Download World History, Survey Edition

Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
GRADES 9-12
III. WORLD HISTORY
CHAPTER 1 A. Beginnings of Human Society and Early Civilizations, to 1000 BC
CHAPTER 2 Standards
The student will demonstrate knowledge of the earliest human societies and the processes
that led to the emergence of agricultural societies around the world.
Benchmarks
1. Students will analyze the biological,
cultural, geographic, and environmental
processes that gave rise to the earliest
human communities.
SE/TE: 1, 6-10, 11, 12, 13, 14, 24-25, 2627
TR: Unit 1: p. 2, 5, 6-11; Skills Handbook
(SH): p. 3; Color Transparency (CT): 1,
2;Note Taking Transparency (NTT): 49B
TECH: Witness History Audio CD (WHA):
Donald Johanson
2. Students will describe innovations that
gave rise to developed agriculture and
permanent settlements and analyze the
impact of these changes.
SE/TE: 11-15, 16-19, 20-23, 24-25, 26
TE: 2c
TR: Unit 1: p. 4, 5, 9, 10, 12, 13; NTT: 50;
CT: 4, 5, 6
TECH: WEBCODE (WC): nap-0121; WHA:
The Daily Grind Begins
Examples
1. Fishing, hunting, gathering; nomadic
civilizations
SE/TE: 11, 12, 13
TE: 2c, T20
TR: Unit 1: p. 3; CT: 3; Reading and Note
Taking Study Guide (RNT): p. 11
2. Stone and wood tools, fire, language, art,
agriculture, role of women, pottery, cloth
(wool/flax), specialization
SE/TE: 8, 9, 11, 15
TR: Unit 1: p. 5, 9, 10
TECH: WHA: The World’s First Revolution
1
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 3 A. Beginnings of Human Society and Early Civilizations, to 1000 BC
CHAPTER 4 Standards
The student will demonstrate knowledge of the major characteristics of civilization and the
process of its emergence.
Benchmarks
1. Students will locate various civilizations of
the era in time and place, and describe, and,
Israel compare the cultures of these various
civilizations.
SE/TE: 1, 18, 19, 31, 32-34, 37, 40-41, 5761, 64, 69, 90, 100; Concept Connector
Handbooks (CCH): pp. 1148–1149
TR: Unit 1: p. 13, 20, 28, 32, 33; NTT: 52;
CT: 7
TECH: WHA: Ancient Times, Ancient Tunes;
WHA: The One God of Judaism
2. Students will analyze the spread of
agricultural societies, and population
movements.
SE/TE: 31, 40, 44, 45, 48, 56, 64-65, 114
TR: NTT: 51, 54, 62
TECH: WC: nap-0131
Examples
1. Egyptian, Mesopotamian, Indus River
SE/TE: 18-1936-38, 41-43, 49, 50-56, 68Valley, Shang Dynasty, Babylonian, Assyrian, 71, 86-90, 94, 114-115
Minoan
TR: Unit 1: p. 21-23, 25, 27, 29, 31, 68; SH:
p. 3; NTT: 53, 55; CT: 8, 10, 11, 12
TECH: WHA: Establishing the Law; WHA:
Book of the Dead; WHA: The Greatest of
Gods; WC: 0241
2. Mycenaean, Israel, and various others,
SE/TE: 30-35, 44-48, 68-71, 84-86, 92-93,
Mesopotamia, Egypt, Indus River, China, and 115-116
the later civilizations of the Middle East,
including ancient Israel I
TR: Unit : p. 20, 28, 33, 34; NTT: 54, 57, 70
TECH: WHA: Forgotten Civilization
Discovered; WHA: The Gift of the Nile; WC:
nap-0311
2
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 5 B. World Civilizations and Religions, 1000 BC-500 AD
CHAPTER 6 Standards
The student will demonstrate knowledge of ancient civilizations in South and East Asia.
Benchmarks
1. Students will locate various civilizations of SE/TE: 70-71, 72, 74, 82, 85, 86, 90, 91, 92the era in India, China, Korea and Japan, and 93, 100, 103, 104-105, 107, 111
describe their structures and interactions.
TR: Unit 1: p. 42, 43, 44, 46, 52, 53; SH: p.
3; NTT: 58, 60; CT: 13, 16
TECH: WC: nap-0331, nap-0351
Examples
1. Aryan civilization, Mohenjo-daro, Ashoka, SE/TE: 70-71, 72-73, 74-75, 76-78, 79-82,
Zhou, Qin and Han dynasties, Yamato, Vedas, 83, 84-85, 86-89, 91, 94-96, 96-98, 99, 101Hinduism, Buddha, Buddhism, caste system, 103, 104-107, 108-109; CCH: p. 1167
Confucius, Confucianism, Laozi, Daoism,
precursors to the Great Wall; cultural
universals of economic, political, social,
religious, philosophical, and technological
characteristics
TR: Unit 1: p. 41, 43, 44, 45, 46, 555, 5661, 73; SH: p. 3; NTT: 59, 61; CT: 14, 17,
18
TECH: WHA: A New Age in China; WHA:
River Waters Bring Salvation
CHAPTER 7 B. World Civilizations and Religions, 1000 BC-500 AD
CHAPTER 8 Standards
The student will demonstrate knowledge of ancient African civilizations.
Benchmarks
1. Students will locate various African
SE/TE: 46, 340-341,, 342, 343, 344, 345;
civilizations and describe their structures and CCH: p. 1148
ways of living.
TE: T21
TR: Unit 2: p. 87; RNT: p. 98; NTT: 92; CT:
65
3
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
Examples
1. Africa: Kush, Meroe, use of iron, oceangoing trade
SE/TE: 46, 343, 344; CCH: p. 1148
CHAPTER 9 B. World Civilizations and Religions, 1000 BC-500 AD
CHAPTER 10 Standards
The student will demonstrate knowledge of ancient Mesoamerican and South American
civilizations.
Benchmarks
1. Students will locate various Mesoamerican SE/TE: 1, 184-185, 186-187, 188-189, 190,
and South American civilizations and describe 194, 196-200, 202, 206, 207, 208-209; CH:
their structures and ways of living.
1148
TR: Unit 1: p. 104, 105, 107-112, 114, 115;
SH: p. 3; RNT: p. 58; NTT: 72A, 72B, 73; CT:
34, 35, 38
TECH: WC: nap-0611
Examples
1. Mesoamerica: Olmecs, Maya, maize
SE/TE: 1, 186-187, 188-191, 192-193, 194,
cultivation, astronomy and calendars, glyphic 195-196, 197-200, 206-207, 208-209
writing, monumental building; South
America: Chavin, Moche, Nazca; gold, pottery
and textiles; monumental building
TE: 184c
TR: Unit 1: p. 102, 104, 105, 108-112, 114115; NTT: 72A, 72B, 73; CT: 33, 34, 35, 38
TECH: WHA: Elite Warriors Uphold an
Empire; WHA: Impressive Inca Roads; WHA:
Rediscovering the Ancient Maya
4
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 11 B. World Civilizations and Religions, 1000 BC-500 AD
CHAPTER 12 Standards
The student will demonstrate knowledge of ancient Greek civilization and its influence
throughout Eurasia, Africa and the Mediterranean.
Benchmarks
1. Students will analyze the influence of
SE/TE: 118, 119, 121, 123, 124, 128, 129,
geography on Greek economic, social, and
130, 136, 142, 146, 147, 181
political development, and compare the social
and political structure of the Greek city-states
with other contemporary civilizations.
TE: 112c, T20, T23
TR: Unit 1: p. 74; CT: 21
TECH: WC: nap-0421
2. Students will analyze the influence of
Greek civilization beyond the Aegean
including the conflicts with the Persian
empire, contacts with Egypt and South Asia,
and the spread of Hellenistic culture
throughout the Mediterranean.
SE/TE: 113, 114, 117, 124, 128, 130, 161,
265, 434
TR: NTT: 65
Examples
1. Mediterranean Sea, mountain barriers,
coastal colonies, Black Sea, Trojan War, role
of slavery, significance of citizenship,
democracy, Solon, Lycurgus
SE/TE: 114-115, 116, 118-119, 120-123
TE: 112c, 112d
TR: Unit 1: p. 67, 68, 74; SH: p. 3
TECH: WC: nap-0421, nap-0431, nap-0451
2. Marathon, Salamis, Platea, Thermopylae,
Persian and Peloponnesian Wars, Alexander
the Great, Greek drama, philosophy, poetry,
history, sculpture, architecture, science,
mathematics, politics and ethics, Plato,
Socrates, Aristotle, Philip II, Euclid,
Eratosthenes, Ptolemy, Hippocrates, Zeno I
SE/TE: 116, 120-123, 124-125, 126-127,
128, 129, 130-131, 132-133, 134-135, 136,
137, 138-141, 142, 143, 144-145, 164, 265,
434, 1081; CCH: p. 1151
5
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: p. 63-65, 69-73, 75, 76; NTT:
63, 64, 65, 66; CT: 19, 20, 22, 24
TECH: WHA: The Highest Good; WHA:
Athens Demands Action; WHA: Alexander
Shares Rewards; WHA: Aristotle Meditates on
Thought; WC: naa-0461
CHAPTER 13 B. World Civilizations and Religions, 1000 BC-500 AD
CHAPTER 14 Standards
The student will demonstrate knowledge of ancient Rome from about 500 BC to 500 AD and
its influence in relation to other contemporary civilizations.
Benchmarks
1. Students will analyze the influence of
geography on Roman economic, social and
political development, and compare its social
and political structure to other contemporary
civilizations.
SE/TE: 103-104, 118-122, 126, 128, 153,
154, 156, 164, 181
TE: 148c
2. Students will compare Roman military
conquests and emp ire building with those of
other contemporary civilizations.
