Standard 1: Students will gain an understanding of early civilizations and their contributions to the foundations of human culture.

Transcription

1 Standard 1: Students will gain an understanding of early civilizations and their contributions to the foundations of human culture. Objective 1: Speculate about the factors that led to civilized society. Investigate hunters and gatherers. SE/ pictures/time line, 4; Hunters and Food Gatherers, 11 12; Take It to the NET, 21 Block Scheduling Support, 11; Connections to Art, 12; Customize for Heterogeneous Groups, 18 TR: Teaching With Themes, 4 Explore man s domestication of plants and animals. SE/ pictures/time line, 5; Neolithic Agricultural Revolution, 12 14; iceman, 13; nomads, 18 Customize for Heterogeneous Groups, 18 TR: Pacing Chart With Block Scheduling Guide, Ch. 1; Transparencies, E-21; Chapter Extension Activities booklet, 24 Examine the role of irrigation in early agriculture. SE/ Theme: Geography and History, xxxi; Human-Environment Interaction, 7; River Valley Civilizations, 15; Organized Governments, 16; Public Works, 17; Egypt, 24; picture, 25; Geography of the Fertile Crescent, 34 35; The Geography of China, 59, 60; The World of the Mayas, 158 TR: Objective 2: Assess the impact of geography on the locations of early civilizations. World History Visions, Voices, Views: Mesopotamia, videodisc side 1 or videotape 1 Examine why early civilizations developed in river environments. SE/ map, xxxiv; map/time line, 5; Assessment/Connecting to Geography, 10; The Rise of Cities, 15 16; Organized Governments, 16; chart, 19; map, 23; Nile Valley, 24 25; Mesopotamia, 34-35; time line, 50; map, 51; Indus Valley, 52 54; China, River Valley Civilizations, 5; Unit Themes, 68 TR: World History Visions, Voices, Views: Early Civilizations, videodisc side 1 or videotape 1; Geography and History booklet, 2 3; World History Visions, Voices, Views: Mesopotamia, videodisc side 1 or videotape 1 1

2 Evaluate the diffusion of civilizations. SE/ Movement, 7; Spread of Civilization, 18; Interactions Among People, 19; time line, 23; Warfare and the Spread of Ideas, 41; Aryans, 55, 57; map, 56 Daily Life, 7; Activating Prior Knowledge, 23 Objective 3: Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow River. Analyze the social, political, and economic structure of ancient civilizations. Investigate the technological advancements and writing systems that developed in early river valley cultures. Identify the factors that led to the rise of cities. SE/ picture, 1; Features of Civilization, 16 17; The First Empires, 18; Creating a Chapter Summary, 20; time line, 22 23; Egypt political, 25 27; Egypt economic, 24, 25; Egypt social, 28-33; Mesopotamia political/social, 35, 38 41; Indus Valley economic/social, 54, 55 57; Yellow River political/social/economic, Human Drama Activity, 27; Daily Life, 29, 31, 36, 40; Block Scheduling Support, 29; Human Drama Note, 37; Global Connections, 64; Unit Themes, 68 TR: Creative Teaching Activities booklet, 12; Unit 1 booklet, 47, 52 SE/ pyramid, 3; pictures/time line 5; technology, 8; Writing, 17 18; The Pyramids, 26; Written Records, 32; Advances in Learning, Unit Themes, 68 TR: Transparencies, 10, 12; Creative Teaching Activities booklet, 11; Teaching With Themes booklet, 6; Chapter Extension Activities booklet, 12 SE/ The Rise of Cities, 15 16; Spread of Civilization, 18; Well-Planned Cities, TR: Teaching With Themes booklet, 41 2

3 Standard 2: Students will comprehend the contributions of classical civilizations. Objective 1: Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India. Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam. Examine the diffusion of Buddhism, Judaism, Christianity, and Islam. Compare and contrast the major philosophies of the Greeks and Chinese. SE/ Greek mythology, 109; Judaism, 46 47, 964; Christianity, , 145, 146, 970; Confucianism, 89 90, 965; Buddhism, 78-79; Hinduism, 76 78, 79, 968; Islam, , 971 Bell Ringer, 252; Block Scheduling Support, 253; Human Drama Activity, 255; About the Document, 964, 965, 968, 970, 971 TR: Creative Teaching Activities booklet, 15, 17, 19, 22, 24, 32, 49; Listening to Literature: Psalm 23, side 1; Unit 1 booklet, 28; Pacing Chart With Block Scheduling Guide, Ch. 4; Transparencies, D-45, E-25; Teaching With Themes booklet, 9; History Through Literature booklet, 11 12, SE/ Buddhism, 75 (time line), 79 (map), 80, 81 82; Judaism, 47, ; Christianity, 143, 144 (map); Islam, Block Scheduling Support, 141 TR: Teaching With Themes booklet, 7, 43; World History Visions, Voices, Views: The Spread of Buddhism, videodisc side 1 or videotape 2; Transparencies, B-27, B-29, B-31, B-33, B- 35, B-37, B-39 SE/ Greeks, ; Chinese, Customize for Learning Styles, 90; Human Drama Note, 91 TR: Creative Teaching Activities booklet, 22; Chapter Extension Activities booklet, 14 3

