prentice hall world history: connections to today, survey...

Prentice Hall World History: Connections to Today, Survey Edition 2001Correlated to:

Colorado Model Content Standards for History(Grades 9 — 12)

SE = Student Edition TE = Teacher s Edition TR =Teaching Resources TECH = Technology1

COLORADO MODEL CONTENT STANDARDSFOR HISTORY

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

STANDARD 1: Students understand the chronological organization of history and know how to organizeevents and people into major eras to identify and explain historical relationships.

1.1 Students know the general chronological order of events and people in history.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

Identifying events and people that characterizeeach of the major eras in world history (listedbelow):

Eras in World History• Emergence of Civilizations, to 1000 BC

SE/TE: UNIT 1: EARLY CIVILIZATIONS: Chapter1: Toward Civilization (Prehistory—3000B.C.); Chapter 2: First Civilizations: Africaand Asia (3200 B.C.—500 B.C.)

TR: Primary Sources; History ThroughLiterature; Creative Teaching Activities;Guided Reading and Review

TECH: Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; ColorTransparencies; also see the World Studiesportion of the Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

• The Classical Civilizations of theMediterranean Basin, India, and China, 1000BC - 600 AD

SE/TE: UNIT 2: EMPIRES OF THE ANCIENTWORLD; Chapter 4: Empires of India andChina (600 B.C.— A.D. 550); Chapter 5:Ancient Greece (1750 B.C.—133 B.C.);Chapter 6: Ancient Rome and the Rise ofChristianity (509 B.C.—A.D. 476); Chapter 7:Civilizations of the Americas (1400B.C.—A.D. 1570)


TECH: Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; ColorTransparencies; also see the World Studiesportion of the Prentice Hall home page(http:///www.phschool.com) for updatedmaterial on world events.

• The Expansion and Interaction ofCivilizations, 600 AD - 1450 AD

SE/TE: UNIT 3: REGIONAL CIVILIZATIONS:Chapter 8: The Rise of Europe (500—1300);Chapter 9: The High Middle Ages(1050—1450); Chapter 10: The ByzantineEmpire and Russia (330—1613); Chapter 11:The Muslim World (622—1629); Chapter 12:Kingdoms and Trading States of Africa (750B.C.—A.D. 1586); Chapter 13: Spread ofCivilizations in East Asia (500—1650)

Prentice Hall s World History: Connections to Today, Survey Edition 2001Correlated to:

Colorado Model Content Standards for History, (Grades 9 — 12)




(continued)• The Expansion and Interaction of

Civilizations, 600 AD - 1450 AD

(continued)TR: Primary Sources; History Through

Literature; Creative Teaching Activities;Guided Reading and Review


• The Early Modern World, 1450-1800 SE/TE: UNIT 4: EARLY MODERN TIMES:Chapter 14: The Renaissance andReformation (1300—1650); Chapter 15: TheFirst Global Age: Europe and Asia(1415—1796); Chapter 16: The First GlobalAge: Europe, the Americas, and Africa(1492—1750); Chapter 17: The Age ofAbsolutism (1550—1800)








• The World in the 19th Century SE/TE: UNIT 5: ENLIGHTENMENT ANDREVOLUTION: Chapter 18: TheEnlightenment and the American Revolution(1707—1800); Chapter 19: The FrenchRevolution and Napoleon (1789—1815);Chapter 20: The Industrial RevolutionBegins (1750—1850); Chapter 21:Revolutions in Europe and Latin America(1790—1848); UNIT 6: INDUSTRIALISMAND a NEW GLOBAL AGE: Chapter 22:Life in the Industrial Age (1800—1914);Chapter 23: Nationalism Triumphs in Europe(1800—1914); Chapter 24: Growth ofWestern Democracies (1815—1914); Chapter25: The New Imperialism (1800—1914);Chapter 26: New Global Patterns(1800—1914)



• The World in the Contemporary Era SE/TE: UNIT 7: WORLD WARS ANDREVOLUTION: Chapter 27: World War Iand Its Aftermath (1914—1919); Chapter 28:Revolution in Russia (1917—1939); Chapter29: Nationalism and Revolution Around theWorld (1910—1939); Chapter 30: Crisis ofDemocracy in the West (1919—1939);Chapter 31: World War II and Its Aftermath(1931—1955); UNIT 8: THE WORLDTODAY: Chapter 32: The World Since1945: An Overview (1945—Present); Chapter33: Europe and North America(1945—Present); Chapter 34: East Asia andSoutheast Asia (1945—Present); Chapter 35:South Asia and the Middle East(1945—Present); Chapter 36: Africa(1945—Present); Chapter 37: Latin America(1945—Present)







• The World in the Contemporary Era TECH: Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; ColorTransparencies; also see the World Studiesportion of the Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

1.2 Students use chronology to organize historical events and people.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• reconstructing the time structure andidentifying connections found in historicalnarratives;

SE/TE: Critical Thinking and Writing: Linking Pastand Present 10, 19, 47, 54, 66, 98, 114, 124,131, 140, 151, 152, 171, 190, 211, 247, 248,275, 283, 298, 325, 341, 345, 360, 381, 382,407, 408, 426, 430, 464, 493, 513, 514, 554,561, 566, 590, 613, 630, 640, 681, 689, 698,718, 742, 756, 766, 795, 796, 824, 842, 872,877, 878, 904, 956; Making Inferences 27,119, 146, 224, 230, 276, 292, 312, 341, 359,430, 455, 566, 589, 626, 697, 742, 838, 898,913, 930; Predicting Consequences 65, 136,172, 202, 271, 297, 450, 459, 483, 500, 534,590, 640, 649, 689, 733, 811, 823, 833, 848,867, 878, 949

TE: Activities: Evaluating Data, 946; UsingBiographical Information, 135, 352, 432;Using Photography As Source, 564; UsingStatistics, 714, 739



• using timelines to organize large quantities ofhistorical information, compare differenttime periods and places, and answerhistorical questions; and

SE/TE: Assessing Your Skills, 246, 425; Chapter 4-5, 22-23, 50-51, 74-75, 100-101, 126-127,154-155, 180-181, 204-205, 232-233, 250-251, 278-279, 300-301, 334-335, 362-363,386-387, 410-411, 444-445, 466-467, 496-467, 516-517, 542-543, 568-569, 592-593,616-617, 642-643, 676-677, 700-701, 720-721, 744-745, 768-769, 804-805, 826-827,856-857, 880-881, 906-907, 932-933; Unit:68-69, 174-175, 328-329, 438-439, 536-537,670-671, 798-799, 958-959






(continued)• using timelines to organize large quantities of

historical information, compare differenttime periods and places, and answerhistorical questions; and

(continued)TE: Activities: Creating a Time Line, 866, Time

Line, 4, 22, 26, 50, 74, 100, 126, 154, 180,204, 232, 250, 278, 300, 334, 362, 384, 410,444, 466, 496, 516, 542, 568, 592, 616, 642,676, 700, 720, 744, 768, 804, 826, 856, 880,903, 932

TR: See Creative Teaching Activities; see LessonPlanner and Block Scheduling Guide; seeChapter Extension Activities


• describing how history can be organized,using various criteria (for example,thematically, chronologically,geographically) to group people and events.

SE/TE: Focus on Themes: Human History IsFascinating and Complex, xxviii-xxx;Assessing Your Skills, 246, 425; Chapter 4-5, 22-23, 50-51, 74-75, 100-101, 126-127,154-155, 180-181, 204-205, 232-233, 250-251, 278-279, 300-301, 334-335, 362-363,386-387, 410-411, 444-445, 466-467, 496-467, 516-517, 542-543, 568-569, 592-593,616-617, 642-643, 676-677, 700-701, 720-721, 744-745, 768-769, 804-805, 826-827,856-857, 880-881, 906-907, 932-933; Unit:68-69, 174-175, 328-329, 438-439, 536-537,670-671, 798-799, 958-959

TE: Focusing on Themes, 4, 22, 50, 74, 100, 126,154, 180, 204, 232, 250, 278, 300, 334, 362,384, 410, 444, 466, 496, 516, 542, 568, 592,616, 642, 676, 700, 720, 744, 768, 804, 826,856, 880, 906, 932; Activity: Unit Themes,68, 174, 328, 438, 536, 670, 798, 958;Activities: Creating a Time Line, 866, TimeLine, 4, 22, 26, 50, 74, 100, 126, 154, 180,204, 232, 250, 278, 300, 334, 362, 384, 410,444, 466, 496, 516, 542, 568, 592, 616, 642,676, 700, 720, 744, 768, 804, 826, 856, 880,903, 932

TR: See Teaching with Themes Booklet, andChapter Theme Activities; see CreativeTeaching Activities; see Lesson Planner andBlock Scheduling Guide; see ChapterExtension Activities






(continued)• describing how history can be organized,

using various criteria (for example,thematically, chronologically,geographically) to group people and events.

(continued)TECH: Interactive Student Tutorial CD-ROM;

Resource Pro CD-ROM; ColorTransparencies; also see the World Studiesportion of the Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

1.3 Students use chronology to examine and explain historical relationships.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• distinguishing between cause-and-effectrelationships and events that happen or occurconcurrently or sequentially;

SE/TE: Primary Sources, 6, 12, 33, 38, 55, 65, 80,95, 107, 114, 137, 149, 162, 171, 191, 201,213, 222, 240, 263, 275, 287, 290, 307, 323,339, 350, 368, 373, 390, 395, 422, 435, 449,461, 470, 483, 509, 513, 520, 549, 558, 573,577, 594, 605, 619, 636, 655, 659, 689, 695,706, 726, 737, 748, 765, 786, 793, 809, 820,833, 844, 859, 873, 882, 900, 915, 921, 939,944; Skills Handbook: Analyzing Cause andEffect, xlvi; Recognizing Cause and Effect,14, 19, 20, 114, 124, 151, 190, 202, 230, 276,288, 312, 345, 355, 360, 408, 436, 500, 534,565, 576, 613, 614, 698, 706, 733, 737, 741,751, 774, 780, 795, 854, 878, 893, 939, 943

TE: Recognize Cause and Effect, 750; Activity:Relating Cause and Effect, 237, 588, 680,750, 890, 946

TR: Teaching Resources: Lesson Planner,Biographies, Primary Sources, Viewpoints,Skill Applications, Geography Quizzes,Document-Based Assessment, Teaching withThemes, Geography and History,Simulations, History Through Literature

TECH: Got It! Video Quizzes; Visions, Voices,Views Video Program and Guidebook;Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; Guided ReadingAudio tapes; see the Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.






