Download World History: Connections to Today, Survey Edition

Prentice Hall: World History: Connections to Today, Survey Edition 2003
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:
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, 962-999; 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
TE = Teacher’s Edition
1
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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))
Understand the concepts of change and continuity
over time.
The connections and interactions of people across
time and space
SE:
TE:
SE = Student Edition
Why Study History?, 2-3, 72-73, 178-179,
332-333, 442-443, 540-541, 674-675, 802803; 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, 204205, 232-233, 250-251, 278-279, 300-301,
334-335, 362-363, 386-387, 410-411, 444445, 466-467, 496-497, 516-517, 542-543,
568-569, 592-593, 616-617, 642-643, 676677, 700-701, 720-721, 744-745, 768-769,
804-805, 826-827, 856-857, 880-881, 906907, 932-933; Unit Time Lines of Parallel
Events, 68-69, 174-175, 328-329, 438-439,
536-537, 670-671, 798-799, 958-959
Why Study History?: Bell Ringer and
Cooperative Learning Activity, 2, 72, 178,
332, 442, 540, 674, 802; Connections to
Today; About the Pictures, 3, 73, 179, 333,
443, 541, 675, 803; Time Line Activities, 4,
22, 50, 68, 74, 100, 126, 154, 174, 180, 204,
232, 250, 278, 300, 328, 334, 362, 386, 410,
438, 444, 466, 496, 516, 536, 542, 568, 592,
616, 642, 670, 676, 700, 720, 744, 768, 798,
804, 826, 856, 880, 906, 932, 958; Lesson
Plan, 132; Activity, 246 (Q 1)
TE = Teacher’s Edition
2
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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))
Time frames and periodization.
SE:
SE = Student Edition
Historical Eras: Early Civilizations
(Prehistory-756 B.C.), pp. 1-69; Empires of
the Ancient World (1750 B.C.-A.D. 1570),
pp. 70-175; Regional Civilizations (750 B.C.A.D. 1650), pp. 176-329; Early Modern
Times (1300-1800), pp. 330-439;
Enlightenment and Revolution (1707-1850),
pp. 440-537; Industrialization and a New
Global Age (1800-1914), pp. 538-671; World
Wars and Revolutions (1910-1955), pp. 672799; The World Today (1945- Present),
pp.800-959. Historic Periods: Toward
Civilization (Prehistory-3000 B.C.), pp. 4-21;
First Civilizations: Africa and Asia (3200
B.C.-500 B.C.), pp. 22-49; Early Civilizations
in India And China (2500 B.C.-256 B.C.), 5067; Empires of India and China (600 B.C.A.D. 550), pp. 74-99; Ancient Greece (1750
B.C.-133 B.C.), pp. 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), pp. 154-173; The Rise
of Europe (500-1300), pp. 180-203; The High
Middle Ages (1050-1450), pp. 204-231; The
Byzantine Empire and Russia (330-1613), pp.
232-249; The Muslim World (622-1629), pp.
250-277; Kingdoms and Trading States of
Africa (750 B.C.-A.D. 1586, pp. 278-299;
Spread of Civilizations in East Asia (5001650), pp. 300-327; The Renaissance and
Reformation (1300-1650), pp. 334-361; the
First Global Age: Europe and Asia (14151769), pp. 362-383; The First Global Age:
Europe, the Americas, and Africa (14921750), pp. 384-409; The Age of Absolutism
(1550-1800), pp. 410-437; The Enlightenment
and the American Revolution (1707-1800),
pp. 444-465; The French Revolution and
Napoleon (1789-1815), pp. 466-495; The
Industrial Revolution Begins (1750-1850), pp.
496-515; Revolutions in Europe and Latin
America (1790-1848), 516-535; Life in the
Industrial Age (1800-1914), pp. 542-567;
Nationalism Triumphs in Europe (1800-1914),
pp. 568-591; Growth of Western Democracies
(1815-1914), pp. 592-615; The New
Imperialism (1800-1914, pp. 616-641;
TE = Teacher’s Edition
3
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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
SE:
TE:
6.
Oral histories
SE:
TE:
SE = Student Edition
(continued)
New Global Patterns (1800-1914), pp. 642669; World War I and Its Aftermath (19141919), pp. 676-699; Revolution in Russia
(!917-1939), pp. 700-719; Nationalism and
Revolution Around the World (1910-1939),
pp. 720-743; Crisis of Democracy in the West
(1919-1939), pp. 744-767; World War II and
Its Aftermath (1931-1955), pp. 768-797; The
World Since 1945: An Overview (1945Present), 804-825; Europe and North America
(1945-Present), pp. 826-855; East Asia and
Southeast Asia (1945-Present), pp. 856-879;
South Asia and the Middle East (1945Present), pp. 880-905; Africa (1945-Present),
pp. 906-931; Latin America (1945-Present),
pp. 932-957.
