Kansas Social Studies Standards (High School) High School Geography: The student uses a working knowledge and understanding of the spatial organization of Earth s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world. Benchmark 1: Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments. 1. (K) locates major political and physical features of Earth from memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., Beijing, English Channel, India, Iraq, Moscow, Sahara Desert, South Africa, Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River). 2. (A) interprets maps and other graphic representations to analyze United States and world issues (e.g., urban v. urban areas, development v. conservation, land use in the world v. local community, nuclear waste disposal, relocation of refugees). 3. (A) analyzes ways in which mental maps influence past, present, and future decisions about location, settlement, and public policy (e.g., building sites, planned communities, settlement sites). 4. (A) produces maps and other geographic representations, using data from a variety of sources to answer questions and solve problems (e.g., census data, interviews, GIS and other databases, questionnaires). 1
Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character. 1. (A) demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems). 2. (A) analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes cultural characteristics, political factors). 3. (K) recognizes how regional identity both unifies and delineates groups of people (e.g., being from the Midwest both connects a person to others from that region and defines them to others as Midwesterners with particular characteristics and values). 4. (A) uses regions to analyze past and present issues to answer questions (e.g., conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities). 5. (A) analyzes the ways in which people s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). Benchmark 3: Physical Systems: The student understands Earth s physical systems and how physical processes shape Earth s surface. 1. (A) analyzes the patterns of physical processes and their effect on humans (e.g., weather patterns, earthquakes, drought, desertification). 2. (A) analyzes the distribution of ecosystems by examining relationships between soil, climate, plant, and animal life. 2
3. (K) describes the ways in which Earth s physical processes are dynamic and interactive (e.g., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes). 4. (A) analyzes an ecosystem to understand and solve problems regarding environmental issues (e.g., carrying capacity, biological magnification, reduction of species diversity, acid rain, ozone depletion, contamination). Benchmark 4: Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 1. (A) identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socioeconomic changes and pressures). 2. (A) analyzes how communication and transportation facilitate cultural interchange (e.g., nationalism, ethnic pride, cross-cultural adaptation, popularity of ethnic foods). 3. (A) evaluates market areas to determine reasons for success or failure (e.g., advantages of location, trade partnerships, land value, wars, labor supply and cost, resource availability, transportation access, government structure, political cooperation). 4. (A) analyzes the purpose and characteristics of settlements (e.g., village vs. town vs. city, cities in developing vs. developed countries, rise of megalopolis edge cities and metropolitan corridors, regional characteristics of cities, impact of transportation technology, increasing number of ethnic enclaves). 3
5. (K) gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural: Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization). SE/TE: 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; Japan Modernizes: 342-347; Southeast Asia and the Pacific: 348-350; Economic Imperialism in Latin America: 356-360; Impact of Imperialism: 361-365; Review and Assessment: 366-367; Divisions in Germany: 492-493; Europe, The Cold War and After: 526-527; Germany, Division and Reunification: 534-535; Nations of South Asia: Independence and Partition: 580-581; Pakistan and Bangladesh: 583-584; The Birth of Israel: 587-588; Forces Shaping the Modern Middle East: 586-591; Struggles in Southern Africa: 622-627 Benchmark 5: Human-Environment Interactions: The student understands the effects of interactions between human and physical systems. 1. (A) examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste). SE/TE: 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; Japan Modernizes: 342-347; Southeast Asia and the Pacific: 348-350; Economic Imperialism in Latin America: 356-360; Impact of Imperialism: 361-365; Review Divisions in Germany: 492-493; Europe, The Cold War and After: 526-527; Germany, Division and Reunification: 534-535; Nations of South Asia: Independence and Partition: 580-581 2. (A) examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction). 4