SE/TE: 101-103, 137-139, 155-156, 160,
180-181
TR: CT: 26
TECH: WC: nap-0451, nap-0521
3. Students will analyze the influence of
SE/TE: 151, 156-157, 161-162, 163, 164,
Roman civilization, including the contacts and 166-167, 173-174
conflicts with it and other peoples and
civilizations in Eurasia, Africa and the Near
East.
TR: Unit 1: p. 92; CT: 27, 28
TECH: WC: nap-0521; WC: naa-0521
4. Students will compare the disintegration of SE/TE: 128, 173-175, 176-177, 178-179,
the Western Roman Empire with the fate of
180-181
other contemporary empires.
TR: NTT: 71; CT: 30
Examples
1. Geographic location, Etruscans Patricians,
Plebeians, freedmen, slaves, law, Senate,
army, state
SE/TE: 150-151, 152, 153, 154, 155, 157,
160, 165
TE: 148c
6
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: 0p. 83, 95; CT: 25
TECH: WHA: A Plea for Reform; WC: 0611
2. Marius, Sulla, Cicero, Julius and Augustus
Caesar, Livia, Cleopatra, Bouddica, Punic
Wars, Great Jewish War, Constantine
SE/TE: 155-156, 158-159, 167, 174-175
TR: Unit 1: p. 84, 90, 91
3. Hellenism, Latin, Art and architecture,
SE/TE: 152, 153, 155-156, 157, 158, 159engineering and science, medicine, literature 160, 161-163, 164-165, 166, 169, 170-171,
and history, language, religious institutions,
175, 176, 180-181
and law. Roman interactions with Hispania,
Carthage, Gaul, Egypt, the Germanic peoples
of Europe
TR: Unit 1: p. 84, 85; NTT: 69; CT: 26, 27,
28, 31, 32
TECH: WHA: The Glory That Would Be Rome;
WHA: Safety Under the Law
4. Migration, cultural assimilation and
SE/TE: 157, 166-170, 173, 175, 176-177,
conflict, religious tensions, population
178-179, 180-181
decline, tax problems, over-extended empire,
greed and corruption, mercenary army
TR: Unit 1: p. 87, 88, 90, 91; SH: p. 3; NTT:
68, 71
TECH: WHA: The Exhausted Empire; WC:
nap-0551, nap-0561
CHAPTER 15 C. World Civilizations and Religions, 1500 BC-700 AD
CHAPTER 16 Standards
The student will demonstrate knowledge of the history and rise of major world religions.
Benchmarks
1. Students will understand the history,
geographic locations, and characteristics of
major world religions, including Judaism,
Hinduism, Buddhism, Confucianism,
Christianity, Islam, as well as indigenous
religious traditions.
SE/TE: 50-51, 57-60, 63, 64, 79-82, 83, 85,
96-98, 100, 102, 107-111, 166-170, 171,
193, 304-309, 310-314, 315, 316, 324, 325,
344; CCH: p. 1167
TE: 302c
7
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: p. 42, 93; Unit 2: p. 61, 66, 69,
73; SH: p. 3; NTT: 55, 56, 87B, 88B; CT: 11,
12, 29, 31, 32, 57, 60, 63
TECH: WHA: The Greatest of Gods; WHA:
The One God of Judaism; WHA: Roman
Emperor Accepts Christianity; WHA:
Messenger of God; WC: nap-0321
CHAPTER 17 D. Early Medieval & Byzantium, 400 AD-1000 AD
CHAPTER 18 Standards
The student will demonstrate knowledge of the Byzantine Empire.
Benchmarks
1. Students will describe the events leading
SE/TE: 175, 281, 286, 287
to the establishment of Constantinople as the
capital of the Eastern Roman Empire and
analyze the significance of this event.
TE: 280c
TR: Unit 2: p. 456, 50; NTT: 84; CT: 54
2. Students will describe Byzantine culture
and examine disputes and why they led to
the split between Eastern and Western
Christianity.
SE/TE: 287, 288
TR: CT: 52
Examples
1. Byzantium, Constantine
SE/TE: 166-170, 171, 174-175, 280-281,
282-283, 284, 285-288
TE: 242c, 280c
TR: Unit 2: p. 46, 51; NTT: 84; CT: 54
TECH: WHA: A Sovereign City; Discovery
School Video (DSV): The Byzantine Empire;
WC: nap-0912
2. Architecture, Hagia Sophia, Christian
Orthodoxy, Icons I
SE/TE: 283, 284, 286
TR: Unit 2: p. 47, 48; CT: 51, 53
8
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 19 D. Early Medieval & Byzantium, 400 AD-1000 AD
CHAPTER 20 Standards
The student will demonstrate knowledge of Europe during the Middle Ages from about 500
to 1000 AD in terms of its impact on Western civilization.
Benchmarks
1. Students will describe the spread and
influence of Christianity throughout Europe
and analyze its impact.
SE/TE: 214, 215, 216, 217, 218 226-227,
228, 229, 230, 240-241
TR: Unit 2: p. 7, 14; NTT: 77; CT: 40, 42
TECH: WHA: On Pilgrimage; WC: nap-0711,
nap-0731
SE/TE: 215, 219, 220-221, 222-224, 225,
2. Students will explain the structure of
feudal society and analyze how it impacted all 226, 227-229, 230
aspects of feudal life.
TR: Unit 2: p. 8, 9, 10, 122-125
TECH: WHA: An Educated Woman; DSV: The
Rise of Feudalism
Examples
1. Catholic Church, monasticism, schism
SE/TE: 225-226, 227, 228-229, 230, 270
TR: NTT: 77; CT: 42
2. Vassals, Fiefs, Manor Serf, Knight,
Investiture, Lords, homage, Frankish kings,
and Age of Charlemagne
SE/TE: 214-218, 219, 220-221, 222-224
TR: Unit 2: p. 8, 9, 10, 122-125; NTT: 75A,
75B; CT: 40, 41
TECH: WHA: Tests of Skill and Courage;
WHA: A King Converts to Christianity; WHA:
Being Knighted on the Battlefield; DSV: A
Knight’s Armor and Weapons
CHAPTER 21 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 22 Standards
The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 AD.
Benchmarks
1. Students will identify historical turning
SE/TE: 305, 310-312, 314-315, 316, 324points that affected the spread and influence 325
of Islamic civilization, including disputes that
led to the split between Sunnis and Shi’ah
(Shi’ites).
9
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 2: p. 67, 69, 73; NTT: 87A, 88A,
88B, 90; CT: 63
TECH: WHA: Muslims at the Kaaba
2. Student will explain significant features of
the Islamic culture during this period.
SE/TE: 306, 307, 308, 309, 317-323
TE: 302c, T23
TR: Unit 2: p. 68, 70; NTT: 87B, 89; CT: 58
Examples
1. The Caliphate, Battle of Tours, Conquest of SE/TE: 215, 311-314, 315-316, 318, 319,
Spain, Slave soldiers
331
TR: CT: 40
2. Science, literature, architecture, schools of SE/TE: 317-320, 321, 322, 323
law
TE: 302c
TR: Unit 2: p. 70; NTT: 89; CT: 58
CHAPTER 23 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 24 Standards
The student will demonstrate knowledge of civilizations and empires of the Eastern
Hemisphere and their interactions through regional trade patterns.
Benchmarks
1. Students will describe the influence of
SE/TE: 68-69, 74, 76, 81, 85, 90, 92-93,
geography on the cultural and economic
103, 110, 383, 384, 386, 387-388, 389-390,
development of Japan, China, Southeast Asia 392, 394, 395, 397-401, 403, 404
and India.
TR: Unit 2: p. 114, 115; NTT: 99, 100; CT:
13, 74, 75
TECH: WC: nap-0311, nap-0321, nap-0331,
nap-341, nap-0351, nap-1231, nap-1241,
nap-1251
2. Students will describe the influence of
geography on the cultural and economic
development of the African kingdoms of
Ghana, Mali and Songhai.
SE/TE: 340-341, 342, 343, 344, 345, 346,
347, 348, 349, 350, 356
TR: Unit 2: p. 87, 93, 94;NTT: 93; CT: 64,
66
TECH: WHA: Danger in the Desert
10
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
Examples
1. Sui dynasty, Tang dynasty, Nara, Heian,
Silla, , Samurai, bushido, shogun, Shinto,
Genghis Khan, Kublai Khan, Song, Ming,
Delhi Sultanate, Tamerlane, Sikhs, Khmer
kingdom, Pagan in Burma, Majapahit on Java,
Angkor Wat, Mahayana Buddhism, Theravada
Buddhism, Tale of Genji; Silk Road, Marco
Polo
SE/TE: 79, 80-82, 83, 104, 105, 106, 107,
291, 316, 324-325, 328, 345, 368-372, 373,
374, 375, 377-379, 380, 381, 382, 384-385,
386, 389, 390-392, 393, 398, 399-400, 402403; CCH: p. 1167
TE: T20
TR: Unit 1: p. 52; Unit 2: p. 107, 108, 111,
116-121; RNT: pp. 115-116; NTT: 90, 97;
CT: 59, 72, 96
TECH: WHA: Buddhism in Burma; WHA:
Kublai Khan’s Fleet; DSV: The Samurai of
Japan; WC: nap-0321
2. Kush, King Ezana, Swahili, Ibn Battuta,
gold/salt economy, slavery, Mansa Musa,
Great Zimbabwe, Axum, Bantu migrations,
Sahara salt caravans, Timbuktu I
SE/TE: 340, 341, 342, 344, 345, 346-347,
352-353, 354-355, 356, 375
TE: 338c
TR: Unit 2: p. 89, 90, 91, 92
TECH: WHA: The Value of Salt; WHA: Divine
Intervention; WC: nap-1121, nae-1101, nap0111; DSV: Zimbabwe: Lost City of Africa
CHAPTER 25 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 26 Standards
The student will demonstrate knowledge of the interactions between Christendom and the
Islamic world, 750-1500 AD.
Benchmarks
1. Students will describe the emergence of
SE/TE: 214, 215, 218, 230, 240, 244-247,
European states of Christendom and analyze 248, 253-254, 259, 271, 273, 286, 287, 293
the conflicts among them and other Eurasian
powers.
