Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Transcription

1 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter C. High School World History Studies (One Credit), Beginning with School Year WorldView Software, Inc. World History: An Interactive Approach (a) General requirements. Students shall be awarded one unit of credit for successful completion of this course. (b) Introduction. (1) World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence. (2) The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); (Post-classical Era); (Connecting Hemispheres); (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries. (3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites. (4) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. (5) A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (6) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. Page 1 of 302 WorldView Software, Inc.: Student Material

2 (7) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation, as referenced in the Texas Education Code (TEC), (h). (8) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (9) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (10) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (C) Knowledge and skills. (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations (i) identify major causes of events from 8000 BC to 500 BC [including] the development of agriculture Chapter 1: The Beginning of Civilization - Overview Sections: Early Human Evolution; The Emergence and Spread of Modern Humans; The Neolithic Period - Study Question: Conceptual #5 - Chronology: 8000 B.C.E B.C.E. - Essay: Path to Civilization > Test Question - Chapter 1, Conceptual #5 > Essay - Path to Civilization Page 2 of 302 WorldView Software, Inc.: Student Material

3 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations (ii) identify major causes of events from 8000 BC to 500 BC [including] the development of the river valley civilizations Chapter 1: The Beginning of Civilization - Overview Sections: Early Human Evolution; The Emergence and Spread of Modern Humans; The Neolithic Period Chapter 2: Middle Eastern Civilization - Overview Sections: Geographic Setting; First Civilizations; The Sumerian Civilization; The Early Egyptian Civilization Chapter 3: Ancient India - Overview Sections: The Geographic Setting; The Indus Valley Civilization - Chronology: 8000 B.C.E B.C.E. - Map: Early Civilizations - Project: Timeline: The Origins of Major Civilizations - Essay: Freshwater Shapes the Middle East > Map - Early Civilizations, Question #2 > Essay - The Middle East: Location, location, location! > Essay - The Influence of Navigational Waterways in the Middle East > Project - Timeline: The Origins of Major Civilizations (Project) Page 3 of 302 WorldView Software, Inc.: Student Material

4 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations (iii) describe the major effects of events from 8000 BC to 500 BC [including] the development of agriculture Chapter 1: The Beginning of Civilization - Overview Sections: Early Human Evolution; The Emergence and Spread of Modern Humans; The Neolithic Period - Chronology: 8000 B.C.E B.C.E. - Essay: Path to Civilization > Essay - Path to Civilization (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations (iv) describe the major effects of events from 8000 BC to 500 BC [including] the development of the river valley civilizations Chapter 1: The Beginning of Civilization - Overview Sections: Early Human Evolution; The Emergence and Spread of Modern Humans; The Neolithic Period Chapter 2: Middle Eastern Civilization - Overview Sections: Geographic Setting; First Civilizations; The Sumerian Civilization; The Early Egyptian Civilization Chapter 3: Ancient India - Overview Sections: The Geographic Setting; The Indus Valley Civilization - Chronology: 8000 B.C.E B.C.E. - Map: Early Civilizations - Project: Timeline: The Origins of Major Civilizations - Essay: Freshwater Shapes the Middle East Page 4 of 302 WorldView Software, Inc.: Student Material

5 > Map - Early Civilizations, Question #2 > Essay - The Middle East: Location, location, location! > Essay - The Influence of Navigational Waterways in the Middle East > Project - Timeline: The Origins of Major Civilizations (Project) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (i) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Greece Chapter 5: Triumph of Greek Civilization - Overview Section: Our Heritage from Ancient Greece (all sections) - Study Question: Factual #5 - Study Question: Factual #6 - Study Question: Conceptual #1 - Chronology: 500 B.C.E C.E. - Document: Early Greek Historians - Graph/Chart: Timeline of History > Test Question - Chapter 5, Factual #5 > Test Question - Chapter 5, Factual #6 > Test Question - Chapter 5, Conceptual #1 Page 5 of 302 WorldView Software, Inc.: Student Material

