574, 638–640, 685, 686–687, 689, 693, 701–703, 703–705, 885–889, 895, 911–914, 916–920 Add’l TE: 63, 496, 498, 574, 639, 640, 686, 702, 703, 888, 912, 919 Telescoping the Times 5–6, 9–10, 21–22, 43, 49–50, 69–70, 78–79, 89, 97–98, 105–107, 133–134, 137–138 PE/TE: 152, 446, 497, 499, 574, 639, 640, 687, 689, 693, 889, 911, 912, 915, 920 Add’l TE: 30, 151, 324, 447, 496, 497, 498, 574, 639, 640, 687, 693, 703, 917, 918 29 In-Depth Resources Unit 4: 70, 78 Unit 5: 37, 52 Unit 6: 6, 9, 37, 42, 45, 47 Unit 8: 37, 38, 43, 45, 46, 53 Access for Students Acquiring English 229, 251, 270, 273, 354, 359 Workbook 73, 84, 101, 136, 137 Reading Study Guide 16, 24, 30, 58, 95, 101, 121–122, 144, 149, 152, 168, 180, 184, 187–188, 200, 215–216, 227–228, 239–240, 244, 258, 264, 289–290, 334 Electronic Library of Primary Resources "Child Labor in the Mines," A New England Girlhood, "How I Served My Apprenticeship," "The Rise of the Color Bar" Critical Thinking Transparencies CT20, CT27; User’s Guide, 10, 14 Geography Transparencies GT25, GT27; User’s Guide, 13, 14 World Art and Cultures Transparencies AT44, AT50, AT59, AT77; User’s Guide, 22, 25, 30, 39 Test Practice Transparencies TT4, TT5, TT9, TT22, TT40, TT47, TT65, TT73, TT84, TT94, TT101, TT102, TT104, TT132, TT133, TT136, TT137 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued) 6.02 Analyze causes and results of ideas regarding superiority and inferiority in society and how those ideas have changed over time. PE/TE: 30–31, 37–38, 63, 151, 291, 324, 325, 331, 349, 446, 493–494, 495–499, 573, 574, 604–605, 686–687, 689, 691, 785, 810, 831–841, 916–920 Add’l TE: 151, 496, 498, 574, 605, 691, 694, 809, 832, 833, 834, 919 Telescoping the Times 5–6, 9–10, 21–22, 45, 49–50, 53–54, 69–70, 78–79, 89, 93, 105–106, 119, 122–123, 126, 137–138 PE/TE: 291, 324, 331, 349, 446, 494, 495, 499, 504, 505, 574, 605, 686, 689, 691, 831, 834, 920 Add’l TE: 446, 496, 498, 574, 604, 687, 691, 832, 833, 917, 918 In-Depth Resources Unit 4: 70, 78 Unit 5: 37, 52, 67 Unit 6: 37, 38, 45, 54 Unit 7: 39, 46, 56, 64, 66 Unit 8: 38, 46, 53 Access for Students Acquiring English 230, 354 Workbook 73, 84, 85, 101, 102, 120, 124, 137 Reading Study Guide 187–188, 215–216, 227–228, 257–258, 267, 313–314, 346 Electronic Library of Primary Resources Letter to the King of Portugal, Affidavit Given at Nuremberg Critical Thinking Transparencies CT20, CT75; User’s Guide, 10, 38 World Art and Cultures Transparencies AT44, AT69; User’s Guide, 22, 25 Test Practice Transparencies TT4, TT5, TT9, TT22, TT40, TT47, TT51, TT65, TT72, TT73, TT84, TT89, TT101, TT102, TT117, TT120, TT124, TT125, TT137 6.03 Trace the changing definitions of citizenship and the expansion of suffrage. PE/TE: 30–31, 116–118, 120–121, 142–143, 324, 331, 446–447, 659–662, 666–667, 671 Add’l TE: 331, 336, 551–552, 553–554, 568, 577, 621, 666, 720, 798 Telescoping the Times 5, 17–18, 21, 45, 49–50, 69–70, 101–102 PE/TE: 32, 119, 120, 142, 143, 288, 331, 447, 567, 660, 668, 798 Add’l TE: 30, 143, 324, 446, 447, 562, 660 In-Depth Resources Unit 1: 17, 25 Unit 2: 2, 11, 13, 19, 20 Unit 3: 34, 53, 54, 59, 60, 68 Unit 4: 35 Unit 6: 18, 19, 23, 26, 29 Access for Students Acquiring English 54, 55, 64, 120, 133, 180, 260, 261 Workbook 4, 17, 21, 41, 47, 48, 65, 97, 98 Reading Study Guide 46, 55–56, 64, 124, 168, 247–248, 252 Electronic Library of Primary Resources Code of Hammurabi Critical Thinking Transparencies CT13; User’s Guide, 7 Geography Transparencies GT5, GT26; User’s Guide, 3, 13 Test Practice Transparencies TT4, TT17, TT21, TT47, TT48, TT65, TT97, TT98 30 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued) 6.04 Relate the dynamics of state economies to the well being of their members and to changes in the role of government. PE/TE: 287, 325–326, 348, 359, 409–410, 514–516, 523, 574, 585, 634, 763, 770, 802, 804–805, 912, 949–950 Add’l TE: 409, 510, 792, 802, 804 Telescoping the Times 45, 49–50, 53–55, 63, 81–82, 89–91, 97, 115, 117, 121–122, 137, 141–142 PE/TE: 287, 325, 348, 359, 515, 517, 634, 770, 805, 806, 912 Add’l TE: 359, 409, 516, 523, 574, 585, 770, 802, 803, 805, 949 In-Depth Resources Unit 3: 53, 74 Unit 5: 2 Unit 6: 1 Unit 7: 4, 11, 17, 23, 38, 41, 45 Unit 8: 56 Access for Students Acquiring English 132, 250, 312, 365 Workbook 47, 76, 93, 113, 119, 142 Reading Study Guide 108, 122, 128, 131–132, 136, 154, 193, 194, 196, 215–216, 220, 237–240, 246, 284, 286, 289–290, 301–302, 308, 357–358, 364 Electronic Library of Primary Resources Essay on Forms of Government, "Famine in Russia" Critical Thinking Transparencies CT16, CT29, CT65; User’s Guide, 8, 15, 33 Geography Transparencies GT12, GT16, GT36; User’s Guide, 6, 8, 18 Test Practice Transparencies TT41, TT47, TT51, TT53, TT60, TT75, TT76, TT84, TT86, TT93, TT113, TT114, TT119, TT136, TT142 6.05 Analyze issues such as ecological/environmental concerns, political instability, and nationalism as challenges to which societies must respond. PE/TE: 608–610, 743, 807, 901–905, 912–915, 917–918, 928, 949–950, 960–961, 968, 969 Add’l TE: 600, 903 Telescoping the Times 93–94, 113, 122–123, 135, 137–139, 141–143 PE/TE: 608, 743, 902, 903, 905, 906, 929, 950 Add’l TE: 902, 903, 949, 961, 964 In-Depth Resources Unit 5: 57 Unit 7: 1, 39, 53 Unit 8: 23, 30, 35, 56, 58, 60, 63, 66 Access for Students Acquiring English 241, 291, 313, 346, 365 Workbook 90, 110, 120, 135, 142, 144 Reading Study Guide 227–228, 279–280, 303, 339–340, 343–344, 346, 349–350, 358 Electronic Library of Primary Resources Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears" Critical Thinking Transparencies CT31, CT34, CT70, CT79; User’s Guide, 16, 17, 35 World Art and Cultures Transparencies AT76, AT79; User’s Guide, 38, 40 Test Practice Transparencies TT89, TT90, TT110, TT120, TT135, TT136, TT139, TT142, TT144 31 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued) 6.06 Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of the world. PE/TE: 123–124, 153, 155, 428, 429–436, 513–514, 518–519, 526–528, 603, 604, 670–672, 703–705, 743, 785–786, 810, 831–834, 901–905, US7–US9 Add’l TE: 155, 430, 434, 436, 605, 671, 703, 704, 786, 832, 833, 834, 902, 903, 905 Telescoping the Times 18, 22, 66–67, 81–82, 93, 102–103, 106–107, 113, 119, 122–123, 126, 135 PE/TE: 123, 154, 429, 432, 434, 435, 436, 518, 526, 604, 670, 671, 704, 743, 831, 832, 834, 901, 902, 903, 905 Add’l TE: 123, 429, 430, 509C, 527, 604, 670, 671, 703, 832, 834, 902, 903, 905 32 In-Depth Resources Unit 2: 7, 22, 29 Unit 4: 20, 21, 28 Unit 5: 2, 3, 56, 67 Unit 6: 20, 47 Unit 7: 1, 22, 46, 56, 64, 66 Unit 8: 23, 30, 35 Access for Students Acquiring English 59, 66, 172, 173, 174, 209, 210, 240, 262, 291, 304, 346 Workbook 23, 63, 64, 76, 77, 89, 99, 110, 117, 124, 135 Reading Study Guide 48, 60, 162–164, 166, 193, 195–197, 227–228, 231–232, 264, 279, 295–296, 313–314, 339–340, 346 Electronic Library of Primary Resources "The Athenians and the Spartans," Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "The Irish Potato Famine," A Message to Congress on Indian Policy, "The Boer War: The Suffering of the Civilian Population," "The Rise of the Color Bar," "Hawaii’s Story by Hawaii’s Queen," Affidavit Given at Nuremberg, Radio Address from New Delhi, "Enough of Blood and Tears" Critical Thinking Transparencies CT34, CT53, CT70; User’s Guide, 17, 27, 35 Geography Transparencies GT17, GT27; User’s Guide, 9, 14 World Art and Cultures Transparencies AT31, AT76; User’s Guide, 15, 38 Test Practice Transparencies TT18, TT23, TT63, TT64, TT75, TT76, TT89, TT99, TT104, TT110, TT117, TT120, TT124, TT135 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and long-term consequences of the development of new technology. 