Download Grades 9/10 — World History © 2010

Social Studies:
Essential Academic Learning Requirements
Grades 9/10
Washington
California
GLENCOE
WORLD
HISTORY
© 2010
STANDARDS
PAGE REFERENCES
EALR 1: CIVICS – The student understands and applies knowledge of government, law, politics,
and the nation’s fundamental documents to make decisions about local, national, and international
issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including
those in the Declaration of Independence, the Constitution, and other fundamental
documents.
Component 1.2: Understands the purposes, organization, and function of governments,
laws and political systems.
1.2.3 Evaluates the impact of various forms of
government on people in the past or present.
Examples:
•
•
Weighs the impact of the Qing Dynasty
government on the people of China as
compared with life under communist rule.
Weighs the impact of the British occupation
of Hong Kong compared with life under
China’s “one-country, two systems” control.
Student Edition:
513-515, 732-737, 742-743, 800-801, 839-841,
846-849, 874-878
Connecting to the United States 878
History & Arts 736, 848
Infographics 840
National Geographic 573, 733
Reading Check 736, 801, 857
Teacher Wraparound Edition:
ATC 843; C 515, 737; CT 735, 842, 843, 876;
EC 733; F 842; RS 736, 842
Codes used for Teacher Wraparound Edition pages are the initial caps of headings on that page.
STANDARDS
PAGE REFERENCES
Component 1.3: Understands the purposes, organization of international relationships and
United States foreign policy.
1.3.1 Analyzes the relationships and tensions
between national interests and international
issues in the world in the past or present.
Student Edition:
847-848, 962-963, 996-1002
National Geographic 998
Examples:
•
Reading Check 848
Examines the relationship between the
United States and Mexico in addressing
labor issues.
Teacher Wraparound Edition:
CT 997, 998, 1001; DI 847; RS 999; WS 1000
EALR 2: ECONOMICS – The student understands economic concepts and systems to
comprehend the interactions between economy and individuals, households, businesses,
governments, and societies.
Component 2.1 Understands that people have to make choices between wants and needs
and evaluate the outcomes of those choices.
Student Edition:
2.1.1 Analyzes how the costs and benefits of
economic choices have shaped events in the
world in the past or present.
159, 339, 430-433, 435-436, 578, 794-795
Reading Check 431, 578, 795
Examples:
Turning Point 436
Examines how competition for natural resources
contributed to the beginning of World War I and
World War II.
•
Examines how the French bourgeoisie’s
commercial success contributed to the
beginning of the French Revolution.
•
Examines how latifundistas’ decisions to
expand their plantations contributed to the
desire in Latin America for independence
from Spain.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
Teacher Wraparound Edition:
C 795; CT 579; DI 432, 578; HCP 431
2
World History
© 2010
STANDARDS
PAGE REFERENCES
Component 2.2 Understands how economic systems function.
2.2.1 Understands and analyzes how planned
and market economies have shaped the
production, distribution, and consumption of
goods, services, and resources around the
world in the past or present.
Student Edition:
Examples:
National Geographic 339
•
•
339, 435-436, 549-550, 655, 690, 972-977, 989,
1028-1029, 1051-1052
Infographics 550
Reading Check 436, 655, 977
Explains how competition in a market
system among sellers and buyers affects
costs and prices.
Social History 442-443
Turning Point 436
Compares how the free market economy in
Pinochet’s Chile differed from the planned
economy in Castro’s Cuba in meeting their
peoples’ needs and wants.
•
Compares the market economies of
•
Taiwan and China.
•
Examines the changes in economic
systems that occurred as a result of the
African Independence Movement.
Teacher Wraparound Edition:
CT 690; DI 436, 975; RS 655, 1028, 1052
2.2.2 Analyzes how and why countries have
specialized in the production of particular
goods and services in the past or present.
Student Edition:
435-436, 690, 794-795, 834, 844-845, 976-977,
989, 1000, 1028
Examples:
•
Examines how and why Nigeria specializes
in oil production.
•
Examines how and why India specializes in
call centers.
•
Connecting to the United States 834
National Geographic 845
Social History 442-443
Turning Point 436
Teacher Wraparound Edition:
Examines how and why Costa Rica
specializes in ecotourism.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
CT 989; EC 436, 834; SP 443
3
World History
© 2010
STANDARDS
PAGE REFERENCES
Component 2.3: Understands the government’s role in the economy.
2.3.1 Analyzes the costs and benefits of
government trade policies from around the
world in the past or present.
Student Edition:
712, 715, 844-845, 915-917, 940, 960-961,
972-977, 1051-1052
Examples:
•
Infographics 1052
Examines the costs and benefits of
protective tariffs in the development of
“infant” automobile industries in South
Korea and Brazil.
