Download World History: Connections to Today, The Modern

Prentice Hall World History: Connections to Today,
The Modern Era © 2005
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and
Indicators
(Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
History
Students use materials drawn from the diversity of
human experience to analyze and interpret significant
events, patterns and themes in the history of Ohio, the
United States and the world.
SE/TE: Comparing Viewpoints, 47, 146, 245, 514;
Assessing Your Skills: Analyzing Primary
Sources, xxxvi-xxxvii, 77, 177, 227, 270, 323,
421, 481, 569, 608, 652; Chapter Assessment:
Analyzing Primary Sources, 58–59, 80–81,
106–107, 134–135, 162–163, 192–193, 212–
213, 232–233, 264–265, 288–289, 312–313,
338–339, 366–367, 396–397, 416–417, 440–
441, 464–465, 494–495, 522–523, 552–553,
576–577, 602–603, 628–629, 654–656;
Synthesizing Information, 103, 123, 201, 308,
344, 409, 457, 529, 589; You Are There, 117,
205, 255, 335, 384, 475, 564, 625
Grade Nine
Enlightenment Ideas
1.
Explain how Enlightenment ideas produced
enduring effects on political, economic and
cultural institutions, including challenges to
religious authority, monarchy and absolutism.
SE/TE: The Scientific Revolution, 54–57; The
Enlightenment and the American Revolution,
142–143; Philosophy in the Age of Reason,
144–148; Enlightenment Ideas Spread, 149–
151; Britain at Mid-Century, 154–157; Birth
of the American Republic, 158–161; Review
and Assessment, 162–163
TE:
142A–142B
2.
Explain connections among Enlightenment ideas,
the American Revolution, the French Revolution
and Latin American wars for independence.
SE/TE: The Enlightenment and the American
Revolution, 142–143; Enlightenment Ideas
Spread, 149–151; Birth of the American
Republic, 158–161; The French Revolution
and Napoleon, 164–165; On the Eve of
Revolution, 166–170; Creating a New France,
171–175; Radical Days, 176–181; An Age of
Ideologies, 216–218; Revolutions of 1830 and
1848, 219–220; Latin American Wars of
Independence, 225–229
TE:
164A–164B
SE = Student Edition
TE = Teacher Edition
-1-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
Industrialization
3.
Explain the causes and effects of the Industrial
Revolution with emphasis on:
a.
How scientific and technological changes
promoted industrialization in the textile
industry in England;
SE/TE: The Industrial Revolution Begins, 194–195;
Changes in the Textile Industry, 200; The
Factory System, 204; Spinning Thread in a
Textile Mill, 205
TE:
194A–194B
b.
The impact of the growth of population, ruralto-urban migrations, growth of industrial
cities, and emigration out of Europe;
SE/TE: The Population Explosion, 198; Hardships of
Early Industrial Life, 203–207; Review and
Assessment, 212–213; The World of Cities,
249–252; Changing Attitudes and Values,
253–259; Review and Assessment, 264–265
TE:
194A–194B, 240A–240B
c.
The changing role of labor and the rise of the
union movement;
SE/TE: Labor Unions, 207, 210, 241, 311; WorkingClass Struggles, 251–252
d.
Changes in living and working conditions for
the early industrial working class, especially
women and children;
SE/TE: Hardships of Early Industrial Life, 203–207;
Life in the Industrial Age, 240–241; The
World of Cities, 249–252; Changing Attitudes
and Values, 253–259
TE:
194A–194B, 240A–240B
e.
The growth of industrialization around the
world.
SE/TE: The Industrial Revolution Begins, 194–195;
Dawn of the Industrial Age, 196–198; The
Industrial Revolution Spreads, 242–248; The
World of Cities, 249–252; Changing Attitudes
and Values, 253–259; A New Culture, 260–
263; Review and Assessment, 264–265
TE:
194A–194B, 240A–240B
Imperialism
4.
Describe the political, economic and social roots
of imperialism.
SE/TE: The New Imperialism, 314–315; A WesternDominated World, 316–318; The Partition of
Africa, 319–324; Europeans Challenges to the
Muslim World, 325–328; The British Take
Over India, 329–332; China and the New
Imperialism, 333–337; Review and
Assessment, 338–339; Japan Modernizes,
342-347; Southeast Asia and the Pacific, 348350; Economic Imperialism in Latin America,
356-360; Impact of Imperialism, 361–365;
Review and Assessment, 366–367
TE:
314A–314B, 340A-340B
SE = Student Edition
TE = Teacher Edition
-2-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
5.
Analyze the perspectives of the colonizers and the
colonized concerning:
a.
Indigenous language;
SE/TE: Humanitarian Goals & Social Darwinism,
317; Forms of Imperial Rule, 318;
Missionaries, 320; A Schoolroom in East
Africa, 323; Different Views on Culture, 331
TE:
314A–314B
d.
