Download Prentice Hall World History: Connections to Today

Prentice Hall World History: Connections to Today,
Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and
Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
METHODOLOGY OF GLOBAL HISTORY AND GEOGRAPHY
A. History
1.
Skills of historical analysis:
a. Investigate differing and competing
interpretations of historical theories—
multiple perspectives;
b. Hypothesize about why interpretations
change over time;
c. Explain the importance of historical
evidence.
SE:
TE:
2.
3.
Understand the concepts of change and continuity
over time.
The connections and interactions of people across
time and space
SE:
SE = Student Edition
Primary Sources: Within the narrative, the
student edition includes excerpts from letters,
diaries, documents, periodicals, and speeches
interwoven into the text or as special features.
Students also apply historical analysis skills in
the following features: Assessing Your Skills:
Comparing Viewpoints, 39, 113, 270, 349,
448, 547, 679, 816; Synthesizing Information,
56, 150, 165, 188, 246, 405, 425, 503, 610,
646, 711, 759, 831; Analyzing Primary
Sources, 13, 91, 209, 296, 305, 379, 479, 529,
572, 725, 723, 783, 871, 910, 954; Primary
Sources and Literature, 961-999; Exploring
the Human Drama: Humanities Link, 30, 84,
118, 235, 264, 324, 344, 392, 454, 523, 587,
666, 716, 755, 821, 897; You Are There, 9,
161, 194, 286, 419, 507, 557, 637, 686, 777,
866, 927; Virtual Field Trip, 17, 36, 62, 77,
117, 130, 166, 193, 218, 237, 269, 288, 306,
340, 370, 387, 423, 453, 471, 506, 532, 564,
582, 612, 622, 648, 692, 715, 733, 753, 780,
822, 837, 877, 889, 928, 948; Section
Activity, 10; Skills Assessment: Primary
Sources and Cartoon, 2
Analyzing a Primary Source, 112, 195, 417,
469, 691, 705: Analyzing a Painting, 666;
Interpreting the Document, 962-999
Prepare to Read, 2-3, 72-73, 178-179, 332333, 442-443, 540-541, 674-675, 802-803;
Connections to Today; 8, 47, 63, 96, 109, 116,
133, 168, 186, 199, 216, 247, 252, 297, 315,
320, 345, 378, 406, 424, 452, 477, 512, 531,
546, 565, 580, 599, 630, 653, 682, 714, 727,
754, 776, 806, 840, 868, 888, 922, 946;
Global Connections, 10, 34, 122, 141, 166,
215, 234, 267, 312, 354, 381, 403, 412, 451,
474, 586, 602, 631, 649, 661, 760, 772, 818,
850, 929, 942; Skills Assessment 246, 425;
Chapter Time Lines, 4-5, 22-23, 50-51, 74-75,
100-101, 126-127, 154-155, 180-181
TE = Teacher Edition
1
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
2.
3.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Understand the concepts of change and continuity
over time.
The connections and interactions of people across
time and space
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TE:
4.
Time frames and periodization.
SE:
SE = Student Edition
(Continued)
Chapter Time Lines, 204-205, 232-233, 250251, 278-279, 300-301, 334-335, 362-363,
386-387, 410-411, 444-445, 466-467, 496497, 516-517, 542-543, 568-569, 592-593,
616-617, 642-643, 676-677, 700-701, 720721, 744-745, 768-769, 804-805, 826-827,
856-857, 880-881, 906-907, 932-933
Connections to Today; About the Pictures, 3,
73, 179, 333, 443, 541, 675, 803; Time Line
Activities, 4, 22, 50, 74, 100, 126, 154, 180,
204, 232, 250, 278, 300, 334, 362, 386, 410,
444, 466, 496, 516, 542, 568, 592, 616, 642,
676, 700, 720, 744, 768, 804, 826, 856, 880,
906, 932; Lesson Plan, 132; Activity, 246 (Q
1)
Historical Eras: Early Civilizations
(Prehistory-756 B.C.), 1-69; Empires of the
Ancient World (1750 B.C.-A.D. 1570), 70175; Regional Civilizations (750 B.C.-A.D.
1650), 176-329; Early Modern Times (13001800), 330-439; Enlightenment and
Revolution (1707-1850), 440-537;
Industrialization and a New Global Age
(1800-1914), 538-671; World Wars and
Revolutions (1910-1955), 672-799; The
World Today (1945- Present), pp.800-959.
Historic Periods: Toward Civilization
(Prehistory-3000 B.C.), 4-21; First
Civilizations: Africa and Asia (3200 B.C.-500
B.C.), 22-49; Early Civilizations in India And
China (2500 B.C.-256 B.C.), 50-67; Empires
of India and China (600 B.C.-A.D. 550), 7499; Ancient Greece (1750 B.C.-133 B.C.),
100-125; Ancient Rome and the Rise of
Christianity (509 B.C.-A.D. 476), 126-153;
Civilizations of the Americas (1400 B.C.A.D.1570), 154-173; The Rise of Europe
(500-1300), 180-203; The High Middle Ages
(1050-1450), 204-231; The Byzantine Empire
and Russia (330-1613), 232-249; The Muslim
World (622-1629), 250-277; Kingdoms and
Trading States of Africa (750 B.C.-A.D. 1586,
278-299; Spread of Civilizations in East Asia
(500-1650), 300-327; The Renaissance and
Reformation (1300-1650), 334-361; the First
Global Age: Europe and Asia (1415-1769),
362-383
TE = Teacher Edition
2
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
4.
Time frames and periodization.
SE:
5.
Roles and contributions of individuals and groups
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6.
Oral histories
SE:
TE:
SE = Student Edition
(Continued)
The First Global Age: Europe, the Americas,
and Africa (1492-1750), 384-409; The Age of
Absolutism (1550-1800), 410-437; The
Enlightenment and the American Revolution
(1707-1800), 444-465; The French Revolution
and Napoleon (1789-1815), 466-495; The
Industrial Revolution Begins (1750-1850),
496-515; Revolutions in Europe and Latin
America (1790-1848), 516-535; Life in the
Industrial Age (1800-1914), 542-567;
Nationalism Triumphs in Europe (1800-1914),
568-591; Growth of Western Democracies
(1815-1914), 592-615; The New Imperialism
(1800-1914, 616-641; New Global Patterns
(1800-1914), 642-669; World War I and Its
Aftermath (1914-1919), 676-699; Revolution
in Russia (!917-1939), 700-719; Nationalism
and Revolution Around the World (19101939), 720-743; Crisis of Democracy in the
West (1919-1939), 744-767; World War II
and Its Aftermath (1931-1955), 768-797; The
World Since 1945: An Overview (1945Present), 804-825; Europe and North America
(1945-Present), 826-855; East Asia and
Southeast Asia (1945-Present), 856-879;
South Asia and the Middle East (1945Present), 880-905; Africa (1945-Present),
906-931; Latin America (1945-Present), 932957.
Biography, 11, 27, 45, 54, 82, 90, 115, 120,
135, 143, 164, 189, 195, 206, 214, 21, 236,
243, 259, 265, 285, 308, 319, 348, 352, 365,
372, 394, 400, 417, 429, 447, 463, 480, 488,
493, 500, 510, 525, 552, 562, 575, 589, 600,
611, 626, 639, 652, 664, 681, 691, 704, 708,
732, 738, 752, 762, 770, 788, 817, 823, 834,
841, 846, 863, 876, 885, 896, 911, 926, 940,
949; Global Connections, 267, 381, 586, 602,
850
Using Biographical Information, 135, 352,
432
Assessing Your Skills feature: The Griots of
Africa, 296
Interviewing, 17, 449, 638, 813, 841; Oral
Tradition, 170; Making Inferences (about oral
history), 296; Analyzing a Quotation, 310,
449, 492, 645, 851, 863, 874, 909, 941;
TE = Teacher Edition
3
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
B. Geography
1.
Elements of geography:
a. Human geography
b. Physical geography
c. Political geography
d. Migration
e. Trade
f. Environment and society
g. The uses of geography
SE:
TE:
2.
Critical thinking skills:
a. Asking and answering geographic
questions
b. Analyzing theories of geography
c. Acquiring, organizing, and analyzing
geographic information
SE:
TE:
3.
Identifying and defining world regions
SE:
TE:
SE = Student Edition
Understanding Our Past, 7-10, Section 1
Assessment (Q 2), 10; Review and
Assessment (Q 12), 20; Using Special Purpose
Maps, 43, 79, 94, 106, 111, 121, 134, 144,
148, 314, 317, 651, 654, 656, 660, 739, 891,
917, 951; d. Geography and History, 18;
Tracing Migration Through Language, 56;
Jewish Migrations in Europe, 246; Migration
to Western Europe (map skills), 832; e. Trade:
43 (map), 502, f. Exploring the Human
Drama: Disaster!, 61, 139, 227, 375, 491, 601,
740, 845, 947; Comparing Viewpoints: What
Is the Relationship Between People and the
Environment, 816; Also see Reference
Section: World Atlas, 1000-1011
Lesson Plan, 6-7; 135; Background: 7
(Essential Elements of Geography), 25, 35,
46, 56, 61, 139, 227, 246, 375, 491, 601, 740,
845, 947; Activities 56, 61, 116, 139, 227,
245, 246, 375, 491, 601, 740, 845, 947;
Geography and History, 18, 44, 52, 88, 102,
156, 197, 244, 256, 284, 316, 336, 393, 433,
490, 504, 528, 560, 588, 613, 634, 662, 693,
702, 730, 750, 782, 807, 830, 867, 886, 916;
Connecting to Geography, 14, 20, 48, 66, 98,
124, 152, 172, 202, 230, 248, 276, 298, 326,
360, 384, 408, 436, 464, 494, 514, 534, 566,
590, 614, 640, 668, 698, 718, 742, 766, 796,
824, 854, 878, 904, 930, 956; Drawing
Conclusions, 27, 56; Analyzing Maps, 26, 35,
40, 43, 49, 53, 60, 79, 83, 94, 99, 106, 111,
121, 129, 135, 144, 148, 157, 160, 170, 183,
184, 192, 198, 210, 217, 231, 238, 241, 258,
274, 291, 311, 317, 337, 366-367, 383, 401,
428, 437, 462, 492, 524, 545, 579, 591, 609,
629, 638, 654, 660, 687, 709, 736, 743, 785,
794, 832, 870, 879, 883, 901, 902, 917, 951;
Exploring the Human Drama: Disaster!, 61,
139, 227, 375, 491, 601, 740, 845, 947
Activities, 61, 139, 227, 246, 375, 491, 601,
740, 845, 947
Region, 7; Map Skills Region, 106, 609, 651,
901, 917, 951; Africa: Physical, 1003; Asia:
Physical, 1005; Europe: Physical, 1007; North
America and South America; Physical, 1009
Lesson Plan, 6
TE = Teacher Edition
4
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
C. Economics
1.
2.
3.
4.
Major economic concepts (scarcity,
supply/demand, opportunity costs, production,
resources)
Economic decision making
The interdependence of economics and economic
systems throughout the world
Applying critical thinking skills in making
informed and well-reasoned economic decisions
SE:
TE:
Recognizing Causes and Effects, 14; Did You
Know?, 15; Why Did Rome Fall?, 150; The
Commercial Revolution, 405; Cause and
Effect: Columbian Exchange, 407; Columbian
Exchange, 409; Technology and Industry,
546; Cause and Effect: Industrial Revolution,
554; New Economic Patterns, 663-664; One
Link in a Global Economy, 663-664; Why
Study History?: Trading Around the World,
802; Global Economic Trends, 812-815, 817;
Stalin’s Five-Year Plan, 708-710;
Collectivism, 711; Japan Becomes an
Economic Superpower, 858-861; Nation
Building in the Middle East: Government and
Economy, 894-895; economic Development,
895-896; Economic Choices (Africa), 916;
Apartheid and Business, 925, Brazil’s
Economic Miracle, 953
Economics and Technology, 362, 496, 516,
542, 880, 932; Connections to Economics, 62,
95, 96, 282, 374, 546, 549, 664, 826, 840,
859, 860, 916, 946
D. Political Science
1.
2.
3.
4.
The purposes of government
Political systems around the world
Political concepts of power, authority, governance,
and law
Rights and responsibilities of citizenship across
time and space
SE:
TE:
SE = Student Edition
Organized Governments, 16; Autocratic Rule,
236, 243, 432, Cabinet System, 458;
Coalition, 838; Collectivism, 711;
Constitutional, 457-458, 521; Communism,
512, 735-736, 758, 760, 793, 807, 827, 862863, 873; Democracy, 197-109, 112, 442-443;
Dictatorships, 758; Dynasty, 25, 64; Empire,
18; Fascism, 758, 760; Federal Republics,
463, 883; Holy Roman Empire, 212-214, 763;
Mandates, 696-697; Marxism, 512-513, 575;
Military Government, 936; Monarchy: 106107, 188, 206-207: Absolute Monarchy, 413,
421, 422, 447, 585; Constitutional Monarchy,
473, 594; Limited Monarchy, 475; Nazism,
764, 781-783, 837-838; Popular Sovereignty,
461; Roman Empire, 75, 135-136; Roman
Republic, 51, 126-130; Socialism, 511-512;
Theocracy, 350, 898; Totalitarianism, 713,
757, 759, 761, 791, 863; Utilitarianism, 511;
War Communism, 706, 707
Activities, 711, 759, “The Unknown Citizen”,
839; Background, 711, 759
TE = Teacher Edition
5
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
5.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Critical thinking skills:
a. Probing ideas and assumptions
b. Posing and answering analytical
questions
c. Assuming a skeptical attitude toward
questionable political statements
d. Evaluating evidence and forming rational
conclusions
e. Developing participatory skills
SE:
TE:
(a) Identifying Main Ideas and Summarizing,
20,196, 210, 235, 243, 255, 388, 579, 589,
596, 605, 614, 662, 739, 747, 766, 838, 854,
897, 923, 929, 949, 962, 967, 978, 979, 983,
994, 996, 998; Analyzing Cause and Effect,
97, 123, 219, 260, 276, 288, 312, 355, 407,
487, 554, 565, 576, 614, 697, 751, 848, 887;
(b) Why Study History?, 2, 72, 178, 332, 442,
540, 674, 802; Skill features such as
Biography and Charts/Graphs also present
students with a relevant opportunity to apply
this skill. See Asking Questions, xlviii-xlvix;
(c) Identifying Points of View and Frame of
Reference, 39, 92, 113, 270, 349, 355, 379,
408, 415, 448, 547, 566, 679, 766, 816, 956,
975; Distinguishing Fact and Opinion, 299,
596, 723, 824, 931, 957; Recognizing Bias
and Propaganda, 119, 479, 620, 690, 699, 711,
719, 759, 871, 879;
(d) Comparing and Contrasting 35, 37, 47, 48,
66, 80, 92, 97, 98, 106, 129, 158, 172, 183,
184, 201, 214, 229, 238, 247, 255, 266, 273,
360, 372, 388, 420, 435, 477, 494, 509, 580,
652, 668, 712, 717, 718, 842, 852, 878, 904,
955; Making Valid Generalizations, 58, 66,
219, 381, 581, 639, 711, 790, 956, 964;
Making Inferences and Drawing Conclusions,
13, 27, 40, 43, 44, 85, 94, 97, 146,165, 170,
188, 209, 224, 230, 260, 275, 312, 359, 428,
479, 503, 589, 610, 623, 697, 742, 951, 956,
962;
(e) Debating, 116, 512, 545; Defending a
Point Of View, 948, 954; Discussing
topics/issues, 113, 461, 918; Presenting orally/
Performing, 78, 107, 118, 210, 344, 442, 540,
587, 606, 660, 686, 777, 784, 821
UNIT ONE: ANCIENT WORLD CIVILIZATIONS AND RELIGIONS (4000 BC – 500 AD)
A. Early Peoples
1.