• analyzing and explaining cause-and-effectrelationships using historical information thatis organized chronologically; and

SE/TE: Primary Sources, 6, 12, 33, 38, 55, 65, 80,95, 107, 114, 137, 149, 162, 171, 191, 201,213, 222, 240, 263, 275, 287, 290, 307, 323,339, 350, 368, 373, 390, 395, 422, 435, 449,461, 470, 483, 509, 513, 520, 549, 558, 573,577, 594, 605, 619, 636, 655, 659, 689, 695,706, 726, 737, 748, 765, 786, 793, 809, 820,833, 844, 859, 873, 882, 900, 915, 921, 939,944; Skills Handbook: Analyzing Cause andEffect, xivi; Recognizing Cause and Effect,14, 19, 20, 114, 124, 151, 190, 202, 230, 276,288, 312, 345, 355, 360, 408, 436, 500, 534,565, 576, 613, 614, 698, 706, 733, 737, 741,751, 774, 780, 795, 854, 878, 893, 939, 943

TE: Recognize Cause and Effect, 750; Activity:Relating Cause and Effect, 237, 588, 680,750, 890, 946



• using both chronological order and theduration of events to detect and analyzepatterns of historical continuity and change

SE/TE: Primary Sources, 6, 12, 33, 38, 55, 65, 80,95, 107, 114, 137, 149, 162, 171, 191, 201,213, 222, 240, 263, 275, 287, 290, 307, 323,339, 350, 368, 373, 390, 395, 422, 435, 449,461, 470, 483, 509, 513, 520, 549, 558, 573,577, 594, 605, 619, 636, 655, 659, 689, 695,706, 726, 737, 748, 765, 786, 793, 809, 820,833, 844, 859, 873, 882, 900, 915, 921, 939,944







(continued)• using both chronological order and the

duration of events to detect and analyzepatterns of historical continuity and change.

(continued)TECH: Got It! Video Quizzes; Visions, Voices,

Views Video Program and Guidebook;Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; Guided ReadingAudio tapes; see the Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

STANDARD 2: STUDENTS KNOW HOW TO USE THE PROCESSES AND RESOURCES OFHISTORICAL INQUIRY.

2.1: Students know how to formulate questions and hypotheses regarding what happened in the pastand to obtain and analyze historical data to answer questions and test hypotheses.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• formulating historical hypotheses frommultiple, historically objective perspectives,using multiple sources; and

SE/TE: Primary Sources, 6, 12, 33, 38, 55, 65, 80,95, 107, 114, 137, 149, 162, 171, 191, 201,213, 222, 240, 263, 275, 287, 290, 307, 323,339, 350, 368, 373, 390, 395, 422, 435, 449,461, 470, 483, 509, 513, 520, 549, 558, 573,577, 594, 605, 619, 636, 655, 659, 689, 695,706, 726, 737, 748, 765, 786, 793, 809, 820,833, 844, 859, 873, 882, 900, 915, 921, 939,944;Primary Sources and Literature, 962-999;Primary Sources: in text, 8, 21, 24, 26,29, 36, 40, 43, 46, 49, 55, 59, 67, 76, 83, 85,93, 99, 104, 111, 119, 125, 132, 143, 145,153, 156, 160, 168, 173, 200, 203, 206, 211,212, 216, 222, 226, 231, 240, 249, 252, 262,265, 269, 277, 284, 289, 290, 293, 299, 308,312, 315, 316, 319, 320, 327, 340, 341, 347,358, 361, 369, 380, 383, 393, 395, 400, 409,417, 424, 428, 430, 433, 437, 446, 460, 465,470, 480, 481, 490, 495, 505, 512, 515, 518,535, 544, 549, 553, 555, 562, 564, 567, 570,575, 576, 579, 584, 591, 594, 597, 602, 603,608, 615, 618, 621, 634, 641, 644, 656, 663,669, 684, 685, 688, 690, 691, 699, 704, 706,710, 717, 719, 729, 737, 741, 743, 746, 752,764, 767, 774, 776, 784, 797, 806, 825, 833,836, 839, 847, 855, 863, 875, 879, 882, 894,899, 905, 908, 920, 931, 934, 957; SkillsHandbook: Analyzing Primary Sources, xi

TE: Analyzing a Primary Source, 112, 195, 417,469, 691, 705; Interpreting the Document,962-999; Interpreting the Primary Source,379, 479 529, 625, 723, 783, 871, 970

TR: See Primary Source Activities in UnitBooklets.






(continued)• formulating historical hypotheses from

multiple, historically objective perspectives,using multiple sources; and



• gathering, analyzing, and reconcilinghistorical information, includingcontradictory data, from Primary andsecondary sources to support or rejecthypotheses.

SE/TE: Skills Handbook: Learning From Maps,xxxiv, Learning From Charts and Graphs,xxxvi, Interpreting Visuals, xxxviii,Analyzing Primary Sources, xi, Using theInternet, lii; Biography, 11, 27, 45, 54, 82,90, 115, 120, 135, 143, 164, 189, 195, 206,214, 221, 236, 243, 259, 265, 286, 308, 319,348, 352, 365, 372, 394, 400, 417, 429, 447,463, 480, 488, 493, 500, 510, 525, 552, 562,575, 589, 600, 611, 626, 639, 652, 664, 681,691, 704, 708, 732, 738, 752, 762, 770, 788,817, 823, 834, 841, 846, 863, 876, 885, 896,911, 926, 940, 949;Primary Sources, 6, 12,33, 38, 55, 65, 80, 95, 107, 114, 137, 149,162, 171, 191, 201, 213, 222, 240, 263, 275,287, 290, 307, 323, 339, 350, 368, 373, 390,395, 422, 435, 449, 461, 470, 483, 509, 513,520, 549, 558, 573, 577, 594, 605, 619, 636,655, 659, 689, 695, 706, 726, 737, 748, 765,786, 793, 809, 820, 833, 844, 859, 873, 882,900, 915, 921, 939, 944;Primary Sources andLiterature, 962-999;Primary Sources: in text,8, 21, 24, 26, 29, 36, 40, 43, 46, 49, 55, 59,67, 76, 83, 85, 93, 99, 104, 111, 119, 125,132, 143, 145, 153, 156, 160, 168, 173, 200,203, 206, 211, 212, 216, 222, 226, 231, 240,249, 252, 262, 265, 269, 277, 284, 289, 290,293, 299, 308, 312, 315, 316, 319, 320, 327,340, 341, 347, 358, 361, 369, 380, 383, 393,395, 400, 409, 417, 424, 428, 430, 433, 437,446, 460, 465, 470, 480, 481, 490, 495, 505,512, 515, 518, 535, 544, 549, 553, 555, 562,564, 567, 570, 575, 576, 579, 584, 591, 594,597, 602, 603, 608, 615, 618, 621, 634, 641,644, 656, 663, 669, 684, 685, 688, 690, 691,699, 704, 706, 710, 717, 719, 729, 737, 741,743, 746, 752, 764, 767, 774, 776, 784, 797,806, 825, 833, 836, 839, 847, 855, 863, 875,879, 882, 894, 899, 905, 908, 920, 931, 934,957; Virtual Field Trip, 17, 36, 62, 77, 117,130, 166, 193, 218, 237, 269, 288, 306, 340,370,






(continued)• gathering, analyzing, and reconciling

historical information, includingcontradictory data, from Primary andsecondary sources to support or rejecthypotheses.

(continued)SE: 387, 423, 453, 471, 506, 532, 564, 582, 612,

622, 648, 692, 715, 733, 753, 780, 822, 837,877, 889, 928, 948

TE: Activity, Analyzing a Primary Source, 112,195, 417, 469, 691, 705, AnalyzingPropaganda, 764, Evaluating Data, 946,Interpreting a Primary Source, 13, 91, 209,296, 305, Interpreting the Document, 962-999, Interpreting the Evidence, 56, 165, 188,405, 425, 503, 610, 646, 711, 759, 831, 891;Interpreting the Primary Source, 379, 479,529, 625, 723, 783, 871, 910, RecognizingBias, 142, Recognizing Viewpoints, 282,476, 829

TR: See Biographies; see Primary Sources; seeCreative Teaching Activities; see Using theInternet


2.2 Students know how to interpret and evaluate Primary and secondary sources of historicalinformation.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• explaining how historical descriptions,arguments, and judgments can reflect thebias of the author and/or the prevailing ideasof the culture and time period;

SE/TE: Skills Handbook: Learning From Maps,xxxiv, Learning From Charts and Graphs,xxxvi, Interpreting Visuals, xxxviii,Analyzing Primary Sources, xi, Using theInternet, lii; Biography, 11, 27, 45, 54, 82,90, 115, 120, 135, 143, 164, 189, 195, 206,214, 221, 236, 243, 259, 265, 286, 308, 319,348, 352, 365, 372, 394, 400, 417, 429, 447,463, 480, 488, 493, 500, 510, 525, 552, 562,575, 589, 600, 611, 626, 639, 652, 664, 681,691, 704, 708, 732, 738, 752, 762, 770, 788,817, 823, 834, 841, 846, 863, 876, 885, 896,911, 926, 940, 949;Primary Sources, 6, 12,33, 38, 55, 65, 80, 95, 107, 114, 137, 149,162, 171, 191, 201, 213, 222, 240, 263, 275,287, 290, 307, 323, 339, 350, 368, 373, 390,395, 422, 435, 449, 461, 470, 483, 509, 513,520, 549, 558, 573, 577, 594, 605, 619, 636,655, 659, 689, 695, 706, 726, 737, 748, 765,786, 793, 809, 820, 833, 844, 859, 873, 882,900, 915, 921, 939, 944;






