prentice hall world history: connections to today, the

Prentice Hall World History: Connections to Today, The Modern Era '2001Correlated to:

The Kentucky Core Content for Assessment (Version 3.0) for Social Studies(Grades 9-12)

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

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

Government and CivicsThe study of government and civics allows students to understand the nature of government and the uniquecharacteristics of American democracy including its fundamental principles, structure, and role of citizens.

Academic Expectation 2.14: Students should understand the democratic principles of justice, equality,responsibility and freedom and apply them to real-life situations.

Academic Expectation 2.15: Students can accurately describe various forms of government and analyzeissues that relate to the rights and responsibilities of citizens in a democracy.

People form governments to establish order, provide security, and accomplish common goals.

SS-H-1.1.1Governments derive their power from different sources(e.g., democracy — its citizens; monarchies — by decree;dictatorship — by conquest, political maneuvering,and/or military power).

SE/TE: Absolute monarchies, 111, 115-6, 119, 120,145, 283; Government of Ancient Greece, 11;Aristocracies, 11; Autocratic Rule, 130;Bureaucracy, 3; Cabinet System, 156; andcensorship, 149; and civilization 2; CoalitionGovernments, 536; Communism, 210;Constitutional Governments, 155-6, 219;Constitutional Monarchies, 171, 292;Democracy, 11; Dictatorships. 456; DirectDemocracy 11; Divine Right, 111, 120;Enlightened Despots, 150; Federal Republics,161, 581; and freedom of speech, 146; andhierarchies, 5; and legitimacy. 191; LimitedMonarchies, 173; Mandates, 394-5; MilitaryGovernments, 634; Monarchies, 11, 111, 119,120, 145, 171, 173; and monopolies, 99, 154,430; and natural rights, 145; Oligarchies, 11,156; Organized Government Development, 3;and patricians, 12; and plebeians, 12; PopularSovereignties, 159; Protectorates, 318;Republics, 12; Self-Determination, 391; andshoguns, 27; Socialism, 209-210; Spheres ofInfluence, 318; Theocracy, 48, 596;Totalitarian Governments, 411-15, 457;Utilitarianism, 209; Biography: Elizabeth I,50; Cardinal Richelieu, 115; GeorgeWashington, 161; Napoleon, 186; Sun Yixian,337; Kaiser William II, 379; V.I. Lenin, 402;Joseph Stalin, 406; Mohandas Gandhi, 430;Hirohito, 436; Adolf Hitler, 460; MikhailGorbachev, 544; Mao Zedong, 561; GamalAbdel Nasser, 594; Fidel Castro, 638; Jean-Bertrand Aristide, 647

TE: 11-12; 48; 111, 115-6, 119, 120, 130; 145,150; 155-6; 159; 161; 171; 173; 209-210; 219;283; 292; 318; 394-5; 411-15; 456-7; 536;581; 596; 634


The Kentucky Core Content for Assessment (Version 3.0) for Social Studies, (Grades 9-12)



(Continued)SS-H-1.1.1Governments derive their power from different sources(e.g., democracy — its citizens; monarchies — by decree;dictatorship — by conquest, political maneuvering,and/or military power).

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History? and Teaching with Themes.

TECH: Tech: Computer With Test Bank CD-Rom“;Resource Pro With Planning Express CD-Rom“; Skills Transparencies; World HistoryTransparencies; World History Outline MapBook

SS-H-1.1.2Democratic governments preserve and protect therights and liberties of their constituents throughdifferent sources (e.g., U.N. Charter, Declaration of theRights of Man, U.N. Declaration of Human Rights,U.S. Constitution).