2.
3.
4.
5.
Human and physical geography
Hunters and gatherers—nomadic groups
Relationship to the environment
Migration of early human populations
a. Out of Africa
b. Other theories
Early government
a. Purposes
b. Decision making
c. Move toward more complex systems
SE:
TE:
SE = Student Edition
Toward Civilization (artifacts, time line), 4-5;
The Old Stone Age: African Beginnings, 11
Hunters and Food Gatherers, 11-12; The
Neolithic Agricultural Revolution, 12, 14;
Section Review, 14; Geography and History,
18; Review and Assessment, 20-21
Time Line Activity, 4; About the Pictures (15), 5; Bell Ringer, Lesson Plan, and Block
Scheduling Support, 11
TE = Teacher Edition
6
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
B. Neolithic Revolution and Early River Civilizations
1.
2.
SE:
Compare and contrast (Mesopotamia, Egypt, the
Indus Valley, and Yellow River civilizations)
a. Human and physical geography of early
river civilizations
b. Traditional economies
c. Political systems
d. Social structures and urbanization
e. Contributions
1)Writing systems
2)Belief systems
3)Early technology—Irrigation, tools,
weapons
4)Architecture
5)Legal systems –Code of Hammurabi
Toward Civilization (map, time line,
artifacts), 5; Beginnings of Civilization, 1519; Cause and Effect chart, 19; Section
Review, 19; Review and Assessment , 20, 4849, 66-67; First Civilizations: Africa and Asia
(map, time line, artifacts), 22-23; Early
Civilizations in India and China (map, time
line, artifacts), 50-51
Egypt:
Ancient Kingdoms of the Nile, 24-27;
Egyptian Civilization, 28-33; Geography of
Ancient Egypt, 49; Go Online, 49; Primary
Sources and Literature: Instruction of Ptahhotep, 962
Mesopotamia:
City-States of Ancient Sumer, 34-37;
Invaders, Traders, and Empire Builders, 3844; Primary Sources and Literature: The Epic
of Gilgamesh, 963
Indus Valley:
Cities of the Indus Valley, 52-54; Kingdoms
of the Ganges (Aryan Civilization-India), 5558; Primary Sources and Literature: The
Mahabharata, 968
Yellow River
(Huang He): Early Civilization in China: The
Geography of China, 59-60; Exploring The
Human Drama: The Huang He Floods, 61
TE:
Time Line Activities, 4, 22, 50; River Valley
Civilizations (map lesson), 5; Geography of
Ancient Egypt and Mesopotamia(map lesson),
51; Geography of India and China (map
lesson), 51; Time Line Activity, 4, 22, 50;
About The Pictures, 5, 23; 51; Lesson Plans,
15, 24, 28, 34, 52, 59
Identify demographic patterns of early
civilizations and movement of people—Bantu
migration (500 BC – 1500 AD)
a. Human and physical geography
b. Causes of migration
c. Impact on other areas of Africa
SE:
TE:
SE = Student Edition
The Bantu Migrations, 281; Skills Assessment
(map): Geography , 281 East African City
States, 290-291; Hunting and Food Gathering,
293; Also see Spread of Civilization
(movement), 18; Kingdoms of the Ganges
(Aryan Civilization-India), 55-58
Predicting Content, 281; Also see Lesson Plan
55, Background, 56, 57; Activity, 56
TE = Teacher Edition
7
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
C. Classical Civilizations
1.
2.
Chinese civilization
a. Human and physical geography
b. Chinese contributions (engineering, tools,
writing, silk, bronzes, government
system)
c. Dynastic cycles
d. Mandate of Heaven
SE:
Greek civilization
a. Human and physical geography
b The rise of city states—Athens/Sparta
c Contributions: art, architecture,
philosophy, science—Plato, Socrates,
Aristotle
d. Growth of democracy in Athens versus
the Spartan political system
e. Alexander the Great and Hellenistic
culture—cultural diffusion
SE:
TE:
TE:
3.
Roman Republic
a. Human and physical geography
b. Contributions: law (Twelve Tables),
architecture, literature, roads, bridges
SE:
TE:
4.
Indian (Maurya) Empire
a Human and physical geography
(monsoons)
b. Contributions—government system
SE:
TE:
SE = Student Edition
Early Civilizations in India and China (time
line, map, artifacts), 50-51; Early Civilization
in China (Shang and Zhou Periods), 60-65;
Strong Rulers Unite China: Setting the Scene,
93; Shi Huangdi, 93-95
Time Line Activities, 50
Ancient Greece 1750 B.C.-133 B.C., 100-125;
Early People of the Aegean, 102-104; The
Rise of Greek City-States, 105-109; Victory
and Defeat in the Greek World, 110-114;
Comparing Viewpoints 113; The Glory That
Was Greece, 115-119; Biography: Socrates,
115: Greek Drama (Aristotle), 118; Alexander
and the Hellenistic Age, 120-123; Biography:
Alexander the Great, 120; Rise of Hellenistic
Civilization (Cause and Effect Chart), 123;
Review and Assessment, 124-125; Primary
Sources and Literature: Thucydides: History
of the Peloponnesian War, 966; Aristotle: The
Politics, 967
Time Line Activity, 100; Centers of Greek
Civilization (map lesson) and About the
Pictures, 101; Lesson Plans, 102, 105, 110,
115, 120; Activities, 107, 112, 113, 116, 117,
118, 121, 122, 966, 967; Background, 103,
106, 107, 108, 111, 113, 118, 122, 966, 967
Ancient Rome and the Rise of Christianity
(time line), 126; The Roman World Takes
Shape, 128-131; Ancient Italy About 600
B.C., (map skills), 129
Lesson Plan, 128, A Severe Code (Twelve
Tables), 129
Empires of India and China (time line, map,
artifacts, pictures), 74-75; Powerful Empires
of India: Setting the Scene, 81; The Maurya
Empire, 81-82; Maurya and Gupta Empires
(map skills), 83, 99; Section Review, 85;
Primary Sources and Literature: Asoka:
Edicts, 969
Time Line Activity, 74; Empires of China and
India (map lesson) and Background (1), 75;
Lesson Plan, 81; Linking Past and Present, 83;
Background and Activity, 969
TE = Teacher Edition
8
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
5.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Rise of agrarian civilizations in Mesoamerica—
Mayan (200 BC – 900 AD)
a. Human and physical geography
b. Contributions: mathematics, astronomy,
science, arts, architecture, and technology
c. Role of maize
d. Religion
SE:
TE:
Civilizations of the Americas (time line,
picture), 154; Early Calendars, 14; Cities in
the Americas, 15-16; Civilizations of Middle
America: Geography of the Americas, 156157; The World of the Mayas, 158-159;
Mayan Ball Games, 158; Mayan Society in
Art, 159; Section 1 Assessment (Qs 3-5), 162;
Review and Assessment (Q 12, Go Online),
172-173
Time Line Activity (Q 2), 154; About Pictures
(Q 2), 155; Lesson Plan, 156; Perspectives,
158; Constructing a Poster and Global
Connections, 159
6.
The status and role of women in classical
civilizations
SE:
Women (Egyptian Society), 31; Civil Law
(Hammurabi’s Code), 40-41; Patriarchal
Israelite Society, 47; Women’s Lives (Indian),
87-88; Lessons for a Woman (ps), 99; Women
(Ancient Greece), 108; Economic and
Cultural Life (Aspasia), 112; Opportunities
for Women (Hellenistic Period), 122;
Analyzing Picture (Athenian women), 125;
Changing Role of Women (Roman Society),
130; Role of Women (Christianity), 145;
Social Classes (Maya), 158; Impact of Islam
on Women, 255
7.
The growth of global trade routes in classical
civilizations
a. Phoenician trade routes
b Silk Road
c. Maritime and overland trade routes
1)Linking Africa and Eurasia
2)Linking China, Korea, and Japan
SE:
The Persian Empire: Economic Life, 42-43;
Phoenician Trade and Colonies (map skills),
43; Phoenician Sea traders, 43-44, Qin and
Han Empires (map-Silk Road identified) 94;
Silk Road to the West and Travels on the Silk
Road (PS), 95, African Kingdoms and
Trading States, 1000 B.C.-A.D. 1600, xxiii;
Geography and History: Ancient Travelers 18;
Egyptian Empire About 1450 (map includes
trade routes), 26
SE:
Empires of India and China (time line, map,
artifacts, pictures), 74-75; Strong Rulers Unite
China, 93-97; Qin and Han Empires (map
skills), 94; Cause and Effect Chart, 97
Lesson Plan, 93; Background, 94, 95, 96;
Activity, 96
D. The Rise and Fall of Great Empires
1.
Han Dynasty
a. Human and physical geography
b. Factors leading to growth
c. Contributions
d. Causes of decline
e. Role of migrating nomadic groups from
Central Asia
TE:
SE = Student Edition
TE = Teacher Edition
9
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
2.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Roman Empire
a. Human and physical geography
b. Factors leading to growth (engineering,
empire building, trade)
c. Contributions
d. Causes of decline
e. Role of migrating nomadic groups from
Central Asia
f. Pax Romana
SE:
TE:
Ancient Rome and the Rise of Christianity
(time line, map, artifacts), 126-127; From
Republic to Empire, 132-136; The Pax
Romana, 136; The Roman Achievement, 137140; Exploring the Human Drama, 139;
Religious Diversity in the Early Empire, 141142; The Long Decline, 147-151;
Synthesizing Information: Why Did Rome
Fall?, 150; Review and Assessment, 152-153
The Roman Empire at Its Height127; Lesson
Plans, 132, 137, 147; Activities, 135, 138,
139, 149, 150; Background, 133, 134, 135,
139, 148
E. The Emergence and Spread of Belief Systems
1.
SE:
Place of origin and major beliefs
a. Animism—African
b. Hinduism
c. Buddhism
d. Chinese philosophies (Confucianism,
Daoism)
e. Judaism
f. Christianity
g. Islam
h. Legalism
i. Shintoism
j. Jainism
TE:
2.
Expansion of Christianity, Islam, Confucianism,
and Buddhism
SE:
SE = Student Edition
Early Religious Beliefs (animism), 12;
Empires of India and China ( Buddhism noted
in time line, artifacts, pictures), 74-75;
Hinduism and Buddhism, 76-80; Primary
Sources and Literature: The Mahabhrata, 968;
The Wisdom of Confucius, 89-90; Primary
Sources and Literature: Confucius: Analects,
965; Daoism: The Unspoken Way, 90,92; The
Roots of Judaism, 45-47, Review and
Assessment (Qs 16, 20), 48; Global
Connections (Judaism), 141; Jewish Revolt,
142; Primary Sources and Literature: Psalm
23, 964; The Rise of Christianity, 141-146;
Review and Assessment, 152-153 (Q16,
Analyzing Primary Sources); Primary Sources
and Literature: St. Paul: First Letter to the
Corinthians, 970; Europe and the Muslim
World (Islam), 183; Rise of Islam, 252-255;
Primary Sources and Literature: The Quran,
971; The Harsh Ideas of Legalism, 90;
Analyzing Primary Sources: Legalism, 91; Shi
Huangdi (Legalism), 93-95; Shinto, 317;
Opposition to the Brahmins (Jainism), 78
Connections to Art (animism), 12; Lesson
Plans, 45; 141, 252; Activities, 16, 142, 964,
965, 968, 970, 971; Background, 46, 144, 253,
254, 964, 965, 968, 970, 971
Empires of India and China (Spread of
Buddhism noted on time line, ), 75; Spread of
Buddhism and Hinduism (map skills), 79;
Spread of Buddhism, 80; Spread of
Confucianism, 90; Buddhism in China, 92;
Spread of Christianity, 143-145
TE = Teacher Edition
10
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
2.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Expansion of Christianity, Islam, Confucianism,
and Buddhism
SE:
TE:
(Continued)
Spread of Christianity to A.D. 476 (map
skills); Islam Spreads, 256-260; Cause and
Effect Chart, 260
Lesson Plan, 256; Activity: Recognizing Bias,
142; Constructing a Diagram, 257; Writing a
Dialogue, 258: Making a Map, 258;
Background, 257, 259
UNIT TWO: EXPANDING ZONES OF EXCHANGE AND ENCOUNTER (500 – 1200)
A. The Gupta Empire
1.
2.
3.
4.
Human and physical geography
Artistic, scientific, and mathematical contributions
Ties to Hinduism
Organizational structure
SE:
TE:
Empires of India and China (time line, map,
artifacts, pictures), 74-75; Powerful Empires
of India: Golden Age of the Guptas, 82-83,
85; Section Review85; Maurya and Gupta
Empires (map skills), 83; Pillars of Indian
Life, 86-88
Empires of India and China (map lesson), 75;
Lesson Plan, 81; Linking Past and Present, 83,
99
B. Tang and Song Dynasty (618-1126 AD)
1.
2.
3.
4.
5.
Human and physical geography
Contributions
Chinese influence on Korea and Japan
Cultural flowering
Growth of commerce and trade
SE:
TE:
SE = Student Edition
Spread of Civilizations in East Asia (time line,
map, artifacts, pictures), 300-301; Two
Golden Ages of China, 302; The Brilliant
Tang: Building an Empire (information about
influence on Korea and Japan, cultural
flowering, commerce and trade), 302-303;
Prosperity Under the Song, 303-304; Chinese
Society, 304, 306; Arts and Literature of the
Tang and Song, 306-307; Section 1
Assessment, 307; Review and Assessment,
326; Also see Technology of Tang and Song
China, 303; Analyzing Primary Sources:
Advice for Families in China, 305; Virtual
Field Trip: Song Landscape Painting, 306:
Preparing a Museum Guide, 307
Areas of Chinese Influence (map lesson) and
About the Pictures, 301; Lesson Plan, 302;
Activities, 303, 305; Background, 303, 304,
305, 306
TE = Teacher Edition
11
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
C. Byzantine Empire (330-1453 AD)
1.
2.
3.
4.
5.
6.
Human and physical geography
Achievements (law—Justinian Code, engineering,
art, and commerce)
The Orthodox Church
Political structure and Justinian Code
Role in preserving Greek and Roman cultures
Impact on Russia and Eastern Europe
SE:
TE:
The Byzantine Empire and Russia (time line,
map, artifacts, pictures), 232-233; The
Byzantine Empire, 234-235; The Growth of
Byzantine Power, 234: Humanities Link The
Church of Hagia Sophia, 235; The Age of
Justinian, 236; Byzantine Christianity, 236237; Byzantine Empire to 1000 (map skills),
238; The Byzantine Heritage, 239; Section 1
Assessment, 239; Review and Assessment,
248; Analyzing Charts: Decline of the
Byzantine Empire and Go Online, 249; Role
in preserving Greek and Roman cultures:
Looking Ahead, 146; Did Rome Fall?, 151;
Impact on Russia and Eastern Europe:
Byzantine Influences, 241; Constantinople
and Russia, 241; Ivan the Great, 252-243; The
Balkans, 245; Byzantine Calvary, 245
Time Line Activity (Qs 1-3), 232; Major
Religions in Eastern Europe (map lesson) and
About the Pictures (1-2), 233; Lesson Plan,
234; Block Scheduling Support, 235;
Activities, 235, 236, 237; Background, 235,
237, 238, 241
D. Early Russia
1.
2.
3.
4.
Human and physical geography
Trade
Kiev
Russian Orthodox Church
SE:
TE:
SE = Student Edition
The Byzantine Empire and Russia (time line,
map, artifacts, pictures), 232-233; The Rise of
Russia, 240-241; Section 2 Assessment, 243;
Review and Assessment, 248; Analyzing a
Primary Source, 249; The Geography of
Russia, 240; Growth of Russia (map skills),
242; Trade: The Varangians, 241; Moscow
Takes the Lead, 242; Kiev: Growth of Kiev,
240-241; Mongol Conquest. 241-242; Russian
Orthodox Church: Byzantine Influences, 241;
Constantinople and Russia, 241; Mongol
Influences, 242; Ivan the Great, 242-243
Time Line, 232; About the Pictures, 233;
Lesson Plan, 240; Block Scheduling Support,
241; Background, 241, 242
TE = Teacher Edition
12
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
E. The Spread of Islam to Europe, Asia, and Africa
1.
