Download World History - Pearson School

Georgia Performance Standards, Social Studies
Subject Area:
World History (Grades 9-12)
Textbook Title:
Prentice Hall World History: Connections To Today, Survey Edition © 2005
Publisher:
Pearson Education, Inc.
State-Funded Course:
Publishing as Pearson Prentice Hall
Standard
Where Taught
Strand/Course
(If print Component, cite page number; if non-print, cite appropriate location)
Content Standard
The high school world history course provides students with a comprehensive, intensive study of major events and themes in world history. Students begin
with a study of the earliest civilizations world wide and continue as students examine major developments and themes in all regions of the world. The course
culminates in a study of change and continuity, and globalization at the beginning of the 21st century
SSWH1 The student will analyze the origins, structures and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to
500 BCE
a.
describe the development of Mesopotamian societies including the
religious, cultural, economic, and political facets of society including
Hammurabi’s law code
SE/TE: 22-23, 34-47, 48-49, 68-69, 962, 963
TR:
Teaching with Themes, Chapter Theme Activities, p.5; Pacing Chart
with Block Scheduling Guide, Chapter 2; Creative Teaching
Activities booklet, 13, 14, 15; Guided Reading and Review, Unit 1
booklet, 22, 24, 26; Section Quiz, Unit 1 booklet, 23, 25, 27; Chapter
Extension Activities booklet, Comparing Viewpoints, 10-11;
Viewpoint Activity, Unit 1 booklet, People of the Persian Empire
View Their Rulers, p. 30; Biography Activity, Unit 1 booklet,
Deborah, p. 28; Geography Quiz, Unit 1 booklet, p. 32; Chapter Test
Forms, Unit 1 Booklet, A, B, and C, 33-37; Answer Keys, Unit 1
Booklet, 54-62
Page 1 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: World History Color Transparencies, Chapter 2; Graphic Organizer,
p. F-5; World History Color Transparencies, Ancient Egypt and
Mesopotamia, B-71; Listening to Literature World Masterpiece
audiotapes, Sumerian, Egyptian and Hebrew Music, side 1; World
History Visions, Voices, Views: Animated Map Story, Mesopotamia:
The Land Between the Rivers, videotape 1; Interactive Student
Tutorial CD-ROM, Chapter 2; Computer Test Bank, Chapter 2;
World History Visions, Voices, Views: Global Issues Forum, How
Should Minors be Defined and Treated by Law, videotape 1; World
History Color Transparencies, David and Goliath, p. C-27; Listening
to Literature World Masterpiece audiotapes, Psalm 23, side 1
b.
describe the relationship of religion and political authority in
Ancient Egypt
SE/TE: 25-30, 69
TR:
Creative Teaching Activities booklet, 11, 12; Primary Source
Activity, Unit 1 booklet, Finding King Tut’s Tomb, p. 29; Section
Quiz, Unit 1 booklet, p. 19; Guided Reading and Review, Unit 1
booklet, p. 20; History Through Literature booklet, Poems of
Ancient Egypt, 5-6; Skill Application Activity, Unit 1 booklet,
Interpreting a Thematic Map, p. 31; Chapter Extension Activities
booklet, p. 9
TECH: World History Color Transparencies , Ancient Egypt and
Mesopotamia, p. B-71; World History Visions, Voices, Views, Daily
Life CloseUp, Tomb Builders in Egypt, videotape 1; Interactive
Student Tutorial CD-ROM, Chapter 2; Computer Test Bank, Chapter
2; World History Color Transparencies, Ipuy and His Wife
Receiving Offering from their Children, p. D-35
c.
explain the development of monotheism including the concepts
developed by the ancient Hebrews and Zoroastrianism
SE/TE: 43, 45-47, 48-49, 69, 253, 964
Page 2 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
d.
identifying early trading networks and writing systems existent in
the Eastern Mediterranean including those of the Phoenicians
Biography Activity, Unit 1 booklet, Deborah, p. 28; Section Quiz,
Unit 1 Booklet, p. 27; Geography Quiz, Unit 1 booklet, p. 32;
Chapter Test Forms, Unit 1 booklet, A, B, and C, 33-37; Answer
Key, Unit 1 Booklet, 54-62; Creative Teaching Activities booklet, p.
49; Guided Reading and Review, Unit 3 booklet, p. 56
SE/TE: 25-27, 42-44, 68-69
TR:
Creative Teaching Activities booklet, , 11, 15; Guided Reading and
Review, Unit 1 booklet, 18, 26; Section Quiz, Unit 1 booklet, 19, 25
TECH: World History Color Transparencies, Ancient Egypt and
Mesopotamia, p. B-71; World History Visions, Voices, Views: Daily
Life CloseUp, Tomb Builders of Egypt, videotape 1; Interactive
Student Tutorial CD-ROM, Chapter 1, Chapter 2; Computer Test
Bank, Chapter 2
e.
explain the development and importance of writing including
cuneiform, hieroglyphics, and the Phoenician alphabet
SE/TE: 17-18, 31-33, 36-37, 41, 44, 48-49, 68-69
TR:
Section Quiz, Unit 1 booklet, 7, 21, 23
TECH: World History Color Transparencies, Pictographs from Ancient
Times to Today, p. C-23; Interactive Student Tutorial CD-ROM,
Chapter 1, Chapter 2; Computer Test Bank, Chapter 1, Chapter 2
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE
a.
describe the development of Indian civilization including the rise
and fall of the Maurya Empire, “Golden Age” under Gupta, and the
emperor Ashoka
SE/TE: 55, 57-58, 74-75, 81-88, 98-99, 969
Page 3 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Section Quiz, Unit 1 booklet, p. 41; Creative Teaching Activities
booklet, 18, 21, 22; Guided Reading and Review. Unit 1 booklet, p.
42; Primary Source Activity, Unit 1 booklet, Sita and Rama’s First
Meeting, p. 45; History Through Literature booklet, The Concealed
Deer and the Man who forgot, 7-8; Teaching with Themes, Chapter
Theme Activities, p. 7; Pacing Chart with Block Scheduling Guide,
Chapter 4; Biography Activity, Unit 2 booklet, Kalidasa, p. 12;
Chapter Extension Activities booklet, p. 14; Section Quiz, Unit 2
booklet, 5, 7; Guided Reading and Review, Unit 2 booklet, 6, 8;
History Through Literature booklet, Women Poets of Ancient India,
9-10
TECH: Listening to Literature World Masterpiece audiotapes, Indian Music,
Side 1; From the Rig Veda, side 1; World History Color
Transparencies, Chapter 4 Graphic Organizer, p. F-9; Interactive
Student Tutorial CD-ROM, Chapter 4; Computer Test Bank, Chapter
4
b.
explain the development and impact of Hinduism and Buddhism on
India and subsequent diffusion of Buddhism
SE/TE: 72, 74-80, 82-83, 86-88, 92, 98-99, 968
TR:
Teaching with Themes, Chapter Theme Activities, p. 7; Pacing Chart
with Block Scheduling Guide, Chapter 4; Creative Teaching
Activities booklet, 19, 20, 21, 22; Guided Reading and Review, Unit
2 booklet, 2, 4, 6, 8; Section Quiz, Unit 2 booklet, 3, 7
TECH: World History Color Transparencies, Chapter 4 Graphic Organizer,
p. F-9; World History Color Transparencies, Buddha and Shiva
Nataraja, Lord of the Dance, p. D-45; Political Cartoon, p. E-25;
World History Visions, Voices, Views: Animated Map Story, The
Spread of Buddhism, videotape 2; Interactive Student Tutorial CDROM, Chapter 4; Computer Test Bank, Chapter 4;
c.
