Georgia Performance Standards, Social Studies. Subject Area: History (Grades 9-12) State-Funded Course: World History

Transcription

1 Georgia Performance Standards, Social Studies Subject Area: History (Grades 9-12) State-Funded Course: World History Textbook Title: Prentice Hall World History: Connections to Today, Modern Era 2005 Publisher: Pearson Education, Inc. Publishing as Pearson Prentice Hall Social Studies Standard The student will explore world events from 1500 to the present. Students will be expected to investigate the underlying causes for world conflict from the 1500s to the present and discuss possible solutions to continuing world struggles. An overview of skills and the Reading Across the Curriculum Strand is presented first as an awareness for teachers. Unit 1 follows the reading strand. Social Studies Skills Social Studies Skills are integrated throughout the year and continue to build each year from Kindergarten to grade 12. Social Studies Skills are included in Social Studies Standards and Tasks, but teachers are encouraged to create other opportunities throughout the year to reinforce these skills. 1. Communication Skills: A) Use oral, written and visual communication to interpret and synthesize information from multiple sources. SE/TE: Skills Handbook, xl-xli; Synthesizing Information, 42, 103, 107, 123, 155, 201, 287, 344, 457, 529, 589; Chapter Assessment, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , Page 1 of 54

2 B) Use oral, written, and visual communication to express knowledge and understanding of concepts to a variety of audiences. C) Use oral, written, and visual communication to determine if information is fact or opinion, is bias or nonbiased. SE/TE: Chapter Assessment, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , SE/TE: Skills Handbook, xxxvi-xxxix, Recognizing Bias, 1177, 318, 388, 397, 409, 457, 569, 577; Identifying Points of View, 47, 53, 77, 106, 146, 264, 464, 654, 673; Distinguishing Facts from Opinions, 522, 608, 655. See also Comparing Viewpoints pages 47, 146, 245, 377, and Connection Skills: A) Recognize and apply connections among concepts, events, and processes in the content area. SE/TE: Global Connections, 52, , 172, 329, 458, 516, 627, 640; Geography and History, 91, 188, 226, 311, 360, 428, 480, 528, 584 ; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Connections to Today, 43, 76, 104, 122, 150, 175, 210, 229, 244, 263, 278, 297, 328, 351, 380, 412, 425, 452, 474, 504, 548, 566, 586, 620, 644 Page 2 of 54

3 A) Recognize and apply connections among concepts, events, and processes in the content area. B) Apply knowledge and concepts in interdisciplinary/real world contexts. C) Collect data from a variety of sources in order to form a hypothesis or draw a conclusion. SE/TE: Connections to Today, 43, 104, 175, 244, 297, 380, 425, 474, 566, 620; Geography and History, 91, 188, 226, 311, 360, 428, 480, 528, 584; Humanities Link, 42, 90, 152, 221, 285, 364, 414, 453, 519, 595 SE/TE: Skills Handbook, xl-xli, xliv-xlv; Making Inferences and Drawing Conclusions, 10, 57, 126, 294, 395, 649, 660; Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , D) Compute differences between time zones. SE/TE: For related information see Learning from Maps pages xxx xxxi. Page 3 of 54

4 3. Analytical Reasoning and Problem Solving Skills: A) Build new content knowledge through analytical reasoning and problem solving. B) Apply and adapt appropriate skills and strategies to best solve routine and non-routine problems. C) Investigate and reflect on cause and effect, and consequences of decision-making. SE/TE: Skills Handbook, xxxiv-xlix; Problem Solving and Decision Making, 47, 66, 100, 224, 281, 305, 337, 488, 546, 601; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Case Studies on Contemporary Issues, 666, 670, 674, 678, 682, 686, 690 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring SE/TE: Skills Handbook, xlvi-xlvii Problem Solving and Decision Making, 47, 66, 100, 224, 281, 305, 337, 488, 546, 601; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Case Studies on Contemporary Issues, 666, 670, 674, 678, 682, 686, 690 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring SE/TE: Skills Handbook,xlii-xliii, xlvi-xlvii Problem Solving and Decision Making, 47, 66, 100, 224, 281, 305, 337, 488, 546, 601; Cause and Effect Charts, 53, 105, 185, 231, 252, 367, 395, 449, 546, 585 TeacherEXPRESS CD-ROM Page 4 of 54

5 C) Investigate and reflect on cause and effect, and consequences of decision-making. D) Analyze information and events from multiple sources of information in terms of agreement, contradictions, and discrepancies to propose solutions to a problem. TECH: Prentice Hall Presentation Pro CD_ROM; Audiotapes; Video Program; Social Studies Skills Tutor CD-ROM; Companion Web site SE/TE: Skills Handbook xl-xli; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Chapter Assessment, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , ; Case Studies on Contemporary Issues, 666, 670, 674, 678, 682, 686, 690 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring E) Formulate possible alternatives or solutions to a given problem. SE/TE: Skills Handbook, xlvi-xlvii Problem Solving and Decision Making, 47, 66, 100, 224, 281, 305, 337, 488, 546, 601; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Case Studies on Contemporary Issues, 666, 670, 674, 678, 682, 686, 690 Page 5 of 54