•
Examines the effects of government
subsidies for Airbus on the global buying
and selling of airplanes.
•
Examines the effects of import-led growth
and export-led growth when examining the
economic development of countries in
Southeast Asia and Latin America.
•
Examines the effects of the European
Economic Union on global trade.
•
Examines how anti-dumping regulations in
the General Agreement on Trade and
Tariffs affect Chile’s agricultural products.
National Geographic 941, 961, 963
Reading Check 974, 977
Teacher Wraparound Edition:
AEC 916, 976, 1052; AIC 975; CT 715, 961, 1052;
DI 712, 975; HCP 712; RS 916; SP 941
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Analyzes and evaluates how people
across the world have addressed issues
involved with the distribution of resources and
sustainability in the past or present.
Student Edition:
Examples:
Reading Check 801, 1042
•
715, 735-736, 799-801, 1041-1043
Infographics 1042
Teacher Wraparound Edition:
Examines and critiques how the Soviet
Union’s distribution of resources affected
the standard of living.
•
Examines and critiques how Canada has
distributed resources to its people.
•
Examines and critiques how China’s use of
resources has addressed sustainability.
•
Examines and critiques the sustainability of
Sri Lanka’s use of resources.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
ATC 1042; CT 735, 800, 1042; DI 1041; PC 1043;
RS 735
4
World History
© 2010
STANDARDS
PAGE REFERENCES
EALR 3: GEOGRAPHY – The student applies the concepts of location, region, and movement
and demonstrates knowledge of how geographic features and human cultures impact
environments to make reasoned decisions.
Component 3.1: Understands the physical characteristics, cultural characteristics, and
location of places, regions, and spatial patterns on the Earth’s surface.
3.1.2 Identifies major world regions and
understands their cultural roots.
Student Edition:
50-51, 72-75, 168-173, 379
Examples:
•
•
Connecting to the United States 50
Compares the political regimes of the
Middle East, including those of Palestine
and Israel.
National Geographic 171
People in History 74
Reading Check 51, 169
Describes Latin America based on its
colonial history.
Turning Point 172
World Religions 214-232
Teacher Wraparound Edition:
ACL 169, 219, 226, 230; AIC 216, 222; ATC 224;
C 51, 75, 173, 379; CT 51, 74, 170, 221; DI 229;
EC 50; RS 379; SP 215; WS 50
Component 3.2: Understands human interaction with the environment.
Student Edition:
3.2.1 Analyzes and evaluates human interaction
with the environment across the world in the
past or present.
14-16, 369-371, 372-374, 376-377, 382, 385
Connecting to the United States 515
Examples:
•
•
•
National Geographic 369
Critiques political solutions to the damming
and pollution of the Danube River to
improve water quality downstream.
Reading Check 16, 371, 385
Social History 12-13
Examines ways to address global climate
change that promote environmental
sustainability and economic growth in the
developing world.
Teacher Wraparound Edition:
C 371; CT 371; EC 12, 15; SP 369
Examines the different ways people have
built houses on flood plains of the Mekong
and Mississippi Rivers.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
5
World History
© 2010
STANDARDS
PAGE REFERENCES
3.2.2 Understands and analyzes examples of
ethnocentrism.
Student Edition:
874-875, 939, 945, 1044, 1047
Examples:
•
•
Connecting to the United States 494
Examines whether there is ethnocentrism
in attitudes about the use of multiple
languages in communities across the
world.
History & Arts 824
Infographics 942
Reading Check 945
Examines whether there are elements of
ethnocentrism in French perceptions of
Muslim girls wearing hijabs in school.
Teacher Wraparound Edition:
ATC 942; CT 1047; DK 1044
3.2.3 Understands the causes and effects of
voluntary and involuntary migration in the
world in the past or present.
Student Edition:
49, 247, 438-441, 942, 1050
Infographics 942
Examples:
•
National Geographic 246, 439
Explains the factors leading to the slave
trade and its effects on societies in Africa
and the Americas.
•
Explains the factors leading to the
movement of prisoners to Van Diemen’s
Land and its effects on native Australian
populations.
•
Explains the factors leading to the Jewish
Diaspora.
Reading Check 440, 441, 1050
Teacher Wraparound Edition:
ATC 942; C 441; CT 247; DI 439; EC 50; RS 441
Component 3.3: Understands the geographic context of global issues.
Student Edition:
3.3.1 Understands how the geography of
expansion and encounter has shaped global
politics and economics in the past or present.