2.
3.
4.
5.
6.
7.
Human and physical geography
Organizational structure
The development of Islamic law and its impact
Social class: women and slavery in Muslim society
Position of “people of the book”
The golden age of Islam
a. Contributions to mathematics, science,
medicine, art, architecture, and literature
b. Role in preserving Greek and Roman
culture
c. Islamic Spain
Trade
SE:
TE:
The Muslim World (time line, map, artifacts,
pictures), 250-251; Rise of Islam, 252-255;
Geographic Setting, 252; Basic Duties: Five
Pillars, 254; Islamic law: Sharia; Impact on
Women, 255; People of the Book, 254; Islam
Spreads, 256-260; An Age of Conquests
(includes Spain), 256-257; Spread of Islam
(map skills), 258; Golden Age of Muslim
Civilizations, 261-266; Society and the
Economy: Social Classes (includes slavery),
261; An International Trade Network, 262;
Art and Literature, 263, 265; Humanities
Link: Art of the Muslim world, 264; The
World of Learning, 265; Centers of Learning
(included girls), 264; Knowledge Moves West
(Role in preserving Greek and Roman
culture), 266; Muslims in India: Setting the
Scene, 267; The Delhi Sultanate, 267-268;
Muslims and Hindus, 268; Looking Ahead,
275; Section Assessments, 255, 260, 270;
Review and Assessment, 276, Go Online, 277;
Also see The Quran, 971
Time Line Activity, 250; The Muslim World,
1150 (map lesson), and About the Pictures (13); Lesson Plans, 252, 256, 261, 267; Block
Scheduling Support, 253, 257, 261, 267;
Activities, 257, 258, 254, 971; Background,
253. 254, 257, 258. 262, 264, 265, 971
F. Medieval Europe (500-1400 AD)
1.
2.
3.
4.
5.
6.
7.
8.
SE:
Human and physical geography
Frankish Empire—Charlemagne
Manorialism
Feudalism
a. Social hierarchy and stratification
b. Role of men and women
Spiritual and secular role of the Church
Monastic centers of learning
Anti-Semitism
Art and architecture
SE = Student Edition
The Rise of Europe, 180-203; The High
Middle Ages, 204- 231; The Early Middle
Ages, 182- 185; Geography of Western
Europe, 182; The Age of Charlemagne, 183184; Empire of Charlemagne, 768-843 (map
skills), 183; Feudalism and the Manor
Economy, 186-190; The World of Nobles,
187, 189; Noblewoman, 189; Peasants and
Manor Life, 189-190; Synthesizing
Information: Feudalism (includes stratification
chart), 188; Growth of Royal Power in
England and France, 206-211; Geoffrey
Chaucer: The Canterbury Tales (presents
portrait of English society in the 1300s), 973;
The Medieval Church, 191-196; Views of
Women, 192; Monks and Nuns, 192-193
TE = Teacher Edition
13
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
8.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
Frankish Empire—Charlemagne
Manorialism
Feudalism
a. Social hierarchy and stratification
b. Role of men and women
Spiritual and secular role of the Church
Monastic centers of learning
Anti-Semitism
Art and architecture
SE:
TE:
(Continued)
You Are There: Seeking Shelter in a Medieval
Monastery, 194; Philip IV Clashes With the
Pope, 211; The Holy Roman Empire and the
Church, 212-214; Upheaval in the Church,
226-228; Anti-Semitism: Jews in Europe, 196;
Social Changes, 200; Synthesizing
Information: Jewish Migration, 246; Learning,
Literature and the Arts, 220-224; Also see
Economic Expansion and Change, 197-201;
Biography: Christine de Pizan, 221;
Analyzing Primary Sources: Magna Carta,
209; Gothic Style, 223; Art and Religion, 224;
Shaping Eastern Europe, 244-247
Time Line Activity, 180, 204; Map Lessons:
Geography and Resources of Europe, p.181;
Europe About 1300, 205; Major Religions in
Eastern Europe About 1300, 233; About the
Pictures, 181, 205, 233; Lesson Plans, 182,
186, 191, 197, 206, 220, 244; Block
Scheduling Support, 183, 187, 191, 207, 212;
Activities, 184, 187, 188 194, 195, 199, 208,
209, 210, 228, 246, 247, 973; Background,
183, 188, 189, 193, 194, 195, 198, 200, 207,
208, 209, 213, 221, 223, 247, 973
G. Crusades
1.
2.
3.
4.
Causes
Impacts on Southwest Asia, Byzantium, and
Europe
Perspectives
Key Individuals—Urban II, Saladin, and Richard
the Lion-Hearted.
SE:
TE:
SE = Student Edition
The High Middle Ages, 204-205 (time line,
map), 204 The Crusades, 216-217; Crusades,
1096-1204 (map skills), 217; Effects of the
Crusades on Europe, 217-218; Section 3
Assessment, 219; Review And Assessment
(13), 230; The Crusades, 238; Synthesizing
Information, 246; Crusaders, 259; Abuses in
the Church, 346; Urban II, 216, 217; Saladin,
216: Richard the Lion-Hearted: See
Biography; Eleanor of Aquitaine, 189
Time line Activity, 204, Europe About 1300
(map lesson), 205; Lesson Plan, 215; Activity,
216; Background 217, 246
TE = Teacher Edition
14
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
UNIT THREE: GLOBAL INTERACTIONS (1200 – 1650)
A. Early Japanese History and Feudalism
1.
2.
3.
4.
5.
6.
7.
Human and physical geography
Early traditions (Shintoism)
Ties with China and Korea: cultural diffusion,
Buddhism, and Confucianism
Tokugawa Shogunate
Social hierarchy
Comparison to European feudalism
Zen Buddhism
SE:
TE:
Spread of Civilizations in East Asia (time line,
pictures), 300-301; The Emergence of Japan,
316-319; Geography: Japan, a Land Apart,
316-317; Geography of Japan (map skills),
317; Early Traditions: Shinto, 316; The
Korean Bridge, 317-318; Japan looks to
China, 318; Japan’s Feudal Age, 320-325;
Japanese Feudalism Emerges, 320-321
(Comparison to European feudalism, 320;
Social hierarchy, 320-321); Order and Unity
Under the Tokugawas, 322-323; Zen
Buddhism and Japanese Culture, 323; Review
and Assessment (Qs 15, 16, 19, 20), 326-327;
Analyzing Charts: Feudal Society in Japan;
Also see Kabuki Theater, 324; Murasaki
Shikibu: The Tale of Genji, 972
Time Line Activity, 300; About the Pictures,
301; Lesson Plans, 316, 320; Activities, 321,
322, 324, 972; Background, 317, 318, 321,
323, 324, 325, 972
B. The Rise and Fall of the Mongols and Their Impact on Eurasia
1.
2.
3.
4.
5.
6.
7.
8.
SE:
Human and physical geography
Origins—Central Asian nomadic tribes
The Yuan Dynasty: a foreign non-Chinese dynasty
Extent of empire under Ghengis Khan and Kublai
Khan
Impact on Central Asia, China, Korea, Europe,
India, Southwest Asia
Impact on the rise of Moscow
Interaction with the West and global trade, Pax
Mongolia (e.g., Marco Polo)
Causes of Decline
SE = Student Edition
Spread of Civilizations in East Asia (time line
reference, picture), 301 The Mongol and Ming
Empires: Setting the Scene, 308; Building the
Mongol Empire (Genghiz Khan), 308-309;
China Under Mongol Rule (Kublai Khan,
Yuan Dynasty, extent of empire), 310; Map
Skills Assessment: Growth of Russia, 13301584 (includes extent of Mongol conquest,
1300), 242; Mongol Empire (includes Extent
of empire under Ghenghiz and Kublai Khan
and Marco Polo’s route: global trade), 309;
Section 2 Assessment, 312; Review and
Assessment, 326; Also see Chapter Events
(time line reference), 251; Impact on other
countries; Hungary, 247; Mongols (across
Central Asia to India), 260; Korea United
(reference Mongol invasion), 315; Mongol
Invasions (Japan, Korea), 321; Order and
Unity Under the Tokugawas (reference to
Mongol invasion of Japan), 302; Impact on
Russia and the rise of Moscow: Mongol
Conquest, 241-242; Moscow Takes the Lead,
242; Pax Mongolia: The Mongol Peace, 309
TE = Teacher Edition
15
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
8.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
Origins—Central Asian nomadic tribes
The Yuan Dynasty: a foreign non-Chinese dynasty
Extent of empire under Ghengis Khan and Kublai
Khan
Impact on Central Asia, China, Korea, Europe,
India, Southwest Asia
Impact on the rise of Moscow
Interaction with the West and global trade, Pax
Mongolia (e.g., Marco Polo)
Causes of Decline
SE:
TE:
(Continued)
Trade, Marco Polo: A Western Visitor, 310;
Other Contacts, 310; Causes of Decline: The
Ming Restore Chinese Rule, 310
About the Pictures, 301; Lesson Plan, 308;
Activities, 309; Background, 241, 309, 310
C. Global Trade and Interactions
1.
2.
3.
4.
Resurgence of Europe
a. Hanseatic League and Italian city-states
b. Trade fairs and towns
c. Medieval guilds
d. Commercial revolution
Major trading centers—
Nanjing/Calicut/Mogadishu/Venice
Ibn Battuta
Expansion of the Portuguese spice trade to
Southwest Asia and its impact on Asia and Europe
SE:
TE:
Economic Expansion and Change: Trade
Revives, 198-199, Trade in Medieval Europe,
1000-1300 (map skills), 198; A Commercial
Revolution, 199-200; Connections to Today,
199; Role of Guilds, 200-201; Guild Members
at Work, 200; Town and City Life, 201; City
Fun and Games, 201; An International Trade
Network, 262; In the Marketplace, 262; Trade
Routes of East Africa, 289-292; East African
City-States: Growth of Trade, 291; African
Kingdoms and Trading States, 1000 B.C.A.D. 1600 (map skills), 291; Mongol Empire
(map includes Marco Polo’s route), 309;
Voyages of Zheng He (map skills), 311; The
Italian City-States, 336-337; Geography and
History: The Islands of Venice, 336; Ibn
Battuta: World Traveler, 267; The Search for
Spices, 364-368
Lesson Plans, 197, 289, 291, 364; Activities,
199 Background, 198, 200, 262, 290
D. Rise and Fall of African Civilizations: Ghana, Mali, Axum, and Songhai Empires
1.
2.
3.
4.
5.
6.
Human and physical geography
Organizational structure
Contributions
Roles in global trade routes
Spread and impact of Islam—Mansa Musa
Timbuktu and African trade routes
SE: Kingdoms and Trading States of Africa (time line,
map, artifacts, pictures), 278-279; Geography of
Africa, 280; Kingdoms of West Africa (Ghana,
Mali, Songhai), 284-288; Trade Routes of East
Africa, 289-292; Many Peoples, Many Traditions
(contributions), 293-297; Review and Assessment,
298-299; Also see You Are There: Traveling With
Mansa Musa, 286; Primary Source: A Description
of Timbuktu, 287; Griots of Africa, 296; African
Kingdoms and Trading Routes (map skills), 291
SE = Student Edition
TE = Teacher Edition
16
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
Organizational structure
Contributions
Roles in global trade routes
Spread and impact of Islam—Mansa Musa
Timbuktu and African trade routes
TE:
E. Social, Economic, and Political Impacts of the
Plague on Eurasia and Africa
(Continued)
Time Line Activity (Qs 3, 4), 278; Geography
and Climates of Africa (map lesson), and
About the Pictures (2, 3), 279; Lesson Plans,
284, 289, 293; Activities, 286, 291, 296;
Background, 281, 285, 286, 290, 294, 296
Students can explore these topics while studying the
following lessons:
SE:
Chapter Events (Time Line notation), 205; A
Time of Crisis; Setting the Scene, 225; The
Black Death, 225-226; Exploring the Human
Drama, Disaster!: The Black Death Strikes
(includes map: Spread of the Black Death),
227; Review and Assessment, 230
TE:
Lesson Plan, 225; Activities, 226, 227;
Background, 226, 227
F. Renaissance and Humanism
1.
2.
3.
4.
5.
6.
7.
SE:
Human and physical geography
Shift in worldview—other-worldly to secular
Greco-Roman revival (interest in humanism)
Art and architecture (e.g., da Vinci and
Michelangelo)
Literature (e.g., Dante, Cervantes, Shakespeare)
Political science (e.g., Machiavelli)
New scientific and technological innovations
(Gutenberg’s moveable type printing press,
cartography, naval engineering, and navigational
and nautical devices
SE = Student Edition
The Renaissance and Reformation (time line,
map, artifacts, pictures), 334-335; The
Renaissance in Italy, 336-341; The
Renaissance Moves North, 342-345;
Geography and History: The Islands of
Venice, 336; Renaissance Italy, 1505 (map
skills), 337; What Was the Renaissance?
(includes information about shift in worldview
and Greco-Roman revival), 337-338; A
Golden Age in the Arts: Humanist Concerns,
338-339; Northern Humanists, 343; Three
Geniuses of Renaissance Art: Leonardo (da
Vinci), 339; Michelangelo, 339; Raphael, 340;
The Genius of Leonardo (PS), 339; Virtual
Field Trip: A Masterpiece by Michelangelo,
340; Artists of the Northern Renaissance, 342343; Durer, the “German Leonardo”, 343;
Italian Renaissance Writers, 340-341; Writers
for a New Audience: Shakespeare and
Cervantes, 345; Humanities Link:
Shakespeare’s World of Drama, 344; Miguel
de Cervantes: Don Quixote, 977;
Machiavelli’s Successful Prince, 341; Niccolo
Machiavelli: Discourses, 974;
Scientific/technological innovations: Why
Study History?: New Navigational Tools, 333;
The Printing Revolution, 346; Go Online),
360-361; Improved Technology, 365
TE = Teacher Edition
17
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Human and physical geography
Shift in worldview—other-worldly to secular
Greco-Roman revival (interest in humanism)
Art and architecture (e.g., da Vinci and
Michelangelo)
Literature (e.g., Dante, Cervantes, Shakespeare)
Political science (e.g., Machiavelli)
New scientific and technological innovations
(Gutenberg’s moveable type printing press,
cartography, naval engineering, and navigational
and nautical devices
SE:
TE:
(continued)
Tools of Ocean Navigation, 367; The
Scientific Revolution, 356-359; Review and
Assessment, 360-361
Artists of the Renaissance (map lesson), 335;
About the Pictures (1-4), 335; Lesson Plans,
336, 342; Block Scheduling Support, 337,
343; Activities, 339, 340, 344, 974, 977;
Background, 333, 337, 338, 343, 344, 365,
974, 977
G. Reformation and Counter Reformation
1.
2.
3.
4.
5.
6.
7.
8.