7.01 Assess the degree to which discoveries, innovations, and technologies have accelerated change. PE/TE: 9, 12, 286, 348–350, 426, 427, 465, 550, 633–637, 638–656, 673–679, 798, 800, 941, 945–946, 988–989 Add’l TE: 24, 542, 674, 938, 944 Telescoping the Times 53–54, 85, 97–99, 103, 141–142 PE/TE: 9, 22, 427, 634, 637, 640, 674, 798, 943, 944 Add’l TE: 634, 640, 942 In-Depth Resources Unit 1: 2, 11 Unit 4: 67 Unit 6: 1, 2, 6, 8, 21, 22, 28, 31, 35, 36 Unit 7: 37 Unit 8: 55 Access for Students Acquiring English 250, 251, 263, 264, 364 Workbook 93, 94, 100, 141 Reading Study Guide 131–132, 237–246, 253–254, 256, 355–258, 361–362, 364 Strategies for Test Preparation 99–100 Videos - Technology Transforms an Age: The Industrial and Electronic Revolutions Electronic Library of Primary Resources "A Description of the Most Noble City of London," Journal of the Voyage of HMS Beagle Critical Thinking Transparencies CT26, CT62; User’s Guide, 13, 31 Geography Transparencies GT14, GT25; User’s Guide, 7, 13 7.02 Examine the causes and effects of scientific revolutions and cite their major costs and benefits. PE/TE: 38–39, 44, 165–166, 348–351, 464, 545–550, 633–646, 648–652, 656, 672, 673–679, 749–750, 795, 798–800, 859–860, 941–948 Add’l TE: 24, 44, 167, 542, 547, 549, 634, 636, 640, 648, 649, 674, 675, 678, 740, 750, 792, 938, 942 Telescoping the Times 5–6, 23, 53–54, 73–74, 85, 97–99, 102–103, 113–114, 121, 141–142 PE/TE: 44, 167, 348, 351, 546, 549, 550, 633, 634, 636, 637, 639, 640, 645, 646, 648, 652, 653, 654, 672, 674, 675, 678, 679, 680, 681, 751, 795, 800, 860, 942, 943, 944, 946, 947 Add’l TE: 165, 464, 547, 548, 549, 634, 637, 640, 644, 648, 650, 651, 674, 675, 678, 798, 859, 937C, 942, 943, 946 In-Depth Resources Unit 1: 19, 34 Unit 3: 71 Unit 5: 19, 24, 31, 34 Unit 6: 1, 2, 3, 6, 8, 9, 15, 16 Unit 7: 37 Unit 8: 1, 13, 55, 56, 62 Access for Students Acquiring English 142, 219, 250, 251, 252, 255, 263, 264, 311, 332, 364, 365 Workbook 6, 51, 80, 93, 94, 95, 116, 117, 118, 127, 141, 142 Reading Study Guide 16, 18, 64, 131–132, 175–176, 205–206, 214, 237–246, 253–254, 282, 299, 322, 355–356 Strategies for Test Preparation 99–100 Videos - Technology Transforms an Age: The Industrial and Electronic Revolutions Electronic Library of Primary Resources "A Description of the Most Noble City of London," "Of Studies," "Child Labor in the Mines," "The Sentencing of the Luddites," A New England Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Journal of the Voyage of HMS Beagle, "The Death of God" Critical Thinking Transparencies CT22, CT25, CT26, CT61, CT62, CT80; User’s Guide, 11, 13, 31 Geography Transparencies GT14, GT22, GT25; User’s Guide, 7, 11, 13 World Art and Cultures Transparencies AT13, AT14, AT48, AT54, AT55, AT67, AT68; User’s Guide, 7, 24, 27, 28, 34 Test Practice Transparencies TT5, TT6, TT25, TT51, TT80, TT93–TT96, TT99, TT100, TT111, TT118, TT127, TT141 33 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and long-term consequences of the development of new technology. (continued) 7.03 Examine the causes and effects of industrialization and cite its major costs and benefits. PE/TE: 632, 633–634, 635–652, 653, 655 Add’l TE: 632, 634, 637, 639, 643, 644, 649, 655 Telescoping the Times 97–99 PE/TE: 632, 634, 637, 639, 640, 642, 644, 646, 648, 649, 651, 652 Add’l TE: 634, 636, 640, 641, 642, 644, 648, 651, 652 34 In-Depth Resources Unit 6: 1,2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 15, 16, 17 Access for Students Acquiring English 247, 249, 250, 251, 252, 253, 254, 255 Workbook 93, 94, 95, 96 Reading Study Guide 237–246 Strategies for Test Preparation 99–100 Videos - Technology Transforms an Age: The Industrial and Electronic Revolutions Electronic Library of Primary Resources "Child Labor in the Mines," "The Sentencing of the Luddites," A New England Girlhood, The Communist Manifesto, "How I Served My Apprenticeship" Critical Thinking Transparencies CT25, CT61; User’s Guide, 13, 31 Geography Transparencies GT25; User’s Guide, 13 World Art and Cultures Transparencies AT54, AT55; User’s Guide, 27, 28 Test Practice Transparencies TT93, TT94, TT95, TT96 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and long-term consequences of the development of new technology. (continued) 7.04 Describe significant characteristics of global connections created by technological change, and assess the degree to which cultures participate in that change. PE/TE: 466–468, 500–503, 685–689, 945–951 Add’l TE: 501, 502, 682, 686, 689, 946, 947, 948, 949 Telescoping the Times 79, 105, 141–142 PE/TE: 500, 503, 685, 689, 946, 951 Add’l TE: 501, 502, 503, 686, 687, 688, 946, 948, 949, 950 35 In-Depth Resources Unit 4: 71, 73, 84 Unit 6: 37, 43, 45, 49 Unit 8: 56, 59, 60, 63, 66 Access for Students Acquiring English 201, 203 Workbook 74, 101, 142 Reading Study Guide 189–190, 257–258, 357–358 Videos - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World Electronic Library of Primary Resources "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "The Boer War: The Suffering of the Civilian Population" Critical Thinking Transparencies CT56; User’s Guide, 23 Geography Transparencies GT20, GT36; User’s Guide, 10, 18 World Art and Cultures Transparencies AT79; User’s Guide, 40 Test Practice Transparencies TT74, TT101, TT142 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues. 8.01 Trace developments in literary, artistic, and religious traditions over time as legacies of past societies or as cultural innovations. PE/TE: 114, 121–123, 134–135, 164–167, 243–244, 246–247, 252–264, 276, 280, 376, 398, 403, 410, 417–422, 423–427, 619–623, 674–675 Add’l TE: 413D, 414, 418, 419, 420, 421, 424, 425, 426, 620, 621, 622 Telescoping the Times 65–66, 95, 103 PE/TE: 114, 122, 125, 136–137, 167, 168–169, 247, 248–249, 265, 399, 417, 422, 423, 427, 619, 624, 625, 674 Add’l TE: 418, 419, 421, 424, 425, 426, 620, 621, 674 In-Depth Resources Unit 1: 27, 28, 29, 42, 43, 44, 45, 46, 47, 51, 62, 63 Unit 2: 5, 9, 10, 11, 13, 14, 24, 28, 32, 46, 49, 61, 65 Unit 3: 7, 11, 25, 27, 44, 45, 46, 47, 60, 65, 81, 94 Unit 4: 18, 19, 23, 25, 26, 29, 32, 34, 61 Unit 5: 26, 27, 29, 31, 49, 59, 71 Unit 7: 37, 48 Access for Students Acquiring English 170, 171, 243 Workbook 61, 62, 92 Reading Study Guide 157–160, 233–234, 236, 254 Electronic Library of Primary Resources "The Art of Painting" from Notebooks, "Kubla Khan," Frankenstein Critical Thinking Transparencies CT60; User’s Guide, 30 World Art and Cultures Transparencies AT36, AT37, AT38, AT53; User’s Guide, 18, 19, 27 Test Practice Transparencies TT61, TT62, TT92, TT100 8.02 Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance. PE/TE: 62–65, 72–74, 77, 97–98, 153–154, 155, 156–157, 177–178, 183–184, 200–201, 233–241, 250–264, 272–273, 303–304, 318–319, 332–333, 372–373, 428–430, 431–432, 433–436, 476–477, 890–891 Add’l TE: 65, 73, 75, 98, 155, 157, 235, 236, 239, 252–253, 254–255, 256–257, 258–259, 260–261, 262–263, 264, 319, 429, 434 Telescoping the Times 9–10, 12, 15, 22, 26–27, 30, 37–38, 41–42, 46–47, 49, 51, 58, 66–67, 75, 133 PE/TE: 63, 65, 66, 73, 77, 98, 99, 178, 265, 273, 307 Add’l TE: 63, 64, 65, 66, 74, 154, 155, 156, 235, 236, 239, 254, 255, 257, 258, 260, 272, 319, 333, 429, 430, 434 In-Depth Resources Unit 1: 36, 38, 40, 41, 