describe the development of Chinese civilization under the Zhou,
Qin
SE/TE: 63-65, 66-67, 69, 93-95
Page 4 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Section Quiz, Unit 1 booklet, p. 43; Geography Quiz, Unit 1 booklet,
p. 48; Viewpoint Activity, Unit 2 booklet, The Faults of the Qin
Dynasty, p. 14; Skill Application Activity, Unit 2 booklet, Classifying
Sources of Information, p. 15; Section Quiz, Unit 2 booklet, p. 11
TECH: Interactive Student Tutorial CD-ROM, Chapter 3, Chapter 4;
Computer Test Bank, Chapter 3, Chapter 4; Discovery School Video,
Learn about the Great Wall of China
d.
explain the impact of Confucianism on Chinese culture including the
examination system, the Mandate of Heaven, the status of peasants,
the status of merchants and the patriarchal family and diffusion to
Southeast Asia, Japan and Korea
SE/TE: 72, 89-90, 92, 95-96, 98-99, 174-175, 314-315, 349, 372, 965
TR:
Chapter Extension Activities booklet, Analyzing Primary Sources, p.
14;
Section Quiz, Unit 2 booklet, 9, 11; Creative Teaching Activities booklet, p.
23; Guided Reading and Review, Unit 2 booklet, p. 10; Section Quiz, Unit 3
booklet, p. 99
TECH: Interactive Student Tutorial CD-ROM, Chapter 4, Chapter 13;
Computer Test Bank, Chapter 4, Chapter 13
SSWH3 The student will examine the political, philosophical and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE
a.
compare the origins and structure of the Greek polis, the Roman
Republic, and the Roman Empire
SE/TE: 100, 105-109, 112-113, 124-125, 126-127, 128-129, 132-136, 175
Page 5 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Teaching with Themes, Chapter Theme Activities, 8, 9; Pacing Chart
with Block Scheduling Guide, Chapter 5, Chapter 6; Viewpoint
Activity, Unit 2 booklet, The Values of Sparta and Athens, p. 34;
Section Quiz, Unit 2 booklet, 25, 43, 45; Creative Teaching
Activities booklet, 26, 29, 30, 31; Guided Reading and Review, Unit
2 booklet, 26, 42, 44, 46; Chapter Extension Activities booklet,
Comparing Viewpoints, 16-17; Biography Activity, Unit 2 booklet,
Cleopatra VII, p. 52; Primary Source Activity, Unit 2 booklet, Nero
Sings While Rome Burns, p. 53
TECH: World History Color Transparencies, Chapter 5 Graphic Organizer,
p. F-11; Chapter 6, p. F-13; Interactive Student Tutorial CD-ROM,
Chapter 5, Chapter 6; Computer Test Bank, Chapter 5, Chapter 6;
World History Visions, Voices, Views, Global Issues Forum, Do Paid
Political Television Commercials Inform the Electorate?, videotape
2; World History Color Transparencies, Lands of the Mediterranean,
p. B-75; World History Color Transparencies, Roman Expansion,
base map and overlays, B-19, B-21, B-23, B-25
b.
identify the ideas and impact of important individuals to include
Socrates, Plato, Aristotle the diffusion of Greek culture by
Aristotle’s pupil Alexander the Great and the impact of Julius and
Augustus Caesar
SE/TE: 100-101, 115-123, 124-125, 134-136, 137, 967
TR:
Biography Activity, Unit 2 booklet, Aeschylus, p. 32; Skill
Application Activity, Unit 2 booklet, Working in a Group, p. 35;
Chapter Extension Activities booklet, p. 18; Section Quiz, Unit 2
booklet, 29, 31, 45; Creative Teaching Activities booklet, p. 28;
Guided Reading and Review, Unit 2 booklet, p. 30; Geography Quiz,
Unit 2 booklet, p. 36
TECH: World History Color Transparencies, The Parthenon and the Lincoln
Memorial, p. C-29; Listening to Literature World Masterpiece
audiotapes, poem by Sappho, side 4; Interactive Student Tutorial
CD-ROM, Chapter 5; Computer Test Bank, Chapter 5
Page 6 of 32
Standard
Strand/Course
Content Standard
c. analyze the contributions of Hellenistic and Roman culture to
include law, gender and science
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
SE/TE: 100-101, 122-123, 124-125, 126-127, 130, 137-140, 152-153, 174175
TR:
Teaching with Themes, Chapter Theme Activities, 8, 9; Creative
Teaching Activities booklet, 28, 32; Guided Reading and Review,
Unit 2 booklet, 30, 48; Section Quiz, Unit 2 booklet, 31, 43, 47
TECH: World History Color Transparencies, Nike of Samothrace, p. D-41;
Interactive Student Tutorial CD-ROM, Chapter 6; Computer Test
Bank, Chapter 6
d.
describe polytheism in the Greek and Roman world and the origins
and diffusion of Christianity in the Roman world
SE/TE: 109, 112, 116-117, 124-125, 126-127, 129-131, 141-146, 148, 151,
152-153, 174, 175, 970
TR:
Teaching with Theme, Chapter Theme Activities, p. 9; Pacing Chart
with Block Scheduling Guide, Chapter 6; Creative Teaching
Activities booklet, 29, 33; Guided Reading and Review, Unit 2
booklet, 42, 50; Section Quiz, Unit 2 booklet, 43, 49; Viewpoint
Activity, Unit 2 booklet, What To Do About the Christians?, p. 54;
Geography and History booklet, Examining Empires
Geographically, 4-5
TECH: World History Color Transparencies, Chapter 6 Graphic Organizer,
p. F-13; Interactive Student Tutorial CD-ROM, Chapter 6; Computer
Test Bank, Chapter 6; World History Color Transparencies, Spread
of Christianity base map and overlays, Set 2, B-27, B-29, B-31, B-33
e.
analyze the factors that led to the collapse of the western Roman
Empire
SE/TE: 147-151, 152-153, 175
TR:
Skill Application Activity, Analyzing Primary Sources, Unit 2
booklet, p. 55; Chapter Extension Activities booklet, p. 20; Section
Quiz, Unit 2 booklet, p. 51; Geography Quiz, Unit 2 booklet, p. 56;
Chapter Test Forms, Unit 2 booklet, A, B, and C, 57-61; Answer
Key, Unit 2 booklet, 78-79
Page 7 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: Interactive Student Tutorial CD-ROM, Chapter 6; Computer Test
Bank, Chapter 6
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE
a.
explain the relationship of the Byzantine Empire to the Roman
Empire
SE/TE: 178-179, 180-181, 232-233, 234
TR:
Teaching with Themes, Chapter Theme Activities, 11, 13; Creative
Teaching Activities booklet, p. 46; Guided Reading and Review, Unit
3 booklet, p. 40; Chapter Extension Activities booklet, p. 27
TECH: Discovery School Video, Explore the Byzantine Empire
b.
describe the significance of Justinian’s law code, Theodora and the
role of women, and Byzantine art and architecture
SE/TE: 234-237, 239, 248-249
TR:
Creative Teaching Activities booklet, p. 46; Guided Reading and
Review, Unit 3 booklet, p. 40; Chapter Extension Activities booklet,
p. 27; Biography Activity, Unit 3 booklet, Anna Comnena, p. 46;
History Through Literature booklet, The Alexiad, 23-24; Section
Quiz, Unit 3 booklet, p. 41
TECH: Discovery School Video, Explore the Byzantine Empire; Interactive
Student Tutorial CD-ROM, Chapter 10; Computer Test Bank,
Chapter 10
c.