6 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (ii) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Rome Chapter 6: Rise and Fall of Rome - Overview Sections: The Early Roman Republic; From Republic to Empire - Chronology: 500 B.C.E C.E. - Project: Timeline: Greece and Rome > Essay - The Rise of the Roman Empire > Project - Timeline: Greece and Rome (Project) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (iii) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Persia Chapter 2: Middle Eastern Civilizations - Overview Section: The Decline of Mesopotamia and Egypt - Study Question: Factual #12 - Study Question: Factual #13 - Study Question: Conceptual #24 Chapter 10: The Rise and Spread of Islam - Overview Section: The People under Islam - Chronology: 500 B.C.E C.E. - Documents: Early Greek Historians; Work of Omar Khayyam - Graph/Chart: Economies Compared Page 6 of 302 WorldView Software, Inc.: Student Material

7 > Test Question - Chapter 2, Factual #12 > Test Question - Chapter 2, Factual #13 > Test Question - Chapter 2, Conceptual #24 > Document - Work of Omar Khayyam, Question #1 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (iv) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of India (Maurya and Gupta) Chapter 3: Ancient India - Overview Section: The Geographic Setting (all sections) - Chronology: 500 B.C.E C.E. - Project: Timeline: The Origins of Major Civilizations - Essay: The Struggle for India > Essay - The Struggle for India > Essay - The Golden Age of the Gupta Empire > Project - Timeline: The Origins of Major Civilizations (Project) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (v) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of China (Zhou, Qin, and Han) Chapter 4: Foundation of Chinese Culture and History - Overview Section: all - Chronology: 500 B.C.E C.E. - Map: The Silk Road - Essay: How Geography Affects China > Essay - How Geography Affects China Page 7 of 302 WorldView Software, Inc.: Student Material

8 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (vi) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Greece Chapter 5: Triumph of Greek Civilization - Overview Section: all - Chronology: 500 B.C.E C.E. - Map: The Empire of Alexander the Great - Art: Greece - Parthenon - Internet Project: Greek Agora - Essay: The Impact of the Ancient Greeks > Essay - The Greeks and Cultural Diffusion > Internet Project - Greek Agora (Project) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (vii) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Rome Chapter 6: Rise and Fall of Rome - Overview Sections: The Early Roman Republic; The Pax Romana; Christianity Develops in the Roman Empire; The Decline of the Roman Empire - Study Question: Factual #15 - Study Question: Factual #20 - Study Question: Factual #30 - Chronology: 500 B.C.E C.E. - Document: Twelve Tables of Rome - Map: Roman Empire - Art: Rome - Colosseum Page 8 of 302 WorldView Software, Inc.: Student Material

9 > Test Question - Chapter 6, Factual #15 > Test Question - Chapter 6, Factual #20 > Test Question - Chapter 6, Factual #30 > Essay - The Contributions of Ancient Rome to Western Civilization (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (viii) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Persia Chapter 2: Middle Eastern Civilizations - Overview Section: The Decline of Mesopotamia and Egypt - Study Question: Conceptual #24 Chapter 10: The Rise and Spread of Islam - Overview Section: The People under Islam - Chronology: 500 B.C.E C.E. - Documents: Early Greek Historians; Work of Omar Khayyam - Graph/Chart: Economies Compared - Art: Ancient Persian Architecture > Test Question - Chapter 2, Conceptual #24 > Art - Ancient Persian Architecture, Question #1 Page 9 of 302 WorldView Software, Inc.: Student Material

10 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (ix) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of India (Maurya and Gupta) Chapter 3: Ancient India - Overview Section: all - Chronology: 500 B.C.E C.E. - Case Study: Karma - Documents: The Laws of Manu; First Sermon of Buddha - Map: Spread of Buddhism - Project: Rig Veda > Essay - Hinduism and Buddhism (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (x) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of China (Zhou, Qin, and Han) Chapter 4: Foundation of Chinese Culture and History - Overview Section: all - Chronology: 500 B.C.E C.E. - Case Study: Mandate of Heaven - Document: Analects of Confucius - Map: The Silk Road - Art: China - Great Wall > Essay - Cultural Diffusion and China Page 10 of 302 WorldView Software, Inc.: Student Material

11 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions (xi) describe the development of major world religions - Maps: Spread of Buddhism; Christianity, 600 C.E.; Islam, 850 C.E. - Project: Timeline: The Development of Major Religions > Project - Timeline: The Development of Major Religions (Project) Page 11 of 302 WorldView Software, Inc.: Student Material