6 4. Inquiry and Research Skills: A) Generate questions and/or hypotheses worthy of systematic inquiry. SE/TE: Skills handbook, xliv-xlvii; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring B) Apply appropriate inquiry and research methodologies. SE/TE: Skills Handbook, xxxvi-xxxvii, xlviii-xlix; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring C) Interpret research conclusions for different audiences. SE/TE: Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , Page 6 of 54

7 Standard C) Interpret research conclusions for different audiences. Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring D) Determine adequacy, relevancy and consistency of information. SE/TE: Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints, 47, 146, 245, 514 ; Analyzing Primary Sources,77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , Reading Skills: Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring A) Engage in reading for learning. SE/TE: Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , ; Virtual Field Trip, 38, 68, 85, 121, 151, 169, 204, 230, 262, 280, 310, 320, 346, 390, 413, 431, 451, 478, 520, 535, 575, 587; Virtual Field Trip, 626, 646 TeacherEXPRESS CD-ROM Page 7 of 54

8 Standard A) Engage in reading for learning. TECH: Prentice Hall Presentation Pro CD_ROM; Audiotapes; Video Program; Social Studies Skills Tutor CD-ROM; Companion Web site B) Understand vocabulary specific to social studies. SE/TE: Vocabulary, 34, 40, 44, 49, 54, 62, 67, 71, 75, 84, 87, 92, 96, 101, 110, 114, 117, 119, 125, 129, 144, 149, 154, 158, 166, 171, 176, 182, 186, 196, 199, 203, 208, 216, 219, 225, 242, 249, 253, 260, 268, 272, 275, 279, 282, 292, 295, 301, 306, 316, 319, 325, 329, 333, 342, 348, 351, 356, 361, 376, 380, 383, 388, 392, 400, 405, 411, 420, 424, 429, 432, 436, 444, 450, 455, 459, 468, 473, 479, 485, 489, 504, 510, 516, 526, 532, 537, 541, 547, 556, 560, 566, 571, 580, 586, 592, 597, 606, 612, 618, 622, 632, 638, 642, 648 C) Read for pleasure. SE/TE: Chapter Assessment: Go Online, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , ; Virtual Field Trip, 38, 68, 85, 121, 151, 169, 204, 230, 262, 280, 310, 320, 346, 390, 413, 431, 451, 478, 520, 535, 575, 587, 626, 646 Page 8 of 54

9 D) Select and discuss the main idea from a reading passage or listening activity SE/TE: Reviewing Key Facts, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , Information Processing Skills: A) Use graphs and charts to analyze information, draw conclusions, and propose solutions. B) Determine sequences of events and organize information in a meaningful way. SE/TE: Graphs and Charts, 55, 65, 99, 103, 107, 155, 163, 167, 174, 189, 201, 213, 265, 308, 327, 344, 378, 386, 403, 409, 465, 513, 529, 553, 558, 588, 629, 632, 645, 650 SE/TE: Unit Time Lines, 30, 140, 238, 372, 500; Time Lines, 2 3, 8 9, 16 17, 32 33, 60 61, 82 83, , 123, , , , , , , , , , , , , , , , , , , , , , , , CD_ROM; Audiotapes; Video Program Page 9 of 54

10 B) Determine sequences of events and organize information in a meaningful way. C) Distinguish between primary and secondary sources and determines respective uses. TECH: Social Studies Skills Tutor SE/TE: Assessing Your Skills: Analyzing Primary Sources, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Chapter Assessment: Analyzing Primary Sources, 58 59, 80 81, , , , , , , , , , , , , , , , , , , , , , D) Analyze artifacts SE/TE: You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Unit Time Lines, 30, 140, 238, 372, Government/Citizenship Skills: A) Recognize the unique opportunity to participate in government that is afforded in the United States. SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site Page 10 of 54

11 B) Show an understanding that citizenship in the United States includes both responsibilities and rights. C) Identify alternative methods of conflict resolution and apply to appropriate situations. D) Illustrate the needs for rules and laws and know appropriate ways to influences school policy, public policy, and civic actions. SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site E) Describe and exhibit characteristics of good citizenship skills. SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, ; Biography, 46, 50, 63, 70, 92, 98, 115, 127, 145, 161, 178, 186, 191, 198, 208, 223, 250, 260, 273, 287, 298, 309, 324, 337, 350, 362, 379, 389, 402, 406, 430, 436, 450, 460, 468, 486, 515, 521, 532, 539, 544, 561, 574, 583, 594, 609, 624, 638, 647 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site Page 11 of 54