(continued)• explaining how historical descriptions,

arguments, and judgments can reflect thebias of the author and/or the prevailing ideasof the culture and time period;

(continued)SE: Primary Sources and Literature, 962-

999;Primary Sources: in text, 8, 21, 24, 26,29, 36, 40, 43, 46, 49, 55, 59, 67, 76, 83, 85,93, 99, 104, 111, 119, 125, 132, 143, 145,153, 156, 160, 168, 173, 200, 203, 206, 211,212, 216, 222, 226, 231, 240, 249, 252, 262,265, 269, 277, 284, 289, 290, 293, 299, 308,312, 315, 316, 319, 320, 327, 340, 341, 347,358, 361, 369, 380, 383, 393, 395, 400, 409,417, 424, 428, 430, 433, 437, 446, 460, 465,470, 480, 481, 490, 495, 505, 512, 515, 518,535, 544, 549, 553, 555, 562, 564, 567, 570,575, 576, 579, 584, 591, 594, 597, 602, 603,608, 615, 618, 621, 634, 641, 644, 656, 663,669, 684, 685, 688, 690, 691, 699, 704, 706,710, 717, 719, 729, 737, 741, 743, 746, 752,764, 767, 774, 776, 784, 797, 806, 825, 833,836, 839, 847, 855, 863, 875, 879, 882, 894,899, 905, 908, 920, 931, 934, 957; VirtualField Trip, 17, 36, 62, 77, 117, 130, 166, 193,218, 237, 269, 288, 306, 340, 370, 387, 423,453, 471, 506, 532, 564, 582, 612, 622, 648,692, 715, 733, 753, 780, 822, 837, 877, 889,928, 948



TECH: Interactive Student Tutorial CD-ROM;Resource Pro CD-ROM; ColorTransparencies; also see the World Studiesportion of the Prentice Hall home page(http://www.phschool.com) for UpdatedMaterial on World Events






• interpreting oral traditions and legends as"histories";

SE/TE: Analyzing Primary Sources, xi, Biography,11, 27, 45, 54, 82, 90, 115, 120, 135, 143,164, 189, 195, 206, 214, 221, 236, 243, 259,265, 286, 308, 319, 348, 352, 365, 372, 394,400, 417, 429, 447, 463, 480, 488, 493, 500,510, 525, 552, 562, 575, 589, 600, 611, 626,639, 652, 664, 681, 691, 704, 708, 732, 738,752, 762, 770, 788, 817, 823, 834, 841, 846,863, 876, 885, 896, 911, 926, 940,949;Primary Sources, 6, 12, 33, 38, 55, 65,80, 95, 107, 114, 137, 149, 162, 171, 191,201, 213, 222, 240, 263, 275, 287, 290, 307,323, 339, 350, 368, 373, 390, 395, 422, 435,449, 461, 470, 483, 509, 513, 520, 549, 558,573, 577, 594, 605, 619, 636, 655, 659, 689,695, 706, 726, 737, 748, 765, 786, 793, 809,820, 833, 844, 859, 873, 882, 900, 915, 921,939, 944









• evaluating data within the social, political,and economic context in which it wascreated, testing its credibility, and evaluatingits bias; and

SE/TE: Skills Handbook: Learning From Maps,xxxiv, Learning From Charts and Graphs,xxxvi, Interpreting Visuals, xxxviii,Analyzing Primary Sources, xi, Using theInternet, Lii; Biography, 11, 27, 45, 54, 82,90, 115, 120, 135, 143, 164, 189, 195, 206,214, 221, 236, 243, 259, 265, 286, 308, 319,348, 352, 365, 372, 394, 400, 417, 429, 447,463, 480, 488, 493, 500, 510, 525, 552, 562,575, 589, 600, 611, 626, 639, 652, 664, 681,691, 704, 708, 732, 738, 752, 762, 770, 788,817, 823, 834, 841, 846, 863, 876, 885, 896,911, 926, 940, 949;Primary Sources, 6, 12,33, 38, 55, 65, 80, 95, 107, 114, 137, 149,162, 171, 191, 201, 213, 222, 240, 263, 275,287, 290, 307, 323, 339, 350, 368, 373, 390,395, 422, 435, 449, 461, 470, 483, 509, 513,520, 549, 558, 573, 577, 594, 605, 619, 636,655, 659, 689, 695, 706, 726, 737, 748, 765,786, 793, 809, 820, 833, 844, 859, 873, 882,900, 915, 921, 939, 944;Primary Sources andLiterature, 962-999;Primary Sources: in text,8, 21, 24, 26, 29, 36, 40, 43, 46, 49, 55, 59,67, 76, 83, 85, 93, 99, 104, 111, 119, 125,132, 143, 145, 153, 156, 160, 168, 173, 200,203, 206, 211, 212, 216, 222, 226, 231, 240,249, 252, 262, 265, 269, 277, 284, 289, 290,293, 299, 308, 312, 315, 316, 319, 320, 327,340, 341, 347, 358, 361, 369, 380, 383, 393,395, 400, 409, 417, 424, 428, 430, 433, 437,446, 460, 465, 470, 480, 481, 490, 495, 505,512, 515, 518, 535, 544, 549, 553, 555, 562,564, 567, 570, 575, 576, 579, 584, 591, 594,597, 602, 603, 608, 615, 618, 621, 634, 641,644, 656, 663, 669, 684, 685, 688, 690, 691,699, 704, 706, 710, 717, 719, 729, 737, 741,743, 746, 752, 764, 767, 774, 776, 784, 797,806, 825, 833, 836, 839, 847, 855, 863, 875,879, 882, 894, 899, 905, 908, 920, 931, 934,957; Virtual Field Trip, 17, 36, 62, 77, 117,130, 166, 193, 218, 237, 269, 288, 306, 340,370, 387, 423, 453, 471, 506, 532, 564, 582,612, 622, 648, 692, 715, 733, 753, 780, 822,837, 877, 889, 928, 948






(Continued)• evaluating data within the social, political,

and economic context in which it wascreated, testing its credibility, and evaluatingits bias; and

(Continued)TE: Activity, Analyzing a Primary Source, 112,

195, 417, 469, 691, 705, AnalyzingPropaganda, 764, Evaluating Data, 946,Interpreting a Primary Source, 13, 91, 209,296, 305, Interpreting the Document, 962-999, Interpreting the Evidence, 56, 165, 188,405, 425, 503, 610, 646, 711, 759, 831, 891;Interpreting the Primary Source, 379, 479,529, 625, 723, 783, 871, 910, RecognizingBias, 142, Recognizing Viewpoints, 282,476, 829



• comparing and contrasting the reliability ofinformation received from multiple sources.

SE/TE: Skills Handbook: Learning From Maps,xxxiv, Learning From Charts and Graphs,xxxvi, Interpreting Visuals, xxxviii,Analyzing Primary Sources, xi, Using theInternet, Lii; Biography, 11, 27, 45, 54, 82,90, 115, 120, 135, 143, 164, 189, 195, 206,214, 221, 236, 243, 259, 265, 286, 308, 319,348, 352, 365, 372, 394, 400, 417, 429, 447,463, 480, 488, 493, 500, 510, 525, 552, 562,575, 589, 600, 611, 626, 639, 652, 664, 681,691, 704, 708, 732, 738, 752, 762, 770, 788,817, 823, 834, 841, 846, 863, 876, 885, 896,911, 926, 940, 949;Primary Sources, 6, 12,33, 38, 55, 65, 80, 95, 107, 114, 137, 149,162, 171, 191, 201, 213, 222, 240, 263, 275,287, 290, 307, 323, 339, 350, 368, 373, 390,395, 422, 435, 449, 461, 470, 483, 509, 513,520, 549, 558, 573, 577, 594, 605, 619, 636,655, 659, 689, 695, 706, 726, 737, 748, 765,786, 793, 809, 820, 833, 844, 859, 873, 882,900, 915, 921, 939, 944; Primary Sourcesand Literature, 962-999;Primary Sources: intext, 8, 21, 24, 26, 29, 36, 40, 43, 46, 49, 55,59, 67, 76, 83, 85, 93, 99, 104, 111, 119, 125,132, 143, 145, 153, 156, 160, 168, 173, 200,203, 206, 211, 212, 216, 222, 226, 231, 240,249, 252, 262,






(continued)• comparing and contrasting the reliability of

information received from multiple sources.