45, 47, 49, 51, 55, 61 Unit 2: 23, 40, 46, 69 Unit 3: 1, 2, 3, 4, 5, 7, 8, 10, 11, 14, 15, 16, 18, 21, 37, 55, 57, 88 Unit 4: 20, 22, 27, 28, 33, 63 Access for Students Acquiring English 34, 36, 38, 46, 66, 76, 99–101, 102, 103, 104, 105, 106, 123, 134, 152, 172, 174 Workbook 9, 11, 15, 24, 27, 35, 36, 37, 38, 44, 49, 63 Reading Study Guide 25–26, 29–30, 39–40, 59–60, 69–70, 91–94, 97, 98, 100, 113, 120, 125–126, 142, 161–166, 334 Electronic Library of Primary Resources "Hymn 129" from Rig Veda, Life of Gotama the Buddha, the Book of Genesis and the Book of Exodus from King James Bible, Gospel According to Matthew from King James Bible, the Qur’an, "Pilgrimage to Mecca," The Life and Letters of St. Francis Xavier Critical Thinking Transparencies CT3, CT8, CT10, CT19, CT39, CT46, CT55; User’s Guide, 2, 4, 5, 10, 20, 23, 28 Geography Transparencies GT3, GT10; User’s Guide, 2, 5 World Art and Cultures Transparencies AT15, AT16, AT18, AT21, AT22; User’s Guide, 8, 9, 11 Test Practice Transparencies TT9, TT11, TT15, TT23, TT27, TT28, TT30, TT35, TT36, TT38, TT44, TT46, TT49, TT55, TT63, TT64, TT70, TT132 36 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues. (continued) 8.03 Classify within the broad patterns of history those events that may be viewed as turning points. PE/TE: 14–18, 29, 43–45, 47–48, 184, 195–197, 213–215, 276–278, 294–302, 348–350, 395–397, 464–468, 483–489, 490–503, 545–550, 577–578, 582–583, 600–601, 603–608, 609–612, 628–629, 630–632, 634–637, 638–640, 642, 643–652, 653–656, 730–733, 753–757, 760–763, 771–774, 781–784, 785–789, 831–834, 837–838, 842–845, 862–865 Add’l TE: 12, 17, 44, 265A, 283A, 301, 337, 470, 489, 491, 492, 459A, 479A, 480, 502, 541A, 542, 549, 550, 569A, 570, 611, 629A, 630, 631, 639, 648, 756, 763, 786, 817A, 844 Telescoping the Times 2–3, 6, 7, 29, 33–34, 42, 45–46, 53–54, 61–62, 73–74, 77–79, 85, 89–90, 93–94, 97–99, 111, 114–115, 117–119, 125–127, 129–130 PE/TE: 14–16, 29, 43, 215, 276, 278, 296–302, 348–350, 396, 397, 464–468, 478–479, 485–486, 488, 489, 491, 494, 499, 501, 504–505, 545–550, 568–569, 576, 583, 600, 606, 608, 612, 630, 632, 635, 637, 639, 640, 642, 646, 652, 655, 731, 734–735, 755, 757, 761, 765, 772, 782, 834, 840, 845, 847, 862–865 Add’l TE: 14, 215, 302, 467, 468, 496, 497, 499, 501, 546, 548, 549, 571, 579, 610, 612, 630, 637, 639, 640, 641, 648, 650, 651, 731, 733, 755, 761, 763, 772, 784 37 In-Depth Resources Unit 1: 3, 5, 16, 19, 33, 34 Unit 2: 47, 58, 87 Unit 3: 21, 35, 36, 42, 43, 50, 71 Unit 4: 2, 5, 17, 57, 58, 64, 67, 68, 69, 70, 71, 72, 73, 75, 77, 78, 79, 82, 83, 84 Unit 5: 19, 23, 24, 26, 34, 38, 45, 53, 54, 60, 61, 63, 64, 67, 70 Unit 6: 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 16, 17, 59, 65, 66, 70 Unit 7: 3, 4, 10, 11, 16, 17, 22, 29, 56, 58, 63, 64, 66 Unit 8: 2, 6, 9 Access for Students Acquiring English 25, 93, 112, 121, 122, 142, 161, 198, 199, 200, 201, 219, 230, 240, 241, 251, 293, 294, 303, 304, 333 Workbook 3, 6, 43, 51, 58, 71, 72, 73, 74, 80, 85, 93, 94, 95, 96, 112, 113, 117, 124, 126 Reading Study Guide 7–12, 14, 18–20, 72, 84, 102, 109–110, 131–132, 138, 175–176, 183–192, 205–208, 214, 217–218, 228–230, 236–246, 275–276, 284–288, 289–298, 313–320, 323–324, 332 Strategies for Test Preparation 99–100 Videos - Building Empires: The Rise of the Persians and the Inca - Trade Connects the World: SilkRoadsand thePacificRim - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox - The Geography of Food: The Impact of Potatoes and Sugar - Struggling toward Democratic Revolutions in Latin America and South Africa - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World Electronic Library of Primary Resources The Code of Hammurabi, "Indus Culture," "Building a Town" from Shih ching, The History of the World Conqueror,"The Tartars" from Travels of Marco Polo, Letter to the King of Portugal, "Child Labor in the Mines," "The Sentencing of the Luddites," A New England Girlhood, The Communist Manifesto, "Death Comes to Sarajevo," The Fourteen Points, Ten Days That Shook the World, Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy Critical Thinking Transparencies CT1, CT2, CT7, CT20, CT29, CT30, CT32, CT56, CT64, CT65, CT66, CT68; User’s Guide, 1, 4, 10, 15, 16, 28, 32, 33, 34 Geography Transparencies GT2, GT14, GT20, GT22, GT25, GT29; User’s Guide, 1, 7, 10, 11, 13, 15 World Art and Cultures Transparencies AT41, AT43, AT44, AT45, AT48, AT54, AT62, AT65, AT66, AT71, AT72 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues. (continued) 8.04 Characterize over time and place the interactions of world cultures. PE/TE: 57–61, 92–96, 128–131, 238–241, 299–302, 343–347, 466–468, 470–472, 476–477, 483–489, 493–503, 685–689, 690–695, 696, 701–705, 706–709, 724–728, 957–961 Add’l TE: 53C, 60, 93, 129, 131, 338, 344, 345, 470, 471, 480, 484, 485, 486, 496, 497, 501, 682, 686, 687, 694, 702, 703, 704, 707, 726, 958, 960, 961 Telescoping the Times 9, 14, 18–19, 38, 46, 53, 73–75, 77–79, 105–107, 110–111, 143 PE/TE: 60, 61, 93, 94, 96, 131, 241, 301, 344–346, 468, 471, 476, 477, 486, 488, 489, 493, 494, 497, 500, 501, 503, 686, 687, 689, 690–691, 693, 695, 696, 702, 704, 705–706, 707, 709, 710, 711, 725, 726, 727, 958, 961 Add’l TE: 58, 59, 60, 94, 130, 300, 301, 344, 345, 467, 470, 471, 485, 486, 487, 496, 497, 682, 686, 687, 688, 691, 693, 694, 702, 703, 704, 707, 708, 725, 726, 958, 960 38 In-Depth Resources Unit 1: 35, 42, 46, 54, 60, 65 Unit 2: 4, 40 Unit 3: 2, 5, 36, 43, 50, 70, 77 Unit 4: 52, 53, 68, 69, 70, 71, 72, 73, 75, 77, 78, 79, 82, 83, 84 Unit 6: 37, 38, 39, 40, 41, 45, 47, 48, 54, 57, 64, 71, 72 Unit 8: 58, 65, 71 Access for Students Acquiring English 33, 45, 56, 103, 145, 198, 199, 200, 201, 283 Workbook 8, 14, 19, 27, 36, 43, 50, 69, 70, 71, 72, 73, 74, 101, 102, 103, 104, 105, 108, 144 Reading Study Guide 24, 32, 37–38, 49–52, 93–94, 98, 112, 130, 138, 176–192, 257–268, 273–274, 278, 361–362 Videos - Trade Connects the World: Silk Roads and the Pacific Rim - The Geography of Food: The Impact of Potatoes and Sugar - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World Electronic Library of Primary Resources The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Knight in Battle," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "The Boer War: The Suffering of the Civilian Population," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, "Television is Defying Borders" Critical Thinking Transparencies CT4, CT10, CT19, CT20, CT27, CT28, CT55, CT56, CT63, CT72; User’s Guide, 2, 5, 10, 14, 28, 32, 36 Geography Transparencies GT20, GT27; User’s Guide, 10, 14 World Art and Cultures Transparencies AT8, AT31, AT43, AT58, AT80 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues. (continued) 8.05 Analyze how the changing and competing components of cultures have led to current global issues and conflicts, and hypothesize solutions to persistent problems. PE/TE: 153, 155–157, 177–178, 240, 428–437, 498–499, 613, 647–653, 831–834, 953, US8 Add’l TE: 155, 429, 430, 434, 435, 498, 648, 649, 832, 833, 954, 955 Telescoping the Times 17–18, 22, 26, 38, 66–67, 78–79, 94–95, 98–99, 126, 142–143 PE/TE: 155, 157, 177, 240, 241, 429, 430, 434, 436, 498, 652, 653, 654, 655, 831, 832, 834, 954, 955 Add’l TE: 156, 345, 430, 434, 435, 436, 498, 648, 649, 650, 651, 652, 832, 833, 954, 955 In-Depth Resources Unit 2: 22 Unit 4: 20, 21, 22, 27, 28, 33, 50, 84 Unit 5: 18, 36, 72 Unit 6: 4, 5, 11, 17, 54, 71 Unit 7: 53, 56, 64, 66 Unit 8: 18, 36, 64, 69 Access for Students Acquiring