430-437, 566-569, 686-691, 692-699, 702-707,
708-715
Examples:
•
•
•
Geography & History 700-701
Explains how political boundaries drawn by
colonial powers continue to serve as
sources of conflict.
Infographics 703
National Geographic 431, 567, 687, 693, 705, 709
Opposing Viewpoints 698
Explains how the natural resources of
North, Central, and South America affected
the colonial aims of the British and
Spanish.
Political Cartoons 689
Reading Check 433, 436, 568, 687, 689, 690, 691,
695
Compares how places with similar
geographic characteristics, such as
Mozambique and South Africa, have been
differently influenced by colonial powers.
Social History 442-443, 716-717
Teacher Wraparound Edition:
AEC 700, 713; C 437, 691, 699; CT 690, 697, 700,
706, 715; DI 712; EC 436, 690; HCP 431, 688;
RS 567, 688, 701, 716; SP 567
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
6
World History
© 2010
STANDARDS
PAGE REFERENCES
EALR 4: HISTORY – The student understands and applies knowledge of historical thinking,
chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State,
tribal, United States, and world history in order to evaluate how history shapes the present and
future.
Component 4.1 Understands historical chronology.
4.1.1 Analyzes change and continuity within a
historical time period.
Student Edition:
352-359, 435-436, 918-921, 1012-1017, 1023
Examples:
•
•
Analyzing Primary Sources 1004-1005
Examines how Spain under Ferdinand and
Isabella changed with the influx of trade
while still preserving the monarchy.
History & Arts 358
Infographics 346, 919
National Geographic 1013
Examines how the impact of guns caused
some countries to form and others to
maintain their power.
Reading Check 1016
Social History 360-361, 842-843
Turning Point 17, 354, 1022
Teacher Wraparound Edition:
ACL 16, 1005; AIC 353; ATC 843; B 842; C 347,
359, 921, 1017; CT 842, 919; EC 436, 920; F 1004;
RS 16; SP 1005; WS 346, 918
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
7
World History
© 2010
STANDARDS
PAGE REFERENCES
4.1.2 Understands how the following themes
and developments help to define eras in world
history:
Student Edition:
430-437, 438-441, 444-447, 461-463, 538-545,
566-569, 576-583, 586-593, 614-621, 627-629,
652-657, 758-761, 762-769, 772-777, 778-783,
796-803, 822-827, 828-835, 836-841, 844-849,
856-861, 864-871, 880-887, 900-907, 930-935,
936-939, 940-945, 968-971, 986-993, 996-1003,
1012-1017, 1018-1023
Global expansion and encounter (1450—1750).
Age of revolutions (1750—1917).
International conflicts (1870—present).
Emergence and development of new nations
(1900—present).
Analyzing Primary Sources 862-863, 1004-1005
Connecting to the United States 582, 1002
Challenges to democracy and human rights
(1945—present).
Infographics 846, 938, 944, 968, 1000
Examples:
•
•
•
•
•
National Geographic 431, 439, 445, 539, 567, 615,
653, 759, 763, 773, 779, 823, 829, 837, 845, 860,
866, 868, 886, 901, 931, 987, 997, 1013, 1016
Explains how the Atlantic slave system
helps to define world history from 1450 to
1750 as an age of expansion and
imperialism.
People in History 462
Political Cartoons 577, 859, 906
Explains how the French, Industrial, and
Russian Revolutions help to define world
history from 1750 to 1917 as an age of
revolutions.
Reading Check 440, 463, 761, 830, 848, 907, 971
Science, Technology & Society 433
Social History 584-585, 842-843
Explains how the causes and
consequences of World War I and World
War II define 1870 to the present as a time
of international conflict.
The Reign of Terror 590-591
Turning Point 436, 617, 775, 833, 885, 904, 933,
991, 1022
Explains how nationalism in Asia and
Africa helps to define the 20th century as
an era of new nations
Teacher Wraparound Edition:
ACL 1005; AEC 767; ATC 825; C 437, 441, 545,
583, 593, 621, 657, 777, 783, 803, 841, 871, 907,
935, 945, 993, 1003, 1017, 1023; CT 760, 776;
DI 446, 990; EC 1002; HCP 431, 577, 615, 760;
RS 431, 432, 441, 760, 774; SP 653, 779; WS 541,
763, 777, 1000, 1002
Explains how the experience of South
African apartheid helps to define world
history as an era of challenges to human
rights.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
8
World History
© 2010
STANDARDS
PAGE REFERENCES
Component 4.2: Understands and analyzes the causal factors that have shaped major
events in history.
4.2.1 Analyzes how individuals and movements
have shaped world history (1450—present).