(continued)SE: 265, 269, 277, 284, 289, 290, 293, 299, 308,

312, 315, 316, 319, 320, 327, 340, 341, 347,358, 361, 369, 380, 383, 393, 395, 400, 409,417, 424, 428, 430, 433, 437, 446, 460, 465,470, 480, 481, 490, 495, 505, 512, 515, 518,535, 544, 549, 553, 555, 562, 564, 567, 570,575, 576, 579, 584, 591, 594, 597, 602, 603,608, 615, 618, 621, 634, 641, 644, 656, 663,669, 684, 685, 688, 690, 691, 699, 704, 706,710, 717, 719, 729, 737, 741, 743, 746, 752,764, 767, 774, 776, 784, 797, 806, 825, 833,836, 839, 847, 855, 863, 875, 879, 882, 894,899, 905, 908, 920, 931, 934, 957; VirtualField Trip, 17, 36, 62, 77, 117, 130, 166, 193,218, 237, 269, 288, 306, 340, 370, 387, 423,453, 471, 506, 532, 564, 582, 612, 622, 648,692, 715, 733, 753, 780, 822, 837, 877, 889,928, 948









2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple,historically objective perspectives.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• identifying historical contexts ofcontemporary issues;

SE/TE: Critical Thinking and Writing: Linking Pastand Present 10, 19, 47, 54, 66, 98, 114, 124,131, 140, 151, 152, 171, 190, 211, 247, 248,275, 283, 298, 325, 341, 345, 360, 381, 382,407, 408, 426, 430, 464, 493, 513, 514, 554,561, 566, 590, 613, 630, 640, 681, 689, 698,718, 742, 756, 766, 795, 796, 824, 842, 872,877, 878, 904, 956; Making Inferences 27,119, 146, 224, 230, 276, 292, 312, 341, 359,430, 455, 566, 589, 626, 697, 742, 838, 898,913, 930; Predicting Consequences 65, 136,172, 202, 271, 297, 450, 459, 483, 500, 534,590, 640, 649, 689, 733, 811, 823, 833, 848,867, 878, 949

TE: Activities: Evaluating Data, 946; UsingBiographical Information, 135, 352, 432;Using Photography As Source, 564; UsingStatistics, 714, 739








• identifying how print and electronic mediacan affect perspectives regarding historicalevents; and

SE/TE: Comparing Viewpoints: How Should aSociety s Leaders Be Chosen?, 113; WhyStudy History: Because History Is the Storyof Real People, 72; Because Past Heroes CanBe Today s Role Models, 178; Biography,11, 27, 45, 54, 82, 90, 115, 120, 135, 143,164, 189, 195, 206, 214, 221, 236, 243, 259,265, 286, 308, 319, 348, 352, 365, 372, 394,400, 417, 429, 447, 463, 480, 488, 493, 500,510, 525, 552, 562, 575, 589, 600, 611, 626,639, 652, 664, 681, 691, 704, 708, 732, 738,752, 762, 770, 788, 817, 823, 834, 841, 846,863, 876, 885, 896, 911, 926, 940, 949;Comparing Viewpoints: What Is theRelationship Between People and theEnvironment, 816?; SynthesizingInformation: Water Scarcity in the MiddleEast, 891; Geography and History: OffshoreOil Rigs, 830; Connections to Today: thePower of Oil, 630; Global Connections:Cartloads of Silver and Gold, 412; ChangingAttitudes and Values, 555-561; a NewCulture, 562-565; a Culture in Conflict, 752-756; the Changing Political Climate, 806-811; Changing Patterns of Life, 818-826

TE: Activity: Comparing Leaders, 896,Researching Leaders, 889, UsingBiographical Information, 135, 352, 452








• using historical information to interpret andevaluate decisions or policies regardingcontemporary issues.

SE/TE: Comparing Viewpoints: How Should aSociety s Leaders Be Chosen?, 113; WhyStudy History: Because History Is the Storyof Real People, 72; Because Past Heroes CanBe Today s Role Models, 178; Biography,11, 27, 45, 54, 82, 90, 115, 120, 135, 143,164, 189, 195, 206, 214, 221, 236, 243, 259,265, 286, 308, 319, 348, 352, 365, 372, 394,400, 417, 429, 447, 463, 480, 488, 493, 500,510, 525, 552, 562, 575, 589, 600, 611, 626,639, 652, 664, 681, 691, 704, 708, 732, 738,752, 762, 770, 788, 817, 823, 834, 841, 846,863, 876, 885, 896, 911, 926, 940, 949;Comparing Viewpoints: What Is theRelationship Between People and theEnvironment, 816?; SynthesizingInformation: Water Scarcity in the MiddleEast, 891; Geography and History: OffshoreOil Rigs, 830; Connections to Today: thePower of Oil, 630; Global Connections:Cartloads of Silver and Gold, 412; ChangingAttitudes and Values, 555-561; a NewCulture, 562-565; a Culture in Conflict, 752-756; the Changing Political Climate, 806-811; Changing Patterns of Life, 818-826

TE: Activity: Comparing Leaders, 896,Researching Leaders, 889, UsingBiographical Information, 135, 352, 452








STANDARD 3: Students understand that societies are diverse and have changed over time.

3.1 Students know how various societies were affected by contacts and exchanges among diversepeoples.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• describing the interactions and contributionsof the various peoples and cultures that havelived in or migrated, immigrated, or werebrought to the area that is now the UnitedStates, including African, Asian, European,Latino, and Native American;

SE/TE: Civilizations of Middle America, 156-162;the World of the Incas, 163-167; Peoples ofNorth America, 168-172; Kingdoms of WestAfrica, 284-288; Conquest in the Americas,386-388; Spanish and Portuguese Colonies inthe Americas, 389-393; Struggle for NorthAmerica, 394-397; Slavery of Africans, 288,385, 395, 398-400, 622; Destinations ofEnslaved Africans, 1500-1870, 401; SlaveRevolt in Haiti, 528-530; EuropeanFootholds in Southeast Asia and India, 373-376; Encounters in East Asia, 377-383; aWestern Dominated World, 618-620;European Challenges to the Muslim World,627-630; the British Take Over India, 631-634; China and the New Imperialism, 635-639; Japan Modernizes, 644-649; SoutheastAsia and the Pacific, 650-652

TE: Activities, 380, 532, 623, 625, 628, 629, 633,637, 638, 645, 646, 651, 660, 664, 666;Background, 374, 380, 399, 401, 530, 582,619, 622, 624, 625, 629, 632, 633, 636, 637,638, 645, 647, 648, 651, 654, 655, 656, 659,661, 666; Customize for HeterogeneousGroups, 531, 629, 633, 638, 645, 660;Customize for Kinesthetic Learners, 528;Customize for Visual Learners, 582, 628,660; Customize for Auditory Learners, 645








• describing and explaining the circumstancesunder which past and current societies haveinteracted and changed, resulting in culturaldiffusion (for example, trade, war,exploration, imperialism, social disruptions,improvements in communication, andtransportation);

SE/TE: Conquest in the Americas, 386-388; Spanishand Portuguese Colonies in the Americas,389-393; Struggle for North America, 394-397; Slavery of Africans, 288, 385, 395, 398-400, 622; Destinations of Enslaved Africans,1500-1870, 401; Slave Revolt in Haiti, 528-530; European Footholds in Southeast Asiaand India, 373-376; European Challenges tothe Muslim World, 627-630; the British TakeOver India, 631-634; China and the NewImperialism, 635-639; Japan Modernizes,644-649; Southeast Asia and the Pacific,650-652

TE: Activities, 380, 532, 623, 625, 628, 629, 633,637, 638, 645, 646, 651, 660, 664, 666;Background, 374, 380, 399, 401, 530, 582,619, 622, 624, 625, 629, 632, 633, 636, 637,638, 645, 647, 648, 651, 654, 655, 656, 659,661, 666; Customize for HeterogeneousGroups, 531, 629, 633, 638, 645, 660








• explaining the reasons for major periods ofimmigration to the United States anddescribing how different segments of U.S.society reacted and changed; and

SE/TE: Slavery of Africans, 288, 385, 395, 398-400,622; Destinations of Enslaved Africans,1500-1870, 401; Immigration and HealthPolicies, 608, 612; Immigration Policies,739, 750, 841, 943; Immigration and theIndustrial Revolution, 544-545; Virtual FieldTrip: New Immigrants to the United States,612

TE: Activity: Recognize Cause and Effect, 750;FLAG

TR: See Creative Teaching Activities; see LessonPlanner and Block Scheduling Guide; seeChapter Extension Activities


• describing the demographic changesresulting from major migrations in history(for example, migration of Chinese south;Islamic nomads into Northern India;Germanic migrations into the RomanEmpire; Bantu migrations south; Amer-Indian migrations into Central America;trans-Pacific migration).

SE/TE: Tracing Migration Through Language, 56;Jewish Migrations in Europe, 246; VirtualField Trip: New Immigrants to the UnitedStates, 612; Maps: Indo-EuropeanMigrations, 56, Invasions of the RomanEmpire to 500AD, 148, Invasions of Europe,700-1000, 184, Migrations and Expulsions,1100-1650, 246, Migration to WesternEurope, 832; Charts and Graphs,Destinations of Enslaved Africans, 1500-1870, 401; Analyzing Cause and Effect, xivi;Recognizing Cause and Effect, 14, 19, 20,114, 124, 151, 190, 202, 230, 276, 288, 312,345, 355, 360, 408, 436, 500, 534, 565, 576,613, 614, 698, 706, 733, 737, 741, 751, 774,780, 795, 854, 878, 893, 939, 943

TE: Activity: Relating Cause and Effect, 237,588, 680, 750, 890, 946








3.2 Students understand the history of social organization in various societies.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• explaining how societies are maintainedwhen individuals see benefits and fulfillobligations of membership;

SE/TE: Democracy, 107-109, 112; Why StudyHistory: Because the Spread of DemocracyRequires Informed Citizens, 442-443

TECH: See related Color Transparencies; InteractiveStudent Tutorial CD-ROM and Resource ProCD-ROM; visit the World Studies portion ofthe Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

• analyzing how forces of tradition and changehave influenced, altered, and maintainedsocial roles and the social organization ofsocieties throughout history;

SE/TE: The Ottoman and Safavid Empires, 272-276;the Renaissance in Italy, 336-341; theRenaissance Moves North, 342-345; theProtestant Reformation, 348-350; the Searchfor Spices, 364-368; European Footholds inSoutheast Asia and India, 373-376; Conquestin the Americas, 386-388; Spanish andPortuguese Colonies in the Americas, 389-393; Changes in Europe, 403-407;Liberalism, 519; Marxism, 512-513, 575;Communism, 512, 706, 707, 758, 760;Fascism, 758, 760; Nazism, 762, 763, 764,837-838; Nationalism, 483, 519, 568-591,658, 725, 806; Changing Attitudes andValues, 555-561; a New Culture, 562-565; aCulture in Conflict, 752-756; the ChangingPolitical Climate, 806-811; ChangingPatterns of Life, 818-826

TE: Activities, 560, 754, 808, 819; Background,558, 559, 563, 564, 753, 809, 819, 820, 822








• explaining how, throughout history, socialorganization has been related to distributionsof privilege and power; and

SE/TE: Chapter 8: The Rise of Europe, 180-204;Feudalism and the Manor Economy, 186-190; Creating a New France, 473-477;theEarly Middle Ages, 182-185; EconomicExpansion and Change, 197-201; Growth ofRoyal Power in England and France, 206-211; Europeans Look Outward, 215-219; aTime of Crisis, 225-229; the Renaissance inItaly, 336-341; the Renaissance MovesNorth, 342-345; the Protestant Reformation,348-350; Changes in Europe, 403-407;Marxism, 512-513, 575; Communism, 512,706, 707, 758, 760; Fascism, 758, 760;Nazism, 762, 763, 764, 837-838; theChanging Political Climate, 806-811




• describing how societies have becomeincreasingly complex in responding to thefundamental issues of social organization.