TE: 212c, 242c
TR: Unit 2: p. 52; CT: 46, 54
11
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TECH: WC: nap-0711, nap-0712, nap-0851,
nap-0912
2. Students will describe the emergence of
Islamic states in Africa, the Near East, Iberia
and India, and analyze the conflicts among
them and other Eurasian powers.
SE/TE: 260, 310-311, 313-314, 315, 316,
324, 326-328, 334-335, 336
TE: T20
TR: Unit 2: p. 66;SH: 3, 62, 69, 723, 74, 75;
CT: 59, 63; NTT: p. 88A
TECH: WHA: Nomadic Raids
3. Students will analyze the clashes between
Christendom, Islam, and other peoples and
polities.
SE/TE: 255-258, 259, 260, 287, 290-291,
312-316, 324-325, 326-327, 336
TR: Unit 2: p. 54, 69
TECH: WC: nap-0831
4. Students will analyze the emergence of the SE/TE: 329-3333, 336
Ottoman Empire and its implications for
Christendom, the Islamic World, and other
polities.
TR: Unit 2: p. 65, 72; CT: 62; NTT: 91
TECH: WC: nap-1051
Examples
1. England, France, Spain and Russia, Battle SE/TE: 210-211, 214-216, 217-218, 241,
of Tours, Charlemagne, William the
242-243, 244-247, 248-249, 271-273, 287,
Conqueror, Peter Abelard, Heloise, 100 Years 291-292, 313, 329; CCH: p. 1151
War, Joan of Arc, Mongol conquests,
Constantinople & the Turks
TE: 242c, T23
TR: Unit 2: p. 13, 27, 31, 32, 34, 35, 50, 52,
26; SH: p. 3; CT: 39, 40, 45, 47; NTT: 75A,
75B, 83B
TECH: WHA: A King Converts to Christianity;
WHA: Joan of Arc Fights for France; WHA:
Constantinople Falls; WC: nap-0711, nap0712, nap-0851, nap-0921
12
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
2. The Arab caliphates, the Mughals in India, SE/TE: 259, 260, 310-313, 314-315, 316,
Islamic states in the Indian ocean, the Moors 317-323, 324-326, 327-328, 332
in Iberia, Arab learning, trade and migration
within the Islamic world
TR: Unit 2: p. 69, 73; CT: 47, 59, 90
TECH: WC: nap-1041
3. The Islamic conquest of Jerusalem, jihad
and Islam, the European Crusades, Jews in
Christendom and the Islamic world, Muslim
conflicts with Hindus in India, heresies in
Europe, the inquisition, the Spanish
“reconquista”
SE/TE: 230, 235, 248, 249, 255-259, 260,
270-271, 287, 306, 311, 324-325, 326-327,
330
TR: Unit 2: 29, 33;CT: 63
TECH: WHA: Crusaders Capture Jerusalem;
WHA: Saladin; WC: nap-0831
4. The Byzantine Empire, Orthodox
Christianity, Constantinople, Istanbul, the
Battle of Lepanto, Russia and AustriaHungary, Greek and Latin learning in
Christendom and the Islamic World, the
Byzantine diaspora, Venice, Italy, the Balkan
Peninsula, the Middle East and Asia
SE/TE: 256-258, 262-265, 282-283, 284,
285, 286-288, 289-293, 294-297, 298-299,
329-333, 334-335
TE: 280c
TR: Unit 2: p. 45, 49, 52, 53, 54; SH: p. 3;
CT: 54, 55
TECH: WHA: The Third Rome; WC: nap-1051
CHAPTER 27 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 28 Standards
The student will demonstrate a knowledge of overseas trade, exploration, and expansion in
the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD.
Benchmarks
1. Students will compare the Indian Ocean
region with the Mediterranean Sea region in
terms of economic, political, and cultural
interactions, and analyze the nature of their
interactions after 1250 CE.
SE/TE: 232-233, 234-236, 240, 258, 299,
318, 322, 398, 412, 419, 446, 455
TE: 444c, T23
13
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TECH: WC: nap-0741, nap-1131
2. Students will compare Chinese exploration SE/TE: 381-382, 448, 449, 450, 451, 452and expansion in the Indian Ocean and East 453, 454, 455, 468
Africa with European exploration and
expansion in the Atlantic Ocean and West
Africa.
TE: 444c, T23
TR: Unit 3: p. 27; NTT: 106
TECH: WHA: The Search Is On; WC: nap1411
3. Students will analyze the economic,
political, and cultural impact of maritime
exploration and expansion.
SE/TE: 258, 264, 319, 320, 322, 375, 413
TR: CT: 79, 84
Examples
1. The Levant, spice trade, silks, Indian ocean SE/TE: 231-233, 234, 235-236, 238-239,
trade networks, Venice, Genoa, and Italian
258-259, 275, 275, 299, 317-318, 397-398,
trade with the East, in-land trade networks in 411-412
Europe and Asia, the Silk Road, the Low
Countries and Italy, banking and finance in
Europe and Asia, the Fugger’s and Medici
TE: 444c
TR: Unit 2: p. 11; NTT: 78, 89; CT: 44, 59,
81
TECH: WC: nap-0741
2. Voyages of Zheng He, Prince Henry the
Navigator, navigation science, ship
technology, piracy, colonialism, cartography,
slavery, commerce
SE/TE: 381-382, 446-448, 449, 450, 451,
452-453, 454-455, 466-467, 477-481, 484486, 487-490, 492-495
TE: 444c
TR: Unit 3: p. 27, 34; NTT: 106; CT: 82
TECH: WHA: The Search Is On; WC: nap1411
14
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
3. Artistic interactions (i.e., the non-European SE/TE: 263-265, 288, 316, 317, 318, 320in European art), Arab learning in
322, 323, 370, 372, 377, 411, 413, 448-449,
Christendom and elsewhere, the spread and 466-467
influence of Classical Arab, Chinese, Greek,
and Latin civilization, scientific and
technological exchanges (i.e., algebra,
gunpowder, paper, the compass, etc.) I
TE: 408c
TR: CT: 79
CHAPTER 29 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 30 Standards
The student will demonstrate knowledge of complex societies and civilizations in the
Americas.
Benchmarks
1. Students will compare the emergence,
expansion and structures of Mayan, Incan,
and Aztec civilizations.
SE/TE: 188-189, 192, 194, 195, 196, 199
TE: T23
TECH: WC: nap-0611, nap-0612
2. Students will analyze patterns of long
distance trade centered in Mesoamerica.
SE/TE: 189, 199
Examples
SE/TE: 184-185, 186-187, 188-189, 190,
1. Yucatan Peninsula, Mayan mathematics
191, 192-193, 194, 195-196, 197-199
(the use of zero), astronomy, and calendar
making; the Mayan city states; commerce,
agriculture, pottery and textiles, civil war and
relations with other Mesoamerican peoples;
Chichen Itza and Uxmal;Aztec migration from
North; Tenochtitlan, Triple Alliance, poetry,
gold, silver, pottery, textiles, maize
cultivation, chinampas (“floating gardens”),
religion, law, bureaucracy, Aztec monarchy
versus Mayan city-states, glyphic writing;
limits to expansion such as Tlaxcala. Cuzco,
Pachacuti; Huayna Capac, solar religion,
gender complementarity; mathematics,
astronomy, engineering, terraced agriculture;
camelid herding; textiles, quipu record
keeping; bureaucracy
15
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
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(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TE: T23
TR: Unit 1: p. 107, 109, 110, 111, 115; SH:
p. 3; NTT: 72B, 73; CT: 33, 34
TECH: WHA: Rediscovering the Ancient
Maya; WHA: Impressive Incan Roads
2. Aztec expansion and colonization in central SE/TE: 186-187, 188, 189, 192, 195-197,
Mexico and Central America; Mayan
199
causeways in the Yucatan Peninsula and
Central America; trade and cultural exchange
between the Andes region, Yu catan, Central
America, and Mexico
TE: 184c, 184d
TECH: WHA: Elite Warriors Uphold an Empire
CHAPTER 31 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 32 Standards
The student will demonstrate knowledge of social, economic, and political changes and
cultural achievements in the late medieval period.
Benchmarks
1. Students will describe the emergence of
European states and analyze the impact.
SE/TE: 214, 215, 216, 218, 240, 244-247,
248, 254
TE: 212c, 242c, T23
TR: Unit 2: p. 13; NTT: 75A, 75B; CT: 39,
46, 54
TECH: WC: nap-0712
2. Students will explain conflicts among
Eurasian powers.
SE/TE: 254, 256, 257, 259, 260, 291
TR: Unit 2: p. 29, 30, 33; NTT: 85
TECH: WC: nap-0921
3. Students will identify patterns of crisis and SE/TE: 269, 270, 273, 274, 277
recovery related to the Black Death, and
evaluate their impact.
TE: T20
TECH: WC: nap-0852
4. Students will explain Greek, Roman, and
Arabic influence on Western Europe.
SE/TE: 145, 146, 164, 165, 288, 320, 321,
322
16
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 2: p. 63; CT: 58
TECH: DSV: The Byzantine Empire
Examples
1. England, France, Spain and Russia,
SE/TE: 210-211, 214-216, 217-218, 241,
Charlemagne, William the Conqueror, Peter
242-243, 244-247, 248-249, 271-273; CCH:
Abelard, Heloise, 100 Years’ War, Joan of Arc p. 1151
TE: T23, 242
TR: Unit 2: p. 13, 27, 31, 32, 34, 35, 50, 52;
CT: 39, 40, 45, 46, 47, 54
TECH: WHA: Joan of Arc Fights for France;
WC: nap-0711, nap-0712, nap-0851, nap0921
2. Crusades, the Mongol conquests,
Constantinople and the Turks
SE/TE: 255-260, 282-288, 291-292, 300301, 329
TE: 242c
TR: Unit 2: p. 29, 33
TECH: WHA: Crusaders Capture Jerusalem;
WHA: Saladin; WHA: Constantinople Falls
3. Population decline, collapse of feudal
economy and political system
SE/TE: 269-270, 271, 273, 274-275, 276277
TE: T23
TECH: WHA: The Black Death Approaches;
DSV: The Black Death; WC: nap-0852
4. Role of Arabic and Byzantine civilizations,
philosophy, medicine, science
SE/TE: 141, 142, 145, 146, 152-153, 161,
164, 165, 282-283, 285, 287, 288, 320-322
TR: CT: 58
TECH: DSV: The Byzantine Empire
CHAPTER 33 F. Emergence of a Global Age, 1450 AD-1800 AD
CHAPTER 34 Standards
The student will demonstrate knowledge of economic and political interactions among
peoples of Europe, Asia, Africa, and the Americas.