analyze the establishment of Christianity as the official religion of
the Byzantine Empire
SE/TE: 145, 178, 236-237
TR:
Section Quiz, Unit 3 booklet, p. 41
Page 8 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: Discovery School Video, Explore the Byzantine Empire; Interactive
Student Tutorial CD-ROM, Chapter 10; Computer Test Bank,
Chapter 10
d.
analyze the role of Constantinople as a trading and religious center
SE/TE: 148-149, 198, 234-237, 239, 248
TR:
Creative Teaching Activities booklet, p. 46; Guided Reading and
Review, Unit 3 booklet, p. 40; Chapter Extension Activities booklet,
p. 27
TECH: Discovery School Video, Explore the Byzantine Empire; Interactive
Student Tutorial CD-ROM, Chapter 10; Computer Test Bank,
Chapter 10
e.
explain the influence of the Byzantine Empire on Russia with
particular attention to its impact on Tsar Ivan III and Kiev
SE/TE: 241-243
TR:
Creative Teaching Activities booklet, p. 47; Guided Reading and
Review, Unit 3 booklet, p. 42; Primary Source Activity, Unit 3
booklet, Prince Vladimir’s Advice to His Sons, p. 47; Skill
Application Activity, Unit 3 booklet, p. 49; Section Quiz, Unit 3
booklet, p. 43
TECH: Interactive Student Tutorial CD-ROM, Chapter 10; Computer Test
Bank, Chapter 10
f.
define the role of Orthodox Christianity and the Schism
SE/TE: 236-237, 241
TR:
Section Quiz, Unit 3 booklet, p. 41
TECH: Discovery School Video, Explore the Byzantine Empire
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE
a.
explain the origins of Islam and the growth of the Islamic Empire
SE/TE: 250-251, 252-275, 276-277, 971
Page 9 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Teaching with Themes, Chapter Theme Activities, p. 14; Pacing
Chart with Block Scheduling Guide, Chapter 11; Creative Teaching
Activities booklet, 49, 50, 51, 52, 53; Guided Reading and Review,
Unit 3 booklet, 56, 58, 60, 62, 64; Section Quiz, Unit 3 booklet, 57,
59, 61, 63, 65; Viewpoint Activity, Unit 3 booklet, Views of the
Medieval Muslim World, p. 68; History Through Literature booklet,
The Manners of Kings, 25-26; Chapter Extension Activities booklet,
29, 30, 31; Primary Source Activity, Unit 3 booklet, Babur’s Army
Crosses the Mountains, p. 67; Geography Quiz, Unit 3 booklet, p.
70; Chapter Test Forms, Unit 3 booklet, A, B, and C, 71-75; Answer
Key, Unit 3 booklet, 114-128
TECH: World History Color Transparencies, Chapter 11 Graphic Organizer,
p. F-23; Interactive Student Tutorial CD-ROM, Chapter 11;
Computer Test Bank, Chapter 11; World History Color
Transparencies, Spread of Islam base map and overlay, Set 3, B-35,
B-37, B-39; Discovery School Video, Learn about Suleiman the
Magnificent
b.
identify the Muslim trade routes to India, China, Europe and Africa
and assess the economic impact of this trade
SE/TE: 262-263, 276-277
c.
explain the reasons for the split between Sunni and Shia Muslims
SE/TE: 257-258
TR:
d.
identify the contributions of Islamic scholars in medicine (Ibn Sina),
geography (Ibn Battuta)
SE/TE: 265-266
TR:
e.
describe the impact of the Crusades on both the Islamic World and
Europe
Guided Reading and Review, Unit 3 booklet, p. 58; Viewpoint
Activity, Unit 3 booklet, Views of the Medieval Muslim World, p. 68
Section Quiz, Unit 3 booklet, p. 61; Guided Reading and Review ,
Unit 3 booklet, p. 62
SE/TE: 216-219, 230-231, 238, 246, 259-260
Page 10 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Section Quiz, Unit 3 booklet, 25, 41, 59; Guided Reading and
Review, Unit 3 booklet, p. 60
TECH: Interactive Student Tutorial CD-ROM, Chapter 9; Computer Test
Bank, Chapter 9
f.
analyze the impact of the expansion of the Mongol Empire to
include the stabilization of trading networks from China to the
Mediterranean world
SE/TE: 241-242, 260, 308-310, 326-327
TR:
Creative Teaching Activities booklet, 47, 59, 60; Guided Reading
and Review, Unit 3 booklet, 42, 96, 98; Section Quiz, Unit 3 booklet,
43, 97; Primary Source Activity, Unit 3 booklet, The Great Khan
Celebrates the New Year, p. 105
TECH: Interactive Student Tutorial CD-ROM, Chapter 13; Computer Test
Bank, Chapter 13
g.
analyze the relationship between Judaism, Christianity, and Islam
SE/TE: 45-47, 141-146, 196, 216-219, 252-255, 270, 290, 964
TR:
Section Quiz, Unit 1 booklet, p. 27; Section Quiz, Unit 2 booklet, p.
49; Creative Teaching Activities booklet, 33, 49; Guided Reading
and Review, Unit 2 booklet, p. 50; Guided Reading and Review, Unit
3 booklet, 8, 56; Section Quiz, Unit 3 booklet, p. 57
TECH: Listening to Literature World Masterpiece audiotapes, Psalm 23,
side 1; Interactive Student Tutorial CD-ROM, Chapter 2, Chapter
11; World History Color Transparencies, Spread of Christianity,
base map and overlays, set 2, B-27, B-29, B-31, B-33
SSWH6 The student will describe the diverse characteristics of early African societies before 1800
a.
identify the Bantu migration patterns and contribution to settled
agriculture
SE/TE: 281, 291, 293, 298
Page 11 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Chapter Extension Activities booklet, p. 54; Guided Reading and
Review, Unit 3 booklet, p. 76; Primary Source Activity, Unit 3
booklet, Swahili Cities of East Africa, p. 85
TECH: World History Color Transparencies, Africa, p. B-81
b.
describe the development and decline of the Sudanic kingdoms
(Ghana, Mali, Songhai) including the roles of Sundiata, and the
pilgrimage of Mansa Musa to Mecca
SE/TE: 181, 284-288, 298-299
TR:
Chapter Extension Activities booklet, 55, 56; Guided Reading and
Review, Unit 3 booklet, p. 78, 80; Skill Application Activity, Unit 3
booklet,, Making Presentations, p. 87; History Through Literature
booklet, Sundiata: An Epic of Old Mali, 27-29; Biography Activity,
Unit 3 booklet, Ibn Battuta, p. 84; Chapter Extension Activities
booklet, p. 32; Section Quiz, Unit 3 booklet, p. 59
TECH: World History Color Transparencies, Nigerian Relief Plaque, Spear
Carrier, p. D-55; Interactive Student Tutorial CD-ROM, Chapter 12;
Computer Test Bank, Chapter 12
c.
describe the trading networks by examining trans-Saharan trade in
gold, salt, and slaves including the Swahili trading cities
SE/TE: 284-287, 289-292, 298-299
TR:
Creative Teaching Activities booklet, 55, 56, 57; Guided Reading
and Review, Unit 3 booklet,78, 80, 82; Biography Activity, Unit 3
booklet, Ibn Battuta, p. 84; Chapter Extension Activities booklet, p.