SE/TE: Changes in Europe, 403-407; Marxism, 512-513, 575; Communism, 512, 706, 707, 758,760; Fascism, 758, 760; Nazism, 762, 763,764, 837-838; Nationalism, 483, 519, 568-591, 658, 725, 806; Changing Attitudes andValues, 555-561; a New Culture, 562-565; aCulture in Conflict, 752-756; the ChangingPolitical Climate, 806-811; ChangingPatterns of Life, 818-826








(continued)• describing how societies have become

increasingly complex in responding to thefundamental issues of social organization.



STANDARD 4: STUDENTS UNDERSTAND HOW SCIENCE, TECHNOLOGY, AND ECONOMICACTIVITY HAVE DEVELOPED, CHANGED, AND AFFECTED SOCIETIESTHROUGHOUT HISTORY.

4.1 Students understand the impact of scientific and technological developments on individuals andsocieties.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• analyzing the major technological turningpoints in history (for example, agriculturalrevolution, revolutions in transportation,industrial revolution);

SE/TE: Urbanization, 505, 818, 875, 918, 935-936;the World of Cities, 551-554; Urbanizationin Brazil, 952; Technology, 8, 14, 16, 26, 27,35, 41, 106, 128, 197, 229, 500, 504, 546,548-549, 776, 805, 820, 821, 822; Impact ofthe Railroad, 503; Industrialization in Japan,646; a Railway in Japan, 648

TE: Background, 35, 36, 53, 106, 107,108, 200,503, 547, 553; Activity, 36, 552; ReadingStrategy: Check Comprehension, 57;Customize for Heterogeneous Groups, 199








• explaining how the scientific revolutionaffected how people lived in and viewed theworld;

SE/TE: Roman Catholic Church and Enlightenment,449; the Scientific Revolution, 356-360;Philosophy in the Age of Reason, 446-450;Enlightenment Ideas Spread, 451-455

TE: Background, 129, 183, 213, 264, 318, 348,708



• describing and explaining the social andeconomic changes that resulted fromindustrialization; and

SE/TE: Technology, 8, 14, 16, 26, 27, 35, 41, 106,128, 197, 229, 500, 504, 546, 548-549, 776,805, 820, 821, 822; Impact of the Railroad,503; Industrialization in Japan, 646; aRailway in Japan, 648; the Space Age, 822;Finding a Way Across, 166

TE: Background, 200, 503, 547; Customize forHeterogeneous Groups, 889; Customize forAuditory Learners, 900; Activity, 890, 901;Background, 728, 902; Human Drama, 583

TR: See Geography Quizzes in the Unit Booklets;see also Geography and History Booklet


• analyzing the impact of rapid developmentsin areas such as transportation, technology,and telecommunications on individuals andthe world today.

SE/TE: Technology, 8, 14, 16, 26, 27, 35, 41, 106,128, 197, 229, 500, 504, 546, 548-549, 776,805, 820, 821, 822; Impact of the Railroad,503; Industrialization in Japan, 646; aRailway in Japan, 648; the Space Age, 822;Finding a Way Across, 166

TE: Background, 200, 503, 547; Customize forHeterogeneous Groups, 889; Customize forAuditory Learners, 900; Activity, 890, 901;Background, 728, 902; Human Drama, 583






(continued)• analyzing the impact of rapid developments

in areas such as transportation, technology,and telecommunications on individuals andthe world today.

(continued)TR: See Geography Quizzes in the Unit Booklets;

see also Geography and History BookletTECH: Interactive Student Tutorial CD-ROM;


4.2 Students understand how economic factors have influenced historical events.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• describing how systems of exchange andother economic developments influenced thegrowth and history of civilizations;

SE/TE: Interdependence, 809, 813; EconomicDependence, 815; Imperialism, 663-664;Poor Nations, 812; Rich Nations 812; Trendsin Global Economy, 812-817; GlobalEconomy and the United States, 840;Feudalism, 64, 181, 186-190, 193, 194, 206-208, 320-325, 644; Capitalism, 404, 513,664; Communism, 512, 513, 705, 706, 707,748, 750, 758, 760, 793, 839; Free Market,450; Mercantilism, 406, 418, 450, 456;Global Economy, 663-664, 809, 812, 813-814, 827, 840, 933; Tariffs, 406, 598, 725,748, 830, 832



TECH: see also Interactive Student Tutorial CD-ROM and Resource Pro CD-ROM. Visit theWorld Studies Portion of the Prentice Hallhome page (http://www.phschool.com) forupdated material on world events.






• explaining how economic changes led to thegrowth of towns, cities, and eventually, themodern nation-state; and

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Urbanization, 505, 818, 875, 918, 935-936;the World of Cities, 551-554; Urbanizationin Brazil, 952; Technology, 8, 14, 16, 26, 27,35, 41, 106, 128, 197, 229, 500, 504, 546,548-549, 776, 805, 820, 821, 822; Impact ofthe Railroad, 503; Industrialization in Japan,646; a Railway in Japan, 648




• analyzing the relationship between economicfactors and social and political policiesthroughout United States history;

SE/TE: Free Trade, 597-598; Margin Buying, 748;Overproduction, 747; Trade Deficits, 635,849; Trade Surplus, 635; Global Economyand the United States, 840; Tariffs, 406, 598,725, 748, 830, 832; Prosperity andDepression in the United States, 750-751; theIndustrial Revolution Spreads, 544-550;Commercial Revolution, 199-200; 404-406;Privatization of Industry, 814, 830, 846, 951,955

TE: Background, 546, 548, 549, 692, 782, 785,788, 794, 840; Activity: Recognize Causeand Effect, 750; Customize forHeterogeneous Groups, 792, 793; Customizefor Kinesthetic Learners, 841






(continued)• analyzing the relationship between economic

factors and social and political policiesthroughout United States history;

(continued)TR: Creative Teaching Activities Booklet, 98,

124, 134, 139, 140, 141, 142, 148; LessonPlanner and Block Scheduling Guide, 73-75,88-90, 97-99, 100-102, 106-108; Unit 6Booklet, 2, 3; Unit 7 Booklet, 8, 9, 58, 59,78, 79, 80, 81, 82, 83, 84, 85; Unit 8 Booklet,22, 23; Chapter Extension Activities Booklet,54-55, 75

TECH: see also Interactive Student Tutorial CD-ROM and Resource Pro CD-ROM. Visit theWorld Studies Portion of the Prentice Hallhome page (http://www.phschool.com) forupdated material on world events.

• explaining how the rise and expansion oftrade have connected and affected the historyof regions of the world; and

SE/TE: Trade and the Growth of Civilization, 38-44;Trade and Minoan Civilization, 102; Tradeand Mycenaean Civilization, 103; TradeRoutes in Medieval Europe, 198; SlaveTrade, 385, 398-400; Global Economy, 663-664, 809, 812, 813-814, 827, 840, 933;Tariffs, 406, 598, 725, 748, 830, 832;Chapter 13: Spread of Civilizations in EastAsia, 300-328; Golden Ages of China, 302-313; Africa: Kingdoms and Trading States,1000B.C., Kingdoms of West Africa, 284-288; the Ottoman Empire, 519, 520, 583; theAmericas and Trade, 390

TR: Teaching Resources: Lesson Planner,Geography Quizzes, Teaching with Themes,Geography and History


• describing modern historical developments ineconomic interdependence (for example, theemergence of the Pacific Rim, NAFTA, theEuropean Union), and their impact onindividuals and societies.

SE/TE: Southeast Asia and the Pacific Rim, 873-887;the United States and NAFTA, 842, 907,942, 946; European Union, 827, 830-832;Interdependence, 809, 813; EconomicDependence, 815; Imperialism, 663-664;Poor Nations, 812; Rich Nations 812; Trendsin Global Economy, 812-817; GlobalEconomy and the United States, 840; GlobalEconomy, 663-664, 809, 812, 813-814, 827,840, 933; Tariffs, 406, 598, 725, 748, 830,832






(continued)• describing modern historical developments in

economic interdependence (for example, theemergence of the Pacific Rim, NAFTA, theEuropean Union), and their impact onindividuals and societies.

(continued)TECH: See related Color Transparencies; Interactive

Student Tutorial CD-ROM and Resource ProCD-ROM; visit the World Studies portion ofthe Prentice Hall home page(http://www.phschool.com) for updatedmaterial on world events.