Benchmarks
1. Students will explain why European powers SE/TE: 452-460, 467-469, 473, 474, 480were able to extend political control in some 481, 485, 500
world regions and not others, in the 15th and
16th Centuries.
17
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TE: 470d, T20, T21
TR: Unit 3, p. 26, 49, 50, 52; SH: p. 3; NTT:
111B
TECH: WC: nap-1421
2. Students will explain the consequences of SE/TE: 479, 485, 492, 495, 500
the exchange of plants, animals, and disease
microorganisms in both the Americas and
Eurasia.
TR: Unit 3: p. 47; SH: p. 3
TECH: WC: nap-01651
3. Students will explain the development of a SE/TE: 479, 482, 485, 489, 493, 495
world market of mineral and agricultural
commodities.
TECH: WC: nae-1401
4. Students will explain the development of
the trans-Atlantic African slave trade and its
impact on African and American societies.
SE/TE: 452, 455, 456, 487, 489, 490, 500,
646
TECH: WC: nap-1421
Examples
1. Compare the interaction between the
Spanish and the Aztecs to the Portuguese in
India or East Africa
SE/TE: 452, 455, 456, 487, 489, 490, 500,
646
TE: 470d, T20, T21
TR: Unit 3: p. 26, 49, 50, 54; SH: p. 3; NTT:
111B
TECH: WHA: Moctezuma Hears Strange
News; WHA: A Missionary Protest; WC: nap1421, nap-1501
2. Demographic collapse of American Indian
populations; introduction of “New World
Crops” into European and Chinese diets
SE/TE: 463, 479, 480, 485, 488, 491, 492,
496-499, 500
TR: NTT: 114A; CT: 91
TECH: WC: nap-1651
3. Development of plantation system for
sugar, cotton, tea, spices; New World gold
and silver, the fur trade, and European
development
SE/TE: 375, 453, 478-479, 482-486, 488,
489, 492-493, 494-495
18
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TE: 444c
TR: NTT: 114B
TECH: WC: nae-1401
4. Slavery in Christian Europe, in Islamic
SE/TE: 319, 333, 375, 452-454, 455, 456,
world practices, in the Americas; the Triangle 487-490, 498-499, 500, 645-647
Trade; Middle Passage; organization of
plantation labor and slave resistance I
TE: 444c, 444d, T23
TR: Unit 3: p. 23, 53; NT: 113
TECH: WHA: Great Seabirds Arrive; WHA:
Forced Into Slavery; DSV: The Atlantic Slave
Trade; WC: nap-01421
CHAPTER 35 F. Emergence of a Global Age, 1450 AD-1800 AD
CHAPTER 36 Standards
The student will demonstrate knowledge of development leading to the Renaissance and
Reformation in Europe in terms of its impact on Western civilization.
Benchmarks
1. Students will identify and analyze the
economic foundations of the Renaissance.
SE/TE: 412, 418, 419, 493-495, 500
TECH: WC: nap-1311
2. Students will describe the rise of the
SE/TE: 412, 416, 417
Italian city-states, identify the role of political
leaders, and evaluate the impact.
TECH: WC: nap-1311
3. Students will identify individuals and
analyze their contributions to the artistic,
literary, and philosophical creativity of the
period.
SE/TE: 265, 409, 410, 411, 413, 415, 416,
419-420, 422
TECH: WC: nap-1312
4. Students will analyze the short-and longSE/TE: 423, 424, 425, 427, 428-429, 430term effects of the religious, political and
431, 525-527, 529
economic differences that emerged during the
Reformation.
TECH: WC: nap-1641
19
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
Examples
1. Johann Gutenberg, printing press, growth SE/TE: 412-413, 418-419, 426, 443, 492of cities, destruction of feudal/manoral
495, 498-499, 500
system, growth of monetary economy, rise of
capitalism, commercial revolution
TR: Unit 3: p. 46; NTT: 114B
TECH: WHA: An Expanding World; WC: nap01311
2. Machiavelli, Medicis, Florence, Urbino,
Venice, Genoa, Milan
SE/TE: 412, 413, 416, 417, 420
TR: CT: 81
TECH: DSV: Machiavelli’s “The Prince”; WC:
nap-1311
3. Leonardo da Vinci, Michelangelo, Petrarch, SE/TE: 265, 408-416, 419-420, 422
Shakespeare, Dante, Erasmu s, Durer
TE: 408c, T23
TR: Unit 3: p. 11, 39; CT: 79, 80; NTT: 101
TECH: WHA: Painting a Renaissance Marvel;
WHA: An Artist Becomes a Biographer; WC:
nap-1312
4.The views and actions of: Martin Luther,
John Calvin; Henry VIII, Elizabeth I, Mary
Tudor, and Mary, Queen of Scots inquisition,
Thirty Years’ War, Treaty of Westphalia
SE/TE: 423-427, 428-429, 430-431, 432433, 516-517, 525-527, 529
TE: 502c
TR: Unit 3: p. 12, 13, 68, 75; SH: p. 3; CT:
78, 98; NTT: 103, 104
TECH: WHA: A Monk Rebels; WHA: A King
Speaks Out; WHA: War Rages in Germany;
WC: nap-1641
20
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 37 F. Emergence of a Global Age, 1450 AD-1800 AD
CHAPTER 38 Standards
The student will demonstrate knowledge of the status and impact of global trade on regional
civilizations of the world after 1500 AD.
Benchmarks
1. Students will identify and explain the
impact of exploration on culture and
economies.
SE/TE: 446, 448, 449, 454, 463, 467, 468,
493, 494, 495, 499, 500
TECH: WC: nap-1411
2. Students will describe the location and
development of the Ottoman Empire.
SE/TE: 329-333, 335, 505, 507
Examples
1. Spice trade, monopolies, navigation
instruments; role of banking, colonial
economies
SE/TE: 446-447, 448-449, 454, 459-460,
463, 466-467, 468, 478-480, 483-484, 492495, 498-500
TE: 444c
TR: Unit 3: p. 27, 28, 31, 34; NTT: 106, 108,
114B; CT: 84
TECH: WHA: The Search Is On; WC: nap1411
2. 1453 A.D., Mediterranean and Middle East
locations, Lepanto, Sulieman
SE/TE: 329-335, 505, 507
TE: T20
TR: Unit 2: p. 65, 72; CT: 62; NTT: 91
TECH: WHA: Constantinople Falls; WC: nap1051
CHAPTER 39 G. Age of Empires and Revolutions, 1640 AD-1920 AD
CHAPTER 40 Standards
The student will demonstrate knowledge of the integration of large territories under regional
and global empires.
Benchmarks
1. Students will examine and analyze how
tradebased empires laid the foundation for
the global economy.
SE/TE: 499, 500, 779, 780
TE: 470c
TECH: WHA: Uniting the World
21
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
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Correlated to:
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
2. Students will explain the impact of
SE/TE: 453, 756-758, 768, 774
increased global trade on regional economies.
TE: 444c
TR: Unit 5: p. 76
3. Students will analyze the impact of military SE/TE: 332, 458, 465, 508
conflicts among imperial powers on trade and
sovereignty.
4. Students will understand and analyze the
role of religion as an integrative force in the
empires.
SE/TE: 312-316, 327, 455, 479, 756
5. Students will understand and analyze the
interaction between imperial governments
and indigenous peoples.
SE/TE: 393, 395, 463, 464, 465, 478, 479,
481, 535, 767, 768, 769, 770, 771, 774, 775,
776, 777, 785, 792
TECH: WC: nap-1651, nap-2441, nap-2451,
nap-2522
Examples
1. Dutch East India Company, British East
India Company
SE/TE: 458-459, 496-497, 498-499, 500,
767-769, 778-779, 780
TE: 470c
TR: Unit 5: p. 68; SH: p. 3
TECH: WHA: Uniting the World
2. East Indian spice trade, Siberian fur trade, SE/TE: 453, 454-455, 458, 459, 460, 488,
China tea trade, African slave trade, growth
756-758, 768, 769-770, 773-774
of London and Amsterdam, development of
plantation agriculture, cotton industry in
India
TE: 444c
TR: Unit 5: p. 76
3. Ottomans vs. Safavids, British vs. Russian, SE/TE: 331-333, 464-465, 452-453, 458Dutch vs. Portuguese
459, 507-508
TR: Unit 3: p. 29
TECH: WC: nap-1051
4. Christian missions, Shi’ah (Shi’ite) form of SE/TE: 310-316, 327, 453-455, 459-460,
Islam in Iran, relations between Islam and
465, 477-479, 751-56
Hinduism under the Moguls
TE: 444c
22
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
5. Russian expansion into Siberia, spread of
SE/TE: 392-395, 462-465, 477-481, 531the Spanish language in the Americas,
533, 535, 767-771, 773-777, 784-785, 791resettlement policies under the British Empire 792
Mogul Emp ire in South Asia, Safavid Empire
in Iran, Qing Empire in East Asia, Iberian
Empires in the Americas and Asia, British,
French or Dutch colonial Empires, Russian
Empire, Tokugawa Shogunate in Japan.