English 253, 323, 366 Workbook 23, 63, 64, 96, 124 Reading Study Guide 45–46, 59–60, 69–70, 94, 161–166, 187–188, 231, 243–244, 313–314, 359–360 Videos - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World Electronic Library of Primary Resources Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Giant of His Times and Ours," The Communist Manifesto Critical Thinking Transparencies CT17, CT25, CT36, CT61; User’s Guide, 9, 13, 18, 31 Geography Transparencies GT17; User’s Guide, 9 8.06 Analyze the meanings of “civilization” in different times and places and demonstrate how such meanings reflect the societies of which they are a part. PE/TE: 18–19, 120–125, 163, 164–167, 197–198, 216–219, 221–223, 242–247, 322–323, 640, 685–687 Add’l TE: 18, 19 Telescoping the Times 3, 18, 97–98 PE/TE: 18, 19, 120, 121, 124, 125, 163, 167, 168–169, 223, 224–225, 248–249, 640 Add’l TE: 18, 19, 121, 124, 640 In-Depth Resources Unit 1: 3, 16 Unit 2: 3, 11, 13, 17 Access for Students Acquiring English 16, 55 Workbook 3, 18 Reading Study Guide 9–10, 12, 47–48, 239–240 Strategies for Test Preparation 91–92 Critical Thinking Transparencies CT37; User’s Guide, 19 Geography Transparencies GT5; User’s Guide, 3 World Art and Cultures Transparencies AT2, AT10; User’s Guide, 1, 5 Test Practice Transparencies TT3, TT18 39 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. 1.01 Read for literal meaning. PE/TE: S2–S5, S30–S33 Add’l TE: 30, 40, 49, 55, 175, 236, 288, 318, 392, 430, 502, 519, 546, 549, 564, 579, 650, 660, 675, 699, 721, 762, 778, 788, 809, 824, 839, 872, 877, 888, 902, 917, 955 In-Depth Resources Unit 2: 25, 42, 58, 74 Unit 3: 4, 21, 39, 56, 90 Unit 4: 5, 22 Unit 5: 23 Unit 6: 22, 54 Unit 8: 42, 59 Access for Students Acquiring English 69, 78, 87, 96, 105, 114, 125, 135, 154, 164, 174, 223, 269, 285, 358, 368 Strategies for Test Preparation 9–20, 57–68 PE/TE: 8, 11, 16, 39, 45, 59, 78, 84, 96, 117, 134, 147, 162, 174, 187, 213, 234, 247, 265, 281, 305, 325, 345, 367, 398, 420, 457, 486, 514, 539, 563, 586, 608, 633, 661, 680, 702, 836, 858, 880, 894, 915, 943, 958 Add’l TE: 18, 23D, 28, 50, 63, 73, 85, 100, 128, 139, 153, 167, 179, 202, 219, 241, 276, 296, 315, 332, 355, 377, 408, 435, 451, 471, 502, 526, 549, 575, 593, 619, 647, 673, 689, 716, 745, 760, 781, 800, 822, 845, 865, 887, 902, 931, 949, 964 PE = Pupil’s Edition; TE = Teacher’s Edition 40 In-Depth Resources Unit 1: 1, 10, 23, 28, 35, 46, 53, 58, 61, 64 Unit 2: 3, 6, 17, 22, 34, 39, 46, 53, 60, 67, 72, 80 Unit 3: 2, 10, 16, 23, 30, 36, 44, 52, 56, 67, 72, 80, 85, 92 Unit 4: 1, 9, 17, 26, 38, 49, 56, 66, 82 Unit 5: 5, 10, 18, 25, 33, 44, 51, 56, 64, 70 Unit 6: 2, 7, 15, 24, 28, 35, 39, 46, 55, 62, 68, 72 Unit 7: 3, 11, 17, 22, 28, 35, 43, 47, 54, 61, 68, 71 Unit 8: 6, 17, 22, 29, 34, 38, 42, 46, 51, 59, 65, 72 Workbook 1, 8, 13, 18, 23, 26, 33, 36, 43, 46, 52, 57, 79, 89, 94, 103, 106, 112, 117, 122, 134, 137 Reading Study Guide 5–364 Strategies for Test Preparation 91–100 Telescoping the Times 3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43, 47, 51, 55, 59, 63, 67, 71, 75, 79, 83, 87, 91, 95, 99, 103, 107, 111, 115, 119, 123, 127, 131, 135, 139, 143 Critical Thinking Transparencies CT1–82; User’s Guide, 1–36 Geography Transparencies GT1–45; User’s Guide, 1–18 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno’s Voyage, the Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archemedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," the Qur’an, "Pilgrimage to Mecca," "Men and Women," World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten-Thousand-Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, 41 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Prince Klemens von Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine," A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, 42 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" 43 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.02 Summarize to select main ideas. PE/TE: S5, R3 Add’l TE: 18, 30, 34, 49, 73, 142, 160, 195, 296, 453, 549, 615, 717, 721, 745 In-Depth Resources Unit 2: 25 Unit 7: 5 Access for Students Acquiring English G9, 295 Writing for Social Studies 7–10, 70 Strategies for Test Preparation 57–68 PE/TE: 27, 174, 211, 247, 403, 451, 490, 926 Add’l TE: 39, 62, 93, 99, 195, 223, 247, 269, 281, 296, 370, 377, 400, 480, 556, 593, 690, 701, 716, 860, 931, 941, 950 44 In-Depth Resources Unit 1: 4, 6, 16, 21, 23, 24, 33, 41, 51, 58, 61, 68 Unit 2: 1, 2, 6, 8, 12, 17, 19, 20, 25, 27, 29, 36, 37, 42, 44, 46, 48, 54, 60, 63, 68, 76 Unit 3: 4, 6, 15, 16, 23, 31, 33, 35, 38, 39, 41, 51, 52, 55, 68, 76, 86, 92 Unit 4: 17, 21, 24, 26, 34, 36, 37, 40, 50, 54, 56, 58, 66, 72, 84 Unit 5: 6, 8, 16, 18, 23, 25, 36, 40, 42, 44, 58 Unit 6: 2, 5, 7, 17, 39, 44, 52, 61, 63 Unit 7: 23, 25, 27, 41, 43, 61, 69, 71 Unit 8: 8, 17, 24, 26, 36, 42, 44, 59, 61, 72 Workbook 16, 17, 21, 42, 45, 46, 49, 64, 66, 67, 87, 91, 94, 103 Reading Study Guide 5, 7, 9, 11, 12, 13, 15, 17, 19, 21, 22, 23, 25, 27, 29, 31, 32, 33, 35, 37, 39, 41, 42, 43, 45, 47, 49, 51, 53, 54, 55, 57, 59, 61, 63, 65, 66, 67, 69, 71, 73, 74, 75, 77, 79, 81, 82, 83, 85, 87, 89, 90, 91, 93, 95, 97, 98, 99, 101, 103, 105, 106, 107, 109, 111, 113, 115, 117, 118, 119, 121, 123, 125, 127, 128, 129, 131, 133, 135, 137, 139, 141, 143, 145, 146, 147, 149, 151, 153, 155, 156, 157, 159, 161, 163, 165, 166, 167, 169, 171, 173, 174, 175, 177, 179, 181, 182, 183, 185, 187, 189, 191, 192, 193, 195, 197, 199, 201, 203, 204, 205, 207, 209, 211, 213, 214, 215, 217, 219, 221, 223, 225, 226, 227, 229, 231, 233, 235, 236, 237, 239, 241, 234, 245, 246, 247, 249, 251, 253, 255, 256, 257, 259, 261, 263, 265, 267, 268, 269, 271, 273, 275, 277, 278, 279, 281, 283, 285, 287, 288, 289, 291, 293, 295, 297, 298, 299, 301, 303, 305, 307, 308, 309, 311, 313, 315, 317, 319, 320, 321, 323, 325, 327, 329, 331, 332, 333, 335, 337, 339, 341, 342, 343, 345, 347, 349, 351, 353, 354, 355, 357, 359, 361, 363 Telescoping the Times 3,7,11,15,19,23,27,31,35,39,43, 47,51,55,59,63,67,71,75,79,83, 87,91,95,99,103,107,111,115, 119,123,127,131,135,139,143 Critical Thinking Transparencies CT1–CT82; User’s Guide, 1–36 Geography Transparencies GT1–GT45; User’s Guide, 1–18 World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.03 Draw inferences. PE/TE: S5, R16 Add’l TE: 38, 201, 234, 305, 856, R16 In-Depth Resources Unit 3: 4, 39 Access for Students Acquiring English 105, 125 Writing for Social Studies 12–14, 14–16 Strategies for Test Preparation 13–20, 49–68 PE/TE: 7, 12, 15, 21, 28, 32, 35, 44, 60, 63, 66, 70, 86, 90, 114, 115, 124, 141, 142, 146, 156, 174, 177, 183, 184, 195, 215, 216, 220, 274, 291, 293, 295, 298, 300, 308, 319, 326, 329, 330, 334, 342, 381, 393, 394, 398, 401, 406, 417, 425, 435, 449, 455, 456, 468, 485, 494, 500, 502, 503, 513, 519, 521, 530, 550, 559, 566, 606, 607, 614, 634, 637, 648, 652, 660, 674, 686, 689, 718, 722, 727, 731, 747, 763, 766, 772, 774, 778, 787, 797, 809, 812, 815, 826, 834, 835, 844, 858, 861, 865, 866, 871, 885, 892, 894, 895, 898, 908, 911, 919, 920, 921, 922, 935, 954, R16 Add’l TE: 16, 17, 24, 72, 83, 85, 138, 170, 200, 202, 230, 234, 266, 274, 303, 305, 338, 352, 364, 354, 396, 407, 440, 469, 486, 510, 526, 563, 570, 606, 630, 647, 664, 669, 682, 706, 723, 729, 747, 760, 769, 797, 807, 821, 831, 839, 852, 856, 893, 911, 926, 945 45 In-Depth Resources Unit 1: 8, 13, 27, 31, 32, 43, 50, 60, 66, 67 Unit 2: 9, 17, 18, 35, 38, 52, 61, 69, 84, 85 Unit 3: 7, 14, 27, 32, 42, 