SE:
Human and physical geography
Martin Luther’s Ninety-Five Theses; the challenge
to the power and authority of the Roman Catholic
Church
Anti-Semitic laws and policies
Henry VIII and the English Reformation
Calvin and other reformers
Counter Reformation (Ignatius Loyola, Council of
Trent)
Roles of men and women within the Christian
churches
Religious wars in Europe: causes and impacts
TE:
SE = Student Edition
The Renaissance and Reformation (time line,
map, artifacts, pictures), 334-335; The
Protestant Reformation, 346-350;
Reformation Ideas Spread, 351-355; Review
and Assessment, 360-361; Luther’s Protest,
346-348; Spread of Lutheran Ideas, 348,
Biography: Martin Luther, 348, Comparing
Viewpoints: What Is the Goal of Education?,
349; Widespread Persecution: Jews and the
Reformation, 354-355; The English
Reformation, 351-353; John Calvin, 348, 350;
Radical Reformers, 351, Calvin on Greed
(PS), 350; The Catholic Reformation: Council
of Trent, 353; Ignatius of Loyola, 353-354;
Roles of men and women: Germany 1524
(Lutheran), 349; Ignatius of Loyola ( new
religious order for men) and Teresa of Avila
(new religious order of nuns), 353-354; Witch
Hunts, 354; Religious wars in Europe: causes
and impacts: Widespread Persecution, 354;
Cause and Effect Chart: Protestant
Reformation, 355; Also see Charles V and the
Hapsburg Empire, 412-413; The Wars of
Philip II, 413; Rebuilding France, 416-417;
The Thirty Year’s War, 427-429; Europe
After the Thirty Years War (map skills), 428;
Triumph of Parliament in England (includes
religious conflicts leading to the Glorious
Revolution), 421-426
Time Line Activity (2); About the Pictures
(5), 335; Lesson Plans, 345, 351; Block
Scheduling Support, 347, 351; Activities, 347,
349, 352; Background, 347, 348, 349, 352,
353, 354
TE = Teacher Edition
18
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
H. The Rise and Impact of European Nation-States/Decline of Feudalism
Case studies: England—Elizabeth I; France—
Joan of Arc
a. Forces moving toward centralization
b. Role of nationalism
Students can explore these topics while studying the
following lessons:
SE:
Elizabeth I; Biography, 352; The Elizabethan
Settlement, 352; The Wars of Phillip II:
Invading England, 413-414; The Tudors and
Parliament, and The Early Stuarts, 421; Joan
of Arc: 205 (painting); Turning Points of the
Hundred Years’ War chart, 228; The Hundred
Year’s War: Joan of Arc and French Victory,
228-229
TE:
Skills Handbook: Asking Questions, xlviii;
About the Pictures (3), 205; Using
Biographical Information, 352
UNIT FOUR: THE FIRST GLOBAL AGE (1450 –1770)
A. The Ming Dynasty (1368-1644)
1.
2.
3.
4.
5.
6.
Human and physical geography
Restoration of Chinese rule, Chinese world vision
The impact of China on East Asia and Southeast
Asia
China’s relationship with the West
Contributions
Expansion of trade (Zheng He, 1405-1433)
SE:
TE:
The Mongol and Ming Empires: Ming Restore
Chinese Rule, 310-311; China and the World,
311-312; Section 2 Assessment, 312; Review
and Assessment, 326; Contributions: Ming
Porcelain, 310; Economic Revival, 311;
Cultural Flowering, 311; Zheng He: The
Voyages of Zheng He, 311-312; Map Skills:
Voyages of Zheng He (includes territory
covered by the Ming Dynasty), 311; Also see
Strict Limits on Trade(circa 1514), 377
Lesson Plan, 308; Activities, 310, 311;
Background, 310, 311
B. The Impact of the Ottoman Empire
1.
2.
3.
4.
5.
Human and physical geography
Contributions
Suleiman I (the Magnificent, the Lawgiver)
Disruption of established trade routes and
European search for new ones
Limits of Ottoman Europe
SE:
SE = Student Edition
The Muslim World (time line, map, artifacts,
pictures), 250-251; The Ottoman and Safavid
Empires: Setting the Scene, 272; Expanding
the Ottoman Empire, 272; Ottoman Culture,
273-274; Suleiman, 272; Decline, 274;
Ottoman and Safavid Empires (map skills),
274; Section 5, 275; Review and Assessment,
276; Also see The Ottomans Take
Constantinople, 273; The Safavid Empire,
274-275; Charles V and the Hapsburg Empire,
412-413; The Serb Revolt, 519; Revolts
Against the Old Order, 521-522; Balkan
Nationalism, 583; The Balkans, 1878 (map
skills), 583
TE = Teacher Edition
19
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
Contributions
Suleiman I (the Magnificent, the Lawgiver)
Disruption of established trade routes and
European search for new ones
Limits of Ottoman Europe
SE:
TE:
(Continued)
The Balkans, 1878 (map skills), 583;
Problems for the Ottoman Empire, 628-629;
The War Outside Europe, 689
About the About the Pictures (4), 251; Lesson
Plan, 272; Background, 273; Activity, 628
C. Spain and Portugal on the Eve of the Encounter
1.
2.
3.
4.
Human and physical geography
Reconquista under Ferdinand and Isabella
Expulsion of Moors and Jews
Exploration and overseas expansion
a. Columbus
b. Magellan circumnavigates the globe
SE:
TE:
The High Middle Ages ( timeline, map), 204205; The Reconquista in Spain (includes the
Inquisition), 218-219; Section 3 Assessment,
219; Jewish Settlements, 245; Assessing Your
Skills (Synthesizing Information): Jewish
Migrations in Europe, 246; Why Study
History?: Gaining control of the pepper trade,
332; The First Global Age: Europe and Asia
(time line, pictures), 362-363; The Search for
Spices, 364-368; Columbus Sails to the West,
365-366; The Search Continues (Magellan),
367-368; Section 1 Assessment, 368; Review
and Assessment, 408; The World: Political
(map), 1000-1001
Time Line Activity, 204; About the Picture,
363; Europe About 1300 (map lesson), 205;
Lesson Plan, 364; Activities, 246;
Background, 246, 366, 367
C. The Rise of Mesoamerican Empires
1.
2.
3.
4.
Human and physical geography
Organizational structure
Contributions
Trade
SE:
TE:
SE = Student Edition
Civilizations of the Americas (time line, map,
artifacts), 154-155; Civilizations of Middle
America: Geography of the Americas, 156157; Roots of Aztec Culture, 159-160; The
World of the Aztecs, 160,162; You Are There:
Aztec Market, 161; Primary Source, 162;
Section 1 Assessment, 162; Review and
Assessment, 172-173
Trade Routes in the Americas (map lesson),
155; Lesson Plan, 156; Connections to Music,
159; Daily Life, 160; Bell Ringer,
Background, and Activity, 161
TE = Teacher Edition
20
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
E. The Encounter between Europeans and the Peoples of Africa, The Americas, and Asia
1.
2.
3.
4.
5.
6.
7.
Students can explore these topics while studying the
following lessons:
SE:
The First Global Age: Europe and Asia (time
line, map, artifacts, pictures), 362-363;
European Footholds in Southeast Asia and
India, 373-376; Rise of the Dutch, 374;
Encounters in East Asia, 377-381; Analyzing
Primary Sources: Letter From the Celestial
Emperor to the “Barbarian” King (trading
rights issue), 379; Review and Assessment,
382-383; The First Global Age: Europe, the
Americas, and Africa (time line, map,
artifacts, pictures), 384-385; Conquest in the
Americas, 386-388; Virtual Field Trip:
Conquistadors in Mexico, 387; Fact Finder
Graph (shows decline in Native American
population due to disease), 388; Spanish and
Portuguese Colonies in the Americas, 389393; Ruling the Spanish Empire (includes
explanation of Encomienda system), 390;
Primary Source: A Brutal System
(Encomienda), 390; Struggle for North
America, 394-397; Impact on Native
Human and physical geography
European competition for colonies in the
Americas, Africa, East Asia, and Southeast Asia—
The “old imperialism”
Global demographic shifts Case study: The
triangular trade and slavery
The extent of European expansionism
European mercantilism
Spanish colonialism and the introduction of the
Encomienda system to Latin America
Dutch colonization in East Asia (Japan and
Indonesia)
8. Exchange of food and disease Case Study:
The Columbian Exchange.
1.
2.
3.
4.
5.
6.
7.
8.
SE:
Human and physical geography
European competition for colonies in the
Americas, Africa, East Asia, and Southeast Asia—
The “old imperialism”
Global demographic shifts Case study: The
triangular trade and slavery
The extent of European expansionism
European mercantilism
Spanish colonialism and the introduction of the
Encomienda system to Latin America
Dutch colonization in East Asia (Japan and
Indonesia)
Exchange of food and disease Case Study: The
Columbian Exchange.
TE:
SE = Student Edition
Americans, 397; Turbulent Centuries in
Africa, 398-402; The Atlantic Slave Trade,
398-400; Triangular Trade, 399; Triangular
Trade (map skills), 401; Changes in Europe,
403-407; A Global Exchange (Columbian
Exchange), 403- 404; Cause and Effect Chart:
Columbian Exchange, 407; Mercantilism,
406; Review and Assessment, 408-409; Also
see Bernal Diaz: The True History of the
Conquest of New Spain, 975; King Affonso I:
Letter to King John of Portugal (concerning
the slave trade), 976
Time Line Activity, 362; Trade Between
Europe, Africa, and Asia, About 1700 (map
lesson), 363; Land Claims in the Americas
(map lesson) and About the Pictures, 385;
Lesson Plans, 373, 377, 386, 389, 394, 398,
403; Block Scheduling Support, 373, 377,
386, 389, 395, 399, 403; Activities, 378, 379,
380, 387, 390, 396, 400, 405, 975, 976;
Background, 374, 379, 380, 387, 391, 395,
396, 399, 401, 404, 405, 406, 975, 976
TE = Teacher Edition
21
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
F. Political Ideologies: Global Absolutism
1.
2.
3.
4.
Human and physical geography
Thomas Hobbes, The Leviathan
Jacques-Benigne Bossuet: Absolutism and Divine
right theory
Case studies: Akbar the Great, Suleiman the
Magnificent, Philip II, Louis XIV, Ivan the
Terrible, and Peter the Great
Students can explore these topics while studying the
following lessons:
SE:
The Age of Absolutism, 410-439; Review and
Assessment, 276, 436-437; Thomas Hobbes,
The Leviathan: A Voice for Absolutism (PS),
422; Jacques-Benigne Bossuet: Analyzing
Primary Sources, 436; Akbar the Great:
Mughal India: Akbar the Great, 269, 271;
Comparing Viewpoints, 270; Mughal, India
and European Traders, 376, Also see Chapter
Events (time line comparisons), 155, 233,
410; Section 4 Assessment (Qs 5, 7), 270;
Suleiman the Magnificent: Expanding the
Ottoman Empire, 272; Ottoman Culture, 273274, Charles V and the Hapsburg Empire
(reference to the extent of occupation by
Suleiman’s forces), 412; Also see Chapter
Events (time line reference and artwork), 251,
275; Philip II: Phillip II and Divine Right,
413; The Wars of Phillip II, 413-414; Spain’s
Golden Age, 414-415; Also see Women
Artists, 339, Spain Seizes the Philippines,
374; Chapter Events (time line reference and
bronze statue), 410; Section 1 Assessment (Qs
3-5), 415; Louis XIV: France Under Louis the
XVI< 416-420; Louis XIV, the Sun King,
417-418; Did You Know?, 418; Section 2
Assessment, 420; Ivan the Terrible: Moscow
Takes the Lead: Ivan the Terrible, 243;
Analyzing Primary Sources: Domostroi, 249;
Peter the Great: Absolute Monarchy in
Russia; Peter the Great, 431-432; Expansion
Under Peter, 423; Legacy of Peter the Great,
432; Section 5 Assessment
TE:
Lesson Plans, 270, 412, 416, 431; Activities,
413, 414, 417, 432; Background, 269, 418
G. The Response to Absolutism: The Rise of Parliamentary Democracy in England
1.
2.
3.
4.
Background—Magna Carta
Divine Right of Monarchy—Stuart rule
Puritan Revolution—Oliver Cromwell
Glorious Revolution—John Locke and the English
Bill of Rights
Students can explore these topics while studying the
following lessons:
SE:
Fact Finder: Evolution of English
Government, 207; Evolving Traditions of
English Government: The Magna Carta, 208;
Assessing Your Skills (PS): Magna Carta,
209; Triumph of Parliament in England, 421426; The Early Stuarts, 421-422
SE = Student Edition
TE = Teacher Edition
22
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Background—Magna Carta
Divine Right of Monarchy—Stuart rule
Puritan Revolution—Oliver Cromwell
Glorious Revolution—John Locke and the English
Bill of Rights
(Continued)
Students can explore these topics while studying the
following lessons:
SE:
Synthesizing Information: The Struggle
Between King and Parliament, 425; The
English Civil War (Oliver Cromwell), 422423; The Commonwealth (Oliver Cromwell),
424; From Restoration to Glorious
Revolution: English Bill of Rights, 426; The
English Bill of Rights, 978; Locke, 447; John
Locke: Two Treatises on Government, 979;
Review and Assessment, 436-437
TE:
Lesson Plan, 421; Block Scheduling Support,
421; Activities, 209, 422, 425, 978, 979;
Background, 208, 209, 423, 424, 425, 978,
979
UNIT FIVE: AN AGE OF REVOLUTION (1750 – 1914)
A. The Scientific Revolution
1.
2.
The development of scientific methods
The work of Copernicus, Galileo, Newton, and
Descartes
SE:
TE:
The Renaissance and Reformation (time line
notation), 334-335; The Scientific Revolution,
356-359; The Scientific Method, 357; Review
and Assessment, 360-361; Copernicus: A
Spirit of Adventure, 337, A Revolutionary
Theory, 356-357; Galileo: 335 (time line
notation), 335; Setting the Scene, 356;
Galileo, 357; Newton: Newton Ties It All
Together, 358-359; Descartes: A New
Scientific Method, 357-358
Time Line Activity, 334; Lesson Plan, 356;
Block Scheduling Support, 357; Activity, 357;
Background, 357, 358
B. The Enlightenment in Europe
1.
2.
3.
The writings of Locke, Voltaire, Rousseau, and
Montesquieu
The impact of the Enlightenment on nationalism
and democracy
The Enlightenment despots—Maria Theresa and
Catherine the Great
SE:
SE = Student Edition
The Enlightenment and the American
Revolution (time line, artifact), 444-445;
Philosophy in the Age of Reason, 446-450;
Section 1 Assessment, 450; Section 2
Assessment, 455; Review and Assessment,
464-465; Locke: Two Views of the Social
Contract: Locke, 447; John Locke: Two
Treatises on Government, 979; Montesquieu:
Separation of Powers, 447; Biography:
Montesquieu, 447; Also see Censorship, 451;
Voltaire: The Philosophes and Society:
Voltaire Defends Freedom of Thought, 447,
449; Comparing Viewpoints, 448
TE = Teacher Edition
23
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
The writings of Locke, Voltaire, Rousseau, and
Montesquieu
The impact of the Enlightenment on nationalism
and democracy
The Enlightenment despots—Maria Theresa and
Catherine the Great
SE:
TE:
(Continued)
Rousseau, 449; Jean-Jacques Rousseau: The
Social Contract, 980; Also see Censorship,
451; Maria Theresa: Hapsburg, Germany:
Maria Theresa, 429; Biography: Maria
Theresa, 429; Enlightened Despots: Joseph II
(indicates he continued Maria Theresa’s
reforms), 452; Catherine the Great:
Enlightened Despots, 452
About the Pictures, 446; Lesson Plan, 446;
Block Scheduling Support, 447; Activities,
448, 449, 463; Background, 447, 448
C. Political Revolutions
1.
Human and physical geography of revolutions
SE:
The Enlightenment and the American
Revolution (map), 445; The American
Revolution in the East (map skills), 462;The
French Revolution and Napoleon (map), 467;
Napoleon’s Power in Europe (map skills),
486; Revolutions in Europe and Latin
America (map), 517; Independent Nations of
Latin America About 1844 (map skills), 530
2.
American Revolution
a. Impact of the Enlightenment on the
American Revolution
b. Impact of the American Revolution on
other revolutions
SE:
Why Study History?, 442; The Enlightenment
and the American Revolution (time line,
picture), 444-445; Global Connections : An
American Philosophe (Benjamin Franklin),
451; Birth of the American Revolution, 460463; Primary Source: Declaration of
Independence, 461; A New Constitution: The
Impact f Enlightenment Ideas; 462-463;
Section 4 Assessment, 463; Review and
Assessment, 464-465
Lesson Plan, 460; Block Scheduling Support,
461; Activities, 461; Background, 462
TE:
3.