3. (A) discusses the pros and cons of specific policies and programs for resource use and management (e.g., EPA, building restrictions, mandated recycling, grazing). History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930). 1. (A) analyzes the ways the People s Party Platform of 1892 addressed the social and economic issues facing Kansas and the nation. 2. (A) analyzes the text of William Allen White s essay What s the Matter with Kansas to understand his opposition to Populism. SE/TE: A Changing Society: 450; Jazz Age and Freedom: 452, 453, 455 3. (A) explains the significance of the Girard newspaper Appeal to Reason to the Socialist movement in the United States. 4. (K) discusses the child labor laws enacted by the Kansas legislature during the Progressive period (e.g., 1905, 1909, 1917). SE/TE: The Population Explosion: 198; Hardships of Early Industrial Life: 203-207; review and Assessment: 212-213; The World of Cities: 249-252; Changing Attitudes and Values: 253-259; Review and Assessment: 264-265 5. (K) understands the role of the Court of Industrial Relations in solving labor disputes in the 1920s. 6. (K) explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins). 7. (K) explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages). SE/TE: 411 42; Pan-Africanism: 425, 427, 441, 442, 444, 449, 609 SE/TE: Red Scare: 448, 449 5
Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945). 1. (A) uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters). 2. (A) researches how the WPA altered the Kansas landscape. (e.g., public art, bridges, parks, swimming pools, libraries). 3. (A) analyzes Alf Landon s 1936 speech accepting the Republican nomination for President in terms of the debate over the role of government in the United States recovery. SE/TE: Comparing Viewpoints: 47, 146, 245, 514; You Are There: 117, 205, 255, 335, 384, 475, 564, 625; Humanities Link: 42, 90, 152, 221, 285, 364, 414, 453, 519, 595; Global Connections: 52, 79, 101, 110, 149, 172, 284, 300, 329, 347, 359, 458, 47-, 516, 548, 627, 640; Assessing Your Skills, Analyzing Primary Sources: xxxvi-xxxvii, 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, 232-233, 264-265, 288-289, 312-313, 388-389, 366-367, 396-397, 416-417, 440-441, 464-465, 494-495, 522-523, 552-553, 576-577, 602-603, 628-629, 654-656; Synthesizing Information: 103, 123, 201, 308, 344, 409, 457, 529, 589 4. (K) understands the role of Kansas aviation companies in World War II. 5. (K) understands how conscientious objectors in Kansas participated in alternative service to the country during World War II. Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990). 1. (A) analyzes Brown v. Topeka Board of Education as it relates to Kansas segregation laws and why it takes the lead in the Supreme Court case. 6
2. (K) explains how Kansans have responded to increasing urbanization and industrialization. SE/TE: 158, 162, 163, 164, 165, 1660167, 241, 242-243, 244, 245, 248-252, 253, 264, 310, 311, TR: Geography and History Activity booklet: 10-11; History Through Literature booklet: 43-44; Viewpoint Activity: Rules for workers: Unit 5 booklet: 50; Looking at London in the 1820 s: Unit 6 booklet: 12; You Are There: Chapter Extensions Booklet: 51; Section Quiz: Unit 5 booklet: 45 3. (A) traces the history of women in political life in Kansas from Susanna Salter to Nancy Landon Kassebaum to understand issues and accomplishments. 4. (A) debates the ways state government has tried to balance the needs of farmers, industries, environmentalists, and consumers in regards to water protection and regulation. SE/TE: 10-11, 12-13, 16-17, 18, 25, 27, 39, 87-91, 110-111, 115-116, 118, 119-122, 123, 124, 127-128, 129-133, 134-135, 142-143, 145, 146, 147, 149-150, 155-157, 175, 176, 178-181, 182-185, 210-211, 216-218, 280-281, 283-284, 286-287, 292-294, 301-304, 342-343, 345-346, 351-355, 398-399, 400-404, 405-408, 409, 410, 411-413, 415, 436-439, 459-462, 504-506, 532-536, 539, 540 Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990). 1. (A) researches a contemporary issue in Kansas and constructs a well-developed argument in support or opposition of position. SE/TE: Synthesizing Information: 103, 123, 201, 308, 344, 409, 457, 529, 589; Comparing Viewpoints: 47, 146, 245; Analyzing Primary Source: 77, 177, 227, 270, 323, 421, 481, 569; Distinguishing Fact from opinion: 522, 608, 655; Comparing Viewpoints: 47, 146, 245, 377, 514 7