49, 50, 59, 93, 100, 101 Unit 4: 8, 9, 10, 15, 32, 33, 49, 64, 65, 67, 77, 82, 83 Unit 5: 15, 27, 29, 30, 34, 46, 47, 48, 53, 71 Unit 6: 8, 11, 27, 30, 46, 53, 62, 69, 70, 72 Unit 7: 15, 16, 31, 34, 46, 51, 52, 70 Unit 8: 16, 34, 35, 45, 46, 53, 65, 70, 71 Strategies for Test Preparation 91–100 Telescoping the Times 67, 91, 95, 135 Critical Thinking Transparencies CT9, CT13, CT14, CT15, CT18, CT26, CT28, CT45, CT46; User’s Guide, 5, 7, 8, 9, 13, 14, 23 World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.04 Detect cause and effect. PE/TE: 215, 772, R6 Add’l TE: 44, 100, 277, 288, 359, 379, 667, 770, 778 In-Depth Resources Unit 1: 56 Unit 3: 74, 90 Unit 7: 23 Access for Students Acquiring English 47, 145, 154, 305 Writing for Social Studies 12–14 PE/TE: 9, 20, 29, 32, 41, 45, 59, 84, 88, 90, 95, 100, 111, 119, 124, 128, 130, 132, 144, 145, 147, 152, 153, 157, 158, 160, 180, 187, 192, 198, 205, 213, 237, 239, 241, 243, 245, 270, 273, 275, 277–279, 281, 290, 291, 301, 302, 311, 317, 323, 325, 333, 335, 346, 348, 349, 351, 359, 361, 379, 397, 399, 406, 409–411, 418, 423, 427, 428, 430, 432, 434, 450, 454, 457, 463, 467, 468, 488, 496, 499, 518, 520, 522, 530, 532, 537, 561, 563, 564, 576, 577, 585–587, 590, 592, 593, 595, 603, 616, 619, 623, 633, 634, 645, 665, 672, 674, 675, 677, 688, 693, 696, 698, 699, 703–705, 709, 717, 719, 721, 726, 732, 743, 746, 749, 759, 761, 762, 770, 784, 786, 795, 799, 800, 806, 807, 815, 822, 827, 830, 831, 834, 837, 845, 857, 860, 862, 866, 870, 873, 874, 876, 879, 885, 887, 896, 900, 903, 912, 914, 916, 919, 923, 927, 930–932, 946, 950, 955, 956, 958, 961, R6 Add’l TE: 12, 15, 29, 32, 57, 85, 111, 119, 145, 205, 215, 218, 238, 272, 276, 278, 307, 320, 334, 359, 361, 378, 379, 381, 423, 428, 447, 464, 474, 476, 499, 513, 528, 530, 532, 542, 565, 573, 576, 585, 637, 640, 663, 665, 667, 673, 697, 700, 719, 727, 746, 770, 777, 784, 785, 806, 813, 823, 825, 829, 878, 921, 923, 943, 957 46 In-Depth Resources Unit 1: 56 Unit 2: 1, 3, 4, 22, 23, 31, 41, 52, 55, 56, 64, 77 Unit 3: 1, 26, 34, 37, 55, 62, 70, 73, 79, 88 Unit 4: 3, 4, 15, 20, 25, 26, 28, 36, 52, 69, 70, 71 Unit 5: 1, 17, 37, 39, 40, 53, 57 Unit 6: 1, 2, 3, 11, 23, 38, 39, 40, 41, 52, 56, 69 Unit 7: 1, 2, 16, 18, 19, 21, 26, 28, 35, 38, 39, 47, 57, 63 Unit 8: 1, 2, 14, 18, 19, 21, 37, 39, 40, 47, 52, 55, 57 Workbook 16, 18, 19, 23, 24, 28, 29, 30, 35, 41, 44, 49, 53, 55, 59, 60, 63, 66, 69, 73, 74, 75, 84, 86, 87, 90, 93, 94, 95, 102, 103, 104, 105, 107, 110, 111, 114, 116, 119, 120, 125, 127, 128, 133, 136, 138, 139, 141, 143 Reading Study Guide 19, 22, 32, 39, 83, 84, 91, 99, 111, 121, 129, 131, 161, 169, 183, 190, 193, 214, 215, 223, 231, 237, 239, 257, 263, 273, 278, 283, 301, 311, 317, 321, 354, 355, 357, 364 Telescoping the Times 19, 27, 31, 35, 39, 43, 47, 51, 55, 59, 67, 71, 75, 79, 83, 87, 91, 99, 107, 111, 115, 123, 127, 131, 135, 139 Critical Thinking Transparencies CT2, CT3, CT7, CT10, CT12, CT13, CT14, CT17, CT18, CT19, CT21, CT22, CT23, CT25, CT26, CT27, CT30, CT31, CT32, CT33, CT34, CT35, CT37, CT56, CT57, CT58, CT59, CT63, CT67, CT72; User’s Guide, 1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 28, 29, 30, 32, 34, 36 Geography Transparencies GT26; User’s Guide, 13 World Art and Cultures Transparencies AT3, AT26, AT55, AT66, AT68; User’s Guide, 2, 13, 28, 33, 34 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.05 Recognize bias and propaganda. PE/TE: 779, R13 Add’l TE: 704, 756, 778, 779, 809, 813 In-Depth Resources Unit 2: 6, 74 Unit 6: 42 Access for Students Acquiring English 58, 96, 275 Writing for Social Studies 19–20, 25–30 PE/TE: 87, 163, 283, 439, 479, 505, 569, 735, 756, 778, 779, 809, 817, R13 Add’l TE: 8, 66, 197, 271, 320, 350, 491, 686, 857, 928 47 In-Depth Resources Unit 2: 52, 69 Unit 3: 24 Unit 4: 43, 76 Unit 5: 65 Unit 6: 42 Unit 7: 47 Unit 8: 10 Reading Study Guide 292 World Art and Cultures Transparencies AT43; User’s Guide, 22 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.06 Recognize and use social studies terms in written and oral reports. PE/TE: S3, S4, R10, R15 Add’l TE: 9, 20, 60, 318, 520, 762 Strategies for Test Preparation 5–8 PE/TE: 11, 16, 21, 22, 32, 39, 45, 51, 53, 61, 66, 71, 76, 78, 87, 91, 96, 101, 102, 114, 119, 125, 131, 135, 136, 145, 152, 157, 162, 167, 168, 176, 180, 187, 188, 202, 206, 215, 220, 223, 224, 237, 241, 247, 248, 273, 278, 281, 282, 291, 298, 302, 307, 311, 312, 321, 326, 331, 335, 336, 347, 351, 355, 361, 362, 370, 379, 381, 382, 394, 399, 406, 411, 412, 422, 427, 432, 437, 438, 447, 450, 457, 458, 458, 473, 477, 478, 488, 494, 499, 503, 504, 517, 525, 530, 535, 539, 540, 550, 557, 562, 567, 568, 576, 583, 588, 592, 597, 598, 608, 612, 618, 623, 624, 637, 642, 646, 653, 654, 663, 668, 672, 679, 680, 689, 696, 700, 705, 709, 710, 719, 723, 728, 733, 734, 746, 752, 759, 763, 764, 774, 780, 784, 789, 790, 800, 810, 815, 816, 826, 830, 834, 841, 845, 846, 861, 865, 870, 875, 879, 880, 891, 895, 900, 905, 906, 915, 920, 925, 935, 936, 944, 951, 956, 961, 962, R15 Add’l TE: 36, 60, 150, 318, 326, 486, 546, 549, 675, 823 48 In-Depth Resources Unit 1: 1, 2, 3, 17, 18, 19, 20, 35, 37, 38, 52, 53, 54, 55 Unit 2: 2, 5, 20, 21, 22, 39, 40, 41 Unit 3: 1, 2, 3, 18, 19, 20, 34, 35, 36, 37, 38, 53, 54, 55, 70, 71, 72, 73, 87, 88, 89 Unit 4: 1, 2, 3, 4, 18, 19, 20, 21, 35, 36, 37, 51, 52, 53, 68, 69, 70, 71 Unit 5: 1, 2, 5, 19, 20, 21, 22, 37, 38, 39, 40, 41, 56, 57, 58, 59 Unit 6: 1, 2, 3, 4, 18, 19, 20, 21, 37, 38, 39, 40, 41, 55, 56, 57, 58 Unit 7: 1, 2, 3, 4, 19, 20, 21, 22, 37, 38, 39, 40, 54, 55, 56, 57, 58 Unit 8: 1, 2, 3, 4, 5, 20, 21, 22, 23, 37, 38, 39, 40, 41, 55, 56, 57, 58 Access for Students Acquiring English 14, 15, 16, 23, 24, 25, 26, 33, 35, 36, 43, 44, 45, 46, 53, 57, 64, 65, 66, 75, 76, 77, 80, 102, 103, 104, 111, 112, 113, 120, 121, 122, 123, 124, 131, 132, 133, 134, 141, 142, 143, 144, 152, 153, 160, 161, 162, 163, 170, 171, 172, 173, 180, 181, 182, 189, 190, 191, 198, 199, 200, 201, 208, 209, 212, 219, 220, 221, 222, 229, 230, 231, 232, 233, 249, 250, 251, 252, 253, 260, 261, 262, 263, 270, 271, 272, 273, 274, 281, 282, 283, 284, 291, 292, 293, 294, 301, 302, 303, 304, 311, 312, 313, 314, 321, 322, 323, 324, 325, 332, 333, 334, 335, 336, 343, 344, 345, 346, 353, 354, 355, 356, 357, 364, 365, 366, 367, 377 Workbook 1–8, 10–15, 17, 20–23, 26–28, 35–76, 79–144 Reading Study Guide 11, 21, 31, 41, 53, 65, 73, 81, 89, 97, 105, 117, 127, 137, 145, 155, 165, 173, 181, 191, 203, 213, 225, 235, 245, 255, 267, 277, 287, 297, 307, 319, 331, 341, 353, 363 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. (continued) 1.07 Distinguish fact and fiction. PE/TE: S8, S10, S12, 114, 124–125, 141, 672, R8 Add’l TE: 60, 69, 77, 84, 222, 330, 519, 581, 623, 666, 671, 773 In-Depth Resources Unit 2: 74 Unit 8: 42 Access for Students Acquiring English 96, 358 PE/TE: S9, S11, S13, 77, R8 Add’l TE: 19, 30, 113, 174, 344, 350, 357, 410, 808, 857, 869 In-Depth Resources Unit 2: 62 Unit 3: 24, 25, 67 Unit 4: 43 1.08 Use context clues and appropriate sources such as glossaries, texts, and dictionaries to gain meaning. PE/TE: S2, S4, S6, S8, S10, 8, 50, 83, 113, 174, 270, 328, 399, 443, 469, 552, 644, 702, 744, 824, 886, 915, R9, R16, R18–R20 Add’l TE: 30, 34, 69, 99, 150, 179, 445, 465, 555, 623, 704, 809, 841 PE/TE: 22, 39, 51, 66, 87, 102, 125, 135, 180, 188, 312, 382, 458, 568, 668, 710, 846, 936, R9, R16, R18–20 Add’l TE: 3C, 34, 150, 318, 486, 546, 549, 562, 675, 721, 823, 953 In-Depth Resources Unit 1: 1, 2, 3, 17, 18, 19, 20, 35, 37, 38, 52, 53, 54, 55 Unit 2: 2, 5, 20, 21, 22, 39, 40, 41 Unit 3: 1, 2, 3, 18, 19, 20, 34, 35, 36, 37, 38, 53, 54, 55, 65, 70, 71, 72, 73, 87, 88, 89 Unit 4: 1, 2, 3, 4, 14, 18, 19, 20, 21, 35, 36, 37, 51, 52, 53, 68, 69, 70, 71 Unit 5: 1, 2, 5, 19, 20, 21, 22, 37, 38, 39, 40, 41, 56, 57, 58, 59 Unit 6: 1, 2, 3, 4, 15, 18, 19, 20, 21, 37, 38, 39, 40, 41, 55, 56, 57, 58 Unit 7: 1, 2, 3, 4, 19, 20, 21, 22, 37, 38, 39, 40, 54, 55, 56, 57, 58 Unit 8: 1, 2, 3, 4, 5, 20, 21, 22, 23, 37, 38, 39, 40, 41, 55, 56, 57, 58 Access for Students Acquiring English 14–16, 23–26, 33, 35–36, 44–46, 53, 57, 64–66, 75–77, 80, 102–104, 111–113, 120–124, 131–134, 141–144, 152–153, 160–163, 170–173, 180–182, 189–191, 198–201, 208–209, 212, 219–222, 229–233, 249–253, 260–263, 270–274, 281–284, 291–294, 301–304, 311–314, 321–325, 332–336, 343–346, 353–357, 364–367 Workbook 1–15, 17, 20–28, 35–45, 47–76, 79–144 Reading Study Guide 5–364 49 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. 