12 F) Organize and participate in activities for effective community action SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site G) Compare freedoms in the United States with freedoms in other countries. SE/TE: United States Constitution, , 164, 226; Civil Participation: Australia and the United States, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site 8. Map and Globe Skills: A) Understand and apply the five themes of geography a. Location b. Place c. Human-Environment Interaction d. Movement e. Regions SE/TE: 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, , 241, 243, 267, 269, 27, 281, 291, 302, 307, 315, 321, 327, 330, 336, 341, 349, 352, 354, 358, 375, 378, 385, 394, 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, 600, 605, 615, 631, 649 Page 12 of 54

13 B) Use Tools of Geography which include maps, globes, charts, tables, graphs, photographs, and satellite images to gather information and make hypotheses or draw conclusions. SE/TE: Geography and History pages 91, 131, 188, 202, 226, 258, 286, 311, 332, 360, 391, 400, 428, 480, 505, 528, 565, 584, 614; 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, , 241, 243, 267, 269, 27, 281, 291, 302, 307, 315, 321, 327, 330, 336, 341, 349, 352, 354, 358, 375, 378, 385, 394, 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, 600, 605, 615, 631, 649 Reading Standard: Reading Across the Curriculum After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. World History Unit 1: The World in 1500 Standard: WH.1 The student will demonstrate an understanding of the political, cultural and economic conditions in the world about 1500 C.E. by: a) Describing major states and empires. SE/TE: Muslim World, 22-23; Africa, 24-25; East Asia, 26-27; Americas, 14-15; Europe, ; overview, History Historical Outline Map Book Page 13 of 54

14 Standard a) Describing major states and empires. Progress Monitoring b) Describing artistic, literary and intellectual ideas of the Renaissance. SE/TE: The Renaissance in Italy, 34 39; The Renaissance Moves North, c) Analyzing the distribution of major religions. SE/TE: 8-9, 12-13, 16-17, 20-21, 22-23, d) Analyzing major trade patterns. SE/TE: Empire of the Ancient World, 8 15; Regional Civilizations, 16 28, 61-66, 68-79, Page 14 of 54

15 e) Citing major technological and scientific inventions. SE/TE: Empire of the Ancient World, 8 15; Regional Civilizations, 16 28, 43, 54, 57, Unit 2: Global Age Begins with Increasing Interaction of World Societies Standard: WH.2 The student will demonstrate knowledge of the impact of the European Age of Discovery and Expansion into the Americas, Africa and Asia by: a) Explaining the roles of explorers and conquistadors, including Vasco DaGama, Christopher Columbus, Hernando Cortes, Ferdinand Magellan, Francisco Pizzaro, Jacques Cartier, Henry Hudson, and Francis Drake. b) Describing the role of Christian missionaries in establishing missions and participating in exploration. SE/TE: The First Global Age: Europe and Asia, 60 81; The First Global Age: Europe, the Americas, and Africa, Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment SE/TE: 64-65, 71-72, 75-76, 79, Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Page 15 of 54

16 c) Explaining migration, settlement patterns, cultural diffusion and social classes in the colonized areas. SE/TE: The First Global Age: Europe and Asia, 60-81; The First Global Age: Europe, the Americas, and Africa, Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment d) Defining the Columbian Exchange. SE/TE: Columbian Exchange, , 105, 107 e) Explaining the Europe/Africa/New World triangular trade. SE/TE: Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book f) Describing the impact on the world economic system of precious metal exports from the Americas. SE/TE: 88, 104, 110 Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book Page 16 of 54

17 g) Explaining the role of the improvements in technology in European exploration. SE/TE: Improved Technology, 63, 65 Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Standard: WH.3 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 C.E. by: a) Describing the location and development of the Ottoman Empire. SE/TE: The Ottoman and Safavid Empires,23 b) Describing India, including the Mughal Empire and coastal trade. SE/TE: Muslims in India, 23, 74 Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment c) Describing East Asia, including China and the Japanese shogunate. SE/TE: Spread of Civilizations in East Asia, 26 27; European footholds in Southeast Asia, 71-74; Encounters in East Asia, History Historical Outline Map Book Page 17 of 54