4.3 Students understand the historical development and know the characteristics of various economicsystems.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• explaining the historical development of theeconomic system of the United States;

SE/TE: Connections to Today: the Power of Oil, 630;Global Connections: Cartloads of Silver andGold, 412; Synthesizing Information: Impactof the Railroad, 503; the United States: aGlobal Superpower, 839-840; Economy andGovernment, 840-841



• analyzing the history of the relationshipbetween economics systems and the role ofgovernments throughout history;

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717; UnitedStates Constitution, 129, 462-463, 466, 528;Economic Expansion and Change, 197-201;Growth of Royal Power in England andFrance, 206-211; Europeans Look Outward,215-219; Africa: Kingdoms and TradingStates, 1000B.C., Kingdoms of West Africa,284-288; Ming Dynasty, 205, 310-312, 334,377-378; ; Economic Imperialism in LatinAmerica, 658-662; Impact of Imperialism,663-667; Global Economic Trends, 812-817;Feudalism, 64, 181, 186-190, 193, 194, 206-208, 320-325, 644;






(continued)• analyzing the history of the relationship

between economics systems and the role ofgovernments throughout history;

(continued)SE/TE: Capitalism, 404, 513, 664; Communism, 512,

513, 705, 706, 707, 748, 750, 758, 760, 793,839; Free Market, 450; Mercantilism, 406,418, 450, 456

TE: Activity: Relating Cause and Effect, 237,588, 680, 750, 890, 946; Background, 558,559, 563, 564, 753, 809, 819, 820, 822;Customize for Heterogeneous Groups, 810;Customize for Auditory Learners, 556, 754,810; Customize for Visual Learners, 564,807; Customize for Kinesthetic Learners, 820



• describing characteristics of specificeconomic systems and how these systemshave existed in different ways at differenttimes throughout history (for example,manorialism, mercantilism, capitalism,socialism, communism); and

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717;Feudalism, 64, 181, 186-190, 193, 194, 206-208, 320-325, 644; Capitalism, 404, 513,664; Communism, 512, 513, 705, 706, 707,748, 750, 758, 760, 793, 839; Free Market,450; Mercantilism, 406, 418, 450, 456;Liberalism, 519; Marxism, 512-513, 575;Changing Attitudes and Values, 555-561; aNew Culture, 562-565; a Culture in Conflict,752-756; Changing Patterns of Life, 818-826

TE: Activities, 560, 754, 808, 819; Background,558, 559, 563, 564, 753, 809, 819, 820, 822;Customize for Heterogeneous Groups, 810;Customize for Auditory Learners, 556, 754,810; Customize for Visual Learners, 564,807; Customize for Kinesthetic Learners, 820






(continued)• describing characteristics of specific

economic systems and how these systemshave existed in different ways at differenttimes throughout history (for example,manorialism, mercantilism, capitalism,socialism, communism); and

(continued)TR: Teaching Resources: Lesson Planner,

Biographies, Primary Sources, Viewpoints,Skill Applications, Geography Quizzes,Document-Based Assessment, Teaching withThemes, Geography and History,Simulations, History Through Literature


• tracing the historical factors that lead to thetransition from local and regional economiesto a globally interdependent economy.

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717; UnitedStates Constitution, 129, 462-463, 466, 528;Economic Expansion and Change, 197-201;Growth of Royal Power in England andFrance, 206-211; Europeans Look Outward,215-219; Africa: Kingdoms and TradingStates, 1000B.C., Kingdoms of West Africa,284-288; Ming Dynasty, 205, 310-312, 334,377-378; ; Economic Imperialism in LatinAmerica, 658-662; Impact of Imperialism,663-667; Global Economic Trends, 812-817;Feudalism, 64, 181, 186-190, 193, 194, 206-208, 320-325, 644; Capitalism, 404, 513,664; Communism, 512, 513, 705, 706, 707,748, 750, 758, 760, 793, 839; Free Market,450; Mercantilism, 406, 418, 450, 456;Changing Patterns of Life, 818-826

TE: Activity: Relating Cause and Effect, 237,588, 680, 750, 890, 946; Background, 558,559, 563, 564, 753, 809, 819, 820, 822;Customize for Heterogeneous Groups, 810;Customize for Auditory Learners, 556, 754,810; Customize for Visual Learners, 564,807; Customize for Kinesthetic Learners, 820







(continued)• tracing the historical factors that lead to the

transition from local and regional economiesto a globally interdependent economy.



STANDARD 5: STUDENTS UNDERSTAND POLITICAL INSTITUTIONS AND THEORIESTHAT HAVE DEVELOPED AND CHANGED OVER TIME.

5.1 Students understand how democratic ideas and institutions in the United States have developed,changed, and/or been maintained.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• identifying and explaining the role of theideas expressed in the documents thatinfluenced the development of constitutionaldemocracy (for example, Magna Carta,English Bill of Rights, Mayflower Compact)

SE/TE: Magna Carta, 208; Roman Republic,129;Primary Sources, 209, 461

TE: Background, 129, 209; Activity, 209, 442,461

TR: See Guided Reading and Review; seeCreative Teaching Activities Booklet; seePrimary Sources


• analyzing how the ideas set forth in theDeclaration of Independence, Constitutionand Bill of Rights, Federalist Papers, andlandmark Supreme Court cases affect andoperate in the contemporary United States;

SE/TE: US Constitution, 129, 462-463, 466, 528;Declaration of Independence, 442, 461;Articles of Confederation, 461; AmericanColonies, 391, 395-396;Primary Sources,209, 461

TE: Activity, 442, 461TR: See Guided Reading and Review; see

Creative Teaching Activities Booklet; seePrimary Sources







• identifying and analyzing how historicalevents have affected the organization of thepolitical system of the United States (forexample, the American Revolution, the CivilWar, the Mexican War, the Populist andProgressive Movements); and

SE/TE: Struggle for North America, 394-397; Birthof the American Republic, 460-463;Expansion in the United States, 608-613;Connections to Today: the Power of Oil, 630;Global Connections: Cartloads of Silver andGold, 412; U.S. At War with Mexico, 660,661-662; Civil War, 592, 611; United StatesPolitical System, 448, 463, 609, 610, 613,725, 739, 750, 751, 840, 841, 943; AmericanColonies, 391, 395-396;Primary Sources,209, 461

TE: Background, 107, 111, 129, 476, 491TR: Teaching Resources: Lesson Planner,



• analyzing how the United States’ politicalsystem has dealt with various constitutionalcrises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate).

SE/TE: Civil War, 592, 611; US Constitution, 129,462-463, 466, 528; Slavery, 586, 592, 609,611






5.2 Students know how various systems of government have developed and functioned throughouthistory.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• comparing and contrasting the characteristicsand effects of the various political systemsthat developed throughout history (forexample, republics, representative and directdemocracy, feudalism, centralized monarchy,absolutism, principalities, imperial dynasties,tribal kingdoms);

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717; UnitedStates Constitution, 129, 462-463, 466, 528;United States Political System, 448, 463,609, 610, 613, 725, 739, 750, 751, 840, 841,943; United Kingdom, 457-459, 594, 595-596, 597, 599-600, 749, 835; Canada, 653-655, 749, 842; France, 211, 417, 468-469,470-471, 472, 473, 474, 475, 478, 522, 521,603-605, 607, 750, 776, 782; Japan, 181,320-325, 644, 739, 860, 861; Soviet Union,701, 707, 708-710, 712, 714, 715-717, 760,807, 846

TE: Background, 107, 111, 129, 476, 491TR: Creative Teaching Activities Booklet, 25, 27,

29, 30, 38, 87, 88, 128; Lesson Planner andBlock Scheduling Guide, 25-27, 31-33, 64-66, 91-93; Unit 2 Booklet, ViewpointActivity, 34; Unit 7 Booklet, Primary SourceActivity, 29


• comparing and contrasting the politicaltraditions of Western Hemisphere nations;

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717; UnitedStates Constitution, 129, 462-463, 466, 528;United States Political System, 448, 463,609, 610, 613, 725, 739, 750, 751, 840, 841,943; United Kingdom, 457-459, 594, 595-596, 597, 599-600, 749, 835; Canada, 653-655, 749, 842; France, 211, 417, 468-469,470-471, 472, 473, 474, 475, 478, 522, 521,603-605, 607, 750, 776, 782






(continued)• comparing and contrasting the political

traditions of Western Hemisphere nations;

(continued)TE: Background, 107, 111, 129, 476, 491TR: Creative Teaching Activities Booklet, 25, 27,

29, 30, 38, 87, 88, 128; Lesson Planner andBlock Scheduling Guide, 25-27, 31-33, 64-66, 91-93; Unit 2 Booklet, ViewpointActivity, 34; Unit 7 Booklet ,Primary SourceActivity, 29


• describing the characteristics and ideas ofvarious modern political systems, and givingexamples of nations that have used them (forexample, democracy, fascism, andcommunism); and

SE/TE: Changes in Europe, 403-407; Marxism, 512-513, 575; Communism, 512, 706, 707, 758,760; Fascism, 758, 760; Nazism, 762, 763,764, 837-838; Nationalism, 483, 519, 568-591, 658, 725, 806; Changing Attitudes andValues, 555-561; a New Culture, 562-565; aCulture in Conflict, 752-756; the ChangingPolitical Climate, 806-811; ChangingPatterns of Life, 818-826; Soviet Union, 701,707, 708-710, 712, 714, 715-717, 760, 807,846; Two Revolutions in Russia, 702-706;From Lenin to Stalin, 707-712; Life in aTotalitarian State, 713-717; Struggle forChange in Latin America, 722-725;Nationalist Movements in Africa and theMiddle East, 726-730; India Self Rule, 731-733; Upheavals in China, 734-737; Empireof the Rising Sun, 738-741; the WesternDemocracies, 746-751; a Culture in Conflict,752-756; Fascism in Italy, 757-760; Hitlerand the Rise of Nazi Germany, 761-765;From World War to Cold War, 791-795; theChanging Political Climate, 806-811; theSoviet Union: Rise and Fall of a Superpower,843-848; a New Era in Eastern Europe, 849-853; From Revolution to Reform in China,862-867








(continued)• describing the characteristics and ideas of

various modern political systems, and givingexamples of nations that have used them (forexample, democracy, fascism, andcommunism); and



• explaining why nation-states developedthroughout the world and became thedominant form of contemporary politicalorganization.

