Download World History - McDougal Littell

correlated to the
North Carolina Social Studies
Standard Course of Study
for World History
and Skills Competency Goals
6/2002
2003
Introduction
to
World History: Patterns of Interaction
World History: Patterns of Interaction is the ideal choice for high school courses that focus on
the panorama of world history. Its combined chronological and thematic approach explores topics such as cultural diversity, democracy, immigration, science and technology, and women in
different societies throughout history.
World History: Patterns of Interaction is a highly integrated program which incorporates history,
geography, economics, and government, in addition to social studies skills, such as reading
maps, interpreting charts and graphs, and thinking critically. The following pages document the
100% match between World History: Patterns of Interaction and the newly revised North
Carolina Social Studies Standard Course of Study for World History. World History: Patterns of
Interaction is a comprehensive program that closely meets the North Carolina Competency
Goals for World History as well as the Skills Competency Goals that students will acquire
through their study of history.
Teachers are supported by a wealth of ancillary materials. A complete listing of all program
components is provided on the following page, with the documents included in the correlation
italicized.
We invite you to select your favorite topic or time period, or an objective that is a challenge for
your students, and review the pages indicated in the correlation. You will find for yourself, and
your students, abundant materials to support any teaching or learning style.
World History: Patterns of Interaction
Components
Pupil Edition
Annotated Teacher’s Edition
Teacher’s Resource Package
• In-depth Resources: Units 1–8
• Telescoping the Times: Chapter
Summaries
• Formal Assessment
• Integrated Assessment
• North Carolina Lesson Planning Guide for
Regular and Block Schedules
• Access for Students Acquiring English:
Spanish Translations
• Reading Study Guide
• Reading Study Guide Spanish Translation
• Reading Study Guide Answer Key
• North Carolina Strategies for Test
Preparation Workbook
• North Carolina Strategies for Test
Preparation Teacher's Manual
Additional Resources
• World History: Patterns of Interaction
Workbook
• World History: Patterns of Interaction
Workbook Answer Key
• WarmUp Transparencies
• History from Visuals: Geography
Transparencies with Users Guide
• History from Visuals: Critical Thinking
Transparencies with Users Guide
• History from Visuals: World Art and
Cultures Transparencies with Users Guide
• Test Practice Transparencies
• Writing for Social Studies
• Guide to theCurrent Conflict Poster
Technology
• Electronic Library of Primary Sources
CD-ROM
• EasyPlanner CD-ROM
• Power Presentations CD-ROM
• Test Generator CD-ROM
• World History Patterns of Interaction
e-edition CD-ROM
Audio/Visual Resources
• Chapter Summaries AudioCDs
(English/Spanish)
• Patterns of Interaction Video Package
with Resource Book
• The World's Music CD-ROM
World History: Patterns of Interaction
correlated to the
North Carolina Social Studies
Standard Course of Study for World History
and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history.
1.01 Define history and the
concepts of cause and effect,
time, continuity, and
perspective.
PE/TE: S16, S24, 8–9,
77, 163, 214, 215, 347,
437, 489, 557, 597, 653,
696, 772, 951
Add’l TE: 2, 5, 44, 48,
201, 245, 369, 491, 522,
686, 726, 793, 868,
964–967
PE/TE: 28, 45, 205, 278,
399, 432, 557, 595, 749,
915, 931
Add’l TE: 2, 15, 85, 119,
127, 215, 307, 320, 381,
499, 746, 823, 825, 829,
964–967
PE = Pupil’s Edition; TE = Teacher’s Edition
1
In-Depth Resources
Unit 1: 1, 3, 16, 38, 52,
56
Unit 2: 1, 2, 20, 22, 39,
55, 56, 87
Unit 3: 1, 18, 20, 33, 34,
35, 52, 55, 70, 72, 88
Unit 4: 3, 15, 20, 51, 52,
54, 68, 70, 71
Unit 5: 1, 22, 38, 40, 53,
54
Unit 6: 1, 18, 19, 20, 40,
52, 54, 55, 56
Unit 7: 1, 2, 3, 19, 21, 37,
38, 39, 54, 57, 59
Unit 8: 1, 3, 4, 20, 23, 38,
41, 46, 56, 60, 62, 70, 75
Workbook
1, 3, 11, 12, 16, 17, 21,
23, 26, 29, 30, 35, 38, 40,
41, 42, 46, 49, 50, 52, 59,
63, 68, 71, 73, 74, 75, 83,
85, 87, 93, 97, 98, 99,
104, 106, 107, 110, 111,
112, 114, 116, 118, 119,
120, 122, 125, 127, 129,
130, 132, 135, 137, 140,
142
Reading Study Guide
5, 8, 33, 39, 40, 44, 47,
50, 51, 52, 61, 63, 64, 67,
69, 71, 72, 77, 80, 83, 84,
85, 87, 90, 91, 95, 99,
101, 103, 107, 111, 119,
129, 133, 135, 151, 157,
161, 163, 167, 169, 170,
175, 179, 183, 184, 189,
193, 195, 196, 197, 199,
201, 208, 215, 217, 219,
Critical Thinking
Transparencies
CT2, CT3, CT7, CT10,
CT23, CT30
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
223, 227, 229, 231, 230,
239, 247, 251, 263, 269,
273, 275, 279, 283, 284,
289, 293, 301, 302, 305,
309, 311, 315, 317, 321,
325, 329, 333, 339, 347,
349, 351, 355, 357
Telescoping the Times
19, 27, 31, 35, 39, 43, 47,
51, 55, 59, 67, 71, 75, 79,
83, 87, 91, 99, 107, 111,
115, 123, 127, 131, 135,
139
1.02 Analyze and interpret
primary and secondary sources
to compare views, trace
themes, and detect bias.
PE/TE: S30–S31, 61, 65,
77, 87, 91, 144, 157, 163,
178, 200, 214, 217, 223,
334, 347, 489, 498, 514,
557, 597, 604, 618, 642,
652, 653, 696, 779, 951,
R19
Add’l TE: S8, S10, S12,
30, 320, 376, 397, 402,
437, 489, 554, 778, 809
Writing for Social
Studies
20-22, 22-23, 25-30, 62-66
Strategies for Test
Preparation
13-20
PE/TE: S32–S33, 4, 12,
87, 163, 207, 283, 439,
479, 489, 505, 557, 569,
735, 778, 796, 809, 817,
R19
Add’l TE: S11, S13, 8,
66, 104, 178, 197, 229,
271, 350, 363C, 372, 416,
419, 491, 514, 561, 623,
575, 652, 703, 707, 805,
808, 887, 927
2
In-Depth Resources
Unit 1: 9, 24, 25, 63, 64,
65
Unit 2: 31, 52, 61, 62, 65,
69, 78
Unit 3: 9, 24, 25, 44, 49,
65, 96
Unit 4: 43, 76
Unit 5: 45, 65
Unit 6: 8, 9, 10, 11, 15,
27, 28, 35, 42, 46, 47, 48,
62, 63, 64, 65
Unit 7: 47
Unit 8: 10
Access for Students
Acquiring English
275
Strategies for Test
Preparation
91-100
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," The
Code of Hammurabi,
The Tomb of
Tutankhamen, "Indus
Culture," "Building a
Town" from Shih ching,
"Hymn 129," from Rig
Veda, The Life of
Gotama the Buddha,
"Hanno’s Voyage”, The
Book of Genesis and
the Book of Exodus
from the King James
Bible, "The Kushite
Takeover," "An Assyrian
Palace," "Customs of
the Persians," "The
Spartan Discipline for
Youths," "The Athenians
and the Spartans,"
"Alexander Speaks to
His Soldiers,"
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America,"
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
"The Olsen-Chubbuck
Site: A Paleo-Indian
Bison Kill," "New Light
on the Olmecs," the
Qur’an, "Pilgrimage to
Mecca," "Men and
Women," "The Character
of Justinian and
Theodora" from Secret
History, The Court of the
Great Khan, "The Merits
of Turks," TenThousand-Word
Memorial, The History
of the World Conqueror,
"The Tartars" from
Travels of Marco Polo,
"The Manners and
Customs of Early
Japan," Reminiscences
in Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogadishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier,
3
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
Act of Seclusion, "On
the Destruction of the
Indies," Letter to King
Charles V of Spain, "The
French Lose Quebec,"
Letter to the King of
Portugal, "Concerning
the Dearness of All
Things and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government, Letters of
Peter the Great, "The
Restoration of Charles,"
"Of Studies," The
Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Prince Klemens von
Metternich,
"Frenchmen, Is This
What You Want?,"
"Duties of Country,"
"Kubla Khan,"
Frankenstein, "Child
Labor in the Mines,"
"The Sentencing of the
Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship,"
Prisons and Prisoners,
A Message to Congress
on Indian Policy,
Journal of the Voyage
of HMS Beagle, "The
Boer War: The Suffering
of the Civilian
Population," "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo,"
4
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
"Africa at the Center,"
"The Rise of the Color
Bar," Hawaii’s Story by
Hawaii’s Queen, Two
Years in the Forbidden
City, Fifty Years of New
Japan, The Rough
Riders, "Alamo
Massacre," "Death
Comes to Sarajevo,"
"The German Army
Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days:
The Hostages
Remember, Speech on
Stalin by Nikita
Khrushchev, A Student’s
Diary, Radio Address
from New Delhi, "The
Fall of President
Marcos," "Enough of
Blood and Tears,"
"Masakhane—Let Us
Build Together,"
Destruction of the
Berlin Wall, "Will I Ever
Go Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space Junk,"
"The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
5
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
1.03 Relate archaeology,
geography, anthropology,
political science, sociology,
and economics to the study of
history.
PE/TE: xxxvi–xxxvii, 6,
7–11, 15, 38, 47, 113,
214, 347, 437, 479, 489,
597
Add’l TE: 8, 163, 347,
437, 489, 214, 279, 479,
660
PE/TE: 8, 214, 347, 437,
570, 694
Add’l TE: 8, 214, 452,
574, 585, 636, 660, 796,
893
Telescoping the Times
1-2, 33-34, 53, 91
In-Depth Resources
Unit 1: 1–5, 7, 10, 14, 15,
22, 44, 57
Unit 2: 7, 26, 43, 59, 75,
77, 79, 86
Unit 3: 5, 40, 68, 75, 91
Unit 4: 6, 8, 11, 17, 23,
39, 55, 73, 84
Unit 5: 7, 24, 43, 61, 72
Unit 6: 6, 23, 43, 60
Unit 7: 6, 17, 24, 27–29,
30, 32, 36, 42, 53, 60
Unit 8: 7, 25, 43, 60
Workbook
1, 51, 63, 85, 93, 97, 102,
119
Reading Study Guide
5-6, 11, 12, 13-14, 15-16,
17, 19, 24, 31, 43, 45-46,
47, 54, 55-56, 72, 73, 7576, 83-84, 90, 91, 109,
113, 114, 118, 121-122,
127, 130-131, 133-134,
149, 152, 154, 155, 157,
170, 180, 188, 189, 190,
191, 192, 196, 202, 204,
207-208, 212, 213, 214,
215-216, 217, 223-224,
225, 227-228, 237-246,
247-248, 253, 255, 259260, 263-264, 280, 285286, 289-290, 291-292,
296, 297, 302, 307, 322,
324, 331, 334, 336, 337338, 341, 343-344, 352,
353, 354, 357-358, 360,
361-362, 363
6
Videos
- Building Empires: The
Rise of the Persians
and the Inca
- Trade Connects the
World: Silk Roads and
the Pacific Rim
- Arming for War:
Modern and Medieval
Weapons
- The Spread of
Epidemic Disease:
Bubonic Plague and
Smallpox
- The Geography of
Food: The Impact of
Potatoes and Sugar
- Struggling toward
Democratic
Revolutions in Latin
America and South
Africa
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
- Cultural Crossroads:
The United States and
the World
Geography
Transparencies
GT1–GT45
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
1.04 Define the themes of
society, technology, economics,
politics, and culture and relate
them to the study of history.
PE/TE: xxx–xxxi, 9–12,
14–21, 27–28, 29, 33–35,
38–39, 42–44, 46, 48,
62–65, 72–77, 97–98,
142–143, 153–157,
177–178, 183–184,
200–201, 218–219,
233–241, 244, 252–257,
260–261, 262–263, 264,
272–273, 289–290,
318–319, 332–333, 354,
372–373, 396–398, 416,
419–421, 428–432,
433–436, 476–477,
500–503, 528, 536–539,
564, 566, 619, 634,
647–650, 653, 662–663,
666, 750–751, 770–774,
797, 844, 857–860,
863–864, 871–873, 890,
923–924, 931–933, 935,
947–949
Add’l TE: 10, 15, 18, 19,
21, 28, 65, 66, 98, 122,
143, 155, 157, 180,
235–236, 237, 239,
252–253, 254–255,
256–257, 262–263, 264,
319, 397, 409, 429, 430,
434, 465, 629A, 649, 674,
750, 773, 779, 858, 859,
861, 935
Telescoping the Times
1-3, 5-7, 9-10, 12, 15, 2122, 26-27, 30, 34, 37-39,
42, 45, 49, 51, 54-55, 58,
61-63, 65-67, 75, 79, 8283, 87, 101, 113-114, 117,
121, 127, 129-131, 133,
138-139, 141-142
PE/TE: 10–11, 12, 14–16,
18–21, 22, 24, 26, 27–28,
32, 34, 39, 42, 44–45, 46,
63–66, 73–76, 77, 99, 133,
142–143, 178, 219, 236,
244, 257, 260, 265, 273,
354, 416, 420, 502, 528,
537, 539, 566, 620,
648–649, 650, 652, 653,
654, 773–774, 858, 860,
865, 872, 880–881, 920,
932, 935, 940, 947–950
Add’l TE: 9, 10, 14, 15,
18, 19, 21, 28, 34, 39, 43,
47, 63, 65, 66, 98, 99,
142, 143, 154, 155, 156,
235, 236, 237, 239, 241,
254, 255, 257, 258, 260,
272, 273, 289, 319, 333,
343, 429, 430, 434, 464,
537, 554, 565, 566, 623,
634, 648, 649, 650, 651,
653, 733, 771–774,
857–859, 861, 863, 864,
872, 873, 948, 949
7
In-Depth Resources
Unit 1: 20, 34
Unit 2: 18, 24, 38, 52
Unit 3: 3, 16, 17, 34, 69
Unit 4: 5, 6–7, 17, 22
Unit 5: 24, 26, 31, 34, 36,
55
Unit 6: 1, 2, 3, 6, 15, 21,
28, 35, 36, 64, 72
Unit 7: 18, 27, 51, 65
Unit 8: 49, 55
Access for Students
Acquiring English
23, 26, 104, 120, 224, 250,
251, 252, 255, 263, 364
Workbook
7, 25, 36, 41, 93, 94, 95,
100, 141
Reading Study Guide
6, 7, 8, 10, 11, 14, 16, 20,
22, 23-24, 28, 33-34, 3536, 37-38, 39-40, 41, 42,
45-46, 47, 48, 49-50, 5152, 53, 54, 55-56, 57-58,
61-62, 63-64, 65, 66, 68,
70, 71, 72, 73, 74, 76, 78,
82, 84, 85-86, 87-88, 89,
90, 91, 95-96, 97, 98, 100,
101-102, 104, 107-108,
109-110, 112, 114, 115116, 117, 118, 119-120,
121-122, 123-124, 127,
128, 130, 131-132, 133134, 137, 138, 141-142,
143-144, 145, 146, 147148, 149-150, 154, 155,
156, 157-158, 159-160,
165, 166, 167-168, 169170, 171, 172, 173, 174,
175-176, 177-178, 179180, 181, 182, 183, 184,
185-186, 187-188, 189,
190, 191, 192, 193-194,
195-196, 197-198, 199200, 201-202, 203, 204,
205-206, 207-208, 209210, 211-212, 213, 214,
215-216, 217-218, 219220, 224, 225, 226, 227228, 229-230, 231-232,
233-234, 235, 236, 237238, 239-240, 241-242,
243-244, 245, 246, 247248, 249-250, 251-252,
253-254, 255, 256,
Videos
- Building Empires: The
Rise of the Persians
and the Inca
- Trade Connects the
World: Silk Roads and
the Pacific Rim
- Arming for War:
Modern and Medieval
Weapons
- The Spread of
Epidemic Disease:
Bubonic Plague and
Smallpox
- The Geography of
Food: The Impact of
Potatoes and Sugar
- Struggling toward
Democratic
Revolutions in Latin
America and South
Africa
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
- Cultural Crossroads:
TheUnited States and
the World
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," Code
of Hammurabi, The
Tomb of Tutankhamen,
"Indus Culture,"
"Building a Town" from
Shih ching, "Hymn 129,"
from Rig Veda, Life of
Gotama the Buddha,
"Hanno’s Voyage”, The
Book of Genesis and the
Book of Exodus from the
King James Bible, "The
Kushite Takeover," An
Assyrian Palace,"
"Customs of the
Persians," "The Spartan
Discipline for Youths,"
"The Athenians and the
Spartans," "Alexander
Speaks to His Soldiers,"
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
257-258, 259-260, 261262, 263-264, 265, 266,
269-270, 271-272, 273274, 275-276, 277, 278,
279-280, 285-286, 287,
288, 289-290, 291-292,
293-294, 295-296, 297,
298, 299-300, 301-302,
303-304, 305-306, 307,
308, 309, 310, 311-312,
313-314, 317-318, 319,
320, 321-322, 323-324,
325-326, 327-328, 329330, 331, 332, 333-334,
335-336, 337-338, 339340, 341, 342, 343-344,
345-346, 347-348, 349350, 351-352, 353, 354,
355-356, 357-358, 359360, 361-362, 363, 364
8
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A PaleoIndian Bison Kill," "New
Light on the Olmecs,"
the Qur’an, "Pilgrimage
to Mecca," "Men and
Women," "The Character
of Justinian and
Theodora" from Secret
History, The Court of the
Great Khan, "The Merits
of Turks," TenThousand-Word
Memorial, The History
of the World Conqueror,
"The Tartars" from
Travels of Marco Polo,
"The Manners and
Customs of Early
Japan," Reminiscences
in Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogandishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs,"
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
Royal Commentaries of
the Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier, Act of
Seclusion, "On the
Destruction of the
Indies," Letter to King
Charles V of Spain, "The
French Lose Quebec,"
Letter to the King of
Portugal, "Concerning
the Dearness of All
Things and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government, Letters of
Peter the Great, "The
Restoration of Charles,"
"Of Studies," The
Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Metternich,
"Frenchmen, Is This
What You Want?,"
Address to the Second
National Congress of
Venezuela, 1819, "Duties
of Country," "Kubla
Khan," Frankenstein,
"Child Labor in the
Mines," "The Sentencing
of the Luddites,"
9
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
A New Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship,"
Prisons and Prisoners,
"The Irish Potato
Famine", A Message to
Congress on Indian
Policy, Journal of the
Voyage of HMS Beagle,
"The Boer War: The
Suffering of the Civilian
Population," "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
"Alamo Massacre,"
"Death Comes to
Sarajevo," "The German
Army Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days:
The Hostages
Remember, Speech on
Stalin by Nikita
Khrushchev, A Student’s
Diary, Radio Address
from New Delhi, "The
Fall of President
10
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
Marcos," "Enough of
Blood and Tears,"
"Masakhane—Let Us
Build Together,"
Destruction of the
Berlin Wall, "Will I Ever
Go Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space
Junk," "The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
Critical Thinking
Transparencies
CT 6, CT7, CT26; User’s
Guide, 3, 4, 13
Geography
Transparencies
GT9, GT25; User’s Guide,
5, 13
World Art and Cultures
Transparencies
AT26, AT29, AT54, AT67;
User’s Guide, 13, 15, 27,
1.05 Trace major themes in the
development of the world from
its origins to the rise of early
civilizations.