18 c) Describing East Asia, including China and the Japanese shogunate. d) Describing Africa s increasing involvement in global trade, the forced migration of Africans across the Middle Passage and the forced migration of Africans in the Arab slave market. e) Describing the growth of European nations, including the Commercial Revolution and mercantilism. Progress Monitoring SE/TE: Kingdoms and Trading States of Africa, 24 25; Turbulent Centuries in Africa, Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment SE/TE: The First Global Age: Europe and Asia, 60 61; The Search for Spices, 62 66; The Diverse Traditions of Southeast Asia, 67 70; European Footholds in Southeast Asia and India, 71 74; Encounters in East Asia, 75 81; The First Global Age: Europe, the Americas, and Africa, 82 83; Conquest in the Americas, 84 86; Spanish and Portuguese Colonies in the Americas, 87 91; Struggle for North America, 92 95; Turbulent Centuries in Africa, 96 99; Changes in Europe, TE: 60A 60B, 82A 82B Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Page 18 of 54

19 Unit 3: The Consolidation of State Power in Europe Standard:WH.4 The student will describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs including: a) The rise of the French monarchy and the influence of Louis XIV. SE/TE: France Under Louis XIV, b) The growing power of the Russian tsars, including the attempts at Westernization by Peter the Great, the growth of serfdom, and Russia s rise as an important force in Eastern Europe and Asia. SE/TE: Absolute Monarchy in Russia, TE: 108A 108B c) The rise of Prussia. SE/TE: Rise of Austria and Prussia, Page 19 of 54

20 d) The Hapsburgs in Spain and the Holy Roman Empire SE/TE: Extending Spanish Power, e) English Monarchs including the Tudors and Stuarts in England SE/TE: Triumph of Parliament in England, f) Importance of the defeat of the Spanish Armanda SE/TE: Spanish Armada, 112 Standard: WH.5 The student will explain why England was the main exception to the growth of absolutism in royal power in Europe by examining: SE/TE: The English Civil War, ; From Restoration to Glorious Revolution, Page 20 of 54

21 a) The causes of the English Civil War and the Glorious Revolution of SE/TE: The English Civil War, ; From Restoration to Glorious Revolution, ; The Struggle Between King and Parliament, 123 b) The role of Charles I and Oliver Cromwell in the English Civil War. SE/TE: From Restoration to Glorious Revolution, ; The Struggle Between King and Parliament, 123 c) The effect of the Glorious Revolution on the development of constitutional government and liberty in England. SE/TE: English Bill of Rights, 124 d) The English Bill of Rights. SE/TE: Triumph of Parliament in England, ; Review and Assessment, TE: 108A 108B TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 21 of 54

22 d) The English Bill of Rights. Standard TECH: e) The restrictions on royal power in England and the growth of democratic principles through the increasing powers of Parliament. SE/TE: The English Civil War, ; From Restoration to Glorious Revolution, ; Britain at Mid-Century, Unit 4: The Impact of Revolution and Change on Political Ideas and Technology Standard: WH.6 The student will demonstrate knowledge of the Scientific Revolution and the Enlightenment by: a) Summarizing how the Scientific Revolution and the scientific method led to new theories of the universe and describing the accomplishments of leading figures of the Scientific Revolution: Bacon, Copernicus, Descartes, Galileo, Kepler and Newton. b) Describing the concept of Enlightenment in European history and describing the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau and Voltaire. SE/TE: The Scientific Revolution, Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment SE/TE: The Enlightenment and the American Revolution, ; Philosophy in the Age of Reason, ; Enlightenment Ideas Spread, TE: 142A 142B Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments Page 22 of 54

23 b) Describing the concept of Enlightenment in European history and describing the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau and Voltaire. c) Explaining how the Enlightenment contributed to the growth of democratic principles of government and stressed reason in intellectual pursuits. Document-Based Assessment SE/TE: The Enlightenment and the American Revolution, ; Philosophy in the Age of Reason, ; Enlightenment Ideas Spread, ; Britain at Mid-Century, ; Birth of the American Republic, ; Review and Assessment, TE: 142A 142B Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Standard: WH.7 The student will summarize the impact of political revolutions by: a) Describing the worldwide spread of the ideas of political democracy of the American Revolution. SE/TE: Birth of the American Republic, ; Review and Assessment, ; An Age of Ideologies, ; Revolutions of 1830 and 1848, ; Latin American Wars of Independence, TE: 142A 142B Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment Page 23 of 54

24 b) Describing the challenge to absolute monarchy of the French Revolution with emphasis on the role of the Estates General, the National Assembly, the storming of the Bastille, the Reign of Terror, and Napoleon Bonaparte. c) Summarizing the impact of the Napoleonic Era on Europe, including the codification of law. d) Assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after SE/TE: The French Revolution and Napoleon, ; On the Eve of Revolution, ; Creating a New France, ; Radical Days, ; The Age of Napoleon Begins, ; The End of an Era, ; Review and Assessment, TE: 164A 164B Teaching Resources; Lesson Planner; Reading and Vocabulary Study Guide; Skills Transparencies; World History Historical Outline Map Book; Progress Monitoring Assessments; Document- Based Assessment SE/TE: The Age of Napoleon Begins, ; The End of an Era, ; Review and Assessment, TE: 164A 164B SE/TE: The End of an Era, ; Review and Assessment, TE: 164A 164B Page 24 of 54

