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

Georgia Performance Standards, Social Studies Subject Area: History (Grades 9-12) State-Funded Course: 45.08300 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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 Page 1 of 54

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 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 514. 2. Connection Skills: A) Recognize and apply connections among concepts, events, and processes in the content area. SE/TE: Global Connections, 52, 79. 101, 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

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 D) Compute differences between time zones. SE/TE: For related information see Learning from Maps pages xxx xxxi. Page 3 of 54

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

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656; 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

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 Page 6 of 54

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 5. 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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656; 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

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656; 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

D) Select and discuss the main idea from a reading passage or listening activity SE/TE: Reviewing Key Facts, 58 59, 80 81, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 6. 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, 108 109, 123, 136 137, 142 143, 164 165, 194 195, 214 215, 234 235, 240 241, 266 267, 290 291, 314 315, 340 341, 368 369, 374 375, 398 399, 418 419, 422 423, 466 467, 496 497, 502 503, 524 525, 554 555, 578 579, 604 605, 630 631 CD_ROM; Audiotapes; Video Program Page 9 of 54

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, 106 107, 134 135, 162 163, 192 193, 212 213, 232 233, 264 265, 288 289, 312 313, 338 339, 366 367, 396 397, 416 417, 440 441, 464 465, 494 495, 522 523, 552 553, 576 577, 602 603, 628 629, 654 656 D) Analyze artifacts SE/TE: You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Unit Time Lines, 30, 140, 238, 372, 500 7. Government/Citizenship Skills: A) Recognize the unique opportunity to participate in government that is afforded in the United States. SE/TE: United States Constitution, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site Page 10 of 54

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, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site SE/TE: United States Constitution, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring CD_ROM; Companion Web site SE/TE: United States Constitution, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 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, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693; 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

F) Organize and participate in activities for effective community action SE/TE: United States Constitution, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 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, 160 161, 164, 226; Civil Participation: Australia and the United States, 690 693 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, 222 228, 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

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, 222 228, 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, 108-136; overview, 30-31 History Historical Outline Map Book Page 13 of 54

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, 40 43 c) Analyzing the distribution of major religions. SE/TE: 8-9, 12-13, 16-17, 20-21, 22-23, 68-70 d) Analyzing major trade patterns. SE/TE: Empire of the Ancient World, 8 15; Regional Civilizations, 16 28, 61-66, 68-79, 87-107 Page 14 of 54

e) Citing major technological and scientific inventions. SE/TE: Empire of the Ancient World, 8 15; Regional Civilizations, 16 28, 43, 54, 57, 63-65 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, 82 107 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, 87-90 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

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, 82 107 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, 101-102, 105, 107 e) Explaining the Europe/Africa/New World triangular trade. SE/TE: 96-99 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

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, 75-79 History Historical Outline Map Book Page 17 of 54

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, 96-100 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, 101 107 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

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, 114-118 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, 129 133 TE: 108A 108B c) The rise of Prussia. SE/TE: Rise of Austria and Prussia, 125 128 Page 19 of 54

d) The Hapsburgs in Spain and the Holy Roman Empire SE/TE: Extending Spanish Power, 110 113 e) English Monarchs including the Tudors and Stuarts in England SE/TE: Triumph of Parliament in England, 119 124 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, 120 121; From Restoration to Glorious Revolution, 122 124 Page 20 of 54

a) The causes of the English Civil War and the Glorious Revolution of 1688. SE/TE: The English Civil War, 120 121; From Restoration to Glorious Revolution, 122 124; 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, 122 124; 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, 119 124; Review and Assessment, 134 135 TE: 108A 108B TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 21 of 54

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, 120 121; From Restoration to Glorious Revolution, 122 124; Britain at Mid-Century, 155-156 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, 54 57 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, 142 143; Philosophy in the Age of Reason, 144 148; Enlightenment Ideas Spread, 149 151 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

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, 142 143; Philosophy in the Age of Reason, 144 148; Enlightenment Ideas Spread, 149 151; Britain at Mid-Century, 154 157; Birth of the American Republic, 158 161; Review and Assessment, 162 163 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, 168 161; Review and Assessment, 162 163; An Age of Ideologies, 216 218; Revolutions of 1830 and 1848, 219 220; Latin American Wars of Independence, 225 229 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