PE/TE: xxx–xxxi, 9–11,
12, 15–16, 17–21, 27–35,
42–43, 46, 48
Add’l TE: 10, 15, 18, 19,
21, 28
Telescoping the Times
1–3, 5–7
PE/TE: 10–11, 12, 14–15,
18–21, 22, 24, 27–28, 32,
34, 39, 42, 46
Add’l TE: 9, 10, 14–15,
18–19, 21, 28, 34, 39, 43,
47
11
In-Depth Resources
Unit 1: 1, 2, 3, 4, 16, 18,
25–26, 34, 35
Workbook
1, 2, 3, 4, 5, 8
Reading Study Guide
7–8, 9–10, 11, 12, 14, 16,
18, 19–20, 21, 22
Test Practice
Transparencies
TT1–TT7
Electronic Library of
Primary Resources
Code of Hammurabi,
"Indus Culture"
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (1) Historical Tools and Practices—The learner will identify, evaluate, and use the methods
and tools valued by historians, compare the views of historians, and trace the themes of history. (continued)
1.06 Examine the indicators of
civilization, including writing,
labor specialization, cities,
technology, trade, and political
and cultural institutions.
PE/TE: 18–21, 27–32,
33–41, 42–45, 46–51
Add’l TE: 19, 24, 28, 31,
38, 40, 44, 48, 67–69,
83–87, 88–91, 92–94, 96
Telescoping the Times
3, 5–7
PE/TE: 18–21, 22, 23, 27,
28, 32, 35, 37, 39, 41, 43,
44, 49, 51, 52–53
Add’l TE: 18, 19, 21, 25,
28, 29, 32, 34, 37, 38, 40,
41, 43, 47–50, 67–68,
68–69, 83–87, 88–91,
92–94, 96, 112–113
In-Depth Resources
Unit 1: 3, 16, 17, 18, 19,
20, 21, 22–23, 24, 25–26,
27, 28, 29–30, 31, 32, 33,
34
Access for Students
Acquiring English
11–13, 14, 15, 16, 23–26
Workbook
3, 4, 5, 6, 7
Reading Study Guide
9–10, 12, 14, 15, 18,
19–20, 21, 22
Electronic Library of
Primary Resources
"The Royal Cemetery at
Ur," Code of
Hammurabi, "Indus
Culture," "Building a
Town" from Shin ching
Critical Thinking
Transparencies
CT80
Geography
Transparencies
GT1, GT2, User’s Guide, 1
World Art and Cultures
Transparencies
AT1, AT2, User’s Guide, 1
Test Practice
Transparencies
TT3–TT7
COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in
Africa, Asia, Europe, and the Americas.
2.01 Trace the development
and assess the achievements of
early river civilizations,
including but not limited to
those around the Huang-He,
Nile, Indus, and TigrisEuphrates rivers.
PE/TE: 15, 24–25, 27–32,
33–39, 42–44, 46–51, 52,
83–91
Add’l TE: 48, 49
Telescoping the Times
3, 5–7
PE/TE: 24, 34, 42–43, 47,
49, 50, 52–53, 84, 87, 91,
102, 103
Add’l TE: 15, 25, 28, 34,
43, 45, 46, 47, 48, 49, 50
12
In-Depth Resources
Unit 1: 17, 18, 19, 20, 22,
24, 25, 27, 31, 33, 34
Access for Students
Acquiring English
20–22, 23, 24, 25, 26, 27,
28
Workbook
5, 7
Reading Study Guide
10, 13–22
Strategies for Test
Preparation
91–92
Electronic Library of
Primary Resources
Code of Hammurabi,
The Tomb of
Tutankhamen, "Indus
Culture," "Building a
Town" from Shih ching
Critical Thinking
Transparencies
CT2, CT38; User’s
Guide, 1, 19
Geography
Transparencies
GT2; User’s Guide, 1
World Art and Cultures
Transparencies
AT3, AT4, AT5; User’s
Guide, 2, 3
Test Practice
Transparencies
TT2, TT4–TT7
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in
Africa, Asia, Europe, and the Americas. (continued)
2.02 Identify the roots of
Greek civilization and
recognize its achievements
from the Minoan
era through the Hellenistic
period.
PE/TE: 67–68, 111–114,
115–119, 120–125,
128–131, 132–135
Add’l TE: 108, 113–114,
116–118, 122, 125, 134
Telescoping the Times
17–19
PE/TE: 111, 114, 115,
117–119, 120–122,
124–125, 131, 133–135,
136–137
Add’l TE: 107C, 109,
112–113, 116–119, 121,
123–125, 132–135
In-Depth Resources
Unit 2: 1, 2, 3, 4, 5, 6, 7,
9, 11, 13, 14, 17, 18, 19
Access for Students
Acquiring English
50–52, 53, 54, 55, 56, 57,
58, 59
Workbook
1, 2, 3, 4, 5
Reading Study Guide
43–54
Electronic Library of
Primary Resources
"The Spartan Discipline
for Youths," "The
Athenians and the
Spartans," "Alexander
Speaks to His Soldiers,"
"Archimedes’ Engines"
Critical Thinking
Transparencies
CT5; User’s Guide, 3
Geography
Transparencies
GT5; User’s Guide, 3
World Art and Cultures
Transparencies
AT10, AT11; User’s
Guide, 5, 6
Test Practice
Transparencies
TT16–TT20
2.03 Describe the
developments and
achievements of Roman
civilization and analyze the
significance of the fall of Rome.
PE/TE: 141–145, 146–152,
158–162, 164–167
Add’l TE: 138, 142–144,
147, 149, 151, 152, 161,
163, 166–167
Telescoping the Times
21–26
PE/TE: 138, 141–145,
149, 152, 160, 163, 164,
166–167, 168–169
Add’l TE: 138, 142–143,
145, 147–150, 152,
160–162, 165, 167
In-Depth Resources
Unit 2: 20, 21, 22, 23, 24,
25, 26, 28, 29, 30, 31, 32,
35, 36, 37, 38
Access for Students
Acquiring English
61–63, 64, 65, 66, 67, 68,
69, 70–71
Workbook
21, 22, 23, 24, 25
Reading Study Guide
55–66
Strategies for Test
Preparation
93–94
Electronic Library of
Primary Resources
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," Agricola,
Satyricon
Critical Thinking
Transparencies
CT6, CT42; User’s
Guide, 3, 21
Geography
Transparencies
GT6; User’s Guide, 3
World Art and Cultures
Transparencies
AT12, AT13, AT14;
User’s Guide, 6, 7
Test Practice
Transparencies
TT21–TT25
13
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in
Africa, Asia, Europe, and the Americas. (continued)
2.04 Examine the importance
of India as a hub of world trade
and as a cultural and religious
center during its Golden Age.
PE/TE: 173–176,
177–180
Add’l TE: 178, 180
Telescoping the Times
70–71
PE/TE: 176, 180,
188–189
Add’l TE: 177, 178, 179,
180
In-Depth Resources
Unit 2: 2, 37, 39, 43, 44,
45, 49, 50, 52
Access for Students
Acquiring English
72–74, 75–77, 78
Workbook
26
Reading Study Guide
67–70, 74
Critical Thinking
Transparencies
CT18, CT54; User’s
Guide, 9, 27
World Art and Cultures
Transparencies
AT22, AT30, AT40;
User’s Guide, 11, 15, 20
Test Practice
Transparencies
TT67
2.05 Assess the distinctive
achievements of Chinese and
Japanese civilizations.
PE/TE: 97–101, 181–187,
287–291, 303–307,
469–473, 474–477,
715–719, 720–723,
931–933, 935, 946
Add’l TE: 79A, 169A,
283A, 288–289, 305–307,
459A, 460, 470–471, 475,
477, 712, 716, 718–719,
721–722, 931–932, 934
Telescoping the Times
15, 26–27, 45–47, 74–75
PE/TE: 99–100, 184–185,
187, 188–189, 287,
289–291, 306–307,
470–473, 475, 477,
478–479, 718–719, 720,
722–723, 931–932, 935,
946
Add’l TE: 100, 187, 291,
304, 306, 472, 473, 475,
476, 477, 711A, 716–718,
721, 723, 888, 932–933,
935
In-Depth Resources
Unit 1: 55, 56, 61, 62
Unit 2: 47, 53, 54
Unit 3: 34, 37, 39, 40, 49,
51
Unit 4: 59, 61, 63, 65, 66
Unit 6: 55, 56, 60, 62, 63,
69
Unit 8: 41, 42, 59
Access for Students
Acquiring English
46, 47, 120, 123, 125,
126, 281, 282, 286, 357,
358
Workbook
15, 28, 41, 44, 69, 70
Reading Study Guide
19–20, 22, 39–40, 42,
71–72, 74, 107–114, 117,
118, 177–182, 269–272,
278, 293–294, 311–312,
318, 323–324, 332,
351–354, 358
Video
- Patterns of
Interaction: Trade
Connects the World
Electronic Library of
Primary Resources
Ten-Thousand-Word
Memorial, Act of
Seclusion
Critical Thinking
Transparencies
CT7, CT12, CT19, CT35,
CT40, CT55, CT71;
User’s Guide, 4, 6, 10,
20, 22, 28
Geography
Transparencies
GT4, GT12, GT28, GT36,
GT41; User’s Guide, 2,
6, 19, 20, 21
World Art and Cultures
Transparencies
AT9, AT16, AT25, AT26,
AT42, AT60, AT61;
User’s Guide, 5, 8, 13,
21
Test Practice
Transparencies
TT15, TT28, TT41–TT44,
TT69–TT70, TT106,
TT107, TT140, TT142
14
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in
Africa, Asia, Europe, and the Americas. (continued)
2.06 Describe the rise and
achievements of the Byzantine
and Islamic civilizations.
PE/TE: 230–231, 233–235,
238–241, 242–247,
269–273, 274–276,
443–447, 448–450,
451–457
Add’l TE: 265A, 266,
270–271, 440, 447, 449,
452–455
PE/TE: 269–270, 273,
440, 444–447, 448–449,
450, 451–452, 455, 457,
458–459
Add’l TE: 265D,
270–271, 273, 439C,
439D, 440–441, 443–447,
448–449, 450, 452–453
Telescoping the Times
42, 69–71
In-Depth Resources
Unit 3: 1, 2, 3, 4, 5–6, 7,
8, 9, 10, 14, 16, 17, 18,
24, 25, 28, 31, 33
Access for Students
Acquiring English
111
In-Depth Resources
Unit 4: 35, 36, 37, 38, 39,
41, 43, 44, 45, 48, 49, 50,
69, 70, 71
Access for Students
Acquiring English
177–179, 180, 181, 182,
183, 184
Workbook
38, 65, 66, 67, 72, 73, 74
Reading Study Guide
91–106
Electronic Library of
Primary Resources
"The Character of
Justinian and
Theodora" from Secret
History, "The Merits of
Turks," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople,"
"Report on Persia,
Persians, and Abbas I"
Critical Thinking
Transparencies
CT18, CT54; User’s
Guide, 9, 27
Geography
Transparencies
GT11, GT18; User’s
Guide, 6, 9
World Art and Cultures
Transparencies
AT22, AT23, AT30, AT39,
AT40; User’s Guide, 11,
12, 15, 20
Test Practice
Transparencies
TT38–TT40, TT65–TT67
2.07 Describe the rise and
achievements of African
civilizations, including but not
limited to Axum, Ghana, Kush,
Mali, Namibia, and Songhai.
PE/TE: 85–87, 190,
195–196, 198, 199–201,
204–205, 369–370,
371–377, 378–381
Add’l TE: 85–86, 201,
363A, 364–365, 368, 370,
372–377, 380–381, 897
Telescoping the Times
13, 26–27, 29–31, 57–59,
134
PE/TE: 85–87, 94–96,
101, 190, 192, 196, 198,
199, 201–202, 204–205,
206–207, 364, 372–377,
379–381, 382–383
Add’l TE: 84, 87, 189A,
191, 199–202, 204–205,
363D, 368, 371–375, 377,
381
In-Depth Resources
Unit 1: 52
Unit 2: 56, 57, 59, 62, 64,
65, 69, 70
Unit 3: 88, 91, 97, 100,
102
Access for Students
Acquiring English
43, 85, 86, 88–89, 152,
153, 154, 155
Workbook
30, 31, 55
Reading Study Guide
15–16, 22, 75–82,
139–146, 337–338, 341,
342, 345–346, 353, 354
Strategies for Test
Preparation
95–96
Electronic Library of
Primary Resources
"The Kushite Takeover,"
"An Assyrian Palace,"
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "How to Get
Rich Quickly"
Critical Thinking
Transparencies
CT15, CT18, CT44, CT51;
User’s Guide, 8, 9, 22, 26
Geography
Transparencies
GT8, GT15; User’s
Guide, 4, 8
World Art and Cultures
Transparencies
AT18, AT32, AT33;
User’s Guide, 9, 16, 17
Test Practice
Transparencies
TT16, TT29, TT54–TT56,
TT134
15
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (2) Emerging Civilizations—The learner will analyze the development of early civilizations in
Africa, Asia, Europe, and the Americas. (continued)
2.08 Evaluate the
achievements of the major
civilizations of the Americas
during the pre-Columbian epoch,
including but not limited to the
Aztecs, Incas, and Mayas.
PE/TE: 216–220,
221–223, 391–394,
395–398, 400–404, 406,
407–411
Add’l TE: 392–394,
397–398, 402–403,
408–410
Telescoping the Times
61–63
PE/TE: 220, 223, 224,
225, 392–394, 395, 397,
399, 402–403, 406,
408–409, 411, 412–413
Add’l TE: 392–394, 396,
398, 399, 401, 402–403,
406, 408–411
16
In-Depth Resources
Unit 1: 2, 3, 4, 5, 6, 10,
11, 12, 15, 16, 17
Unit 2: 72, 73, 78
Access for Students
Acquiring English
94, 95, 160, 161, 162,
163, 164
Workbook
57, 58, 59, 60
Reading Study Guide
147–156
Videos
- Building Empires: The
Rise of the Persians
and the Inca
Electronic Library of
Primary Resources
"The Anasazi"—Riddles
in the Ruins, "Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas
Critical Thinking
Transparencies
CT9, CT16, CT45; User’s
Guide, 8
Geography
Transparencies
GT9, GT16; User’s
Guide, 8
World Art and Cultures
Transparencies
AT19, AT20, AT35;
User’s Guide, 18
Test Practice
Transparencies
TT57–TT60
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government.
3.01 Trace the political and
social development of
monarchies and empires,
including but not limited to the
Ming and Manchu dynasties,
the Mongol Empire, the Ottoman
Empire, the Moghul Empire, and
the British Empire.
PE/TE: 83–85, 128–131,
146–152, 158–162,
173–176, 295–296,
297–298, 299–302,
303–307, 371–375,
407–411, 443–447,
448–450, 451–457,
469–473, 485–488,
513–515, 518–523,
531–535, 664–668,
685–688, 689, 701–703,
715–719, 720–723,
781–782, 785–787,
844–845, 885–889,
890–891, 892–895,
896–900
Add’l TE: 85, 131, 151,
295, 296, 300, 301, 373,
374, 375, 409, 447, 449,
452, 453, 454, 455, 457,
470, 471, 472, 666, 689,
702, 703, 704
Telescoping the Times
13, 18–19, 21–23, 25–26,
45–46, 58, 63, 69–71, 74,
81, 101–102, 105–107
PE/TE: 84, 128, 131, 149,
152, 162, 176, 296, 297,
298, 301, 302, 377, 411,
444, 445, 446, 447, 450,
451, 454, 457, 458, 459,
471, 472, 473, 666, 668,
686, 688, 689, 702, 705
Add’l TE: 84, 130, 148,
160, 174, 296, 297, 408,
444, 445, 446, 449, 452,
453, 454, 455, 470, 471,
472, 515, 666, 686, 688,
691, 702, 703, 704
17
In-Depth Resources
Unit 1: 52, 53, 54, 55, 56,
57, 60, 61, 62, 63, 65, 66,
67, 68
Unit 2: 21, 26, 28, 32, 36,
39, 45, 49, 52
Unit 3: 35, 42
Unit 4: 4, 11, 16, 35, 37,
38, 39, 41, 43, 44, 45, 48,
49, 50, 52, 54, 55, 59, 61
Unit 5: 4, 6, 10
Unit 6: 19, 23, 29
Access for Students
Acquiring English
40–42, 43, 44, 45, 46, 47,
48, 65, 70, 75, 121, 152,
155, 163, 180, 182, 183,
184, 190, 192, 193, 211,
213, 261, 265
Workbook
12, 13, 14, 15, 22, 26, 42,
60, 65, 67, 69, 78, 98
Reading Study Guide
19–20, 33–42, 58, 67–74,
77–78, 99–100, 107–112,
115–116, 117, 118,
133–134, 141–142,
149–156, 167–168,
171–174, 177–178, 193,
195–204, 219–222, 226,
259–268
Strategies for Test
Preparation
93–94
Videos
- Building Empires: The
Rise of the Persians
and the Inca
Electronic Library of
Primary Resources
"The Kushite Takeover,"
Agricola, Satyricon,
Arthasastra, Code of
Manu, Ten-ThousandWord Memorial, The
History of the World
Conqueror, "The
Tartars" from Travels of
Marco Polo, "The
Manners and Customs
of Early Japan, "The
Anasazi"—Riddles in
the Ruins, "Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "Descriptions of
the Turks and the
Christians," "Defeat of
the Spanish Armada"
Critical Thinking
Transparencies
CT14, CT16, CT18, CT21,
CT40, CT54; User’s
Guide, 7, 8, 9, 11, 20, 27
Geography
Transparencies
GT4, GT6, GT7, GT15,
GT16, GT18, GT26
World Art and Cultures
Transparencies
AT8, AT9, AT32, AT39,
AT40, AT46, AT47, AT54;
User’s Guide, 4, 5, 16,
20, 23, 24
Test Practice
Transparencies
TT12, TT19, TT22, TT24,
TT26, TT42, TT43, TT55,
TT60, TT65, TT66, TT67,
TT69, TT75, TT98,
TT101, TT104
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government. (continued)
3.02 Describe events in
Western Europe from the fall of
Rome to the emergence of
nation-states and analyze the
impact of these events on
economic, political, and social
life in medieval Europe.
PE/TE: 163, 313A, 314,
317–321, 322–326,
327–331, 332–335,
341–346, 347, 348,
349–351, 352–355,
356–361
Add’l TE: 163, 314, 323,
324, 325, 328, 329, 333,
338, 342, 345, 350, 353,
354, 357, 360, 361
Telescoping the Times
23, 49–51, 53–55
PE/TE: 163, 314, 317,
319, 321, 323–326, 329,
331, 333, 335, 336–337,
342, 344, 347, 350, 351,
353, 355, 357, 358,
361–362, 363
Add’l TE: 313C, 313D,
314, 315, 317, 318, 319,
320, 323, 324, 328, 330,
331, 333, 334, 337D, 339,
344, 350, 353, 354, 357,
359, 360
18
In-Depth Resources
Unit 3: 52, 53, 54, 55, 56,
57, 59, 60, 61, 66, 67, 68,
69, 70, 71, 72, 73, 74, 75,
77, 78, 79, 80, 81, 84, 86
Access for Students
Acquiring English
128–130, 131, 132, 133,
134, 135, 136, 138–140,
141, 142, 143, 144, 145,
146
Workbook
46, 47, 48, 49, 50, 51, 52,
53
Reading Study Guide
63–64, 66, 119–128
Videos
- Arming for War:
Modern and Medieval
Weapons
- The Spread of
Epidemic Disease:
Bubonic Plague and
Smallpox
Electronic Library of
Primary Resources
Life of Charlemagne,
Assizes of Romania,
"The Art of Courtly
Love," Investiture
Controversy, "The
Knight in Battle," "A
Description of the Most
Noble City of London,"
The Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt"
Critical Thinking
Transparencies
CT13, CT14, CT49;
User’s Guide, 7, 25
Geography
Transparencies
GT13, GT14; User’s
Guide, 7
World Art and Cultures
Transparencies
AT28, AT29, AT30, AT31;
User’s Guide, 14, 15, 16
Test Practice
Transparencies
TT46, TT47,TT 48, TT49,
TT50, TT52, TT53
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government. (continued)
3.03 Trace social, political,
economic, and cultural changes
associated with the
Renaissance, the Reformation,
the rise of nation-states, and
absolutism.