Natural resources
Labor
Political systems;
SE/TE: The New Imperialism, 314–315; A WesternDominated World, 316–318; The Partition of
Africa, 319–324; Europeans Challenges to the
Muslim World, 325–328; The British Take
Over India, 329–332; China and the New
Imperialism, 333–337; Review and
Assessment, 338–339; Japan Modernizes,
342-347; Southeast Asia and the Pacific, 348350; Economic Imperialism in Latin America,
356-360; Impact of Imperialism, 361–365;
Review and Assessment, 366–367
TE:
314A–314B, 340A-340B
e.
Religion.
SE/TE: Humanitarian Goals & Social Darwinism,
317; Forms of Imperial Rule, 318;
Missionaries, 320; A Schoolroom in East
Africa, 323; Different Views on Culture, 331
TE:
314A–314B
b.
c.
6.
(If submission is not a text, cite appropriate resource(s))
Explain the global impact of imperialism
including:
a.
Modernization of Japan;
SE/TE: Japan Modernizes, 342–347
TE:
340A-340B
b.
Political and social reform in China;
SE/TE: China and the New Imperialism, 333–337
TE:
314A–314B
c.
Exploitation of African resources.
SE/TE: The Partition of Africa, 319–324; Europeans
Challenges to the Muslim World, 325–328
TE:
314A–314B
20th Century Conflict
7.
Analyze the causes and effects of World War I
with emphasis on:
SE = Student Edition
TE = Teacher Edition
-3-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
8.
9.
(If submission is not a text, cite appropriate resource(s))
a.
Militarism, imperialism, nationalism and
alliances;
SE/TE: World War I and Its Aftermath, 374-375; The
Stage is Set, 376–379; The Guns of August,
380–382; A New Kind of Conflict, 383–387;
Winning the War, 388–391; Review and
Assessment, 396–397
TE:
374A–374B
b.
The global scope, outcomes and human costs
of the war;
SE/TE: A Global Conflict, 386–387; The Costs of
War, 392–393
TE:
374A–374B
c.
The role of new technologies and practices
including the use of poison gas, trench
warfare, machine guns, airplanes, submarines
and tanks;
SE/TE: World War I and Its Aftermath, 374-375; A
New Kind of Conflict, 383–387; Winning the
War, 388–391; Review and Assessment, 396–
397
TE:
374A–374B
d.
The Treaty of Versailles and the League of
Nations.
SE/TE: Making the Peace, 392–395; Review and
Assessment, 396–397
TE:
374A–374B
Analyze the causes and consequences of the
Russian Revolution including:
a.
The lack of economic, political and social
reforms under the tsars;
SE/TE: Absolute Monarchy in Russia, 129–133;
Revolution in Russia, 398–399; Two
Revolutions in Russia, 400–404; From Lenin
to Stalin, 405-410; Life in a Totalitarian State,
411-417
TE:
398A-398B
b.
The impact of World War I;
SE/TE: Revolution in Russia, 398–399; Two
Revolutions in Russia, 400–404
TE:
398A-398B
c.
The emergence of Lenin, Stalin and the
Bolsheviks;
SE/TE: Two Revolutions in Russia, 400–404; From
Lenin to Stalin, 405-410
TE:
398A-398B
d.
The rise of communism in Russia.
SE/TE: Two Revolutions in Russia, 400–404; From
Lenin to Stalin, 405-410; Life in a Totalitarian
State, 411-417
TE:
398A-398B
Assess the global impact of post-World War I
economic, social and political turmoil including:
a.
Disarmament;
SE/TE: Making the Peace, 392–395; Review and
Assessment, 396–397
TE:
374A–374B
SE = Student Edition
TE = Teacher Edition
-4-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
b.
Worldwide depression;
SE/TE: Crisis of Democracy in the West, 442–443;
The Western Democracies, 444–449
c.
Colonial rebellion;
SE/TE: Nationalism and Revolution Around the
World, 418–419; Struggle for Change in Latin
America, 420–423; Nationalist Movements in
Africa and the Middle East, 424–428; India
Seeks Self Rule, 429–431; Review and
Assessment, 440–441
TE:
418A–418B
d.
Rise of militarist and totalitarian states in
Europe and Asia.
SE/TE: Empire of the Rising Sun, 436–439; Fascism
in Italy, 455–458; Hitler and the Rise of Nazi
Germany, 459–463; Review and Assessment,
464–465
TE:
442A–442B
10. Analyze the causes of World War II including:
a.
Appeasement;
SE/TE: Aggression, Appeasement, and War, 468–472
TE:
466A–466B
b.