2. (A) examines the history of racial and ethnic relations in Kansas and applies this knowledge to current events. SE/TE: The Industrial Revolution Begins, 194-195; Dawn of the Industrial Age, 196-198; 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; World War I: Technology of Modern Warfare, 385-386; Science and Technology, 518; What is the relationship between people and the environment?, 514; Global Warming, 515; Offshore Oil Rigs, 528; Green Revolution, 502, 520, 566, 582; Preserving Africa s Wildlife, 614; Regional and Global Issues, 640-641 Benchmark 5: The student engages in historical thinking skills. 1. (A) analyzes a theme in Kansas history to explain patterns of continuity and change over time. 2. (A) develops historical questions on a specific topic in Kansas history and analyzes the evidence in primary source documents to speculate on the answers. 3. (A) investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning. SE/TE: Comparing Viewpoints, 47, 146, 245, 514; You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Humanities Link, 42, 90, 152, 221, 285, 364, 414, 453, 519, 595; Global Connections, 52, 79, 101, 110, 149, 172, 300, 329, 347, 359, 458, 470, 516, 548, 627, 640; Assessing Your Skills: Analyzing Primary Sources, xxxvi-xxxvii, 77, 177, 27, 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, 6576-577, 602-603, 628-629, 654-656; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589 SE/TE: The Industrial Revolution Begins, 194-195; Dawn of the Industrial Age, 196-198; Hardships of Early Industrial life, 203-207; 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; 8
(Continued) 3. (A) investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning. 4. (A) compares competing historical narratives in Kansas history by contrasting different historians choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations. (Continued) SE/TE: World War I: Technology of Modern Warfare, 385-386; Science and Technology, 518; What is the Relationship Between People and the Environment?, 514; Global Warming, 515 SE/TE: Comparing Viewpoints: 47, 146, 245, 377, 514; Analyzing Primary Sources: 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Propaganda: 388-389, 411, 457, 462, 482, 493; Distinguishing Facts from Opinion: 522, 608, 655 History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930). 1. (A) examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19th century (e.g., Social Darwinism, Gospel of Wealth, Robber Barons, Captains of Industry, Sherman Anti-Trust Act, muckrakers). SE/TE: 148, 207, 208-209 210, 241, 257, 253, 311; Robber Barons: 247, 248; Social Darwinism: 259, 317, 379, 442, 443; Economics and Politics: 446, 447, 448; New Deal: 449; Economics and Fascisms: 456; Totalitarianism: 457; Global Action and Interaction: 500-501, 502, 538 2. (A) explains the rise of the American labor movement (e.g., Samuel Gompers, Haymarket, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4. (A) examines the emergence of the United States in international affairs at the turn of the 20th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door policy, Roosevelt Corollary, Dollar Diplomacy). SE/TE: Democratic and Territorial Expansion: 290-291, 306-307; Economic Growth and Social Reform: 309, 310, 311; Growth of American Suffrage: 308 SE/TE: The New Imperialism, 314-315; A Western Dominated World, 316-318; The Partition of Africa, 319-324; European 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; Japan Modernizes, 342-347; Southeast Asia and the Pacific, 348-350; Economic Imperialism in Latin America, 356-360; Impact of Imperialism, 361-365 9
5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson). 6. (A) analyzes the reasons for and impact of the United States entrance into World War I. 7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage Act, Red Scare, influenza, Creel Committee). 8. (K) retraces the progress of the women s suffrage movement from the state to the national arena (e.g., Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, states granting voting rights 19th Amendment). 9. (A) analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920 s (e.g., leisure time, technology, communication, travel, assembly line, credit buying). SE/TE: Taxes: 18, 22, 120, 129; Capitalism: 102, 211; Socialism: 209, 210, 218; Marxism: 210, 211, 273; Communism: 210, 403, 404, 405, 410, 491, 537; Inflation: 459, 460, 549, 653, 678; Global Economy: 361, 362; Economics of Dependence: 357, 362; Overproduction: 445; Global Economic Trends: 510-515; Programs for Development: 612-617; Three Nations, A Closer Look: 618-621; Case Studies: 674-677, 682-685 SE/TE: 154-156, 196, 197, 198, 199, 200, 201, 202, 203-206; Enclosure Tenant Forming: 296, Industrial Expansion and Agriculture: 499; The Cotton Cycle: 503; Many Changes in Agriculture, Economics and Technology: 197; Impact of the Railroad: 503; Geography and History, Europe s Canal Boom: 50, United Kingdom of Great Britain and Land Ownership in Ireland: 457; Geography and History Booklet, the Widening Spiral of Resource Extraction and Environmental Damage: 10-11 SE/TE: 374-375; Total War: 388, 389-391; Pandemic Influenza: 392; Treaty of Versailles: 393, 394, 395; Red Scare: 448 SE/TE: 161, 256, 291, 297-298, 305, 308, 389,436, 459, 469 SE/TE: The Industrial Revolution Begins: 194-195; Dawn of the Industrial Age: 196-198; The Industrial 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 10