SE/TE: CH. 5: The Enlightenment and the AmericanRevolution, 142; Philosophy in the Age ofReason, 144-6; Enlightenment Ideas Spread,149-152, Birth of the American Republic,158-163; CH. 6: The French Revolution andNapoleon, 164; Creating a New France,171-75; Radical Days, 176; CH. 8:Revolutions in Europe and Latin America,214; An Age of Ideologies, 216-18; CH. 11:Growth of Western Democracies, 290; BritainBecomes More Democratic, 292-4; A Centuryof Reform, 295-8; Division and Democracy inFrance, 301-05; CH. 20: Europe and NorthAmerica, 524; The Western EuropeanDemocracies, 532-6; Unit 6: Case Study 4:Argentina and South Africa: The Road toDemocracy, 678-81; Case Study 5: The CzechRepublic and South Korea: Democracy andEconomic Development, 682-5; AssessingYour Skills: The Struggle Between King andParliament 123-4; Primary Source:Declaration of Independence, 159; ThomasPaine, Rights of Man, 292; Charter of theUnited Nations, 507; The English Bill ofRights, 700; Declaration of the Rights of Manand the Citizen, 703; The UniversalDeclaration of Human Rights, 711

TE: 11; 160-1, 164, 172; 226; 688; 702ps;Background Primary Source (About TheDocument): 700, 703, 711

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consultDocument Based Assessment and PrimarySources.

TECH: Computer With Test Bank CD-Rom“;Resource Pro With Planning Express CD-Rom“; Skills Transparencies; World HistoryTransparencies; World History Outline MapBook





SS-H-1.1.3The U.S. government s response to contemporaryissues and societal problems (e.g., education, welfaresystem, health insurance, childcare, crime) reflects theneeds, wants, and demands of its citizens (e.g.,individuals, political action committees, special interestgroups, political parties).

SE/TE: Political Parties, 155-6; CH. 20: Europe andNorth America 1945-Present: Economy andGovernment, 538; Social Security System,449, 538; Social Contract, 145, 147; Medicare,538; Case Study 7: Civic Participation:Australia and The United States, 690- 693;CH. 17: Crisis of Democracy in the West, TheNew Deal, 449-50; Voting Rights in the US,161, 307-8, 539, 691-2; United States asFederal Republic (US Constitution), 160-161;Civil Rights Movement in US, 539; Women sRights Movement, 309; Biography: Dr.Martin Luther King, 539; Primary Source:Elizabeth Cady Stanton, The Solitude ofSelf 256 Note: More information relating tothis standard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: 145, 147; 160-161; 449-50; 538-539; 691-2TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History?, Biographies, PrimarySources and Simulations Book.


The Constitution of the United States establishes a government of limited powers that are shared amongdifferent levels and branches.

SS-H-1.2.1Powers of government are distributed and sharedamong levels and branches to reflect the commongood (e.g., Congress legislates on behalf of thepeople; the President represents the people as a nation;the Supreme Court acts on behalf of the people as awhole when it interprets the Constitution).

SE/TE: CH. 5: The Enlightenment and the AmericanRevolution, 142; Philosophy in the Age ofReason 144-6; Birth of the AmericanRepublic, 158-60; The United StatesConstitution, 160-1; Federal Republic, 161;Biography: George Washington, 160Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: 142; 144-6; 158-61TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consultBiographies, Primary Sources andDocument Based Assessment.






SS-H-1.2.2The principles of limited government (e.g., rule of law,federalism, checks and balances, majority rule,protection of minority rights) protect individual rightsand promote the common good.

SE/TE: CH. 5: The Enlightenment and the AmericanRevolution, 142; Philosophy in the Age ofReason 144-6; Birth of the AmericanRepublic, 158-60; The United StatesConstitution, 160-1; Federal Republic, 161;Primary Source: The Declaration ofIndependence, 159; John Locke: TwoTreatises on Government, 701 Note: Moreinformation relating to this standard can befound in the Prentice Hall program: Civics '2001.

TE: 142; 144-6; 158-61; Background PrimarySource: 701

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult CreativeTeaching Activities and Chapter ExtensionActivities.


All citizens of the United States have certain responsibilities as members of a democratic society.

SS-H-1.3.1The rights of one individual (e.g., smoking in publicplaces, free speech) may, at times, be in conflict (e.g.,slander, libel) with the rights of another.