32; Section Quiz, Unit 3 booklet, 59, 81; Primary Source Activity,
Unit 3 booklet, Swahili Cities of East Africa, p. 85 Viewpoint
Activity, Unit 3 booklet, Who Built Great Zimbabwe?, p. 86
TECH: Discovery School Video, Explore the Ruins of Great Zimbabwe;
Interactive Student Tutorial CD-ROM, Chapter 12; Computer Test
Bank, Chapter 12
Page 12 of 32
Standard
Strand/Course
Content Standard
d. analyze the process of religious syncretism as a blending of
traditional African beliefs with new ideas from Islam and
Christianity
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
SE/TE: 289-291, 295-297
TR:
Primary Source Activity, Unit 3 booklet, Swahili Cities of East
Africa, p. 85; Chapter Extension Activities booklet, p. 33; Section
Quiz, Unit 3 booklet, p. 83
TECH: Discovery School Video, Explore the Ruins of Great Zimbabwe;
Interactive Student Tutorial CD-ROM, Chapter 12; Computer Test
Bank, Chapter 12
SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics
a.
explain the manorial system and feudalism, to include the status of
peasants and feudal monarchies and the importance of Charlemagne
SE/TE: 183-190, 202-203, 206, 973
TR:
Creative Teaching Activities booklet, 37, 38, 39, 41; Guided Reading
and Review, Unit 3 booklet, 2, 4, 6, 20; Section Quiz, Unit 3 booklet,
3,5; Primary Source Activity, Unit 3 booklet, A Personal Portrait of
Charlemagne, p. 11; Biography Activity, Unit 3 booklet, Eleanor of
Aquitaine, p. 10; History Through Literature booklet, Song of
Roland; Chapter Extension Activities booklet, p. 23; Viewpoint
Activity, Unit 3 booklet, Two Views of Medieval Life, p. 12
TECH: World History Color Transparencies, Europe, p. B-77; Interactive
Student Tutorial CD-ROM, Chapter 8; Computer Test Bank, Chapter
8
b.
describe the political impact of Christianity to include Pope Gregory
VII and King Henry IV
SE/TE: 183-184, 193-195, 206-208, 210-214, 216-219, 230-231
Page 13 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Chapter Extension Activities booklet, 37, 41, 42, 43; Guided
Reading and Review, Unit 3 booklet, 2, 20, 22, 24; Chapter
Extension Activities booklet, 24, 25; Section Quiz, Unit 3 booklet,
21, 23, 25
TECH: Interactive Student Tutorial CD-ROM, Chapter 9; Computer Test
Bank, Chapter 9
c.
explain the role of the church in medieval society
SE/TE: 191-196, 220-224, 230-231
TR:
Chapter Extension Activities booklet, p. 24; Section Quiz, Unit 3
booklet, 7, 27; Creative Teaching Activities booklet, 40, 44, 45;
Guided Reading and Review, Unit 3 booklet, 8, 26, 28; Viewpoint
Activity, Unit 3 booklet, Historians Look at the Middle Ages, p. 32
TECH: World History Color Transparencies, The Cathedral at Reims, D-51,
D-53; Listening to Literature World Masterpiece audiotapes, Veni
Creator Spiritus, side 5; Interactive Student Tutorial CD-ROM,
Chapter 8, Chapter 9; Computer Test Bank, Chapter 8, Chapter 9;
Listening to Literature World Masterpiece audiotapes, excerpt from
Dante’s Inferno, side 5
d.
describe how increasing trade led to the growth of towns and cities
SE/TE: 197-201, 230-231
TR:
Section Quiz, Unit 3 booklet, p. 9; Geography Quiz, Unit 3 booklet,
p. 14l; Geography and History booklet, The Shapes of Cities and
What They Mean, 6-7
TECH: World History Color Transparencies, European Knowledge of the
World, base map and overlay, set 4, B-41, B-43, B-45; World
History Color Transparencies, Medieval Guilds: Protecting Group
Interests, p. C-37; Interactive Student Tutorial CD-ROM, Chapter 8;
Computer Test Bank, Chapter 8
Page 14 of 32
Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
Strand/Course
Content Standard
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America
a.
explain the rise and fall of the Olmec, Mayan, Aztec and Inca
empires
SE/TE: 154-160, 162-167, 172-173, 386-388
TR:
Teaching with Themes, Chapter Theme Activities, p. 10; Pacing
Chart with Block Scheduling Guide, Chapter 7; Teaching with
Themes, What Characteristics were shared by Ancient Empires
around the World, p. 42; Creative Teaching Activities booklet, 34,
35, 72, 73; Guided Reading and Review, Unit 2 booklet, 62, 64;
Biography Activity, Unit 2 booklet, Nezahualcoyotl, p. 68; Chapter
Extension Activities booklet, 21, 22; Section Quiz, Unit 2 booklet,
63, 65; Skill Application Activity, Unit 2 booklet, p. 71; Primary
Source Activity, Unit 4 booklet, The Massacre in the Temple of
Tenochtitlán, p. 51; History Through Literature booklet, The Broken
Spears, 35-36;Section Quiz, Unit 4 booklet, p. 41
TECH: World History Color Transparencies, Chapter 7 Graphic Organizer,
p. F-15; Interactive Student Tutorial CD-ROM, Chapter 7, Chapter
16; Computer Test Bank, Chapter 7, Chapter 16; World History
Color Transparencies, Textiles from the Incas, p. C-39
b.
compare the culture of the Americas including government,
economy, religion and the arts of the Mayans, Aztecs and Incas
SE/TE: 154-167, 172-173
TR:
Teaching with Themes, Chapter Theme Activities, p. 10; Creative
Teaching Activities booklet, 34, 36; Guided Reading and Review,
Unit 2 booklet, 62, 64, 66; Biography Activity, Unit 2 booklet,
Nezahualcoyotl, p. 68; Chapter Extension Activities booklet, 21, 22;
Section Quiz, Unit 2 booklet, 63, 65; Viewpoint Activity, Unit 2
booklet, Two Views of Life Under the Incas, p. 70
TECH: Interactive Student Tutorial CD-ROM, Chapter 7; Computer Test
Bank, Chapter 7; World History Color Transparencies, Textiles from
the Incas, p. C-39
Page 15 of 32
Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
Strand/Course
Content Standard
SSWH9 The student will analyze the change and continuity in the Renaissance and Reformation
a.
explain the social, economic and political changes that contributed to
the rise of Florence and the ideas of Machiavelli
SE/TE: 332, 334, 336-338, 341, 360-361, 974
TR:
Teaching with Themes. Chapter Theme Activities, p. 17; Pacing
Chart with Block Scheduling Guide, Chapter 14; Creative Teaching
Activities booklet, p. 63; Guided Reading and Review, Unit 4
booklet, p. 2; Biography Activity, Unit 4 booklet, Isabella d’Este, p.
