Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Archaic globalization wikipedia , lookup
Social history wikipedia , lookup
Ancient history wikipedia , lookup
Civilization wikipedia , lookup
Origins of society wikipedia , lookup
Proto-globalization wikipedia , lookup
Modern history wikipedia , lookup
Societal collapse wikipedia , lookup
Early modern period wikipedia , lookup
Post-classical history wikipedia , lookup
Guns, Germs, and Steel wikipedia , lookup
Great Divergence wikipedia , lookup
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