PE/TE: 416, 417–422,
423–427, 429–430,
433–436, 437
Add’l TE: 413A, 414,
420, 425, 430, 431, 434,
435, 437, 513–517,
518–522
Telescoping the Times
65–67
PE/TE: 419, 420, 422,
423, 425–427, 429, 430,
432, 434–436, 437, 438
Add’l TE: 422, 426, 430,
434, 437, 438
19
In-Depth Resources
Unit 4: 18, 19, 20, 21, 22,
23, 25, 26, 27, 28, 32, 29,
33, 34
Access for Students
Acquiring English
167–169, 170, 171, 172,
173, 174, 175
Workbook
61, 62, 63, 64
Reading Study Guide
157–166
Electronic Library of
Primary Resources
"The Art of Painting"
from Notebooks,
Ninety-Five Theses,
"The St. Bartholomew’s
Day Massacre,"
"Luther: Giant of His
Time and Ours"
Critical Thinking
Transparencies
CT17; User’s Guide, 9
Geography
Transparencies
GT17; User’s Guide, 9
World Art and Cultures
Transparencies
AT36, AT37, AT38;
User’s Guide, 18, 19
Test Practice
Transparencies
TT61, TT62, TT63, TT64
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government. (continued)
3.04 Examine European
exploration and analyze the
forces that caused and allowed
the acquisition of colonial
possessions and trading
privileges in Africa, Asia, and
the Americas.
PE/TE: 463–468, 483–489,
490–494, 495–499,
500–503, 685–689,
690–695, 696, 698–700,
701–705
Add’l TE: 459A, 460,
465, 470, 479A, 480, 489,
491, 492, 502, 681A, 682,
686, 694, 702
Telescoping the Times
73–79, 105–107
PE/TE: 462, 463, 468,
478–479, 485–486, 488,
489, 491, 494, 499, 501,
503, 504–505, 684, 685,
687, 688, 689, 695, 696,
704, 705
Add’l TE: 464, 467, 496,
497, 501, 686, 688, 691,
693, 702, 703
20
In-Depth Resources
Unit 4: 51, 52, 53, 54, 55,
57, 58, 59, 61, 63, 64, 65,
66, 67, 68, 69, 70, 71, 72,
73, 75, 77, 78, 79, 82, 83,
84
Unit 6: 37, 38, 39, 40, 42,
43, 45, 46, 47, 49, 50, 52,
54
Access for Students
Acquiring English
186–188, 189, 190, 191,
192, 193, 195–197, 198,
199, 200, 201, 202, 203,
267–269, 270, 271, 272,
273, 274, 275, 276
Workbook
68, 69, 70, 71, 72, 73, 74
Reading Study Guide
175–192
Videos
- Trade Connects the
World: Silk Roads and
the Pacific Rim
- The Geography of
Food: The Impact of
Potatoes and Sugar
Electronic Library of
Primary Resources
Letter to King George
III, "On the Destruction
of the Indies," Letter to
King Charles V of
Spain, Letter to the
King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "The Boer
War: The Suffering of
the Civilian Population,"
"Stanley finds
Livingstone," "Private
Company Rule in the
Congo," "Africa at the
Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen
Critical Thinking
Transparencies
CT19, CT20, CT55, CT56;
User’s Guide, 10, 28
Geography
Transparencies
GT19, GT20, GT27;
User’s Guide, 10, 14
World Art and Cultures
Transparencies
AT41, AT42, AT43, AT44,
AT58, AT59; User’s
Guide, 21, 22, 29, 30
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government. (continued)
3.05 Cite the effects of
European expansion on
Africans, pre-Columbian
Americans, Asians,
and Europeans.
PE/TE: 464, 466–468,
470, 473, 476, 477,
485–488, 494, 499, 501,
702, 703
Add’l TE: 460, 491, 501
Telescoping the Times
73–75, 77–79
PE/TE: 478, 479,
486–488, 501, 505
Add’l TE: 467, 472, 496,
501
21
In-Depth Resources
Unit 4: 51, 52, 53, 66, 67,
69, 77, 78, 79, 84
Access for Students
Acquiring English
186–188, 189, 190, 191,
195–197, 198, 199, 200,
201
Workbook
68, 69, 70, 72
Reading Study Guide
176, 178–179, 180,
183–192
Electronic Library of
Primary Resources
Letter to King George
III, Act of Seclusion,
"On the Destruction of
the Indies," Letter to
King Charles V of
Spain, Letter to the
King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof"
Critical Thinking
Transparencies
CT19, CT20; User’s
Guide, 10
World Art and Cultures
Transparencies
AT43, AT44; User’s
Guide, 22
Test Practice
Transparencies
TT68, TT69, TT70, TT71,
TT73, TT74
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (3) Monarchies and Empires—The learner will investigate significant events, people, and
conditions in the growth of monarchical and imperial systems of government. (continued)
3.06 Compare the influence of
religion, social structure, and
colonial export economies on
North and South American
societies.
PE/TE: 485–487, 490,
491, 493–494, 500–503
Add’l TE: 480, 485, 501
Telescoping the Times
77–79
PE/TE: 486, 488, 492,
494, 500, 501, 503
Add’l TE: 479A, 480,
487, 488, 502
In-Depth Resources
Unit 4: 68, 69, 70, 71, 77,
79, 84
Access for Students
Acquiring English
68, 69, 70–71, 72
Workbook
71, 72, 73, 74
Reading Study Guide
184, 186, 189–190, 192
Electronic Library of
Primary Resources
"On the Destruction of
the Indies," Letter to
King Charles V of
Spain, Letter to the
King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof"
Geography
Transparencies
GT20; User’s Guide, 10
World Art and Cultures
Transparencies
AT43; User’s Guide, 22
Test Practice
Transparencies
TT71, TT72, TT73, TT74
3.07 Evaluate the effects of
colonialism on Africa, the
Americas, Asia, and Europe.
PE/TE: 495–499, 500,
501–503, 563–564,
603–605, 607, 685–689,
690–695, 701–705,
706–709
Add’l TE: 496, 498, 501,
502, 600, 682, 686, 687,
691, 694, 702, 703, 704,
707
Telescoping the Times
78–79, 87, 93, 105–107
PE/TE: 496, 497, 499,
500–503, 604, 608, 682,
686–689, 690, 691,
693–695, 702, 704, 705,
707, 709, 710, 711
Add’l TE: 496, 497, 498,
500, 502, 601, 604, 683,
686, 687, 688, 689, 691,
694, 695, 697, 702, 703,
705, 707, 708
In-Depth Resources
Unit 4: 70, 71, 74, 78, 84
Unit 5: 22, 56
Unit 6: 37, 38, 40, 41, 42,
43, 45, 47, 48, 53, 54
Access for Students
Acquiring English
195–197, 198, 199, 200,
201, 202, 203, 222, 240,
270, 271, 273, 274, 275
Workbook
71, 72, 73, 74, 83, 89,
101, 102, 104, 105
Reading Study Guide
186, 187–188, 189–190,
192, 193–194, 227–228,
258, 259–260, 262,
263–264, 265–266,
267–268
Videos
- The Geography of
Food: The Impact of
Potatoes and Sugar
Electronic Library of
Primary Resources
"The Boer War: The
Suffering of the Civilian
Population," "Africa at
the Center," "The Rise
of the Color Bar,"
Hawaii’s Story by
Hawaii’s Queen
Critical Thinking
Transparencies
CT20, CT27, CT56, CT58,
CT63; User’s Guide, 10,
14, 18, 19, 32
World Art and Cultures
Transparencies
AT44, AT59; User’s
Guide, 22, 30
Geography
Transparencies
GT20, GT27; User’s
Guide, 10, 14
Test Practice
Transparencies
TT73, TT74, TT83, TT89,
TT101, TT102, TT104,
TT105
22
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism.
4.01 Analyze the causes and
assess the influence of
seventeenth to nineteenth
century political revolutions in
England, North America, and
France on individuals, governing
bodies, church-state relations,
and diplomacy.
PE/TE: 536–539, 563–567,
573–576, 577–583,
584–588, 597
Add’l TE: 566, 574, 582
Telescoping the Times
83, 87, 89–91
PE/TE: 537, 539, 540,
541, 563–568, 574, 576,
577, 578, 580, 582, 583,
585, 587, 597
Add’l TE: 537, 538, 565,
566, 574, 580, 585
23
In-Depth Resources
Unit 5: 5, 11, 12, 17, 18,
22, 30, 38, 39, 40, 45, 46,
47, 48, 52, 53, 54
Access for Students
Acquiring English
212, 214, 222, 229, 230,
231, 235
Workbook
79, 83, 85, 86, 87
Reading Study Guide
133–134, 138, 201–202,
203, 204, 211–212, 214,
215–220, 223–224, 225,
226
Electronic Library of
Primary Resources
"The Restoration of
Charles II," Memoirs of
Élisabeth Vigée-Lebrun,
"Execution by
Guillotine," "Frenchmen,
Is This What You
Want?," Ten Days That
Shook the World
Critical Thinking
Transparencies
CT23, CT57, CT58;
User’s Guide, 12, 29
Geography
Transparencies
GT23, GT30; User’s
Guide, 12, 15
World Art and Cultures
Transparencies
AT50, AT65; User’s
Guide, 25, 33
Test Practice
Transparencies
TT79, TT83, TT84, TT85,
TT86, TT88
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued)
4.02 Describe the changes in
economies and political control
in nineteenth century Africa,
Asia, Europe, and the Americas.
PE/TE: 573–576, 577–583,
584–588, 592, 593–596,
597, 600–601, 603–608,
609–612, 613, 618,
633–637, 638–642,
643–646, 682, 685–689,
690–695, 701–705,
706–709
TE: 574, 582, 594, 595,
600, 604, 605, 606, 611,
616, 617, 630, 634, 640,
642, 646, 686, 687, 694,
702, 703, 704, 707
Telescoping the Times
89–91, 93–95, 97–98,
105–107
PE/TE: 559, 574, 576,
577, 578, 580, 582, 583,
585, 587, 595, 597, 600,
605, 606, 607, 608, 611,
612, 613–618, 634, 635,
637, 639, 640, 641, 644,
645, 646, 683, 685, 687,
688, 689, 690, 691, 693,
695, 702, 704, 705, 706,
707, 709, 710, 711
TE: 574, 580, 585, 594,
595, 599D, 600, 601, 607,
610, 611, 614, 615, 617,
629D, 631, 634, 635, 636,
639, 640, 641, 644, 645,
687, 688, 691, 693, 694,
702, 703, 707, 708
24
In-Depth Resources
Unit 5: 38, 39, 40, 41, 45,
46, 47, 48, 52, 53, 54, 57,
64
Unit 6: 1, 2, 3, 4, 6, 8, 9,
10, 11, 37, 38, 40, 41, 42,
43, 45, 46, 47, 48, 49, 50,
52, 53, 54
Access for Students
Acquiring English
226–228, 229, 230, 231,
232, 233, 234, 235, 241,
247–249, 250, 251, 252,
253, 270, 271, 273, 274,
276
Workbook
85, 86, 87, 88, 90, 93, 94,
95, 96, 101, 102, 103,
104, 105
Reading Study Guide
227–232, 235, 236,
237–246, 247–250,
257–277, 269–278
Videos
- Struggling toward
Democratic
Revolutions in Latin
America and South
Africa
Electronic Library of
Primary Resources
The Letters of
Napoleon I,
"Frenchmen, Is This
What You Want?,"
"Child Labor in the
Mines," "The
Sentencing of the
Luddites," A New
England Girlhood,
Communist Manifesto,
"How I Served My
Apprenticeship," "The
Boer War: The
Suffering of the Civilian
Population," "Private
Company Rule in the
Congo," "Africa at the
Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen
Critical Thinking
Transparencies
CT25, CT27, CT61, CT63,
CT75; User’s Guide, 13,
14, 31, 32
Geography
Transparencies
GT23, GT27; User’s
Guide, 12, 14
World Art and Cultures
Transparencies
AT50, AT59; User’s
Guide, 25, 30
Test Practice
Transparencies
TT84, TT85, TT86, TT88,
TT89, TT90, TT91, TT93,
TT94, TT95, TT101,
TT102, TT104, TT105
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued)
4.03 Evaluate the growth of
nationalism as a contributor to
nineteenth century European
revolutions in areas such as the
Balkans, France, Germany, and
Italy.
PE/TE: 609–612,
613–615
Add’l TE: 610, 611, 617
Telescoping the Times
93–95
PE/TE: 611, 612, 613, 617
Add’l TE: 610, 611
In-Depth Resources
Unit 5: 57, 58, 61, 65, 66
Access for Students
Acquiring English
241, 242, 245
Workbook
90, 91
Reading Study Guide
227–232, 235, 236
Electronic Library of
Primary Resources
Address to the Second
National Congress of
Venezuela, 1819,
"Duties of Country"
Critical Thinking
Transparencies
CT24; User’s Guide, 12
Geography
Transparencies
GT24; User’s Guide, 12
Test Practice
Transparencies
TT90, TT91
4.04 Examine the causes and
effects of the Russian
Revolution and its effect on
Russia and the world.
PE/TE: 769–774, 775–780
Add’l TE: 766, 771, 778
Telescoping the Times
117–118
PE/TE: 769, 770, 772,
774, 776, 777, 778, 780,
790
Add’l TE: 770, 772, 776,
777
In-Depth Resources
Unit 7: 19, 23, 26, 34
Access for Students
Acquiring English
301, 302, 306
Workbook
114, 115
Reading Study Guide
289–292, 297, 298
Electronic Library of
Primary Resources
Ten Days That Shook
the World, 1984
Geography
Transparencies
GT30; User’s Guide, 15
World Art and Cultures
Transparencies
AT65; User’s Guide, 33
Test Practice
Transparencies
TT114, TT115
25
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (4) Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued)
4.05 Evaluate the causes and
effectiveness of nineteenth and
twentieth century nationalistic
movements that challenged
European domination in Africa,
Asia, and Latin America.
PE/TE: 715–719,
729–733, 785–789,
885–889, 892–895,
896–900, 916–920
Add’l TE: 716, 718, 730,
731, 732, 786, 787, 788,
848, 882, 886, 888, 889,
893, 894, 897, 898, 899,
908, 918, 919
Telescoping the Times
109, 111, 119, 133–134,
137–138
PE/TE: 716–719,
730–733, 734–735,
787–788, 789, 790–791,
885–886, 889, 893, 894,
895, 896, 898–900,
906–907, 916–920
Add’l TE: 732, 786, 788,
850, 883, 886, 887, 888,
893, 897, 898, 899, 907C,
917, 918, 919, 920
26
In-Depth Resources
Unit 6: 58, 59, 65, 66, 70
Unit 7: 22, 29
Unit 8: 20, 21, 22, 24, 25,
27, 28, 29, 31, 32, 34, 36,
38, 46, 53
Access for Students
Acquiring English
284, 285, 304, 343, 344,
345, 347, 348, 354
Workbook
109, 117, 132, 133, 134,
137
Reading Study Guide
295–296, 297, 333–338,
341, 342
Videos
- Struggling toward
Democratic
Revolutions in Latin
America and South
Africa
Electronic Library of
Primary Resources
"Alamo Massacre,"
Autobiography of a
Chinese Girl,
"Nonviolence," Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together"
Critical Thinking
Transparencies
CT30, CT64, CT66;
User’s Guide, 15, 32, 33
Geography
Transparencies
GT34; User’s Guide, 17
World Art and Cultures
Transparencies
AT62, AT66, AT74, AT77;
User’s Guide, 31, 33, 37,
39
Test Practice
Transparencies
TT109, TT117, TT132,
TT133, TT134, TT137
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations.
5.01 Analyze the causes and
course of World War I and
assess its consequences.
PE/TE: 743–746,
747–751, 753–754,
761–763, 770–774,
777–780
Add’l TE: 744, 762, 778
Telescoping the Times
113–118
PE/TE: 743, 761, 762,
772, 774, 779
Add’l TE: 744, 746, 761,
763, 777
In-Depth Resources
Unit 7: 1, 2, 3, 4, 5, 6, 8,
9, 10, 11, 12, 14, 15, 16,
17, 18
Access for Students
Acquiring English
288–290, 291, 292, 293,
294, 295, 296
Workbook
110, 111, 112, 113, 114,
115
Reading Study Guide
279–288, 289–292
Electronic Library of
Primary Resources
"Death Comes to
Sarajevo," "The German
Army Marches
Through Brussels," "A
Suffolk Farmhand at
Gallipoli," The Fourteen
Points
Critical Thinking
Transparencies
CT29, CT65; User’s
Guide, 15, 33
Geography
Transparencies
GT29; User’s Guide, 15
World Art and Cultures
Transparencies
AT63, AT64; User’s
Guide, 32
Test Practice
Transparencies
TT110, TT112, TT113,
TT114, TT115
5.02 Assess the significance
of the war experience on global
foreign and domestic policies of
the 1920s and 1930s.
PE/TE: 771, 785–789,
801–803, 805, 807–810,
811, 814
Add’l TE: 766, 792, 802,
804, 809
Telescoping the Times
117, 119, 121–123
PE/TE: 786, 789, 790,
791, 801, 802, 807, 809,
810, 812, 815, 816, 817
Add’l TE: 802, 806, 809,
812
In-Depth Resources
Unit 7: 19, 22, 34, 36, 38,
39, 40, 45
Access for Students
Acquiring English
304, 312, 313, 314
Workbook
114, 117, 119, 120, 121
Reading Study Guide
290, 299–308
Electronic Library of
Primary Resources
"The Death of God,"
"Famine in Russia"
Critical Thinking
Transparencies
CT31; User’s Guide, 16
World Art and Cultures
Transparencies
AT69; User’s Guide, 35
Test Practice
Transparencies
TT114, TT117, TT119,
TT120, TT121
27
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. (continued)
5.03 Analyze the causes and
course of World War II and
evaluate it as the end of one era
and the beginning of another.
PE/TE: 762, 777–780,
807–810, 811–814,
821–845, 855–857
Add’l TE: 778, 779, 808,
814, 822, 823, 824, 825,
828, 829, 830, 832, 833,
834, 837, 838, 839, 840,
841
Telescoping the Times
115, 118, 122–123,
125–12
PE/TE: 762, 779, 807,
809, 810, 811, 813, 815,
822, 826, 828, 829, 830,
831, 834, 836, 837, 840,
841, 845, 856
Add’l TE: 763, 776, 777,
808, 809, 812, 813, 822,
824, 825, 828, 829, 832,
833, 836, 837, 838, 839,
841, 843, 856, 857
In-Depth Resources
Unit 7: 4, 11, 17, 20, 38,
39, 40, 41, 45, 46, 53, 54,
55, 56, 57, 58, 60, 62, 63,
64, 65, 66, 69, 70
Unit 8: 1, 13, 18, 19
Access for Students
Acquiring English
294, 302, 308–310, 311,
312, 313, 314, 329, 332
Workbook
113, 115, 119, 120, 121,
122, 123, 124, 125, 126,
127
Reading Study Guide
305–320
Electronic Library of
Primary Resources
Memos on the Aims of
Germany and Japan,
Speech in the House of
Commons, "Blood, Toil,
Tears, and Sweat,"
"Japanese Attack Sinks
HMS Repulse," Affidavit
Given at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy
Critical Thinking
Transparencies
CT29, CT31, CT32, CT65,
CT67, CT68; User’s
Guide, 15, 16, 33, 34
Geography
Transparencies
GT29, GT30, GT31,
GT32, GT33; User’s
Guide, 15, 16, 17
World Art and Cultures
Transparencies
AT70, AT71; User’s
Guide, 35, 36
Test Practice
Transparencies
TT113, TT115,
TT120–TT127
5.04 Trace the course of the
Cold War and assess its impact
on the global community
including but not limited to the
Korean War, the satellite
nations of Eastern Europe, and
the Vietnam War.