Axis expansion;
SE/TE: The Global Conflict: Axis Advances, 473–478
TE:
466A–466B
c.
The role of the Allies.
SE/TE: Global Conflict: Allied Successes, 479–484;
Toward Victory, 485–488; Review and
Assessment, 494–495
TE:
466A–466B
11. Analyze the consequences of World War II
including:
a.
Atomic weapons
b.
Civilian and military losses;
SE/TE: Aftermath of War, 489–490
TE:
466A–466B
c.
The Holocaust and its impact;
SE/TE: The Campaign Against the Jews Begins, 463;
The Holocaust, 481, 489
TE:
466A–466B
d.
Refugees and poverty;
SE/TE: Aftermath of War, 489–490
TE:
466A–466B
e.
The United Nations;
SE/TE: United Nations 490; also see: 502, 507, 517,
546, 551, 562, 568, 585, 593, 611, 615, 620
f.
The establishment of the state of Israel.
SE/TE: Birth of Israel, 587-588
SE = Student Edition
TE = Teacher Edition
-5-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
12. Analyze the impact of conflicting political and
economic ideologies after World War II that
resulted in the Cold War including:
a.
Soviet expansion in Eastern Europe;
SE/TE: From World War to Cold War, 489–493; The
Changing Political Climate, 504–506
b.
The division of Germany;
SE/TE: Divisions in Germany, 492–493; Europe: The
Cold War and After, 526–527; Germany:
Division and Reunification, 534–535
c.
The emergence of NATO and the Warsaw
Pact;
SE/TE: Military Alliances, 493; also see: NATO, 526,
527, 534, 536, 545, 549, 550, 551; Warsaw
Pact, 467, 542, 548
d.
The Chinese Communist Revolution.
SE/TE: Upheavals in China, 432–435; From
Revolution to Reform in China, 560–565
13. Examine social, economic and political struggles
resulting from colonialism and imperialism
including:
a.
Independence movements in India, Indochina
and Africa;
SE/TE: Nationalism and Revolution Around the
World, 418–419; Struggle for Change in Latin
America, 420–423; Nationalist Movements in
Africa and the Middle East, 424–428; India
Seeks Self Rule, 429–431; Review and
Assessment, 440–441; The Changing Political
Climate, 504–506; Achieving Independence,
606–607
TE:
418A–418B
b.
Rise of dictatorships in former colonies.
SE/TE: Military Rule, 613, 619; Dictatorship and War
in Congo, 620; Other Nations of Southern
Africa, 624, 626–627; Politics: Reform,
Repression, or Revolution, 634–637; From
Dictatorship to Democracy, 647; Dictatorship
and Democracy in Argentina, 648–649
14. Explain the causes and consequences of the fall of
the Soviet Union and the end of the Cold War
including:
a.
The arms build-up;
SE/TE: The World Since 1945: An Overview 502–
503; Europe: The Cold War and After, 526–
527; Foreign Policy Issues, 542
b.
Ethnic unrest in the Soviet Union;
SE/TE: Ethnic Conflict, 548, 550, 551
SE = Student Edition
TE = Teacher Edition
-6-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
c.
Independence movements in former Soviet
satellites;
SE/TE: The Other Republics, 546; A New Era in
Eastern Europe, 547–551
d.
Global decline of communism.
SE/TE: Europe: The Cold War and After, 526–527;
The Soviet Union: Rise and Fall of a
Superpower, 541–546; A New Era in Eastern
Europe, 547–551; Germany: Division and
Reunification, 534–535; Collapse of
Communism in Europe, 666
15. Examine regional and ethnic conflict in the postCold War era including:
a.
Persistent conflict in the Middle East;
SE/TE: The Birth of Israel, 587–588; Forces Shaping
the Modern Middle East, 586–591; The
Middle East and the World, 597; The ArabIsraeli Conflict, Peace Efforts, 598–599
b.
Ethnic strife in Europe, Africa and Asia.
SE/TE: Ethnic Conflicts, 506, 509, 548, 550, 551,
582, 593, 611, 617, 619; The Arab-Israeli
Conflict, 598–599
People in Societies
Students use knowledge of perspectives, practices and
products of cultural, ethnic and social groups to
analyze the impact of their commonality and diversity
within local, national, regional and global settings.
SE/TE: Comparing Viewpoints, 47, 146, 245, 514;
You Are There, 117, 205, 255, 335, 384, 475,
564, 625;Humanities Link, 42, 90, 152, 221,
285, 364, 414, 453, 519, 595; Global
Connections, 52, 79, 101, 110, 149, 172, 284,
300, 329, 347, 359, 458, 470, 516, 548, 627,
640; Assessing Your Skills: Analyzing
Primary Sources, xxxvi-xxxvii, 77, 177, 227,
270, 323, 421, 481, 569, 608, 652; Chapter
Assessment: Analyzing Primary Sources, 58–
59, 80–81, 106–107, 134–135, 162–163, 192–
193, 212–213, 232–233, 264–265, 288–289,
312–313, 338–339, 366–367, 396–397, 416–
417, 440–441, 464–465, 494–495, 522–523,
552–553, 576–577, 602–603, 628–629, 654–
656; Synthesizing Information, 103, 123, 201,
308, 344, 409, 457, 529, 589
Grade Nine
Cultures
1.