12 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (i) identify major causes of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe Chapter 6: Rise and Fall of Rome - Overview Sections: Christianity Develops in the Roman Empire; Christianity Gains Acceptance in the Roman Empire; The Decline of the Roman Empire - Study Question: Factual #23 - Study Question: Factual #25 - Study Question: Factual #26 - Study Question: Conceptual #22 - Study Question: Conceptual #23 - Study Question: Conceptual #29 Chapter 11: Europe after the Fall of Rome - Overview Sections: Life Changes during the Middle Ages; Rise of Trade and Towns - Study Question: Factual #8 - Study Question: Factual #16 - Study Question: Factual #24 - Study Question: Conceptual #1 - Study Question: Conceptual #3 - Study Question: Conceptual #6 - Map: Christianity, 600 C.E. - Chronology: Page 12 of 302 WorldView Software, Inc.: Student Material

13 > Test Question - Chapter 6, Factual #23 > Test Question - Chapter 6, Factual #25 > Test Question - Chapter 6, Factual #26 > Test Question - Chapter 6, Conceptual #22 > Test Question - Chapter 6, Conceptual #23 > Test Question - Chapter 6, Conceptual #29 > Test Question - Chapter 11, Factual #8 > Test Question - Chapter 11, Factual #16 > Test Question - Chapter 11, Factual #24 > Test Question - Chapter 11, Conceptual #1 > Test Question - Chapter 11, Conceptual #3 > Test Question - Chapter 11, Conceptual #6 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (ii) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Asia Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Essay: The Spread of Islam - Chronology: > Vocabulary Flashcard - caliph (chapter 10) > Essay - The Spread of Islam Page 13 of 302 WorldView Software, Inc.: Student Material

14 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (iii) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Africa Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Essay: The Spread of Islam - Chronology: > Essay - The Spread of Islam (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (iv) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Europe Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Essay: The Spread of Islam - Chronology: > Essay - The Spread of Islam Page 14 of 302 WorldView Software, Inc.: Student Material

15 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (v) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on Europe Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Marco Polo; The Mongols in Russia - Study Question: Conceptual #2 - Study Question: Chronological #1 - Project: Thematic Map: Eurasia - Chronology: > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Conceptual #2 > Test Question - Chapter 18, Chronological #1 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (vi) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on China Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Decline of Mongolian Power in China - Study Question: Conceptual #2 - Study Question: Chronological #1 - Project: Thematic Map: Eurasia - Chronology: Page 15 of 302 WorldView Software, Inc.: Student Material

16 > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Conceptual #2 > Test Question - Chapter 18, Chronological #1 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (vii) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on India Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Southeast Asia under Mogul Rule - Study Question: Chronological #4 - Project: Thematic Map: Eurasia - Chronology: > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Chronological #4 Page 16 of 302 WorldView Software, Inc.: Student Material

17 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (viii) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on Southwest Asia Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Southeast Asia under Mogul Rule - Project: Thematic Map: Eurasia - Chronology: > Project - Thematic Map: Eurasia (Project) Page 17 of 302 WorldView Software, Inc.: Student Material

18 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (ix) describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medievel Europe Chapter 6: Rise and Fall of Rome - Overview Sections: Christianity Develops in the Roman Empire; Christianity Gains Acceptance in the Roman Empire; The Decline of the Roman Empire - Study Question: Factual #23 - Study Question: Factual #25 - Study Question: Factual #28 - Study Question: Chronological #5 Chapter 11: Europe after the Fall of Rome - Overview Sections: Life Changes during the Middle Ages; Rise of Trade and Towns - Study Question: Factual #2 - Study Question: Factual #3 - Study Question: Factual #21 - Study Question: Factual #31 - Study Question: Conceptual #18 - Graph/Chart: Land Ownership by Women in Medieval Europe - Essays: The Later Days of the Roman Empire; Living in Medieval Europe - Chronology: Page 18 of 302 WorldView Software, Inc.: Student Material

19 > Overview - Christianity Gains Acceptance in the Roman Empire: Question for Thought (Click 'Light bulb' at the end of the section.) > Essay - The Later Days of the Roman Empire > Test Question - Chapter 6, Factual #23 > Test Question - Chapter 6, Factual #25 > Test Question - Chapter 6, Factual #28 > Test Question - Chapter 6, Chronological #5 > Essay - Living in Medieval Europe > Test Question - Chapter 11, Factual #2 > Test Question - Chapter 11, Factual #3 > Test Question - Chapter 11, Factual #21 > Test Question - Chapter 11, Factual #31 > Test Question - Chapter 11, Conceptual #18 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (x) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Asia Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Study Question: Factual #3 - Study Question: Conceptual #8 - Study Question: Conceptual #9 - Study Question: Conceptual #10 - Essay: The Spread of Islam - Chronology: Page 19 of 302 WorldView Software, Inc.: Student Material