2.01 Use appropriate sources of information. PE/TE: S2–S4, S8, S10, S12, 15, 21, 32, 61, 65, 87, 91, 125, 131, 144, 147, 157, 163, 162, 163, 178, 185, 200, 214, 217, 218–219, 245, 246, 280, 299, 301, 329, 334, 343, 347, 372, 373, 376, 401, 419, 433, 435, 465, 498, 514, 557, 564, 604, 618, 642, 652, 711, 817, 954, R19–R24 Add’l TE: 30, 41, 185, 212, 214, 223, 320, 376, 397, 402, 437, 489, 554 Writing for Social Studies 25–30, 67–73 Strategies for Test Preparation 13–20 PE/TE: S11, S13, S30–S31, 8, 23, 53, 77, 87, 129, 136, 137, 176, 185, 196, 207, 219, 243, 293, 305, 320, 326, 329, 376, 437, 465, 514, 520, 557, 711, 744, 817, R19–R24 Add’l TE: 4, 19, 27, 30, 46, 112, 130, 141, 148, 207C, 217, 218, 280, 297, 327, 328, 334, 337, 352, 363C, 372, 416, 425, 437, 443, 448, 510, 511, 514, 520, 552, 563, 575, 634, 649, 652, 701, 703, 707, 741, 744, 752, 761, 781, 782, 804, 805, 853, 869, 896, 902, 904, 927 50 In-Depth Resources Unit 1: 9, 24, 25, 63, 64, 65 Unit 2: 31, 61, 62, 65, 78 Unit 3: 9, 25, 44, 65, 96 Unit 4: 8, 11, 41–42, 58 Unit 5: 45 Unit 6: 8, 9, 10, 11, 15, 25, 27, 28, 35, 46, 48, 62, 63, 64, 65 Unit 7: 8, 9, 10, 11, 12–13, 14, 26, 27, 28, 29, 30–31, 32, 44, 45, 46, 47, 48, 49–50, 62, 63, 64, 65, 66–68 Unit 8: 9, 10, 11, 12, 13–15, 27, 28, 29, 30, 31, 32–33, 45, 46, 47, 48, 62, 63, 64, 65, 66–69 Strategies for Test Preparation 91–100 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno’s Voyage, the Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," the Qur’an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten-ThousandWord Memorial, World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, 51 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Prince Klemens von Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine," Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, 52 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 53 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) 2.02 Explore print and nonprint materials. PE/TE: S8, S10, S12, 15, 21, 32, 61, 65, 87, 91, 125, 131, 144, 147, 157, 163, 162, 163, 178, 185, 200, 214, 217, 218–219, 245, 246, 280, 299, 301, 329, 334, 343, 347, 372, 373, 376, 401, 419, 433, 435, 465, 498, 514, 557, 564, 604, 618, 642, 652, 711, 817, 954, R19–R24 Add’l TE: 8, 25, 30, 60, 112, 154, 197, 223, 320, 376, 397, 402, 437, 489, 554, 933 In-Depth Resources Unit 1: 21 Writing for Social Studies 2–6, 19–21, 22–23, 25–30, 32–34, 109–110 Strategies for Test Preparation 13–20 Geography Skills and Outline Maps 1–8 PE/TE: S11, S13, S30–S31, 8, 23, 53, 77, 87, 129, 136, 137, 176, 185, 196, 207, 219, 243, 293, 305, 320, 326, 329, 376, 437, 465, 514, 520, 557, 711, 744, 817, R19–R24 Add’l TE: 4, 19, 27, 30, 46, 112, 130, 141, 148, 207C, 217, 218, 280, 297, 327, 328, 334, 337, 352, 363C, 372, 416, 425, 437, 443, 448, 510, 511, 514, 520, 552, 563, 575, 634, 649, 652, 701, 703, 707, 741, 744, 752, 761, 781, 782, 804, 805, 853, 869, 896, 902, 904, 927 54 In-Depth Resources Unit 1: 9, 24, 25, 63, 64, 65 Unit 2: 31, 61, 62, 65, 78 Unit 3: 9, 25, 44, 65, 96 Unit 4: 8, 11, 41–42, 58 Unit 5: 45 Unit 6: 8, 9, 10, 11, 15, 25, 27, 28, 35, 46, 48, 62, 63, 64, 65 Unit 7: 8, 9, 10, 11, 12, 13, 14, 26, 27, 28, 29, 30, 31, 32, 33, 44, 45, 46, 47, 48, 49, 50, 62, 63, 64, 65, 66–68 Unit 8: 9, 10, 11, 12, 13–15, 27, 28, 29, 30, 31, 32–33, 45, 46, 47, 48, 62, 63, 64, 65, 66–69 Preparation 91–100 Geography Skills and Outline Maps 9–36 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," The Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno’s Voyage, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," the Qur’an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten-ThousandWord Memorial, World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, 55 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," "The Irish Potato Famine," A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, 56 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 57 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) 2.03 Utilize different types of technology. PE/TE: R20, R25 Add’l TE: 5, 29, 55, 80, 144, 209, 237, 250, 285, 358, 372, 392, 415, 421, 441, 481, 514, 557, 561, 581, 620, 634, 667, 696, 738, 783, 853, 905, 942, 943, 944, 959 Writing for Social Studies 29–30, 32–34, 109–110 PE/TE: 4, 24, 79, 103, 137, 163, 189, 208, 249, 265, 284, 363, 383, 414, 459, 489, 541, 569, 597, 625, 653, 661, 677, 696, 711, 735, 765, 799, 817, 847, 881, 904, 963, R19–R20, R5 Add’l TE: 3D, 23D, 79D, 107D, 169D, 184, 207D, 229D, 265D, 309, 313D, 323, 345, 363D, 387D, 404, 413D, 439D, 459D, 79D, 509D, 541D, 561, 569D, 599D, 607, 629D, 655D, 711D, 739D, 746, 771, 791D, 817D, 843, 907D, 937C 58 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno’s Voyage, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," "An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricom, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," The Qur’an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten-ThousandWord Memoria World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, 59 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine," A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, 60 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 61 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) 2.04 Utilize community related resources such as field trips, guest speakers, and interviews. Add’l TE: 44, 276, 434 Writing for Social Studies 20–23, 22–24 PE/TE: 343, 881 Add’l TE: 65, 121, 337D, 548, 555, 722, 735, 817C, 927 2.05 Transfer information from one medium to another such as written to visual and statistical to written. Add’l TE: 18, 30, 34, 49, 64, 73, 118 In-Depth Resources Unit 2: 42, 58 Unit 3: 21, 39, 56, 74, 90 Unit 4: 22, 38, 54 Unit 5: 42 Unit 7: 59 Unit 8: 6 Access for Students Acquiring English 78, 87, 114, 125, 135, 145, 154, 174, 183, 192, 234, 326, 337 Writing for Social Studies 2–6, 20–23, 22–24, 84 Strategies for Test Preparation 21–48 PE/TE: 53, 103, 283, 599, 681, 765, 847, 937, 969 Add’l TE: 14, 155, 484, 604, 694, 748, 756, 777, 789, 889, 895, 942, 949 62 In-Depth Resources Unit 1: 42, 44 Unit 2: 31, 34, 45, 80 Unit 3: 13, 25, 42, 43, 64, 79 Unit 5: 26 Reading Study Guide 5, 7, 8, 9, 13, 15, 17, 18, 19, 23, 25, 26, 27, 29, 33, 35, 37, 39, 40, 43, 45, 47, 49, 50, 51, 52, 55, 57, 59, 61, 62, 63, 67, 69, 71, 72, 75, 77, 79, 80, 83, 84, 85, 87, 91, 93, 95, 96, 99, 101, 102, 103, 107, 109, 111, 113, 114, 115, 119, 121, 122, 123, 125, 129, 131, 133, 135, 