12; Primary Source Activity, Unit 4 booklet, The King Orders a
Saltcellar, p. 15; History Through Literature booklet, The Prince,
32-33; Section Quiz, Unit 4 booklet, p. 3
TECH: World History Color Transparencies, Chapter 14 Graphic Organizer,
p. F-29; World History Color Transparencies, Eritrean Sibyl from
the Sistene Chapel, p. D-61; Listening to Literature World
Masterpiece audiotape, Fa una canzione, side 6; Discovery School
Video, Learn about Machiavelli’s The Prince
b.
identify artistic and scientific achievements of the “Renaissance man
“ Leonardo da Vinci, and Michelangelo
SE/TE: 334-335, 338-341
TR:
Skill Application Activity, Unit 4 booklet, Analyzing Fine Art, p. 15;
Section Quiz, Unit 4 booklet, p. 3
TECH: Interactive Student Tutorial CD-ROM, Chapter 14; Computer Test
Bank, Chapter 14
c.
explain the main characteristics of humanism to include the ideas of
Petrarch, Dante and Erasmus
SE/TE: 337-339, 343-345, 360-361
TR:
Creative Teaching Activities booklet, 63, 64; Guided Reading and
Review, Unit 4 booklet, 2, 4
Page 16 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: Listening to Literature World Masterpiece audiotapes, two poems by
Francesco Petrarch, side 6; Interactive Student Tutorial CD-ROM,
Chapter 14; Computer Test Bank, Chapter 14
d.
analyze the impact of the Protestant Reformation to include the ideas
of Martin Luther and John Calvin
SE/TE: 346-348, 350-351, 353-355, 360-361
TR:
Creative Teaching Activities booklet, 65, 66; Guided Reading and
Review, Unit 4 booklet, 6, 8; Chapter Extension Activities booklet,
37-38; Section Quiz, Unit 4 booklet, 7, 9
TECH: Interactive Student Tutorial CD-ROM, Chapter 14; Computer Test
Bank, Chapter 14
e.
describe the Counter Reformation at the Council of Trent and the
role of the Jesuits
SE/TE: 353-355, 360-361
TR:
Guided Reading and Review, Unit 4 booklet, p. 8; Section Quiz, Unit
4 booklet, p. 9
TECH: Interactive Student Tutorial CD-ROM, Chapter 14; Computer Test
Bank, Chapter 14
f.
describe the English Reformation and the role of Henry VIII and
Elizabeth I
SE/TE: 351-353, 360-361
TR:
g.
explain the importance of Gutenberg and the invention of the
printing press
Guided Reading and Review, Unit 4 booklet, p. 8; Section Quiz, Unit
4 booklet, p. 9
SE/TE: 345, 348
Page 17 of 32
Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
Strand/Course
Content Standard
SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa and Asia
a.
explain the roles of explorers and conquistadors, including Zheng
He, Vasco DaGama, Christopher Columbus, Ferdinand Magellan,
James Cook, and Samuel de Champlain
SE/TE: 311-312, 362-368, 382-383, 386-388, 394
TR:
Creative Teaching Activities booklet, 60, 68, 69, 72, 73; Guided
Reading and Review, Unit 3 booklet, p. 98; Teaching with Themes,
Chapter Theme Activities, p. 18; Guided Reading and Review, Unit 4
booklet, 22. 40. 42; Geography and History booklet, Mapmaking
and Relative Location, 8-9; Section Quiz, Unit 4 booklet, 23, 41;
Primary Source Activity, Unit 4 booklet, The Massacre at
Tenochtitlán, p. 51; History Through Literature booklet, The Broken
Spears, 34-35
TECH: Interactive Student Tutorial CD-ROM, Chapter 13, Chapter 15,
Chapter 16; Computer Test Bank, Chapter 13, Chapter 15, Chapter
16; World History Color Transparencies, European Knowledge of
the World, base map and overlays, set 4, B-41, B-43, B-45;
Discovery School Video, Learn about European Trade with China
b.
define the Columbian Exchange and its global economic and cultural
impact
SE/TE: 403-407, 408-409
TR:
c.
explain the role of the improved technology in European exploration
including the astrolabe
Chapter Extension Activities booklet, p. 42; Section Quiz, Unit 4
booklet, p. 49; Geography Quiz, Unit 4 booklet, p. 54
TECH: Interactive Student Tutorial CD-ROM, Chapter 16; Computer Test
Bank, Chapter 16
SE/TE: 365-367, 382-383
TR:
Creative Teaching Activities booklet, p. 68; Guided Reading and
Review, Unit 4 booklet, p. 22
Page 18 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: World History Color Transparencies, European Knowledge of the
World, base map and overlays, set 4, B-41, B-43, B-45
SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid nineteenth century CE
a.
describe the policies of the Tokugawa and Qing rulers, to include
Oda Nobunaga, and Kangxi
SE/TE: 322-323, 325, 378-379, 636, 644 -645
TR:
Guided Reading and Review, Unit 3 booklet, p. 102; Chapter
Extension Activities booklet, p. 40; Creative Teaching Activities
booklet, p. 116; Guided Reading and Review, Unit 6 booklet, p. 78
TECH: Discovery School Video, Uncover the secrets of the Samurai
b.
analyze the impact of population growth and its impact on the social
structure
SE/TE: p. 378
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires
a.
describe the geographical extent of the Ottoman Empire during the
rule of Suleiman the Magnificent, the Safavid Empire during the
reign of Shah Abbas I, and the Moghal Empire during the reigns of
Babur and Akbar
SE/TE: 269-271, 272-275
TR:
Chapter Extension Activities booklet, 29-30; Section Quiz, Unit 3
booklet, 63, 65; Creative Teaching Activities booklet, p. 53; Guided
Reading and Review, Unit 3 booklet, p. 64; Geography Quiz, Unit 3
booklet, p. 70
TECH: Interactive Student Tutorial CD-ROM, Chapter 11; Computer Test
Bank, Chapter 11; Discovery School Video, Learn about Suleiman
the Magnificent
b.
explain the ways in which these Muslim empires influenced religion,
law and the arts in their parts of the world
SE/TE: 269-271, 272-275
Page 19 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Chapter Extension Activities booklet, 29-30; Section Quiz, Unit 3
booklet, 63, 65; Creative Teaching Activities booklet, p. 53; Guided
Reading and Review, Unit 3 booklet, p. 64; Geography Quiz, Unit 3
booklet, p. 70
TECH: Interactive Student Tutorial CD-ROM, Chapter 11; Computer Test
Bank, Chapter 11; Discovery School Video, Learn about Suleiman
the Magnificent
SSWH13 The student will examine the intellectual, political, social and economic factors which changed the world view of Europeans
a.
explain the scientific contributions of Copernicus, Galileo, Kepler
and Newton and how these ideas changed the European world view
SE/TE: 356-359, 360-361, 446
TR:
Creative Teaching Activities booklet, p. 67; Guided Reading and
Review, Unit 4 booklet, p. 10; Viewpoint Activity, Unit 4 booklet,
Does the Earth Move, p. 14; Section Quiz, Unit 4 booklet, p. 11;
Geography Quiz, Unit 4 booklet, p. 15
TECH: Interactive Student Tutorial CD-ROM, Chapter 14; Computer Test
Bank, Chapter 14
b.
identify the major ideas of the Enlightenment from the writings of
Locke, Voltaire and Rousseau and their relationship to politics and
society
SE/TE: 446-455, 462-463, 972, 980
TR:
Creative Teaching Activities booklet, 82, 83; Guided Reading and
Review, Unit 5 booklet, 2, 4, 5, 9; Biography Activity, Unit 5
booklet, Voltaire, p. 10; History Through Literature booklet,
Candide, 39-40; Chapter Extension Activities booklet, 39-40;
Viewpoint Activity, Unit 5 booklet, Enlightenment Views on
Education, p. 12; Section Quiz, Unit 5 booklet, p. 3
Page 20 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: World History Visions Voices Views: Global Issues Forum, Should
Colleges and Universities Regulate Hateful Speech?, Videotape 5;
Interactive Student Tutorial CD-ROM, Chapter 18; Computer Test
Bank, Chapter 18
SSWH14 The student will analyze the Age of Revolutions and Rebellions
a.