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 1815. SE/TE: The French Revolution and Napoleon, 164 165; On the Eve of Revolution, 166 170; Creating a New France, 171 175; Radical Days, 176 181; The Age of Napoleon Begins, 182 185; The End of an Era, 186 191; Review and Assessment, 192 193 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, 182 185; The End of an Era, 186 191; Review and Assessment, 192 193 TE: 164A 164B SE/TE: The End of an Era, 186 191; Review and Assessment, 192 193 TE: 164A 164B Page 24 of 54

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, 216 218; Latin American Wars of Independence, 225 229; Review and Assessment, 232 233 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, 196 197; New Technology, 198; Hardships of Early Industrial Life, 203 207; The World of Cities, 249-252; Changing Attitudes and values, 253-259 SE/TE: Capitalism, 102, 211; New Ways of Thinking, 208-211 SE/TE: The Industrial Revolution Begins, 194 195; Dawn of the Industrial Age, 196 198; Britain Leads the Way, 199 202; Hardships of Early Industrial Life, 203 207; New Ways of Thinking, 208 211; Review and Assessment, 212 213; Life in the Industrial Age, 240 241 Page 25 of 54

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, 242 248; The World of Cities, 249 252; Changing Attitudes and Values, 253 259; A New Culture, 260 263; Review and Assessment, 264 265 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 1848. b) Explaining events related to the unification of Italy and the role of Italian nationalists. SE/TE: Revolutions of 1830 and 1848, 219 222; Building a German Nation, 268 271; Strengthening Germany, 272 274; Division and democracy in France, 301-305 SE/TE: Unifying Italy, 275 278; Review and Assessment, 288 289 TE: 266A 266B CD_ROM; Audiotapes; Video Program Page 26 of 54

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, 219 222; Building a German Nation, 268 271; Strengthening Germany, 272 274 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, 279 281; The New Imperialism, 314 315; A Western-Dominated World, 316 318; The Partition of Africa, 319 324; Europeans Challenges to the Muslim World, 325 328; The British Take Over India, 329 332; China and the New Imperialism, 333 337; Review and Assessment, 338 339 SE/TE: The New Imperialism, 616 617; The New Imperialism, 314 315; A Western-Dominated World, 316 318; The Partition of Africa, 319 324; Europeans Challenges to the Muslim World, 325 328; The British Take Over India, 329 332; China and the New Imperialism, 333 337; Review and Assessment, 338 339; India Seeks Self Rule, 429 431; Upheavals in China, 432 435 Page 27 of 54

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, 440 441 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, 1914-1918 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, 376 379; The Guns of August, 380 382; Review and Assessment, 396 397 b) Physical and economic destruction. SE/TE: A New Kind of Conflict, 383 387; Winning the War, 388 391; Review and Assessment, 396 397 TE: 374A 374B Page 28 of 54

c) The Treaty of Versailles and the forming of the League of Nations. SE/TE: Making the Peace, 392 395 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, 400 404 SE/TE: Making the Peace, 392 395; The Weimar republic, 459-460 f) The unprecedented loss of life from prolonged trench warfare. SE/TE: The Costs of War, 392 393; A New Kind of Conflict, 383-387 Page 29 of 54

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, 386 387; The Costs of War, 392 393 SE/TE: See the Armenian Massacre on pages 326 327. 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, 424 428 SE/TE: Japan Modernizes, 342 347; Empire of the Rising Sun, 436 439 Page 30 of 54

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, 405 410; Life in a Totalitarian State, 411 415; Review and Assessment, 416 417 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, 436 439; Fascism in Italy, 455 458; Hitler and the Rise of Nazi Germany, 459 463; Review and Assessment, 464 465 b) Causes and the impact of worldwide depression in the 1930 s. SE/TE: The Western Democracies, 444 449 Page 31 of 54

