Download Prentice Hall World History: Connections to Today The

Prentice Hall World History: Connections to Today
The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks
(Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
STRAND 1: TIME, CONTINUITY, AND CHANGE
STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and
identify and explain historical relationships.
TCC. 1.1
TCC. 1.2
TCC. 1.3
Analyze and evaluate diverse
contemporary, historical, and
geographical perspectives as they relate
to important events, recurring dilemmas,
and persistent issues.
Explain, analyze, and show, connections
among patterns of change and continuity
by applying key historical concepts such
as time, chronology, causality, change,
conflict, complexity, and movement.
SE:
Evaluate major turning points in history.
SE:
SE = Student Edition
Why Study History?, 30–31, 140–141, 238–
239, 372–373, 500–501; Geography and
History, 34, 91, 131, 188, 202, 226, 258, 286,
311, 332, 360, 391, 400, 428, 448, 480, 505,
528, 565, 614; Background: Connections to
Today, 43, 76, 104, 122, 150, 175, 210, 229,
244, 263, 278, 297, 328, 351, 380, 412, 425,
452, 474, 504, 538, 566, 586, 620, 644;
Global Connections, 52, 79, 101, 110, 149,
172, 284, 300, 329, 347, 359, 458, 470, 516,
548, 627, 640; Movement, 530–531
TE:
Why Study History?: Bell Ringers and
Cooperative Learning Activities, 30, 140, 238,
372, 500; Connections to Today and About
the Pictures, 31, 141, 239, 373, 501;
Background: Historical Evidence, 52;
Background: Daily Life, 284
TR:
Why Study History? booklet, 11–20; Chapter
Support booklets, Units 4–8
TECH: Interactive Student Tutorial CD-ROM
Chapters 14–37; Computer Test Bank
Chapters 1–24
TE = Teacher’s Edition
World History: Connections to Today helps
students recognize and evaluate major turning
points in world history. Units: Connecting
with Past Learnings, Prehistory-1650, 2–27;
Early Modern Times (1300–1800), 28–137;
Enlightenment and Revolution (1707–1850),
138–235; Industrialism and a New Global
Age (1800–1914), 236–369; World Wars and
Revolutions (1910–1955), 370–497; The
World Today (1945–Present), 498–657.
Chapters: Early Civilizations, 2–7; Empires of
the Ancient World, 8–15; Regional
Civilizations, 16–27; The Renaissance and
Reformation (1300–1650), 32–59; The First
Global Age: Europe and Asia (1415–1796),
60–81; The First Global Age: Europe, the
Americas, and Africa (1492–1750), 82–107
TR = Teaching Resources
1
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
TCC. 1.3
TCC. 1.4
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Evaluate major turning points in history.
(Continued)
The Age of Absolutism, 108–135; The
Enlightenment and the American Revolution
(1707–1800), 142–163; The French
Revolution and Napoleon (1789–1815), 164–
193; The Industrial Revolution Begins (1750–
1850), 194–213; Revolutions in Europe and
Latin America (1790–1848), 214–233; Life in
the Industrial Age (1800–1914), 240–265;
Nationalism Triumphs in Europe (1800–
1914), 266–289; Growth of Western
Democracies (1815–1914), 290–313; The
New Imperialism (1800–1914), 314–339;
New Global Patterns (1800–1914), 340–367;
World War I and Its Aftermath (1914–1919),
374–397; Revolution in Russia (1917–1939),
398–417; Nationalism and Revolution Around
the World (1910–1939), 418–441; Crisis of
Democracy in the West (1919–1939), 442–
465; World War II and Its Aftermath (1931–
1955), 466–495; The World Since 1945: An
Overview (1945–Present), 502–523; Europe
and North America (1945–Present), 524–553;
East Asia and Southeast Asia (1945–Present),
554–577; South Asia and the Middle East
(1945–Present), 578–603; Africa (1945–
Present), 604–629; Latin America (1945–
Present), 630–655
TE:
See all relevant Lesson Plans, Activities, and
Background features.
TR:
Chapter Support booklets, Units 4–8
TECH: Interactive Student Tutorial CD-ROM
Chapters 14–37; Computer Test Bank
Chapters 1–24
SE:
Link historical events region to region
along timelines.
SE:
TE:
SE = Student Edition
TE = Teacher’s Edition
Time Lines of Parallel Events (Prehistory to
Early Modern Times), 2–3, 8–9, 16–17; Unit
Time Lines of Parallel Events, 136–137, 234–
235, 368–369, 496–497, 656–657; Chapter
Time Lines and Time Line Activities, 32–33,
60–61, 82–83, 108–109, 142–143, 164–165,
194–195, 214–215, 240–241, 266–267, 290–
291, 314–315, 340–341, 374–375, 398–399,
418–419, 442–443, 466–467, 502–503, 524–
525, 554–555, 578–579, 604–605, 630–631
Activity, 32, 60, 82, 108, 142, 164, 194, 214,
240, 266, 290, 314, 340, 374, 398, 418, 442,
466, 524, 554, 564, 578, 604, 630
TR = Teaching Resources
2
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TCC. 1.5
Describe and evaluate the historical role
of international and multinational
organizations.
SE:
TCC. 1.6
Analyze and evaluate the history, causes,
consequences, and possible solutions to
persisting issues, such as health, security,
resource allocation, economic
development and environmental quality.