Student Edition:
415, 461-463, 540-545, 546-553, 588-592, 596,
796-801, 804, 831-832, 918, 987-988, 990
Examples:
•
•
•
Analyzing Primary Sources 1004-1005
Examines the impact Toussaint
L’Ouverture had on revolutionary ideas in
Latin America.
History & Arts 597
Infographics 552, 798, 831, 919
Examines the impact Lenin had on
revolutionary ideas in Russia.
Opposing Viewpoints 541
People in History 414, 462, 549, 588, 988
Examines the significance of Raoul
Wallenberg’s actions during the Holocaust
and World War II.
Reading Check 463, 542, 543, 553, 599, 603, 799,
801, 832, 969
Turning Point 600, 833, 991
Teacher Wraparound Edition:
AIC 600; C 603, 835; CT 541, 545, 598, 832, 991,
1004; DI 597, 832; EC 415, 462, 588, 589, 798,
988; RS 462, 1004; SP 591, 1005; WS 541, 990
Student Edition:
4.2.2 Analyzes how cultures and cultural
groups have shaped world history (1450present).
398-403, 406-411, 412-417, 418-423, 441,
638-643, 658-665
Examples:
•
Examines the impact the British Raj had on
the reshaping of Indian society.
•
Examines the impact that Machiavelli had
on popular culture.
•
History & Arts 399, 410, 639, 640
People in History 408, 414
Reading Check 411, 665
Social History 404-405
Turning Point 413
Examines the impact that slave labor had
on economic growth in the Americas.
Teacher Wraparound Edition:
C 403, 411, 441, 643, 665; EC 408, 414; RS 402,
409; WS 640
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
9
World History
© 2010
STANDARDS
4.2.3 Analyzes and evaluates how technology
and ideas have shaped world history
PAGE REFERENCES
Student Edition:
(1450—present).
406-411, 412-417, 418-423, 476-477, 538-545,
546-553, 614-618, 652-657, 1038-1040
Examples:
Connecting to the United States 476, 582
•
•
•
Analyzes the costs, benefits, and long-term
consequences of Adam Smith’s ideas in
the Wealth of Nations.
Analyzes the costs, benefits, and long-term
consequences of access to weapons for
Sub-Saharan Africa.
Analyzes the costs, benefits, and long-term
significance of nuclear weapons on the
political systems in India and Pakistan.
History & Arts 407, 656
Infographics 550
National Geographic 419, 653
Opposing Viewpoints 541
People in History 408, 414, 420, 549
Reading Check 550
Science, Technology & Society 402, 433, 544, 618,
654, 1039
Social History 644-645
Turning Point 542, 617
Teacher Wraparound Edition:
ACL 402, 618; ATC 645; C 411, 545, 553, 657;
CT 545, 548, 550, 654; DI 548; EC 549, 1041;
RS 618, 1039; SP 419
Component 4.3: Understands that there are multiple perspectives and interpretations of
historical events.
4.3.1 Analyzes and interprets historical
materials from a variety of perspectives in
world history (1450—present).
Examples:
•
Distinguishes between conflicting views of
the causes of Rwandan genocide.
•
Distinguishes between conflicting views of
the causes of the Russian Revolution.
•
Distinguishes between conflicting views of
the causes of the Holocaust.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
Student Edition:
540-541, 876
Analyzing Primary Sources 594-595, 622-623,
862-863, 1004-1005
Opposing Viewpoints 541, 698
People in History 588
Time Notebook 1059
Teacher Wraparound Edition:
CT 541, 544, 876, 594, 1004; DI 862; EC 588;
RS 594, 622, 698, 862, 1004
10
World History
© 2010
STANDARDS
PAGE REFERENCES
4.3.2 Analyzes the multiple causal factors of
conflicts in world history (1450 – present).
Student Edition:
576-580, 758-761, 827, 900-907
Examples:
•
•
History & Arts 760
Examines the causes of World War I from
political, economic, military, social, and
religious perspectives to develop a position
on the primary cause of the war.
National Geographic 759, 901
Political Cartoons 577
Reading Check 759, 761, 827
Examines Palestinians’ and Israelis’
perspectives on the causes of conflict in
the Middle East to develop a position on
the primary cause of the conflict.
Turning Point 904
Teacher Wraparound Edition:
ACL 901; C 761, 907; CT 579, 760, 827, 904;
HCP 760; RS 577, 760; WS 760
Component 4.4: Uses history to understand the present and plan for the future.
Student Edition:
4.4.1 Analyzes how an understanding of world
history can help us prevent problems today.