136, 139, 141, 143, 144, 147, 149, 151, 153, 154, 157, 159, 161, 163, 164, 167, 169, 170, 171, 175, 177, 179, 180, 183, 184, 185, 187, 189, 190, 193, 195, 196, 197, 199, 201, 205, 207, 208, 209, 211, 215, 217, 218, 219, 221, 223, 227, 228, 229, 231, 233, 237, 239, 240, 241, 243, 247, 249, 250, 251, 253, 257, 259, 260, 261, 263, 265, 269, 271, 273, 275, 276, 279, 281, 283, 284, 285, 289, 291, 292, 293, 295, 299, 301, 302, 303, 305, 309, 311, 313, 314, 315, 317, 318, 321, 323, 325, 326, 327, 329, 333, 336, 337, 339, 343, 345, 347, 349, 351, 352, 355, 357, 359, 361, 362 Critical Thinking Transparencies CT1–CT72; User’s Guide, 1–36 Geography Transparencies GT1–GT45; User’s Guide, 1–18 World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, and report information using diverse modalities to demonstrate the knowledge acquired. (continued) 2.06 Create written, oral, musical, visual and/or theatrical presentations of social studies information. PE/TE: R27–R29 Add’l TE: 19, 44A, 70, 121A, 213, 235, 243, 246, 270, 353 Writing for Social Studies 1–10, 11–24, 25–34, 35–108, 109–110, 111–113, 114–122 Strategies for Test Preparation 49–68 PE/TE: 23, 53, 79, 103, 137, 169, 189, 207, 225, 249, 265, 283, 313, 337, 363, 387, 413, 439, 459, 479, 505, 540, 569, 599, 625, 655, 681, 711, 735, 765, 791, 817, 847, 880, 907, 937, 963 Add’l TE: 20, 30, 58, 63, 68, 89, 93, 99, 126, 143, 182, 189D, 212, 240, 270, 290, 320, 344, 375, 401, 419, 444, 475, 484, 533, 547, 594, 614, 640, 662, 693, 718, 756, 776, 805, 817C, 867, 887, 919, 954 63 In-Depth Resources Unit 1: 4, 22, 40, 57 Unit 2: 7–8, 26–27, 37, 43–44, 45, 59–60 Unit 3: 5, 8, 10, 26, 40, 57–58, 75–76, 92, 96 Unit 4: 54, 55, 57 Unit 5: 11, 12, 42 Unit 6: 7, 43, 61 Unit 7: 6 Unit 8: 6, 7, 12, 25, 43, 47, 60, 63 Access for Students Acquiring English 17, 28, 38, 48, 59–60, 70–71, 78, 79–80, 88–89, 126, 136–137, 146–147, 156, 192, 193, 234, 296, 337, 338, 348, 359, 369 Reading Study Guide 5–364 Geography Skills and Outline Maps 9–36 Telescoping the Times 3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43, 47, 51, 55, 59, 63, 67, 71, 75, 79, 83, 87, 91, 95, 99, 103, 107, 111, 115, 119, 123, 127, 131, 135, 139, 143 Critical Thinking Transparencies CT1–CT72; User’s Guide, 1–36 Geography Transparencies GT1–GT45; User’s Guide, 1–18 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources and materials. 3.01 Use map and globe reading skills. PE/TE: S20–S23, 15, 24–25, 27, 33–35, 42–43, 46, 199–200, 368, 467–468, 497, 591, 599, 728, 828, 838–839, 903, 904, R21, R22 Add’l TE: 10, 54, 64, 80, 108, 130, 138, 170, 190, 194, 208, 230, 266, 349, 591, 728, 904 In-Depth Resources Unit 1: 4 Unit 5: 42 Access for Students Acquiring English 17, 234 Strategies for Test Preparation 37–44 Geography Skills and Outline Maps 1–8 PE/TE: 10, 15, 24, 27, 28, 32, 34, 42, 43, 47, 52, 53, 58, 71, 73, 80, 94, 130, 199, 225, 241, 275, 323, 368, 379, 408, 467, 493, 497, 533, 541, 591, 599, 644, 693, 718, 728, 748, 838, 873, 881, 903, 904, 948, R22 Add’l TE: 4, 10, 15, 25, 28, 34, 43, 45, 46, 47, 54, 58, 81, 94, 149, 200, 275, 344, 368, 408, 445, 460, 467, 497, 527, 588, 591, 644, 682, 712, 725, 728, 762, 784, 828, 838, 852, 873, 898 In-Depth Resources Unit 1: 9, 57–58 Unit 2: 7–8, 26–27, 43–44, 75 Unit 3: 75–76, 91–92 Unit 4: 39, 55–56, 67, 73–74 Unit 5: 43–44 Unit 6: 43–44, 60–61 Unit 7: 24–25, 42–43, 60–61 Unit 8: 7–8, 25–26, 43–44, 60–61 Geography Skills and Outline Maps 9–36 Geography Transparencies GT1–GT45; User’s Guide, 1–18 3.02 Interpret graphs and charts. PE/TE: S16, S18, R23, R24 Add’l TE: 14, 43, 251, 472, 863 In-Depth Resources Unit 4: 54, 38 Unit 8: 6 Access for Students Acquiring English 192, 337 Writing for Social Studies 3–4, 5–6 Strategies for Test Preparation 25–36 PE/TE: 14, 19, 120, 143, 203, 242, 249, 273, 317, 321, 361, 459, 523, 604, 660, 671, 755, 765, 803, 963, R23–R24 Add’l TE: 14, 19, 133, 251, 472, 486, 604, 613, 636, 755, 772, 776, 777, 789, 856, 858, 863, 895, 946 In-Depth Resources Unit 2: 37, 72, 73 Unit 3: 5–6, 56 Unit 4: 54 Unit 6: 6–7 Unit 8: 6 Reading Study Guide 8, 26, 40, 52, 62, 72, 80, 84, 96, 114, 122, 136, 144, 154, 164, 170, 180, 184, 190, 196, 208, 218, 228, 240, 250, 260, 276, 284, 302, 314, 318, 326, 336, 352, 362 Critical Thinking Transparencies User’s Guide, 1–36 64 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create and use resources and materials. (continued) 3.03 Detect bias. PE/TE: 779, R13 Add’l TE: 704, 778, 779, 809, 813 In-Depth Resources Unit 2: 6, 74 Unit 6: 42 Access for Students Acquiring English 58, 96, 275 Writing for Social Studies 20–22, 23, 25–30, 62–66 PE/TE: 87, 163, 283, 439, 479, 505, 569, 735, 778, 779, 809, 817, R13 Add’l TE: 8, 66, 197, 271, 320, 350, 491, 686, 857, 928 65 In-Depth Resources Unit 2: 52, 69 Unit 3: 24, 25, 39 Unit 4: 43, 76 Unit 5: 65 Unit 6: 42 Unit 7: 47 Unit 8: 10 Access for Students Acquiring English 275 Reading Study Guide 292 Electronic Library of Primary Resources "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," The Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of the Buddha, "Hanno’s Voyage, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," "An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes’ Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The OlsenChubbuck Site: A PaleoIndian Bison Kill," "New Light on the Olmecs," The Qur’an," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," TenThousand-Word Memorial, The History of the World Conqueror, World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources and materials. (continued) "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner’s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi"—Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew’s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," 66 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources and materials. (continued) "Of Studies," The Persian Letters, Gulliver’s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth VigéeLebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Prince Klemens von Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine," A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii’s Story by Hawaii’s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, 67 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources and materials. (continued) Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student’s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane— Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying 3.04 Interpret the social and political messages of cartoons. PE/TE: S12, S13, R16, R20 Strategies for Test Preparation 21–24 PE/TE: 574, 625, 681, 696, 723, 937, 951, R16, R20 Add’l TE: 723 68 In-Depth Resources Unit 8: 12, 47 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources and materials. (continued) 3.05 Interpret history through artifacts, arts, and media. PE/TE: S8, S10, 15, 87, 185, 164, 214, 218–219, 245, 329, 343, 376, 401, 419, 465, 498, 521, 619–623, 731, 779, R20 Add’l TE: 5, 19, 25, 38, 55, 81, 109, 139, 171, 191, 200, 209, 231, 376, 397, 402, 622, 731, 750, 779, 934 In-Depth Resources Unit 1: 21 Access for Students Acquiring English 27 PE/TE: S11, 514, 129, 136, 176, 185, 207, 219, 293, 329, 343, 376, 465, 521, 619, 622, 731, 779, 814, 934, R20 Add’l TE: 4, 40, 112, 138, 207C, 218, 228, 280, 327, 328, 358, 416, 441, 510, 511, 543, 634, 683, 741, 752, 767, 853, 904 In-Depth Resources Unit 1: 9, 44 Unit 2: 61, 78 Unit 3: 94 Unit 4: 8 Unit 6: 