SE:
European Community/European Union, 528–
530; International Olympic Committee, 508;
International Red Cross, 239, 611; NAFTA,
507, 540, 636, 640, 644; NATO, 493, 526,
527, 534, 536, 549, 550–551; Organization of
African Unity, 611; Regional and Global
Organizations, 507–508; United Nations, 490,
507, 509, 517, 546, 550–551, 568, 600–601,
611, 615, 688 (case study)
TE:
Activity: Cooperative Learning, 238;
Background: Connections to Today, 277;
Background, 568
TR:
Historical Outline Map Book, 59
TECH: World History Color Transparencies, B–53,
B–55, B–57
Why Study History?, 30–31; Geography and
History, 226, 505, 614; Terrorism, 509;
Assessing Your Skills: Comparing
Viewpoints, 514; Development and the
Environment, 515; The Green Revolution,
520; Critical Issues (Africa) 614–615; Global
Connections, 640–641
TE:
Bell Ringer and Activity: Cooperative
Learning, 30; Background: Connections to
Today, 31; Background: About the Pictures,
31; Customize for Heterogeneous Groups,
508; Background, 513, 514, 520, 614; Block
Scheduling, 505; Activity, 514, 615, 640
TR:
Why Study History? booklet, 11–12; Unit 8
booklet, 10, 84; Chapter Extension Activities
booklet, 76–77
TECH: Interactive Student Tutorial CD-ROM Ch. 32,
37; Computer Test Bank Ch. 19, 24
STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about
change.
TCC. 2.1
Investigate cause and effect as a historical
concept.
SE:
TCC. 2.2
Compare and contrast divergent historical
perspectives.
SE:
Cause and Effect, 53, 105, 185, 231, 252, 367,
395, 449, 546, 585; Skills Tip, 367
TE:
Background, 104, 585; Human Drama Note,
105, 585; Skills Tip, 367
TR:
Connecting with Past Learnings booklet, 6
TECH: Skills Transparencies 17
TE:
SE = Student Edition
TE = Teacher’s Edition
Assessing Your Skills: Comparing
Viewpoints, 47, 146, 245, 377, 514
Customize for Heterogeneous Groups, 5;
Activity, 349; Background, 437, 471
TR = Teaching Resources
3
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
TCC. 2.2
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Compare and contrast divergent historical
perspectives.
(Continued)
Chapter Extension Activities booklet 37–40,
54–55, 65–66, 76–77; Unit 5 booklet, 12; Unit
6 booklet, 70, 90; Unit 8 booklet, 10
TECH: Skills Transparencies, 13; World History
Visions, Voices, Views, videodisc side 3 or
tape 6
TR:
TCC. 2.3
Evaluate the role of ideals, traditions,
processes, institutions, literature,
languages, and the arts in continuity and
change.
Virtual Field Trip (selected examples) 38, 68,
85, 121, 204, 280, 390, 520, 575, 587, 626;
Exploring the Human Drama: Humanities
Link, 42, 90, 152, 285, 364, 414, 453, 519,
595; Human Drama Note, 575; Primary
Sources and Literature, 712
TE:
Block Scheduling Support, 9; Background,
42, 90, 285, 364, 414, 453, 594, 713; Activity
137 (Q2–4), 220, 221; Human Drama Note,
415, 519
TR:
Chapter Extension Activities booklet, 47, 58,
84; History Through Literature 45–46; Unit 6
booklet, 70
TECH: Listening to Literature World Masterpieces
audiotapes, side 8
TCC. 2.4
Compare and contrast issues of continuity
and change by applying techniques such
as brainstorming, data analysis,
simulations, and scenario writing.
SE:
SE:
.
TE:
Connections to Today, 43, 76, 104, 122, 150,
175, 210, 229, 244, 263, 278, 297, 328, 351,
380, 412, 425, 452, 474, 504, 538. 566, 586,
620, 644
Reading Strategy: Problem Solving, 269;
Customize for Kinesthetic Learners, 304;
Activity, 437
STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS
STANDARD 1: Students will demonstrate an understanding that people, cultures, and systems are connected
and that commonalties and diversities exist among them.
PPE. 1.1
Analyze and illustrate connections and
interactions of individuals, groups,
institutions, states, and organizations.
SE = Student Edition
SE:
TE = Teacher’s Edition
Chinese influence on Korea and Japan, 26–27;
Exploring the Human Drama: Humanities
Link, 90; Global Connections, 300; Why
Study History?, 500–501; The World Since
1945: An Overview, 502–521; Regional and
Global Organizations, 507–508; Regional and
Global Issues, 508–509; Biography, 521; The
European Union, 529; Britain: Changing
Policies, 532–533; Germany: Division and
Reunification, 534–535; The United States: A
Global Superpower, 537–538; Critical Issues
(Africa), 615; Primary Sources and Literature,
715
TR = Teaching Resources
4
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PPE. 1.1
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Analyze and illustrate connections and
interactions of individuals, groups,
institutions, states, and organizations.
(Continued)
Background, 344; Cooperative Learning, 500;
Background: Connections to Today, 501;
Background: About the Pictures, 501; Lesson
Plans: 504; Peace Corps: Background, 507;
Activity: 512, 529
TR:
Why Study History? booklet, 19–20;
Connecting with Past Learnings, 26; Chapter
Extension Activities booklet, 41, 79; Creative
Teaching Activities booklet, 147; Unit 8
booklet, 31, 84
TECH: Interactive Student Tutorial CD-ROM Ch. 16,
24, 32; Computer Test Bank Ch. 3, 11, 19
TE:
PPE. 1.2
Evaluate the effects of science and
technology on individuals, groups, and
organizations.