10. (A) evaluates various social conflicts in the early 1920 s (e.g., rural v. urban, fundamentalism v. modernism, prohibition, nativism, flapper v. traditional woman s role). SE/TE: 158, 162, 163, 164, 165, 1660167, 241, 242-243, 244, 245, 248-252, 253, 264, 310, 311, TR: Geography and History Activity booklet: 10-11; History Through Literature booklet: 43-44; Viewpoint Activity: Rules for workers: Unit 5 booklet: 50; Looking at London in the 1820 s: Unit 6 booklet: 12; You Are There: Chapter Extensions Booklet: 51; Section Quiz: Unit 5 booklet: 45 11. (A) analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee). 12. (A) interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture). SE/TE: Post War Issues and the Pursuit of Peace: 444, 445,, 446; Prosperity and Depression in the U.S.: 448; New Deal: 499; 442-442; New Views: 450, 451, 452; Jazz: 453; Changing Social Values: 454 Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945). 1. (A) analyzes the causes and impact of the Great Depression e.g., overproduction, consumer debt, banking regulation, unequal distribution of wealth). SE/TE: 444, 445, 446, 447, 448, 450, 454, 459, 460, 461, 469, 648-649 TR: Biography, Hirohito: 738; Adolph Hitler: 762; Block Scheduling Support: 445; 695; Primary Source, The Great Depression In Europe: 446; Background, Historical Evidence, Impact of the Crash: 446; The Easter Rising: 447; The Maginot Line: 448; Hitler s Popularity: 763; Connections to Today, Cause and Effect, Worldwide Economic Depression: 449; Global Connections, Authorization Rule in Eastern Europe: 458; German Inflation, Economics and Technology: 459; Impact of the Individual: 950; Human Drama Note, Work Progress Administration: 459; Connections to Today, Cause and Effect, Worldwide Economic Depression: 451 11
2. (A) analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides). 3. (A) analyzes the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin). 4. (A) analyzes the human cost of the Dust Bowl through art and literature (e.g., Dorothea Lang, Woody Guthrie, John Steinbeck). SE/TE: 467, 482, 489, 526, 527, 534, 536, 542, 544, 545, 548, 549, 550-551 TR: Connections to Today, Turning Points in Hundred Years War: 19; Warsaw Pact, 1955; Postwar Soviet and Former Allies Conflict: 467; Total War, Kinesthetic Learners, Japanese Interment Camps: 482; American Dreams Lost and Found: 482; Block Scheduling Support, Nuremburg Trials, Crimes Against Humanity: 489; Human Drama Activity, Predicting Outcomes: 493; Background, Perspectives, The Truman Doctrine: 492; The Nuclear Threat: Economics and Technology: 526; Recognizing Viewpoint, Nuclear Stockpile: 527 SE/TE: Comparing Viewpoints, 47, 146, 245, 514; You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Humanities Link, 42, 90, 152, 221, 285, 364, 414, 453, 519, 595; Global Connections, 52, 79, 101, 110, 149, 172, 300, 329, 347, 359, 458, 470, 516, 548, 627, 640; Assessing Your Skills: Analyzing Primary Sources, xxxvi-xxxvii, 77, 177, 27, 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, 6576-577, 602-603, 628-629, 654-656; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589 SE/TE: Woody Guthrie; Dust Bowl Ballads, based on film version of Grapes of Wrath, John Steinbeck Comparing Viewpoints: 47, 146, 245, 514; Assessing Your Skills, Analyzing Primary Sources, xxxvi-xxxvii, 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, 522, 523, 552-553, 576-577, 602-603, 628-629, 654-656; Synthesizing Information: 103, 123, 201, 308, 344, 409, 457, 529, 589; You Are There: 117, 205, 255, 335, 384, 475, 564, 625 12
5. (A) analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, American First Committee, neutrality, isolationism, Pearl Harbor). 6. (K) discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors). 7. (K) examines the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees). 8. (A) examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman s decision to use the atomic bombs, opposition to nuclear weapons). SE/TE: 455, 456, 458, 459, 460, 461, 462, 463, 468, 469, 470 Assessing your Skills, Synthesizing Information, Totalitarianism: 457; Background, Daily Life, Social Goals: 456; Connections To Economics, Economic Success: 456; Global Connections, Americans Respond: 456; Background, About the Evidence: 457; Human Drama Note, Fascist Enterprise: 457; Global Connections, Political and Social Systems, Authoritarian Rule in Easter Europe: 458; German Inflation, Economics and Technology: 459; Biography, Adolph Hitler: 460; Viewpoint Activity, Hitler s Propaganda Matching, Unit 7 booklet: 68; Background, Historical Evidence, Hitler s Popularity: 461; Global Connections, Swastika: 461 SE/TE: The Industrial Revolution Begins, 194-195; Dawn of the Industrial Age, 196-198; Hardships of Early Industrial life, 203-207; 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; World War I: Technology of Modern Warfare, 385-386; Science and Technology, 518; What is the relationship between people and the environment?, 514; Global Warming, 515; Offshore Oil Rigs, 528; Green Revolution, 502, 520, 566, 582; Preserving Africa s Wildlife, 614; Regional and Global Issues, 640-641 SE/TE: 180,210, 145, 146, 147-148,206-207, 259, 309,. 356, 359, 391,,462, 479, 508-509, 517, 531, 539, 584, 586-588, TR: Section Quiz, Unit 8 booklet: 3, 5, 7; Creative Teaching Activities booklet: 144; Guided Reading and Review: Unit 8 booklet: 4 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 13
Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990). 1. (K) explains why the United States emerged as a superpower as the result of World War II. 2. (A) analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao s victory in China, Marshall Plan, Berlin Blockade, Iron Curtain). 3. (A) evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident). SE/TE: 467, 482, 489, 526, 527, 534, 536, 542, 544, 545, 548, 549, 550-551 TR: Connections to Today, Turning Points in Hundred Years War: 19; Warsaw Pact, 1955; Postwar Soviet and Former Allies Conflict: 467; Total War, Kinesthetic Learners, Japanese Interment Camps: 482; American Dreams Lost and Found: 482; Block Scheduling Support, Nuremburg Trials, Crimes Against Humanity: 489; Human Drama Activity, Predicting Outcomes: 493; Background, Perspectives, The Truman Doctrine: 492; The Nuclear Threat: Economics and Technology: 526; Auditory Learners, Recognizing Viewpoint, Nuclear Stockpile: 527 TECH: Interactive Student Tutorial CD-Rom: 31, 33; Computer Test Bank: 31, 33 SE/TE: From World War to Cold War: 489-493; The Changing Political Climate: 504-506; Divisions in Germany: 492-493; The Cold War and After: 526-527; Division and Reunification: 534-535; Military Alliances: 493; NATO: 526, 527 SE/TE: 393, 395, 411, 437, 445, 448, 468, Truman Doctrine: 490, 491; Berlin Blockade: 492, 493; NATO: 526, 527, 534, 536, 545, 549 550-551; Truman Expands New Deal: 538; Economy and Government: 539, 540; Creation of U.N.: 490; 493, 502, 509, 546, 551, 552, 568, 601; Primary Source: Charter of the United Nations, Universal Declaration of Human Rights, 711 611, 615, 620 : Skills Assessment Primary Source: 695; Exploring the Human Drama: 397; Background, Perspectives: 437; Historical Evidence: 530; Timeline: 502-503; Primary Source, Universal Declaration of Human Rights: 810; Assessment. Comprehension: 509 14
4. (A) evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp). 5. (A) analyzes domestic life in the United States during the Cold War era (e.g., McCarthyism, Federal aid to education, interstate highway system, space as the New Frontier, Johnson s Great Society). 6. (A) analyzes the cause and effect of the counterculture in the United States (e.g., Sputnik reaction to the military industrial complex, assassinations of Kennedy and King, draft, Vietnam War, Watergate Scandal). 7. (K) examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown v. Topeka Board of Education, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX). 8. (K) discusses events that contributed to the end of the Cold War (e.g., détente, Nixon s visit to China, SALT talks, expansion of the military-arms race, relationship between Ronald Reagan and Mikhail Gorbachev). 9. (A) evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism Rachel Carson, EPA; consumer protection Ralph Nader; changes in the American labor movement Cesar Chaves). SE/TE: Cold War: 490-491, 493, 504, 505, 506, 507, 526-527, 544; Peace Core: 507; John Kennedy: 537, 538, 640; Cuban Missile Crisis and Bay of Pigs: 524, 554, 630, 638; Vietnam: 67, 70, 505, 524, 533, 554, 571-572, 610; U.S. Involvement: 537-538; U.N.: 490 SE/TE: Economy and Government: 538, 539; Space Age: 502, 518, 520 SE/TE: Old Ways and New: 516, 517, 518; Computers and the Arts: 519; Global Culture: 520, 521; Economic Political trends: 526, 527, 528; European Union: 529; Social Trends: 530-531, 541, 542546; SE/TE: Voting: 161, 307, 308, 309; Racism: 259, 356, 462, 479-480; Women as Abolitionists: 256; World Anti-Slavery Convention: 309; Diversity: 500, 501, 531; Brown vs. The Board of Education, Topeka Kansas: 539; Glass Ceiling: 531; Second Sex: 531; SE/TE: 491, 492, 493, 505-506, 507-509, 514, 510-513, 534-535, 541-546 TR: Creative Teaching Activities booklet: 143, 144, 150; Guided Reading and Review, Unit 8 booklet: 2, 5, 26; Section Quiz, Unit 7 booklet: 85; Unit 8 booklet: 3, 5, 19, 25; Geography Quiz, Unit 7 booklet: 90 SE/TE: 12, 16, 28-29, 31, 41-42, 43, 45-47, 51, 54, 57, 62-63, 76-78, 79-80, 82, 89-92, 102, 109, 115-116, 130-131, 141-146, 158, 162, 167, 196, 211, 216, 218, 237, 239, 245, 253, 295, 253-254, 317, 335, 348, 354-355, 446 452, 457, 508, 609, 714, 819, 892, 952 TR: Block Scheduling Support, Confucius: 8; Thomas Jefferson: 149; Thomas Moore: 211; Analyzing Primary Sources, Legalism: 91; Biography, Socrates: 115; Montesquieu: 145; Assessment, Identify: 119; 140; 53; 148; 455; 211; 560; Primary Sources and Literature, Aristotle,The Politics: 116; Rousseau: 702; 15