PE/TE: 855–860, 861,
863–864, 866–867,
868–870, 871, 872–873,
874–875, 876–879
Add’l TE: 852, 858, 859,
860, 867, 868, 869, 870,
872, 873, 874, 875, 877
Telescoping the Times
129–131
PE/TE: 856–860, 861,
863, 865, 867–870,
870–875
Add’l TE: 851C, 853, 856,
857, 858, 859, 863, 867,
868, 869, 870, 872, 873,
874
In-Depth Resources
Unit 8: 1, 4, 5, 7, 11, 12,
13, 17
Access for Students
Acquiring English
329, 330–331, 332, 333,
334, 335, 336, 338
Workbook
127, 130, 131
Reading Study Guide
321–332
Electronic Library of
Primary Resources
Peace Without
Conquest, 444 Days:
The Hostages
Remember, Speech on
Stalin by Nikita
Khrushchev, A
Student’s Diary
Critical Thinking
Transparencies
CT33, CT69; User’s
Guide, 17, 35
Geography
Transparencies
GT33; User’s Guide, 17
World Art and Cultures
Transparencies
AT73; User’s Guide, 37
Test Practice
Transparencies
TT127, TT128, TT129,
TT130
28
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (5) Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. (continued)
5.05 Examine governmental
policies, such as the KelloggBriand Pact, which were
established and the role of
organizations including the
League of Nations and the
United Nations to maintain
peace, and evaluate their
continuing effectiveness.
PE/TE: 760–763,
802–803, 811–815,
855–856, 867, 870,
878–879, 895, 902,
952–953
Add’l TE: 761, 762, 856,
953
Telescoping the Times
115, 121–122, 129,
133–135, 139, 142–143
PE/TE: 760, 761, 763,
764, 812, 815, 817, 902,
954
Add’l TE: 761, 856, 953
In-Depth Resources
Unit 7: 4, 11, 16, 17
Unit 8: 1, 13, 18, 19, 57,
69
Access for Students
Acquiring English
290, 294, 332, 366
Workbook
113, 127, 143
Reading Study Guide
285–286, 288, 321,
359–360, 364
Electronic Library of
Primary Resources
The Fourteen Points,
"The Making of a
Terrorist"
Critical Thinking
Transparencies
CT29, CT65; User’s
Guide, 15, 33
Geography
Transparencies
GT33; User’s Guide, 17
Test Practice
Transparencies
TT113, TT119, TT127,
TT133, TT135, TT143
COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization
in various societies throughout time in order to understand the shifts in power and status that have occurred.
6.01 Compare the conditions,
racial composition, and status
of social classes, castes, and
slaves in world societies and
analyze changes in those
elements.
PE/TE: 30–31, 37–38, 63,
146, 151, 279, 324,
446–447, 495–499, 573,
574, 638–640, 685,
686–687, 689, 693,
701–703, 703–705,
885–889, 895, 911–914,
916–920
Add’l TE: 63, 496, 498,
574, 639, 640, 686, 702,
703, 888, 912, 919
Telescoping the Times
5–6, 9–10, 21–22, 43,
49–50, 69–70, 78–79, 89,
97–98, 105–107,
133–134, 137–138
PE/TE: 152, 446, 497,
499, 574, 639, 640, 687,
689, 693, 889, 911, 912,
915, 920
Add’l TE: 30, 151, 324,
447, 496, 497, 498, 574,
639, 640, 687, 693, 703,
917, 918
29
In-Depth Resources
Unit 4: 70, 78
Unit 5: 37, 52
Unit 6: 6, 9, 37, 42, 45,
47
Unit 8: 37, 38, 43, 45, 46,
53
Access for Students
Acquiring English
229, 251, 270, 273, 354,
359
Workbook
73, 84, 101, 136, 137
Reading Study Guide
16, 24, 30, 58, 95, 101,
121–122, 144, 149, 152,
168, 180, 184, 187–188,
200, 215–216, 227–228,
239–240, 244, 258, 264,
289–290, 334
Electronic Library of
Primary Resources
"Child Labor in the
Mines," A New
England Girlhood, "How
I Served My
Apprenticeship," "The
Rise of the Color Bar"
Critical Thinking
Transparencies
CT20, CT27; User’s
Guide, 10, 14
Geography
Transparencies
GT25, GT27; User’s
Guide, 13, 14
World Art and Cultures
Transparencies
AT44, AT50, AT59, AT77;
User’s Guide, 22, 25, 30,
39
Test Practice
Transparencies
TT4, TT5, TT9, TT22,
TT40, TT47, TT65, TT73,
TT84, TT94, TT101,
TT102, TT104, TT132,
TT133, TT136, TT137
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued)
6.02 Analyze causes and
results of ideas regarding
superiority and inferiority in
society and how those ideas
have changed over time.
PE/TE: 30–31, 37–38, 63,
151, 291, 324, 325, 331,
349, 446, 493–494,
495–499, 573, 574,
604–605, 686–687, 689,
691, 785, 810, 831–841,
916–920
Add’l TE: 151, 496, 498,
574, 605, 691, 694, 809,
832, 833, 834, 919
Telescoping the Times
5–6, 9–10, 21–22, 45,
49–50, 53–54, 69–70,
78–79, 89, 93, 105–106,
119, 122–123, 126,
137–138
PE/TE: 291, 324, 331,
349, 446, 494, 495, 499,
504, 505, 574, 605, 686,
689, 691, 831, 834, 920
Add’l TE: 446, 496, 498,
574, 604, 687, 691, 832,
833, 917, 918
In-Depth Resources
Unit 4: 70, 78
Unit 5: 37, 52, 67
Unit 6: 37, 38, 45, 54
Unit 7: 39, 46, 56, 64, 66
Unit 8: 38, 46, 53
Access for Students
Acquiring English
230, 354
Workbook
73, 84, 85, 101, 102, 120,
124, 137
Reading Study Guide
187–188, 215–216,
227–228, 257–258, 267,
313–314, 346
Electronic Library of
Primary Resources
Letter to the King of
Portugal, Affidavit
Given at Nuremberg
Critical Thinking
Transparencies
CT20, CT75; User’s
Guide, 10, 38
World Art and Cultures
Transparencies
AT44, AT69; User’s
Guide, 22, 25
Test Practice
Transparencies
TT4, TT5, TT9, TT22,
TT40, TT47, TT51, TT65,
TT72, TT73, TT84, TT89,
TT101, TT102, TT117,
TT120, TT124, TT125,
TT137
6.03 Trace the changing
definitions of citizenship and
the expansion of suffrage.
PE/TE: 30–31, 116–118,
120–121, 142–143, 324,
331, 446–447, 659–662,
666–667, 671
Add’l TE: 331, 336,
551–552, 553–554, 568,
577, 621, 666, 720, 798
Telescoping the Times
5, 17–18, 21, 45, 49–50,
69–70, 101–102
PE/TE: 32, 119, 120, 142,
143, 288, 331, 447, 567,
660, 668, 798
Add’l TE: 30, 143, 324,
446, 447, 562, 660
In-Depth Resources
Unit 1: 17, 25
Unit 2: 2, 11, 13, 19, 20
Unit 3: 34, 53, 54, 59, 60,
68
Unit 4: 35
Unit 6: 18, 19, 23, 26, 29
Access for Students
Acquiring English
54, 55, 64, 120, 133, 180,
260, 261
Workbook
4, 17, 21, 41, 47, 48, 65,
97, 98
Reading Study Guide
46, 55–56, 64, 124, 168,
247–248, 252
Electronic Library of
Primary Resources
Code of Hammurabi
Critical Thinking
Transparencies
CT13; User’s Guide, 7
Geography
Transparencies
GT5, GT26; User’s
Guide, 3, 13
Test Practice
Transparencies
TT4, TT17, TT21, TT47,
TT48, TT65, TT97, TT98
30
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued)
6.04 Relate the dynamics of
state economies to the well
being of their members and to
changes in the role of
government.
PE/TE: 287, 325–326,
348, 359, 409–410,
514–516, 523, 574, 585,
634, 763, 770, 802,
804–805, 912, 949–950
Add’l TE: 409, 510, 792,
802, 804
Telescoping the Times
45, 49–50, 53–55, 63,
81–82, 89–91, 97, 115,
117, 121–122, 137,
141–142
PE/TE: 287, 325, 348,
359, 515, 517, 634, 770,
805, 806, 912
Add’l TE: 359, 409, 516,
523, 574, 585, 770, 802,
803, 805, 949
In-Depth Resources
Unit 3: 53, 74
Unit 5: 2
Unit 6: 1
Unit 7: 4, 11, 17, 23, 38,
41, 45
Unit 8: 56
Access for Students
Acquiring English
132, 250, 312, 365
Workbook
47, 76, 93, 113, 119, 142
Reading Study Guide
108, 122, 128, 131–132,
136, 154, 193, 194, 196,
215–216, 220, 237–240,
246, 284, 286, 289–290,
301–302, 308, 357–358,
364
Electronic Library of
Primary Resources
Essay on Forms of
Government, "Famine in
Russia"
Critical Thinking
Transparencies
CT16, CT29, CT65;
User’s Guide, 8, 15, 33
Geography
Transparencies
GT12, GT16, GT36;
User’s Guide, 6, 8, 18
Test Practice
Transparencies
TT41, TT47, TT51, TT53,
TT60, TT75, TT76, TT84,
TT86, TT93, TT113,
TT114, TT119, TT136,
TT142
6.05 Analyze issues such as
ecological/environmental
concerns, political instability,
and nationalism as challenges
to which societies must
respond.
PE/TE: 608–610, 743,
807, 901–905, 912–915,
917–918, 928, 949–950,
960–961, 968, 969
Add’l TE: 600, 903
Telescoping the Times
93–94, 113, 122–123,
135, 137–139, 141–143
PE/TE: 608, 743, 902,
903, 905, 906, 929, 950
Add’l TE: 902, 903, 949,
961, 964
In-Depth Resources
Unit 5: 57
Unit 7: 1, 39, 53
Unit 8: 23, 30, 35, 56, 58,
60, 63, 66
Access for Students
Acquiring English
241, 291, 313, 346, 365
Workbook
90, 110, 120, 135, 142,
144
Reading Study Guide
227–228, 279–280, 303,
339–340, 343–344, 346,
349–350, 358
Electronic Library of
Primary Resources
Radio Address from
New Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears"
Critical Thinking
Transparencies
CT31, CT34, CT70, CT79;
User’s Guide, 16, 17, 35
World Art and Cultures
Transparencies
AT76, AT79; User’s
Guide, 38, 40
Test Practice
Transparencies
TT89, TT90, TT110,
TT120, TT135, TT136,
TT139, TT142, TT144
31
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (6) Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. (continued)
6.06 Trace the development of
internal conflicts due to
differences in religion, race,
culture, and group loyalties in
various areas of the world.
PE/TE: 123–124, 153,
155, 428, 429–436,
513–514, 518–519,
526–528, 603, 604,
670–672, 703–705, 743,
785–786, 810, 831–834,
901–905, US7–US9
Add’l TE: 155, 430, 434,
436, 605, 671, 703, 704,
786, 832, 833, 834, 902,
903, 905
Telescoping the Times
18, 22, 66–67, 81–82, 93,
102–103, 106–107, 113,
119, 122–123, 126, 135
PE/TE: 123, 154, 429,
432, 434, 435, 436, 518,
526, 604, 670, 671, 704,
743, 831, 832, 834, 901,
902, 903, 905
Add’l TE: 123, 429, 430,
509C, 527, 604, 670, 671,
703, 832, 834, 902, 903,
905
32
In-Depth Resources
Unit 2: 7, 22, 29
Unit 4: 20, 21, 28
Unit 5: 2, 3, 56, 67
Unit 6: 20, 47
Unit 7: 1, 22, 46, 56, 64,
66
Unit 8: 23, 30, 35
Access for Students
Acquiring English
59, 66, 172, 173, 174,
209, 210, 240, 262, 291,
304, 346
Workbook
23, 63, 64, 76, 77, 89, 99,
110, 117, 124, 135
Reading Study Guide
48, 60, 162–164, 166,
193, 195–197, 227–228,
231–232, 264, 279,
295–296, 313–314,
339–340, 346
Electronic Library of
Primary Resources
"The Athenians and the
Spartans," Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "The Irish Potato
Famine," A Message to
Congress on Indian
Policy, "The Boer War:
The Suffering of the
Civilian Population,"
"The Rise of the Color
Bar," "Hawaii’s Story by
Hawaii’s Queen,"
Affidavit Given at
Nuremberg, Radio
Address from New
Delhi, "Enough of Blood
and Tears"
Critical Thinking
Transparencies
CT34, CT53, CT70;
User’s Guide, 17, 27, 35
Geography
Transparencies
GT17, GT27; User’s
Guide, 9, 14
World Art and Cultures
Transparencies
AT31, AT76; User’s
Guide, 15, 38
Test Practice
Transparencies
TT18, TT23, TT63, TT64,
TT75, TT76, TT89, TT99,
TT104, TT110, TT117,
TT120, TT124, TT135
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and
long-term consequences of the development of new technology.
7.01 Assess the degree to
which discoveries, innovations,
and technologies have
accelerated change.
PE/TE: 9, 12, 286,
348–350, 426, 427, 465,
550, 633–637, 638–656,
673–679, 798, 800, 941,
945–946, 988–989
Add’l TE: 24, 542, 674,
938, 944
Telescoping the Times
53–54, 85, 97–99, 103,
141–142
PE/TE: 9, 22, 427, 634,
637, 640, 674, 798, 943,
944
Add’l TE: 634, 640, 942
In-Depth Resources
Unit 1: 2, 11
Unit 4: 67
Unit 6: 1, 2, 6, 8, 21, 22,
28, 31, 35, 36
Unit 7: 37
Unit 8: 55
Access for Students
Acquiring English
250, 251, 263, 264, 364
Workbook
93, 94, 100, 141
Reading Study Guide
131–132, 237–246,
253–254, 256, 355–258,
361–362, 364
Strategies for Test
Preparation
99–100
Videos
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
Electronic Library of
Primary Resources
"A Description of the
Most Noble City of
London," Journal of the
Voyage of HMS Beagle
Critical Thinking
Transparencies
CT26, CT62; User’s
Guide, 13, 31
Geography
Transparencies
GT14, GT25; User’s
Guide, 7, 13
7.02 Examine the causes and
effects of scientific revolutions
and cite their major costs and
benefits.
PE/TE: 38–39, 44,
165–166, 348–351, 464,
545–550, 633–646,
648–652, 656, 672,
673–679, 749–750, 795,
798–800, 859–860,
941–948
Add’l TE: 24, 44, 167,
542, 547, 549, 634, 636,
640, 648, 649, 674, 675,
678, 740, 750, 792, 938,
942
Telescoping the Times
5–6, 23, 53–54, 73–74,
85, 97–99, 102–103,
113–114, 121, 141–142
PE/TE: 44, 167, 348, 351,
546, 549, 550, 633, 634,
636, 637, 639, 640, 645,
646, 648, 652, 653, 654,
672, 674, 675, 678, 679,
680, 681, 751, 795, 800,
860, 942, 943, 944, 946,
947
Add’l TE: 165, 464, 547,
548, 549, 634, 637, 640,
644, 648, 650, 651, 674,
675, 678, 798, 859, 937C,
942, 943, 946
In-Depth Resources
Unit 1: 19, 34
Unit 3: 71
Unit 5: 19, 24, 31, 34
Unit 6: 1, 2, 3, 6, 8, 9, 15,
16
Unit 7: 37
Unit 8: 1, 13, 55, 56, 62
Access for Students
Acquiring English
142, 219, 250, 251, 252,
255, 263, 264, 311, 332,
364, 365
Workbook
6, 51, 80, 93, 94, 95, 116,
117, 118, 127, 141, 142
Reading Study Guide
16, 18, 64, 131–132,
175–176, 205–206, 214,
237–246, 253–254, 282,
299, 322, 355–356
Strategies for Test
Preparation
99–100
Videos
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
Electronic Library of
Primary Resources
"A Description of the
Most Noble City of
London," "Of Studies,"
"Child Labor in the
Mines," "The Sentencing
of the Luddites," A New
England Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship," Journal
of the Voyage of HMS
Beagle, "The Death of God"
Critical Thinking
Transparencies
CT22, CT25, CT26, CT61,
CT62, CT80; User’s
Guide, 11, 13, 31
Geography
Transparencies
GT14, GT22, GT25;
User’s Guide, 7, 11, 13
World Art and Cultures
Transparencies
AT13, AT14, AT48, AT54,
AT55, AT67, AT68; User’s
Guide, 7, 24, 27, 28, 34
Test Practice
Transparencies
TT5, TT6, TT25, TT51,
TT80, TT93–TT96, TT99,
TT100, TT111, TT118,
TT127, TT141
33
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and
long-term consequences of the development of new technology. (continued)
7.03 Examine the causes and
effects of industrialization and
cite its major costs and
benefits.
PE/TE: 632, 633–634,
635–652, 653, 655
Add’l TE: 632, 634, 637,
639, 643, 644, 649, 655
Telescoping the Times
97–99
PE/TE: 632, 634, 637,
639, 640, 642, 644, 646,
648, 649, 651, 652
Add’l TE: 634, 636, 640,
641, 642, 644, 648, 651,
652
34
In-Depth Resources
Unit 6: 1,2, 3, 4, 5, 6, 8,
9, 10, 11, 12, 15, 16, 17
Access for Students
Acquiring English
247, 249, 250, 251, 252,
253, 254, 255
Workbook
93, 94, 95, 96
Reading Study Guide
237–246
Strategies for Test
Preparation
99–100
Videos
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
Electronic Library of
Primary Resources
"Child Labor in the
Mines," "The
Sentencing of the
Luddites," A New
England Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship"
Critical Thinking
Transparencies
CT25, CT61; User’s
Guide, 13, 31
Geography
Transparencies
GT25; User’s Guide, 13
World Art and Cultures
Transparencies
AT54, AT55; User’s
Guide, 27, 28
Test Practice
Transparencies
TT93, TT94, TT95, TT96
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (7) Technology and Changing Global Connections—The learner will consider the short- and
long-term consequences of the development of new technology. (continued)
7.04 Describe significant
characteristics of global
connections created by
technological change, and
assess the degree to which
cultures participate in that
change.
PE/TE: 466–468,
500–503, 685–689,
945–951
Add’l TE: 501, 502, 682,
686, 689, 946, 947, 948,
949
Telescoping the Times
79, 105, 141–142
PE/TE: 500, 503, 685,
689, 946, 951
Add’l TE: 501, 502, 503,
686, 687, 688, 946, 948,
949, 950
35
In-Depth Resources
Unit 4: 71, 73, 84
Unit 6: 37, 43, 45, 49
Unit 8: 56, 59, 60, 63, 66
Access for Students
Acquiring English
201, 203
Workbook
74, 101, 142
Reading Study Guide
189–190, 257–258,
357–358
Videos
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
- Cultural Crossroads:
The United States and
the World
Electronic Library of
Primary Resources
"On the Destruction of
the Indies," Letter to
King Charles V of
Spain, Letter to the
King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "The Boer
War: The Suffering of
the Civilian Population"
Critical Thinking
Transparencies
CT56; User’s Guide, 23
Geography
Transparencies
GT20, GT36; User’s
Guide, 10, 18
World Art and Cultures
Transparencies
AT79; User’s Guide, 40
Test Practice
Transparencies
TT74, TT101, TT142
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and
traditions on current global events and issues.