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, 479-480; The Holocaust, 481, 489 SE/TE: Aggression, Appeasement, and War, 468 472 SE/TE: Aggression, Appeasement, and War, 468 472; The Global Conflict: Axis Advances, 473 478 SE/TE: The Global Conflict: Axis Advances, 473 478; The Global Conflict: Allied Successes, 479 484; Toward Victory, 485 488; Review and Assessment, 494 495 TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 32 of 54

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, 473 478; The Global Conflict: Allied Successes, 479 484; Toward Victory, 485 488; Review and Assessment, 494 495 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, 489 490 b) The emergence of the United States and the Soviet Union as rival superpowers. SE/TE: The Alliance Breaks Apart, 490 491; New Conflicts Develop, 491 493; The Cold War Goes Global, 505-506 CD_ROM; Audiotapes; Video Program Page 33 of 54

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, 489 493; The Changing Political Climate, 504 506; The Soviet Union: Rise and Fall of a Superpower, 541-546 Page 34 of 54

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, 491 493 SE/TE: From World War to Cold War, 489 493; The Changing Political Climate, 504 506; The Western World: An Overview, 526-527; The United States: A Global Superpower, 537-538; The Soviet Union: Rise and Fall of A Superpower, 541-542; A New Era in eastern Europe, 547-548; The Korean War, 568-569; War in Vietnam and Cambodia, 571-573; Afghanistan, 585; Communism in Cuba, 638-639 SE/TE: The Soviet Union: Rise and Fall of a Superpower, 541 546; From Lenin to Stalin, 405-409 Page 35 of 54

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, 432 435; From Revolution to Reform in China, 560 565; Communist Control of China, 560-561 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring b) The Chinese Civil War. SE/TE: Upheavals in China, 432 435 c) The rise of Mao Zedong. SE/TE: Upheavals in China, 432 435; From Revolution to Reform in China, 560 565 Teaching Resources; Lesson Planner; Skills Transparencies; Progress Monitoring d) The Communist Revolution. SE/TE: From Revolution to Reform in China, 560 565 TeacherEXPRESS CD-ROM Page 36 of 54

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, 562 563 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, 561 562 h) The 1989 Tiananmen Square demonstration. SE/TE: Tiananmen Square Massacre, 563, 564 Page 37 of 54

Standard h) The 1989 Tiananmen Square demonstration. i) China s economic modernization and growing involvement in world trade. SE/TE: Challenges Today, 563 565; Reform and repression, 562-563; Taiwan and Hong Kong, 566-567 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, 424 428; Naguib Mahfouz: Views of Egypt, 595; Africa, 604 605; Achieving Independence, 606 611; Programs for Development, 612 617; Three Nations: A Closer Look, 618 621; Struggles in Southern Africa, 622 627; Review and Assessment, 628 629, Kwame Nkrumah, Autobiography, 714; 724, 725, 907 TE: 604A 604B Page 38 of 54

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, 424 428; Africa, 604 605; Achieving Independence, 606 611 Assessments b) negative and positive impact of European colonization SE/TE: The partition of Africa, 319-324; Impact of Imperialism, 360-365; Nationalist Movements in Africa and the Middle East, 424 428; Africa, 604 605; Achieving Independence, 606 611 Assessments c) the independence movement in African in the 1950s and 1960s SE/TE: Nationalist Movements in Africa and the Middle East, 424 428; Africa, 604 605; Achieving Independence, 606 611 Assessments Page 39 of 54

Standard d) the independence movement in African in the 1970s and 1980s SE/TE: Nationalist Movements in Africa and the Middle East, 424 428; Africa, 604 605; Achieving Independence, 606 611; Other Nations of Southern Africa, 624-627 Assessments e) the evolution of South Africa and the role of Apartheid SE/TE: 322, 425, Struggles in Southern Africa, 622 627; Review and Assessment, 628 629 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, 606 611; Programs for Development, 612 619; Three Nations: A Closer Look, 618 621; Struggles in Southern Africa, 622 627; Review and Assessment, 628 629 TE: 604A 604B Page 40 of 54