TE: 782c
TR: Unit 2: p. 104; Unit 3: p. 32, 50; Unit 5:
p. 73, 76; CT: 84, 147, 148, 150; NTT: 108,
111A, 151
TECH: WHA: Trading Opium for Tea; WHA:
Critical of British Rule; WHA: Changes for
Japan;WC: nap-1651, nap-2441, nap-2451,
nap-2522
CHAPTER 41 G. Age of Empires and Revolutions, 1640 AD-1920 AD
CHAPTER 42 Standards
The student will demonstrate knowledge of scientific, political, philosophical, economic and
religious changes during the 17th and 18th Centuries.
Benchmarks
1. Students will describe the Scientific
Revolution, its leaders, and evaluate its
effects.
SE/TE: 434, 435, 436, 438, 439, 441, 442
TE: 402c, 408c
TR: Unit 3: p. 10; CT: 76; NTT: 105
TECH: WHA: Mountains on the Moon; WC:
nae-1301
2. Students will describe the Age of
Absolutism, identify its leaders, and analyze
its impact.
SE/TE: 504, 505, 506, 508, 514, 528-529,
530-531, 533, 535, 553; CCH: p. 1165
TECH: WHA: A Working Monarch; WC: nae1601, nae-1611
3. Students will identify the leaders and
analyze the impacts of the English Civil War
and the Glorious Revolution on the
development of English constitutionalism.
SE/TE: 519-520, 521, 522-523; CCH: p.
1151
23
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
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MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: NTT: 117
4. Students will explain the ideas of the
Enlightenment contrasted with ideas of
medieval Europe, and identify important
historical figures and their contributions.
SE/TE: 438, 543, 544, 545, 546, 548, 549,
550-551, 566
TR: NTT: 120, 121A
5. Students will analyze the causes,
conditions and consequences of the French
Revolution and compare and contrast it with
the American Revolution.
SE/TE: 557, 560-563, 572-577, 581, 583,
584, 589, 590; CCH: p. 1151
TR: NTT: 765, 77, 122
Examples
1. Galileo, Brahe, Newton, conflict with the
Church
SE/TE: 434-439, 440-441, 442-443
TE: 408c, 440
TR: Unit 3: p. 10; CT: 76; NTT: 105
TECH: WHA: Mountains on the Moon; WC:
nae-1301
2. Monarchies of Louis XIV, Frederick the
Great, Peter the Great, Catherine the Great
SE/TE: 502-503, 504-508, 510-512, 513,
514, 528-529, 530-531, 532, 533-535, 553554
TE: 502c, 502d, T23
TR: Unit 3: p. 67, 68, 69, 71; SH: p. 3; NTT:
115, 116; CT: 96, 100
TECH: WHA: A Working Monarch; WHA: A
Child Becomes King; WHA: Life at Versailles;
WHA: A Foreign Princess Takes the Throne;
WHA: Pushkin; DSV: Peter the Great; WC:
nae-1601, nae-1611
3. Cromwell, Roundheads/Cavaliers, Charles
I, rump parliament, Restoration, Charles II,
James II, William and Mary
SE/TE: 517, 518, 519-520, 521, 522-523
TE: T23
TR: Unit 3: p. 73; NTT: 117
4. Liberty, natural law, scientific method,
rationalism, encyclopedia, Montesquieu,
Voltaire, Rousseau, Marie-Therese, Locke,
Diderot, Adam Smith, Burke
SE/TE: 434-436, 438, 528, 544, 545, 546,
547, 548, 549, 550-551, 560, 566, 542-543
24
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TE: 408c
TR: Unit 4: p. 6, 10; CT: 101, 102; NTT:
120, 121A
TECH: WHA: Rousseau Stirs things Up; WHA:
Pens to Inspire Revolution
5. Thomas Paine, Thomas Jefferson, Estates, SE/TE: 557-559, 560, 561, 562, 563, 572Louis XVI, Marie Antoinette, Bastille, Rights of 577, 578-583, 584, 585-589, 590
Man, radicals, Marat, Danton, guillotine,
Robespierre, Directory
TE: T20, T21, T23
TR: Unit 4: p. 11, 21, 23, 27; CT: 104, 109,
110; NTT: 75, 76, 77, 122
TECH: WHA: Paine’s Common Sense; WHA:
Inciting Revolution; WHA: Parisian Women
Storm Versailles; WHA: The Engine of Terror;
DSV: The Enlightenment and the American
Revolution
CHAPTER 43 G. Age of Empires and Revolutions, 1640 AD-1920 AD
CHAPTER 44 Standards
The student will demonstrate knowledge of political and philosophical developments in
Europe during the 19th Century.
Benchmarks
1. Students will analyze the Napoleonic Wars SE/TE: 593-600, 601, 603, 604-605; CCH:
and the Concert of Europe.
p. 1151
TE: T21
TR: Unit 4: p. 28, 32, 33, 34; CT: 111, 112;
NTT: 78
2. Students will describe the factors leading
to the Revolutions of 1830 and 1848, and
describe their long-term impact on the
expansion of political rights in Europe.
SE/TE: 596, 625, 626, 629, 630-631, 639643, 723, 733-734
TE: T23
TR: Unit 4: p. 64, 66; CT: 120, 122; NTT:
131A
TECH: WHA: A Revolutionary Seed; WHA:
More Revolution in the Wind
25
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
3. Students will describe major scientific,
technological, and philosophical
developments of the 19th Century and
analyze their impact.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: 608-611, 612-615, 621, 622-627,
650-653, 888
TE: 606c
TR: Unit 4: p. 45, 47, 50, 52, 53; SH: p. 3;
NTT: 127, 129, 130
TECH: WHA: A Different Kind of Revolution;
WHA: Riding the Railway; WC: nap-1941
Examples
1. Napoleon, Garibaldi, Bismarck, Congress of SE/TE: 592-600, 601, 602-603, 604-605,
Vienna, Metternich, Concordat, Napoleonic
634, 637, 642, 690-691, 693, 702
Code, Austerlitz, Nelson, Trafalgar, Czar
Alexander, Elba, Waterloo
TE: T21
TR: Unit 4: p. 28, 32, 33, 34; Unit 5: p. 27,
35; CT: 11, 112, 131; NTT: 78, 138
TECH: WHA: Enter Napoleon Bonaparte;
WHA: Blood and Iron; DSV: Napoleon’s Lost
army; WC: nap-1841, nap-1842, nap-2211
2. Paris uprising, Charles X, Louis Philippe,
SE/TE: 625-626, 628-629, 630-631, 638Conservatism, Liberalism, Radicalism, Great 642, 643, 695, 708, 722-723, 733-734
Reform Bill; Socialis m, Marxism, Anarchism,
Napoleon III, Balkan Problem, Geanne
Deroin, Pauline Roland
TE: 632c, 690c, T23
TR: Unit 4: p. 64, 66; CT: 119, 120, 122;
NTT: 131A
TECH: WHA: A Revolutionary Seed; WHA:
More Revolution in the Wind; DSV:
Revolutionary France: Les Miserables
3. Sigmund Freud, Charles Darwin
SE/TE: 650-653, 888
26
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 45 G. Age of Empires and Revolutions, 1640 AD-1920 AD
CHAPTER 46 Standards
The student will demonstrate knowledge of European and American expansion.
Benchmarks
1. Students will explain the rise of U.S.
influence in the Americas and the Pacific.
SE/TE: 793-795, 804, 807
TR: NTT: 167B; CT: 151
TECH: WC: nap-2541
2. Students will analyze the motives and
consequences of European imperialism in
Africa and Asia.
SE/TE: 749, 752, 756-758, 767-771, 772,
773-774, 787, 789, 790
TE: 782c
TR: Unit 5: p. 70, 76, 92; CT: 143, 144, 149,
150, 151; NTT: 147, 150, 165
TECH: WHA: Empire Builder; WHA: A New
Pattern; WHA: The White Man’s Burden
3. Students will compare motives and
methods of various forms of colonialism and
various colonial powers.
SE/TE: 750, 751, 752, 773-774, 777, 779,
780-781, 793, 794, 795
TR: CT: 144, 145, 150
TECH: WHA: Critical of British Rule; WHA:
Trading Opium for Tea
Examples
1. Mexican War of 1846-48; SpanishAmerican War of 1898; Panama Canal; U.S.
actions in Cuba, Philippines, Puerto Rico,
Nicaragua, and Haiti
SE/TE: 739, 793-795, 804-807, 808-809,
810-811, 1086
TR: Unit 5: p. 94, 96, 97; CT: 151; NTT:
167B
TECH: WC: nap-2541
2. Markets, tropical products and raw
materials, national rivalries, domestic political
aims; British in India and Africa; Dutch in
Indonesia; France in North Africa; impact of
new weapons and transportation; rise of
Japan as a world power; imperialism and the
‘scramble’ for colonies in Africa; treaty ports,
‘unequal treaties’ in China
SE/TE: 748-749, 750-751, 752, 756-758,
759-760, 761, 767-771, 772, 773-774, 776,
782-783, 784, 785-787, 788, 789-790, 791792
27
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TE: 748c, 782c
TR: Unit 5: p. 69, 70, 73, 76, 89, 92; CTT:
143, 144, 147, 149, 150, 151; NTT: 147,
150, 164, 165;RNT: p. 224
TECH: WHA: Resisting Imperialism; WHA:
Empire Builders; WHA: The White Man’s
Burden; WHA: A New Pattern; DSV: The
Scramble for African Colonies; WC: nap-2421
3. Compare French colonization of Algeria to
the British in India and the French in
Indochina to the British in Hong Kong and
China; French and British colonies in subSaharan Africa; Japanese and American
colonial expansion in Western Pacific
SE/TE: 750-751, 752, 753, 754-756, 758759, 767-768, 769-771, 773-774, 775, 777,
778-779, 780-781, 793, 794, 795
TR: Unit 5: p. 63, 68, 70, 71, 73, 74, 76, 77;
SH: p. 3;CT: 144, 145, 151; NTT: 148, 150
TECH: WHA: The White Man’s Burden; WHA:
Resisting Imperialism; WHA: Critical of
British Rule; WHA: Trading Opium for Tea;
WC: nap-2522
CHAPTER 47 G. Age of Empires and Revolutions, 1640 AD-1920 AD
CHAPTER 48 Standards
The student will demonstrate knowledge of the effects of the Industrial Revolution during
the 19th Century.