4 Objective 2: Analyze the development of classical political systems. Contrast the evolution of Athenian democracy and Spartan rule. Examine the consequences of Persian and Macedonian expansion. Contrast Zhou feudalism, the Greek city-state, and the caste system of India. Compare the development of the Roman and Han empires. SE/ Spartan, , 110, 111, 114; Athenian, 100 (time line), , ; primary source, 966, 967 Block Scheduling Support, 105; Historical Evidence, 106, 107; Cooperative Learning, 107; Perspectives, 108; Customize for Auditory Learners, 112; About the Document, 966, 967 TR: Unit 2 booklet, 34; Creative Teaching Activities booklet, 25, 26, 27 SE/ Persian, 40 (map), 42 43, ; Macedonian, 101 (time line); Connections to Film, 121; Customize for Visual Learners, 122; Global Connections, 122; Human Drama Activity, 123 TR: Unit 1 booklet, 42 SE/ Zhou, 51 (time line), 63 64; Greek, 23 (time line), 101 (map), , 125 (Take It to the NET); India, 55 57, Block Scheduling Support, 86 TR: Creative Teaching Activities booklet, 21 SE/ Roman, 126 (time line), 127 (map), , 140; Han, 75 (map), 94 (map), Introduction, 126; Block Scheduling Support, 133; Global Connections, 133; Historical Evidence, 133 TR: Creative Teaching Activities booklet, 29, 30, 33; Transparencies, B-19, B-21, B-23, B-25, B-75; Unit 2 booklet, 52, 53; Geography and History booklet, 4 5; Teaching With Themes booklet, 42 Objective 3: Investigate the importance of the expansion of trade. Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese. Examine the technological improvements in transportation over time. SE/ Phoenician, 43 44; Greek, 105; Hellenistic, 121 (map), 122; Korean/Japanese, Customize for Visual Learners, 122 SE/ Unity Imposed, 93 94; Emperor Wudi, 95; Technology, 96; Protection and Unification, 131; Technology and Science, 138 Global Connections, 133 4

5 Assess the importance of the Mediterranean and East Asian trade routes. SE/ Phoenician Sea Traders, 43 (map) 44; Silk Road, 95; Minoan Civilization, 102; Successful Sea Traders, 103; Alexandria, 122; Social and Economic Effects, 133; The Voyages of Zheng He, Customize for Heterogeneous Groups, 135 Objective 4: Evaluate the significance of classical sculpture, architecture, and performing arts. Examine the importance and influence of Greco-Roman art and architecture. Assess the development of Indian and Chinese architecture and art. Investigate the importance and influence of the performing arts on classical civilizations. SE/ picture, 70 71; 103, 104, 108, 117, 125, 126, 130; The Palace at Knossos, 102; Architecture and Art, ; Hellenistic Civilization, 122; Greco-Roman Civilization, 137; Art and Architecture, 138 Human Drama Activity, 109; Connections to Art, 122; Connections to Film, 339 TR: Transparencies, C-29, D-39, D-41 SE/ time line, 50 51; picture, 50, 51, 62, 74, 75, 76, 77, 78, 87, 91, 92, 93; Architecture, 83; Magnificent Carvings, 83 85; Paintings at Ajanta, 85;The Arts, 97; Take It to the NET, 97 Human Drama Note, 85 SE/ Indian Classical Dance, 84; Literature, 85; Poetry and Drama, Connections to Today, 84; Cooperative Learning, 84; Human Drama Note, 95; Connections to Literature, 117; Connections to Today, 118; Cooperative Learning, 118; About the Document, 972 TR: Unit 2 booklet, 12, 32; Chapter Extension Activities booklet, 35; Transparencies, C-45 Objective 5: Analyze the social organization of classical cultures. Describe the role of slavery in Greece and Rome. Compare the role of the family in Imperial Rome and Confucian China. SE/ Sparta: A Nation of Soldiers, 106; Athens: A Limited Democracy, ; New Schools of Thought, 122; Social and Economic Effects, 133; Decline of the Republic, 134; Bread and Circuses, 136; Jewish Revolt, 142 Historical Evidence, 106; Perspectives, 108 SE/ Imperial Rome, 130, 145; Confucian China, 89 90, 96 Block Scheduling Support, 89 5