Analyze examples of how people in different
cultures view events from different perspectives
including:
SE = Student Edition
TE = Teacher Edition
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Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
a.
Creation of the state of Israel;
SE/TE: The Birth of Israel, 587–588; Forces Shaping
the Modern Middle East, 586–591; The
Middle East and the World, 597; The ArabIsraeli Conflict, Peace Efforts, 598–599
b.
Partition of India and Pakistan;
SE/TE: Nations of South Asia: Independence and
Partition, 580–581; Pakistan and Bangladesh,
583–584
c.
Reunification of Germany;
SE/TE: Divisions in Germany, 492–493; Europe: The
Cold War and After, 526–527; Germany:
Division and Reunification, 534–535
d.
End of apartheid in South Africa.
SE/TE: Struggles in Southern Africa, 622–627;
Review and Assessment, 628–629
Interaction
2.
Analyze the results of political, economic, and
social oppression and the violation of human rights
including:
a.
The exploitation of indigenous peoples;
SE/TE: The New Imperialism, 314–315; A WesternDominated World, 316–318; The Partition of
Africa, 319–324; Europeans Challenges to the
Muslim World, 325–328; The British Take
Over India, 329–332; China and the New
Imperialism, 333–337; Review and
Assessment, 338–339; Japan Modernizes,
342-347; Southeast Asia and the Pacific, 348350; Economic Imperialism in Latin America,
356-360; Impact of Imperialism, 361–365;
Review and Assessment, 366–367
TE:
314A–314B, 340A-340B
b.
The Holocaust and other acts of genocide,
including those that have occurred in
Armenia, Rwanda, Bosnia and Iraq.
SE/TE: The Campaign Against the Jews Begins, 463;
The Holocaust, 481, 489; Ethnic Conflicts,
506, 509, 548, 550, 551, 582, 593, 611, 617,
619; The Arab-Israeli Conflict, 598–599
TE:
466A–466B
Diffusion
3.
Explain how advances in communication and
transportation have impacted:
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TE = Teacher Edition
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Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
a.
Globalization;
SE/TE: Global Economic Trends, 510–515;
Computers, 503, 518, 519; ASEAN, 507, 574;
European Union, 507, 525, 529-530; Trade
295, 336, 557, 572; NAFTA, 507, 540, 636,
640, 644, 675; OPEC, 528, 538, 558, 588;
Programs for Development, 612–617; Three
Nations: A Closer Look, 618–621
b.
Cooperation and conflict;
SE/TE: The Industrial Revolution Begins, 194–195;
Dawn of the Industrial Age, 196–198;
Hardships of Early Industrial Life, 203–207;
The Industrial Revolution Spreads, 242–248;
The World of Cities, 249–252; Changing
Attitudes and Values, 253–259; A New
Culture, 260–263; Review and Assessment,
264–265; World War I: Technology of
Modern Warfare, 385-386; Science and
Technology, 518; What is the relationship
between people and the environment?, 514;
Global Warming, 515; Offshore Oil Rigs, 528;
Green Revolution, 502, 520, 566, 582;
Preserving Africa’s Wildlife, 614; Regional
and Global Issues, 640–641
c.
The environment;
SE/TE: What is the relationship between people and
the environment?, 514; Global Warming, 515;
Offshore Oil Rigs, 528; Green Revolution,
502, 520, 566, 582; Preserving Africa’s
Wildlife, 614; Regional and Global Issues,
640–641
d.
Collective security;
SE/TE: World War I: Technology of Modern Warfare,
385-386; The World Since 1945: An
Overview 502–503; Science and Technology,
518; Europe: The Cold War and After, 526–
527; Foreign Policy Issues, 542
e.
Popular culture;
SE/TE: The World of Cities, 249–252; Changing
Attitudes and Values, 253–259; A New
Culture, 260–263
f.
Political systems;
SE/TE: World War I: Technology of Modern Warfare,
385-386; The World Since 1945: An
Overview 502–503; Science and Technology,
518; Europe: The Cold War and After, 526–
527; Foreign Policy Issues, 542
g.
Religion.