SE/TE: Comparing Viewpoints: What LimitsShould There Be on Freedom of Speech?, 146Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: 146TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History? and Viewpoints.

TECH: Computer With Test Bank CD-Rom“;Resource Pro With Planning Express CD-Rom“; Skills Transparencies; World History.Transparencies; World History Outline MapBook





SS-H-1.3.2The rights of an individual (e.g., Freedom ofInformation Act, privacy) may, at times, be in conflictwith the responsibility of the government to protect thecommon good (e.g., national security, environmentalregulations, censorship).

SE/TE: Comparing Viewpoints: What Limits ShouldThere Be on Freedom of Speech?, 146;Primary Source: John Locke: Two Treatiseson Government, 701; Jean-Jacques Rousseau:The Social Contract, 702 Note: Moreinformation relating to this standard can befound in the Prentice Hall program: Civics '2001.

TE: Background Primary Source: 701-2TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult PrimarySources and Viewpoints.


SS-H-1.3.3In order for the U.S. government to function as ademocracy and preserve individual rights, citizens mustassume responsibilities (e.g., seeking and assumingleadership positions, voting) and duties (e.g., serving asa juror; paying taxes; complying with local, state, andfederal laws; serving in the armed forces) for itsfunctioning.

SE/TE: The United States Constitution, 160-1; FederalRepublic, 161; Case Study 7: CivicParticipation: Australia and The United States,690- 693; Voting Rights in the United States,161, 307-8, 538-9; Civil Rights Movement inUS, 539; Women s Rights Movement, 309;Biography: Dr. Martin Luther King, 539;Primary Source: The Declaration ofIndependence, 159; Elizabeth Cady Stanton,The Solitude of Self 256 Note: Moreinformation relating to this standard can befound in the Prentice Hall program:Civics ' 2001.

TE: 160-1; 307-8, 538-9TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History?, Creative TeachingActivities, and Biographies.






Culture and SocietyCulture is the way of life shared by a group of people, including their ideas and traditions. In America smulticultural society, students need to understand that culture influences viewpoints, social rules, and socialinstitutions.

Academic Expectation 2.16: Students observe, analyze, and interpret human behaviors, social groupings,and institutions to better understand people and the relationships among individuals and among groups.

Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverseethnic and cultural groups of our nation and world.

Different cultures address human needs in similar and different ways.

SS-H-2.1.1Philosophy, religion, values, technology, and behaviorpatterns help define culture.

SE/TE: Cause and Effect: Protestant Reformation,53; The French Revolution, 185;Independence Movements in Latin America,231; Industrial Revolution, 252; NewImperialism, 367; Worldwide EconomicDepression, 449; Collapse of the SovietUnion, 546; Partition of India, 585;Unit TimeLines: 136, 234, 368, 496, 656; ChapterUnits: Reformation Ideas Spread, 49; TheScientific Revolution, 54; Diverse Traditionsof Southeast Asia, 67; Philosophy in the Ageof Reason, 144; New Ways of Thinking, 208;An Age of Ideologies, 216; The World ofCities, 249; Changing Attitudes and Values,253; A New Culture, 260; A Century ofReform, 295; China and the New Imperialism,333; Japan Modernizes, 342; Life in aTotalitarian State, 411; A Culture in Conflict,450; Changing Patterns of Life, 516; A NewEra in Eastern Europe, 547; From Revolutionto Reform in China, 564; Forces Shaping theModern Middle East, 595; Struggles inSouthern Africa, 622, Forces Shaping ModernLatin America; Synthesizing Information:The Commercial Revolution, 103; TheStruggle Between King and Parliament, 123;Impact of the Railroad, 201; The Growth ofAmerican Suffrage, 308; Industrialization inJapan, 344; Collectivism, 409; Totalitarianism,457; The European Union, 529; WaterScarcity in the Middle East, 538; ComparingViewpoints: What is the RelationshipBetween People and the Environment?, 514;Why Study History?: 30, 140, 238, 372,500; Religion: 24-5; 4; 412; 14-15; 49; 650; 9,70; 517, 590; 259; 517; 637; 206; 517; 5, 22;307; 33; 46; 79,93,412; 7; 48; 13; 259; 108;114-15; 51m; Primary Source: 48, 93, 120,





(Continued)SS-H-2.1.1Philosophy, religion, values, technology, and behaviorpatterns help define culture.