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, 606 611; Programs for Development, 612 619; Three Nations: A Closer Look, 618 621; Struggles in Southern Africa, 622 627; Other Nations of Southern Africa, 624-627; Review and Assessment, 628 629 TE: 604A 604B SE/TE: Programs for Development, 612 617; Three Nations: A Closer Look, 618 621; Struggles in Southern Africa, 622 627; Review and Assessment, 628 629 d) Internal domestic issues including: SE/TE: Programs for Development, 612 617; Three Nations: A Closer Look, 618 621; Struggles in Southern Africa, 622 627; Review and Assessment, 628 629 Page 41 of 54

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, 630 631; Forces Shaping Modern Latin America, 632 637; Latin America, the United States, and the World, 638 641; Mexico, Central America, and the Caribbean, 642 647; Focus on Argentina and Brazil, 648 653; Review and Assessment, 654 655; Japan and Mexico: The Path to Prosperity, 674 677; Argentina and South Africa: The Road to Democracy, 678 681, 730-731 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, 630 631; Forces Shaping Modern Latin America, 632 637; Latin America, the United States, and the World, 638 641; Mexico, Central America, and the Caribbean, 642 647; Focus on Argentina and Brazil, 648 653; Review and Assessment, 654 655; Japan and Mexico: The Path to Prosperity, 674 677; Argentina and South Africa: The Road to Democracy, 678 681 TE: 630A 630B Page 42 of 54

b) immediate and underlying causes of the changing political structure in Latin America, including the swing between democracies and dictatorship. SE/TE: Latin America, 630 631; Forces Shaping Modern Latin America, 632 637; Latin America, the United States, and the World, 638 641; Mexico, Central America, and the Caribbean, 642 647; Focus on Argentina and Brazil, 648 653; Review and Assessment, 654 655; Japan and Mexico: The Path to Prosperity, 674 677; Argentina and South Africa: The Road to Democracy, 678 681 TE: 630A 630B c) characteristics of democracies in Latin America. SE/TE: Latin America, 630 631; Forces Shaping Modern Latin America, 632 637; Latin America, the United States, and the World, 638 641; Mexico, Central America, and the Caribbean, 642 647; Focus on Argentina and Brazil, 648 653; Review and Assessment, 654 655; Japan and Mexico: The Path to Prosperity, 674 677; Argentina and South Africa: The Road to Democracy, 678 681 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, 630 631; Forces Shaping Modern Latin America, 632 637; Latin America, the United States, and the World, 638 641; Mexico, Central America, and the Caribbean, 642 647; Focus on Argentina and Brazil, 648 653; Review and Assessment, 654 655; Japan and Mexico: The Path to Prosperity, 674 677; Argentina and South Africa: The Road to Democracy, 678 681 Page 43 of 54

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, 429 431, Nations of South Asia, 580-582 b) Ho Chi Minh (Vietnam) SE/TE: Vietnam, 571, 572 c) Nasser (Egypt) SE/TE: Nasser, 578, 586, 593 594 Assessments TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 44 of 54

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, 304 305, 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 1947. SE/TE: The Birth of Israel, 587 588 Page 45 of 54

d) Role of the United States including the Camp David Accords SE/TE: For related information see Peace Efforts pages 598 599 e) Arab rejection of the UN decision and subsequent armed conflict against Israel. SE/TE: The Arab-Israeli Conflict, 587-588, 598 599 f) The 1967 and 1973 wars between Israel and neighboring Arab states. SE/TE: The Arab-Israeli Conflict, 598 599 g) The attempts to secure peace between Palestinians and Israelis. SE/TE: Peace Efforts, 598 599 h) A description of the continuing conflict in the Middle East between Israelis and Palestinians. SE/TE: Forces Shaping the Modern Middle East, 586 591; The Middle East and the World, 597 601 TeacherEXPRESS CD-ROM Page 46 of 54

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, 541 546; Russia and Germany: After Communism, 666 669 Assessments b) The burdens of Soviet military commitments. SE/TE: The Soviet Union: Rise and Fall of a Superpower, 541 546; Russia and Germany: After Communism, 666 669 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, 541 546; Russia and Germany: After Communism, 666 669 Assessments TECH: ExamView CD-ROM; Interactive Textbook CD-ROM Page 47 of 54