(Continued) 9. (A) evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism Rachel Carson, EPA; consumer protection Ralph Nader; changes in the American labor movement Cesar Chaves). TR: (Continued) Primary Source: Virgil, Aeneid: 137; Diderot, Encyclopedia; 147; Karl Marx and Frederich Engels,The Communist Manifesto: 211; Human Drama Note,Galileo: 55; Utopia: 211; Comparing Viewpoints, Freedom of Speech : 146; Section Quiz, Unit 1 booklet: 27; Creative Teaching Activities booklet: 15, 19; Guided Reading and Review: Unit 1 booklet: 26; Skills Assessment: 357; 206; Economics and Technology: 212; Cause and Effect: 252 Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990). 1. (K) examines the relationship of the United States to the rest of the world in the post Cold War era (e.g., domestic and international terrorism, United States as the single superpower, United States involvement in the Middle East conflict, spread and resistance to United States popular culture). 2. (A) describes the impact of developments in technology, global communication, and transportation. 3. (A) researches major contemporary social issues. SE/TE: 498-505, 506-509, 510-513, 544-545, 546, 547, 548, 549, 550, 551, 552, 553, 626, 634-635 TR: Connections to Today, Cause and Effect, The Collapse of the Soviet Union: 546; Skills Assessment, Fact Finder, Chart, Soviet Domination of Eastern Europe: 546; Primary Sources and Literature, Vaclav Hewel, New Years Address: 717; Lech Walesa, Nobel Peace Prize Lecture: 715; Skills Assessment, Geography, New Nations In Eastern Europe: 550; Skills Assessment, Analyzing Primary Sources Liberal Leaders Warn Yeltsin to Protect his People : 555; Geography and History: The Coldest Place On Earth, Antarctica: 506 SE/TE: 8, 14, 16, 26, 27, 35, 41, 96, 106, 128, 138, 197, 229, 333, 345, 365,474, 496, 500,501, 504, 546, 547, 548-549, 541, 542, 544, 545, 566-568, 569 SE/TE: 508-509, 513-514, 515, 520-521, 527, 528, 530-531, 583,547-548, 549-551, 557-559, 574-575, 612, 613, 614, 615,632-634,,642, 643, 644, 653 Political Systems: World War 1: Technology of Modern Warfare, 385-386; The World Since 1945: An Overview: 502-503; Science and Technology : 518; Europe, The Cold War and After: 526-527; Foreign Policy Issues: 542; Psycho-Social Systems: The Scientific Revolution: 54-57; Computers: 503,518;,54-57; Changing Attitudes and 16
(Continued) 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). (Continued) SE/TE: Values: 253-359; A New Culture: 260-263; Global Culture: Changing Patterns of Life: The World of Cities: 249-252; Economic Trends: 510-515; Global Warming: 515; Science and Technology: 518 ; Old Ways and New: 516, 517, 518, 520-521; Regional and Global Issues: 640-641 SE/TE: 542-543, 544, 546,, 547, 548 TR: Background, Historical Evidence: 544; Cause and Effect, Collapse of the Soviet Union: 546; Economic and Political Trends: 526, 527, 528; 532,533, 544-536; 557-559; 560-563 SE/TE: 508-509, 513-514, 515, 520-521, 527, 528, 530-531, 583,547-548, 549-551, 557-559, 574-575, 612, 613, 614, 615,632-634,,642, 643, 644, 653 TR: Political Systems: World War 1: Technology of Modern Warfare, 385-386; The World Since 1945: An Overview: 502-503; Science and Technology : 518; Europe, The Cold War and After: 526-527; Foreign Policy Issues: 542; Psycho-Social Systems: The Scientific Revolution: 54-57; Computers: 503,518;,54-57; Changing Attitudes and Values: 253-359; A New Culture: 260-263; Global Culture: Changing Patterns of Life: The World of Cities: 249-252; Economic Trends: 510-515; Global Warming: 515 Benchmark 5: The student engages in historical thinking skills. 1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time. SE/TE: The Scientific Revolution: 54-57; 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: 162163 17
2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers. 3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historicalbased conclusion). 4. (A) compares competing historical narratives in United States history by contrasting different historians choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations. SE/TE: Comparing Viewpoints: 47, 146, 245, 514; Assessing Your Skills, Analyzing Primary Sources, xxxvi-xxxvii, 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, 522, 523, 552-553, 576-577, 602-603, 628-629, 654-656; Synthesizing Information: 103, 123, 201, 308, 344, 409, 457, 529, 589; You Are There: 117, 205, 255, 335, 384, 475, 564, 625 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; Case Studies on Contemporary Issues: 666, 670, 674, 678, 682, 686, 690; Distinguishing Fact from Opinion: 552, 608, 655; Comparing Viewpoints: 47, 146, 245, 377, 514 SE/TE: 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; Japan Modernizes: 342-347; Southeast Asia and the Pacific: 348-350; Economic Imperialism in Latin America: 356-360; Impact of Imperialism: 361-365; Review and Assessment: 366-367; Divisions in Germany: 492-493; Europe, The Cold War and After: 526-527; Germany, Division and Reunification: 534-535; Nations of South Asia: Independence and Partition: 580-581; Pakistan and Bangladesh: 583-584; The Birth of Israel: 587-588; Forces Shaping the Modern Middle East: 586-591; Struggles in Southern Africa: 622-627 18