6 Explain the caste system of India. SE/ Aryan Society, 55 57; The Complex Caste System, Connections to Today, 87 TR: Creative Teaching Activities booklet, 21 Compare the treatment of women in China, Athens, Sparta, India, and Rome. SE/ China, 65, 96, 314; Athens, ; Sparta, 107; India, 87 88; Rome, 130 TR: Unit 2 booklet, 13 Standard 3: Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of Discovery. Objective 1: Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe. Describe the impact the Silk Road had on trade across Europe and Asia. Discuss the importance of cross-saharan migrations. SE/ Silkmaking, 65; Silk Road to the West, 95; Primary Source, 95; An International Trade Network, 262; The Mongol Peace, 309 Global Connections, 64, 95; Connections to Economics, 95 TR: Creative Teaching Activities booklet, 23; Teaching With Themes booklet, 14 SE/ An International Trade Network, 262; The Changing Sahara, 281; North Africa, 283; Trading Gold and Salt, 284; Gold Wealth of Ghana, 285; The Kingdom of Mali, ; Two Great Leaders, 287 Connections to Economics, 262 TR: Creative Teaching Activities booklet, 55; Teaching With Themes booklet, 15; Transparencies, B-81 Examine the consequences of the Crusades. SE/ time line/picture, 204; The Height of Church Power, 214; The Crusades, 216; Effects of the Crusades on Europe, ; Crusaders, 259; Europeans Explore the Seas, 364 Customize for Visual Learners, 216 TR: Teaching With Themes booklet, 12; Creative Teaching Activities booklet, 43 Analyze the impact of Mongol invasion on Europe and Asia. SE/ Mongol Conquest, ; Hungary, 247; Mongols, 260; time line/picture, 301; The Mongol and Ming Empires, ; Buddhist Influence, ; Mongol Invasions, 321 TR: Unit 3 booklet, 105 6

7 Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan. SE/ time line/picture/map, 301; Building an Empire, ; The Impact of Location, ; Korea United, 314; Japan Looks to China, 318; Setting the Scene, 369; Vietnam Emerges, 372; Korea and Isolation, 380 Introduction, 300; Global Connections, 314 TR: Creative Teaching Activities booklet, 60; Teaching With Themes booklet, 16, 43; Unit 3 booklet, 104 Objective 2: Assess the influence of advancing technologies on the development of societies. Identify the significant technological developments in Tang China. Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing. Explain the consequences of the cannon and the longbow on European warfare and society. Analyze the impact of movable type printing on Europe. SE/ chart, 303 TR: Creative Teaching Activities booklet, 58 SE/ Technology, 96 97; Conquests, 308; The Mongol Peace, 309; Other Contacts, 310; The Printing Revolution, 345 Connections to Economics, 96 SE/ chart, 228; English Victories, 228; Joan of Arc and the French Victory, ; Effects, 229; Conquests, 308 SE/ time line/picture, 334; The Printing Revolution, 345 Connections to Today, 333 Objective 3: Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern European trading empires. Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia. SE/ Decline, 292; Why Study History?, ; Introduction, 362; time line/picture, 362; map, 363; Portugal Sails Eastward, 365; Setting the Scene, 373; Portugal s Empire in the East, ; Spain Seizes the Philippines, 374; Mughal India and European Traders, 376; Japan and Foreign Traders, ; Turbulent Centuries in Africa, ; map, 401 Block Scheduling Support, 399 7

8 Examine the political and military conflict between the Spanish, Portuguese, and the peoples of the New World. Assess the impact of the exchange of ideas and goods on the New and Old Worlds. Investigate French, Dutch, and English merchants impact on European overseas expansion. SE/ Conquest in the Americas, ; Spanish and Portuguese Colonies in the Americas, , ; primary source, 975 Bell Ringer, 386; Block Scheduling Support, 386, 389; Human Drama Note, 387; Connections to Film, 390 TR: Unit 4 booklet, 51, 52; History Through Literature booklet, 35 36; Simulations booklet, 8; Creative Teaching Activities booklet, 73; Teaching With Themes booklet, 19 SE/ time line, 384; Setting the Scene, 389; The Economy, 390; The Portuguese Colony in Brazil, ; Native American Legacy, 397; The Atlantic Slave Trade, ; A Global Exchange, ; chart, 407; Take It to the NET, 409; chart, 409; primary source, 976 Introduction, 384; Human Drama Note, 397, 407; Block Scheduling Support, 399; Daily Life, 399; Global Connections, 406; About the Document, 976 TR: Creative Teaching Activities booklet, 73, 75, 76, 77; Unit 4 booklet, 50; Teaching With Themes booklet, 19 SE/ Why Study History?, ; Turbulent Centuries in Africa, ; Struggle for North America, Bell Ringer, 403 TR: Creative Teaching Activities booklet, 74; Teaching With Themes booklet, 18, 19; Unit 4 booklet, 31; Chapter Extension Activities booklet, 43 Objective 4: Investigate the rise and development of the modern European political system. Describe the political and economic importance of the growth of towns in northern Europe. SE/ Economic Expansion and Change, 197, Connections to Economics, 198; Customize for Heterogeneous Groups, 199; Daily Life, 200 8