1040-1041
Examples:
•
•
Connecting to the United States 878
Examines the United Nations’ ability to fight
the spread of AIDS worldwide based on the
success of international public health
campaigns in the past.
Infographics 1040
Teacher Wraparound Edition:
AIC 1040; EC 878
Examines how study of the Holocaust has
led to efforts to prevent genocide across
the world.
EALR 5: SOCIAL STUDIES SKILLS – The student understands and applies reasoning skills to
conduct research, deliberate, form, and evaluate positions through the processes of reading,
writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Analyzes consequences of positions on
an issue or event.
Examples:
•
Examines the consequences of positions
taken in the Treaty of Versailles.
•
Examines the consequences of the
positions in favor of the establishment of
the stateof Israel in 1948.
Student Edition:
780-782, 996
History & Arts 782
National Geographic 997
People in History 781
Reading Check 783
Teacher Wraparound Edition:
CT 781; EC 781; RS 781
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
11
World History
© 2010
STANDARDS
PAGE REFERENCES
5.1.2 Evaluates the precision of a position on an
issue or event.
Examples:
•
•
Critiques the specificity of details that
support a position on the consequences of
the Treaty of Versailles.
Critiques the specificity of details that
support a position on the consequences of
the establishment of the state of Israel in
1948.
Student Edition:
780-782, 996
History & Arts 782
People in History 781
Reading Check 783
Teacher Wraparound Edition:
EC 781; RS 781
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses research questions that
are tied to an essential question to focus
inquiry on an idea, issue, or event.
Examples:
•
•
Develops research questions tied to an
essential question to focus inquiry on the
costs, benefits, and long-term significance
of nationalism.
Develops research questions tied to an
essential question to focus inquiry on the
causes of World War I.
5.2.2 Evaluates the validity, reliability, and
credibility of sources when researching an
issue or event.
Examples:
•
•
Critiques the validity, reliability, and
credibility of research on the rise and
break-up of Soviet Union to determine the
implications and consequences of nuclear
proliferation.
Student Edition:
Reading Check 759
Section 1 Review 583 #5, 761 #5
Section 2 Review 1003 #6
Section 3 Review 283 #5, 563 #5
Section 4 Review 643 #5
Skills Handbook R13, R17
Teacher Wraparound Edition:
C 657; CT 18, 583; HCP 680; RS 679; SP R13;
WS 71
Student Edition:
Analyzing Primary Sources 386-387
Primary Sources & Literature Library R32-R33
Skills Handbook R16, R19, R31
Teacher Wraparound Edition:
CT 386, 662, R19; DI R31, R33; SP R32; WS 30
Critiques the validity, reliability, and
credibility of research on the successes
and failures of new nations in Sub-Saharan
Africa.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
12
World History
© 2010
STANDARDS
PAGE REFERENCES
Component 5.3: Deliberates public issues.
5.3.1 Evaluates one’s own viewpoint and the
viewpoints of others in the context of a
discussion.
Examples:
•
•
Contributes to a discussion board or blog
to evaluate one’s own and others’
viewpoints about the primary cause of the
Middle East conflict.
Engages in a panel discussion to evaluate
one’s own and others’ viewpoints about the
costs, benefits, and long-term significance
of nationalism for Sub-Saharan Africa.
Student Edition:
996
Analyzing Primary Sources 594-595
History & Arts 434
Opposing Viewpoints 198, 541, 698
Skills Handbook R22
Teacher Wraparound Edition:
AC 595; ACL 840; AIC 434; C 477; ICI 424;
WS 467
Component 5.4: Creates a product that uses social studies content to support a thesis and
presents the product in an appropriate manner to a meaningful audience.
5.4.1 Evaluates multiple reasons or factors to
develop a position paper or presentation.
Examples:
•
•
Evaluates multiple factors to determine the
primary cause of revolutions in Latin
America.
Evaluates multiple factors to determine the
primary cause of the creation of North
Atlantic Treaty Organization.
5.4.2 Creates strategies to avoid plagiarism and
respects intellectual property when developing
a paper or presentation.
Examples:
•
Demonstrates a note-taking strategy to
keep track of one’s own ideas and the
ideas of others when conducting research.
Social Studies:
Essential Academic Learning Requirements
Grades 9/10
Student Edition:
Section 2 Review 43 #8, 275 #8
Section 3 Review 51 #8, 921 #8
Section 5 Review 139 #5
Skills Handbook R19
Teacher Wraparound Edition:
WS 461, 467, 617, 620
Student Edition:
Primary Sources & Literature Library R32-R33
Skills Handbook R20, R23, R31
Teacher Wraparound Edition:
AEC 41; C 477; F 12; WS 41
13
World History
© 2010