SE/TE: The Scientific Revolution, 54–57; Changing
Attitudes and Values, 253–259; A New
Culture, 260–263
SE = Student Edition
TE = Teacher Edition
-9-
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Geography
Students use knowledge of geographic locations,
patterns and processes to show the interrelationship
between the physical environment and human activity,
and to explain the interactions that occur in an
increasingly interdependent world.
SE/TE: Geography and History, 91, 131, 188, 202,
226, 258, 286, 311, 332, 360, 391, 400, 428,
480, 505, 528, 565, 584, 614; Maps, 33, 35,
51, 61, 64, 69, 83, 94, 99, 109, 112, 126, 130,
135, 143, 155, 160, 165, 184, 190, 195, 200,
201, 215, 222 228, 241, 243, 267, 269, 27,
281, 291, 302, 307, 315, 321, 327, 330, 336,
341, 349, 352, 354, 358, 375, 378, 385, 394,
407, 419, 427, 434, 437, 443, 467, 471, 483,
487, 492, 503, 506, 525, 529, 530, 543, 550,
555, 568, 572, 579, 581, 589, 599, 600, 605,
615, 631, 649
Grade Nine
Places and Regions
1.
Interpret data to make comparisons between and
among countries and regions including:
a. Birth rates
b. Death rates
c. Infant mortality rates
d. Education levels
e. Per capita Gross Domestic Product
(GDP).
SE/TE: Fact Finder: Native American Population of
Central Mexico, 86; Average Life Expectancy
in Selected Industrial; Areas, 1850-1910, 249;
Casualties of World War I, 392; Effects of the
Five-Year Plans, 408; Casualties of World
War II, 490; Welfare-State Spending in
Britain, 1975-1980, 527; Charts and Graphs:
British Output of Coal, 1820-1850, 213; Steel
Production, 1880-1910, 265; Soviet
Agricultural Output, 1928 and 1932, 409;
Unemployment, 1928-1938, 465; Health
Statistics of Selected Countries, 1999, 513;
Votes in the European Union Council, 529;
Women Working Outside the Home, 553;
Japanese Motor Vehicle Exports, 1997, 558;
World Crude Oil Production, 588; Population
Pyramids, 629; Ethnic Diversity in Latin
America, 632; The Impact of Hurricane
Mitch, 645; Urbanization in Brazil, 650
SE = Student Edition
TE = Teacher Edition
- 10 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
2.
Explain how differing points of view play a role in
conflicts over territory and resources.
SE/TE: The New Imperialism, 314–315; A WesternDominated World, 316–318; The Partition of
Africa, 319–324; Europeans Challenges to the
Muslim World, 325–328; The British Take
Over India, 329–332; China and the New
Imperialism, 333–337; Review and
Assessment, 338–339; Japan Modernizes,
342-347; Southeast Asia and the Pacific, 348350; Economic Imperialism in Latin America,
356-360; Impact of Imperialism, 361–365;
Review and Assessment, 366–367; Divisions
in Germany, 492–493; Europe: The Cold War
and After, 526–527; Germany: Division and
Reunification, 534–535; Nations of South
Asia: Independence and Partition, 580–581;
Pakistan and Bangladesh, 583–584; The Birth
of Israel, 587–588; Forces Shaping the
Modern Middle East, 586–591; The Middle
East and the World, 597; The Arab-Israeli
Conflict, Peace Efforts, 598–599; Struggles in
Southern Africa, 622–627; Review and
Assessment, 628–629
TE:
314A–314B, 340A-340B
3.
Explain how political and economic conditions,
resources, geographic locations and cultures have
contributed to cooperation and conflict.
SE/TE: The New Imperialism, 314–315; A WesternDominated World, 316–318; The Partition of
Africa, 319–324; Europeans Challenges to the
Muslim World, 325–328; The British Take
Over India, 329–332; China and the New
Imperialism, 333–337; Review and
Assessment, 338–339; Japan Modernizes,
342-347; Southeast Asia and the Pacific, 348350; Economic Imperialism in Latin America,
356-360; Impact of Imperialism, 361–365;
Review and Assessment, 366–367; Divisions
in Germany, 492–493; Europe: The Cold War
and After, 526–527; Germany: Division and
Reunification, 534–535; Nations of South
Asia: Independence and Partition, 580–581;
Pakistan and Bangladesh, 583–584; The Birth
of Israel, 587–588; Forces Shaping the
Modern Middle East, 586–591; The Middle
East and the World, 597; The Arab-Israeli
Conflict, Peace Efforts, 598–599; Struggles in
Southern Africa, 622–627; Review and
Assessment, 628–629
TE:
314A–314B, 340A-340B
SE = Student Edition
TE = Teacher Edition
- 11 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
(If submission is not a text, cite appropriate resource(s))
Human Environmental Interaction
4.
Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.