French Revolution
a. Causes
b. Key individuals (Robespierre and Louis
XIV)
c. Impact on France and other nations
d. Rise to power of Napoleon and his impact
(Napoleonic Code)
SE:
SE = Student Edition
Why Study History?, 442; The French
Revolution and Napoleon, (time line, artifacts,
picture), 466-467; On the Eve of the
Revolution (includes causes), 468-472;
Primary Source: Bread Riots in France, 470;
470, 471, Creating a New France, 473-477;
Radical Days, 478-483; Analyzing Primary
Sources: Execution of a King, 479; The
Convention Defends the Republic
(Robespierre), 480-481; Biography:
Robespierre, 480; The Age of Napoleon
Begins, 484-487; Napoleonic Code, 486;
Review and Assessment, 494-495
TE = Teacher Edition
24
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
3.
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
French Revolution
a. Causes
b. Key individuals (Robespierre and Louis
XIV)
c. Impact on France and other nations
d. Rise to power of Napoleon and his impact
(Napoleonic Code)
SE:
TE:
Independence movements in Latin America Case
studies: Simon Bolivar, Toussaint L’Ouverture,
Jose de San Martin
a. Causes
b. Impacts
SE:
TE:
(Continued)
Also see Declaration of the Rights of Man and
the Citizen, 981
Time Line Activity, 466, Revolutionary
France at War (map lesson) and About the
Pictures, 467; Lesson Plans, 468, 473, 478,
484; Block Scheduling Support, 469, 473,
479, 485; Activities, 469, 474, 476, 479, 480,
482, 485, 486, 981; Background, 470, 471,
475, 476, 479, 481, 486, 981
Revolutions in Europe and Latin America
(time line, map, artifacts, picture), 516-517;
Latin American Wars of Independence, 527533; Review and Assessment (Qs 13, 14, 19,
Analyzing Primary Sources, and Go Online),
534-535; Simon Bolivar: Why Study History?,
443; Enlightenment Ideas, 528; Independence
in South America: Bolivar, 532-533;
Analyzing Primary Sources, 535; Simon
Bolivar: Address to the Congress of
Venezuela, 983; Toussaint L’Ouverture:
Haiti’s Struggle for Independence, 528, 530;
Analyzing Primary Sources: Toussaint
L’Ouverture on Slavery, 629; Jose de San
Martin: Independence in South America: San
Martin, 532; Virtual Field Trip: San Martin
Crossing the Alps, 532; Cause and Effect
Chart: Independence Movements in Latin
America, 533
Time Line activity (Q 1), 516; Revolutions in
Europe, 1815-1829 (Map activity) and About
the Pictures (#3), 517; Lesson Plan and Block
Scheduling Support, 527; Activities, 528, 529,
531, 532, 983; Background, 529, 530, 983
D. The Reaction Against Revolutionary Ideas
1.
2.
3.
4.
Human and physical geography
Balance of power politics and the Congress of
Vienna (Klemens von Metternich)
Revolutions of 1848
Russian absolutism: reforms and expansion
a. Impact of the French Revolution and
Napoleon
b. 19th-century Russian serfdom
c. Expansion of Russia into Serbia
SE:
SE = Student Edition
Europe After the Congress of Vienna, 1815
(map skills), 492; The Congress of Vienna
(Metternich), 492-493; Biography: Prince
Clemens von Metternich, 493; An Age of
Ideologies: Setting the Scene Metternich (PS),
519; Section 5 Assessment (Activity), 493
Review and Assessment, (Q 17), 494;
Revolutions in Europe and Latin America
(time line, map, artifacts, picture), 516-517;
The French Revolution of 1848, 522, 524;
Humanities Link: Art and Revolution, 523
TE = Teacher Edition
25
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
Balance of power politics and the Congress of
Vienna (Klemens von Metternich)
Revolutions of 1848
Russian absolutism: reforms and expansion
a. Impact of the French Revolution and
Napoleon
b. 19th-century Russian serfdom
c. Expansion of Russia into Serbia
SE:
TE:
(Continued)
Revolutions in Europe, 1830 and 1848 (map
skills), 524; The Spread of Revolution, 524525; 1848: Another Wave of Rebellion, 525526; Section 2 Assessment, 526; Review and
Assessment (Qs 10, 17, Go Online), 534-535;
The End of an Era, 488-492; Defeat in Russia,
489; Legacy of Napoleon, 490,492; Exploring
the Human Drama: Napoleon’s Retreat From
Moscow, 491; Russia: Reform and Reaction,
584- 589; Setting the Scene, 584 (brutal
treatment of serfs), 584; Conditions in Russia:
Serfdom, 585; Russian Absolutism, 585;
Reforms of Alexander II, 585-586; Also see
Revolts Against the Old Order: Independence
for Serbia, 520; Balkan Nationalism, 583;
Eastern Europe, 680; European Alliances,
1914 (map skills), 680
Revolutions in Europe, 1815-1829 (Map
activity), 517; About the Pictures, 517; Lesson
Plans 488, 521; Block Scheduling Support,
521; Activities, 491, 492, 522, 523,
Background, 523, 524, 525
E. Latin America: The Failure of Democracy and the Search for Stability
1.
2.
3.
4.
5.
Human and physical geography
Roles of social classes: land-holding elite, creoles,
mestizos, native peoples, and slaves
Roles of the Church and military
Role of cash crop economies in a global market
The Mexican Revolution (1910-1930)
a. Cause and effect
b. Roles of Porfirio Diaz, Francisco
“Pancho” Villa, and Emiliano Zapata
c. Economic and social nationalism
SE:
TE:
SE = Student Edition
Nationalism and Revolution Around the
World (time line, map, artifacts, pictures),
720-721; Struggle for Change in Latin
America, 722-725; The Mexican Revolution
(Roles of Porfirio Diaz, Francisco “Pancho”
Villa, and Emiliano Zapata ), 722-723;
Analyzing Primary Sources: Remembering
the Revolution, 723; Reforms in Mexico, 724;
Rising Tides of Nationalism (Economic and
Cultural), 724-725; Section 1 Assessment,
725; Review and Assessment, 742-743; For
background and definitions, also see Social
Structure (includes definitions of creole and
mestizos), 390; Independence for Mexico and
Central America, 530-531; Miguel Hidalgo:
Decree of Hidalgo, 982
Time Line Activity, 720; Major Nationalist
Movements, 1910-1939 (map lesson) and
About the Pictures (#2), 721; Lesson Plan,
722; Block Scheduling Support, 723; Activity,
723, 982; Background, 723, 724, 982
TE = Teacher Edition
26
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
F. Global Nationalism
1.
2.
3.
4.
5.
Human and physical geography
Role in political revolutions
Force for unity and self-determination
a. Unification of Italy and Germany
(Camillo Cavour, Otto von Bismarck)
b. Asian and Middle Eastern nationalism
1)India (Indian National Congress,
Moslem League)
2)Turkey—Young Turks
Zionism
Force leading to conflicts
a. Balkans before World War I
b. Ottoman Empire as the pawn of European
powers
SE:
TE:
SE = Student Edition
Nationalism Triumphs in Europe (time line,
map, artifacts, pictures), 568-569; Unification
of Germany, 1865-1871 (map skills), 571;
Unification of Italy, 1858-1870 (map skills),
579, 591; The Balkans, 1878 (map skills),
583; Geography and History: British
Railroads and Indian Nationalism, 634;
Review and assessment, 590-591; Unifying
Italy, 577-579; The Struggle for Italy: Cavour,
578, 579; Also see Setting the Scene, 577;
Building a German Nation, 570-573;
Bismarck and German Unity, 571, 573;
Strengthening Germany, 574-576; The Iron
Chancellor (Bismarck), 575; Biography: Otto
von Bismarck, 575; The British Take Over
India, 631-634; Indian Nationalism: Indian
National Congress and Muslim League, 634;
Also see A Separate Muslim State, 733
European Challenges to the Muslim World,
627-630; Problems for the Ottoman Empire,
628-629; Young Turks, 628; The Dreyfus
Affair: Calls for a Jewish State (launched
modern Zionism), 606-607; Chapter Events
(time lime reference to First Zionist
Conference), 593; Nationalism Threatens Old
Empires, 581-584; Balkan Nationalism, 583;
The Stage Is Set (information about forces
leading to conflict), 678-681
Time Line Activity, 568; Unification in
Europe, 1873 (map lesson) and About the
Pictures, 569, 593 (#3); Lesson Plans, 570,
574, 577, 581, 627, 678; Block Scheduling
Support, 571, 574, 577, 581; Activity, 571,
572; 575, 628, 629, 679, 680; Background,
573, 578, 579, 582, 679
TE = Teacher Edition
27
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
G. Economic and Social Revolutions
1.
2.
3.
4.
SE:
Human and physical geography
Agrarian revolution
The British Industrial Revolution
a. Capitalism and a market economy
b. Factory system
c. Shift from mercantilism to laissez-faire
economics—Adam Smith, The Wealth of
Nations
d. Changes in social class
e. Changing roles of men, women, and
children
f. Urbanization
g. Responses to industrialization
1)Utopian reform—Robert Owen
2)Legislative reform
3)Role of unions
4)Karl Marx and Friedrich Engels and
command economies
5)Sadler Report and reform legislation
6)Parliamentary reforms—expansion
of suffrage
7)Writers (Dickens and Zola)
8)Global migrations (19th century)
9)Writings of Thomas Malthus (Essay
on the Principles of Population)
Mass starvation in Ireland (1845-1850)
a. Growth of Irish nationalism
b. Global migration
SE = Student Edition
The Industrial Revolution Begins (time line,
map, artifacts, picture, 496-497), 496-515;
Dawn of the Industrial Age, 498-500; Life in
the Industrial Age, (time line, map, artifacts,
picture, 542-543), 542-567;Centers of
Industry, 1871 (map skills), 545; Growth of
Western Democracies (time line, map,
artifacts, picture), 592-593; Agricultural
Revolution, 499; Britain Leads the Way, 501504; Why Britain? Economic Conditions and
Political/ Social Conditions, 501-502; British
Cotton Trade About 1850 (map skills), 502;
Changes in the Textile Industry: Major
Inventions and The First Factories, 502;
Synthesizing Information: Impact of the
Railroad, 503; Hardships of Early Industrial
Life, 505-509; The New Industrial City, 505;
The Factory System: Women Workers, 506:
Child Labor,506, 508; You Are there:
Spinning Thread in a Textile Mill, 507;
Worker Protests, 508; Benefits and Problems,
509; The World of Cities, 551-554; Changing
Attitudes and Values, 555-561; A New Way
of Thinking, 510-513; Laissez-Faire
Economics: Legacy of Adam Smith and
Malthus on Population, 510-511; Biography:
Adam Smith, 510; Emergence of Socialism
(Utopian reform—Robert Owen), 511-512;
The “Scientific Socialism” of Karl Marx
(Marx and Engels), 512-513; Primary Source:
The Communist Manifesto, 513; The Call for
Realism: The Novel (Dickens), 564; Charles
Dickens: Hard Times, 984; Rise of Big
Business (in-text quote, Zola), 549; Analyzing
Primary Source: from a letter written by Zola,
615; Britain Becomes More Democratic, 594596; A New Era in British Politics: Expanding
Suffrage, 596; A Century of Reform, 597-602;
The Irish Question: The Great Hunger
(includes information on emigration), 600,
602; The Human Drama; Famine-Devastated
Ireland, 601; Review and Assessment (Qs 1114, 17, 19, All Skills Assessments), 614-615;
For the effects of global migration in the 19th
century, see Economic Growth and Social
Reform: Immigration and the Growth of
Cities, 612; Virtual Field Trip: Ellis Island,
612
TE = Teacher Edition
28
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Human and physical geography
Agrarian revolution
The British Industrial Revolution
a. Capitalism and a market economy
b. Factory system
c. Shift from mercantilism to laissez-faire
economics—Adam Smith, The Wealth of
Nations
d. Changes in social class
e. Changing roles of men, women, and
children
f. Urbanization
g. Responses to industrialization
1)Utopian reform—Robert Owen
2)Legislative reform
3)Role of unions
4)Karl Marx and Friedrich Engels and
command economies
5)Sadler Report and reform legislation
6)Parliamentary reforms—expansion
of suffrage
7)Writers (Dickens and Zola)
8)Global migrations (19th century)
9)Writings of Thomas Malthus (Essay
on the Principles of Population)
Mass starvation in Ireland (1845-1850)
a. Growth of Irish nationalism
b. Global migration
TE:
SE = Student Edition
(continued)
Time Line Activity, 496; Major Centers of
Industry in Great Britain, 1825 (map lesson)
and About the Pictures, 497; Industrial
Growth, 1800-1900 (map lesson) and About
the Pictures (#4), 543; Western Democracies,
1900 (map lesson) and About the Pictures
(#4), 593; Lesson Plans, 498, 501, 505, 510,
551, 555, 594, 597; Block Scheduling
Support, 499, 501, 505, 511, 551, 555, 594,
597; Activity, 502, 503, 507, 511, 512, 552,
556, 560, 595, 598, 599,601, 984;
Background, 499, 502, 503, 506, 507, 508,
511, Background(continued): 553, 558, 595,
598, 599, 600, 601, 984
TE = Teacher Edition
29
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
H. Imperialism
1.
2.
3.
4.
5.
6.
SE:
Reasons for imperialism—nationalistic, political,
economic, “The White Man’s Burden”, Social
Darwinism
Spatial characteristics—“new imperialism”
British in India
a. British East India Company
b. Sepoy Mutiny
British, French, Belgians, and Germans in Africa
a. Scramble for Africa
b. The Congress of Berlin
c Boer War
e. Cecil Rhodes
f. 19th-century anti-slave trade legislation
European spheres of influence in China
a. Opium Wars (1839-1842 and 1858-1860)
and the Treaty of Nanjing
1)Unequal treaties
2)Extraterritoriality
b. Boxer Rebellion
c. Sun Yat-sen (Sun Yixian) and the
Chinese Revolution (1910-1911)
Multiple perspectives toward imperialism a
Immediate/long-term changes made under
European rule
b. Long-term effects in Europe and the rest
of the world
TE:
SE = Student Edition
The New Imperialism, 1800-1914 (time line,
artifacts, pictures, 616-617), 616-641;
Imperialism in Asia, the Pacific, and the
Americas, 1900 (map), 643; A Western
Dominated World, 618-620; Primary Source:
“The White Man’s Burden, 619; The New
Imperialism and Its Causes, 618-619; Social
Darwinism, 619; Also see The Darwin
Challenge, 560-561; The British Take Over
India, 631-634; East India Company and
Sepoy Rebellion, 631-632; The Partition of
Africa, 621-628; A Scramble for Colonies,
623- 624, 625; Imperialism in Africa (map
skills), 623; Berlin Conference, 625; Africans
Resist Imperialism, 626; Britain Takes Its
Share (includes the Boer War), 624; Cultural
Impact (in-text quote-Cecil Rhodes, 664;
Biography: Cecil Rhodes, 664; China and the
New Imperialism, 635—639; The Trade
Issue: The Opium War, 635-636; Unequal
Treaties (includes the Treaty of Nanjing and
an explanation of extraterritoriality), 636;
Imperialism in China to 1914 (map skills),
638; The Qing Dynasty Falls: Boxer Uprising,
638-639; and Sun Yixian and the Chinese
Revolution (1910-1911): Three Principles of
the People and Birth of a Republic, 639;
Biography: Sun Yixian, 639; The Success of
Western Imperialism, 619-620; European
Contacts Increase (in Africa), 622-623;
Analyzing Primary Sources: A Schoolroom in
East Africa, 625; New African Elite, 626;
British Colonial Rule (India), 632; Spheres of
Influence (on China), 638; Impact of
Imperialism, 663-667; Review and
Assessment: Cause and Effect Chart: New
Imperialism , 669
Time Line Activity, 616; About the Pictures,
617; Lesson Plans, 618, 621, 631, 635, 663;
Block Scheduling Support, 618, 621, 631,
635, 663; Activity, 623, 625, 632, 637, 638,
664; Background, 619, 622, 624, 625, 632,
633, 636, 637, 638, 665
TE = Teacher Edition
30
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
I.