9 Explain the political and economic consequences of the rise of national monarchies. SE/ Growth of Royal Power in England and France, ; Ferdinand and Isabella, 219; chart, 219; map, 231, 411; Introduction, 410; time line, ; Extending Spanish Power, ; Louis XIV, the Sun King, , 420; Triumph of Parliament in England, ; Absolute Monarchy in Russia, ; Britain at Mid-Century, Block Scheduling Support, 413 TR: Creative Teaching Activities booklet, 41, 78, 79, 81; Transparencies, E-29, E-33; Teaching With Themes booklet, 20, 44; Chapter Extension Activities booklet, 44; Unit 4 booklet, 72 9

10 Examine the influence of mercantilism and commercial capitalism on France, England, and the Netherlands. SE/ A Commercial Revolution, ; Mercantilism, 406; Colbert and the Economy, 418; Setting the Scene, 456; A Favorable Business Climate, 456 Block Scheduling Support, 403; Connection to Economics, 404; About the Evidence, 405 Standard 4: Students will understand the influence of revolution and social change in the transition from early modern to contemporary societies. Objective 1: Assess the importance of intellectual and cultural change on early modern society. 10

11 Compare the rebirth of European culture during the Renaissance with the flowering Chinese culture of the Ming dynasty; i.e., literature, art, architecture, the humanities. Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and Neo-Confucianism. SE/ time line, ; picture/map, 335; The Renaissance in Italy, ; Take It to the NET, 341; The Renaissance Moves North, ; The Ming Restore Chinese Rule, ; Encounters in East Asia, 377; primary source, 974 Introduction, 334; Previewing, 335; Biography, 337; Perspectives, 338; Connections to Film, 339; Human Drama Activity, 339; Connections to Art, 343, 344; Cooperative Learning, 344; Analyzing Literature, 345; Customize for Auditory Learners, 310; Customize for Kinesthetic Learners, 311; About the Document, 974 TR: Unit 4 booklet, 12, 13, 15; Transparencies, C- 43, D-61, D-63, D-65; Listening to Literature: Fa una canzione, side 6, two poems by Francesco Petrarch, side 6; Listening to Literature: Poems by Pierre Ronsard, side 6; History Through Literature booklet, 32 33; Creative Teaching Activities booklet, 63, 64; World History Visions, Voices, Views: Early Modern Times, videodisc side 2 or videotape 4; Teaching With Themes booklet, 17, 44; Chapter Extension Activities booklet, 36; Prentice Hall Literature Library, A Midsummer Night s Dream; World History Visions, Voices, Views: A Student in Renaissance Europe, videodisc side 2 or videotape 4 SE/ Upheaval in the Church, 226, 228; Chinese Influence, 314; time line, 335; The Protestant Reformation, , 350; Reformation Ideas Spread, ; primary source, 361; Qing Rule, 378 Introduction, 334; Bell Ringer, 346; Daily Life, 347; Block Scheduling Support, 347; Historical Evidence, 348 TR: Creative Teaching Activities booklet, 65, 66; Teaching With Themes booklet, 44; Unit 4 booklet, 70 11

12 Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment. Examine the roles and conditions of men, women, and children in European monarchies. SE/ time line, 335, 445; The Scientific Revolution, ; Philosophy in the Age of Reason, ; Enlightenment Ideas Spread, ; Take It to the NET, 465 Bell Ringer, 356; Block Scheduling Support, 357, 447, 451; Human Drama Note, 357; Connections to Science, 357, 447; Biography, 358; Introduction, 444; Human Drama Activity, 447; Other Viewpoints, 448; Cooperative Learning, 449; Connections to Film, 453 TR: Unit 4 booklet, 14; Unit 5 booklet, 10, 11, 12; Creative Teaching Activities booklet, 67, 82, 83; Teaching With Themes booklet, 21, 44; World History Visions, Voices, Views: Enlightenment and Revolution, videodisc side 3 or videotape 5 SE/ Louis XIV, the Sun King, 417; Puritan Society, 424; A Brutal Conflict, 428; Autocrat and Reformer, 432; A Ruthless Absolute Monarch, ; primary source, 437; Women and the Enlightenment, ; Lives of the Majority, 455; Politics and Society, ; The Third Estate, 469; Discontent, ; Poor Harvests, 470; picture, 475; You Are There..., 557 Block Scheduling Support, 417; Customize for Auditory Learners, 417, 469; Daily Life, 424 (both), 428; Human Drama Note, 435, 557; Customize for Heterogeneous Groups, 449 TR: Creative Teaching Activities booklet, 100; Chapter Extension Activities booklet, 56 12