147, 207, 211,256, 292, 404, 507, 542, 557,571, 642, 696, 700, 70, 703, 706, 710, 711,712, 713, 716, 720, 721. The ChapterReviews at the end of each chapter providestudents with opportunities to apply theseskills: Critical Thinking and Writing,Analyzing Primary Sources, Analyzing Art,Analyzing Political Cartoons. For example,see pages 312-313.

TE: Background Daily Life: 12, 14, 18, 20, 26,27, 45, 97, 104, 116, 122, 126, 169, 174, 204,206, 246, 280, 284, 293, 322. 327, 357, 406,456, 474, 486, 568, 573, 582, 610, 634;Background About The Scene: 117, 205,335, 384, 475, 564, 625; Background (+/orActivity) Connections To Literature: 6, 13,15, 25, 78, 94, 130, 155, 179, 184, 220, 244,307, 385, 413, 425, 452, 487, 517, 563, 599.613, 636; Background About (+ ActivityInterpreting) The Primary Source: 77, 177,227, 270, 323, 421, 481, 569, 608, 652;Primary Sources: Background About(+ Activity Interpreting) The Document:696-721

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes, HistoryThrough Literature and Using the Internet.






SS-H-2.2.1All cultures develop institutions, customs, beliefs, andholidays reflecting their unique histories, situations,and perspectives.

SE/TE: Exploring the Human Drama: You AreThere: Living at Versailles, 117; SpinningThread in a Textile Mill, 205; Sipping Tea ina Victorian Parlor, 255; Meeting theEmperor, 335; Caring for the Wounded, 384;Surviving the Blitz, 475; Humanities Link:Shakespeare s World of Drama, 42,Southwestern Architecture: A Blending ofCultures, 90; Art and Revolution, 221; ARevolution in Filmmaking, 414; Jazz, 453;Views of Egypt, 595; Culture: GlobalCulture, 520-21; Nomadic Cultures, 2;Popular Culture, 452-3, 520-1; Connectionsto Today: Our Puritan Heritage, 122;Mexican Independence Day, 229; KnowingLeft From Right, 175; A Quandary forQuebec, 351; The Russian Orthodox Church,412; Going to the Movies, 452 Note: Moreinformation relating to this standard can befound in the Prentice Hall program:Civics ' 2001.

TE: Background Daily Life: 12, 14, 18, 20, 26,27, 45, 97, 104, 116, 122, 126, 169, 174, 204,206, 246, 280, 284, 293, 322. 327, 357, 406,456, 474, 486, 568, 573, 582, 610, 634;Background Connections To Art (includesFilm, Music, Visual Art): 11, 37, 41, 42, 78,88, 111, 116, 151, 156, 178, 187, 250, 251,310, 321, 331, 349, 359, 386, 402, 422, 451,469, 470, 512, 520, 535, 557, 574, 588, 624,649, 651

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consultProgram Overview, Guided Reading andReview, Primary Sources, DocumentBased Assessment, Teaching with Themes,History Through Literature and Using theInternet.

TECH: Computer With Test Bank CD-Rom“;Resource Pro With Planning Express CD-Rom“; Skills Transparencies; WorldHistory Transparencies; World HistoryOutline Map Book





Social institutions (government, economy, education, religion, family) respond to human needs, structuresociety, and influence behavior.

SS-H-2.3.1Various human needs are met through interaction insocial institutions (family, religion, education,government, economy).