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717; UnitedStates Constitution, 129, 462-463, 466, 528;United States Political System, 448, 463,609, 610, 613, 725, 739, 750, 751, 840, 841,943; United Kingdom, 457-459, 594, 595-596, 597, 599-600, 749, 835; Canada, 653-655, 749, 842; France, 211, 417, 468-469,470-471, 472, 473, 474, 475, 478, 522, 521,603-605, 607, 750, 776, 782; Japan, 181,320-325, 644, 739, 860, 861; Soviet Union,701, 707, 708-710, 712, 714, 715-717, 760,807, 846

TE: Background, 107, 111, 129, 476, 491TR: Creative Teaching Activities Booklet, 25, 27,

29, 30, 38, 87, 88, 128; Lesson Planner andBlock Scheduling Guide, 25-27, 31-33, 64-66, 91-93; Unit 2 Booklet, ViewpointActivity, 34; Unit 7 Booklet ,Primary SourceActivity, 29







5.3 Students know how political power has been acquired, maintained, used, and/or lost throughouthistory.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• explaining how military conquest andinvasion have been used to assume, maintain,and extend political power throughouthistory;

SE/TE: Invasions of the Roman Empire to 500AD,148, Invasions of Europe, 700-1000, 184,Migrations and Expulsions, 1100-1650, 246;European Footholds in Southeast Asia andIndia, 373-376; Turbulent Centuries inAfrica, 398-402; Latin American Wars ofIndependence, 527-535; NationalismThreatens Old Empires, 581-583; a WesternDominated World, 618-620; the Partition ofAfrica, 621-626; European Challenges to theMuslim World, 627-630; the British TakeOver India, 631-634; China and the NewImperialism, 635-639; EconomicImperialism in Latin America, 658-662;Impact of Imperialism, 663-667; Hitler andthe Rise of Nazi Germany, 761-765;Aggression, Appeasement, and War, 770-774; the Global Conflict: Axis Advances,775-780; the Global Conflict: AlliedSuccesses, 781-786; Toward Victory, 787-790

TE: Background, 57, 144, 226, 282, 354, 407,475, 476, 523, 524, 525, 529, 530, 728;Activities, 380, 532, 623, 625, 628, 629, 633,637, 638, 645, 646, 651, 660, 664, 666;Background, 374, 380, 399, 401, 530, 582,619, 622, 624, 625, 629, 632, 633, 636, 637,638, 645, 647, 648, 651, 654, 655, 656, 659,661, 666; Customize for HeterogeneousGroups, 531, 629, 633, 638, 645, 660;Customize for Kinesthetic Learners, 528;Customize for Visual Learners, 582, 628,660; Customize for Auditory Learners, 645

TR: Creative Teaching Activities Booklet, 85, 87,88, 96, 126, 152; Lesson Planner and BlockScheduling Guide, 61-63, 64-66, 70-72, 91-93, 109-111; Unit 5 Booklet, 8, 9, 22, 23, 24,25, 60, 61, 62, 63;Primary Source Activity,65; Viewpoint Activity, 66; Unit 7 Booklet,22, 23; Viewpoint Activity, 30; Unit 8Booklet, 40, 41; see Geography Quizzes inthe Unit Booklets; see also Geography andHistory Booklet






(continued)• explaining how military conquest and

invasion have been used to assume, maintain,and extend political power throughouthistory;



• analyzing the impact of major revolutions onthe realignment of political power throughoutthe modern world;

SE/TE: French Revolution, 462, 476, 478; Stormingof Bastille, 445, 466, 472; Creating a NewFrance, 473-477; Radical Days, 478-484;Two Revolutions in Russia, 702-706; FromLenin to Stalin, 707-712; Life in aTotalitarian State, 713-717; From World Warto Cold War, 791-795; the Soviet Union:Rise and Fall of a Superpower, 843-848; aNew Era in Eastern Europe, 849-843; FromRevolution to Reform in China, 862-867;Southeast Asia and the Pacific Rim, 873-887;Struggle for North America, 394-397; Birthof the American Republic, 460-463;Revolutions of 1830 and 1848, 521-526;Latin American Wars of Independence, 527-533

TE: Activity, 461, 462, 480, 522, 704, 865;Background, 57, 144, 226, 282, 354, 407,475, 476, 523, 524, 525, 529, 530, 728;Customize for Heterogeneous Groups, 476,482; Customize for Visual Learners, 469;Customize for Auditory Learners, 469



• analyzing how genocide has been used toacquire or maintain political power;

SE/TE: Hitler and the Rise of Nazi Germany, 761-765; Aggression, Appeasement, and War,770-774; the Global Conflict: AxisAdvances, 775-780; Genocide, 629, 674,781-782






• describing how the development, expansion,and collapse of empires throughout historyhas affected the extension of political power;

SE/TE: Civilizations of Middle America, 156-162;the World of the Incas, 163-167; Peoples ofNorth America, 168-172; Kingdoms of WestAfrica, 284-288; Conquest in the Americas,386-388; Spanish and Portuguese Colonies inthe Americas, 389-393; Struggle for NorthAmerica, 394-397; the Ottoman and SafavidEmpires, 272-276; Invasions of the RomanEmpire to 500AD, 148, Invasions of Europe,700-1000, 184; the Rise of Greek City States,105-109; the Glory That Was Greece, 115-119; the Roman World Takes Shape, 128-131; From Republic to Empire, 132-136




• describing and analyzing the major events inthe expansion of the political power of theUnited States (for example, the AmericanRevolution, the Louisiana Purchase, theMexican War);

SE/TE: Birth of the American Republic, 460-463;Expansion in the United States, 608-613;Connections to Today: the Power of Oil, 630;Global Connections: Cartloads of Silver andGold, 412; United States Political System,448, 463, 609, 610, 613, 725, 739, 750, 751,840, 841, 943; Struggle for North America,394-397; U.S. At War with Mexico, 660,661-662









• analyzing the causes and events of majorwars of the contemporary era and theresulting changes in the distribution ofpolitical power (for example, World War I,World War II, War in Vietnam, the RussianInvasion of Afghanistan); and

SE/TE: Invasions of the Roman Empire to 500AD,148, Invasions of Europe, 700-1000, 184,Migrations and Expulsions, 1100-1650, 246;European Footholds in Southeast Asia andIndia, 373-376; Turbulent Centuries inAfrica, 398-402; Latin American Wars ofIndependence, 527-535; NationalismThreatens Old Empires, 581-583; a WesternDominated World, 618-620; the Partition ofAfrica, 621-626; European Challenges to theMuslim World, 627-630; the British TakeOver India, 631-634; China and the NewImperialism, 635-639; EconomicImperialism in Latin America, 658-662;Impact of Imperialism, 663-667; Hitler andthe Rise of Nazi Germany, 761-765;Aggression, Appeasement, and War, 770-774; the Global Conflict: Axis Advances,775-780; the Global Conflict: AlliedSuccesses, 781-786; Toward Victory, 787-790

TE: Background, 57, 144, 226, 282, 354, 407,475, 476, 523, 524, 525, 529, 530, 728;Activities, 380, 532, 623, 625, 628, 629, 633,637, 638, 645, 646, 651, 660, 664, 666;Background, 374, 380, 399, 401, 530, 582,619, 622, 624, 625, 629, 632, 633, 636, 637,638, 645, 647, 648, 651, 654, 655, 656, 659,661, 666; Customize for HeterogeneousGroups, 531, 629, 633, 638, 645, 660;Customize for Kinesthetic Learners, 528;Customize for Visual Learners, 582, 628,660; Customize for Auditory Learners, 645

TR: Creative Teaching Activities Booklet, 85, 87,88, 96, 126, 152; Lesson Planner and BlockScheduling Guide, 61-63, 64-66, 70-72, 91-93, 109-111; Unit 5 Booklet, 8, 9, 22, 23, 24,25, 60, 61, 62, 63;Primary Source Activity,65; Viewpoint Activity, 66; Unit 7 Booklet,22, 23; Viewpoint Activity, 30; Unit 8Booklet, 40, 41; see Geography Quizzes inthe Unit Booklets; see also Geography andHistory Booklet







• giving examples of former colonies anddependent states throughout the world thathave gained independence in the 20thcentury, and explaining how they haveaddressed the political issues related toindependence.

SE/TE: Civil Wars in Africa, 915, 921; ColonialLegacy in Africa, 908-909; EuropeanColonization of Africa, 398, 621-626;Nations Emerging in Africa, 907; EuropeanFootholds in Southeast Asia and India, 373-376; Encounters in East Asia, 377-383;Turbulent Centuries in Africa, 398-402;Latin American Wars of Independence, 527-535; Southeast Asia and the Pacific, 650-652; Self-Rule for Canada, Australia, andNew Zealand, 653-657; EconomicImperialism in Latin America, 658-662;Impact of Imperialism, 663-667



5.4 Students know the history of relationships among different political powers and the development ofinternational relations.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• describing the characteristics of relationshipsamong political entities in the past (forexample, monarchies, empires, principalities,city-states, federations);

SE/TE: The Rise of Greek City States, 105-109; theGlory That Was Greece, 115-119; the RomanWorld Takes Shape, 128-131; From Republicto Empire, 132-136; Feudalism and theManor Economy, 186-190; Creating a NewFrance, 473-477; Radical Days, 478-783;Life in a Totalitarian State, 713-717

TE: Background, 107, 111, 129TR: Creative Teaching Activities Booklet, 25, 27,

29, 30, 38, 87, 88, 128; Lesson Planner andBlock Scheduling Guide, 25-27, 31-33, 64-66, 91-93; Unit 2 Booklet, ViewpointActivity, 34; Unit 7 Booklet, Primary SourceActivity, 29







• explaining how the growth of nationalismaffected the relationships among politicalpowers;

SE/TE: The Changing Political Clime, 806-811;Global Economic Trends, 812-817;Changing Patterns of Life, 818-823; theWestern World: An Overview, 828-833; theWestern European Democracies, 834-838;Nation Building in the Middle East: ThreeCase Studies, 894-898; Three Nations: aCloser Look, 920-923; Nationalism, 483,519, 568-591, 658, 725, 806; ChangingAttitudes and Values, 555-561; a NewCulture, 562-565; a Culture in Conflict, 752-756; Nationalism Threatens Old Empires,581-583



• describing the eras of United Statesdiplomacy from the Revolution through themodern period (for example, the MonroeDoctrine, the domino theory, d tente);