13 Objective 2: Investigate the role of revolution in the establishment of governmental systems. Explain the political, economic, and social philosophies that lead to revolution. SE/ From Restoration to Glorious Revolution, ; The Struggle Between King and Parliament, 425; Philosophy in the Age of Reason, ; Setting the Scene, 460; Growing Discontent, 461; The Tennis Court Oath, 471; Moderate Reforms, 474; time line/pictures/map, ; Independence for Serbia, 520; Independence for Greece, 520; Revolutions of 1830 and 1848, ; Latin American Wars of Independence, ; primary source, 978, 979, 980, 981, 982, 983 Human Drama Note, 425; About the Evidence, 425; Block Scheduling Support, 461, 469, 473; Connections to Geography, 461; Human Drama Activity, 463; Customize for Visual Learners, 474; Daily Life, 476; About the Document, 978, 979, 980, 981, 982, 983 TR: Creative Teaching Activities booklet, 79, 86, 96, 97; History Through Literature booklet, 41 42, 45 46; Unit 5 booklet, 30, 64, 66, 67; World History Visions, Voices, Views: Enlightenment and Revolution, videodisc side 3 or videotape 5; Why Study History? Booklet, 13 14; Teaching With Themes booklet, 21, 24, 45; Chapter Extension Activities, 48 13

14 Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese. SE/ Why Study History?, 442; time line/picture, 445, 466, 700, 856; Birth of the American Republic, ; map, 467, 701; Louis XVI Calls the Estates General, ; Storming the Bastille, 472; Creating a New France, ; Radical Days, ; The Age of Napoleon Begins, ; The End of an Era, ; Take It to the NET, 495; political cartoon, 495; Two Revolutions in Russia, ; From Lenin to Stalin, ; Three Revolutions Compared, 712; Upheavals in China, ; From Revolution to Reform in China, Introduction, 466; Human Drama Note 471; Connections to Film, 480; Human Drama Activity, 481; Connections to Literature, 481, 486; Block Scheduling Support, 485, 489, 863; Historical Evidence, 486; Connections to Art, 489; Customize for Visual Learners, 736, 864; Perspectives, 736; Customize for Auditory Learners, 863 TR: History Through Literature booklet, 41 42, 45 46, 70 71; Unit 5 booklet, 30, 31, 32; Simulations booklet, 9 11; Transparencies, D-69; Creative Teaching Activities booklet, 85, 86, 87, 88, 89, 126, 127; World History Visions, Voices, Views: Enlightenment and Revolution, videodisc side 3 or videotape 5; Teaching With Themes booklet, 22, 31, 47; Chapter Extension Activities booklet, 49; World History Visions, Voices, Views: Napoleon s Russian Campaign (1812), videodisc side 3 or videotape 5; Treasures of the World, ; Unit 7 booklet, 30; Unit 8 booklet, 47 14

15 Objective 3: Analyze the economic transformation of production and distribution of goods in Europe. Compare and contrast capitalism and socialism. Explain the significance of the agricultural revolution. SE/ A Commercial Revolution, ; New Economic Thinking, 450; Economic Conditions, 501; New Ways of Thinking, ; Rise of Big Business, 549; Economic Policies, 815; Socialism or Capitalism, 916 Making a Profit, 404; Block Scheduling Support, 511; Connections to Economics, 511; Cooperative Learning, 512; Customize for Heterogeneous Groups, 512; Human Drama Note, 513 TR: Creative Teaching Activities booklet, 94 SE/ A New Agricultural Revolution, 499; The Population Explosion, 500 Block Scheduling Support, 498; Human Drama Note, 499; Connections to Science, 499 TR: Creative Teaching Activities booklet, 91 15