8.01 Trace developments in
literary, artistic, and religious
traditions over time as legacies
of past societies or as cultural
innovations.
PE/TE: 114, 121–123,
134–135, 164–167,
243–244, 246–247,
252–264, 276, 280, 376,
398, 403, 410, 417–422,
423–427, 619–623,
674–675
Add’l TE: 413D, 414,
418, 419, 420, 421, 424,
425, 426, 620, 621, 622
Telescoping the Times
65–66, 95, 103
PE/TE: 114, 122, 125,
136–137, 167, 168–169,
247, 248–249, 265, 399,
417, 422, 423, 427, 619,
624, 625, 674
Add’l TE: 418, 419, 421,
424, 425, 426, 620, 621,
674
In-Depth Resources
Unit 1: 27, 28, 29, 42, 43,
44, 45, 46, 47, 51, 62, 63
Unit 2: 5, 9, 10, 11, 13, 14,
24, 28, 32, 46, 49, 61, 65
Unit 3: 7, 11, 25, 27, 44,
45, 46, 47, 60, 65, 81, 94
Unit 4: 18, 19, 23, 25, 26,
29, 32, 34, 61
Unit 5: 26, 27, 29, 31, 49,
59, 71
Unit 7: 37, 48
Access for Students
Acquiring English
170, 171, 243
Workbook
61, 62, 92
Reading Study Guide
157–160, 233–234, 236, 254
Electronic Library of
Primary Resources
"The Art of Painting"
from Notebooks, "Kubla
Khan," Frankenstein
Critical Thinking
Transparencies
CT60; User’s Guide, 30
World Art and Cultures
Transparencies
AT36, AT37, AT38, AT53;
User’s Guide, 18, 19, 27
Test Practice
Transparencies
TT61, TT62, TT92, TT100
8.02 Compare major Eastern
and Western beliefs and
practices, including but not
limited to Buddhism, Christianity,
Confucianism, Hinduism, Islam,
Judaism, and Shintoism, and
locate their regions of
predominance.
PE/TE: 62–65, 72–74, 77,
97–98, 153–154, 155,
156–157, 177–178,
183–184, 200–201,
233–241, 250–264,
272–273, 303–304,
318–319, 332–333,
372–373, 428–430,
431–432, 433–436,
476–477, 890–891
Add’l TE: 65, 73, 75, 98,
155, 157, 235, 236, 239,
252–253, 254–255,
256–257, 258–259,
260–261, 262–263, 264,
319, 429, 434
Telescoping the Times
9–10, 12, 15, 22, 26–27,
30, 37–38, 41–42, 46–47,
49, 51, 58, 66–67, 75, 133
PE/TE: 63, 65, 66, 73, 77,
98, 99, 178, 265, 273, 307
Add’l TE: 63, 64, 65, 66,
74, 154, 155, 156, 235,
236, 239, 254, 255, 257,
258, 260, 272, 319, 333,
429, 430, 434
In-Depth Resources
Unit 1: 36, 38, 40, 41, 45,
47, 49, 51, 55, 61
Unit 2: 23, 40, 46, 69
Unit 3: 1, 2, 3, 4, 5, 7, 8,
10, 11, 14, 15, 16, 18, 21,
37, 55, 57, 88
Unit 4: 20, 22, 27, 28, 33,
63
Access for Students
Acquiring English
34, 36, 38, 46, 66, 76,
99–101, 102, 103, 104,
105, 106, 123, 134, 152,
172, 174
Workbook
9, 11, 15, 24, 27, 35, 36,
37, 38, 44, 49, 63
Reading Study Guide
25–26, 29–30, 39–40,
59–60, 69–70, 91–94, 97,
98, 100, 113, 120,
125–126, 142, 161–166,
334
Electronic Library of
Primary Resources
"Hymn 129" from Rig
Veda, Life of Gotama
the Buddha, the Book
of Genesis and the
Book of Exodus from
King James Bible,
Gospel According to
Matthew from King
James Bible, the
Qur’an, "Pilgrimage to
Mecca," The Life and
Letters of St. Francis
Xavier
Critical Thinking
Transparencies
CT3, CT8, CT10, CT19,
CT39, CT46, CT55;
User’s Guide, 2, 4, 5, 10,
20, 23, 28
Geography
Transparencies
GT3, GT10; User’s
Guide, 2, 5
World Art and Cultures
Transparencies
AT15, AT16, AT18, AT21,
AT22; User’s Guide, 8, 9, 11
Test Practice
Transparencies
TT9, TT11, TT15, TT23,
TT27, TT28, TT30, TT35,
TT36, TT38, TT44, TT46,
TT49, TT55, TT63, TT64,
TT70, TT132
36
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and
traditions on current global events and issues. (continued)
8.03 Classify within the broad
patterns of history those events
that may be viewed as turning
points.
PE/TE: 14–18, 29, 43–45,
47–48, 184, 195–197,
213–215, 276–278,
294–302, 348–350,
395–397, 464–468,
483–489, 490–503,
545–550, 577–578,
582–583, 600–601,
603–608, 609–612,
628–629, 630–632,
634–637, 638–640, 642,
643–652, 653–656,
730–733, 753–757,
760–763, 771–774,
781–784, 785–789,
831–834, 837–838,
842–845, 862–865
Add’l TE: 12, 17, 44,
265A, 283A, 301, 337,
470, 489, 491, 492, 459A,
479A, 480, 502, 541A,
542, 549, 550, 569A, 570,
611, 629A, 630, 631, 639,
648, 756, 763, 786, 817A,
844
Telescoping the Times
2–3, 6, 7, 29, 33–34, 42,
45–46, 53–54, 61–62,
73–74, 77–79, 85, 89–90,
93–94, 97–99, 111,
114–115, 117–119,
125–127, 129–130
PE/TE: 14–16, 29, 43,
215, 276, 278, 296–302,
348–350, 396, 397,
464–468, 478–479,
485–486, 488, 489, 491,
494, 499, 501, 504–505,
545–550, 568–569, 576,
583, 600, 606, 608, 612,
630, 632, 635, 637, 639,
640, 642, 646, 652, 655,
731, 734–735, 755, 757,
761, 765, 772, 782, 834,
840, 845, 847, 862–865
Add’l TE: 14, 215, 302,
467, 468, 496, 497, 499,
501, 546, 548, 549, 571,
579, 610, 612, 630, 637,
639, 640, 641, 648, 650,
651, 731, 733, 755, 761,
763, 772, 784
37
In-Depth Resources
Unit 1: 3, 5, 16, 19, 33,
34
Unit 2: 47, 58, 87
Unit 3: 21, 35, 36, 42, 43,
50, 71
Unit 4: 2, 5, 17, 57, 58,
64, 67, 68, 69, 70, 71, 72,
73, 75, 77, 78, 79, 82, 83,
84
Unit 5: 19, 23, 24, 26, 34,
38, 45, 53, 54, 60, 61, 63,
64, 67, 70
Unit 6: 1, 2, 3, 4, 5, 6, 8,
9, 10, 11, 12, 16, 17, 59,
65, 66, 70
Unit 7: 3, 4, 10, 11, 16,
17, 22, 29, 56, 58, 63, 64,
66
Unit 8: 2, 6, 9
Access for Students
Acquiring English
25, 93, 112, 121, 122,
142, 161, 198, 199, 200,
201, 219, 230, 240, 241,
251, 293, 294, 303, 304,
333
Workbook
3, 6, 43, 51, 58, 71, 72,
73, 74, 80, 85, 93, 94, 95,
96, 112, 113, 117, 124,
126
Reading Study Guide
7–12, 14, 18–20, 72, 84,
102, 109–110, 131–132,
138, 175–176, 183–192,
205–208, 214, 217–218,
228–230, 236–246,
275–276, 284–288,
289–298, 313–320,
323–324, 332
Strategies for Test
Preparation
99–100
Videos
- Building Empires: The Rise
of the Persians and the Inca
- Trade Connects the World:
SilkRoadsand thePacificRim
- Arming for War: Modern
and Medieval Weapons
- The Spread of Epidemic
Disease: Bubonic Plague
and Smallpox
- The Geography of Food:
The Impact of Potatoes and
Sugar
- Struggling toward
Democratic Revolutions in
Latin America and South
Africa
- Technology Transforms an
Age: The Industrial and
Electronic Revolutions
- Cultural Crossroads: The
United States and the World
Electronic Library of
Primary Resources
The Code of Hammurabi,
"Indus Culture," "Building a
Town" from Shih ching, The
History of the World
Conqueror,"The Tartars" from
Travels of Marco Polo, Letter
to the King of Portugal, "Child
Labor in the Mines," "The
Sentencing of the Luddites,"
A New England Girlhood,
The Communist Manifesto,
"Death Comes to Sarajevo,"
The Fourteen Points, Ten
Days That Shook the World,
Affidavit Given at
Nuremberg, Testimony
Before the Special Senate
Committee on Atomic Energy
Critical Thinking
Transparencies
CT1, CT2, CT7, CT20,
CT29, CT30, CT32, CT56,
CT64, CT65, CT66, CT68;
User’s Guide, 1, 4, 10,
15, 16, 28, 32, 33, 34
Geography
Transparencies
GT2, GT14, GT20, GT22,
GT25, GT29; User’s
Guide, 1, 7, 10, 11, 13, 15
World Art and Cultures
Transparencies
AT41, AT43, AT44, AT45,
AT48, AT54, AT62, AT65,
AT66, AT71, AT72
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and
traditions on current global events and issues. (continued)
8.04 Characterize over time
and place the interactions of
world cultures.
PE/TE: 57–61, 92–96,
128–131, 238–241,
299–302, 343–347,
466–468, 470–472,
476–477, 483–489,
493–503, 685–689,
690–695, 696, 701–705,
706–709, 724–728,
957–961
Add’l TE: 53C, 60, 93,
129, 131, 338, 344, 345,
470, 471, 480, 484, 485,
486, 496, 497, 501, 682,
686, 687, 694, 702, 703,
704, 707, 726, 958, 960,
961
Telescoping the Times
9, 14, 18–19, 38, 46, 53,
73–75, 77–79, 105–107,
110–111, 143
PE/TE: 60, 61, 93, 94, 96,
131, 241, 301, 344–346,
468, 471, 476, 477, 486,
488, 489, 493, 494, 497,
500, 501, 503, 686, 687,
689, 690–691, 693, 695,
696, 702, 704, 705–706,
707, 709, 710, 711, 725,
726, 727, 958, 961
Add’l TE: 58, 59, 60, 94,
130, 300, 301, 344, 345,
467, 470, 471, 485, 486,
487, 496, 497, 682, 686,
687, 688, 691, 693, 694,
702, 703, 704, 707, 708,
725, 726, 958, 960
38
In-Depth Resources
Unit 1: 35, 42, 46, 54, 60,
65
Unit 2: 4, 40
Unit 3: 2, 5, 36, 43, 50,
70, 77
Unit 4: 52, 53, 68, 69, 70,
71, 72, 73, 75, 77, 78, 79,
82, 83, 84
Unit 6: 37, 38, 39, 40, 41,
45, 47, 48, 54, 57, 64, 71,
72
Unit 8: 58, 65, 71
Access for Students
Acquiring English
33, 45, 56, 103, 145, 198,
199, 200, 201, 283
Workbook
8, 14, 19, 27, 36, 43, 50,
69, 70, 71, 72, 73, 74,
101, 102, 103, 104, 105,
108, 144
Reading Study Guide
24, 32, 37–38, 49–52,
93–94, 98, 112, 130, 138,
176–192, 257–268,
273–274, 278, 361–362
Videos
- Trade Connects the
World: Silk Roads and
the Pacific Rim
- The Geography of
Food: The Impact of
Potatoes and Sugar
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
- Cultural Crossroads:
The United States and
the World
Electronic Library of
Primary Resources
The History of the
World Conqueror, "The
Tartars" from Travels of
Marco Polo, "The
Knight in Battle," Letter
to King George III, The
Life and Letters of St.
Francis Xavier, Act of
Seclusion, "On the
Destruction of the
Indies," Letter to King
Charles V of Spain,
Letter to the King of
Portugal, "Concerning
the Dearness of All
Things and the Remedy
Thereof," "The Boer
War: The Suffering of
the Civilian Population,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise
of the Color Bar,"
Hawaii’s Story by
Hawaii’s Queen, Two
Years in the Forbidden
City, "Television is
Defying Borders"
Critical Thinking
Transparencies
CT4, CT10, CT19, CT20,
CT27, CT28, CT55, CT56,
CT63, CT72; User’s
Guide, 2, 5, 10, 14, 28,
32, 36
Geography
Transparencies
GT20, GT27; User’s
Guide, 10, 14
World Art and Cultures
Transparencies
AT8, AT31, AT43, AT58,
AT80
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
COMPETENCY GOAL (8) Patterns of History—The learner will assess the influence of ideals, values, beliefs, and
traditions on current global events and issues. (continued)
8.05 Analyze how the
changing and competing
components of cultures have
led to current global issues and
conflicts, and hypothesize
solutions to persistent
problems.
PE/TE: 153, 155–157,
177–178, 240, 428–437,
498–499, 613, 647–653,
831–834, 953, US8
Add’l TE: 155, 429, 430,
434, 435, 498, 648, 649,
832, 833, 954, 955
Telescoping the Times
17–18, 22, 26, 38, 66–67,
78–79, 94–95, 98–99,
126, 142–143
PE/TE: 155, 157, 177, 240,
241, 429, 430, 434, 436,
498, 652, 653, 654, 655,
831, 832, 834, 954, 955
Add’l TE: 156, 345, 430,
434, 435, 436, 498, 648,
649, 650, 651, 652, 832,
833, 954, 955
In-Depth Resources
Unit 2: 22
Unit 4: 20, 21, 22, 27, 28,
33, 50, 84
Unit 5: 18, 36, 72
Unit 6: 4, 5, 11, 17, 54,
71
Unit 7: 53, 56, 64, 66
Unit 8: 18, 36, 64, 69
Access for Students
Acquiring English
253, 323, 366
Workbook
23, 63, 64, 96, 124
Reading Study Guide
45–46, 59–60, 69–70, 94,
161–166, 187–188, 231,
243–244, 313–314,
359–360
Videos
- Technology
Transforms an Age:
The Industrial and
Electronic Revolutions
- Cultural Crossroads:
The United States and
the World
Electronic Library of
Primary Resources
Ninety-Five Theses,
"The St. Bartholomew’s
Day Massacre," "Giant
of His Times and Ours,"
The Communist
Manifesto
Critical Thinking
Transparencies
CT17, CT25, CT36, CT61;
User’s Guide, 9, 13, 18,
31
Geography
Transparencies
GT17; User’s Guide, 9
8.06 Analyze the meanings of
“civilization” in different times
and places and demonstrate
how such meanings reflect the
societies of which they are a
part.
PE/TE: 18–19, 120–125,
163, 164–167, 197–198,
216–219, 221–223,
242–247, 322–323, 640,
685–687
Add’l TE: 18, 19
Telescoping the Times
3, 18, 97–98
PE/TE: 18, 19, 120, 121,
124, 125, 163, 167,
168–169, 223, 224–225,
248–249, 640
Add’l TE: 18, 19, 121,
124, 640
In-Depth Resources
Unit 1: 3, 16
Unit 2: 3, 11, 13, 17
Access for Students
Acquiring English
16, 55
Workbook
3, 18
Reading Study Guide
9–10, 12, 47–48,
239–240
Strategies for Test
Preparation
91–92
Critical Thinking
Transparencies
CT37; User’s Guide, 19
Geography
Transparencies
GT5; User’s Guide, 3
World Art and Cultures
Transparencies
AT2, AT10; User’s
Guide, 1, 5
Test Practice
Transparencies
TT3, TT18
39
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary.
1.01
Read for literal meaning.
PE/TE: S2–S5, S30–S33
Add’l TE: 30, 40, 49, 55,
175, 236, 288, 318, 392,
430, 502, 519, 546, 549,
564, 579, 650, 660, 675,
699, 721, 762, 778, 788,
809, 824, 839, 872, 877,
888, 902, 917, 955
In-Depth Resources
Unit 2: 25, 42, 58, 74
Unit 3: 4, 21, 39, 56, 90
Unit 4: 5, 22
Unit 5: 23
Unit 6: 22, 54
Unit 8: 42, 59
Access for Students
Acquiring English
69, 78, 87, 96, 105, 114,
125, 135, 154, 164, 174,
223, 269, 285, 358, 368
Strategies for Test
Preparation
9–20, 57–68
PE/TE: 8, 11, 16, 39, 45,
59, 78, 84, 96, 117, 134,
147, 162, 174, 187, 213,
234, 247, 265, 281, 305,
325, 345, 367, 398, 420,
457, 486, 514, 539, 563,
586, 608, 633, 661, 680,
702, 836, 858, 880, 894,
915, 943, 958
Add’l TE: 18, 23D, 28, 50,
63, 73, 85, 100, 128, 139,
153, 167, 179, 202, 219,
241, 276, 296, 315, 332,
355, 377, 408, 435, 451,
471, 502, 526, 549, 575,
593, 619, 647, 673, 689,
716, 745, 760, 781, 800,
822, 845, 865, 887, 902,
931, 949, 964
PE = Pupil’s Edition; TE = Teacher’s Edition
40
In-Depth Resources
Unit 1: 1, 10, 23, 28, 35,
46, 53, 58, 61, 64
Unit 2: 3, 6, 17, 22, 34,
39, 46, 53, 60, 67, 72, 80
Unit 3: 2, 10, 16, 23, 30,
36, 44, 52, 56, 67, 72, 80,
85, 92
Unit 4: 1, 9, 17, 26, 38,
49, 56, 66, 82
Unit 5: 5, 10, 18, 25, 33,
44, 51, 56, 64, 70
Unit 6: 2, 7, 15, 24, 28,
35, 39, 46, 55, 62, 68, 72
Unit 7: 3, 11, 17, 22, 28,
35, 43, 47, 54, 61, 68, 71
Unit 8: 6, 17, 22, 29, 34,
38, 42, 46, 51, 59, 65, 72
Workbook
1, 8, 13, 18, 23, 26, 33,
36, 43, 46, 52, 57, 79, 89,
94, 103, 106, 112, 117,
122, 134, 137
Reading Study Guide
5–364
Strategies for Test
Preparation
91–100
Telescoping the Times
3, 7, 11, 15, 19, 23, 27,
31, 35, 39, 43, 47, 51, 55,
59, 63, 67, 71, 75, 79, 83,
87, 91, 95, 99, 103, 107,
111, 115, 119, 123, 127,
131, 135, 139, 143
Critical Thinking
Transparencies
CT1–82; User’s Guide,
1–36
Geography
Transparencies
GT1–45; User’s Guide,
1–18
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," Code
of Hammurabi, The
Tomb of Tutankhamen,
"Indus Culture,"
"Building a Town" from
Shih ching, "Hymn 129,"
from Rig Veda, Life of
Gotama the Buddha,
"Hanno’s Voyage, the
Book of Genesis and
the Book of Exodus
from the King James
Bible, "The Kushite
Takeover," An Assyrian
Palace," "Customs of
the Persians," "The
Spartan Discipline for
Youths," "The Athenians
and the Spartans,"
"Alexander Speaks to
His Soldiers,"
"Archemedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A
Paleo-Indian Bison Kill,"
"New Light on the
Olmecs," the Qur’an,
"Pilgrimage to Mecca,"
"Men and Women,"
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
"The Character of
Justinian and Theodora"
from Secret History, The
Court of the Great Khan,
"The Merits of Turks,"
Ten-Thousand-Word
Memorial, The History
of the World Conqueror,
"The Tartars" from
Travels of Marco Polo,
"The Manners and
Customs of Early Japan,"
Reminiscences in
Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogadishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier, Act of Seclusion,
"On the Destruction of
the Indies," Letter to
King Charles V of Spain,
"The French Lose
Quebec," Letter to the
King of Portugal,
41
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government, Letters of
Peter the Great, "The
Restoration of Charles,"
"Of Studies," The
Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Prince Klemens von
Metternich, "Frenchmen,
Is This What You
Want?," Address to the
Second National
Congress of Venezuela,
1819, "Duties of Country,"
"Kubla Khan,"
Frankenstein, "Child
Labor in the Mines,"
"The Sentencing of the
Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship," Prisons
and Prisoners, "The Irish
Potato Famine," A
Message to Congress
on Indian Policy,
Journal of the Voyage
of HMS Beagle, "The
Boer War: The Suffering
of the Civilian
Population," "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
42
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
"Alamo Massacre,"
"Death Comes to
Sarajevo," "The German
Army Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days: The
Hostages Remember,
Speech on Stalin by
Nikita Khrushchev, A
Student’s Diary, Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together,"
Destruction of the Berlin
Wall, "Will I Ever Go
Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space Junk,"
"The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
43
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.02 Summarize to select main
ideas.