Japan and the Meiji Restoration
1.
2.
Human and physical geography
The opening of Japan
a. Commodore Matthew Perry
b. Impact upon Japan of Treaty of
Kanagawa
Modernization, industrialization
Japan as an imperialist power
a. First Sino-Japanese War (1894-1895)
b. Russo-Japanese War
c. Annexation of Korea
d. Dependence on world market
3.
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
SE:
TE:
New Global Patterns (time line, map, artifacts,
pictures), 642-643; Japan Modernizes, 644649; Opening Up Japan: External Pressure
and Internal Revolt (Commodore Perry,
Treaty of Kanagawa), 645; Assessing Your
Skills: Industrialization in Japan, 646; Meiji
Restoration, 646-647; Reforms Under the
Meiji, 647-648; Growing Military Strength,
648-649; Section 1 Assessment, 649; Review
and Assessment, 668; Also see Fukuzawa
Yukichi: Autobiography, 985; First SinoJapanese War: War With Japan, 638; Japan
Gains Power, 648; Russo-Japanese War:
Japan Gains Power, 648; Global Connections,
649; Annexation of Korea: Competition for
Korea and Japan Rules Korea, 648-649;
Dependence on world market: Meiji
Restoration and Economic Reforms, 647;
Imperialism in 1900 (map lesson); About the
Pictures, 643; Lesson Plan, 644, Block
Scheduling Support, 645; Background, 645,
646, 647, 648, 985; Activities, 645, 646, 985
UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 – 1945)
A. World War I
1.
2.
3.
4.
5.
6.
7.
Europe: the physical setting
Causes
Impacts
Effects of scientific/technological advances on
warfare
Armenian massacre
Collapse of the Ottoman Empire
The war as reflected in literature, art, and
propaganda
SE:
SE = Student Edition
The Geography of Eastern Europe, 244;
World War I and Its Aftermath (time line,
map, artifacts, pictures), 676-677; The Stage
Is Set, 678-681; The Guns of August, 682;
Setting the Scene, 682; Assassination in
Sarajevo; Cause and Effect Chart, 696; The
Conflict Widens, 683; The Historian’s View,
684; Winning the War: Setting the Scene,
690; Total War: Economic Impact; Impact on
Women, 690-691; Collapsing Morale, 691;
The United States Declares War, 692-693;
Campaign to Victory, 693; Costs of War, 694;
Fact Finder: Casualties of WWI, 694; A New
Kind of Conflict, 685-689; You Are There:
Caring for the Wounded, 686; Technology of
Modern Warfare, 687; WWI Technology
Chart, 688; Problems for the Ottoman Empire:
Massacre of Armenians, 628-629; The War
Outside Europe, 689; Political Turmoil, 694695
TE = Teacher Edition
31
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Europe: the physical setting
Causes
Impacts
Effects of scientific/technological advances on
warfare
Armenian massacre
Collapse of the Ottoman Empire
The war as reflected in literature, art, and
propaganda
SE:
TE:
(continued)
Europe, 1914-Europe, 1920 (comparison map/
geography skills), 696; Modernization in
Turkey and Iran, 728-729; Political cartoon,
683; Winning the War: Setting the Scene,
690; Propaganda War: Art and Literature,
690; Total War: Propaganda War, 690-691;
Analyzing Propaganda, 699; Erich Maria
Remarque: All Quiet on the Western Front,
986; Review and Assessment, 698-699
Time Line Activity, 676; The World at War,
1914-1918 (map lesson) and About the
Pictures, 677; Lesson Plans, 678; 682, 685,
690, 694; Block Scheduling Support, 679,
682, 685, 691; Activity, 628, 679, 680, 686
687, 688, 691; Background, 679, 683, 686,
692, 695
B. Revolution and Change in Russia—Causes and Impacts
1.
2.
3.
4.
5.
6.
7.
8.
9.
Czar Nicholas II
The Revolution of 1905
March Revolution and provisional government
Bolshevik Revolution
V. I. Lenin’s rule in Russia
Stalin and the rise of modern totalitarian state:
industrialization, command economy, collectivism
Russification of ethnic republics
Forced famine in Ukraine
Reign of Terror
SE:
SE = Student Edition
Nationalism Triumphs in Europe (time line,
map), 568-569; Imperialism in Asia, the
Pacific, and the Americas (map), 643;
Revolution in Russia, 1917-1939 (time line,
map, artifacts, picture), 700-701; Russia
Reform and Reaction: Reaction to Change,
586-587; Building Russian Industry, 588;
Turning Point: Crisis and Revolution (Czar
Nicholas II), 588-589; The Revolution of
1905, 589; Two Revolutions in Russia, 702706; Setting the Scene (Czar Nicholas II),
702; The March Revolution, 702-703; Lenin
and the Bolsheviks, 703-704; The November
Revolution (Bolshevik Revolution), 704-705;
Turning Points in Russia, 1914-1921 Chart,
705; From Lenin to Stalin, 707-712; Lenin’s
NEP, 707-708; Stalin Gains Power, 708;
Biography: Joseph Stalin, 708; Stalin’s FiveYear Plan (industrialization, command
economy, collectivism),708-710; Synthesizing
Information: Collectivism, 711; Soviet Union,
1917-1938 (map skills), 709; A Ruthless
Policy (forced famine in Ukraine), 710 Reign
of Terror: The Great Purge, 710; Life in a
Totalitarian State, 713-717; An Age of
Totalitarian Control, 713-714; Humanities
Link: A Revolution in Filmmaking, 716;
Review and Assessment, 590-591, Analyzing
Primary Sources), 718-719
TE = Teacher Edition
32
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
8.
9.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Czar Nicholas II
The Revolution of 1905
March Revolution and provisional government
Bolshevik Revolution
V. I. Lenin’s rule in Russia
Stalin and the rise of modern totalitarian state:
industrialization, command economy, collectivism
Russification of ethnic republics
Forced famine in Ukraine
Reign of Terror
TE:
(continued)
Lesson Plans, 584, 702, 707, 713; Block
Scheduling Support, 585, 703, 707, 713
Activities, 588, 703, 704, 705, 709, 711, 713,
715, 716; Background, 708, 709, 710, 711,
715, 716
C. Between the Wars
SE:
1.
2.
3.
Human and physical geography
Treaty of Versailles and the League of Nations
Modernization and westernization of a secular
Turkey—Kemel Ataturk
4. Women’s suffrage movement
5. Great Depression—causes and impacts
6. Weimar Republic and the rise of fascism as an
aftermath of World War I
7. Japanese militarism and imperialism
a. Manchuria, 1931
b. Second Sino-Japanese War (1937-1945)
8. Policy of appeasement—Munich Pact
9. Colonial response to European imperialism Case
studies: Mohandas Gandhi, Reza Khan, Jiang
Jieshi (Chiang Kai-shek), Mao Zedong, the
Amritsar massacre—Indian nationalism, Salt
March, civil disobedience
10. Arab and Zionist
SE = Student Edition
Europe, 1914-Europe, 1920 (comparison map/
geography skills), 696; Nationalism and
Revolution Around the World (time line, map,
picture), 720-721; The Middle East, 1920s
(map skills), 729; Crisis of Democracy in the
West (time line, map, pictures), 744-745;
Making Peace: The Paris Peace Conference,
695; The Treaty of Versailles, 695-696; Hopes
for Global Peace, 697; Section 5 Assessment,
697; Modernization in Turkey and Iran, 728729; Women’s Rights (France), 607;
Synthesizing Information: The Growth of
American Suffrage, 610; Women’s rights
Movement, 611; Populists and Progressives,
613; Impact on Women, 691; Liberal Changes
of the 1920s (Japan), 738; Women’s Lives,
756; Chapter Introduction, 744; The Western
Democracies, 746-751; Primary Source, 748;
Cause and Effect Chart: Worldwide Economic
Depression, 751; The Weimer Republic
(Germany), 761; From Monarchy to Republic
(Spain), 771; Fascism in Italy, 757-760;
Synthesizing Information: Totalitarianism,
759; Global Connections, 760; The Weimar
Republic, 761-762; Empire of the Rising Sun,
738-739, 741; Japanese Invasion, 737;
Massacre in Nanjing (PS), 737; Aggression,
Appeasement, and War: Hitler’s Challenge,
771; Appeasement and Neutrality, 771German
Aggression Continues, 772-773; Why Study
History? (Gandhi), 179; India Seeks Self Rule
(Amritsar massacre, Mohandas Gandhi, Salt
March, civil disobedience), 731-733;
Biography: Mohandas K. Gandhi, 732; Virtual
Field Trip, 733
TE = Teacher Edition
33
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Human and physical geography
Treaty of Versailles and the League of Nations
Modernization and westernization of a secular
Turkey—Kemel Ataturk
4. Women’s suffrage movement
5. Great Depression—causes and impacts
6. Weimar Republic and the rise of fascism as an
aftermath of World War I
7. Japanese militarism and imperialism
a. Manchuria, 1931
b. Second Sino-Japanese War (1937-1945)
8. Policy of appeasement—Munich Pact
9. Colonial response to European imperialism Case
studies: Mohandas Gandhi, Reza Khan, Jiang
Jieshi (Chiang Kai-shek), Mao Zedong, the
Amritsar massacre—Indian nationalism, Salt
March, civil disobedience
10. Arab and Zionist nationalism
SE:
1.
2.
3.
TE:
(continued)
Mohandas Gandi: Hind Swaraj, 987
Nationalism and Reform in Iran (Reza Khan),
729 Leaders for a New China (Jiang Jieshi
[Chiang Kai-shek]: Mao Zedong), 736-737
European Mandates and Arab Nationalism,
729-730; Geography and History, 730 Also
see Section Assessments, 697, 730, 733, 737,
741, 751, 760, 765(Q 3); Review and
Assessment, 698 (16, 17,,21), 742-743, 766767
Time Line Activity, 720 (Q 3), 744; Chapter
Map Lessons: Major Nationalist Movements,
1910-1939, 721; Rise of Dictatorships, 19171939, 745; About the Pictures, 179 (# 4), 721
(# 1, 3), 745; Lesson Plans, 694, 726, 731,
738, 746, 757; Block Scheduling Support,
695, 727, 731, 739, 747, 757; Activities, 696,
728, 729, 732, 733, 734
World War II—Causes and Impacts
1.
2.
3.
Human and physical geography
The Nazi and Japanese states
Key individuals—Hitler, Mussolini, Stalin,
Churchill, and Roosevelt
4. Key events—Dunkirk, the Blitz, D-Day, Hitler’s
second front, the war in the Pacific
5. The Nazi Holocaust: the extermination of Jews,
Poles, other Slavs, Gypsies, disabled, and others
6. Resistance
7. Japan’s role—Nanjing, Bataan, Pearl Harbor
8. War in China—Long March
9. Impacts of technology on total war
10. Hiroshima and Nagasaki
11. War crime trials
12. Global spatial arrangements—post-World War II
world
SE:
SE = Student Edition
Crisis of Democracy in the West (time line,
map, artifacts, pictures), 744-745; World War
II and Its Aftermath (time line, map, artifacts,
pictures),769; Hitler and the Rise of Nazi
Germany, 761-765; Why War Came, 774;
Empire of the Rising Sun, 738-739, 741; Nazi
Europe, 781; Japan’s Expanding Empire
to1934 (map skills), 739; Japan on the Move,
770; The Co-Prosperity Sphere, 782; Hitler:
Setting the Scene, 761; Adolf Hitler, 762-763;
Hitler’s Third Reich, 763-764; Go Online,
765; Axis Leaders, 771; German Aggression
Continues, 772-773; The End in Europe, 788;
Mussolini: Rise of Mussolini, 757-758;
Synthesizing Information: Totalitarianism,
769; Dictators Challenge World Peace, 771
Axis Leaders, 771; The End in Europe, 788;
Stalin: Biography, 708; Nazi-Soviet Pact,
773-774; Early Axis Gains, 775; Operation
Barbarossa, 778-779; The Allied War Effort,
782; The Red Army Resists, 785-786; The
Allies Advance, 788; The Alliance Breaks
Apart, 792-793; Churchill: “Peace for Our
Time”, 773; Europe Plunges Toward War,
773-774; The Battle of Britain and the Blitz
(in-text quote), 776; Atlantic Charter, 779;
The Allied War Effort, 782
TE = Teacher Edition
34
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
The Nazi and Japanese states
Key individuals—Hitler, Mussolini, Stalin,
Churchill, and Roosevelt
4. Key events—Dunkirk, the Blitz, D-Day, Hitler’s
second front, the war in the Pacific
5. The Nazi Holocaust: the extermination of Jews,
Poles, other Slavs, Gypsies, disabled, and others
6. Resistance
7. Japan’s role—Nanjing, Bataan, Pearl Harbor
8. War in China—Long March
9. Impacts of technology on total war
10. Hiroshima and Nagasaki
11. War crime trials
12. Global spatial arrangements—post-World War II
world
1.
2.
4.
SE:
TE:
SE = Student Edition
(Continued)
Growing Differences, 792; Roosevelt: Global
Connections, 760; American Involvement
grows, 779; Attack on Pearl Harbor, 779-780;
The Allied War Effort, 782; Franklin D.
Roosevelt:: The Four Freedoms, 988; World
War II in Europe and North Africa (map
skills), 785; Dunkirk: Early Axis Gains:
Miracle at Dunkirk, 775-776; Blitz: The Battle
of Britain and the Blitz, 776, 778; You Are
There: Surviving the Blitz, 777; Hitler’s
second front: Operation Barbarossa, 778-779;
The Eastern Front (picture), 779; D-Day:
Invasion of France, 786; Primary Source, 786;
War in the Pacific: Toward Victory: War in
the Pacific, 787-788; Defeat of Japan, 788790; World War II in the Pacific (map skills),
789; The Campaign Against the Jews Begins,
765; Nazi Genocide, 781-782; Analyzing
Primary Sources: The Holocaust, 783; Horrors
of the Holocaust, 791; Occupied Lands, 781782; Turning Points, 784-785; The Red Army
Resists, 785- Japanese Invasion, 737;
Massacre in Nanjing (PS), 737; Japan Attacks
(Pearl Harbor), 779-780; Virtual Field Trip:
USS Arizona Memorial, 780; Japanese
Victories, 780; Occupied Lands, 781, 782;
War in the Pacific (Bataan), 787-788; Civil
War in China, 1925-1935 (map skills), 736;
The Long March. 736-737; The Technology
of Modern Warfare, 776; Hiroshima (and
Nagasaki), 789-790; War Crime Trials, 791;
Allied Occupation, 792; The Alliance Breaks
Apart, 792-793; Primary Source: Curtaining
Off Eastern Europe, 793; The United Nations,
792;.Section Assessments, 765, 774, 780, 786,
790, 795 (Qs3, 7); Review and Assessment,
766-767, 796-797
Time Line Activity, 744 (Qs 2, 4), 768; Major
Battles of World War II, 1939-1945 (map
lesson), 769; About the Pictures, 745 (#s 2, 4),
769; Lesson Plans, 761, 770, 775, 781, 787;
Block Scheduling Support, 761, 771, 775,
781, 787, 791; Activities, 762, 763, 764, 771,
773, 777, 779, 783, 784, 788, 789, 791, 988;
Background, 772, 773, 776, 777, 778, 782,
783, 785, 788, 789, 988
TE = Teacher Edition
35
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
UNIT SEVEN: THE 20TH CENTURY SINCE 1945
A. Cold War Balance of Power
1.