16 Investigate the impact of the first and second Industrial Revolutions. SE/ time line/pictures/map, , ; Dawn of the Industrial Age, ; Britain Leads the Way, ; Hardships of Early Industrial Life, ; primary source, 513, 515, 567, 984; graph, 515, 567; Take It to the NET, 515, 567; Introduction, 542; The Industrial Revolution Spreads, ; The World of Cities, ; Changing Attitudes and Values, ; A New Culture, ; Victories for the Working Class, 599; Economic Growth and Social Reform, ; Looking Ahead, 613; The New Imperialism and Its Causes, ; Industrialization in Japan, 646 Human Drama Note, 499, 503; Block Scheduling Support, 501, 505, 545, 551; Historical Evidence, 502; About the Evidence, 503; Bell Ringer, 505, 551; Daily Life, 506, 508, 548; Human Drama Activity, 507; Cooperative Learning, 507, 560; Connections to Economics, 511, 546, 549; Customize for Heterogeneous Groups, 545; Connections to Literature, 546; Other Viewpoints, 547; Connections to Film, 552; Connections to Art, 553; Customize for Auditory Learners, 556; Perspectives, 558; Historical Evidence, 599; Customize for Visual Learners, 612; Introduction, 616; About the Document, 984 TR: Creative Teaching Activities booklet, 92, 93, 98; Teaching With Themes booklet, 23, 25, 46; Unit 5 booklet, 49, 50; Chapter Extension Activities booklet, 50, 51; Geography and History booklet, 10 11; History Through Literature booklet, 43 44; World History Visions, Voices, Views: Industrialism and a New Global Age, videodisc side 3 or videotape 6 16

17 Objective 4: Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific. Examine the impact of Western imperialism on Africa. SE/ map, 385; European Outposts in Africa, 398; time line/map, ; The Success of Western Imperialism, ; The Partition of Africa, ; Setting the Scene, 627; Egypt Seeks to Modernize, ; political cartoon, 641; Impact of Imperialism, ; chart, 669; The Colonial Legacy, ; primary source, 991 Human Drama Note, 619; Block Scheduling Support, 621; Connections to Film, 623; Global Connections, 624; Daily Life, 624; Human Drama Activity, 625; About the Primary Source, 625; Connections to Economics, 664; Global Connections, 665; Connections to Today, 666; About the Document, 991 TR: Creative Teaching Activities booklet, 112, 130, 159; Teaching With Themes booklet, 28; Unit 6 booklet, 70; History Through Literature booklet, 53 54; Transparencies, B- 47, B-49, B-51, E-41; World History Visions, Voices, Views: Scramble for Africa, videodisc side 3 or videotape 6; Unit 7 booklet, 50 17

18 Compare the reactions of China, India, and Japan to foreign domination. SE/ picture, ; time line/picture/map, , ; Weakness of Nonwestern States, 619; Spheres of Influence, 620; The British Take Over India, ; China and the New Imperialism, ; primary source, 641, 985; Japan Modernizes, ; Impact of Imperialism, ; chart, 669; India Seeks Self-Rule, Block Scheduling Support, 631, 635, 645, 731; Perspectives, 632, 636, 648; Historical Evidence, 632, 638, 645; Human Drama Activity, 633; Connections to Art, 633; Customize for Heterogeneous Groups, 645; About the Evidence, 646; Human Drama Note, 647; Connections to Today, 647; Connections to Economics, 664; Global Connections, 665; About the Document, 985 TR: Creative Teaching Activities booklet, 70, 71, 114, 115, 116, 131; Unit 4 booklet, 32; Simulations booklet, 7; Unit 6 booklet, 69; Chapter Extension Activities, 61; Teaching With Themes booklet, 29, 32; History Through Literature booklet, 55 56; Transparencies, D-75 18

19 Standard 5: Students will understand the interaction of peoples in the global integration of the 20th century. Objective 1: Analyze the political and economic global issues in the first half of the 20th century. Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National Socialism. SE/ picture, 674; time line/picture, 701; From Lenin to Stalin, ; Life in a Totalitarian State, ; primary source, 719; Take It to the NET, 719; picture, 719; Fascism in Italy, ; Hitler and the Rise of Nazi Germany, ; primary source, 767; time line/pictures/map, ; Aftermath of War, Daily Life, 708, 758; Historical Evidence, 710, 715, 763; Human Drama Note, 711, 717, 759, 765; About the Evidence, 711, 759; Block Scheduling Support, 713, 757, 761; Connections to Math, 714; Connections to Literature, 715; Introduction, 744; Bell Ringer, 757; Connections to Economics, 758; Customize for Heterogeneous Groups, 762, 764 TR: Creative Teaching Activities booklet, 127, 128, 136, 137; History Through Literature booklet, 59 60, 63 64; Chapter Extension Activities booklet, 68; Unit 7 booklet, 29, 68; Transparencies, D-83; Teaching With Themes booklet, 47 19