SE:
PPE. 1.3
Demonstrate how cultural elements such
as language, the arts, and belief systems
can both connect people or cause conflict.
SE:
PPE. 1.4
Probe the interdependence of nations.
SE:
SE = Student Edition
Why Study History?, 238–239; Population
and Poverty, 512–513; Health Statistics of
Selected Countries, 513; Science and
Technology, 518; Disaster! Meltdown at
Chernobyl, 543; AIDS (Africa) 615
TE:
Background: Connections to Today, 239;
Background: About the Pictures, 239;
Customize for Kinesthetic Learners, 518;
Background, 518, 520, 543
TR:
Why Study History? booklet, 15–16; Chapter
Extension Activities booklet, 78, 80
TECH: World Color Transparencies, B–65
Aztecs, 14–15; Why Study History?, 372–
373; Primary Source, 463; The Campaign
Against the Jews Begins, 463; Occupied
Lands, 479–480; Assessing Your Skills: The
Holocaust, 481; Ethnic and Religious
Conflicts, 506; Civil War in Yugoslavia, 549–
551; Arab-Israeli Conflict, 598–599
TE:
Activity, 25, 481; Human Drama Note, 47;
Background: 15, 280, 373, 624; Bell Ringer
and Activity, p. 372; Connections to Today,
373; Human Drama Activity, 549, 599
TR:
Why Study History? booklet, 17–18; History
Through Literature 16–17; Unit 7 booklet, 86
TECH: Interactive Student Tutorial CD-ROM Ch. 30,
32; Computer Test Bank Ch. 17, 19; World
History Visions, Voices, Views, videodisc
side 4 or videotape 8
TE = Teacher’s Edition
Cause and Effect, 449; The World Since
1945: An Overview (1945–Present), 502–523;
Regional and Global Organizations, 507–508;
Regional and Global Issues, 508–509;
Economic Interdependence, 511–512
TR = Teaching Resources
5
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PPE. 1.4
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Probe the interdependence of nations.
(Continued)
The European Union, 529; The United States:
A Global Superpower, 537–538; Foreign
Policy Issues (Cold War), 542; Japan
Becomes an Economic Superpower, 556–558;
The Asian Tigers, 566–568, 570; Indonesia,
573–574; Critical Issues (Africa): 615;
Economic Development (Latin America),
634–635; Brazil’s “Economic Miracle,” 651,
653
TE:
Lesson Plans, 510, 566; Activity, 512, 557;
Customize for Kinesthetic Learners, 511
TR:
Geography and History booklet, 16–17;
Chapter Extension Activities booklet, 79;
Creative Teaching Activities booklet, 151,
153
TECH: Interactive Student Tutorial CD-ROM Ch. 32,
34; Computer Test Bank Ch. 19, 21
SE:
PPE. 1.5
Assess the ways family, religion, gender,
ethnicity, nationality, socioeconomic
status, and other group characteristics
contribute to a sense of self.
SE:
PPE. 1.6
Predict how people(s) having different
scientific and technological capabilities
might respond in various situations based
on their cultural perspectives.
SE:
SE = Student Edition
Old and New Patterns (Africa), 616–617;
Sources of Unrest (Latin America), 633–634;
Changing Social Patterns, 636–637
TE:
Lesson Plan, 632
TR:
Unit 8 booklet, 100
TECH: Interactive Student Tutorial CD-ROM Ch. 36,
37; Computer Test Bank Ch. 23, 24
Guerrilla warfare, 187, 218, 480, 549–551,
572–573; Technology of Modern Warfare,
385–386; World War I Technology (chart),
386; Mohandas Gandhi, 429–430;
Disarmament, 445; Military Alliances, 493;
The Arms Race, 493; Deadly Weapons, 508;
Terrorism, 509; Disarmament and Détente,
526–527; The Nuclear Issue, 570, 584–585
TE:
Background, 187, 573; Block Scheduling
Support, 429; Human Drama Activity, 492;
Customize for Heterogeneous Groups, 445,
508; Customize for Auditory Learners, 527,
572
TR:
Unit 5 booklet, 60
TECH: Interactive Student Tutorial CD-ROM Ch. 21,
27, 29, 31, 32, 33, 34, 35; Computer Test
Bank Ch. 8, 14, 16, 18, 19, 20, 21, 22
TE = Teacher’s Edition
TR = Teaching Resources
6
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PPE. 1.7
PPE. 1.8
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Analyze and demonstrate the value of
cultural diversity and cohesion within and
across groups.
Explore cultural perspectives by applying
techniques such as brainstorming, data
analysis, simulations, and scenario
writing.
SE:
Many Peoples, Many Traditions, 25; A New
Global Culture, 520–521, Social Trends, 530–
531; Islamic Revival, 590; Women in the
Muslim World, 591; Old and New Patterns
(Africa), 616–617
TE:
Block Scheduling Support, 9
TECH: Interactive Student Tutorial CD-ROM Ch. 32,
35; Computer Test Bank Ch. 19, 22
STANDARD 2: Students will demonstrate an understanding of the significance of physical and cultural
characteristics of places and world regions.