SE/TE: Cold War, 792-793, 794, 795, 805, 807, 808,807, 828-829, 836, 846, 864, 870, 871, 912-913, 928; American Involvement Grows,779; From World War to Cold War, 791-795;Good Neighbor Policy , 725; MonroeDoctrine, 642, 661, 662

• explaining how the foreign policy of theUnited States and other nations continues todevelop and change; and

SE/TE: The United States: a Global Superpower,839-840; Economy and Government, 840-841; Southeast Asia and the Pacific Rim,873-887; the United States and NAFTA, 842,907, 942, 946; European Union, 827, 830-832; Interdependence, 809, 813; EconomicDependence, 815; Imperialism, 663-664;Trends in Global Economy, 812-817; GlobalEconomy and the United States, 840; GlobalEconomy, 663-664, 809, 812, 813-814, 827,840, 933; Tariffs, 406, 598, 725, 748, 830,832; the Changing Political Clime, 806-811;Global Economic Trends, 812-817;Changing Patterns of Life, 818-823; theWestern World: An Overview, 828-833; theWestern European Democracies, 834-838;






(continued)• explaining how the foreign policy of the

United States and other nations continues todevelop and change; and

(continued)SE/TE: Nation Building in the Middle East: Three

Case Studies, 894-898; Three Nations: aCloser Look, 920-923; Nationalism, 483,519, 568-591, 658, 725, 806; ChangingAttitudes and Values, 555-561; a Culture inConflict, 752-756; Nationalism ThreatensOld Empires, 581-583



• analyzing the development of and issuesassociated with worldwide movements andorganizations such as the League of Nations,the United Nations, and AmnestyInternational.

SE/TE: Hopes for Global Peace, 697; Postwar Issues,746-747; the United Nations and AfricanNations, 913; Charter of the United Nations,809; Creation of the United Nations, 792,801; United Nations and Human Rights, 811;United Nations and the Korean War, 870;United Nations and People s Republic ofChina, 864; United Nations and Russia, 848;Regional and Global Organizations, 809-810;Global Issues, 810-811; League of Nations,695, 697, 712, 739, 747, 750, 770; League ofNations and Italian Sanctions, 770; Leagueof Nations and Japanese Sanctions, 770

TE: Customize for Heterogeneous Groups, 747,792, 793, 810; Customize for VisualLearners, 807; Activity, 808; Background,809; Customize for Auditory Learners, 810







(continued)• analyzing the development of and issues

associated with worldwide movements andorganizations such as the League of Nations,the United Nations, and AmnestyInternational.



STANDARD 6: STUDENTS KNOW THAT RELIGIOUS AND PHILOSOPHICAL IDEAS HAVEBEEN POWERFUL FORCES THROUGHOUT HISTORY.

6.1 Students know the historical development of religions and philosophies.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• describing basic tenets of world religions thathave acted as major forces throughout historyincluding, but not limited to, Buddhism,Christianity, Hinduism, Islam, and Judaism;

SE/TE: The Rise of Christianity, 141-146; theMedieval Church, 191-196; the Holy RomanEmpire and the Church, 212-214; RomanCatholic Church and Enlightenment, 449;Christianity and Missionaries, 143-144, 146,184, 192, 241, 374, 381, 389-390, 394, 622,638; Jews and Law, 47; Chapter 11: TheMuslim World (622—1629), 250-272;Teachings of Islam, 253-254; Muslims andAgriculture, 262-263; Muslims andMathematics, 265; Muslims and Medicine,266; Art of Muslim World, 263, 264; Art andReligion, 224; Law of Islam, 255

TE: Background, 46, 144, 193, 213TR: Teaching Resources: Lesson Planner,








• tracing the history of how principal worldreligions and belief systems developed andspread;

SE/TE: The Rise of Christianity, 141-146; theMedieval Church, 191-196; the Holy RomanEmpire and the Church, 212-214; RomanCatholic Church and Enlightenment, 449;Christianity and Missionaries, 143-144, 146,184, 192, 241, 374, 381, 389-390, 394, 622,638; Jews and Law, 47; Chapter 11: TheMuslim World (622—1629), 250-272;Teachings of Islam, 253-254; Muslims andAgriculture, 262-263; Muslims andMathematics, 265; Muslims and Medicine,266; Art of Muslim World, 263, 264; Art andReligion, 224; Law of Islam, 255

TE: Background, 46, 144, 193, 213TR: Teaching Resources: Lesson Planner,



• explaining how, throughout history, conflictsamong peoples have arisen because ofdifferent ways of knowing and believing; and

SE/TE: Comparing Viewpoints: Is War EverJustified, 679; Connections to Today: a NewBalkan Powder Keg?, 682, Taiwan: RebelProvince Or Independent State, 868; MiddleEast Conflicts, 888-889, 890, 891, 892, 889,900-901, 902-903; Balkans, 519, 583, 680,682

TE: Customize for Auditory Learners, 900;Activity, 901; Background, 902; HumanDrama, 583

TR: See Geography Quizzes in the Unit Booklets;see also Geography and History Booklet







• describing basic ideas of various schools ofphilosophy that have affected societiesthroughout history (for example, rationalism,idealism, liberalism, conservatism).

SE/TE: Philosophy, 89, 90, 115-116, 122, 135, 138,144, 221, 265, 446, 447; Philosophy in theAge of Reason, 446-450; New Ways ofThinking, 510-513

TE: Activity, 447, 449, 512; Background, 447,511

TR: See Creative Teaching Activities Booklet,82, 83, 94; Guided Reading and Review,Unit 5: 2, 3, 4, 46, 47; Biography Activity,10; History Through Literature, 39-40


6.2 Students know how societies have been affected by religions and philosophies.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• giving examples of how religion andphilosophical beliefs have influenced variousaspects of society throughout history;

SE/TE: Philosophy, 89, 90, 115-116, 122, 135, 138,144, 221, 265, 446, 447; Philosophy in theAge of Reason, 446-450; New Ways ofThinking, 510-513; the Rise of Christianity,141-146; the Medieval Church, 191-196; theHoly Roman Empire and the Church, 212-214; Roman Catholic Church andEnlightenment, 449; Christianity andMissionaries, 143-144, 146, 184, 192, 241,374, 381, 389-390, 394, 622, 638; Jews andLaw, 47; Chapter 11: The Muslim World(622—1629), 250-272; Teachings of Islam,253-254; Muslims and Agriculture, 262-263;Muslims and Mathematics, 265; Muslimsand Medicine, 266; Art of Muslim World,263, 264; Art and Religion, 224; Law ofIslam, 255

TE: Activity, 447, 449, 512; Background, 46,144, 193, 213, 447, 511,







(continued)• giving examples of how religion and

philosophical beliefs have influenced variousaspects of society throughout history;



• explaining how, throughout history, thepower of the state has been both derivedfrom religious authority and/or in conflictwith religious authority;

SE/TE: Chapter 11: The Muslim World (622—1629),250-272; Teachings of Islam, 253-254; Artand Religion, 224; Law of Islam, 255;Philosophy and Religion in China, 89-92;Two Golden Ages of China, 302-313



• explaining how the focus on individualismand reason expressed in Western philosophyhas affected the history of Western culture,including the history of the United States;and

SE/TE: Changing Patterns of Life, 818-823; theWestern World: An Overview, 828-833; theWestern European Democracies, 834-838;Changing Attitudes and Values, 555-561; aNew Culture, 562-565; a Culture in Conflict,752-756; Nationalism Threatens OldEmpires, 581-583; Changes in Europe, 403-407; Philosophy in the Age of Reason, 446-450; Enlightenment Ideas Spread, 451-455

TE: Activity, 447, 449, 512; Background, 447,511







(continued)• explaining how the focus on individualism

and reason expressed in Western philosophyhas affected the history of Western culture,including the history of the United States;and



• explaining how the beliefs expressed inEastern philosophy and religion haveaffected the history of Eastern cultures.

SE/TE: Philosophy, 89, 90, 115-116, 122, 135, 138,144, 221, 265, 446, 447; Chapter 11: TheMuslim World (622—1629), 250-272;Teachings of Islam, 253-254; Muslims andAgriculture, 262-263; Muslims andMathematics, 265; Muslims and Medicine,266; Art of Muslim World, 263, 264; Art andReligion, 224; Law of Islam, 255; Buddhism,75, 78-80, 81, 82, 89, 92, 302, 314, 317, 318,320, 322, 323, 369, 370, 371, 867; Hinduism,58, 76-77, 79, 82, 86-87, 267, 268-269, 370,371, 372, 376, 634, 732, 733, 882, 883, 884

TE: Activity, 447, 449, 512; Background, 46,144, 193, 213, 447, 511,



6.3 Students know how various forms of expression reflect religious beliefs and philosophical ideas.As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• explaining from an historical context whyartistic and literary expression have oftenresulted in controversy; and

SE/TE: Art and Religion, 224; Humanities Link: Artand Revolution, 523






• giving examples of the visual arts, dance,music, theater, and architecture of the majorperiods of history and explaining what theyindicate about the values and beliefs ofvarious societies.

SE/TE: Art of Muslim World, 263, 264; Art andReligion, 224; Humanities Link: Art andRevolution, 523; African Masks, 294; Art ofAncient Egypt, 27, 30, 32-33; Art of AncientGreece, 104; Baroque Art, 453; BuddhistMurals, 85; Art of Byzantine Empire, 239;Art of China s Early Civilization, 97; FolkArt, 948; Art and Hinduism, 76; Art ofMayan Empire, 159; Art of Muslim World,263, 264; Art of Renaissance, 335, 338-340;Art of Roman Empire, 138; Art of Spain sGolden Age, 414-415; Art of Visigoths, 149;Dance, 84, 453, 587, 756; Music, 324, 453,523, 563, 754-755, 821, 823

TE: Background, 84, 264, 324, 454, 523, 563,755; Activity, 84, 264, 324,453, 454



prentice hall world history: connections to today, survey...

Documents