20 Examine the connections among WWI, the Great Depression, and WWII. SE/ New Political Tensions, 667; picture, , 675; time line/pictures/map, , ; The Stage Is Set, ; The Guns of August, ; A New Kind of Conflict, ; Winning the War, ; Making the Peace, ; primary source, 699, 797; Take It to the NET, 699, 797; picture, 699; The Nationalist Reaction, 739; time line/picture, 745; The Western Democracies, ; Social Classes, 756; The Road to Power, ; chart, 767; Aggression, Appeasement, and War, ; The Global Conflict: The Axis Advances, ; The Global Conflict: Allied Successes, ; Toward Victory, ; primary source, 986 Introduction, 676, 768; Activating Prior Knowledge, 677, 769; Block Scheduling Support, 682, 685, 691, 695, 747, 775, 781, 787; Human Drama Note, 683, 751, 779, 785; Perspectives, 683, 773, 785; Connections to Literature, 754; Customize for Kinesthetic Learners, 688; Connections to Film, 688; Historical Evidence, 692, 695 (all three), 748, 776, 778; Human Drama Activity, 697; Customize for Heterogeneous Groups, 747; Bell Ringer, 777; Cooperative Learning, 777; About the Document, 986 TR: History Through Literature booklet, 57 58; Transparencies, D-81, E-45; World History Visions, Voices, Views: A Resistance Fighter in the Warsaw Ghetto, videodisc side 4 or videotape 7; Creative Teaching Activities booklet, 121, 122, 123, 124, 138, 139, 141; World History Visions, Voices, Views: World Wars and Revolutions, videodisc side 4 or videotape 7; Teaching With Themes booklet, 30, 33, 34, 47; Unit 7 booklet, 12, 13, 14, 15, 69; Chapter Extension Activities booklet, 67, 73 20

21 Assess the consequences of global war on the world. SE/ picture, 674, 675; Setting the Scene, 685; You Are There..., 686; Technology of Modern Warfare, ; Total War, ; The Costs of War, ; The Technology of Modern Warfare, 776; The Battle of Britain and the Blitz, ; The Holocaust, 783; Total War, 784; Women Help Win the War, 784; Hiroshima, ; Aftermath of War, About the Scene, 686; Connections to Literature, 687; Historical Evidence, 695 (top); chart, 697, 789; Customize for Heterogeneous Groups, 779, 792; Global Connections, 782; About the Primary Source, 783; Customize for Kinesthetic Learners, 784; Human Drama Activity, 789; Connections to Literature, 789; Block Scheduling Support, 791 TR: Creative Teaching Activities booklet, 123, 141; Unit 7 booklet, 13, 14, 86, 87, 88, 89; Simulations booklet, 12 15; Chapter Extension Activities booklet, 74, 75; History Through Literature booklet, Objective 2: Investigate the impact of the Cold War on integration. 21

22 Explain the key elements of the Cold War. SE/ The Alliance Breaks Apart, ; New Conflicts Develop, ; Looking Ahead, 795; political cartoon, 797; time line, 805; The Changing Political Climate, ; Europe: The Cold War and After, ; Germany: Division and Reunification, ; Foreign Policy Issues, 844; China and the Cold War, 864; The Two Koreas, 870; War Refugees in Korea, 871; War in Vietnam and Cambodia, ; South Asia and the World, 886; The Cold War and After, ; The Cold War and Africa, ; Namibia, 926, 928; Communism in Cuba, ; The United States and Latin America, Customize for Heterogeneous Groups, 793, 830; Perspectives, 794; Human Drama Activity, 795; Customize for Visual Learners, 807; Human Drama Note, 809; Customize for Auditory Learners, 829, 941; Block Scheduling Support, 941 TR: Creative Teaching Activities booklet, 142, 143, 148, 159, 164; Teaching With Themes booklet, 47, 48; Chapter Extension Activities booklet, 82; Treasures of the World,