examine absolutism through a comparison of the rules of Louis XIV,
Tsar Peter the Great, Tokugawa Ieyasu
SE/TE: 322-323, 416-420, 431-434
TR:
Guided Reading and Review, Unit 3 booklet, p. 102; Creative
Teaching Activities booklet, 78, 79; Guided Reading and Review,
Unit 4 booklet, 62, 64; Primary Source Activity, Unit 4 booklet, A
Busy Day at the Sun King’s Court, p. 71; History Through
Literature booklet, The Would-Be Gentleman, 37-38; Chapter
Extension Activities booklet, p. 44; Section Quiz, Unit 4 booklet, 63,
69
TECH: World History Color Transparencies, political cartoons, p. E-29, E33; Discovery School Video, Learn more about the Life of Peter the
Great; Interactive Student Tutorial CD-ROM, Chapter 17; Computer
Test Bank, Chapter 17
b.
identify the causes and results of the revolutions in England (1689),
United States (1776), France (1789), Haiti (1791), and Latin
America (1808-1825)
SE/TE: 421-426, 460-463, 464-465, 468-483, 528-533, 534-535, 981
TR:
Biography Activity, Unit 4 booklet, George Fox, p. 70; Creative
Teaching Activities booklet, 85, 86, 87, 88; Guided Reading and
Review, Unit 5 booklet, p. 8, 20, 22, 24; Section Quiz, Unit 5
booklet, 9, 21; Geography Quiz, Unit 5 booklet, p. 14; History
Through Literature booklet, A Tale of Two Cities, 41-42; Chapter
Extension Activities booklet, p. 48
Page 21 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: Interactive Student Tutorial CD-ROM, Chapter 18, Chapter 19;
Computer Test Bank, Chapter 18, Chapter 19; Discovery School
Video, Learn about the American Revolution; World History Color
Transparencies, High fashion in France, p. C-51
c.
explain Napoleon’s rise to power, defeat, and consequences for
Europe
SE/TE: 484-493, 494-495
TR:
Creative Teaching Activities booklet, 89, 90; Guided Reading and
Review, Unit 5 booklet, 26, 28; Viewpoint Activity, Unit 5 booklet,
Two Views of Napoleon, p. 32; Section Quiz, Unit 5 booklet, 27, 29;
Chapter Extension Activities booklet, p. 49; Geography Quiz, Unit 5
booklet, p. 34
TECH: World History Color Transparencies, Bonaparte Crossing the Alps,
p. D-69; Interactive Student Tutorial CD-ROM, Chapter 19;
Computer Test Bank, Chapter 19; Discovery School Video, Learn
about Napoleon and His Empire; World History Visions Voices
Views: Animated Map Story, Napoleon’s Russian Campaign,
videotape 5
d.
examine the interaction with westerners to include Opium War, the
Taiping Rebellion, and Commodore Perry
SE/TE: 635-639, 645
TR:
Chapter Extension Activities booklet, p. 62; Primary Source Activity,
Unit 6 booklet, The Great Powers Divide China, p. 69; Section Quiz,
Unit 6 booklet, p. 67; Guided Reading and Review, Unit 6 booklet,
p. 78
TECH: Interactive Student Tutorial CD-ROM, Chapter 25; Computer Test
Bank, Chapter 25
Page 22 of 32
Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
Strand/Course
Content Standard
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism and the major characteristics of world wide
imperialism
a.
analyze the process and impact of industrialization in England,
Germany and Japan, movements for political reform, the writings of
Adam Smith and Karl Marx, and urbanization and its impact on
women
SE/TE: 496-513, 514-515, 544-561, 566-567, 644-649
TR:
Teaching with Themes, Chapter Theme Activities, p. 23; Pacing
Chart with Block Scheduling Guide, Chapter 20; Creative Teaching
Activities booklet, 91, 93, 94, 98, 99, 100, 116; Guided Reading and
Review, Unit 5 booklet, p. 40, 44, 46; Skill Application Activity, Unit
5 booklet, p. 51; Primary Source Activity, Unit 5 booklet, Riding the
Liverpool-Manchester Line, p. 49; Section Quiz, Unit 5 booklet, 43,
45, 47; Geography and History booklet, 10-11; History Through
Literature booklet, Mary Barton, 43-44; Geography and History
booklet, Viewpoint Activity, Rules for Workers, p. 50; Chapter
Extension Activities booklet, 51, 54-55, 56, 63; Guided Reading and
Review, Unit 6 booklet, 2, 4, 6, 78; Section Quiz, Unit 6 booklet, 3,
5, 7, 79; Viewpoint Activity, Unit 6 booklet, Looking at London in
the 1820’s, p. 12; History Through Literature booklet, Under
Reconstruction, 55-56
TECH: World History Color Transparencies, Chapter 20 Graphic Organizer,
p. F-41; World History Color Transparencies, political cartoon
about the effects of technology, p. E-35; Interactive Student Tutorial
CD-ROM, Chapter 20, Chapter 22, Chapter 26; Computer Test Bank,
Chapter 21, Chapter 22, Chapter 26; Discovery School Video,
Explore life during the Industrial Age
b.
compare and contrast the rise of the nation state in Germany under
Otto von Bismarck and Japan under Emperor Meiji
SE/TE: 570-576, 644-649
Page 23 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Creative Teaching Activities booklet, 102, 103, 104, 116; Guided
Reading and Review, Unit 6 booklet, 20, 22, 24, 78; Chapter
Extension Activities booklet, p. 57; Section Quiz, Unit 6 booklet, 21,
23; Viewpoint Activity, Unit 6 booklet, Bismarck and His Strategies,
p. 32; Biography Activity, Unit 6 booklet, Guiseppe Verde, p. 30
TECH: World History Color Transparencies, A Dream Castle in Bavaria, p.
C-53; Interactive Student Tutorial CD-ROM, Chapter 23; Computer
Test Bank, Chapter 23
c.
describe the reaction to foreign domination including the RussoJapanese War and Young Turks
SE/TE: 628-629, 648-649
d.
describe imperialism in Africa and Asia by comparing British
policies in South Africa, French policies in Indochina, and Japanese
policies in Asia
SE/TE: 618-620, 624, 648-649, 650-651, 727, 662-667
TR:
Creative Teaching Activities booklet, p. 111, 112, 117; Guided
Reading and Review, Unit 6 booklet, 58, 60, 80; Section Quiz, Unit 6
booklet, p. 59; Viewpoint Activity, Unit 6 booklet, Two View of
Imperialism in Africa, p. 70; History Through Literature booklet,
The Gentlemen of the Jungle, 53-54; Chapter Extension Activities
booklet, p. 61
TECH: Discovery School Video, Learn about the effects of Imperialism in
Africa ; World History Color Transparencies, political cartoon,
responsibilities of powerful nations, p. E-41; Interactive Student
Tutorial CD-Rom, Chapter 25; Computer Test Bank, Chapter 25;
World History Color Transparencies, Scramble for Africa, base map
and overlays, set 5, B-47. B-49, B-51
SSWH16 The student will demonstrate an understanding of long term causes of World War I and its global impact
a.