20 > Essay - The Spread of Islam > Test Question - Chapter 10, Factual #3 > Test Question - Chapter 10, Conceptual #8 > Test Question - Chapter 10, Conceptual #9 > Test Question - Chapter 10, Conceptual #10 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xi) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Africa Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Study Question: Factual #3 - Study Question: Conceptual #8 - Study Question: Conceptual #9 - Study Question: Conceptual #10 - Essay: The Spread of Islam - Chronology: > Test Question - Chapter 10, Factual #3 > Test Question - Chapter 10, Conceptual #8 > Test Question - Chapter 10, Conceptual #9 > Test Question - Chapter 10, Conceptual #10 Page 20 of 302 WorldView Software, Inc.: Student Material

21 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xii) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Europe Chapter 10: The Rise and Spread of Islam - Overview Sections: The Spread of Islam in the Middle East; Rise and Fall of the Abbasid Dynasty; The People under Islam; Spread of Islam beyond the Middle East - Study Question: Factual #6 - Study Question: Conceptual #8 - Study Question: Conceptual #9 - Study Question: Conceptual #10 - Essay: The Spread of Islam - Chronology: > Test Question - Chapter 10, Factual #6 > Test Question - Chapter 10, Conceptual #8 > Test Question - Chapter 10, Conceptual #9 > Test Question - Chapter 10, Conceptual #10 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xiii) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on Europe Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Marco Polo; The Mongols in Russia - Study Question: Factual #2 - Study Question: Conceptual #3 - Study Question: Chronological #1 - Project: Thematic Map: Eurasia - Chronology: Page 21 of 302 WorldView Software, Inc.: Student Material

22 > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Factual #2 > Test Question - Chapter 18, Conceptual #3 > Test Question - Chapter 18, Chronological #1 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xiv) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on China Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Decline of Mongolian Power in China - Study Question: Factual #2 - Study Question: Conceptual #3 - Study Question: Chronological #1 - Project: Thematic Map: Eurasia - Chronology: > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Factual #2 > Test Question - Chapter 18, Conceptual #3 > Test Question - Chapter 18, Chronological #1 Page 22 of 302 WorldView Software, Inc.: Student Material

23 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xv) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on India Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Southeast Asia under Mogul Rule - Study Question: Factual #2 - Study Question: Factual #6 - Study Question: Chronological #4 - Project: Thematic Map: Eurasia - Chronology: > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Factual #2 > Test Question - Chapter 18, Factual #6 > Test Question - Chapter 18, Chronological #4 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia (xvi) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on Southwest Asia Chapter 18: Mongols, Moguls, and Ottomans - Overview Sections: Genghis Khan and the Rise of Mongolian Power; Kublai Khan; Southeast Asia under Mogul Rule - Project: Thematic Map: Eurasia - Chronology: Page 23 of 302 WorldView Software, Inc.: Student Material

24 > Project - Thematic Map: Eurasia (Project) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (i) identify major causes of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire Chapter 18: Mongols, Moguls, and Ottomans - Overview Section: The Grandeur and Decline of the Ottoman Empire - Study Question: Factual #8 - Study Question: Factual #9 - Chronology: Project: Thematic Map: Eurasia > Vocabulary Flashcard - Ottoman Empire (chapter 18) > Project - Thematic Map: Eurasia (Project) > Test Question - Chapter 18, Factual #8 > Test Question - Chapter 18, Factual #9 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (ii) identify major causes of the following important turning points in world history from 1450 to 1750: the influence of the Ming dynasty on world trade Chapter 19: Ming Dynasty - Overview Section: all - Study Question: Factual #1 - Study Question: Factual #7 - Study Question: Factual #8 - Chronology: Page 24 of 302 WorldView Software, Inc.: Student Material