27, 72 World Art and Cultures Transparencies AT1–AT80; User’s Guide, 1–40 SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues. 4.01 Use hypothetical reasoning processes. PE/TE: R11 Add’l TE: 90, 121, 139, 186, 201, 312, 464, 605, 867 In-Depth Resources Unit 1: 39 Unit 2: 42 Unit 3: 21 Unit 4: 5 Unit 5: 60 Unit 6: 5 Access for Students Acquiring English 37, 78, 119, 164, 244, 254 Writing for Social Studies 14–16 PE/TE: 22, 53, 56, 79, 172, 210, 225, 268, 286, 337, 358, 442, 462, 482, 489, 512, 544, 572, 602, 632, 658, 714, 742, 768, 820, 861, 884, 910, 940, R4 Add’l TE: 69, 89, 124, 207C, 313C, 323, 340, 416, 464, 565, 605, 711C, 739C, 776, 797, 859, 867, 930, 950 In-Depth Resources Unit 1: 50 Unit 2: 62, 76, 80 Unit 3: 44, 83 Unit 5: 60, 62 Unit 6: 71 Unit 7: 17 Unit 8: 8, 62 Critical Thinking Transparencies CT1, CT29, CT35, CT40, CT53, CT57, CT58, CT67, CT70; User’s Guide, 1, 15, 18, 20, 27, 29, 34, 35 4.02 Examine, understand, and evaluate conflicting viewpoints. PE/TE: 250–265 Add’l TE: 117, 239, 295, 455, 470, 578, 640, 698, 718, 761 In-Depth Resources Unit 2: 58 Unit 3: 56 Unit 4: 72 Unit 6: 22, 59 Unit 7: 41 Access for Students Acquiring English 87, 135, 202, 264, 285, 315 Writing for Social Studies 14–16, 18–19 PE/TE: 653, 700 Add’l TE: 117, 165, 275, 380, 449, 485, 509C, 522, 553, 578, 616, 689, 694, 698, 705, 718, 761, 772, 786, 794, 817C, 830, 836, 870, 881C, 886, 903, 914, 922 In-Depth Resources Unit 1: 10 Unit 3: 15, 30, 62, 77 Unit 4: 47, 72 Unit 5: 20, 28, 46, 64, 66 Unit 6: 68 Unit 7: 8, 65 Unit 8: 10, 28, 55 Workbook 81, 141 Critical Thinking Transparencies CT4, CT66; User’s Guide, 2, 33 69 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary and controversial world issues. (continued) 4.03 Recognize and analyze values upon which judgments are made. PE/TE: R5, R14 Add’l TE: 86, 101, 133, 295, 532, 578, 649, 678, 730, 897, 947 In-Depth Resources Unit 2: 6 Unit 5: 6 Unit 6: 42 Unit 8: 59, 24 Access for Students Acquiring English 58, 213, 275, 347, 368 PE/TE: 172, 369, 413, 602, 681, 714, 817, 820, 884, 900, 905, R5, R14 Add’l TE: 90, 117, 147, 390, 442, 532, 541C, 544, 607, 662, 843, 858, 867, 914, 947 4.04 Apply conflict resolutions. Add’l TE: 89, 595, 786, 787 Add’l TE: 117, 470, 629D 4.05 Predict possible outcomes. Add’l TE: 312, 574 In-Depth Resources Unit 4: 5 Unit 5: 60 Access for Students Acquiring English 164, 244 PE/TE: 26, 192, 358, 361, 459, 505, 541, 684, 963 Add’l TE: 89, 439, 554, 905 70 In-Depth Resources Unit 1: 26, 45, 62 Unit 2: 12 Unit 3: 7, 15, 27, 45, 66 Unit 4: 9, 26, 28, 32, 33 Unit 5: 9, 10, 30, 53, 63 Unit 6: 34 Unit 7: 47, 50 Unit 8: 16, 35, 53 Critical Thinking Transparencies CT4, CT25, CT30, CT55, CT66, CT67, CT77; User’s Guide, 2, 3, 15, 28, 33, 34 Critical Thinking Transparencies CT25, CT77; User’s Guide, 13 In-Depth Resources Unit 1: 49 Unit 3: 20 Unit 4: 37 Unit 6: 16, 25, 69 Unit 8: 24, 53, 62 Access for Students Acquiring English 113, 164, 182, 244 Workbook 40, 67 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary, and controversial world issues. (continued) 4.06 Draw conclusions. PE/TE: R17 Add’l TE: 77, 305, 396, 475, 532, 808 In-Depth Resources Unit 1: 39 Unit 4: 5 Unit 5: 6, 60 Unit 8: 24 Access for Students Acquiring English 37, 164, 213, 244, 347 Writing for Social Studies 14–16, 18–19, 19–20 PE/TE: 8, 12, 18, 39, 45, 67, 76, 77, 114, 162, 166, 167, 178, 183, 196, 220, 247, 269, 293, 341, 380, 393, 396, 397, 399, 425, 430, 475, 513, 527, 550, 555, 562, 612, 617, 638, 706, 772, 801, 810, 824, 834, 900, 920, 951, R17 Add’l TE: 41, 43, 85, 150, 170, 200, 202, 274, 282, 305, 314, 354, 396, 407, 451, 475, 486, 542, 551, 582, 606, 723, 792, 821, 839, 938 4.07 Offer solutions. Add’l TE: 89, 803, 897 Writing for Social Studies 14–16 PE/TE: 210, 268, 442, 512, 602, 632, 658, 884 Add’l TE: 32, 629D, 668, 695, 761 71 In-Depth Resources Unit 1: 8, 13, 14, 15, 24, 28, 32, 34, 37, 49, 61, 66 Unit 2: 4, 9, 13, 17, 35, 36, 53, 62, 85, 87 Unit 3: 3, 14, 15, 17, 18, 31, 66, 69, 71, 73, 84, 87, 94, 99, 100 Unit 4: 8, 15, 32, 33, 42, 48, 49, 51, 64, 65, 67 Unit 5: 4, 16, 20, 21, 35, 45, 52, 53, 55, 58 Unit 6: 3, 11, 15, 16, 26, 40, 45, 53, 55, 58 Unit 7: 15, 18, 22, 27, 40, 52, 55, 68, 69 Unit 8: 15, 16, 17, 19, 21, 29, 30, 34, 40, 51, 52, 57, 58 Access for Students Acquiring English 35, 37, 56, 104, 111, 142, 144, 151, 164, 189, 211, 213, 220, 221, 242, 244, 252, 273, 281, 284, 304, 314, 322, 344, 347, 356, 366, 367 Workbook 10, 19, 37, 38, 51, 53, 54, 68, 78, 81, 82, 91, 95, 104, 106, 109, 117, 121, 123, 126, 133, 139, 143, 144 Telescoping the Times 3, 11, 15, 19, 23, 27, 39, 59, 63, 67, 79, 83, 87, 95, 111, 143 Critical Thinking Transparencies CT7, CT8, CT9, CT10, CT11, CT14, CT15, CT18, CT24, CT25, CT26, CT29, CT35, CT37, CT39, CT45, CT54, CT55, CT58, CT61, CT68; User’s Guide, 4, 5, 6, 7, 8, 9, 12, 13, 15, 18, 19, 20, 23, 27, 28, 29, 31, 34 Geography Transparencies GT1, GT4, GT8, GT9, GT17, GT25, GT29, GT30, GT34, GT36; User’s Guide, 1, 2, 4, 5, 9, 13, 15, 17, 18 World Art and Cultures Transparencies AT1, AT4, AT5, AT16, AT24, AT34, AT37, AT38, AT42, AT50, AT53, AT58, AT66, AT67, AT73, AT78; User’s Guide, 1, 2, 3, 8, 12, 17, 19, 21, 25, 27, 29, 33, 34, 37, 39 Critical Thinking Transparencies CT25, CT77; User’s Guide, 13 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals APPLICATION INSTRUCTION Pupil’s Edition and Teacher’s Edition Print Ancillaries Technology and Transparencies SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary, and controversial world issues. (continued) 4.08 Develop hypotheses. PE/TE: R11 Add’l TE: 186, 605, 867 In-Depth Resources Unit 2: 42, 58 Unit 3: 21 Unit 4: 5 Unit 5: 60 Unit 6: 5, 22, 59 Unit 7: 41 Unit 8: 24 Access for Students Acquiring English 24, 78, 87, 114, 164, 347 PE/TE: 22, 53, 56, 79, 172, 210, 225, 268, 286, 337, 358, 442, 462, 482, 489, 512, 544, 572, 602, 632, 658, 714, 742, 768, 820, 861, 884, 910, 940, R11 Add’l TE: 69, 89, 124, 207C, 313C, 323, 340, 416, 464, 565, 605, 711C, 739C, 776, 797, 859, 867, 930, 950 In-Depth Resources Unit 1: 50 Unit 2: 62, 76, 80 Unit 3: 44, 83 Unit 5: 60, 62 Unit 6: 71 Unit 7: 17 Unit 8: 8, 62 Critical Thinking Transparencies CT1, CT29, CT35, CT40, CT53, CT57, CT58, CT67, CT70; User’s Guide, 1, 15, 18, 20, 27, 29, 34, 35 SKILL COMPETENCY GOAL (5) The learner will acquire strategies needed for effective incorporation of computer technology in the learning process. 5.01 Use word processing to create, format, and produce classroom assignments/ projects. PE/TE: R27, R29 PE/TE: 127, 162, 189, 189C, 225, 249, 265, 439, 479, 505, 541, 655, 681, 765, 791, 907 Add’l TE: 90, 129, 144, 169D, 207D, 239, 289, 301, 304, 313C, 334, 344, 454, 466, 496, 702, 797, 817D, 836, 859, 868, 886, 907C 5.02 Create and modify a database for class assignments. PE/TE: R26 TE: 53D, 137D, 169D 5.03 Create, modify, and use spreadsheets to examine realworld problems. PE/TE: R26 PE/TE: 103, 189, 765, 907 Add’l TE: 222 5.04 Create nonlinear projects related to the social studies content area via multimedia presentations. PE/TE: R20, R28 PE/TE: 23, 53, 121, 169, 249, 313 Add’l TE: 79D, 107D, 126, 134, 137D, 169D, 178, 207D, 265D, 413D, 569D, 881D, 937C 72 In-Depth Resources Unit 1: 10, 26, 42, 46, 59, 62, 65 Unit 2: 12, 29, 30, 34, 45, 51, 63, 80, 83 Unit 3: 10, 13, 26, 30, 43, 64, 77, 79, 95 Unit 4: 8, 26, 44, 47, 57, 62, 81 Unit 5: 9, 11, 26, 28, 33, 46, 51, 64, 66 Unit 6: 9, 10, 14, 27, 33, 51, 63, 68 Unit 7: 8, 13, 33, 47, 50 Unit 8: 10, 27, 28, 33, 47, 63, 64, 69