identify the causes of the war including Balkan nationalism,
entangling alliances, and militarism
SE/TE: 676-677, 678-684
Page 24 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Teaching with Theme, Chapter Theme Activities, p. 30; Pacing Chart
with Block Scheduling Guide, Chapter 27; Creative Teaching
Activities booklet, 121, 122, 123; Guided Reading and Review, Unit
7 booklet, 2, 4, 6; Chapter Extension Activities booklet, 65-66;
Geography and History booklet, Conflict in the Balkans, A
Geographical problem, 14-15; Section Quiz, Unit 7 booklet, 3, 5;
History Through Literature booklet, All Quiet on the Western Front,
57-58
TECH: Interactive Student Tutorial CD-Rom, Chapter 27; Computer Test
Bank, Chapter 27; World History Color Transparencies, political
cartoon, conditions that increase the possibility of war, p. 682
b.
describe the conditions on the war front for soldiers including the
Battle of Verdun,
SE/TE: 685-693, 986
TR:
Viewpoint Activity, Unit 7 booklet, Soldier-Poets View World War I,
p. 14; Chapter Extension Activities booklet, p. 67; Biography
Activity, Unit 7 booklet, Manfred, Baron von Richthofen, p. 12;
Section Quiz, Unit 7 booklet, 7, 9; Creative Teaching Activities
booklet, p. 124; Guided Reading and Review, Unit 7 booklet, p. 8;
Primary Source Activity, Unit 7 booklet, Käthe Kollwitz’s War
Diary, p 13; Skill Application Activity, Unit 7 booklet, p. 15
TECH: Discovery School Video, Learn about the front during World War I;
Interactive Student Tutorial CD-Rom, Chapter 27; Computer Test
Bank, Chapter 27
c.
explain the major decisions made in the Versailles Treaty including
German reparations and the mandate system that replaced Ottoman
control
SE/TE: 694-697, 698-699
TR:
Creative Teaching Activities booklet, p. 10; Guided Reading and
Review, Unit 7 booklet, 12-15; Simulations booklet, 12-15; Section
Quiz, Unit 7 booklet, p. 11; Geography Quiz, Unit 7 booklet, p. 16
Page 25 of 32
Standard
Strand/Course
Content Standard
d. analyze the destabilization of Europe in the collapse of the great
empires including the Romanov and Hapsburg dynasties
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
SE/TE: 581-583, 693-695, 702-703, 746-747
TR:
Creative Teaching Activities booklet, 125, 126, 134; Guided Reading
and Review, Unit 7 booklet, 10, 22, 58; Skill Application Activity, 31,
33; Section Quiz, Unit 7 booklet, p. 27
SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World
War II
a.
examine the impact of the war on science, art, and social thinking by
identifying the cultural significance of Sigmund Freud, Albert
Einstein, and Picasso
SE/TE: 744, 752-756, 766-767
TR:
Creative Teaching Activities booklet, 135, 136; Guided Reading and
Review, Unit 7 booklet, 60, 62; Primary Source Activity, Unit 7
booklet, Studying at the Bauhaus, p. 67; Chapter Extension Activities
booklet, p. 72; Section Quiz, Unit 7 booklet, p. 61
TECH: Interactive Student Tutorial CD-Rom, Chapter 30; Computer Test
Bank, Chapter 30
b.
determine the causes and results of the Russian Revolution from the
rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan
SE/TE: 700-701, 702-712, 718-719
TR:
Creative Teaching Activities booklet, 126, 127, 128; Guided Reading
and Review, Unit 7 booklet, 22, 24, 26; Viewpoint Activity, Unit 7
booklet, Women in the Russian Revolution, p. 30; Section Quiz, Unit
7 booklet, 23, 25; History Through Literature booklet, One Day in
the Life of Ivan Denisovich, 59-60; Primary Source Activity, Unit 7
booklet, Growing Up in Stalin’s Russia, p. 29
TECH: Interactive Student Tutorial CD-Rom, Chapter 28; Computer Test
Bank, Chapter 28; Discovery School Video, Learn about
Communism in the Soviet Union
Page 26 of 32
Standard
Strand/Course
Content Standard
c. describe the rise of fascism in Europe and Asia by comparing the
policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and
Hirohito in Japan
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
SE/TE: 738-741, 744-745, 757-765, 766-767
TR:
Creative Teaching Activities booklet, 133, 137; Guided Reading and
Review, Unit 7 booklet, 46, 64; Section Quiz, Unit 7 booklet, 47, 63,
65; History Through Literature booklet, The Sound of Cicadas, 6364; Chapter Extension Activities booklet, p. 73; Viewpoint Activity,
Unit 7 booklet, Hitler’s Propaganda Machine, p. 68
TECH: Interactive Student Tutorial CD-Rom, Chapter 30; Computer Test
Bank, Chapter 30; World History Color Transparencies, Stadium
Tribune, Nuremburg, Germany, p. D-83
d.
analyze the rise of nationalism as seen in the ideas of Sun Yat Sen,
Mustafa Kemal Attaturk, and Mohandas Ghandi
SE/TE: 638-639, 728-729, 731-733, 734-736,
TR:
e.
describe the nature of totalitarianism and the police state that existed
in Russia, Germany, and Italy and how they differ from authoritarian
governments
Section Quiz, Unit 7 booklet, p. 43; Creative Teaching Activities
booklet, p. 132; Guided Reading and Review, Unit 7 booklet, p. 44
SE/TE: 713-717, 718-719, 758-760, 762-765, 766-767
TR:
Section Quiz, Unit 7 booklet, 27, 63, 65; Chapter Extension
Activities booklet, p. 69; Geography Quiz, Unit 7 booklet, 32, 64, 70;
Viewpoint Activity, Unit 7 booklet, Hitler’s Propaganda Machine, p.
68
TECH: Interactive Student Tutorial CD-Rom, Chapter 30; Computer Test
Bank, Chapter 30; World History Color Transparencies, Stadium
Tribune, Nuremburg, Germany, p. D-83
Page 27 of 32
Standard
Strand/Course
Content Standard
f. explain the aggression and conflict leading to World War II in
Europe and Asia including the Italian invasion of Ethiopia, the
Spanish Civil War, the rape of Nanjing in China, and the German
annexation of the Sudentenland
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
SE/TE: 737, 770-774
TR:
Creative Teaching Activities booklet, 138, 139; Guided Reading and
Review, Unit 7 booklet, 76, 78; Section Quiz, Unit 7 booklet, p. 77
TECH: Listening to Literature World Masterpiece audiotapes, A Song on the
End of the World, side 10; Interactive Student Tutorial CD-Rom,
Chapter 31; Computer Test Bank, Chapter 31
SSWH18 The student will demonstrate an understanding of the global political, economic and social impact of World War II
a.
describe the major conflicts and outcomes including Pearl Harbor,
El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and
the end of the war in Europe and Asia
SE/TE: 768-769, 775-790, 796-797, 798-799
TR:
Chapter Extension Activities booklet, 74, 75; Section Quiz, Unit 7
booklet, 79, 81, 83; Creative Teaching Activities booklet, 140, 141,
142; Guided Reading and Review, Unit 7 booklet, 80, 84; Viewpoint
Activity, Unit 7 booklet, Prisoners of War in Europe and Asia, p. 88;
Primary Source Activity, Unit 7 booklet, After the Battle at
Kwajalein, p. 87
TECH: Discovery School Video, Experience the triumph at Normandy;
Interactive Student Tutorial CD-Rom, Chapter 31; Computer Test
Bank, Chapter 31
b.