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750). 1. (A) analyzes the changes in European thought and culture resulting from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art: Michelangelo, Da Vinci; architecture: St. Peters Dome). 2. (A) investigates the changes in European thought and culture resulting from the Reformation (e.g., establishment of Protestant faiths, Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of religion). 3. (K) examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, mercantilism, Columbian Exchange, impact on indigenous people in North and South America, trans-atlantic slave trade). 4. (A) compares and contrasts the rise of constitutionalism in Britain with political structures in France. (e.g., changes resulting from the English Civil War and Glorious Revolution: English Bill of Rights, establishment of Parliament, French Absolutism). 5. (K) explores the growth of Russian Absolutism (e.g., Ivan the Terrible, Peter the Great, Catherine the Great). 6. (K) explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of Shi ism in Persia, the establishment of Islamic rule in India). SE/TE: Analyze the Changes 27, 32-33, 34, 35, 36, 37, 38-39, 40, 41, 42, 43, 54-57, 696 SE/TE: 32, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52-53, 60, 72, 98, 108, 114, 115, 118, 180-181 SE/TE: 60-61, 62-63, 64, 65, 66, 82-83, 84, 85, 86, 87, 88-89, 90, 91, 92, 93, 94,95, 96, 98, 99-100, 101, 102, 103, 104, 105, 148, 154 SE/TE: 61, 97, 108-109, 110, 111, 112, 113, 114, 115, 116, 119, 120-121, 122, 123, 124, 140, 154, 155, 156, 157, 159, 164-165, 166-168, 169-170 SE/TE: Nationalism and Revolution Around the World, 418-419; Struggle for Change in Latin America: 420-423; Nationalist Movements in Africa and the Middle East, 424-428; India Seeks Self Rule, 429-431; Review and Assessment, 440-441 SE/TE: Muslim World: 22; Rise of the Ottoman and Savid Empires: 23; New Imperialism: 314, 316, 317, 318, 328; European Challenges to the Muslim World: 325, 326, 327, 328; Sepoy Rebellion: 329, 330, 331, 332; Balkans: 317, 281, 378, 380; New Kingdom and Empires: 67, 68, 69, 70 19
7. (K) describes why East Asia withdrew into isolationalism during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions) SE/TE: Tokugawa Japan: 79, 340-341, 342, 393; Reforms Under the Mejia: 345, 346, 347; The Mejia and Industrialization in Japan: 344; War in the Pacific and Japans defeat: 485, 486, 487, 488 Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Age of Revolutions (1650-1920). 1. (K) explains essential concepts from the Scientific Revolution (e.g., the heliocentric theory; natural law; scientific method). 2. (K) explains essential concepts from the Enlightenment that represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons). 3. (A) analyzes outcomes of the American and French Revolutions(e.g., the establishment of republican government grounded in Enlightenment thought, the deterioration of the French Republic into the reign of terror; the spread of revolutionary ideas and nationalism with the growth of Napoleonic France). SE/TE: 12, 16, 28-29, 31, 41-42, 43, 45-47, 51, 54, 57, 62-63, 76-78, 79-80, 82, 89-92, 102, 109, 115-116, 130-131, 141-146, 158, 162, 167, 196, 211, 216, 218, 237, 239, 245, 253, 295, 253-254, 317, 335, 348, 354-355, 446 452, 457, 508, 609, 714, 819, 892, 952 TR: Revolutionary Theory: 54, 55, 56, 57 SE/TE: Comparing Viewpoints: 47, 146, 245, 514; Assessing Your Skills, Analyzing Primary Sources, xxxvi-xxxvii, 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, 522, 523, 552-553, 576-577, 602-603, 628-629, 654-656; Synthesizing Information: 103, 123, 201, 308, 344, 409, 457, 529, 589; You Are There: 117, 205, 255, 335, 384, 475, 564, 625 SE/TE: 144, 145, 147-148, 149-150, 151-153, 155-156, 158, 159, 166, 167, 168, 169-170, 171-173, 176, 178-181, 260, TR: Primary Source, The Encyclopedia, Diderot: 147; Inspiring Words, Declaration of Independence: 159; Bread Riots in France: 168; Connections to Geography, Discussing a Topic: 159; Skills Assessment, The American Revolution in the fast: 160; The Spanish Alliance: 160; Assessment, Recall, Comprehension, Critical Thinking and Writing: 403; Biography, George Washington: 161; Human Drama Note, Storming Bastille: 171; Background, Historical Evidence, Petitioning the King: 170; Daily Life at the Bastille: 171; Maximillien Robespiene: 180 20
