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World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL SOL 2: Renaissance The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by a) locating major states and empires; b) describing artistic, literary, and intellectual ideas of the Renaissance; c) describing the distribution of major religions d) analyzing major trade patterns; e) citing major technological and scientific exchanges in the Eastern Hemisphere. SOL 2: Renaissance The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by a) locating major states and empires; b) describing artistic, literary, and intellectual ideas of the Renaissance; c) describing the distribution of major religions d) analyzing major trade patterns; e) citing major technological and scientific exchanges in the Eastern Hemisphere. SOL 2: Renaissance The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by a) locating major states and empires; b) describing artistic, literary, and intellectual ideas of the Renaissance; c) describing the distribution of major religions d) analyzing major trade patterns; e) citing major technological and scientific exchanges in the Eastern Hemisphere. Thumbnail Title Statue of David, Delaware Park, Buffalo, N.Y.. Permanent URL http://memory.loc.gov/cgibin/query/r?ammem/detr:@fi eld(NUMBER+@band(det+ 4a13565)) [Mona Lisa]. http://memory.loc.gov/cgibin/query/r?ammem/detr:@fi eld(NUMBER+@band(det+ 4a26503)) Folger Library copy work. Portrait of Shakespeare. http://memory.loc.gov/cgibin/query/r?ammem/horyd: @field(NUMBER+@band(t hc+5a48263)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 3: Reformation The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, and Henry VIII; b) describing the impact of religious conflicts, including the Inquisition, on society and government actions; c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press. SOL 3: Reformation The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, and Henry VIII; b) describing the impact of religious conflicts, including the Inquisition, on society and government actions; c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press. SOL 4: Exploration The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles of explorers and conquistadors; b) describing the influence of religion; c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas; d) defining the Columbian Exchange; e) explaining the triangular trade; f) describing the impact of precious metal exports from the Photograph of the Gutenberg Bible, Library of Congress, November 1944 http://memory.loc.gov/cgibin/query/r?ammem/mffbib: @field(DOCID+@lit(mff000 198)) Martin Luther http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a33534))+@field(COLLI D+cph)) The landing of Columbus Oct. 11th 1492 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b50617))+@field(COLLI D+pga)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources Americas. SOL 4: Exploration The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles of explorers and conquistadors; b) describing the influence of religion; c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas; d) defining the Columbian Exchange; e) explaining the triangular trade; f) describing the impact of precious metal exports from the Americas. SOL 4: Exploration The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles of explorers and conquistadors; b) describing the influence of religion; c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas; d) defining the Columbian Exchange; e) explaining the triangular trade; f) describing the impact of precious metal exports from the Americas. To be sold, on board the ship Bance Island, ... negroes, just arrived from the Windward & Rice Coast. http://memory.loc.gov/cgibin/query/r?ammem/aaodyss ey:@field(NUMBER+@ban d(cph+3a52072)) Ferdinand Magellan, 1581 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a31093))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 6: Scientific Revolution The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects; b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great; b) assessing the impacts of the English Civil War and the Glorious Revolution on democracy; c) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; d) describing the French Revolution; e) identifying the impact of the American and French Revolutions on Latin America; f) describing the expansion of the arts, philosophy, literature, and new technology. SOL 6: Scientific Revolution The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects; b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great; b) assessing the impacts of the English Civil War and the Glorious Revolution on democracy; c) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; d) describing the French Revolution; e) identifying the impact of the American and French Galileo http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a10555))+@field(COLLI D+cph)) Sir Isaac Newton http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a52071))+@field(COLLI D+finepr)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources Revolutions on Latin America; f) describing the expansion of the arts, philosophy, literature, and new technology. SOL 6b: Absolute Monarchs The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great; SOL 6b: Absolute Monarchs The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great; SOL 6d: The Enlightenment The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; SOL 6d: The Enlightenment The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; The Royal Palace, Versailles, France. http://memory.loc.gov/cgibin/query/r?ammem/pan:@fi eld(NUMBER+@band(pan+ 6a23652)) Louis XIV, King of France, headand-shoulders portrait http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c24397))+@field(COLLI D+cph)) Washington's Personal Copy of the Declaration of Independence http://www.loc.gov/exhibits/t reasures/trt024.html Report of the Committee of Detail http://www.loc.gov/exhibits/t reasures/trt047.html World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 6 e and f: French Revolution The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution; f) identifying the impact of the American and French Revolutions on Latin America SOL 6 e and f: French Revolution The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution; f) identifying the impact of the American and French Revolutions on Latin America SOL 6 e and f: French Revolution The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution; f) identifying the impact of the American and French Revolutions on Latin America SOL 6g: 18th Century Culture The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by g) describing the expansion of the arts, philosophy, literature, and new technology. Napoleon I http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a11524))+@field(COLLI D+cph)) Mort de Louis XVI, le 21 janvier 1793 Place de la Concorde http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c24552))+@field(COLLI D+cph)) Prise de la Bastille par les Citoyens de