SE/TE: Hardships of Early Industrial Life, 203–207;
Life in the Industrial Age, 240–241; The
World of Cities, 249–252; Changing Attitudes
and Values, 253–259; Urbanization, 516, 573,
616, 633, 634
TE:
194A–194B, 240A–240B
Movement
5.
Analyze the social, political, economic and
environmental factors that have contributed to
human migration now and in the past.
SE/TE: Migration, 543; Immigration, 531, 539, 574,
641
Economics
Students use economic reasoning skills and knowledge
of major economic concepts, issues and systems in
order to make informed choices as producers,
consumers, savers, investors, workers and citizens in
an interdependent world.
SE/TE: For related information see: Taxes, 18, 22,
120, 129; Capitalism, 102, 211; Socialism,
209, 210, 218; Marxism, 210, 211, 273;
Communism, 210, 403, 404, 405, 410, 491,
537; Inflation, 459, 460, 549, 653, 678;
Global Economy, 361, 362; Economics of
Dependence, 357, 362; Overproduction, 445;
Global Economic Trends pages 510–515;
North American Prosperity pages 537–540
Grade Nine
Markets
1.
Describe costs and benefits of trade with regard to:
a. Standard of living
b. Productive capacity
c. Usage of productive resources
d. Infrastructure.
SE/TE: Trade, 19, 62, 78, 88, 96–98, 101, 102, 557,
572; Free Trade, 295–296; OPEC, 328, 511,
528, 538, 558, 588, 640; NAFTA, 412.
446, 542, 547, 583; European
Common Market, 636
2.
Explain how changing methods of production and
a country's productive resources affect how it
answers the fundamental economic questions of
what to produce, how to produce, and for whom to
produce.
SE/TE: The Industrial Revolution Begins, 194–195;
Dawn of the Industrial Age, 196–198; The
Industrial Revolution Spreads, 242–248; The
World of Cities, 249–252; Changing Attitudes
and Values, 253–259; A New Culture, 260–
263; Review and Assessment, 264–265
TE:
194A–194B, 240A–240B
SE = Student Edition
TE = Teacher Edition
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Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
3.
(If submission is not a text, cite appropriate resource(s))
Analyze characteristics of traditional, market,
command and mixed economies with regard to:
a. Private property
b. Freedom of enterprise
c. Competition and consumer choice
d. The role of government.
SE/TE: For related information see: Taxes, 18, 22,
120, 129; Capitalism, 102, 211; Socialism,
209, 210, 218; Marxism, 210, 211, 273;
Communism, 210, 403, 404, 405, 410, 491,
537; Inflation, 459, 460, 549, 653, 678;
Global Economy, 361, 362; Economics of
Dependence, 357, 362; Overproduction, 445;
Global Economic Trends pages 510–515;
North American Prosperity pages 537–540;
Programs for Development, 612–617; Three
Nations: A Closer Look, 618–621; Case
Studies, 674–677, 682–685
Government and the Economy
4.
Analyze the economic costs and benefits of
protectionism, tariffs, quotas and blockades on
international trade.
SE/TE: Tariffs, 104, 296, 423, 446, 528, 530;
blockade, 185; also see: Free Trade, 295–296;
OPEC, 328, 511, 528, 538, 558, 588, 640;
NAFTA, 412.
446, 542, 547, 583;
European Common Market, 636; Trade, 19,
62, 78, 88, 96–98, 101, 102, 557, 572
Government
Students use knowledge of the purposes, structures and
processes of political systems at the local, state,
national and international levels to understand that
people create systems of government as structures of
power and authority to provide order, maintain stability
and promote the general welfare.
SE/TE: Government, 10–11, 12–13, 16–17, 18, 24,
27, 39, 87–91, 110–111, 115–116, 118, 119–
122, 123, 124, 127–128, 129–133, 134–135,
142–143, 145, 146, 147, 149–150, 155–157,
158–161, 162–163, 164–165, 166–170, 171–
175, 176, 178–181, 182–185, 210–211, 216–
218, 280–281, 283–284, 286–287, 292–294,
301–304, 342–343, 345–346, 351–355, 398–
399, 400–404, 405–408, 409, 410, 411–413,
415, 436–439, 459–462, 504–506, 532–536,
539, 540, 541–542, 544–546, 562–565, 592–
596, 606–611, 622–627, 634–635, 638, 648–
651, 678–681, 690–693, 700, 703
SE = Student Edition
TE = Teacher Edition
- 13 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Grade Nine
Systems of Government
1.
Explain how various systems of governments
acquire, use and justify their power.
2.