Benchmarks
1. Students will explain industrial
developments and analyze how they brought
about urbanization as well as social and
environmental changes.
SE/TE: 607, 608-610, 611, 613, 616-617,
618-620, 621, 622, 629, 630-631, 660-663,
664-665, 666
TE: 606d
TR: Unit 4: p. 48; Unit 5: p. 10; CT: 116,
118, 127; NTT: 117, 127, 128, 129, 134
TECH: WHA: The Struggle of the Working
Class; WHA: Stench and Sickness; DSV: The
Jungle: A View of Industrial America;WC: nad1901, nae-1901, nap-2111
28
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
Examples
1. Factory, Entrepreneur, Arkwright, Watt,
Hargreaves, Kay, Crompton, Whitney,
railroads; coal, iron and cotton industries;
industrial cities
SE/TE: 606-607, 608-611, 612-615, 618620, 621, 628-629, 630-631, 658-659, 666
TE: 606c, 658c
TR: Unit 4: p. 51, 52, 53; Unit 5: p. 7; NTT:
127, 187; CT: 113, 114, 115, 116, 125
TECH: WHA: Factory Life; WHA: The
Steelmaking Process; WC: nad-1901, nae1901, nap-2111
CHAPTER 49 H. Global Conflict, 1914 AD-1945 AD
CHAPTER 50 Standards
The student will demonstrate knowledge of the worldwide impact of World War I.
Benchmarks
1. Students will analyze the economic and
SE/TE: 816-818, 822-823, 824-825, 826political causes of World War I and how they 827; CCH: p. 1151
interacted as well as the impact of technology
on the war.
TR: NTT: 156, 157b, 159
TECH: WHA: A Soldier in the Western Front;
WHA: In Flanders Field; DSV: A New Kind of
War; WC: nap-2611, nap-2621
2. Students will examine the Treaty of
Versailles and analyze the impact of its
consequences.
SE/TE: 833, 835, 836-837, 838, 848, 925
TR: CT: 160
TECH: WC: nap-2641
3. Students will analyze causes and
consequences of the Russian Revolution and
assess its significance.
SE/TE: 839-840, 841-842, 843, 844-845,
848-849
TE: T23
TR: Unit 6: pp. 17-22; CT: 161; NTT: 160
4. Students will examine the League of
Nations and analyze the reasons for its
failure.
SE/TE: 833, 836, 838, 876, 893, 924-925
29
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
5. Students will examine events related to
SE/TE: 874-877, 901-902, 903, 904-906,
the rise and aggression of dictatorial regimes 907-911, 912-914, 915-917, 919, 920-921;
in the Soviet Union, Germany, Italy and
CCH: p. 1164
Japan, and the human costs of their actions.
TE: 882c
TR: Unit 6: p. 53, 54, 55, 56, 57; CT: 170,
173; NTT: 168A, 168B, 169, 170
TECH: WHA: Nazi Germany;WHA: The Nazis
in Control of Germany; WHA: Japan in the
Midst of Change; WC: nap-2841
Examples
1. European imperialism, Imperial
SE/TE: 705-708, 814-815, 816-818, 819competition, Great Power rivalries, Balkan
821, 822-823, 824-825, 826-827, 828
nationalism, militarism, mobilization, Alliance
System
TE: 782c, 814c
TR: Unit 6: p. 7, 8, 15, 11; SH: p. 3; NTT:
156, 157B, 159
TECH: WHA: A Soldier on the Western Front;
WHA: In Flanders Field; WHA: Balkan
Nationalism; DSV: A New Kind of War; MC:
nap-2611, nap-2621
2. Woodrow Wilson, Fourteen Points, self
determination, reparations, Clemenceau,
Lloyd George, demilitarization, League of
Nations
SE/TE: 833, 835, 836-837, 838
TR: Unit 6: p. 7, 9, 88-89; SH: p. 3; CT: 160
TECH: WC: nap-2641
3. Nicholas II, Bolsheviks, Mensheviks, Lenin, SE/TE: 832, 835, 839-840, 841-842, 843,
Trotsky, Kerensky, Rasputin, Soviet, Duma
844-845, 846-847, 848-849
TE: T23
TR: Unit 6: pp. 17-22;CT: 161; NTT: 160
TECH: DSV: The Fall of the Tsar
30
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
4. Joseph Stalin, Adolph Hitler, Benito
Mussolini, Hirohito and Hideki Tojo,
totalitarianism, fascism, Nazism
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: 845, 874-877, 878-879, 898-900,
901-902, 903, 904-906, 907-911, 912-914,
915-917, 918-919, 920-921; CCH: p. 11641165
TE: 882c
TR: Unit 6: p. 53, 54, 55, 56, 57; CT: 170,
173; NTT: 168A, 168B, 169, 170
TECH: WHA: Japan in the Midst of Change;
WHA: Nazi Germany; WHA: A New Leader:
Mussolini; WHA: The Nazis in Control of
Germany; WHA: The Heart of the Party;
WHA: Anna Akhmatova; WC: nap-2841
CHAPTER 51 H. Global Conflict, 1914 AD – 1945 AD
CHAPTER 52 Standards
The student will demonstrate knowledge of the worldwide impact of World War II.
Benchmarks
1. Students will analyze economic and
political causes of World War II and examine
the role of important individuals during the
war and the impact of their leadership.
SE/TE: 837, 842, 843, 874-877, 891-892,
893, 894, 895-897, 899-900, 913-914, 917,
924-925, 926, 927-929, 937, 940-941, 960;
CCH: p. 1151
TE: 922c, T2
TR: Unit 6: p. 45, 72; NTT: 167A, 167B
TECH: WC: nap-2911
2. Students will understand and analyze
impact of the Holocaust and other examples
of genocide in the 20th Century.
SE/TE: 764, 781, 826-827, 952, 957, 959
3. Students will explain the reasons for the
formation of the United Nations.
SE/TE: 953, 956, 1153
Examples
1. Great Depression, competition for natural
resources, Communism, fascism, Nazism,
Hitler, Stalin, Mussolini, Tojo, Hirohito,
Churchill, F.D. Roosevelt, Eisenhower,
MacArthur, Raoul Wallenberg, Patton,
Marshall, Truman, Mao Zedong and Chiang
Kai-shek
SE/TE: 844-845, 870-871, 873, 875, 876877, 898-900, 901, 902, 909-910, 911, 914915, 916-917, 924-925, 927, 937, 938, 940941, 944-945, 949-950, 951, 954-955, 983;
CCH: p. 1164-1165
TE: 882c, 922c, T21
31
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 6: p. 49, 52, 72, 76, 78, 79; SH: p.
3
TECH: WHA: A New Leader: Mussoini; DSV:
The Great Depression and the American
Farmer; WC: nap-2931, nap-2941
2. Final Solution, concentration camps,
Armenian, Balkans, Nanking, Kurdistan,
Ruwanda, Ukraine, Cambodia
SE/TE: 713, 764, 781, 826-827, 873, 934935, 936, 937, 938, 952, 957, 996, 997,
1032, 1051-1052, 1061
TE: 992c
TR: Unit 6: p. 73, 74; NTT: 186B, 172B
3. Harold Stassen, San Francisco Conference, SE/TE: 953, 956, 959
Security Council, General Assembly, UNESCO,
FAO, WHO, UNICEF
CHAPTER 53 I. The Post-War Period, 1945 AD-Present
CHAPTER 54 Standards
The student will demonstrate knowledge of major events and outcomes of the Cold War.
Benchmarks
1. Students will explain how Western Europe
and Japan recovered after World War II.
SE/TE: 980-981, 983-984, 1001, 1097
TR: Unit 7: p. 88; CT: 183
TECH: WHA: The Nations of Europe Unite
2. Students will explain key events and
revolutionary movements of the Cold War
period and analyze their significance,
including the Berlin Wall, the Berlin airlift,
Korean War, Cuban Missile Crisis, Sputnik,
the Vietnam War, and the roles of the U.S.
and Soviet Union in ending the Cold War.
SE/TE: 954, 955-956, 960, 964-965, 966,
967-968, 969, 970, 971, 972-974, 989-991,
992-997, 1001, 1002, 1008-1009, 10101011; CCH: p. 1151
TE: 964c
TR: Unit 7: p. 5, 7, 8, 9, 11, 14, 16; SH: p.