Paris...; http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b41648))+@field(COLLI D+cph)) Johann Sebastian Bach, 16851750 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a48871))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; Boy Sweeper, Lincoln Cotton Mills, Evansville http://memory.loc.gov/cgibin/query/r?pp/nclc:@field( NUMBER+@band(nclc+013 31)) Blandy's portable steam engine and saw mills, Zanesville & Newark Ohio http://lcweb2.loc.gov/cgibin/query/r?pp/PPALL:@fiel d(NUMBER+@band(cph+3 b52709)) Retail Price List http://memory.loc.gov/cgibin/query/r?ammem/eaa:@fi eld(DOCID+@lit(A0259)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; Louis Pasteur http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a06993))+@field(COLLI D+cph)) [Richmond & Backus Co. bindery, Detroit]. http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi eld(NUMBER+@band(det+ 4a28109)) A Bessemer converter, McKeesport, Pa.. http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi eld(NUMBER+@band(det+ 4a27566)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; SOL 8 a and c: Industrial Revolution The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; Bessemer Steelworks, Pittsburg Div.. http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi eld(NUMBER+@band(det+ 4a32814)) Tlingit woman at loom making Chilkat blanket http://content.lib.washington. edu/cgibin/htmlview.exe?CISOROO T=/loc&CISOPTR=1777 Arbitration is the true balance of power. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3g05956))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 8b: Economics The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by b) explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism; SOL 8b: Economics The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by b) explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism; SOL 9 a and b, Sol 10c: World War I The student will demonstrate knowledge of the worldwide impact of World War I by a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II; b) explaining the outcomes and global effect of the war and the Treaty of Versailles c) citing causes and consequences of the Russian Revolution SOL 10b and c: Interwar Period The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. Adam Smith http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a19599))+@field(COLLI D+cph)) Karl Marx http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a18737))+@field(COLLI D+cph)) [Woodrow Wilson, headand-shoulders portrait, facing left] / Pach Bros., N.Y. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a04218))+@field(COLLI D+cph)) Migrant agricultural worker's family. http://memory.loc.gov/cgibin/query/r?pp/fsaall:@filreq (@field(NUMBER+@band( cph+3c31366))+@field(COL LID+fsa)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 10b and c: Interwar Period The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. SOL 10b and c: Interwar Period The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. SOL 10b and c: Interwar Period The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. Adolf Hitler, 1889-1945 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a48970))+@field(COLLI D+cph)) [Impossible interviews no. 18: Herr Adolf Hitler and Huey S. "Hooey" Long versus Josef Stalin and Benito Mussolini,] [Stalin and colleagues, 1929] http://www.loc.gov/rr/print/s wann/craws/crawsexhibit.html http://www.loc.gov/exhibits/ archives/reps.html World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 10b and c: Interwar Period The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. SOL 11c: Genocides The student will demonstrate knowledge of the worldwide impact of World War II by c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations. [Hirohito, Emperor of Japan, halflength portrait, seated in carriage, facing right] http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b43933))+@field(COLLI D+cph)) Adolf Hitler, 1889-1945 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a15028))+@field(COLLI D+cph)) SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston "Fifty-fifty again, Joe?" / Herblock. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c27203))+@field(COLLI D+cph)) [Herblock's own history of the year - the worlds of 1940] / Herblock. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c27211))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; Isn't this what we really want? / Herblock http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c27208))+@field(COLLI D+cph)) Pearl Harbor, Hawaii. http://memory.loc.gov/cgibin/query/r?ammem/fsaall:@ filreq(@field(NUMBER+@b and(fsa+8e00810))+@field( COLLID+fsa)) Marines with disarmed Japanese soldiers, Lt. Glenn Walter Nelson on left [Late 1945] http://lcweb2.loc.gov/cocoon /vhpstories/loc.natlib.afc2001001 .10653/album World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; SOL 11a and b: World War II The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; [Franklin Delano Roosevelt, head-andshoulders portrait, facing slightly left] http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3a27556))+@field(COLLI D+cph)) [Harry Truman, halflength portrait, facing front] http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b46104))+@field(COLLI D+cph)) Sir Winston Leonard Spencer 18741965 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b12010))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. Yalta http://lcweb2.loc.gov/cgibin/query/i?ammem/presp:@ field(NUMBER+@band(cph +3a33351)) "It's the same thing without mechanical problems" / Herblock. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c27331))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. The other ascent into the unknown / Herblock. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c27068))+@field(COLLI D+cph)) Korean Peninsula. http://memory.loc.gov/cgibin/query/r?ammem/gmd:@f ilreq(@field(NUMBER+@b and(g7900+ct000424))+@fie ld(COLLID+gnrlmap)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. Vietnam. http://memory.loc.gov/cgibin/query/r?ammem/gmd:@f ilreq(@field(NUMBER+@b and(g8020+ct000981))+@fie ld(COLLID+gnrlmap)) [Fidel Castro, president of Cuba, at a meeting of the United Nations General Assembly] http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3c34150))+@field(COLLI D+cph)) World History and Geography: 1500 a.d. to the Present SOL Correlations to Library of Congress Resources SOL 12: Cold War The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. SOL 13: Independence Movements The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by a) describing the struggles for self-rule, including Gandhi’s leadership in India; b) describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya; c) describing the end of the mandate system and the creation of states in the Middle East. [Harry Truman, halflength portrait, facing front] http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b46104))+@field(COLLI D+cph)) What about India? / Merlin. http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@ field(NUMBER+@band(cph +3b48703))+@field(COLLI D+wpapos))