PPE. 2.1
PPE. 2.2
PPE. 2.4
PPE. 2.3
Formulate connections of individuals,
groups, and organizations to the physical
environment.
Question and appraise how events in all
cultures are influenced by physical and
human geographic factors.
Extract commonalties and differences
among cultures as they relate to the five
themes of geography; location, place,
human-environment interaction,
movement, and region.
SE:
Generate both current and historical
examples of the interrelationships of
science, technology, and society.
SE:
SE = Student Edition
Geography and History, 34, 131, 188, 202,
258, 286, 332, 360, 391, 400, 428, 528, 565,
584, 614; Exploring the Human Drama:
Disaster!, 73, 438, 645; Drought and Famine,
615; Deforestation (Africa), 615
TE:
Background, 73, 438, 645; Activity, 73, 438,
615, 645
TR:
Unit 8 booklet, 84; Disaster! Chapter
Extension Activities booklet, 39, 71, 87
TECH: Interactive Student Tutorial CD-ROM Ch. 20,
22, 29; Computer Test Bank Ch. 7, 9, 16
Why Study History, 30–31; Geography and
History, 34, 91, 131, 188, 202, 226, 258 286,
311, 332, 360, 391, 400, 428, 448, 480, 505,
528, 565, 614; The Scientific Revolution, 54–
57; The Scientific Method (chart), 55;
Exploring the Human Drama: You Are There,
205, 475; Technology and Industry, 244;
Connections to Today, 221, 244; Technology
Speeds Transportation and Communication,
244–247; The Darwin Challenge, 258–259;
New Views of the Universe, 450–451;
Humanities Link, 519; Disaster!, 543
TE:
Bell Ringer, 30, 205, 475; Block Scheduling
Support, 55; Human Drama Note, 55; Human
Drama Activity, 205; Background, 31, 55,
244, 451, 475, 476, 519; Activity, 258
TR:
Chapter Extension Activities booklet, 78;
Why Study History? Booklet, 11–12
TECH: World History Color Transparencies, E–35;
Interactive Student Tutorial CD-ROM Ch. 20;
Computer Test Bank Ch. 7
TE = Teacher’s Edition
TR = Teaching Resources
7
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PPE. 2.5
PPE. 2.6
PPE. 2.7
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Investigate ways that natural and manmade environments interact with cultures
by using a variety of experiences, such as
field studies, interactive technologies,
works of literature, and the arts.
Predict how data and experiences may be
interpreted by people from diverse
cultural perspectives.
SE:
Examine and explain belief systems
underlying specific traditions and laws.
SE:
SE = Student Edition
Exploring the Human Drama: Humanities
Link, 42, 90, 152, 221, 285, 364, 414, 453,
519, 595; You Are There, 117, 205, 255, 335,
384, 475, 564, 625; Virtual Field Trips, 38,
68, 85, 121, 151, 169, 204, 230, 262, 280,
310, 320, 346, 390, 413, 431, 451, 478, 520,
535, 575, 587, 626, 646; Human Drama Note,
285; Charles Dickens, Hard Times, 706; Erich
Maria Remarque, All Quiet on the Western
Front, 708
TE:
Background, 64, 188, 205, 384, 414, 706; Bell
Ringer, 90, 625; Human Drama Activity, 117;
Activity, 152, 255, 335, 475, 564, 708;
Connections to Today, 364
TR:
Chapter Extension Activities booklet, 36, 41,
44, 47, 51–52, 56, 58, 62, 64, 67, 69, 72, 74,
78, 81, 84, 86; History Through Literature,
37–38, 45–48
TECH: Interactive Student Tutorial CD-ROM Ch. 14,
16, 18, 26, 28; Computer Test Bank Ch. 1, 3,
5, 13, 15
Judaism, 5; Buddhism, 8; Hinduism, 8, 430;
Confucianism, 9; Legalism, 9; Christianity,
13; Islam, 22; hajj, 22; Traditional beliefs
(Southeast Asia), 68–70; fundamentalism,
590–591
TE:
Reading Strategy, 8; Block Scheduling
Support, 9
TECH: World History Color Transparencies D–45;
Interactive Student Tutorial CD-ROM Ch. 15,
29, 35; Computer Test Bank Ch. 2, 16, 22
TE = Teacher’s Edition
TR = Teaching Resources
8
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
STRAND 3: PRODUCTION, DISTRIBUTION, AND CONSUMPTION
STANDARD 1: Students will demonstrate an understanding that different economic systems and limited
resources influence cooperation and conflict in decision making.
PDC. 1.1
PDC. 1.2
PDC. 1.4
Demonstrate an understanding of
scarcity, choice, and resource allocation.
Describe the roles that location, supply
and demand, prices, and profits play in
determining what is produced and
distributed in a market system.
Identify present day choices and illustrate
that these choices have important future
consequences.
SE:
TE:
PDC. 1.1
PDC. 1.2
PDC. 1.4
PDC. 1.3
(Continued)
Demonstrate an understanding of
scarcity, choice, and resource allocation.
Describe the roles that location, supply
and demand, prices, and profits play in
determining what is produced and
distributed in a market system.
Identify present day choices and illustrate
that these choices have important future
consequences.
(Continued)
Unit 8 booklet, 4, 10; Creative Teaching
Activities booklet, 82; Chapter Extension
Activities booklet, 42, 50, 76–77
TECH: Interactive Student Tutorial CD-ROM Ch. 16,
18, 20, 32; Computer Test Bank, Ch. 3, 5, 7,
19
TR:
Compare economic systems and how they
answer economic questions as to what,
how, and for whom to produce goods and
services.