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
Portfolio Assessment (interview), 3;
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’s Edition
4
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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:
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
TE = Teacher’s Edition
5
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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))
Identifying and defining world regions
SE:
TE:
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
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:
SE = Student Edition
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, 68, 362, 438,
496, 516, 536, 542, 670, 798, 880, 932, 958;
Connections to Economics, 62, 95, 96, 282,
374, 546, 549, 664, 826, 840, 859, 860, 916,
946
TE = Teacher’s Edition
6
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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. 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’s Edition
7
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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:
SE = Student Edition
(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, 669, 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
TE = Teacher’s Edition
8
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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 ONE: ANCIENT WORLD CIVILIZATIONS AND RELIGIONS (4000 BC – 500 AD)
A. Early Peoples
1.
2.
3.
4.
5.
SE:
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
TE:
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 (Qs 12-15, 21),
20-21
Time Line Activity, 4; About the Pictures (15), 5; Bell Ringer, Lesson Plan, and Block
Scheduling Support, 11
B. Neolithic Revolution and Early River Civilizations
1.
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; Take It to the NET, 49;
Primary Sources and Literature: Instruction of
Ptah-hotep, 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
SE = Student Edition
TE = Teacher’s Edition
9
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
(continued)
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
(continued)
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:
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
C. Classical Civilizations
1.
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:
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
TE = Teacher’s Edition
10
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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))
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:
3.
Roman Republic
a. Human and physical geography
b. Contributions: law (Twelve Tables),
architecture, literature, roads, bridges
SE:
TE:
TE:
4.
Indian (Maurya) Empire
a Human and physical geography
(monsoons)
b. Contributions—government system
SE:
TE:
SE = Student Edition
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
Lesson Plan, 128; Background, 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 (Qs 3, 6,
Activity), 85; Primary Sources and Literature:
Asoka: Edicts, 969
Time Line Activity (Q 1), 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’s Edition
11
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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, Take It to the
Net), 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’s Edition
12
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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 Height (map
lesson), 127; 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.
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
SE:
TE:
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
TE = Teacher’s Edition
13
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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))
Expansion of Christianity, Islam, Confucianism,
and Buddhism
SE:
TE:
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; 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 Review (Qs 5, 7, Activity), 85;
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, (Q
1, 18), 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 (1), 301; Lesson Plan, 302;
Activities, 303, 305; Background, 303, 304,
305, 306
TE = Teacher’s Edition
14
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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:
(Qs 9, 10, 13), 248; Analyzing Charts:
Decline of the Byzantine Empire and Take It
to the Net, 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: (Qs, 11, 12, 17, 18),
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 (Qs 3, 4), 232; About the Pictures
(5), 233; Lesson Plan, 240; Block Scheduling
Support, 241; Background, 241, 242
TE = Teacher’s Edition
15
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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:
SE = Student Edition
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: (Qs 7, 10, 12-15),
276, Take it to the Net, 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
TE = Teacher’s Edition
16
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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. Medieval Europe (500-1400 AD)
1.
2.
3.
4.
5.
6.
7.
8.
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
TE:
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, pp.
183-184; Empire of Charlemagne, 768-843
(map skills), p. 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; 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, p. 205; Major Religions
in Eastern Europe About 1300, p. 233; About
the Pictures, 181, 205, 233 (#4); 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
TE = Teacher’s Edition
17
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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. 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:
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,
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:
SE = Student Edition
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 (Q 3), 300; About the
Pictures (2), 301; Lesson Plans, 316, 320;
Activities, 321, 322, 324, 972; Background,
317, 318, 321, 323, 324, 325, 972
TE = Teacher’s Edition
18
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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. The Rise and Fall of the Mongols and Their Impact on Eurasia
1.
2.
3.
4.
5.
6.
7.
8.
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:
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 (Qs 2, 3, 6, 7), 312;
Review and Assessment, (Q 12, 17), 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 Trade, Marco Polo: A Western
Visitor, 310; Other Contacts, 310; Causes of
Decline: The Ming Restore Chinese Rule, 310
About the Pictures (3), 301; Lesson Plan, 308;
Activities, 309; Background, 241, 309, 310
TE = Teacher’s Edition
19
Prentice Hall: World History: Connections to Today, Survey Edition 2003
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. 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
TE: 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
SE = Student Edition
TE = Teacher’s Edition
20