25 e) Explaining the nature of the Latin American wars of independence and examining the role of leaders including Simon Bolivar and Toussaint L Ouverture. SE/TE: An Age of Ideologies, ; Latin American Wars of Independence, ; Review and Assessment, Standard: WH.8 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by: a) Citing scientific, technological and industrial developments and explaining how they brought about urbanization and social and environmental changes. b) Explaining the emergence of capitalism as a dominant economic pattern, and the subsequent development of socialism and communism. c) Describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade and the labor union movement. SE/TE: A Turning Point in History, ; New Technology, 198; Hardships of Early Industrial Life, ; The World of Cities, ; Changing Attitudes and values, SE/TE: Capitalism, 102, 211; New Ways of Thinking, SE/TE: The Industrial Revolution Begins, ; Dawn of the Industrial Age, ; Britain Leads the Way, ; Hardships of Early Industrial Life, ; New Ways of Thinking, ; Review and Assessment, ; Life in the Industrial Age, Page 25 of 54

26 c) Describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade and the labor union movement. SE/TE: The Industrial Revolution Spreads, ; The World of Cities, ; Changing Attitudes and Values, ; A New Culture, ; Review and Assessment, TE: 194A 194B, 240A 240B Unit 5: European Nineteenth Century Political Developments, Imperialism and World Reaction Standard: WH.9 The student will demonstrate the knowledge of political and philosophical developments in Europe during the nineteenth century by: a) Describing the attempts at the expansion of political rights in France and the German states including the role of Louis Napoleon and the uprisings of b) Explaining events related to the unification of Italy and the role of Italian nationalists. SE/TE: Revolutions of 1830 and 1848, ; Building a German Nation, ; Strengthening Germany, ; Division and democracy in France, SE/TE: Unifying Italy, ; Review and Assessment, TE: 266A 266B CD_ROM; Audiotapes; Video Program Page 26 of 54

27 b) Explaining events related to the unification of Italy and the role of Italian nationalists. c) Explaining events related to the unification of Germany and the role of Bismarck. TECH: Social Studies Skills Tutor SE/TE: Revolutions of 1830 and 1848, ; Building a German Nation, ; Strengthening Germany, Standard: WH.10 The student will analyze the patterns of change during the nineteenth century era of imperialism from varied perspectives, with emphasis on: a) The nationalism that led to conflict between European nations as they competed for raw materials and markets, resulting in the rush for colonies in Africa and Asia. b) The immediate and long-term responses by people under colonial rule, including the clash between cultures in African areas including Congo, Egypt, South Africa; and China and India. SE/TE: Nationalism Threatens Old Empires, ; The New Imperialism, ; A Western-Dominated World, ; The Partition of Africa, ; Europeans Challenges to the Muslim World, ; The British Take Over India, ; China and the New Imperialism, ; Review and Assessment, SE/TE: The New Imperialism, ; The New Imperialism, ; A Western-Dominated World, ; The Partition of Africa, ; Europeans Challenges to the Muslim World, ; The British Take Over India, ; China and the New Imperialism, ; Review and Assessment, ; India Seeks Self Rule, ; Upheavals in China, Page 27 of 54

28 b) The immediate and long-term responses by people under colonial rule, including the clash between cultures in African areas including Congo, Egypt, South Africa; and China and India. SE/TE: Review and Assessment, Unit 6: Era of Global Conflict--World War I Standard: WH.11 The student will demonstrate knowledge of the emergence of international rivalries and the consequences of the Great War, by summarizing the major events and consequences of World War I, to include: a) The complex set of causes of the conflict. SE/TE: The Stage is Set, ; The Guns of August, ; Review and Assessment, b) Physical and economic destruction. SE/TE: A New Kind of Conflict, ; Winning the War, ; Review and Assessment, TE: 374A 374B Page 28 of 54

29 c) The Treaty of Versailles and the forming of the League of Nations. SE/TE: Making the Peace, d) The collapse of the Romanov dynasty and the subsequent Bolshevik Revolution. e) Post-war economic and political instability in Germany and the effects on Germany of the Treaty of Versailles. SE/TE: Two Revolutions in Russia, SE/TE: Making the Peace, ; The Weimar republic, f) The unprecedented loss of life from prolonged trench warfare. SE/TE: The Costs of War, ; A New Kind of Conflict, Page 29 of 54