SE = Student Edition
A Commercial Revolution, 102; Assessing
Your Skills: The Commercial Revolution,
103, 104; Mercantilism, 104; New Economic
Thinking (laissez faire), 148; Britain Leads
the Way, 199–202; Assessing Your Skills:
Impact of the Railroad, 201; What Is the
Relationship Between People and the
Environment?, 514; Global Economic Trends,
510–515
Background, 9, 72, 102, 201, 513; Activity,
103, 514; Connection to Today, 104; Lesson
Plan, 510; Customize for Kinesthetic
Learners, 511
SE:
Capitalism, 102, 208; New Economic
Thinking (laissez faire), 148; Socialism, 209–
210; Marxism/Communism, 210–211
TE:
Background, 102, 209; Block Scheduling
Support, 209; Activity, 210
TR:
Creative Teaching Activities booklet, 94
TECH: Interactive Student Tutorial CD-ROM Ch. 18,
20; Computer Test Bank, Ch. 5, 7
TE = Teacher’s Edition
TR = Teaching Resources
9
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PDC. 1.5
PDC. 1.6
PDC. 1.7
PDC. 1.8
PDC. 1.8
PDC. 1.9
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Apply economic concepts and economic
reasoning to historical and contemporary
social and political development.
Distinguish between domestic and
international economic goods and
services.
Analyze the role of specialization in the
exchange of economic goods and
services.
SE:
Compare how values and beliefs
influence economic decisions in different
societies.
SE:
Dawn of the Industrial Age, 196–198; Britain
Leads the Way, 199–202; New Methods of
Production, 244; Cause and Effect, 252, 367;
New Economic Patterns (imperialism), 361–
362; From Lenin to Stalin, 405–410; Global
Economic Trends, 510–515; Failure of the
Command System, 542; Economic
Development (Latin America), 635–636
TE:
Lesson Plans, 197, 199, 510; Human Drama
Note, 197, 211; Background, 197, 200
TR:
History Through Literature, 59–60; Creative
Teaching Activities booklet, 93, 144; Chapter
Extension Activities booklet, 50, 64, 68; Unit
8 booklet, 4
TECH: Interactive Student Tutorial CD-ROM Ch. 20,
22, 26, 32; Computer Test Bank, Ch. 7, 9, 13,
19
(Continued)
Compare how values and beliefs
influence economic decisions in different
societies.
(Continued)
Activity, 512, 514; Background, 409, 514,
542, 614, 626; Human Drama Note, 409, 449,
515, 543; History Through Literature, 70–71
TR:
Chapter Extension Activities booklet, 54–55,
68, 76–77, 79; Creative Teaching Activities,
151; Unit 8 booklet, 10, 47, 48–49, 84
TECH: Interactive Student Tutorial CD-ROM Ch. 32,
34; Computer Test Bank Ch. 19, 21
TE:
Explore public issues related to resource
allocation by applying techniques such as
brainstorming, data analysis, simulations,
and scenario writing.
SE = Student Edition
Political and Social Conditions, 200; Free
Trade and the Corn Laws, 295–296; Victories
for the Working Class, 297; Assessing Your
Skills: Synthesizing Information:
Collectivization, 409; Geography and History,
480, 614; What Is the Relationship Between
People and the Environment?, 514; Economic
and Political Trends (Europe), 527–528;
Recovery and Economic Miracle (Japan),
556-558; From Revolution to Reform in
China, 560–565; Economic Choices (Africa),
614; Primary Sources and Literature, 714
SE:
TE:
TR:
TE = Teacher’s Edition
Fact Finder, 408, 527; Urbanization in Brazil,
650
Activity, 205
Chapter Extensions Activities booklet, 51
TR = Teaching Resources
10
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
STRAND 4: POWER, AUTHORITY, AND GOVERNANCE
STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of
participating in a democratic society.
PAG. 1.1
Explain the purpose of government and
analyze how its powers are acquired,
used, and justified.
SE:
PAG. 1.2
Explain the origins and continuing
influence of key ideals of a democratic
republican government such as individual
human dignity, liberty, justice, equality,
and the rule of law.
SE:
PAG. 1.3
Synthesize the principles of United States
political heritage through the examination
of such documents as the Declaration of
Independence, “Common Sense”
(Thomas Paine), Letter from a
Birmingham Jail” (Martin Luther King,
Jr.), etc.
SE:
SE = Student Edition
Beginnings of Civilization, 2–3; Global
Connections, 458; Economic and Political
Trends, 527–528; Primary Sources and
Literature, 700–702
TE:
Background, 700, 701, 702; Activity, 701
TR:
Unit 5 booklet, 12; Creative Teaching
Activities booklet, 79
TECH: World History Color Transparencies, F–3
Why Study History?, 140–141; Philosophy in
the Age of Reason, 144, 145, 147; Primary
Source, 147; Global Connections, 172;
Revolutions of 1830 and 1848, 219–224;
Latin American Wars of Independence, 225–
231; Lesson Plan, 219; Primary Sources and
Literature, 703
TE:
Background, 141; Unit 5 booklet, 65, 66;
Block Scheduling Support, 225; Bell Ringer,
537; Background, 703; Activity, 703
TR:
Why Study History? booklet, 13–14; Creative
Teaching Activities booklet, 86 and 96
TECH: Interactive Student Tutorial CD-ROM Ch. 21;
Computer Test Bank Ch. 8
Why Study History?, 140; Birth of the
American Republic, 158–161; Global
Connections, 172; Rights of Man, 292
TE:
Primary Sources and Literature, 710
TR:
Creative Teaching Activities, 85
TECH: Interactive Student Tutorial CD-ROM Ch 5
TE = Teacher’s Edition
TR = Teaching Resources
11
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAG. 1.4
PAG. 1.5
PAG. 1.6
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
Identify, analyze, interpret, and evaluate
sources and examples of citizen’s rights
and responsibilities.