25 > Test Question - Chapter 19, Factual #1 > Test Question - Chapter 19, Factual #7 > Test Question - Chapter 19, Factual #8 > Vocabulary Flashcard - Ming Dynasty (chapter 19) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (iii) identify major causes of the following important turning points in world history from 1450 to 1750: European exploration and the Columbian Exchange Chapter 20: The Age of New World Exploration - Overview Section: all - Chronology: Map: Spanish Exploration - Internet Project: Columbian Exchange - Essay: The Age of Exploration > Vocabulary Flashcard - Columbian Exchange (chapter 20) > Essay - The Age of Exploration > Internet Project - Columbian Exchange (Project) Page 25 of 302 WorldView Software, Inc.: Student Material

26 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (iv) identify major causes of the following important turning points in world history from 1450 to 1750: European expansion Chapter 20: The Age of New World Exploration - Overview Section: all Chapter 21: The Age of Asian Exploration - Overview Section: European Interest in Asia (all sections) - Chronology: Maps: English/French/Dutch Exploration; Asian Trade Routes - Essay: The European Commercial Revolution > Essay - The European Commercial Revolution (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (v) identify major causes of the following important turning points in world history from 1450 to 1750: the Renaissance and the Reformation Chapter 15: The Resurgence of Europe - Overview Section: all - Study Questions: Factual #2, #3 - Study Question: Factual #6 - Study Question: Factual #12 - Study Question: Factual #15 - Study Question: Factual #18 - Study Question: Factual #24 - Study Questions: Conceptual #3, #6, #19, #20, #21 - Chronology: Art: Italy - St. Peter's Basilica - Essay: Reformation Page 26 of 302 WorldView Software, Inc.: Student Material

27 > Test Question - Chapter 15, Factual #3 > Test Question - Chapter 15, Factual #6 > Test Question - Chapter 15, Factual #12 > Test Question - Chapter 15, Factual #15 > Test Question - Chapter 15, Factual #18 > Test Question - Chapter 15, Factual #24 > Vocabulary Flashcard - Renaissance (chapter 15) > Vocabulary Flashcard - Protestant Reformation (chapter 15) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (vi) describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire Chapter 7: Byzantine Empire - Overview Section: The Fall of the Byzantine Empire - Study Question: Factual #12 Chapter 18: Mongols, Moguls, and Ottomans - Overview Section: The Grandeur and Decline of the Ottoman Empire - Chronology: Case Study: The Fall of Constantinople - Project: Thematic Map: Eurasia > Test Question - Chapter 7, Factual #12 > Project - Thematic Map: Eurasia (Project) Page 27 of 302 WorldView Software, Inc.: Student Material

28 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (vii) describe the major effects of the following important turning points in world history from 1450 to 1750: the influence of the Ming dynasty on world trade Chapter 19: Ming Dynasty - Overview Section: all; Contributions of the Ming; Zheng He and the Expansion of Chinese Trade - Study Question: Factual #1 - Study Question: Graphical #1 - Study Question: Graphical #2 - Chronology: > Overview - Contributions of the Ming: Question for Thought (Click 'Light bulb' at the end of the section.) > Overview - Zheng He and the Expansion of Chinese Trade: Question for Thought (Click 'Light bulb' at the end of the section.) > Test Question - Chapter 19, Factual #1 > Test Question - Chapter 19, Graphical #1 > Test Question - Chapter 19, Graphical #2 Page 28 of 302 WorldView Software, Inc.: Student Material

29 (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (viii) describe the major effects of the following important turning points in world history from 1450 to 1750: European exploration and the Columbian Exchange Chapter 20: The Age of New World Exploration - Overview Section: all - Chronology: Map: English/French/Dutch Exploration - Internet Project: Columbian Exchange > Essay - Effects of European Explorations in North America > Internet Project - Columbian Exchange (Activities, Questions #1, 3) (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (ix) describe the major effects of the following important turning points in world history from 1450 to 1750: European expansion Chapter 20: The Age of New World Exploration - Overview Section: all - Study Question: Factual #4 - Study Question: Factual #6 - Study Question: Factual #9 - Study Question: Factual #10 Chapter 21: The Age of Asian Exploration - Overview Section: all - Chronology: Map: Asian Trade Routes > Test Question - Chapter 20, Factual #9 > Test Question - Chapter 20, Factual #10 > Map - Asian Trade Routes, Questions #3, 5 Page 29 of 302 WorldView Software, Inc.: Student Material