PE/TE: S5, R3
Add’l TE: 18, 30, 34, 49,
73, 142, 160, 195, 296,
453, 549, 615, 717, 721,
745
In-Depth Resources
Unit 2: 25
Unit 7: 5
Access for Students
Acquiring English
G9, 295
Writing for Social
Studies
7–10, 70
Strategies for Test
Preparation
57–68
PE/TE: 27, 174, 211, 247,
403, 451, 490, 926
Add’l TE: 39, 62, 93, 99,
195, 223, 247, 269, 281,
296, 370, 377, 400, 480,
556, 593, 690, 701, 716,
860, 931, 941, 950
44
In-Depth Resources
Unit 1: 4, 6, 16, 21, 23, 24,
33, 41, 51, 58, 61, 68
Unit 2: 1, 2, 6, 8, 12, 17, 19,
20, 25, 27, 29, 36, 37, 42, 44,
46, 48, 54, 60, 63, 68, 76
Unit 3: 4, 6, 15, 16, 23,
31, 33, 35, 38, 39, 41, 51,
52, 55, 68, 76, 86, 92
Unit 4: 17, 21, 24, 26, 34, 36,
37, 40, 50, 54, 56, 58, 66, 72, 84
Unit 5: 6, 8, 16, 18, 23,
25, 36, 40, 42, 44, 58
Unit 6: 2, 5, 7, 17, 39, 44,
52, 61, 63
Unit 7: 23, 25, 27, 41, 43,
61, 69, 71
Unit 8: 8, 17, 24, 26, 36,
42, 44, 59, 61, 72
Workbook
16, 17, 21, 42, 45, 46, 49,
64, 66, 67, 87, 91, 94, 103
Reading Study Guide
5, 7, 9, 11, 12, 13, 15, 17, 19, 21, 22,
23, 25, 27, 29, 31, 32, 33, 35, 37, 39,
41, 42, 43, 45, 47, 49, 51, 53, 54, 55,
57, 59, 61, 63, 65, 66, 67, 69, 71, 73,
74, 75, 77, 79, 81, 82, 83, 85, 87, 89,
90, 91, 93, 95, 97, 98, 99, 101, 103,
105, 106, 107, 109, 111, 113, 115,
117, 118, 119, 121, 123, 125, 127,
128, 129, 131, 133, 135, 137, 139,
141, 143, 145, 146, 147, 149, 151,
153, 155, 156, 157, 159, 161, 163,
165, 166, 167, 169, 171, 173, 174,
175, 177, 179, 181, 182, 183, 185,
187, 189, 191, 192, 193, 195, 197,
199, 201, 203, 204, 205, 207, 209,
211, 213, 214, 215, 217, 219, 221,
223, 225, 226, 227, 229, 231, 233,
235, 236, 237, 239, 241, 234, 245,
246, 247, 249, 251, 253, 255, 256,
257, 259, 261, 263, 265, 267, 268,
269, 271, 273, 275, 277, 278, 279,
281, 283, 285, 287, 288, 289, 291,
293, 295, 297, 298, 299, 301, 303,
305, 307, 308, 309, 311, 313, 315,
317, 319, 320, 321, 323, 325, 327,
329, 331, 332, 333, 335, 337, 339,
341, 342, 343, 345, 347, 349, 351,
353, 354, 355, 357, 359, 361, 363
Telescoping the Times
3,7,11,15,19,23,27,31,35,39,43,
47,51,55,59,63,67,71,75,79,83,
87,91,95,99,103,107,111,115,
119,123,127,131,135,139,143
Critical Thinking
Transparencies
CT1–CT82; User’s
Guide, 1–36
Geography
Transparencies
GT1–GT45; User’s
Guide, 1–18
World Art and Cultures
Transparencies
AT1–AT80; User’s
Guide, 1–40
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.03
Draw inferences.
PE/TE: S5, R16
Add’l TE: 38, 201, 234,
305, 856, R16
In-Depth Resources
Unit 3: 4, 39
Access for Students
Acquiring English
105, 125
Writing for Social
Studies
12–14, 14–16
Strategies for Test
Preparation
13–20, 49–68
PE/TE: 7, 12, 15, 21, 28,
32, 35, 44, 60, 63, 66, 70,
86, 90, 114, 115, 124, 141,
142, 146, 156, 174, 177,
183, 184, 195, 215, 216,
220, 274, 291, 293, 295,
298, 300, 308, 319, 326,
329, 330, 334, 342, 381,
393, 394, 398, 401, 406,
417, 425, 435, 449, 455,
456, 468, 485, 494, 500,
502, 503, 513, 519, 521,
530, 550, 559, 566, 606,
607, 614, 634, 637, 648,
652, 660, 674, 686, 689,
718, 722, 727, 731, 747,
763, 766, 772, 774, 778,
787, 797, 809, 812, 815,
826, 834, 835, 844, 858,
861, 865, 866, 871, 885,
892, 894, 895, 898, 908,
911, 919, 920, 921, 922,
935, 954, R16
Add’l TE: 16, 17, 24, 72,
83, 85, 138, 170, 200, 202,
230, 234, 266, 274, 303,
305, 338, 352, 364, 354,
396, 407, 440, 469, 486,
510, 526, 563, 570, 606,
630, 647, 664, 669, 682,
706, 723, 729, 747, 760,
769, 797, 807, 821, 831,
839, 852, 856, 893, 911,
926, 945
45
In-Depth Resources
Unit 1: 8, 13, 27, 31, 32,
43, 50, 60, 66, 67
Unit 2: 9, 17, 18, 35, 38,
52, 61, 69, 84, 85
Unit 3: 7, 14, 27, 32, 42,
49, 50, 59, 93, 100, 101
Unit 4: 8, 9, 10, 15, 32,
33, 49, 64, 65, 67, 77, 82,
83
Unit 5: 15, 27, 29, 30, 34,
46, 47, 48, 53, 71
Unit 6: 8, 11, 27, 30, 46,
53, 62, 69, 70, 72
Unit 7: 15, 16, 31, 34, 46,
51, 52, 70
Unit 8: 16, 34, 35, 45, 46,
53, 65, 70, 71
Strategies for Test
Preparation
91–100
Telescoping the Times
67, 91, 95, 135
Critical Thinking
Transparencies
CT9, CT13, CT14, CT15,
CT18, CT26, CT28, CT45,
CT46; User’s Guide, 5, 7,
8, 9, 13, 14, 23
World Art and Cultures
Transparencies
AT1–AT80; User’s Guide,
1–40
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.04
Detect cause and effect.
PE/TE: 215, 772, R6
Add’l TE: 44, 100, 277,
288, 359, 379, 667, 770,
778
In-Depth Resources
Unit 1: 56
Unit 3: 74, 90
Unit 7: 23
Access for Students
Acquiring English
47, 145, 154, 305
Writing for Social
Studies
12–14
PE/TE: 9, 20, 29, 32, 41,
45, 59, 84, 88, 90, 95, 100,
111, 119, 124, 128, 130,
132, 144, 145, 147, 152,
153, 157, 158, 160, 180,
187, 192, 198, 205, 213,
237, 239, 241, 243, 245,
270, 273, 275, 277–279,
281, 290, 291, 301, 302,
311, 317, 323, 325, 333,
335, 346, 348, 349, 351,
359, 361, 379, 397, 399,
406, 409–411, 418, 423,
427, 428, 430, 432, 434,
450, 454, 457, 463, 467,
468, 488, 496, 499, 518,
520, 522, 530, 532, 537,
561, 563, 564, 576, 577,
585–587, 590, 592, 593,
595, 603, 616, 619, 623,
633, 634, 645, 665, 672,
674, 675, 677, 688, 693,
696, 698, 699, 703–705,
709, 717, 719, 721, 726,
732, 743, 746, 749, 759,
761, 762, 770, 784, 786,
795, 799, 800, 806, 807,
815, 822, 827, 830, 831,
834, 837, 845, 857, 860,
862, 866, 870, 873, 874,
876, 879, 885, 887, 896,
900, 903, 912, 914, 916,
919, 923, 927, 930–932,
946, 950, 955, 956, 958,
961, R6
Add’l TE: 12, 15, 29, 32,
57, 85, 111, 119, 145, 205,
215, 218, 238, 272, 276,
278, 307, 320, 334, 359,
361, 378, 379, 381, 423,
428, 447, 464, 474, 476,
499, 513, 528, 530, 532,
542, 565, 573, 576, 585,
637, 640, 663, 665, 667,
673, 697, 700, 719, 727,
746, 770, 777, 784, 785,
806, 813, 823, 825, 829,
878, 921, 923, 943, 957
46
In-Depth Resources
Unit 1: 56
Unit 2: 1, 3, 4, 22, 23, 31,
41, 52, 55, 56, 64, 77
Unit 3: 1, 26, 34, 37, 55,
62, 70, 73, 79, 88
Unit 4: 3, 4, 15, 20, 25,
26, 28, 36, 52, 69, 70, 71
Unit 5: 1, 17, 37, 39, 40,
53, 57
Unit 6: 1, 2, 3, 11, 23, 38,
39, 40, 41, 52, 56, 69
Unit 7: 1, 2, 16, 18, 19,
21, 26, 28, 35, 38, 39, 47,
57, 63
Unit 8: 1, 2, 14, 18, 19,
21, 37, 39, 40, 47, 52, 55,
57
Workbook
16, 18, 19, 23, 24, 28, 29,
30, 35, 41, 44, 49, 53, 55,
59, 60, 63, 66, 69, 73, 74,
75, 84, 86, 87, 90, 93, 94,
95, 102, 103, 104, 105,
107, 110, 111, 114, 116,
119, 120, 125, 127, 128,
133, 136, 138, 139, 141,
143
Reading Study Guide
19, 22, 32, 39, 83, 84, 91,
99, 111, 121, 129, 131,
161, 169, 183, 190, 193,
214, 215, 223, 231, 237,
239, 257, 263, 273, 278,
283, 301, 311, 317, 321,
354, 355, 357, 364
Telescoping the Times
19, 27, 31, 35, 39, 43, 47,
51, 55, 59, 67, 71, 75, 79,
83, 87, 91, 99, 107, 111,
115, 123, 127, 131, 135,
139
Critical Thinking
Transparencies
CT2, CT3, CT7, CT10,
CT12, CT13, CT14, CT17,
CT18, CT19, CT21, CT22,
CT23, CT25, CT26, CT27,
CT30, CT31, CT32, CT33,
CT34, CT35, CT37, CT56,
CT57, CT58, CT59, CT63,
CT67, CT72; User’s
Guide, 1, 2, 4, 5, 6, 7, 9,
10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 28, 29, 30, 32,
34, 36
Geography
Transparencies
GT26; User’s Guide, 13
World Art and Cultures
Transparencies
AT3, AT26, AT55, AT66,
AT68; User’s Guide, 2,
13, 28, 33, 34
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.05 Recognize bias and
propaganda.
PE/TE: 779, R13
Add’l TE: 704, 756, 778,
779, 809, 813
In-Depth Resources
Unit 2: 6, 74
Unit 6: 42
Access for Students
Acquiring English
58, 96, 275
Writing for Social
Studies
19–20, 25–30
PE/TE: 87, 163, 283, 439,
479, 505, 569, 735, 756,
778, 779, 809, 817, R13
Add’l TE: 8, 66, 197, 271,
320, 350, 491, 686, 857,
928
47
In-Depth Resources
Unit 2: 52, 69
Unit 3: 24
Unit 4: 43, 76
Unit 5: 65
Unit 6: 42
Unit 7: 47
Unit 8: 10
Reading Study Guide
292
World Art and Cultures
Transparencies
AT43; User’s Guide, 22
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.06 Recognize and use social
studies terms in written and
oral reports.
PE/TE: S3, S4, R10, R15
Add’l TE: 9, 20, 60, 318,
520, 762
Strategies for Test
Preparation
5–8
PE/TE: 11, 16, 21, 22, 32,
39, 45, 51, 53, 61, 66, 71,
76, 78, 87, 91, 96, 101,
102, 114, 119, 125, 131,
135, 136, 145, 152, 157,
162, 167, 168, 176, 180,
187, 188, 202, 206, 215,
220, 223, 224, 237, 241,
247, 248, 273, 278, 281,
282, 291, 298, 302, 307,
311, 312, 321, 326, 331,
335, 336, 347, 351, 355,
361, 362, 370, 379, 381,
382, 394, 399, 406, 411,
412, 422, 427, 432, 437,
438, 447, 450, 457, 458,
458, 473, 477, 478, 488,
494, 499, 503, 504, 517,
525, 530, 535, 539, 540,
550, 557, 562, 567, 568,
576, 583, 588, 592, 597,
598, 608, 612, 618, 623,
624, 637, 642, 646, 653,
654, 663, 668, 672, 679,
680, 689, 696, 700, 705,
709, 710, 719, 723, 728,
733, 734, 746, 752, 759,
763, 764, 774, 780, 784,
789, 790, 800, 810, 815,
816, 826, 830, 834, 841,
845, 846, 861, 865, 870,
875, 879, 880, 891, 895,
900, 905, 906, 915, 920,
925, 935, 936, 944, 951,
956, 961, 962, R15
Add’l TE: 36, 60, 150,
318, 326, 486, 546, 549,
675, 823
48
In-Depth Resources
Unit 1: 1, 2, 3, 17, 18, 19, 20,
35, 37, 38, 52, 53, 54, 55
Unit 2: 2, 5, 20, 21, 22, 39, 40,
41
Unit 3: 1, 2, 3, 18, 19, 20, 34,
35, 36, 37, 38, 53, 54, 55, 70,
71, 72, 73, 87, 88, 89
Unit 4: 1, 2, 3, 4, 18, 19, 20,
21, 35, 36, 37, 51, 52, 53, 68,
69, 70, 71
Unit 5: 1, 2, 5, 19, 20, 21, 22,
37, 38, 39, 40, 41, 56, 57, 58,
59
Unit 6: 1, 2, 3, 4, 18, 19, 20,
21, 37, 38, 39, 40, 41, 55, 56,
57, 58
Unit 7: 1, 2, 3, 4, 19, 20, 21,
22, 37, 38, 39, 40, 54, 55, 56,
57, 58
Unit 8: 1, 2, 3, 4, 5, 20, 21,
22, 23, 37, 38, 39, 40, 41, 55,
56, 57, 58
Access for Students
Acquiring English
14, 15, 16, 23, 24, 25, 26, 33,
35, 36, 43, 44, 45, 46, 53, 57,
64, 65, 66, 75, 76, 77, 80, 102,
103, 104, 111, 112, 113, 120,
121, 122, 123, 124, 131, 132,
133, 134, 141, 142, 143, 144,
152, 153, 160, 161, 162, 163,
170, 171, 172, 173, 180, 181,
182, 189, 190, 191, 198, 199,
200, 201, 208, 209, 212, 219,
220, 221, 222, 229, 230, 231,
232, 233, 249, 250, 251, 252,
253, 260, 261, 262, 263, 270,
271, 272, 273, 274, 281, 282,
283, 284, 291, 292, 293, 294,
301, 302, 303, 304, 311, 312,
313, 314, 321, 322, 323, 324,
325, 332, 333, 334, 335, 336,
343, 344, 345, 346, 353, 354,
355, 356, 357, 364, 365, 366,
367, 377
Workbook
1–8, 10–15, 17, 20–23,
26–28, 35–76, 79–144
Reading Study Guide
11, 21, 31, 41, 53, 65, 73, 81,
89, 97, 105, 117, 127, 137,
145, 155, 165, 173, 181, 191,
203, 213, 225, 235, 245, 255,
267, 277, 287, 297, 307, 319,
331, 341, 353, 363
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (1) The learner will acquire strategies for reading social studies materials and for
increasing social studies vocabulary. (continued)
1.07 Distinguish fact and
fiction.
PE/TE: S8, S10, S12,
114, 124–125, 141, 672,
R8
Add’l TE: 60, 69, 77, 84,
222, 330, 519, 581, 623,
666, 671, 773
In-Depth Resources
Unit 2: 74
Unit 8: 42
Access for Students
Acquiring English
96, 358
PE/TE: S9, S11, S13, 77,
R8
Add’l TE: 19, 30, 113,
174, 344, 350, 357, 410,
808, 857, 869
In-Depth Resources
Unit 2: 62
Unit 3: 24, 25, 67
Unit 4: 43
1.08 Use context clues and
appropriate sources such as
glossaries, texts, and
dictionaries to gain meaning.
PE/TE: S2, S4, S6, S8,
S10, 8, 50, 83, 113, 174,
270, 328, 399, 443, 469,
552, 644, 702, 744, 824,
886, 915, R9, R16,
R18–R20
Add’l TE: 30, 34, 69, 99,
150, 179, 445, 465, 555,
623, 704, 809, 841
PE/TE: 22, 39, 51, 66, 87,
102, 125, 135, 180, 188,
312, 382, 458, 568, 668,
710, 846, 936, R9, R16,
R18–20
Add’l TE: 3C, 34, 150,
318, 486, 546, 549, 562,
675, 721, 823, 953
In-Depth Resources
Unit 1: 1, 2, 3, 17, 18, 19, 20,
35, 37, 38, 52, 53, 54, 55
Unit 2: 2, 5, 20, 21, 22, 39, 40,
41
Unit 3: 1, 2, 3, 18, 19, 20, 34,
35, 36, 37, 38, 53, 54, 55, 65,
70, 71, 72, 73, 87, 88, 89
Unit 4: 1, 2, 3, 4, 14, 18, 19,
20, 21, 35, 36, 37, 51, 52, 53,
68, 69, 70, 71
Unit 5: 1, 2, 5, 19, 20, 21, 22,
37, 38, 39, 40, 41, 56, 57, 58,
59
Unit 6: 1, 2, 3, 4, 15, 18, 19,
20, 21, 37, 38, 39, 40, 41, 55,
56, 57, 58
Unit 7: 1, 2, 3, 4, 19, 20, 21,
22, 37, 38, 39, 40, 54, 55, 56,
57, 58
Unit 8: 1, 2, 3, 4, 5, 20, 21, 22,
23, 37, 38, 39, 40, 41, 55, 56,
57, 58
Access for Students
Acquiring English
14–16, 23–26, 33, 35–36,
44–46, 53, 57, 64–66, 75–77,
80, 102–104, 111–113,
120–124, 131–134, 141–144,
152–153, 160–163, 170–173,
180–182, 189–191, 198–201,
208–209, 212, 219–222,
229–233, 249–253, 260–263,
270–274, 281–284, 291–294,
301–304, 311–314, 321–325,
332–336, 343–346, 353–357,
364–367
Workbook
1–15, 17, 20–28, 35–45,
47–76, 79–144
Reading Study Guide
5–364
49
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the
knowledge acquired.