Examine persistent issues involving the
rights, roles, and status of the individual
in relation to the general welfare.
Analyze and evaluate the influence of
citizen action and public opinion on the
formation of public policy.
SE:
What You Can Do: Stay Informed, 141;
Assessing Your Skills: Toussaint L’Ouverture
on Slavery, 227; Rights for Women, 254, 255;
Growth of Public Education, 256–257;
Assessing Your Skills: Synthesizing
Information, 308; Women’s Rights, 309;
Universal Declaration of Human Rights, 508;
New Rights and Roles for Women, 517–518;
Civil Rights and Society, 539; Primary
Sources and Literature, 705, 709–711
TE:
Customize for Auditory Learners, 10; Bell
Ringer, 140; Activity: Cooperative Learning,
140; Connections to Today, 141, 227;
Activity, 227, 711; Background, 256, 308,
705, 710, 711; Reading Strategy, 508
TR:
Creative Teaching Activity booklet, 140;
Chapter Extension Activities booklet, 226;
Unit 5 booklet, 66
TECH: Interactive Student Tutorial CD-ROM Ch. 32
STANDARD 2: Students will demonstrate an understanding of the commonalties and diversities of various
systems of government.
PAG. 2.1
Compare the ideologies, structures,
institutions, and processes of different
political systems.
SE:
TE:
TR:
PAG. 2.1
(Continued)
Compare the ideologies, structures,
institutions, and processes of different
political systems.
SE = Student Edition
Philosophy and Religion in China, 9; Japan,
27; monarchy (absolute), 111, 115–116;
monarchy (constitutional), 173, 292–293;
democracy, 11; From Lenin to Stalin, 405–
410; Life in a Totalitarian State, 411–415;
Fascism in Italy, 456–460; Assessing Your
Skills: Totalitarianism, 457; Hitler and the
Rise of Nazi Germany, 469–463; The
European Union (Background), 529; Primary
Sources and Literature, 696, 712
Background, 26, 456, 696, 712; Lesson Plan,
455; Block Scheduling Support, 455; Human
Drama Note, 457; Background, 461; Activity,
462, 701
Chapter Extension Activities booklet, 73;
Creative Teaching Activities booklet, 128,
137; History Through Literature, 63–64; Unit
5 booklet, 67; Unit 7 booklet, 68
(Continued)
TECH: Interactive Student Tutorial CD-ROM Ch. 28,
30
TE = Teacher’s Edition
TR = Teaching Resources
12
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PAG. 2.2
Evaluate the impact of technology in
communication, transportation, and
information processing, weapons
development, etc., as they relate to
domestic and foreign policies.
SE:
PAG. 2.3
Research and debate selected social
issues, such as—but not limited to—
public health, public education, waste
management, and pollution.
SE:
Global Connections, 347; The World Today
(satellite image), 498–499; Deadly Weapons,
508; Science and Technology, 518–519;
Europe: The Cold War and After, 526–527;
The Nuclear Issue (Pakistan), 584–585;
Weapons Pile Up, 597–598; Critical Issues
(Africa) 615
TE:
Human Drama Note, 507; Activity, 615
TR:
Chapter Extension Activities booklet, 78;
Creative Teaching Activities booklet, 146;
Unit 8 booklet, 84
TECH: Interactive Student Tutorial CD-ROM Ch. 32
Health Statistics of Selected Countries, 1999:
513; Assessing Your Skills: Comparing
Viewpoints, 514; Development and the
Environment, 515; Population, 563–564;
Social Change, 583; Western Influence, 590;
Women in the Muslim World, 591; Critical
Issues, 615; Old and New Patterns (Africa),
616
TE:
Background, 514; Activity, 514; Human
Drama Note, 515; Customize for
Heterogeneous Groups, 616
TR:
Unit 8 booklet, 10, 84; Chapter Extension
Activities booklet, 76–77
TECH: World History Color Transparencies, B–65,
D–87; Interactive Student Tutorial CD-ROM
Ch. 32, 35
STRAND 5: SOCIAL SCIENCE PROCESSING AND SKILLS
STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking,
listening, and problem solving.
SSPS. 1.1
Integrate reading, writing, listening, and
speaking skills throughout the social
sciences.
SE = Student Edition
SE:
TE = Teacher’s Edition
Exploring the Human Drama: Shakespeare’s
World of Drama (Portfolio Assessment), 42;
Critical Thinking and writing features appear
in each Section Review and in each Review
and Assessment. See examples on pages 120,
287, 472, and 596. Activity, 591, 649; Case
Studies on Contemporary Issues, 658–693
TR = Teaching Resources
13
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
SSPS. 1.1
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Integrate reading, writing, listening, and
speaking skills throughout the social
sciences.