2.
3.
4.
5.
6.
SE:
Human and physical geography
The world in 1945: physical setting
United States occupation of Germany and Japan
a. The adoption of democratic systems of
government
b. Economic rebuilding of Germany and
Japan
Emergence of superpowers
Political climate of the Cold War
a. Marshall Plan
b. Truman Doctrine
c. Berlin airlift and a divided Germany
d. North Atlantic Treaty Organization
(NATO)/Warsaw Pact—expanding role
of NATO
e. Hungarian Revolt
f. Soviet invasion of Czechoslovakia
g. Nuclear weapons and space
h. Surrogate superpower rivalries Case
studies: Egypt, Congo, Angola, Chile,
Iran, Iraq, Vietnam, Guatemala
i. Role of nonaligned nations
Korean War
a. United States role in the division of Korea
b. Comparison of Korea and Germany
c. Conduct of the war
SE = Student Edition
Cold War in Europe (map skills), 794; Europe
and North America (time line, map, artifacts,
pictures), 826-827; From World War to Cold
War, 791-795; Allied Occupation (Germany,
Japan), 792; The Occupation (Japan), 858;
West; “Economic Miracle”, 836; Did You
Know? The People’s Car, 836; [Japan’s]
Recovery and Economic Miracle, 858-860;.
Superpowers: Nationalism and Independence,
806-807; The Cold War Goes Global, 807808; The United States: A Global
Superpower, 839-840; The Only Superpower,
840; Superpower Rivalries, 899;. The Alliance
Breaks Apart, 792-793; Origins of the Cold
War, 793; A Divided Europe, 793; New
Conflict Develops: Truman Doctrine, 793;
The Marshall Plan, 794; Divisions in
Germany, 794; Berlin Airlift, 794-795; Did
You Know?: The Berlin Airlift, 795;. NATO/
Warsaw Pact: Military Alliances, 795; The
Arms Race, 795; The Propaganda War, 795;
Europe: The Cold War and After, 828-829;
West Germany’s Economic Miracle, 836;
Spain, Portugal, and Greece, 838; Foreign
Policy Issues, 844; A World Power, 848;
Resistance and Repression, 849-850; New
Challenges, 851; Fighting in Bosnia, 852;
Fighting in Kosovo, 853;. Fact Finder, 849;
Resistance and Repression (Hungary and
Czechoslovakia), 849-850; Budapest,
Hungary (photo), 851; Vaclav Havel: New
Year’s Address, 995; The Space Age, 820,
822; Virtual Field Trip: The Space Age, 822;
The Nuclear Threat, 828; Disarmament and
Détente, 828-829; Troublesome Issues, 829;
The Nuclear Issue, 886-887; Weapons PileUp, 899-900, Nation Building in the Middle
East: Three Case Studies, 894- 898; The Cold
War Goes Global, 807-808; Nonaligned
Nations, 807; Hot Spots, 807; The Great
Liberation and the Cold War, 1945-1990 (map
skills), 808; Ethnic and Religious Conflicts,
808; New Nations Seek Stability, 808-809;
Section Assessments, 795, 811, 853; Review
and Assessment, 796-797
TE = Teacher Edition
36
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
Human and physical geography
The world in 1945: physical setting
United States occupation of Germany and Japan
a. The adoption of democratic systems of
government
b. Economic rebuilding of Germany and
Japan
Emergence of superpowers
Political climate of the Cold War
a. Marshall Plan
b. Truman Doctrine
c. Berlin airlift and a divided Germany
d. North Atlantic Treaty Organization
(NATO)/Warsaw Pact—expanding role
of NATO
e. Hungarian Revolt
f. Soviet invasion of Czechoslovakia
g. Nuclear weapons and space
h. Surrogate superpower rivalries Case
studies: Egypt, Congo, Angola, Chile,
Iran, Iraq, Vietnam, Guatemala
i. Role of nonaligned nations
Korean War
a. United States role in the division of Korea
b. Comparison of Korea and Germany
c. Conduct of the war
TE:
SE:
TE:
(continued)
Time Line Activity, 804; The World
Economy, 1990s (map lesson), 805; About the
Pictures (# 2), 805; Political Map of Europe
(map lesson), 827; Lesson Plans, 791, 806,
829, 849, 894; Block Scheduling Support,
791, 807, 829, 849, 895; Activities, 792, 793,
795, 807, 808, 810, 851, 895, 896, 897; 995;
Background, 794, 832; 836, 877, 895, 896,
897, 995
Connections to Today, 315; Hot Spots, 807;
Chapter Events Time Line, 826-827; Korea
and Vietnam, 839-840; Korean War, 19501953 (map skills), 870; The Two Koreas: The
Korean War, 870; Analyzing Primary
Sources: War Refugees in Korea, 871;
Outlook for Unity, 872; Section 3
Assessment, 872; Review and Assessment,
878
Time Line Activity, 826; Activity, 871;
Background, 870, 871
B. Role of the United Nations
1.
2.
3.
Peace keeping
Social and economic programs
Contemporary social conditions
SE:
TE:
SE = Student Edition
The United Nations, 792; Section 5
Assessment, 795; Review and Assessment,
797; Why Study History? “Lending a Helping
Hand” (UNICEF), 803; Seeking World Peace
(PS), 809; The United Nations (WHO), 809;
Human Rights, 810-811; The Question of
Intervention, 811; Population and Poverty,
814; New Rights and Roles for Women, 819;
The Other Republics, 848; Fighting in Bosnia,
852; Fighting in Kosovo, 853; The Refugee
Issue, 890; Conflicts, 895; Saddam Remains
(Oil for food program), 903; The UN and
Disaster Relief, 913; AIDS, 917; The
Universal Declaration of Human Rights, 989
About the Pictures 803 (#4), 805 (# 1);
Activity, 852, 989; Background, 989
TE = Teacher Edition
37
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
C. Economic Issues in the Cold War and Post-Cold War Era
1.
2.
3.
4.
5.
6.
SE:
Human and physical geography
A comparison of market versus command
economies (Western Europe versus Soviet Union)
Economic recovery in Europe and Japan
a. Western Germany becomes a major
economic power
b. European economic community/Common
Market/European Union—steps toward
integration
c. Japan becomes an economic superpower
Organization of Petroleum Exporting Countries
(OPEC): oil crisis in the 1970s
Pacific Rim economies/economic crisis
North American Free Trade Agreement (NAFTA),
1997
TE:
SE = Student Edition
The World Since 1945: An Overview (time
line, map, artifacts, pictures), 804-805; East
Asia and Southeast Asia (time line, map,
artifacts, pictures),856-857; Economic and
Political Trends, 829-830; Germany: Division
and Reunification (includes information for
comparison of East/West German economic
systems), 836-837; Failure of the Command
Economy, 844; West Germany’s “Economic
Miracle”, 836; Did You Know?: The People’s
Car, 836; [Japan’s] Recovery and Economic
Miracle, 858-860; Synthesizing Information:
The European Union, 831;Toward European
Unity, 830, 832; Spain, Portugal, and Greece,
838; New Challenges, 851; Japan Becomes an
Economic Superpower, 858-861; Japanese
Entrepreneurs Break With Tradition, 859;
Japanese Motor Vehicle Exports, 1997 (graph
skills), 860; The Oil Crisis, 813; The Oil
Shock (OPEC), 830; [Japan’s] Dependence on
Oil, 860; Impact of Oil, 890; World Crude Oil
Production (Graph), 890; The Debt Crisis
(African nations), 916; The Pacific Rim, 876877; Virtual Field Trip: Indonesian Textiles,
877; NAFTA: United States Influence, 842;
Crisis and Reform, 938; Regional Ties, 942;
Links to the United States, 946; Section
Assessments, 838, 861; Review and
Assessment, 854 (Qs 12, 13), 878 (Qs 16, 17)
The World Economy, 1990s (map lesson),
805; Nations of the Pacific Rim (map lesson),
857; Lesson Plans, 834, 858; Block
Scheduling Support, 859; Activities, 837, 859,
860, 890; Background, 844, 877
TE = Teacher Edition
38
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
D. Chinese Communist Revolution
1.
2.
3.
4.
5.
6.
SE:
Human and physical geography
Communist rise to power (1936-1949); Jiang
Jieshi (Chiang Kai-shek), Mao Zedong
Communism under Mao Zedong
a. Great Leap Forward
b. The Cultural Revolution and the Red
Guard
Communism under Deng Xiaoping
a. Economic reforms—Four Modernizations
1)Limited privatization
2)Dismantling of Communes
3)Introduction of “responsibility
system”
4)Foreign investment
b. Fifth modernization—democracy
1)April/May 1989
2)Tiananmen Square
Return of Hong Kong—July 1, 1997
The social system in communist China versus
dynastic China
TE:
East Asia and Southeast Asia (time line, map,
artifacts, pictures),856-857; Leaders for a
New China, 735-736; Japanese Invasion, 737;
Looking Ahead, 737; Assessment Activity,
737; Communist Control of China, 862;
Biography, Mao Zedong, 863; Economic
Disasters: The Great Leap Forward, 863; The
Cultural Revolution, 863-864; Red Guards,
864; Mao Zedong: The People’s Democratic
Dictatorship, 990; Reform and Regression,
864-865; Economic Reforms, 864-865;
Economic and Political Issues, 867;
Tiananmen Square Massacre, 865; You Are
There: Helping Protestors in Tiananmen
Square, 866; Hong Kong, 869; Students can
compare these systems after studying the
following lessons: Chinese Society, 304, 306;
Advice for Families in China, 305; The Ming
Restore Chinese Rule, 310; Communist
Control of China, 862-863; Also see Harry
Wu: The Outlook for China, Human Rights,
999; Review and Assessment (Qs 11, 12, 18,
20, Analyzing Primary Sources, and Go
Online), 878-879;
Time Line Activity (Q 1), 856; Nations of the
Pacific Rim (map lesson) and About the
Pictures (#3), 857; Lesson Plan, 862; Block
Scheduling Support, 863; Activities, 736, 863,
864, 865, 866, 990, 999; Background, 735,
736, 866, 869, 990, 999
E. Collapse of European Imperialism
1.
2.
Human and physical geography
India—Independence and partition
a. Political system
b. Muslim/Hindu conflicts
c. Status of caste system
d. Roles of Gandhi and Nehru
e. nonalignment
f. Kashmir and Punjab
SE:
SE = Student Edition
South Asia and the Middle East (time line,
map, artifacts, pictures), 880-881; Nations of
South Asia, 882-887; Setting the Scene (intext quote from Indian National Constitution,
882; Independence and Partition, 882-883;
Tragedy Unfolds (Mohandas Gandhi), 882883; India: World’s Largest Democracy, 883884; Partition of India, 1947 (map skills), 883;
The “Nehru Dynasty”, 883; Social Change:
Reforming the Caste System, 885; Biography:
Indira Gandhi, 885; Pakistan and Bangladesh,
885-886; Conflict Over Kashmir, 886; Cause
and Effect Chart; Partition of India, 887;
Section 1 Assessment, 887
TE = Teacher Edition
39
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
1.
2.
3.
Human and physical geography
India—Independence and partition
a. Political system
b. Muslim/Hindu conflicts
c. Status of caste system
d. Roles of Gandhi and Nehru
e. nonalignment
f. Kashmir and Punjab
SE:
African independence movements and Pan
Africanism
a. Changing political borders in Africa
(Nigeria, Ghana, and Kenya)
b. Roles of Jomo Kenyatta and Kwame
Nkrumah
c. Continuance of economic linkages with
former colonial powers
d. Ethnic tensions versus nationalism:
Nigeria and civil war
e. Apartheid—policy of racial separation
and segregation
1)Historical circumstances
2)African National Congress
3)Leadership—Nelson Mandela,
Desmond Tutu, F. W.de Klerk
f. Political and economic instability—
Congo (Zaire) or any other examples
g. Ethnic tensions: Rwanda—Hutu Tutsi
SE:
TE:
TE:
SE = Student Edition
(Continued)
Review and Assessment (Qs11, 12, Analyzing
Photographs), 904
Time Line Activity (Qs 1,2), 880;
Independence in South Asia and the Middle
East (map skills), 881; About the Pictures
(#s1, 4), 881; , Lesson Plan, 882; Block
Scheduling Support, 883; Activity, 883;
Background, 883, 884, 885, 886
Africa, 906-931; Achieving Independence,
908-913; Analyzing Primary Sources: Ghana
Wins Independence, 910; Programs for
Development, 914-919; Three Nations: A
Closer Look, 920-923; Jomo Kenyatta:
Nationalist Leaders, 911; Kenya, 911-912;
Biography, 911; Kwame Nkrumah: Ghana
Wins Independence, 910; Nationalist Leaders,
911; Kwame Nkrumah: Biography,
992;.Pressures for Changes in Nigeria, 920;
Chinua Achebe: Things Fall Apart,
991;.Struggles in South Africa (includes
historical circumstances of Apartheid), 924926, 928-929; South Africa’s Long Struggle:
Afrikaner Nationalism and Apartheid in
Action, 925; Black Resistance (African
National Congress), 925; Mandela’s Struggle,
925-926; Toward Reform (Mandela and de
Klerk), 926; The New South Africa
(Mandela), 926; Biography: Bishop Desmond
Tutu, 926; Exploring the Human Drama:
Reporting on the Election in South Africa,
927; Nelson Mandela: Glory and Hope, 998;
Dictatorship in the Congo (Zaire), 922;
Further Struggles (Rwanda), 922; Review and
Assessment, 930-931
Time Line Activity, 906; African
Independence (map lesson) and About the
Pictures, 907; Lesson Plans, 908, 914, 920,
924; Block Scheduling Support, 909, 915,
921, 925; Activities, 909, 910, 912, 915, 917,
918, 919, 925, 926, 927, 991, 992, 998;
Background, 910, 911, 912, 916, 921, 922,
923, 991, 992, 998
TE = Teacher Edition
40
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
4.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Southeast Asia
a. Vietnam/Ho Chi Minh
b. Cambodia/ Pol Pot/ Khmer Rouge
c. Aung San Suu Kyi—Myanmar
SE:
TE:
East Asia and Southeast Asia (time line, map,
artifacts, pictures),856-857; Vietnam/Ho Chi
Minh: 873-874; Primary Source, 873;
Vietnam War, 1968-1975 (map skills), 874;
Cambodia/ Pol Pot/ Khmer Rouge: Tragedy in
Cambodia, 874-875; Aung San Suu Kyi—
Myanmar: Biography: Aung San Suu Kyi,
876; Myanmar, 876; Aung San Suu Kyi:
Freedom From Fear, 997, Section 4
Assessment(Qs3,4,6,7), 877; Review and
Assessment (Qs13, 15, Analyzing Maps),
878-879
Background About the Pictures (# 2), 857;
Lesson Plan, 873; Block Scheduling Support,
873; Activities, 874, 875; Background, 874
F. Conflicts and Change in the Middle East
1.
2.
3.
4.
5.
6.
7.
8.
9.