Analyze the purposes, structures and functions of
various systems of government including:
SE/TE: Government, 10–11, 12–13, 16–17, 18, 24,
27, 39, 87–91, 110–111, 115–116, 118, 119–
122, 123, 124, 127–128, 129–133, 134–135,
142–143, 145, 146, 147, 149–150, 155–157,
158–161, 162–163, 164–165, 166–170, 171–
175, 176, 178–181, 182–185, 210–211, 216–
218, 280–281, 283–284, 286–287, 292–294,
301–304, 342–343, 345–346, 351–355, 398–
399, 400–404, 405–408, 409, 410, 411–413,
415, 436–439, 459–462, 504–506, 532–536,
539, 540, 541–542, 544–546, 562–565, 592–
596, 606–611, 622–627, 634–635, 638, 648–
651, 678–681, 690–693, 700, 703
a.
Absolute monarchies;
SE/TE: Absolute monarchies, 11, 111, 115–116, 119,
120, 145, 283
b.
Constitutional monarchies;
SE/TE: Constitutional monarchies, 171, 292
c.
Parliamentary democracies;
SE/TE: Parliamentary democracies, 11, 18, 156–157;
Triumph of Parliament in England, 119–124;
The Western Democracies, 444–449;
Argentina and South Africa: The Road to
Democracy, 678–681
d.
Presidential democracies;
SE/TE: Birth of the American Republic, 158–161;
Constitution pages 164, 226; The Western
Democracies, 444–449; Argentina and South
Africa: The Road to Democracy, 678–681
e.
Dictatorships;
SE/TE: Dictatorships, 456; Fascism in Italy, 455–458;
Hitler and the Rise of Nazi Germany, 459–
463; Review and Assessment, 464–465;
Military Rule, 613, 619; Dictatorship and War
in Congo, 620; Other Nations of Southern
Africa, 624, 626–627; Politics: Reform,
Repression, or Revolution, 634–637; From
Dictatorship to Democracy, 647; Dictatorship
and Democracy in Argentina, 648–649
SE = Student Edition
TE = Teacher Edition
- 14 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
PAGE(S) WHERE TAUGHT
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
f.
(If submission is not a text, cite appropriate resource(s))
Theocracies.
SE/TE: Theocracies, 48, 596
Citizenship Rights and Responsibilities
Students use knowledge of the rights and
responsibilities of citizenship in order to examine and
evaluate civic ideals and to participate in community
life and the American democratic system.
SE/TE: Civil Disobedience, 430, 539; Civil
Participation: Australia and the United States,
690–693
Grade Nine
Participation
1.
Analyze and evaluate the influence of various
forms of citizen action on public policy including:
a.
The French Revolution;
SE/TE: The French Revolution and Napoleon, 164–
165; On the Eve of Revolution, 166–170;
Creating a New France, 171–175; Radical
Days, 176–181; The Age of Napoleon Begins,
182–185; The End of an Era, 186–191;
Review and Assessment, 192–193
TE:
164A–164B
b.
The international movement to abolish the
slave trade and slavery;
SE/TE: Slave revolts in Haiti, 226–228; Emancipation
Proclamation, 284; Abolitionists, 307; World
Antislavery Convention, 309
c.
The Russian Revolution;
SE/TE: Absolute Monarchy in Russia, 129–133;
Revolution in Russia, 398–399; Two
Revolutions in Russia, 400–404; From Lenin
to Stalin, 405-410; Life in a Totalitarian State,
411-417
TE:
398A-398B
d.
The independence movement in India;
SE/TE: India Seeks Self Rule, 429–431; Nations of
South Asia: Independence and Partition, 580–
581; Pakistan and Bangladesh, 583–584
e.
The fall of communism in Europe;
SE/TE: Europe: The Cold War and After, 526–527;
The Soviet Union: Rise and Fall of a
Superpower, 541–546; A New Era in Eastern
Europe, 547–551; Germany: Division and
Reunification, 534–535; Collapse of
Communism in Europe, 666
f.
The end of apartheid.
SE/TE: Struggles in Southern Africa, 622–627;
Review and Assessment, 628–629
SE = Student Edition
TE = Teacher Edition
- 15 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
2.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Describe and compare opportunities for citizen
participation under different systems of
government including:
a.
Absolute monarchies;
SE/TE: Absolute monarchies, 11, 111, 115–116, 119,
120, 145, 283
b.
Constitutional monarchies;
SE/TE: Constitutional monarchies, 171, 292
c.
Parliamentary democracies;
SE/TE: Parliamentary democracies, 11, 18, 156–157;
Triumph of Parliament in England, 119–124;
The Western Democracies, 444–449;
Argentina and South Africa: The Road to
Democracy, 678–681
d.
Presidential democracies;
SE/TE: Birth of the American Republic, 158–161;
Constitution pages 164, 226; The Western
Democracies, 444–449; Argentina and South
Africa: The Road to Democracy, 678–681
e.