23 Examine the independence movements in the African and Asian colonial world. Determine the causes and effects of the collapse of the Soviet sphere. SE/ picture, 179; Indian Nationalism, 634; Looking Ahead, 634; time line, 721; Nationalist Movements in Africa and the Middle East, ; India Seeks Self-Rule, ; Setting the Scene, 806; An End to European Colonial Empires, ; New Nations Seek Stability, ; time line/pictures/map, , ; Setting the Scene, 882; Independence and Partition, 882; Diversity and Nationalism, ; Achieving Independence, ; primary source, 987, 992 Connections to Literature, 727 (both); Human Drama Activity, 729; Block Scheduling Support, 731, 883; Cooperative Learning, 732; Historical Evidence, 732; Introduction, 880, 906; Previewing, 907; Customize for Visual Learners, 728, 909; Customize for Auditory Learners, 909; About the Primary Source, 910; Human Drama Note, 911; Biography, 911; Daily Life, 912; About the Document, 987, 992 TR: Unit 7 booklet, 48, 50; History Through Literature booklet, 53 54, 72 74; Creative Teaching Activities booklet, 130, 131, 143; Teaching With Themes booklet, 38, 39, 48; Transparencies, B-53, B-55, B-57; Chapter Extension Activities booklet, 83 SE/ time line/picture/map, 827; End of the Cold War, 829; Reunification, 837; Setting the Scene, 843; Failure of the Command Economy, 844; Collapse of the Soviet Empire, 846; The Russian Republic, ; The Other Republics, 848; Poland s Road to Democracy, 850; Fall of Communist Governments, 850; primary source, 855, 993, 994, 995 Introduction, 826; Block Scheduling Support, 829, 843; Connections to Film, 837; Historical Evidence, 844; Human Drama Note, 845; Customize for Heterogeneous Groups, 846; About the Document, 993, 994, 995 TR: Creative Teaching Activities booklet, 147, 149, 150; History Through Literature booklet, 67; Teaching With Themes booklet, 36; Unit 8 booklet, 28; Chapter Extension Activities booklet, 79 23

24 Objective 3: Investigate the creation of international organizations and global integration. Assess the impact of economic and political organizations on global relations; e.g., World Trade Organization, United Nations, Olympics. Examine the impact of advancements in worldwide communication/transportation; e.g., satellite communications, information technology/internet, mass transportation. SE/ Connections to Today, 109, 630; The United Nations, 792; pictures, 803; time line/picture, 804, 827; Regional and Global Organizations, ; Human Rights, 810; The Question of Intervention, 811; The Oil Crisis, 813; Economic Organizations, 814; New Rights and Roles for Women, 819; The Oil Shock, 830; Toward European Unity, ; The United States and the Global Economy, 840; United States Influence, 842; A World Power, 848; The Other Republics, 848; Dependence on Oil, 860; Relations With the United States, 864; The Korean War, 870; Economy, 886; The Refugee Issue, 890; Impact of Oil, 890; A Second Gulf War, 903; Saddam Remains, 903; Organization of African Unity, 913; The UN, 913; AIDS, 917; Mobutu in Power, 922; Mandela s Struggle, 926 (top); primary source, 931, 989; Take It to the NET, 931; time line, 932; Crisis and Reform, 938; Regional Organizations, 942; Regional and Global Issues, 942; The PRI in Control, 945 (top); Links to the United States, 946 Cooperative Learning, 540, 852; Connections to Economics, 549, 928, 946; Global Connections, 809; Customize for Kinesthetic Learners, 813; Historical Evidence, 870; Customize for Auditory Learners, 941; About the Document, 989 TR: Creative Teaching Activities booklet, 143, 146; Unit 8 booklet, 30 SE/ Theme: Global Interaction, xxx; Using the Internet, lii liii; Connections to Today, 345, 452; Trains Faster and Faster!, 541; picture, ; time line, 805; Science and Technology, 820; The Computer Revolution, 820; The Space Age, 820, 822; A New Global Culture, 822; Assessment Activity, 823 Connections to Today, 365, 523; About the Evidence, 503; About the Picture, 801; Customize for Kinesthetic Learners, 820; Human Drama Note, 877 TR: World History Visions, Voices, Views: Has the Information Age Enhanced or Aggravated Communications Among People?, videodisc side 3 or tape 6; Chapter Extension Activities booklet,

25 Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United Nations Geneva Convention. SE/ The Pursuit of Peace, 678; time line, 769; Military Alliances, 795; Europe: The Cold War and After, 828, 829; West Germany s Economic Miracle, 836; Spain, Portugal, and Greece, 838; The Only Superpower, 840; Canada, 842; Foreign Policy Issues, 844; Fall of Communist Governments, 850; New Challenges, 851; Fighting in Bosnia, 852; Fighting in Kosovo, 853; Looking Ahead, 853; Objective 4: Evaluate the impact of terrorism on the world s political, economic, and social systems. Assess the base of terrorist networks and SE/ Terrorism, 811; Afghanistan, 887; activities. Uncertainties Continue, 903 Customize for Heterogeneous Groups, 810 Examine the impact of terrorism on the lives of people. Analyze the responses of political and economic institutions to terrorism. SE/ Terrorism, 811; Into the New Century, 841 SE/ Terrorism, 811; Assessment Activity, 811; The Only Superpower, 840; Afghanistan, 887; Uncertainties Continue,