identify Nazi ideology, policies, and consequences which led to the
Holocaust
SE/TE: 764-765, 781-783, 791
Page 28 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Section Quiz, Unit 7 booklet, 65, 79; Creative Teaching Activities
booklet, p. 140; Guided Reading and Review, Unit 7 booklet, p. 80;
History Through Literature booklet, Night, 65-66; Chapter
Extension Activities booklet, p. 75
TECH: World History Visions Voices Views, Daily Life CloseUp: A
Resistance Fighter in the Warsaw Ghetto, videotape 7
c.
explain the military and diplomatic negotiations between the leaders
of Great Britain (Churchill), the Soviet Union (Stalin), and the
United States (Roosevelt/Truman) from Teheran to Yalta and
Potsdam and the impact on the nations of Eastern Europe
SE/TE: 791-793
d.
explain allied Post-World War II policies including formation of the
United Nations, the Marshall Plan for Europe, and McArthur’s plan
for Japan
SE/TE: 791-795, 796-797, 809, 858-859
TR:
Section Quiz, Unit 7 booklet, p. 85; Geography Quiz, Unit 7 booklet,
p. 90; Creative Teaching Activities booklet, p. 151; Guided Reading
and Review, Unit 8 booklet, p. 38
TECH: Interactive Student Tutorial CD-Rom, Chapter 31; Computer Test
Bank, Chapter 31
SSWH19 The student will demonstrate an understanding of the global social, economic and political impact of the Cold War and decolonization from
1945 to 1989
a.
analyze the revolutionary movements in India (Gandhi, Nehru),
China (Mao Zedong, Chiang Kai-shek), and Ghana
SE/TE: 731-733, 734-737, 862-865, 883-884, 910-911, 987, 990
Page 29 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Section Quiz, Unit 7 booklet, 43, 45; Creative Teaching Activities
booklet, p. 132, 152; Guided Reading and Review, Unit 7 booklet, p.
44; Primary Source Activity, Unit 7 booklet, The Long March
Across China, p. 49; Guided Reading and Review, Unit 8 booklet, p.
40; History Through Literature booklet, The Trial, 70-71; Primary
Source Activity, Unit 8 booklet, Working at the Cadre School, p. 47
TECH: World History Visions Voices Views, The Long March in China,
videotape 7; World History Color Transparencies, Goldfish from
China, p. C-59
b.
describe the formation of the state of Israel
SE/TE: 889-890
TR:
c.
explain the arms race to include development of the Hydrogen Bomb
(1954) and SALT (Strategic Arms Limitation Treaty, 1972)
SE/TE: 795, 807, 828-829, 844
TR:
d.
compare and contrast the reforms of Khrushchev to Gorbachev
Creative Teaching Activities booklet, p. 156; Guided Reading and
Review, Unit 8 booklet, p. 58
Guided Reading and Review, Unit 8 booklet, 2, 18; Creative
Teaching Activities booklet, p. 146; Chapter Extension Activities
booklet, p. 80
SE/TE: 843-848
TR:
Chapter Extension Activities booklet, p. 80; Section Quiz, Unit 8
booklet, p. 25; Creative Teaching Activities booklet, p. 150; Guided
Reading and Review, Unit 8 booklet, p. 26
TECH: Interactive Student Tutorial CD-Rom, Chapter 33; Computer Test
Bank, Chapter 33
e.
analyze efforts in the pursuit of freedom to include, anti-apartheid,
Tiananmen Square, and the fall of the Berlin Wall
SE/TE: 836-838, 865, 925-927, 998
Page 30 of 32
Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TR:
Guided Reading and Review, Unit 8 booklet, 22, 80; Creative
Teaching Activities booklet, p. 162; History Through Literature
booklet, Poems about Prison, p. 75; Simulations booklet, Looking
Beyond Apartheid, p. 16
TECH: Interactive Student Tutorial CD-Rom, Chapter 33; Computer Test
Bank, Chapter 33; Discovery School Video, Meet Nelson Mandela
SSWH20 The student will examine change and continuity in the world since the 1960s
a.
identify ethnic conflicts and new nationalisms to include panAfricanism, pan-Arabism and the conflicts in Bosnia-Herzegovina
and Rwanda
SE/TE: 727-730, 851-853, 888-890, 909-911, 913
TR:
Creative Teaching Activities booklet, 130, 156, 159; Guided Reading
and Review, Unit 7 booklet, p. 40; Viewpoint Activity, Unit 7
booklet, Influences on African Nationalism, p. 50; Biography
Activity, Unit 7 booklet, T.E. Lawrence, p. 48; Section Quiz, Unit 7
booklet, p. 41; Guided Reading and Review, Unit 8 booklet, p. 58, 74
TECH: Listening to Literature World Masterpiece audiotapes, Musical
Tribute to Africa, side 9; Interactive Student Tutorial CD-Rom,
Chapter 29; Computer Test Bank, Chapter 29; World History Visions
Voices Views, Daily Life CloseUp, Children of the War: Young
People of Bosnia, videotape 8
b.
describe the breakup of the Soviet Union in 1991 which produced
the independent countries to include Ukraine, Kazakhstan and the
Baltic States
SE/TE: 846-853, 993-995
TR:
Section Quiz, Unit 8 booklet, p. 25; Creative Teaching Activities
booklet, p. 150; Guided Reading and Review, Unit 8 booklet, p. 26;
Biography Activity, Unit 8 booklet, Vaclav Havel, p. 28; Primary
Source Activity, Unit 8 booklet, A Family in Sarajevo, p. 29; Section
Quiz, Unit 8 booklet, p. 27
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Standard
Strand/Course
Content Standard
Where Taught
(If print Component, cite page number; if non-print, cite appropriate location)
TECH: Interactive Student Tutorial CD-Rom, Chapter 33; Computer Test
Bank, Chapter 33
c.
analyze terrorism as a form of warfare in the 20th century including
Shining Path, Red Brigade, Hamas, and Al Qaeda and its impact on
daily life including travel, world energy supplies, and financial
markets
SE/TE: 811, 887, 900-903, 904-905, 937
d.
examine the rise of women as major world leaders to include, Golda
Meir, Indira Gandhi, and Margaret Thatcher
SE/TE: 834, 883-885
TR:
Media, Unit 8 booklet, “Hot” and “Cold”, p. 9; Chapter Extension
Activities booklet, p. 78; Section Quiz, Unit 8 booklet, p. 7
TECH: Interactive Student Tutorial CD-Rom, Chapter 32; Computer Test
Bank, Chapter 32
SSWH21 The student will analyze globalization in the contemporary world
a.
describe the cultural and intellectual integration of countries into the
world economy through the development of television, satellites, and
computers
SE/TE: 820-823, 824-825
TR:
Section Quiz, Unit 8 booklet, p. 3; Creative Teaching Activities
booklet, p. 144; Guided Reading and Review, Unit 8 booklet, p. 4;
Viewpoint Activity, Unit 8 booklet, Approaches to the Environment,
p. 10
TECH: Interactive Student Tutorial CD-Rom, Chapter 32; Computer Test
Bank, Chapter 32
b.
analyze global economic and political connections to include
multinational corporations, United Nations, OPEC, and the World
Trade Organization
SE/TE: 630, 806-817, 830-832, 839-841, 853, 890, 938, 946, 989
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