2.01 Use appropriate sources
of information.
PE/TE: S2–S4, S8, S10,
S12, 15, 21, 32, 61, 65,
87, 91, 125, 131, 144,
147, 157, 163, 162, 163,
178, 185, 200, 214, 217,
218–219, 245, 246, 280,
299, 301, 329, 334, 343,
347, 372, 373, 376, 401,
419, 433, 435, 465, 498,
514, 557, 564, 604, 618,
642, 652, 711, 817, 954,
R19–R24
Add’l TE: 30, 41, 185,
212, 214, 223, 320, 376,
397, 402, 437, 489, 554
Writing for Social
Studies
25–30, 67–73
Strategies for Test
Preparation
13–20
PE/TE: S11, S13,
S30–S31, 8, 23, 53, 77,
87, 129, 136, 137, 176,
185, 196, 207, 219, 243,
293, 305, 320, 326, 329,
376, 437, 465, 514, 520,
557, 711, 744, 817,
R19–R24
Add’l TE: 4, 19, 27, 30,
46, 112, 130, 141, 148,
207C, 217, 218, 280, 297,
327, 328, 334, 337, 352,
363C, 372, 416, 425, 437,
443, 448, 510, 511, 514,
520, 552, 563, 575, 634,
649, 652, 701, 703, 707,
741, 744, 752, 761, 781,
782, 804, 805, 853, 869,
896, 902, 904, 927
50
In-Depth Resources
Unit 1: 9, 24, 25, 63, 64, 65
Unit 2: 31, 61, 62, 65, 78
Unit 3: 9, 25, 44, 65, 96
Unit 4: 8, 11, 41–42, 58
Unit 5: 45
Unit 6: 8, 9, 10, 11, 15, 25,
27, 28, 35, 46, 48, 62, 63,
64, 65
Unit 7: 8, 9, 10, 11, 12–13,
14, 26, 27, 28, 29, 30–31,
32, 44, 45, 46, 47, 48,
49–50, 62, 63, 64, 65,
66–68
Unit 8: 9, 10, 11, 12,
13–15, 27, 28, 29, 30, 31,
32–33, 45, 46, 47, 48, 62,
63, 64, 65, 66–69
Strategies for Test
Preparation
91–100
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," Code
of Hammurabi, The
Tomb of Tutankhamen,
"Indus Culture,"
"Building a Town" from
Shih ching, "Hymn 129,"
from Rig Veda, Life of
Gotama the Buddha,
"Hanno’s Voyage, the
Book of Genesis and
the Book of Exodus
from the King James
Bible, "The Kushite
Takeover," An Assyrian
Palace," "Customs of
the Persians," "The
Spartan Discipline for
Youths," "The Athenians
and the Spartans,"
"Alexander Speaks to
His Soldiers,"
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A
Paleo-Indian Bison Kill,"
"New Light on the
Olmecs," the Qur’an,
"Pilgrimage to Mecca,"
"Men and Women," "The
Character of Justinian
and Theodora" from
Secret History, The
Court of the Great
Khan, "The Merits of
Turks," Ten-ThousandWord Memorial,
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
The History of the
World Conqueror, "The
Tartars" from Travels of
Marco Polo, "The
Manners and Customs
of Early Japan,"
Reminiscences in
Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogadishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier, Act of Seclusion,
"On the Destruction of
the Indies," "The French
Lose Quebec," Letter to
the King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government,
51
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Letters of Peter the
Great, "The Restoration
of Charles," "Of Studies,"
The Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Prince Klemens von
Metternich, "Frenchmen,
Is This What You
Want?," Address to the
Second National
Congress of Venezuela,
1819, "Duties of Country,"
"Kubla Khan,"
Frankenstein, "Child
Labor in the Mines,"
"The Sentencing of the
Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship," Prisons
and Prisoners, "The Irish
Potato Famine," Journal
of the Voyage of HMS
Beagle, "The Boer War:
The Suffering of the
Civilian Population,"
"Stanley Finds
Livingstone," "Private
Company Rule in the
Congo," "Africa at the
Center," "The Rise of the
Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
"Alamo Massacre,"
"Death Comes to
Sarajevo," "The German
Army Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
52
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days: The
Hostages Remember,
Speech on Stalin by
Nikita Khrushchev, A
Student’s Diary, Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together,"
Destruction of the Berlin
Wall, "Will I Ever Go
Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space Junk,"
"The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
World Art and Cultures
Transparencies
AT1–AT80; User’s Guide,
1–40
53
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
2.02 Explore print and nonprint materials.
PE/TE: S8, S10, S12, 15,
21, 32, 61, 65, 87, 91, 125,
131, 144, 147, 157, 163,
162, 163, 178, 185, 200,
214, 217, 218–219, 245,
246, 280, 299, 301, 329,
334, 343, 347, 372, 373,
376, 401, 419, 433, 435,
465, 498, 514, 557, 564,
604, 618, 642, 652, 711,
817, 954, R19–R24
Add’l TE: 8, 25, 30, 60,
112, 154, 197, 223, 320,
376, 397, 402, 437, 489,
554, 933
In-Depth Resources
Unit 1: 21
Writing for Social
Studies
2–6, 19–21, 22–23,
25–30, 32–34, 109–110
Strategies for Test
Preparation
13–20
Geography Skills and
Outline Maps
1–8
PE/TE: S11, S13,
S30–S31, 8, 23, 53, 77, 87,
129, 136, 137, 176, 185,
196, 207, 219, 243, 293,
305, 320, 326, 329, 376,
437, 465, 514, 520, 557,
711, 744, 817, R19–R24
Add’l TE: 4, 19, 27, 30, 46,
112, 130, 141, 148, 207C,
217, 218, 280, 297, 327,
328, 334, 337, 352, 363C,
372, 416, 425, 437, 443,
448, 510, 511, 514, 520,
552, 563, 575, 634, 649,
652, 701, 703, 707, 741,
744, 752, 761, 781, 782,
804, 805, 853, 869, 896,
902, 904, 927
54
In-Depth Resources
Unit 1: 9, 24, 25, 63, 64, 65
Unit 2: 31, 61, 62, 65, 78
Unit 3: 9, 25, 44, 65, 96
Unit 4: 8, 11, 41–42, 58
Unit 5: 45
Unit 6: 8, 9, 10, 11, 15,
25, 27, 28, 35, 46, 48, 62,
63, 64, 65
Unit 7: 8, 9, 10, 11, 12,
13, 14, 26, 27, 28, 29, 30,
31, 32, 33, 44, 45, 46, 47,
48, 49, 50, 62, 63, 64, 65,
66–68
Unit 8: 9, 10, 11, 12,
13–15, 27, 28, 29, 30, 31,
32–33, 45, 46, 47, 48, 62,
63, 64, 65, 66–69
Preparation
91–100
Geography Skills and
Outline Maps
9–36
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," The
Code of Hammurabi,
The Tomb of
Tutankhamen, "Indus
Culture," "Building a
Town" from Shih ching,
"Hymn 129," from Rig
Veda, Life of Gotama
the Buddha, "Hanno’s
Voyage, The Book of
Genesis and the Book
of Exodus from the King
James Bible, "The
Kushite Takeover," An
Assyrian Palace,"
"Customs of the
Persians," "The Spartan
Discipline for Youths,"
"The Athenians and the
Spartans," "Alexander
Speaks to His Soldiers,"
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A
Paleo-Indian Bison Kill,"
"New Light on the
Olmecs," the Qur’an,
"Pilgrimage to Mecca,"
"Men and Women," "The
Character of Justinian
and Theodora" from
Secret History, The
Court of the Great
Khan, "The Merits of
Turks," Ten-ThousandWord Memorial,
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
The History of the
World Conqueror, "The
Tartars" from Travels of
Marco Polo, "The
Manners and Customs
of Early Japan,"
Reminiscences in
Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly," "The
Anasazi"—Riddles in the
Ruins, Exploring Maya
Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," The Life and
Letters of St. Francis
Xavier, Act of Seclusion,
"On the Destruction of
the Indies," Letter to
King Charles V of Spain,
"The French Lose
Quebec," Letter to the
King of Portugal,
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government,
55
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Letters of Peter the
Great, "The Restoration
of Charles," "Of Studies,"
The Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Metternich,
"Frenchmen, Is This
What You Want?,"
Address to the Second
National Congress of
Venezuela, 1819, "Duties
of Country," "Kubla
Khan," Frankenstein,
"Child Labor in the
Mines," "The Sentencing
of the Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship," "The
Irish Potato Famine," A
Message to Congress
on Indian Policy,
Journal of the Voyage
of HMS Beagle, "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
"Alamo Massacre,"
"Death Comes to
Sarajevo," "The German
Army Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
56
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days: The
Hostages Remember,
Speech on Stalin by
Nikita Khrushchev, A
Student’s Diary, Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together,"
Destruction of the Berlin
Wall, "Will I Ever Go
Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space Junk,"
"The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
World Art and Cultures
Transparencies
AT1–AT80; User’s Guide,
1–40
57
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
2.03 Utilize different types of
technology.
PE/TE: R20, R25
Add’l TE: 5, 29, 55, 80,
144, 209, 237, 250, 285,
358, 372, 392, 415, 421,
441, 481, 514, 557, 561,
581, 620, 634, 667, 696,
738, 783, 853, 905, 942,
943, 944, 959
Writing for Social
Studies
29–30, 32–34, 109–110
PE/TE: 4, 24, 79, 103, 137,
163, 189, 208, 249, 265,
284, 363, 383, 414, 459,
489, 541, 569, 597, 625,
653, 661, 677, 696, 711,
735, 765, 799, 817, 847,
881, 904, 963, R19–R20,
R5
Add’l TE: 3D, 23D, 79D,
107D, 169D, 184, 207D,
229D, 265D, 309, 313D,
323, 345, 363D, 387D, 404,
413D, 439D, 459D, 79D,
509D, 541D, 561, 569D,
599D, 607, 629D, 655D,
711D, 739D, 746, 771,
791D, 817D, 843, 907D,
937C
58
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," Code
of Hammurabi, The
Tomb of Tutankhamen,
"Indus Culture,"
"Building a Town" from
Shih ching, "Hymn 129,"
from Rig Veda, Life of
Gotama the Buddha,
"Hanno’s Voyage, The
Book of Genesis and
the Book of Exodus
from the King James
Bible, "The Kushite
Takeover," "An Assyrian
Palace," "Customs of
the Persians," "The
Spartan Discipline for
Youths," "The Athenians
and the Spartans,"
"Alexander Speaks to
His Soldiers,"
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricom,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A
Paleo-Indian Bison Kill,"
"New Light on the
Olmecs," The Qur’an,
"Pilgrimage to Mecca,"
"Men and Women," "The
Character of Justinian
and Theodora" from
Secret History, The
Court of the Great
Khan, "The Merits of
Turks," Ten-ThousandWord Memoria
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
The History of the
World Conqueror, "The
Tartars" from Travels of
Marco Polo, "The
Manners and Customs
of Early Japan,"
Reminiscences in
Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogadishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier, Act of Seclusion,
"On the Destruction of
the Indies," Letter to
King Charles V of Spain,
"Concerning the
Dearness of All Things
and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government,
59
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Letters of Peter the
Great, "The Restoration
of Charles," "Of Studies,"
The Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Metternich,
"Frenchmen, Is This
What You Want?,"
Address to the Second
National Congress of
Venezuela, 1819, "Duties
of Country," "Kubla
Khan," Frankenstein,
"Child Labor in the
Mines," "The Sentencing
of the Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship," Prisons
and Prisoners, "The Irish
Potato Famine," A
Message to Congress
on Indian Policy,
Journal of the Voyage
of HMS Beagle, "The
Boer War: The Suffering
of the Civilian
Population," "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
"Alamo Massacre,"
"Death Comes to
Sarajevo," "The German
Army Marches Through
Brussels," "A Suffolk
Farmhand at Gallipoli,"
The Fourteen Points,
60
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
Ten Days That Shook
the World,
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days: The
Hostages Remember,
Speech on Stalin by
Nikita Khrushchev, A
Student’s Diary, Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together,"
Destruction of the Berlin
Wall, "Will I Ever Go
Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space Junk,"
"The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
Borders"
World Art and Cultures
Transparencies
AT1–AT80; User’s Guide,
1–40
61
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. (continued)
2.04 Utilize community related
resources such as field trips,
guest speakers, and interviews.
Add’l TE: 44, 276, 434
Writing for Social
Studies
20–23, 22–24
PE/TE: 343, 881
Add’l TE: 65, 121, 337D,
548, 555, 722, 735, 817C,
927
2.05 Transfer information
from one medium to another
such as written to visual and
statistical to written.
Add’l TE: 18, 30, 34, 49,
64, 73, 118
In-Depth Resources
Unit 2: 42, 58
Unit 3: 21, 39, 56, 74, 90
Unit 4: 22, 38, 54
Unit 5: 42
Unit 7: 59
Unit 8: 6
Access for Students
Acquiring English
78, 87, 114, 125, 135, 145,
154, 174, 183, 192, 234,
326, 337
Writing for Social
Studies
2–6, 20–23, 22–24, 84
Strategies for Test
Preparation
21–48
PE/TE: 53, 103, 283, 599,
681, 765, 847, 937, 969
Add’l TE: 14, 155, 484,
604, 694, 748, 756, 777,
789, 889, 895, 942, 949
62
In-Depth Resources
Unit 1: 42, 44
Unit 2: 31, 34, 45, 80
Unit 3: 13, 25, 42, 43, 64,
79
Unit 5: 26
Reading Study Guide
5, 7, 8, 9, 13, 15, 17, 18,
19, 23, 25, 26, 27, 29, 33,
35, 37, 39, 40, 43, 45, 47,
49, 50, 51, 52, 55, 57, 59,
61, 62, 63, 67, 69, 71, 72,
75, 77, 79, 80, 83, 84, 85,
87, 91, 93, 95, 96, 99, 101,
102, 103, 107, 109, 111,
113, 114, 115, 119, 121,
122, 123, 125, 129, 131,
133, 135, 136, 139, 141,
143, 144, 147, 149, 151,
153, 154, 157, 159, 161,
163, 164, 167, 169, 170,
171, 175, 177, 179, 180,
183, 184, 185, 187, 189,
190, 193, 195, 196, 197,
199, 201, 205, 207, 208,
209, 211, 215, 217, 218,
219, 221, 223, 227, 228,
229, 231, 233, 237, 239,
240, 241, 243, 247, 249,
250, 251, 253, 257, 259,
260, 261, 263, 265, 269,
271, 273, 275, 276, 279,
281, 283, 284, 285, 289,
291, 292, 293, 295, 299,
301, 302, 303, 305, 309,
311, 313, 314, 315, 317,
318, 321, 323, 325, 326,
327, 329, 333, 336, 337,
339, 343, 345, 347, 349,
351, 352, 355, 357, 359,
361, 362
Critical Thinking
Transparencies
CT1–CT72; User’s Guide,
1–36
Geography
Transparencies
GT1–GT45; User’s
Guide, 1–18
World Art and Cultures
Transparencies
AT1–AT80; User’s Guide,
1–40
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (2) The learner will acquire strategies to access a variety of sources, and use
appropriate research skills to gather, and report information using diverse modalities to demonstrate the
knowledge acquired. (continued)
2.06 Create written, oral,
musical, visual and/or
theatrical presentations of
social studies information.
PE/TE: R27–R29
Add’l TE: 19, 44A, 70,
121A, 213, 235, 243, 246,
270, 353
Writing for Social
Studies
1–10, 11–24, 25–34,
35–108, 109–110,
111–113, 114–122
Strategies for Test
Preparation
49–68
PE/TE: 23, 53, 79, 103,
137, 169, 189, 207, 225,
249, 265, 283, 313, 337,
363, 387, 413, 439, 459,
479, 505, 540, 569, 599,
625, 655, 681, 711, 735,
765, 791, 817, 847, 880,
907, 937, 963
Add’l TE: 20, 30, 58, 63,
68, 89, 93, 99, 126, 143,
182, 189D, 212, 240, 270,
290, 320, 344, 375, 401,
419, 444, 475, 484, 533,
547, 594, 614, 640, 662,
693, 718, 756, 776, 805,
817C, 867, 887, 919, 954
63
In-Depth Resources
Unit 1: 4, 22, 40, 57
Unit 2: 7–8, 26–27, 37,
43–44, 45, 59–60
Unit 3: 5, 8, 10, 26, 40,
57–58, 75–76, 92, 96
Unit 4: 54, 55, 57
Unit 5: 11, 12, 42
Unit 6: 7, 43, 61
Unit 7: 6
Unit 8: 6, 7, 12, 25, 43,
47, 60, 63
Access for Students
Acquiring English
17, 28, 38, 48, 59–60,
70–71, 78, 79–80, 88–89,
126, 136–137, 146–147,
156, 192, 193, 234, 296,
337, 338, 348, 359, 369
Reading Study Guide
5–364
Geography Skills and
Outline Maps
9–36
Telescoping the Times
3, 7, 11, 15, 19, 23, 27, 31,
35, 39, 43, 47, 51, 55, 59,
63, 67, 71, 75, 79, 83, 87,
91, 95, 99, 103, 107, 111,
115, 119, 123, 127, 131,
135, 139, 143
Critical Thinking
Transparencies
CT1–CT72; User’s
Guide, 1–36
Geography
Transparencies
GT1–GT45; User’s
Guide, 1–18
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources
and materials.
3.01 Use map and globe
reading skills.
PE/TE: S20–S23, 15,
24–25, 27, 33–35, 42–43, 46,
199–200, 368, 467–468, 497,
591, 599, 728, 828, 838–839,
903, 904, R21, R22
Add’l TE: 10, 54, 64, 80,
108, 130, 138, 170, 190,
194, 208, 230, 266, 349,
591, 728, 904
In-Depth Resources
Unit 1: 4
Unit 5: 42
Access for Students
Acquiring English
17, 234
Strategies for Test
Preparation
37–44
Geography Skills and
Outline Maps
1–8
PE/TE: 10, 15, 24, 27, 28,
32, 34, 42, 43, 47, 52, 53,
58, 71, 73, 80, 94, 130,
199, 225, 241, 275, 323,
368, 379, 408, 467, 493,
497, 533, 541, 591, 599,
644, 693, 718, 728, 748,
838, 873, 881, 903, 904,
948, R22
Add’l TE: 4, 10, 15, 25,
28, 34, 43, 45, 46, 47, 54,
58, 81, 94, 149, 200, 275,
344, 368, 408, 445, 460,
467, 497, 527, 588, 591,
644, 682, 712, 725, 728,
762, 784, 828, 838, 852,
873, 898
In-Depth Resources
Unit 1: 9, 57–58
Unit 2: 7–8, 26–27,
43–44, 75
Unit 3: 75–76, 91–92
Unit 4: 39, 55–56, 67,
73–74
Unit 5: 43–44
Unit 6: 43–44, 60–61
Unit 7: 24–25, 42–43,
60–61
Unit 8: 7–8, 25–26,
43–44, 60–61
Geography Skills and
Outline Maps
9–36
Geography
Transparencies
GT1–GT45; User’s
Guide, 1–18
3.02 Interpret graphs and
charts.