TE:
TR:
(Continued)
Customize for Individual Needs in each
Chapter Planning Guide points out activities
for less proficient writers. See examples on
pages 149B and 194B. Activity, 88, 307, 321,
327, 487, 517, 557; Interviewing, 147, 336,
511, 539; Customize for Kinesthetic Learners,
304, 511; Customize for Heterogeneous
Groups, 427; Block Scheduling, 505
Customize for Individual Needs in each
Chapter Planning Guide points out the
location of appropriate reading activities in
the Guide to the Essentials. See examples on
pages 82B and 418B. Unit 6 booklet, 48
SSPS. 1.2
Develop and enhance observation,
questioning, and interpretive skills
throughout the social sciences.
SE:
SSPS. 1.3
Develop and enhance critical analysis
skills, such as cause and effect and
inductive and deductive reasoning,
throughout the social sciences.
SE:
Cause and Effect, xlii–xliii, 53, 105, 185, 213,
252, 367, 395, 449, 546, 585; There are
labeled questions that require students to
make inferences/draw conclusions in Reviews
and Assessments. See examples on pages 39,
103, 126, 264, 312, 440, and 649.
Connections to Today, 104
TE:
Human Drama Activity, 231; Customize for
Heterogeneous Groups, 286, 378, 460, 623,
644; Activity, 448, 452, 506, 550, 588;
Customize for Auditory Learners, 598
TECH: Skills Transparencies 17
SSPS. 1.4
Employ creative thinking skills through
out the social sciences.
SE:
TE:
SE = Student Edition
Exploring the Human Drama: Disaster!,
(portfolios assessment), 73, 189, 299;
Exploring the Human Drama: You Are There,
(portfolio assessment), 205, 254, 384, 475,
564
TE:
Activity, 147; Human Drama Note, 285;
Reading Strategies: question writing, 352,
557, 623; Customize for Kinesthetic Learners,
511, 518, 539
TR:
Chapter Extension Activities booklet, 39, 49,
51, 56, 59, 67, 74, 86
TECH: World History Visions, Voices, Views,
videodisc side 3 or videotape 5; Interactive
Student Tutorial CD-ROM Ch. 34; Computer
Test Bank Ch. 21
TE = Teacher’s Edition
Activity, 43, 79, 95, 551, 570
Human Drama Activity, 25, 37, 487, 549;
Customize for Heterogeneous Groups, 38;
Block Scheduling Support, 45, 48, 115, 393,
511, 557, 561, 567, 633; Activity, 78, 88, 90,
230, 248, 487, 517, 535, 550. 649
TR = Teaching Resources
14
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
SSPS. 1.4
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Employ creative thinking skills through
out the social sciences.
(Continued)
Unit 4 booklet, 15; World Writers Today,
462–474
TECH: World History Color Transparencies, C–51,
D–61
TR:
STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences.
SSPS. 2.1
Employ the scientific method throughout
the social sciences.
SE:
SSPS. 2.2
Distinguish fact from opinion and
recognize bias and propaganda.
SE:
SSPS. 2.3
Record oral history.
SE:
TE:
griots, 25
Background, 15; Customize for Kinesthetic
Learners, 511, 539; Analyzing a Quotation,
549, 561, 607, 639
SSPS. 2.4
Use brainstorming techniques throughout
the social sciences.
SE:
Students can apply this skill to stimulate
discussion in features, such as the TE Bell
Ringers that begin each Why Study History?
See page 30 for an example.
SE = Student Edition
The Scientific Revolution, 54–57; Students
can also apply this skill to research
assignments suggested within the student
edition and while completing
questions/activities, such as the following:
Problem Solving and Decision Making, xlvi–
xlvii, 47, 185, 245, 328, 515; Making Valid
Generalizations, 79, 337, 488; Synthesizing
Information, xl–xli, 103, 123, 227, 344, 409,
529
TE:
Block Scheduling Support, 35, 55; Activity
(Making Generalization), 270; (Solving a
Problem), 550, 615, 640
TR:
Chapter Extension Activities booklet, 42, 43,
53, 63, 68, 79; History Through Literature,
32–33, 55–56; Creative Teaching Activities,
67; Unit 4 booklet, 14
TECH: Interactive Student Tutorial CD-ROM Ch. 14;
Computer Test Bank Ch. 1
The Arts and the State, 413, 414; Activity,
415; Purging German Culture, 462; Analyzing
Primary Sources, 712, 716
TE:
Customize for Visual Learners, 172, 434;
Background, 413; Customize for
Heterogeneous Groups, 445; Activity, 462,
712; Human Drama Note, 463; Customize for
Auditory Learners, 508
TR:
Unit 5 booklet, 8; Unit 7 booklet, 68
TECH: Interactive Student Tutorial CD-ROM Ch. 28,
30
TE = Teacher’s Edition
TR = Teaching Resources
15
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
SSPS. 2.4
(Continued)
Use brainstorming techniques throughout
the social sciences.
TE:
SSPS. 2.5
Draw inferences.
SE:
TE:
TR:
SSPS. 2.6
Use appropriate tools, such as globes,
maps, statistical data, primary historical
sources, relevant media resources,
interactive technologies, and field studies,
etc.
SE:
TE:
SE = Student Edition
TE = Teacher’s Edition
(Continued)
Reading Strategy: Problem Solving, 269;
Block Scheduling Support, 511; Activity, 615,
640
There are labeled questions that require
students to make inferences in Assessments.