SE:
Human and physical geography
The creation of the State of Israel, Arab
Palestinians, and Israel’s neighbors
Roles of individuals—Golda Meir, Yasir Arafat,
Anwar Sadat, King Hussein, Yitzak Rabin,
Palestine Liberation Organization (PLO)
a. Arab-Israeli wars
b. Peace treaties
Role of terrorism
Turkey and Iraq—Kurds
Migration of Jews from Europe, the United States,
the Soviet Union, and Africa
The Iranian Revolution
a. Causes and impact
b. Ayatollah Ruhollah Khomeini versus
Reza Pahlavi
Persian Gulf War—Saddam Hussein
Islamic fundamentalism (Iran, Libya, Afghanistan,
Algeria, Turkey)
TE:
SE = Student Edition
South Asia and the Middle East (time line,
map, artifacts, pictures), 880-881; Impact of
Oil, 890; Water Resources, 890; Synthesizing
Information: Water Scarcity in the Middle
East, 891; Promises in Palestine, 730; Setting
the Scene, 899; Conflict Over Palestine, 889;
The Birth of Israel, 889-890; Yasir Arafat:
Palestinian Resistance and Peace Efforts, 900901; Anwar Sadat: Sadat and Ongoing Issues,
896; Yitzak Rabin: Peace Efforts: 900;
Palestine Liberation Organization (PLO):
Palestinian Resistance, 900; Did You Know?:
Israel’s Citizen Army, 899; The Arab-Israeli
Conflict, 900-901; The Arab-Israeli Conflict,
1948-1995 (map skills), 901; A Palestinian
Refugee Camp (PS), 900; Peace Efforts, 900901; Terrorism, 811; Uncertainties Continue
(Role of Terrorism), 903;. Religious and
Cultural Diversity (includes Kurds), 888;
Conflicts (Turkey—Kurds), 89; Geography
and History: Building New Settlements, 730;
The Occupied Territories, 900; Setting the
Scene (Iranian Revolution), 894; Iran’s
Ongoing Revolution, 896, 898; Leader of the
Iranian Revolution (Khomeini), 898; Two
Wars in the Persian Gulf, 902-903; Islamic
Revival, 892; Section Assessments, 811
(Activity), 893, 898, 903; Review and
Assessment, 904-905
Time Line Activity, 880; Independence in
South Asia and the Middle East (map skills),
881; About the Pictures (#s1, 4), 881
TE = Teacher Edition
41
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
1.
2.
3.
4.
5.
6.
7.
8.
9.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Human and physical geography
The creation of the State of Israel, Arab
Palestinians, and Israel’s neighbors
Roles of individuals—Golda Meir, Yasir Arafat,
Anwar Sadat, King Hussein, Yitzak Rabin,
Palestine Liberation Organization (PLO)
a. Arab-Israeli wars
b. Peace treaties
Role of terrorism
Turkey and Iraq—Kurds
Migration of Jews from Europe, the United States,
the Soviet Union, and Africa
The Iranian Revolution
a. Causes and impact
b. Ayatollah Ruhollah Khomeini versus
Reza Pahlavi
Persian Gulf War—Saddam Hussein
Islamic fundamentalism (Iran, Libya, Afghanistan,
Algeria, Turkey)
TE:
(Continued)
Lesson Plans, 888, 894, 899; Block
Scheduling Support, 889, 899; Activity, 810
(terrorism)889 (Researching Influential
Leaders), 891, 896 (Comparing Leaders), 900,
901; Background, 891, 902
G. Collapse of Communism and the Breakup of the Soviet Union
1.
2.
3.
4.
5.
6.
7.
8.
SE:
Human and physical geography
Background events, 1970 to 1987
Poland’s Solidarity and Lech Walesa
Mikhail Gorbachev (perestroika and glasnost)
Fall of the Berlin Wall and the reunification of
Germany—causes and impacts
Ethnic conflict in former satellite states, e.g.,
Kosovo, Bosnia
Changing political boundaries
Challenges faced by post-communist Russia—the
world of Boris Yeltsin
TE:
SE = Student Edition
Europe and North America ((time line, map,
artifacts, pictures), 826-827; The Soviet
Union: Rise and Fall of a Superpower, 843848; Fact Finder: Soviet Domination of
Eastern Europe, 849; Soviet Government and
Economy, 843-844; Foreign Policy Issues,
844-845; Poland’s Road to Democracy (Lech
Walesa), 850; Lech Walesa: Nobel Peace
Prize Letter, 993; Biography: Mikhail
Gorbachev, 846, Collapse of the Soviet
Empire, 846; Peaceful Transition, 850;
Mikhail Gorbachev: Perestroika, 994;
Germany: Division and Reunification, 836838; The Question of Intervention, 811;
Troublesome Issues, 828; Fighting in Bosnia,
852; Unexpected Results, 846; Fall of
Communist Governments, 850; New Nations
in Eastern Europe (map skills), 852; The
Russian Republic, 846-847; Section Reviews,
838 (Q 5), 848, 853; Review and Assessment,
854-855
Time Line Activity (Q 2), 826; Political Map
of Europe (map lesson) and About the
Pictures, 827; Lesson Plans, 834, 843, 849;
Block Scheduling Support, 843, 849;
Activities, 837, 846, 847, 993, 994;
Background, 837, 844, 993, 994
TE = Teacher Edition
42
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
H. Political and Economic Change in Latin America
1.
2.
3.
4.
5.
6.
7.
8.
Latin America: physical setting
Argentina
a. Peron
b. The Mothers of the Plaza De Maya
Fidel Castro’s Cuban Revolution—causes and
impact
Nicaragua and the Sandinistas
Guatemala and the indigenous peoples
Changing role of the Roman Catholic Church in
Latin America
Latin American immigration to the United States
Return of the Panama Canal
SE:
TE:
North and South America: Physical (map),
1009; Latin America, 932- 957; Dictatorship
and Democracy in Argentina, 950-951; Juan
and Eva Peron (photo), 950; Communism in
Cuba, 940-941; Nicaragua, 946-947;
Guatemala, 948; Religion, 939; Catholics
Take Action (PS), 939; Migration (Latin
American to U. S.), 943; Links to the United
States (Mexico), 946; Economic Challenges
(Brazil), 955; Analyzing Photographs (Cuban
refugees), 957; Panama Canal, 662; The
China-Panama Connection, 946; Section
Reviews, 939, 943, 949, 955;
Time Line Activity, 932; About the Pictures,
933; Lesson Plans, 934, 940, 944, 950; Block
Scheduling Support, 935, 941, 945, 951;
Activities, 936, 941, 946, 951
UNIT EIGHT: GLOBAL CONNECTIONS AND INTERACTIONS
A. Social and Political Patterns and Change
1.
Human and physical geography
SE:
TE:
2.
Population pressures and poverty (China, India,
Africa, and Latin America)
a. One-child policy (China)
b. Family planning—India; Mother Theresa;
Cycles of poverty and disease
SE:
TE:
3.
Migration
a. Urbanization
b. Global migration
Suggested case studies: Turkish, Italian, and
Russian immigration to Germany; North African
immigration to France; Latin American and Asian
immigration to the United States; and Hutu and
Tutsis immigration
SE:
SE = Student Edition
Nations of the Pacific Rim (map), 857;
Independence in South Asia and the Middle
East (map), 881; African Independence (map),
907; Population Density of Latin America
(map), 933
Map lessons, 857, 881, 907, 933
Population (China), 865-866; Population and
Poverty (Latin America), 935; Continuity and
Change in Mexico, 944; Poverty and
Prosperity (Mexico), 945-946Population
(Brazil), 952; Economic Challenges (Brazil),
955; The Population Issue (India), 884
Lesson Plan, 882
Immigration, 841; Migration (Latin American
to U. S.), 943; Links to the United States
(Mexico), 946; Economic Challenges (Brazil),
955; Analyzing Photographs (Cuban
refugees), 957; Crowded Cities (Japan), 861;
Crowded Cities (Analyzing a photograph),
861; The Population Issue (includes
urbanization-India), 884; Urbanization (Latin
America), 935-936; Urbanization in Brazil
(Graph), 952; Helping the Street Children of
Brazil, 954
TE = Teacher Edition
43
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
3.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Migration
a. Urbanization
b. Global migration
Suggested case studies: Turkish, Italian, and
Russian immigration to Germany; North African
immigration to France; Latin American and Asian
immigration to the United States; and Hutu and
Tutsis immigration
SE:
TE:
(Continued)
Migration to Western Europe (map skills),
832; Ethnic Diversity, 833
Background, 954
4.
Modernization/tradition—finding a balance
a. Japan
b Middle East (Saudi Arabia, Egypt,
Afghanistan, and Algeria)
c. Africa
d. Latin America
Japan:
SE:
Changing Patterns of Life, 860-861;
Middle East:
Islamic Revival, 892; Continuing Issues, 896;
Africa:
Modernization and Challenges (Africa), 912;
Programs for Development: Old and New
Patterns, 918-919; Section 2 Assessment (Q 6,
Activity), 919; Review and Assessment (Qs
9,14, Go Online), 930-931.
Latin America:
Sources of Unrest, 935-936.
TE:
Lesson Plan, 888
5.
Scientific and technological advances
a. Treatment of infectious diseases
b. Improved standard of living
SE:
TE:
6.
Urbanization—use and distribution of scarce
resources (Africa, India, Latin America)
SE:
TE:
7.
Status of women and children
a. Economic issues, e.g., child labor
b. Social issues, e.g., abuse and access to
education
c. Political issues, e.g., participation in the
political process
SE:
SE = Student Edition
Health Statistics of Selected Countries, 1999
(Chart), 815; Medical and Biological
Breakthroughs, 820; Ongoing Issues, 822;
Education and Health Care (Africa), 929;
Review and Assessment, (Q 15), 824; AIDS
(Africa), 917
Background, 227, 820; Solving a Problem,
917
The Population Issue (India), 884; Impact of
Urbanization (Africa), 918; Urbanization
(Latin America), 935-936; Urbanization in
Brazil (Graph), 952
Activity, 952
Women’s Work (PS), 820; Women, 833;
Some Gains for Women (PS), 823; Progress
and Problems, 841; Analyzing Graphs:
Women Working Outside the Home, 855;
Women (India), 885; Women (Japan), 861;
Changes for Women, 862; Women in the
Muslim World, 893; Effects on Women
(African), 918; Education and Health Care
(Africa), 928; Women (Latin America), 938939; Women in Government, 938
TE = Teacher Edition
44
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
7.
8.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(Continued)
Status of women and children
a. Economic issues, e.g., child labor
b. Social issues, e.g., abuse and access to
education
c. Political issues, e.g., participation in the
political process
SE:
TE:
Ethnic and religious tensions: an analysis of
multiple perspectives
a. Northern Ireland
b. Balkans: Serbs, Croats, and Muslims
c. Sikhs and Tamils
d. Indonesian Christians—East Timor
e. China—Tibet
SE:
TE:
(Continued)
Analyzing Primary Sources: Helping the
Street Children of Brazil, 954
Human Drama Note, 861; Block Scheduling
Support, 889; Lesson Plan, 934; Activity, 899
(Block Scheduling), 918, 954; Background:
Turkey’s Prime Minister, 895, About the
Primary Source, 954
Irish Independence (Background), 749;
Terrorism, 811; The Question of Intervention,
811; Troublesome Issues, 829; Northern
Ireland, 835; Go Online, 838; Connections to
Today: Balkan Boiling point, 247; A New
Balkan Powder Keg?, 682; Fighting in
Bosnia, 852; Fighting in Kosovo, 853;
Looking Ahead, 853; Tragedy Unfolds, 882883; Ongoing Divisions, 885-886; Indonesia,
875-876
Lesson Plan, 882; Activity, 852; Background,
749, 883
B. Economic Issues
1.
2.
3.
4.
North/South dichotomy: issues of development
(post-colonialism)
Korea’s economic miracle
Economic interdependence
World hunger
SE:
TE:
SE = Student Edition
The World Economy, 1990s (Chapter 32
map), 805; Global Economic Trends, 812813; The Global North and South, 812-813;
Also see North American Prosperity, 839-842;
Forces Shaping Modern Latin America:
Setting the scene, 934; Population and
Poverty, 935; Economic Development, 937;
Continuity and Change in Mexico: Economic
Ups and Downs 945; Poverty and Prosperity,
945-946; Brazil’s “Economic Miracle”, 953954; South Korea (includes economy), 872;
Section 3 Assessment (Q 4), 872; Economic
Interdependence, 813-814; Economic
Dependence, 815; Ongoing Issues, 822; North
Korea (widespread hunger), 872; Disaster
Relief(Africa), 913; Drought and Famine
(Africa), 917; Analyzing Primary Sources,
931
The World Economy, 1990s ( map lesson),
805; Lesson Plan, 812; Block Scheduling
Support, 813; Activity, 813, 814, 917,
Background, 822
TE = Teacher Edition
45
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
C. The Environment and Sustainability
1.
Pollution—air, water, toxic waste (Europe)
SE:
TE:
2.
Deforestation (Amazon Basin)
SE:
TE:
3.
Desertification (Sahel)
SE:
TE:
4.
Nuclear safety (Chernobyl)
SE:
TE:
5.
Endangered species (Africa)
Comparing Viewpoints: What Is the
Relationship Between People and the
Environment?, 816; Development and the
Environment, 817;
Activity, 815, 816; Background, 816
Global Connections: Cutting Down Lives?,
942; Development Versus the Environment,
942-943; Also see Deforestation (Africa), 917
Solving a Problem, 917
The Changing Sahara, 281; Drought and
Famine, 917; Desertification in Africa (map
skills), 917
Global Connections, 281; Solving a Problem,
917
Growing Threats, 817; Exploring the Human
Drama, Disaster!: Meltdown at Chernobyl,
845
Activity, 845; Background, 845
SE:
Go Online Activity, 817; Geography and
History: Preserving Africa’s Wildlife, 916
D. Science and Technology
1.
Information age/Computer Revolution/ Internet
SE:
The Computer Revolution, 820; Humanities
Link: Computers and the Arts, 821; Go
Online, Time Line Activity (Q2), 804; TE:
About the Pictures (# 3), 805; Activities, 820,
821; Background, 821 (includes Human
Drama Note)
2.
3.
Impact of satellites
Space exploration
SE:
Satellite Image of Earth, 800-801; The Space
Age, 820, 822; Virtual Field Trip: The Space
Age, 822; Chapter Time Line (Sputnik), 826827;
About the Pictures, 805 (# 2), 826 (# 1);
Human Drama Note, 877;
TE:
4.
Green Revolution
SE:
TE:
SE = Student Edition
The Green Revolution, 822; Industry and
Agriculture (India), 884
About the Picture, 801; Time Line Activity
(Q1), 804; Background: Biography, 822
TE = Teacher Edition
46
Prentice Hall World History: Connections to Today, Survey Edition © 2005
Correlated to
New York Social Studies Core Curriculum, Global History and Geography, Commencement
(Grades 9-12)
NY SOCIAL STUDIES CORE CURRICULUM,
GLOBAL HISTORY AND GEOGRAPHY
5.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Literacy and education
SE:
TE:
6.
Medical breakthroughs—disease control/life
expectancy/genetics
SE:
TE:
7.
8.
Epidemics—AIDS
SE:
Medical and Biological Breakthroughs, 820;
Ongoing Issues, 822; Review and Assessment,
(Q 15), 824
Human Drama Note, 817; Science and
Tradition, 820
TE:
The United Nations (WHO), 809; AIDS
(Africa), 917
Background, 227; Solving a Problem, 917
TE:
Global Issues: Deadly Weapons (Nuclear
Non-Proliferation Treaty), 810; The Nuclear
Threat, 828; Disarmament and Détente, 828829; Troublesome Issues, 829; The Nuclear
Issue, 872; The Nuclear Issue, 886-887;
Weapons Pile-Up, 899-900
Customize for Activities, 810, 829
Nuclear proliferation
SE = Student Edition
Students can explore this topic while studying
the following lessons:
Population and Poverty, 814; Old Ways and
New Ways, 818-819; New Rights and Roles
for Women, 819-820; Social Trends, 832-833;
Women Working Outside The Home, 855;
Changing Patterns of Life (Japan), 860-861;
Remolding Society (China), 862; The
Population Issue (India), 884; Social Change
(India), 885; Women in the Muslim World,
893; Education and Health Care (Africa), 928
Activity, 821; Human Drama Note: Japanese
Education, 861
TE = Teacher Edition
47