30 g) The nature of the war and its human costs on all sides of the conflict, including how colonial peoples contributed to the war effort. h) Human rights violations and genocide, including the Ottoman government s actions against Armenian citizens. SE/TE: A Global Conflict, ; The Costs of War, SE/TE: See the Armenian Massacre on pages Unit 7: The Era of Global Conflict The Middle East, Japan and the Soviet Union in Transition Standard: WH. 12 The student will demonstrate the knowledge of the Middle East, Japan and the Soviet Union before World War II by: a) Identifying the major developments in the Middle East before World War II to include the end of the Ottoman Empire and the establishment of a secular Turkish state, and the mandate system and British administration of Palestine. b) Identifying the major developments in Japanese history in the 19th and 20th centuries to include the Meiji Restoration, the borrowing and adaptation of western technology and industrial growth, and Japan s growing role in international affairs. SE/TE: Nationalist Movements in Africa and the Middle East, SE/TE: Japan Modernizes, ; Empire of the Rising Sun, Page 30 of 54

31 c) Demonstrating knowledge of the Soviet Union under Stalin to include collectivization of agriculture, the nature of Soviet dictatorship, including purges and terror, and the Five Year Plans and the industrialization of the Soviet Union. SE/TE: From Lenin to Stalin, ; Life in a Totalitarian State, ; Review and Assessment, Unit 8: The Era of Global Conflict World War II Standard: WH.13 The student will analyze the causes, events, and results of World War II with emphasis on: a) The rise of totalitarianism and militarism in Japan, Germany and Italy. SE/TE: Empire of the Rising Sun, ; Fascism in Italy, ; Hitler and the Rise of Nazi Germany, ; Review and Assessment, b) Causes and the impact of worldwide depression in the 1930 s. SE/TE: The Western Democracies, Page 31 of 54

32 c) Nazi Germany s genocidal policies toward Jews and other minorities through the Holocaust. d) The influence of world conflicts prior to World War II, including the Spanish Civil War, Italian invasion of Ethiopia, and the Japanese invasion of Manchuria. e) Germany and Japan s aggressions that led to the war, including attempts at appeasement. f) The political, diplomatic and military leadership, including Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Dwight Eisenhower, Douglas McArthur, Bernard Montgomery and Erwin Rommel. SE/TE: The Campaign Against the Jews Begins, 463; Nazi Genocide, ; The Holocaust, 481, 489 SE/TE: Aggression, Appeasement, and War, SE/TE: Aggression, Appeasement, and War, ; The Global Conflict: Axis Advances, SE/TE: The Global Conflict: Axis Advances, ; The Global Conflict: Allied Successes, ; Toward Victory, ; Review and Assessment, TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 32 of 54

33 f) The political, diplomatic and military leadership, including Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Dwight Eisenhower, Douglas McArthur, Bernard Montgomery and Erwin Rommel. g) The principal theaters of battle, major turning points and geographic factors in military decisions and outcomes, including the bombing of Pearl Harbor, the D Day invasion, the use of the atomic bomb, and the reasons for the Allied victory. TECH: SE/TE: The Global Conflict: Axis Advances, ; The Global Conflict: Allied Successes, ; Toward Victory, ; Review and Assessment, Standard: WH.14 The student will demonstrate a knowledge of the consequences of World War II by identifying: a) The human, physical and economic destruction. SE/TE: Aftermath of War, b) The emergence of the United States and the Soviet Union as rival superpowers. SE/TE: The Alliance Breaks Apart, ; New Conflicts Develop, ; The Cold War Goes Global, CD_ROM; Audiotapes; Video Program Page 33 of 54

34 b) The emergence of the United States and the Soviet Union as rival superpowers. Standard: WH.15 The student will describe the reasons for the establishment of the United Nations. Standard: WH.16 The student will demonstrate a knowledge of the war crimes trials, including the Nuremberg Trials. TECH: Social Studies Skills Tutor SE/TE: The United Nations, 490 SE/TE: War Crimes Trials, 489 Unit 9: The Cold War Era Standard: WH.17 The student will demonstrate a knowledge of the Cold War era by: a) Summarizing the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. SE/TE: From World War to Cold War, ; The Changing Political Climate, ; The Soviet Union: Rise and Fall of a Superpower, Page 34 of 54

35 b) Describing the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO as America s response to Soviet expansionist policies. c) Describing the development of the arms race and the key events of the Cold War era to include the Korean War, conflicts involving Cuba and Berlin, the Vietnam War, arms control agreements (including the IBM and SALT treaties), detente under Nixon, and the Soviet war in Afghanistan. d) Examining the role of Stalin, his dictatorship, governmental brutality, and violations of human rights. SE/TE: New Conflicts Develop, SE/TE: From World War to Cold War, ; The Changing Political Climate, ; The Western World: An Overview, ; The United States: A Global Superpower, ; The Soviet Union: Rise and Fall of A Superpower, ; A New Era in eastern Europe, ; The Korean War, ; War in Vietnam and Cambodia, ; Afghanistan, 585; Communism in Cuba, SE/TE: The Soviet Union: Rise and Fall of a Superpower, ; From Lenin to Stalin, Page 35 of 54