Dictatorships;
SE/TE: Dictatorships, 456; Fascism in Italy, 455–458;
Hitler and the Rise of Nazi Germany, 459–
463; Review and Assessment, 464–465;
Military Rule, 613, 619; Dictatorship and War
in Congo, 620; Other Nations of Southern
Africa, 624, 626–627; Politics: Reform,
Repression, or Revolution, 634–637; From
Dictatorship to Democracy, 647; Dictatorship
and Democracy in Argentina, 648–649
f.
Theocracies.
SE/TE: Theocracies, 48, 596
3.
Analyze how governments and other groups
have used propaganda to influence public opinion and
behavior.
SE/TE: Propaganda, 388–389, 411, 457, 462, 482,
493
SE = Student Edition
TE = Teacher Edition
- 16 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Social Studies Skills and Methods
Students collect, organize, evaluate and synthesize
information from multiple sources to draw logical
conclusions. Students communicate this information
using appropriate social studies terminology in oral,
written or multimedia form and apply what they have
learned to societal issues in simulated or real-world
settings.
SE/TE: Chapter Assessment: Go Online, 58–59, 80–
81, 106–107, 134–135, 162–163, 192–193,
212–213, 232–233, 264–265, 288–289, 312–
313, 338–339, 366–367, 396–397, 416–417,
440–441, 464–465, 494–495, 522–523, 552–
553, 576–577, 602–603, 628–629, 654–656;
Virtual Field Trip, 38, 68, 85, 121, 151, 169,
204, 230, 262, 280, 310, 320, 346, 390, 413,
431, 451, 478, 520, 535, 575, 587, 626, 646;
Synthesizing Information, 103, 123, 201, 308,
344, 409, 457, 529, 589; Comparing
Viewpoints, 47, 146, 245, 514; Analyzing
Primary Sources, 77, 177, 227, 270, 323, 421,
481, 569, 608, 652; Case Studies on
Contemporary Issues, 666, 670, 674, 678,
682, 686, 690; Distinguishing Facts from
Opinions, 522, 608, 655; Comparing
Viewpoints, 47, 146, 245, 377, 514
Grade Nine
Thinking and Organizing
1.
Detect bias and propaganda in primary and
secondary sources of information.
SE/TE: Distinguishing Facts from Opinions, 522, 608,
655; see also: Comparing Viewpoints pages
47, 146, 245, 377, 514; Analyzing Primary
Sources, 77, 177, 227, 270, 323, 421, 481,
569, 608, 652; Propaganda, 388–389, 411,
457, 462, 482, 493
2.
Evaluate the credibility of sources for:
a. Logical fallacies
b. Consistency of arguments
c. Unstated assumptions
d. Bias.
SE/TE: Comparing Viewpoints pages 47, 146, 245,
377, 514; Analyzing Primary Sources, 77,
177, 227, 270, 323, 421, 481, 569, 608, 652;
Propaganda, 388–389, 411, 457, 462, 482,
493; see also: Distinguishing Facts from
Opinions, 522, 608, 655
3.
Analyze the reliability of sources for:
a. Accurate use of facts
b. Adequate support of statements
c. Date of publication.
SE/TE: Distinguishing Facts from Opinions, 522, 608,
655; see also: Comparing Viewpoints pages
47, 146, 245, 377, 514; Analyzing Primary
Sources, 77, 177, 227, 270, 323, 421, 481,
569, 608, 652; Propaganda, 388–389, 411,
457, 462, 482, 493
SE = Student Edition
TE = Teacher Edition
- 17 -
Prentice Hall World History: Connections to Today © 2005, The Modern Era
Correlated to:
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators; (Grade 9)
OHIO ACADEMIC CONTENT STANDARDS,
BENCHMARKS & INDICATORS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Communicating Information
4.
Develop and present a research project including:
a. Collection of data
b. Narrowing and refining the topic
c. Construction and support of the thesis.
SE/TE: Chapter Assessment: Go Online, 58–59, 80–
81, 106–107, 134–135, 162–163, 192–193,
212–213, 232–233, 264–265, 288–289, 312–
313, 338–339, 366–367, 396–397, 416–417,
440–441, 464–465, 494–495, 522–523, 552–
553, 576–577, 602–603, 628–629, 654–656;
Virtual Field Trip, 38, 68, 85, 121, 151, 169,
204, 230, 262, 280, 310, 320, 346, 390, 413,
431, 451, 478, 520, 535, 575, 587, 626, 646;
Synthesizing Information, 103, 123, 201, 308,
344, 409, 457, 529, 589; Case Studies on
Contemporary Issues, 666, 670, 674, 678,
682, 686, 690
Reference:
http://www.ode.state.oh.us/academic_content_standards/acssocialstudies.asp#Social_Studies_Academic_Content_St
andards
SE = Student Edition
TE = Teacher Edition
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