PE/TE: S16, S18, R23,
R24
Add’l TE: 14, 43, 251,
472, 863
In-Depth Resources
Unit 4: 54, 38
Unit 8: 6
Access for Students
Acquiring English
192, 337
Writing for Social
Studies
3–4, 5–6
Strategies for Test
Preparation
25–36
PE/TE: 14, 19, 120, 143,
203, 242, 249, 273, 317,
321, 361, 459, 523, 604,
660, 671, 755, 765, 803,
963, R23–R24
Add’l TE: 14, 19, 133,
251, 472, 486, 604, 613,
636, 755, 772, 776, 777,
789, 856, 858, 863, 895,
946
In-Depth Resources
Unit 2: 37, 72, 73
Unit 3: 5–6, 56
Unit 4: 54
Unit 6: 6–7
Unit 8: 6
Reading Study Guide
8, 26, 40, 52, 62, 72, 80,
84, 96, 114, 122, 136,
144, 154, 164, 170, 180,
184, 190, 196, 208, 218,
228, 240, 250, 260, 276,
284, 302, 314, 318, 326,
336, 352, 362
Critical Thinking
Transparencies
User’s Guide, 1–36
64
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create and use resources
and materials. (continued)
3.03
Detect bias.
PE/TE: 779, R13
Add’l TE: 704, 778, 779,
809, 813
In-Depth Resources
Unit 2: 6, 74
Unit 6: 42
Access for Students
Acquiring English
58, 96, 275
Writing for Social
Studies
20–22, 23, 25–30, 62–66
PE/TE: 87, 163, 283, 439,
479, 505, 569, 735, 778,
779, 809, 817, R13
Add’l TE: 8, 66, 197, 271,
320, 350, 491, 686, 857,
928
65
In-Depth Resources
Unit 2: 52, 69
Unit 3: 24, 25, 39
Unit 4: 43, 76
Unit 5: 65
Unit 6: 42
Unit 7: 47
Unit 8: 10
Access for Students
Acquiring English
275
Reading Study Guide
292
Electronic Library of
Primary Resources
"The Cro-Magnons,"
"Iceman," "The Royal
Cemetery at Ur," The
Code of Hammurabi,
The Tomb of
Tutankhamen, "Indus
Culture," "Building a
Town" from Shih ching,
"Hymn 129," from Rig
Veda, Life of the
Buddha, "Hanno’s
Voyage, The Book of
Genesis and the Book
of Exodus from the King
James Bible, "The
Kushite Takeover," "An
Assyrian Palace,"
"Customs of the
Persians," "The Spartan
Discipline for Youths,"
"The Athenians and the
Spartans," "Alexander
Speaks to His Soldiers,"
"Archimedes’ Engines,"
"Hannibal Crosses the
Alps," "How Cleopatra
Charmed Antony," "Wall
Inscription from
Pompeii," the Gospel
According to Matthew
from King James Bible,
Agricola, Satyricon,
Arathasastra, Code of
Manu, Ramayana,
"Tracking Father
Elephant," "The
Aksumite Empire,"
"Hunters of Modern
Africa," "Coming to
America," "The OlsenChubbuck Site: A PaleoIndian Bison Kill," "New
Light on the Olmecs,"
The Qur’an," "Men and
Women," "The Character
of Justinian and
Theodora" from Secret
History, The Court of the
Great Khan, "The Merits
of Turks," TenThousand-Word
Memorial, The History
of the World Conqueror,
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources
and materials. (continued)
"The Tartars" from
Travels of Marco Polo,
"The Manners and
Customs of Early
Japan," Reminiscences
in Retirement, Life of
Charlemagne, Assizes
of Romania, "The Art of
Courtly Love,"
Investiture Controversy,
"The Knight in Battle," "A
Description of the Most
Noble City of London,"
Divine Comedy,
Calendar of Coroner’s
Rolls, "The Battle of
Agincourt," "How to Get
Rich Quickly,"
"Mogadishu in 1331,"
"The Anasazi"—Riddles
in the Ruins, Exploring
Maya Copan," "Human
Sacrifice Among the
Aztecs," Royal
Commentaries of the
Incas, "The Art of
Painting" from
Notebooks, Ninety-Five
Theses, "The St.
Bartholomew’s Day
Massacre," "Luther:
Giant of His Time and
Ours," "Descriptions of
the Turks and the
Christians," "The Fall of
Constantinople," "Report
of Persia, Persians, and
Abbas I," Letter to King
George III, The Life and
Letters of St. Francis
Xavier, Act of
Seclusion, "On the
Destruction of the
Indies," Letter to King
Charles V of Spain, "The
French Lose Quebec,"
Letter to the King of
Portugal, "Concerning
the Dearness of All
Things and the Remedy
Thereof," "Defeat of the
Spanish Armada," "Two
Views of Versailles,"
Essay on Forms of
Government, Letters of
Peter the Great, "The
Restoration of Charles,"
66
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources
and materials. (continued)
"Of Studies," The
Persian Letters,
Gulliver’s Travels, Letter
to Catherine the Great,
Conflicting Accounts of
the Battles at Lexington
and Concord, Memoirs
of Élisabeth VigéeLebrun, "Execution by
Guillotine," The Letters
of Napoleon I, "The
Battle of Waterloo: The
Finale," Memoirs of
Prince Klemens von
Metternich,
"Frenchmen, Is This
What You Want?,"
Address to the Second
National Congress of
Venezuela, 1819, "Duties
of Country," "Kubla
Khan," Frankenstein,
"Child Labor in the
Mines," "The
Sentencing of the
Luddites," A New
Girlhood, The
Communist Manifesto,
"How I Served My
Apprenticeship,"
Prisons and Prisoners,
"The Irish Potato
Famine," A Message to
Congress on Indian
Policy, Journal of the
Voyage of HMS Beagle,
"The Boer War: The
Suffering of the Civilian
Population," "Stanley
Finds Livingstone,"
"Private Company Rule
in the Congo," "Africa at
the Center," "The Rise of
the Color Bar," Hawaii’s
Story by Hawaii’s
Queen, Two Years in the
Forbidden City, Fifty
Years of New Japan,
The Rough Riders,
"Alamo Massacre," "The
German Army Marches
Through Brussels," "A
Suffolk Farmhand at
Gallipoli," The Fourteen
Points, Ten Days That
Shook the World,
67
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources
and materials. (continued)
Autobiography of a
Chinese Girl,
"Nonviolence," "The
Death of God," "Famine
in Russia," Memos on
the Aims of Germany
and Japan, Speech in
the House of Commons,
"Blood, Toil, Tears, and
Sweat," "Japanese
Attack Sinks HMS
Repulse," Affidavit Given
at Nuremberg,
Testimony Before the
Special Senate
Committee on Atomic
Energy, Peace Without
Conquest, 444 Days:
The Hostages
Remember, Speech on
Stalin by Nikita
Khrushchev, A
Student’s Diary, Radio
Address from New
Delhi, "The Fall of
President Marcos,"
"Enough of Blood and
Tears," "Masakhane—
Let Us Build Together,"
Destruction of the
Berlin Wall, "Will I Ever
Go Home Again," "The
Massacre in Tiananmen
Square," "Tackling the
Menace of Space
Junk," "The Making of a
Terrorist," "Un-American
Ugly Americans,"
"Television is Defying
3.04 Interpret the social and
political messages of cartoons.
PE/TE: S12, S13, R16,
R20
Strategies for Test
Preparation
21–24
PE/TE: 574, 625, 681,
696, 723, 937, 951, R16,
R20
Add’l TE: 723
68
In-Depth Resources
Unit 8: 12, 47
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (3) The learner will acquire strategies to analyze, interpret, create, and use resources
and materials. (continued)
3.05 Interpret history through
artifacts, arts, and media.
PE/TE: S8, S10, 15, 87,
185, 164, 214, 218–219,
245, 329, 343, 376, 401,
419, 465, 498, 521,
619–623, 731, 779, R20
Add’l TE: 5, 19, 25, 38,
55, 81, 109, 139, 171,
191, 200, 209, 231, 376,
397, 402, 622, 731, 750,
779, 934
In-Depth Resources
Unit 1: 21
Access for Students
Acquiring English
27
PE/TE: S11, 514, 129,
136, 176, 185, 207, 219,
293, 329, 343, 376, 465,
521, 619, 622, 731, 779,
814, 934, R20
Add’l TE: 4, 40, 112, 138,
207C, 218, 228, 280, 327,
328, 358, 416, 441, 510,
511, 543, 634, 683, 741,
752, 767, 853, 904
In-Depth Resources
Unit 1: 9, 44
Unit 2: 61, 78
Unit 3: 94
Unit 4: 8
Unit 6: 27, 72
World Art and Cultures
Transparencies
AT1–AT80; User’s
Guide, 1–40
SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues.
4.01 Use hypothetical
reasoning processes.
PE/TE: R11
Add’l TE: 90, 121, 139,
186, 201, 312, 464, 605,
867
In-Depth Resources
Unit 1: 39
Unit 2: 42
Unit 3: 21
Unit 4: 5
Unit 5: 60
Unit 6: 5
Access for Students
Acquiring English
37, 78, 119, 164, 244, 254
Writing for Social
Studies
14–16
PE/TE: 22, 53, 56, 79,
172, 210, 225, 268, 286,
337, 358, 442, 462, 482,
489, 512, 544, 572, 602,
632, 658, 714, 742, 768,
820, 861, 884, 910, 940,
R4
Add’l TE: 69, 89, 124,
207C, 313C, 323, 340,
416, 464, 565, 605, 711C,
739C, 776, 797, 859, 867,
930, 950
In-Depth Resources
Unit 1: 50
Unit 2: 62, 76, 80
Unit 3: 44, 83
Unit 5: 60, 62
Unit 6: 71
Unit 7: 17
Unit 8: 8, 62
Critical Thinking
Transparencies
CT1, CT29, CT35, CT40,
CT53, CT57, CT58, CT67,
CT70; User’s Guide, 1,
15, 18, 20, 27, 29, 34, 35
4.02 Examine, understand, and
evaluate conflicting viewpoints.
PE/TE: 250–265
Add’l TE: 117, 239, 295,
455, 470, 578, 640, 698,
718, 761
In-Depth Resources
Unit 2: 58
Unit 3: 56
Unit 4: 72
Unit 6: 22, 59
Unit 7: 41
Access for Students
Acquiring English
87, 135, 202, 264, 285, 315
Writing for Social
Studies
14–16, 18–19
PE/TE: 653, 700
Add’l TE: 117, 165, 275,
380, 449, 485, 509C, 522,
553, 578, 616, 689, 694,
698, 705, 718, 761, 772,
786, 794, 817C, 830, 836,
870, 881C, 886, 903, 914,
922
In-Depth Resources
Unit 1: 10
Unit 3: 15, 30, 62, 77
Unit 4: 47, 72
Unit 5: 20, 28, 46, 64, 66
Unit 6: 68
Unit 7: 8, 65
Unit 8: 10, 28, 55
Workbook
81, 141
Critical Thinking
Transparencies
CT4, CT66; User’s
Guide, 2, 33
69
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary and controversial world issues. (continued)
4.03 Recognize and analyze
values upon which judgments
are made.
PE/TE: R5, R14
Add’l TE: 86, 101, 133,
295, 532, 578, 649, 678,
730, 897, 947
In-Depth Resources
Unit 2: 6
Unit 5: 6
Unit 6: 42
Unit 8: 59, 24
Access for Students
Acquiring English
58, 213, 275, 347, 368
PE/TE: 172, 369, 413,
602, 681, 714, 817, 820,
884, 900, 905, R5, R14
Add’l TE: 90, 117, 147,
390, 442, 532, 541C, 544,
607, 662, 843, 858, 867,
914, 947
4.04 Apply conflict
resolutions.
Add’l TE: 89, 595, 786,
787
Add’l TE: 117, 470, 629D
4.05 Predict possible
outcomes.
Add’l TE: 312, 574
In-Depth Resources
Unit 4: 5
Unit 5: 60
Access for Students
Acquiring English
164, 244
PE/TE: 26, 192, 358, 361,
459, 505, 541, 684, 963
Add’l TE: 89, 439, 554,
905
70
In-Depth Resources
Unit 1: 26, 45, 62
Unit 2: 12
Unit 3: 7, 15, 27, 45, 66
Unit 4: 9, 26, 28, 32, 33
Unit 5: 9, 10, 30, 53, 63
Unit 6: 34
Unit 7: 47, 50
Unit 8: 16, 35, 53
Critical Thinking
Transparencies
CT4, CT25, CT30, CT55,
CT66, CT67, CT77;
User’s Guide, 2, 3, 15,
28, 33, 34
Critical Thinking
Transparencies
CT25, CT77; User’s
Guide, 13
In-Depth Resources
Unit 1: 49
Unit 3: 20
Unit 4: 37
Unit 6: 16, 25, 69
Unit 8: 24, 53, 62
Access for Students
Acquiring English
113, 164, 182, 244
Workbook
40, 67
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary, and controversial world issues. (continued)
4.06
Draw conclusions.
PE/TE: R17
Add’l TE: 77, 305, 396,
475, 532, 808
In-Depth Resources
Unit 1: 39
Unit 4: 5
Unit 5: 6, 60
Unit 8: 24
Access for Students
Acquiring English
37, 164, 213, 244, 347
Writing for Social
Studies
14–16, 18–19, 19–20
PE/TE: 8, 12, 18, 39, 45,
67, 76, 77, 114, 162, 166,
167, 178, 183, 196, 220,
247, 269, 293, 341, 380,
393, 396, 397, 399, 425,
430, 475, 513, 527, 550,
555, 562, 612, 617, 638,
706, 772, 801, 810, 824,
834, 900, 920, 951, R17
Add’l TE: 41, 43, 85, 150,
170, 200, 202, 274, 282,
305, 314, 354, 396, 407,
451, 475, 486, 542, 551,
582, 606, 723, 792, 821,
839, 938
4.07
Offer solutions.
Add’l TE: 89, 803, 897
Writing for Social
Studies
14–16
PE/TE: 210, 268, 442,
512, 602, 632, 658, 884
Add’l TE: 32, 629D, 668,
695, 761
71
In-Depth Resources
Unit 1: 8, 13, 14, 15, 24,
28, 32, 34, 37, 49, 61, 66
Unit 2: 4, 9, 13, 17, 35,
36, 53, 62, 85, 87
Unit 3: 3, 14, 15, 17, 18,
31, 66, 69, 71, 73, 84, 87,
94, 99, 100
Unit 4: 8, 15, 32, 33, 42,
48, 49, 51, 64, 65, 67
Unit 5: 4, 16, 20, 21, 35,
45, 52, 53, 55, 58
Unit 6: 3, 11, 15, 16, 26,
40, 45, 53, 55, 58
Unit 7: 15, 18, 22, 27, 40,
52, 55, 68, 69
Unit 8: 15, 16, 17, 19, 21,
29, 30, 34, 40, 51, 52, 57,
58
Access for Students
Acquiring English
35, 37, 56, 104, 111, 142,
144, 151, 164, 189, 211,
213, 220, 221, 242, 244,
252, 273, 281, 284, 304,
314, 322, 344, 347, 356,
366, 367
Workbook
10, 19, 37, 38, 51, 53, 54,
68, 78, 81, 82, 91, 95, 104,
106, 109, 117, 121, 123,
126, 133, 139, 143, 144
Telescoping the Times
3, 11, 15, 19, 23, 27, 39,
59, 63, 67, 79, 83, 87, 95,
111, 143
Critical Thinking
Transparencies
CT7, CT8, CT9, CT10,
CT11, CT14, CT15, CT18,
CT24, CT25, CT26, CT29,
CT35, CT37, CT39, CT45,
CT54, CT55, CT58, CT61,
CT68; User’s Guide, 4, 5,
6, 7, 8, 9, 12, 13, 15, 18,
19, 20, 23, 27, 28, 29, 31,
34
Geography
Transparencies
GT1, GT4, GT8, GT9,
GT17, GT25, GT29,
GT30, GT34, GT36;
User’s Guide, 1, 2, 4, 5,
9, 13, 15, 17, 18
World Art and Cultures
Transparencies
AT1, AT4, AT5, AT16,
AT24, AT34, AT37, AT38,
AT42, AT50, AT53, AT58,
AT66, AT67, AT73, AT78;
User’s Guide, 1, 2, 3, 8,
12, 17, 19, 21, 25, 27, 29,
33, 34, 37, 39
Critical Thinking
Transparencies
CT25, CT77; User’s
Guide, 13
World History: Patterns of Interaction correlated to the
North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals
APPLICATION
INSTRUCTION
Pupil’s Edition and
Teacher’s Edition
Print Ancillaries
Technology and
Transparencies
SKILL COMPETENCY GOAL (4) The learner will acquire strategies needed for applying decision-making and problemsolving techniques both orally and in writing to historic, contemporary, and controversial world issues. (continued)
4.08
Develop hypotheses.
PE/TE: R11
Add’l TE: 186, 605, 867
In-Depth Resources
Unit 2: 42, 58
Unit 3: 21
Unit 4: 5
Unit 5: 60
Unit 6: 5, 22, 59
Unit 7: 41
Unit 8: 24
Access for Students
Acquiring English
24, 78, 87, 114, 164, 347
PE/TE: 22, 53, 56, 79,
172, 210, 225, 268, 286,
337, 358, 442, 462, 482,
489, 512, 544, 572, 602,
632, 658, 714, 742, 768,
820, 861, 884, 910, 940,
R11
Add’l TE: 69, 89, 124,
207C, 313C, 323, 340,
416, 464, 565, 605, 711C,
739C, 776, 797, 859, 867,
930, 950
In-Depth Resources
Unit 1: 50
Unit 2: 62, 76, 80
Unit 3: 44, 83
Unit 5: 60, 62
Unit 6: 71
Unit 7: 17
Unit 8: 8, 62
Critical Thinking
Transparencies
CT1, CT29, CT35, CT40,
CT53, CT57, CT58, CT67,
CT70; User’s Guide, 1,
15, 18, 20, 27, 29, 34, 35
SKILL COMPETENCY GOAL (5) The learner will acquire strategies needed for effective incorporation of computer
technology in the learning process.
5.01 Use word processing to
create, format, and produce
classroom assignments/
projects.
PE/TE: R27, R29
PE/TE: 127, 162, 189,
189C, 225, 249, 265, 439,
479, 505, 541, 655, 681,
765, 791, 907
Add’l TE: 90, 129, 144,
169D, 207D, 239, 289,
301, 304, 313C, 334, 344,
454, 466, 496, 702, 797,
817D, 836, 859, 868, 886,
907C
5.02 Create and modify a
database for class assignments.
PE/TE: R26
TE: 53D, 137D, 169D
5.03 Create, modify, and use
spreadsheets to examine realworld problems.
PE/TE: R26
PE/TE: 103, 189, 765, 907
Add’l TE: 222
5.04 Create nonlinear projects
related to the social studies
content area via multimedia
presentations.
PE/TE: R20, R28
PE/TE: 23, 53, 121, 169,
249, 313
Add’l TE: 79D, 107D,
126, 134, 137D, 169D,
178, 207D, 265D, 413D,
569D, 881D, 937C
72
In-Depth Resources
Unit 1: 10, 26, 42, 46, 59,
62, 65
Unit 2: 12, 29, 30, 34, 45,
51, 63, 80, 83
Unit 3: 10, 13, 26, 30, 43,
64, 77, 79, 95
Unit 4: 8, 26, 44, 47, 57,
62, 81
Unit 5: 9, 11, 26, 28, 33,
46, 51, 64, 66
Unit 6: 9, 10, 14, 27, 33,
51, 63, 68
Unit 7: 8, 13, 33, 47, 50
Unit 8: 10, 27, 28, 33, 47,
63, 64, 69