See examples on pages 39, 57, 64, 103, 128,
264, 308, and 394. Primary Source, 598;
Primary Sources and Literature, 696 (Q3),
700 (Q3)
Customize for Heterogeneous Groups, 304;
Activity, 323, 344 (Q2), 452, 698, 700 (Q3),
708, 709 (Q2), 714 (Q2); Customize for
Auditory Learners, 343, 598; Customize for
Heterogeneous Groups, 437
History Through Literature booklet, 32–33,
57–58
The student edition contains many
opportunities to make world history come
alive and develop the skills essential to this
goal. See Skills Handbook, xxx–xlix. Special
Feature examples include (but are not limited
to): Chapter Maps, 33, 35, 51, 61, 64, 69, 83,
94, 99, 109, 112, 126, 130, 135, 143, 155,
160, 165, 184, 190, 195, 200, 201, 215, 222,
228, 241, 243, 267, 269, 277, 281, 291, 302,
307, 315, 321, 327, 330, 336, 341, 349, 352,
354, 358, 375, 378, 385, 394, 399, 407, 419,
427, 434, 437, 443, 467, 471, 483, 487, 492,
503, 506, 525, 529, 530, 543, 550, 555, 568,
572, 579, 581, 589, 599, 601, 605, 615, 631,
649. Charts and Graphs, 55, 65, 99, 103, 107,
155, 163, 167, 174, 189, 201, 213, 265, 308,
327, 344, 378, 386, 403, 409, 465, 513, 529,
650. Fact Finder, 86, 182, 249, 392, 408, 490,
527, 547. Virtual Field Trips, 38, 68, 85, 121,
151, 169, 204, 230, 262, 280, 310, 320, 346,
390, 413, 431, 451, 478, 520, 535, 575, 587,
626, 646. Analyzing Primary Sources, 77,
177, 227, 270, 323, 421, 481, 569, 608, 652.
Also see Take It to the Net features in Section
Assessments and all Review and Assessments
on pages, such as 135, 233, 367, 495, 655.
Background, 99, 112, 200, 330, 434; Skills
Tip 135; Reading Strategy: Problem Solving,
269; Activity, 407; Customize for Visual
Learners, 471, 650; Customize for
Heterogeneous Groups, 490.
TR = Teaching Resources
16
TECH = Technology
Prentice Hall World History: Connections to Today, The Modern Era ©2003
Correlated to:
Arkansas Social Studies Curriculum Frameworks, (Grades 9-12)
ARKANSAS SOCIAL STUDIES CURRICULUM
FRAMEWORKS
SSPS. 2.6
SSPS. 2.7
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
(Continued)
Use appropriate tools, such as globes,
maps, statistical data, primary historical
sources, relevant media resources,
interactive technologies, and field studies,
etc.
(Continued)
Also see Applying the Skill Rubrics that
accompany Skills Handbook features.
TR:
See History Through Literature, Nystrom
Desk Atlas, and History Outline Book Map for
applicable tools.
TECH: Skills Transparencies, 5, 7, 11, 23
TE:
Employ processes of historical inquiry,
such as using a variety of sources and
checking the credibility of those sources,
validating, and weighing evidence using
primary and secondary sources.
SE = Student Edition
SE:
Primary and Secondary Sources: Within the
narrative, the student edition includes
excerpts from letters, diaries, documents,
periodicals, and speeches interwoven into the
text or as special features. Students can apply
historical analysis skills in the following
feature examples: Assessing Your Skills:
Comparing Viewpoints, 47, 146, 245, 377,
514; Analyzing Primary Sources, 77, 177,
227, 270, 323, 421, 481, 569, 608, 652;
Synthesizing Information, 103, 123, 201, 308,
344, 409, 457, 529, 589; Primary Sources and
Literature, 696–721; Exploring the Human
Drama: Humanities Link, 42, 90, 152, 221,
285, 364, 414, 453, 519, 595; You Are There,
117, 205, 255, 335, 384, 475, 564, 625;
Virtual Field Trips, 38, 68, 85, 121, 151, 169,
204, 230, 262, 280, 310, 320, 346, 390, 413,
431, 451, 478, 520, 535, 575, 587, 626, 646
TE:
Assessing Your Skills: Comparing
Viewpoints: Background, 47, 146, 245, 377,
514; Activity, 47, 146, 245, 377, 514, 696,
713; Skills Tip, 47, 146, 245, 377, 514;
Assessing Skills: Analyzing Primary Sources:
Background, 77, 177, 227, 270, 323, 421,
481, 569, 608, 652; Activity, 77, 177, 227,
270, 323, 421, 481, 569, 608, 652; Skills Tip,
77, 177, 227, 270, 323, 421, 481, 569, 608,
652; Customize for Heterogeneous Groups,
490, 491
TR:
Chapter Extension Activities booklet
(Comparing Viewpoints), 37–40, 54–55, 65–
66, 76–77; Unit 5 booklet, 12; Unit 8 booklet,
10; Chapter Extension Activities booklet
(Analyzing Primary Sources), 40, 48, 53, 57,
61, 70, 75, 82, 85, 88; History Through
Literature
TECH: Skills Transparencies, 11, 15; Listening to
Literature World Masterpieces on audiotapes
TE = Teacher’s Edition
TR = Teaching Resources
17
TECH = Technology