36 Standard: WH.18 The student will summarize the key events of the Chinese emergence from emperor control to the dominance of the Communist Party including: a) The growth of the Guomindang and Communist Parties. SE/TE: Upheavals in China, ; From Revolution to Reform in China, ; Communist Control of China, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring b) The Chinese Civil War. SE/TE: Upheavals in China, c) The rise of Mao Zedong. SE/TE: Upheavals in China, ; From Revolution to Reform in China, Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring d) The Communist Revolution. SE/TE: From Revolution to Reform in China, TeacherEXPRESS CD-ROM Page 36 of 54

37 d) The Communist Revolution. Standard TECH: Prentice Hall Presentation Pro CD_ROM; Audiotapes; Video Program; Social Studies Skills Tutor CD-ROM; Companion Web site e) Human Rights violations SE/TE: Reform and Repression, f) The Great Leap Forward and its consequences. SE/TE: Great Leap Forward, 561 g) The Cultural Revolution and its consequences. SE/TE: The Cultural Revolution, h) The 1989 Tiananmen Square demonstration. SE/TE: Tiananmen Square Massacre, 563, 564 Page 37 of 54

38 Standard h) The 1989 Tiananmen Square demonstration. i) China s economic modernization and growing involvement in world trade. SE/TE: Challenges Today, ; Reform and repression, ; Taiwan and Hong Kong, Unit 10: The Independence Movements in the Developing World Standard: WH.19 The student will analyze perceptions and misperceptions of the continent of Africa in terms of: a) Africa as a diverse continent with many countries, NOT a country b) Geography c) Regions of Africa d) Diversity of people e) Culture and art SE/TE: Influence of African Art on Picasso, 364; Nationalist Movements in Africa and the Middle East, ; Naguib Mahfouz: Views of Egypt, 595; Africa, ; Achieving Independence, ; Programs for Development, ; Three Nations: A Closer Look, ; Struggles in Southern Africa, ; Review and Assessment, , Kwame Nkrumah, Autobiography, 714; 724, 725, 907 TE: 604A 604B Page 38 of 54

39 Standard: WH.20 The student will analyze the nationalist movement on the continent of Africa including the development and goals of various countries in Africa including: a) immediate and underlying causes for independence SE/TE: Africans resist Imperialism, 324; Nationalist Movements in Africa and the Middle East, ; Africa, ; Achieving Independence, Assessments b) negative and positive impact of European colonization SE/TE: The partition of Africa, ; Impact of Imperialism, ; Nationalist Movements in Africa and the Middle East, ; Africa, ; Achieving Independence, Assessments c) the independence movement in African in the 1950s and 1960s SE/TE: Nationalist Movements in Africa and the Middle East, ; Africa, ; Achieving Independence, Assessments Page 39 of 54

40 Standard d) the independence movement in African in the 1970s and 1980s SE/TE: Nationalist Movements in Africa and the Middle East, ; Africa, ; Achieving Independence, ; Other Nations of Southern Africa, Assessments e) the evolution of South Africa and the role of Apartheid SE/TE: 322, 425, Struggles in Southern Africa, ; Review and Assessment, Standard: WH.21 The student will investigate reasons for political stability and instability on the African continent during the Cold War era including: a) Colonial legacies SE/TE: Achieving Independence, ; Programs for Development, ; Three Nations: A Closer Look, ; Struggles in Southern Africa, ; Review and Assessment, TE: 604A 604B Page 40 of 54

41 b) Cold war influences including 1. Competition between the United States and the Soviet Union for power 2. Arms build up c) Economic influences including 1. Production of only one or two products 2. External sources of energy 3. Foreign aid SE/TE: Achieving Independence, ; Programs for Development, ; Three Nations: A Closer Look, ; Struggles in Southern Africa, ; Other Nations of Southern Africa, ; Review and Assessment, TE: 604A 604B SE/TE: Programs for Development, ; Three Nations: A Closer Look, ; Struggles in Southern Africa, ; Review and Assessment, d) Internal domestic issues including: SE/TE: Programs for Development, ; Three Nations: A Closer Look, ; Struggles in Southern Africa, ; Review and Assessment, Page 41 of 54