4. (A) explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of the middle class). 5. (A) compares and contrasts German unification with the Meiji restoration (e.g., nationalism, militarism, modernization, industrialization). 6. (K) describes the motives and impact of imperialism (e.g., motives: economic-natural resources and expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference; humanitarianmissionaries and the ideology of Social Darwinism, political- naval bases and expansion of political control; restriction of human rights in King Leopold s Congo; development of infrastructure; roads, schools, hospitals, railroads; assimilation and loss of indigenous culture). SE/TE: Dawn of the Industrial Age: 196, 197, 198; Britain Leads the Way: 199; Impact of the Railroad: 201, 202; Hardships of Industrial Life: 203, 204, 205, 206, 207; New Ways of Thinking: 208, 209, 210 SE/TE: The Enlightenment and the American Revolution: 142-143; Enlightenment Ideas Spread: 149-151; Birth of the American Republic: 158-161; The French Revolution and Napoleon: 164-165; On the Eve of Revolution: 166-170; Creating a New France: 171-175; Radical Days: 176-181; An Age of Ideologies: 216-218; Revolutions of 1830 and 1848: 219-220; Latin American Wars of Independence: 225-229 SE/TE: A Western Dominated World: 316, 317, 318; Partition of Africa: 319, 320, 321, 322, 323, 324, 325-326, 327, 328, 329-33; Different Views On Culture: 331, 332, 333, China and the New Imperialism: 333, 336-33; Japan Modernizes: 342, 343, 345, 346, 347, 348-350, 356-357, 359-360, 361-362, 363, 365; Biographies: Menelik II, 324; Sun Yixion: 639;, The Suez Canal, 1869: 327; Imperialism in India to 181858: 330;, British Railroads and Indian Nationalism: 332; Imperialism in China, 1914: 336; The Influence of African Art on Picasso: 364;, A Profitable Friendship: 327; Rumors: 330; Sepoy Atrocities: 330; Primary Source, The Taiping Rebellion: 334; The Great Powers Divide China: 336 21
7. (A) analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of tsarist regime, economic instability; beginnings of totalitarianism). SE/TE: 400, 401, 402, 403, 404, 405, 406, 407-408, 409, 410, 411, 412-418 TR: Biography, VI Lenin: 402; Joseph Stalin: 406;, Turning Points in Russia: 403; Geography, Soviet Union, 1917-1938: 407; Primary Source, The Whites and Reds: 404, Collectivization: 409; A Revolution in Filmmaking: 414; Human Drama Note, Boris Pasternak: 415; Growing up in Stalin s Russia: 29 8. (A) examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion; Zulu Wars). 9. (K) describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.g., romanticism; impressionism, impact of Asian culture on western culture). SE/TE: 596, 597-601, 606-611, 612, 613-615, 616-617, 618-619, 620-621, 622-624, 626, 628, 632-637, 638-641, 642-647, 648-653 TR: Primary Source and Literature, Chinua Achebe, Things Falls Apart : 710; Nelson Mandela, Glory and Hope : 720; Analyzing A Quotation: 601; African Soldiers, Political and Social Systems: 607, Ghana and American Policy: 608; Jomo Kenyatta: 609; Primary Source, Building New Nations: 613, Preserving African Wildlife: 614; Bishop Desmond Tutu: 624; Global Connections, The Scars of War: 627;,World Crude Oil Production: 588; Ethno religious Groups in Iraq: 604 SE/TE: 444, 445, 450, 451, 452 TR: Disillusion in Postwar Europe, Theme, Literature and Art: 444; Biography, Marie Curie: 450; Background, Connections to Art, Painting the Subconscious: 433; Fauvism: 433; Connections to Today, Modern Jazz: 453; Connections to Literature, Making Inferences: 452; Connections to Today, Going to the Movies: 754; Primary Source Activity, Studying at the Bauhaus, Unit 7 booklet: 67; Humanities Link, Jazz: 453; The Flapper, Continuity and Change: 454 Auditory Learners, Linking Past and Present: 452; Assessment, Recall, Comprehension, Critical Thinking and Writing: 454 22
Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945). 1. (A) analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries: Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause). SE/TE: The Industrial Revolution Begins, 194-195; Dawn of the Industrial Age, 196-198; Hardships of Early Industrial life, 203-207; 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; World War I: Technology of Modern Warfare, 385-386; Science and Technology, 518; What is the relationship between people and the environment?, 514; Global Warming, 515; Offshore Oil Rigs, 528; Modern Warfare, 385-386; Science and 1. (A) analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries: Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause). 2. (K) describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk s modernization of Turkey). SE/TE: Technology, 518; What is the relationship between people and the environment?, 514; Global Warming, 515; Offshore Oil Rigs, 528; Green Revolution, 502, 520, 566, 582; Preserving Africa s Wildlife, 614; Regional and Global Issues, 640-641 SE/TE: Hardships of Early Industrial Life: 203-207; Life in the Industrial Age: 240-241; The World of Cities: 249-252; Changing Attitudes and Values: 253-259; Urbanization: 516, 573, 616, 633, 634 23