3; CT: 185; NTT: 176, 180, 181
TECH: WHA: An Iron Curtain; WHA: Berlin Is
Walled In; DSV: Showdown: The Cuban
Missile Crisis; DSV: The Rise and Fall of the
Berlin Wall; WC: nae-3001, nap-3011, nap3031, nap-3461
32
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
3. Students will assess the impact of nuclear
weapons on world politics.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: 967-969, 971, 973-974, 975, 1001,
1002, 1016
TR: Unit 7: p. 92; NTT: 207
TECH: WC: nap-3441
4. Students will identify contributions of
world leaders
SE/TE: 870-873, 955-956, 968, 971, 972,
980, 982, 985, 1000, 1002-1003, 1004, 1006
TR: Unit 6: p. 26, 33; Unit 7: p. 12; CT: 182
TECH: WC: nap-2741
Examples
1. Allied Occupation; Marshall Plan, the
SE/TE: 955, 956, 960, 975, 982, 983-984,
European Economic Community, government 1001, 1008-1009, 1010, 1011, 1097, 1115planning, and the growth of welfare states
1116, 1117; CCH: pp. 1115-1116, 1117,
1152-1153
TR: Unit 6: p. 7, 76; Unit 7: p. 94; SH: p. 3;
CT: 179, 180, 183
TECH: WC: nap-3411
2. Chinese Civil War, People’s Republic of
China, Iron Curtain, Hungarian Revolution,
Afghanistan, Solidarity Movement
SE/TE: 870-873, 966, 967, 968, 981, 985986, 987-988, 1001, 1002, 1003-1004
TR: Unit 7: p. 94; CT: 178; NTT: 204
TECH: WHA: Communist Victory in China;
WC: nap-27451
3. Mutual Assured Destruction doctrine, SALT SE/TE: 968-969
treaties
TE: 964c
4. Nikita Khrushchev, Lech Walesca,
DeGaulle, Mao Zedong, Chaing Kai-shek;
Harry Truman; John F. Kennedy; Ronald
Reagan; Margaret Thatcher
SE/TE: 870-873, 955-956, 968, 971, 972,
980, 982, 985, 1000, 1002-1003, 1004, 1006
TR: Unit 6: p. 26, 33; Unit 7: p. 12
TECH: WC: nap-2741
33
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 55 I. The Post-War Period, 1945 AD-Present
CHAPTER 56 Standards
The student will demonstrate knowledge of political, economic, social and cultural aspects of
independence movements and development efforts.
Benchmarks
1. Students will analyze the independence
movement in India, the role of Gandhi, and
the effectiveness of civil disobedience in this
revolution.
SE/TE: 860-865, 866-867, 868, 1014-1015,
1019, 1038-1039, 1040-1041
TE: 850c, 1012c, T21
TR: Unit 6: p. 25, 32; Unit 7: p. 28, 29; NTT:
163; CT: 187
TECH: WHA: Indian Frustration; WC: nap3111
2. Students will analyze the struggle for
independence in African nations.
SE/TE: 858-860,. 1024-1026, 1027, 10281030, 1031, 1038-1039, 1040-1041, 1062
TE: 1012c
TR: Unit 6: p. 31; Unit 7: p. 25, 34; NTT:
162, 183; CT: 190, 191
TECH: WHA: An African Protests
Colonization; WC: nap-3131, anp-31561
3. Students will explain how international
conditions contributed to the creation of
Israel and analyze why persistent conflict
exists in the region.
SE/TE: 863-864, 1033, 1040, 1054-1055,
1056-1057, 1059, 1060, 1062-1063
TE: 1042c
TR: Unit 7: p. 46, 49, 50, 55; SH: 3; NTT:
187; CT: 198
TECH: WHA: Two Peoples Claim the Same
Land; WC: nap-3231, nap-3241
4. Students will analyze how Middle Eastern
SE/TE: 860-864, 1032-1033, 1045-1035,
protectorate states achieved independence
1036-1037, 1038-1039, 1040, 1041, 1101
from England and France in the 20th Century,
and the current day significance of the oil
reserves in this region.
TE: T23
34
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR: Unit 7: p. 36; NTT: 184; CT: 207
5. Students will understand the reasons for
the rise of military dictatorships and
revolutionary movements in Latin America.
SE/TE: 850-851, 852, 853, 854, 855-856,
970, 1082, 1084-1085, 1087, 1088, 1089,
1090-1091
TE: 850c
TR: Unit 6: p. 29, 30; Unit 7: p. 65, 71, 74,
75
TECH: WHA: Revolution in Mexico; WHA:
Fighting for an Ideal; WHA: A Daily Struggle
Examples
1. Gandhi’s leadership in India
SE/TE: 865-867, 868
TE: T21
TR: NTT: 163; RNT: p. 247
2. Kenyatta’s leadership of Kenya
SE/TE: 858-860, 1024, 1028
TECH: WHA: An African Protests
Colonization; WHA: Kenya Achieves
Independence
3. The Zionist movement, Ben Gurion,
Palestine
SE/TE: 737, 738, 863-864, 1033, 1034,
1063
4. Iran, Iraq, Syria, Egypt
SE/TE: 860-861, 862-864, 928, 1034-1035,
1036, 1058-1059, 1060-1061
TR: Unit 6: p. 24, 35
TECH: QC: nap-2721
5. Cuba, Nicaragua, Peru, Guatemala I
SE/TE: 970-971, 1082, 1083, 1084, 1085,
1086-1088, 1089, 1090-1091, 1092-1093
TE: 850c
TR: Unit 7: p. 65, 71, 74, 75; NTT: 191; CT:
204
TECH: WHA: A Daily Struggle; WC: nap3341, nap-3351
35
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 57 I. The Post-War Period, 1945 AD-Present
CHAPTER 58 Standards
The student will demonstrate knowledge of significant political and cultural developments of
the late 20th Century that affect global relations.
Benchmarks
1. Students will examine human rights
SE/TE: 957, 997, 1009, 1021, 1035, 1046principles and how they have been supported 1047, 1051-1052, 1061, 1080, 1085, 1091,
and violated in the late 20th Century.
1109-1110, 1113
TE: 1042c
TR: Unit 7: p. 71
2. Students will describe and analyze
SE/TE: 1100-1101, 1102-1103, 1104-1105,
processes of “globalization” as well as
1106-1108, 1126-1127, 1128
persistent rivalries and inequalities among
the world’s regions, and assess the successes
and failures of various approaches to address
these.
TE: 1094c
TR: Unit 7: p. 83; NTT: 205, 207; CT: 207,
208
TECH: WHA: A Connected World; WC: nap3421
Examples
1. Democracy movements, women’s
movements, migrants’ rights, reparations;
genocides such as Cambodia, Serbia and
Rwanda, terrorism
SE/TE: 954, 955, 957, 978-979, 997, 1009,
1023, 1025-1026, 1046-1047, 1048, 10501052, 1053, 1060-1061, 1062-1063, 1071,
1077, 1080, 1085-1088, 1090-1091, 11091110
TE: 1042c
TR: Unit 7: p. 51, 52, 71; NTT: 186, 186B
TECH: WHA: Recovering from Genocide;
DSV: Nelson Mandela and the End of
Apartheid
2. IMF, World Bank, Fair Trade movement,
UNESCO and other UN agencies, OPEC,
NAFTA
SE/TE: 953, 977, 1101, 1102, 1103-1104,
1107, 1110, 1111, 1152-1153; CCH: pp.
1152-1153
36
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CHAPTER 59 I. The Post-war Period, 1945 AD-present
CHAPTER 60 Standards
The student will identify challenges and opportunities as we enter the 21st Century.
Benchmarks
1. Students will demonstrate knowledge of
the continuing impact of September 11,
2001.
SE/TE: 1115-1116, 1117-1118, 1119
TR: Unit 7: p. 85, 87, 92; NTT: 207
TECH: WHA: Taking a Stand; WC: nap-3441
Examples
1. New clashes of economic, political, and
religious world views
SE/TE: 1104, 1113, 1115-1116, 1117-1118,
1119
TECH: WC: nap-3461
GRADES 9-12
V. GEOGRAPHY
B. Essential Skills
Standards
The student will use maps, globes,
geographic information systems, and other
databases to answer geographic questions at
a variety of scales from local to global.
SE/TE: MAPS: 18, 31, 40-41, 47, 69, 71,
85, 93, 103, 105, 119, 125, 138, 151, 156,
169, 179-180, 187, 189, 202, 215, 217, 226,
232, 248, 257, 271, 275, 286, 292, 315, 325,
332, 342, 349, 380, 384, 388, 398, 413, 432,
447, 454, 463, 485, 505, 526, 532, 554, 558,
595, 599, 649, 661, 693, 703, 707, 743, 757,
765, 769, 774, 793, 797, 799, 804, 812-813,
817, 823, 826, 837, 863, 872, 876, 907, 928,
935, 943, 949, 962-963, 969, 971, 988-989,
995, 1015, 1027, 1033, 1046, 1056, 1063,
1067, 1083, 1097, 1101, 1111, 1117; SH: p.
24-29; Concept Connector Handbooks (CCH):
pp. 1132-1145, 1152
TR: Color Transparencies (CT): 59, 62, 149,
177, 187, 201, 202, 210
37
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
TECH: Webcode: nap-0131, nap-0211, nap0221, nap-0231, nap-0311, nap-0321, nap0331, nap-0341, nap-0351, nap-0421, nap0431, nap-0451, nap-0521, nap-0551, nap0611, nap-0612, nap-0631, nap-0641, nap0711, nap-0712, nap-0731, nap-0741, nap0811, nap-0831, nap-0851, nap-0852, nap0912, nap-0921, nap-1021, nap-1041, nap1051, nap-1111, nap-1121, nap-1221, nap1231, nap-1241, nap-1251, nap-1311, nap1341, nap-1411, nap-1421, nap-1431, nap1531, nap-1611, nap-1641, nap-1651, nap1721, nap-1731, nap-1841, nap-1842, nap2031, nap-2111, nap-2211, nap-2232, nap2243, nap-2345, nap-2421, nap-2431, nap2441, nap-2451, nap-2521, nap-2531, nap2532, nap-2541, nap-6000, nap-2611, nap2621, nap-2622, nap-2641, nap-2721, nap2741, nap-2651, nap-2841, nap-2911, nap2931, nap-2941, nap-7000, nap-3011, nap3031, nap-3111, nap-3131, nap-3141, nap3211, nap-3231, nap-3311, nap-3341, nap3411, nap-3421, nap-3431, nap-3441
Benchmarks
1. Students will demonstrate the ability to
obtain geographic information from a variety
of print and electronic sources.
NA
2. Students will make inferences and draw
conclusions about the character of places
based on a comparison of maps, aerial
photos, and other images.