42 Standard: WH.22 The student will analyze perceptions and misperceptions of Latin America in terms of: a) Location and geography b) Countries c) Diversity of people d) Governments e) Culture and art SE/TE: Latin America, ; Forces Shaping Modern Latin America, ; Latin America, the United States, and the World, ; Mexico, Central America, and the Caribbean, ; Focus on Argentina and Brazil, ; Review and Assessment, ; Japan and Mexico: The Path to Prosperity, ; Argentina and South Africa: The Road to Democracy, , TE: 630A 630B Standard: WH.23 The student will analyze political trends in Latin America from the 1960s 1980 s including the concepts of democracy and dictatorship a) development of democratic ideas in Latin America SE/TE: Latin America, ; Forces Shaping Modern Latin America, ; Latin America, the United States, and the World, ; Mexico, Central America, and the Caribbean, ; Focus on Argentina and Brazil, ; Review and Assessment, ; Japan and Mexico: The Path to Prosperity, ; Argentina and South Africa: The Road to Democracy, TE: 630A 630B Page 42 of 54

43 b) immediate and underlying causes of the changing political structure in Latin America, including the swing between democracies and dictatorship. SE/TE: Latin America, ; Forces Shaping Modern Latin America, ; Latin America, the United States, and the World, ; Mexico, Central America, and the Caribbean, ; Focus on Argentina and Brazil, ; Review and Assessment, ; Japan and Mexico: The Path to Prosperity, ; Argentina and South Africa: The Road to Democracy, TE: 630A 630B c) characteristics of democracies in Latin America. SE/TE: Latin America, ; Forces Shaping Modern Latin America, ; Latin America, the United States, and the World, ; Mexico, Central America, and the Caribbean, ; Focus on Argentina and Brazil, ; Review and Assessment, ; Japan and Mexico: The Path to Prosperity, ; Argentina and South Africa: The Road to Democracy, TE: 630A 630B d) challenges to Latin American Democracy i. Economics ii Human Rights iii Government services iv. Role of the military v. Insurgence SE/TE: Latin America, ; Forces Shaping Modern Latin America, ; Latin America, the United States, and the World, ; Mexico, Central America, and the Caribbean, ; Focus on Argentina and Brazil, ; Review and Assessment, ; Japan and Mexico: The Path to Prosperity, ; Argentina and South Africa: The Road to Democracy, Page 43 of 54

44 d) challenges to Latin American Democracy i. Economics ii Human Rights iii Government services iv. Role of the military v. Insurgence TE: 630A 630B Standard: WH.24 The student will describe the development and goals of nationalist movements in Asia and the Middle East, including the ideas and importance of nationalist leaders to include: a) Nehru and Gandhi (India) SE/TE: India Seeks Self-Rule, , Nations of South Asia, b) Ho Chi Minh (Vietnam) SE/TE: Vietnam, 571, 572 c) Nasser (Egypt) SE/TE: Nasser, 578, 586, Assessments TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 44 of 54

45 c) Nasser (Egypt) Standard TECH: Standard: WH.25 The student will explain the background for the establishment of the modern state of Israel in 1948 and the subsequent military and political conflicts between Israel and the Arab world including: a) The growth of Zionism and 19th and early 20th century immigration by Eastern European Jews to Palestine. SE/TE: Zionism, 291, , 428, 593 b) Anti-Semitism and the Holocaust. SE/TE: The Campaign Against the Jews Begins, 463; The Holocaust, 481, 489 c) The UN partition of Palestine in SE/TE: The Birth of Israel, Page 45 of 54

46 d) Role of the United States including the Camp David Accords SE/TE: For related information see Peace Efforts pages e) Arab rejection of the UN decision and subsequent armed conflict against Israel. SE/TE: The Arab-Israeli Conflict, , f) The 1967 and 1973 wars between Israel and neighboring Arab states. SE/TE: The Arab-Israeli Conflict, g) The attempts to secure peace between Palestinians and Israelis. SE/TE: Peace Efforts, h) A description of the continuing conflict in the Middle East between Israelis and Palestinians. SE/TE: Forces Shaping the Modern Middle East, ; The Middle East and the World, TeacherEXPRESS CD-ROM Page 46 of 54

47 h) A description of the continuing conflict in the Middle East between Israelis and Palestinians. TECH: Prentice Hall Presentation Pro CD_ROM; Audiotapes; Video Program; Social Studies Skills Tutor CD-ROM; Companion Web site Unit 11: The Post Cold War Era of Increasing Global Interconnectedness Standard: WH.26 The student will identify the causes for the decline and collapse of the Soviet Union and the Communist regimes of Eastern Europe including: a) The weaknesses of the Soviet command economy. SE/TE: The Soviet Union: Rise and Fall of a Superpower, ; Russia and Germany: After Communism, Assessments b) The burdens of Soviet military commitments. SE/TE: The Soviet Union: Rise and Fall of a Superpower, ; Russia and Germany: After Communism, Assessments c) The pressures brought to bear on the Soviet system by the United States. SE/TE: The Soviet Union: Rise and Fall of a Superpower, ; Russia and Germany: After Communism, Assessments TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 47 of 54