SE/TE: SH24, 18, 34, 45, 69, 93, 103, 119,
138, 202, 204, 205, 207, 232, 278, 300, 342,
388, 403, 404, 462-463, 468, 485, 526, 603,
649, 654, 742, 746, 872, 876, 1074, 1083,
1101
TR: Unit 3: 33
TECH: WC: nap-0131, nap-0311, nap-0341,
nap-0351, nap-0421, nap-0451, nap-0631,
nap-1241, nap-1431, nap-1531, nap-1641,
nap-2031, nap-2341, nap-2651, nap-2741,
nap-3341, nap-3421
38
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
3. Students will demonstrate the ability to
use geographic information from a variety of
sources to determine feasible locations for
economic activities and examine voting
behavior.
SE/TE: SH24, 18, 31, 41, 69, 182, 207, 232,
342, 412, 413, 442, 612-613, 630, 742, 778,
780, 793, 797, 799, 804, 865, 1083, 1099
TR: Ct: 81
TECH: WC: nap-0131, nap-0221, nap-0311,
nap-0631, nap-1311, nap-2341, nap-2521,
nap-2531, nap-1532, nap-2541, nap-2721,
nap-3341
C. Spatial Organization
Standards
The student will understand the regional
distribution of the human population at local
to global scales and its patterns of change.
NA
Benchmarks
1. Students will describe the pattern of
human population density in the United
States and major regions of the world.
SE/TE: 1068, 1070, 1107, 1124, 1148
TR: CT: 210
SE/TE: 1068, 1073, 1077, 1079-1080, 1108,
2. Students will provide examples that
illustrate the impact changing birth and death 1111, 1125
rates have on the growth of the human
population in the major regions of the world.
3. Students will use population pyramids and SE/TE: 1077
birth and death rates to compare and
contrast the characteristics of regional
populations at various scales.
4. Students will use the concepts of push and SE/TE: 610, 612, 616-617, 629, 704, 713,
pull factors to explain the general patterns of 730, 732, 742, 745, 799, 864, 896, 1050,
human movement in the modern era,
1108-1109
including international migration, migration
within the United States and major
migrations in other parts of the world.
TECH: WHA: Fleeing Amid Religious violence;
WC: nap-2345
39
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
C. Spatial Organization
Standards
The student will describe and provide
examples of the primary factors behind the
regional pattern of culture groups in the
United States and the world.
NA
Benchmarks
1. Students will use regions to analyze the
locational patterns of culture groups at
various scales.
SE/TE: 18, 19, 30-33, 44-46, 68-70, 71, 85,
90, 92-93, 94-96, 118-119, 150-151, 182,
187, 188, 192, 198, 201-203, 204-205, 207
TE: 2c, 184c, 212c
TR: Unit 1: 33, 114, 116; Notetaking
Transparencies (NTT): 72A, 74; Reading and
Note Taking Study Guide (RNT): 62; Color
Transparencies (CT): 21, 36, 37
TECH: Webcode (WC): nap-0131, nap-0211,
nap-0231, nap-0311, nap-0331, nap-0341,
nap-0421, nap-0611, nap-0631, nae-0701;
Witness History Discovery School Video
(DSV): Discovering Ancient Shang China;
Witness History Audio (WHA): The Gift of the
Nile; WHA: Birth of Diverse Cultures
2. Students will use concepts and models of
the process of diffusion to interpret the
spread of culture traits.
SE/TE: 22, 23, 25, 38, 43, 80-82, 104-105,
115, 117, 119, 123, 139, 142, 145, 151, 165,
168-169, 181, 284-285, 287-288, 295, 299,
315, 326-327, 335, 341, 342, 345, 384, 398,
401, 403, 441, 479, 491, 499
TR: Unit 2: 73, 114; NTT: 88A; CT: 74
TECH: WC: nap-0321, nap-0611, nap-0641,
nap-1021, nap-1111, nap-1251; DSV: A
Changing World
SE/TE: 1108, 1109
3. Students will describe the regional
distribution of the major culture groups of the
United States (as defined by the U.S. census)
and recent patterns of change.
TE: 1094c
40
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
4. Students will cite a variety of examples
that illustrate how landscapes reflect the
cultural characteristics of their inhabitants.
SE/TE: 14, 49, 191, 192, 197-198, 202,
203, 205, 207, 220, 268, 964-965, 977,
1005, 1021, 1026, 1055, 1064-1065, 10681069, 1094-1095, 1103, 1105, 1149, 1169
TE: 112c
TR: CT: 36
TECH: WHA: Berlin Is Walled In; WC: nap0121, nap-0631, nae-3501
C. Spatial Organization
Standards
The student will explain how the
regionalization of space into political units
affects human behavior.
NA
Benchmarks
1. Students will understand the concept of
nationalism and of sovereign political states
and how sovereignty is impacted by
international agreements.
SE/TE: 458, 590, 1086, 1091, 1096, 1097,
1103, 1104, 1126, 1127, 1152-1153
TECH: WHA: The Nations of Europe Unite
2. Students will provide examples of the
impact of political boundaries on human
behavior and economic activities.
SE/TE: 982-983, 1015, 1046-1047, 1097,
1102-1103, 1108
TECH: WHA: Fleeing Amid Religious
Violence; WHA: The Nations of Europe Unite
3. Students will understand the patterns of
colonialism and how its legacy affects
emergence of independent states in Africa,
Asia, and Latin America as well as the
tensions that arise when boundaries of
political units do not correspond to
nationalities of people living within them.
SE/TE: 750-752, 756, 757, 758, 759, 760,
773-774, 776, 791-792, 793, 794, 801-802,
803-805, 807, 808, 809, 810, 1013, 10141015, 1019, 1025, 1026, 1030, 1032-1033,
1041, 1046-1047, 1086, 1110
TE: 748c, 782c, 1012c
TR: Unit 5: 92, 95; Unit 7: 47, 53; CT: 143,
145, 148, 149, 194; NTT: 147, 163, 185
41
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
TECH: WHA: White Man’s Burden; WHA:
Resisting Imperialism; WHA: Independence in
Eritrea; DSV: The Scramble for African
Colonies; WC: nae-2401, nae-3101, nap2421, nap-2521, nap-2541, nap-3131
4. Students will evaluate a map of proposed
voting districts according to the criteria of
clarity, size, and compactness that districts
are supposed to meet.
NA
C. Spatial Organization
Standards
The student will analyze the patterns of
location, functions, structure, and
characteristics of local to global settlement
patterns and the processes that affect the
location of cities.
NA
Benchmarks
1. Students will describe the contemporary
patterns of large cities.
SE/TE: 977, 1064-1065, 1070, 1073, 1078
2. Students will describe the processes that
have produced this pattern of cities.
SE/TE: 662-665, 664, 669, 770, 772, 788,
977, 1070, 1073, 1078
3. Students will describe how changes in
transportation and communication
technologies affected the urbanization of the
United States.
SE/TE: 664, 665, 887
4. Students will describe how changes in
transportation technology, government
policies, lifestyles, and cycles in economic
activity impact the suburbanization of the
United States.
SE/TE: 977
5. Students will explain the internal spatial
structure of cities in the United States.
SE/TE: 664, 670
6. Students will provide examples of how the SE/TE: 1064-1065, 1070
internal structure of cities varies around the
world.
42
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
C. Spatial Organization
Standards
The student will use regions and the
interaction among them to analyze the
present patterns of economic activity in the
United States and around the world at
various scales.
NA
Benchmarks
1. Students will describe and provide
examples of the primary factors behind the
regional pattern of economic activity in the
United States.
SE/TE: 661, 662
TECH: WC: nap-2111
2. Students will describe and provide
examples of the primary factors behind the
regional pattern of economic activity in the
primary industrial regions of the world.
SE/TE: 613, 614-615, 616-617, 696-697,
1076-1077, 1079, 1099, 1100
TR: CT: 113, 114, 201
TECH: WC: nap-1931
3. Students will describe how the
technological and managerial changes
associated with the third agricultural
revolution have impacted the regional
patterns of crop and livestock production.
SE/TE: 1068-1069, 1079, 1080, 1083-1084,
1124-1125
TECH: WC: nap-3341
4. Students will understand how the
transportation and communication systems
have impacted the development of regions.
SE/TE: 1123, 1125
5. Students will describe patterns of
consumption and production of the
agricultural commodities that are traded
among nations.
SE/TE: 1102-1103
6. Students will describe patterns of
consumption and production of fossil fuels
that are traded among nations.
SE/TE: 978, 1034-1035, 1037, 1101, 1129
TR: CT: 207
43
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
TECH: nap-3421
7. Students will describe how geographic
SE/TE: 661, 1083
models can help to explain the location of
commercial activities and land use patterns in
the United States and the world.
TECH: WC: nap-2111, nap-3341
8. Students will explain the variations in
economic activity and land use within the
state of Minnesota analyze issues related to
land use and reach conclusions about the
potential for change in various regions.
NA
9. Students will describe changes in common SE/TE: 1035, 1057, 1067, 1078, 1079,
statistical measures of population or economy 1090, 1111
that occur as countries develop economically.
TR: CT: 200, 202
TECH: WC: nap-3311, nap-3431
10. Students will cite a variety of examples of SE/TE: 1034-1035, 1079, 1102, 1103, 1108,
how economic or political changes in other
1116, 1128
parts of the world can affect their lifestyle.
D. Interconnections
Standards
The student will describe how humans
influence the environment and in turn are
influenced by it.
NA
Benchmarks
1. Students will provide a range of examples SE/TE: 629, 972, 973, 1001, 1002, 1003,
illustrating how types of government systems 1010, 1026, 1066-1067, 1068-1069, 1070,
and technology impact the ability to change
1072-1073, 1075
the environment or adapt to it.
TR: CT: 200, 203; NTT: 188
TECH: WC: nap-3311
44
SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Prentice Hall World History, Survey Edition © 2007
Correlated to:
Minnesota Academic Standards in History and Social Studies
(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS,
HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
2. Students will analyze the advantages and
drawbacks of several common proposals to
change the human use of environmental
resources.
SE/TE: 1105, 1107-1108, 1110-1112, 1113,
1129
3. Students will understand and analyze
examples of the impacts of natural hazards
on human activities and land use.
SE/TE: 1073, 1112, 1113
45
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