SE/TE: Exploring the Human Drama: 117, 205,221, 255, 335, 475, 564, 595, 625; Religion:24-5, 14-15, 49, 650, 9, 70, 517, 590, 259,517, 637, 206, 517, 5, 22, 307, 33, 46, andSocial Gospel, 259; Buddhism, 8, 565, 16,67-70; Hinduism, 430, 8, 68-9; Huguenots, 48,114, 118; Islam, 24-5, 617, 22, 590, 22, 99-100, 596, 601, 70, 16, 22, 591; Judaism, 5, 13;Protestants, 44, 93,120, 115, 118; RomanCatholic Church, 44-46, 51-52; Education:89, 323, 181, 256-7, 363, 89, 257; AssessingYour Skills: What is The Goal of Education?47; Economy is discussed throughout thetextbook with specific analyses of diversesystems of economics, for examples, see:Barter Economies, 362; Capitalism, 102, 211;Command Economies, 406-7; Communism,210; Corporations, 247; EconomicNationalism, 675; Feudalism, 16-17, 27, 342;Free Market, 148; Free Trade, 295-6; Laissez-Faire Economics, 148, 208-9; Government isdiscussed throughout textbook, for examplesof diverse government structures, see:Absolute monarchies, 111, 115-6, 119, 120,145, 283; Aristocracies, 11; Communism, 210;Constitutional Governments, 155-6, 219;Constitutional Monarchies, 171, 292;Democracy, 11; Dictatorships. 456; FederalRepublics, 161, 581; Military Governments,634; Monarchies, 11, 111, 119, 120, 145, 171,173; 12; Socialism, 209-210; Spheres ofInfluence, 318; Theocracy, 48, 596;Totalitarian Governments, 411-15, 457;Utilitarianism, 209Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: Background (+/or Activity) Connections ToToday: 4, 6, 17, 30, 31, 51, 63, 73, 89, 90,141, 183, 189, 221, 239, 277, 285, 299, 345,353, 364, 373, 407, 414, 433, 438, 453, 501,519, 543, 595, 645; BackgroundConnections To Economics: 9, 24, 72, 102,209, 244, 247, 362, 456, 538, 557, 558, 609,614, 619, 626, 644; Background Global





(Continued)SS-H-2.3.1Various human needs are met through interaction insocial institutions (family, religion, education,government, economy).

Connections: 19, 21, 22, 23, 24, 65, 85, 93,94, 99, 104, 145, 160, 222, 223, 257, 303, 322,349, 352, 353, 354, 363, 456, 461, 480, 507,572, 594; Background About The Scene:117, 205, 335, 384, 475, 564, 625

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult PrimarySources, Teaching with Themes, HistoryThrough Literature and Viewpoints.






Social interactions among individuals and groups assume various forms.

SS-H-2.4.1As cultures emerge and develop, conflict andcompetition (e.g., violence, difference of opinion,stereotypes, prejudice, discrimination, genocide) mayoccur.

SE/TE: Anti-Semitism, 304, 428, 459, 460; Apartheid,418, 425, 508, 678-9; Arab-Israeli Conflicts,588, 598-9; Armenian Massacre, 326-7;Aryans, 6; Persecution of Christians, 79;Genocide, 327, 479-80; Hitler and Jews,462-3; Hymn of Hate: Lissauer, 389;Imperialism and Political Tensions, 365;Nationalist Movement in Ireland, 298; IRA,447, 533; Jews and Pogroms in Russia, 286-7,304; Jerusalem, 5, 587, 598; Khmer Rouge,572-3; Taliban, 585; Cultural Nationalism,423; Maori Struggles in New Zealand, 355;Creation of Pakistan, 421, 580; Refugees, 511;Reign of Terror, 178-9; Segregation, 309, 539;Japanese Internment Camps in US, 482; CivilRights Movement in US, 539; Cold War,490-1, 502, 504-6; Holy Wars, 19, 377;Propaganda War, 388-9; War and Scarcity, 2;Total War, 388, 482; War Crimes, 489, 551;Zionism, 291, 304-5, 428, 593 Note: Moreinformation relating to this standard can befound in the Prentice Hall program:Civics ' 2001.

TE: 19; 178-9; 286-7; 304; 326-7; 377; 388-9; 418,425, 423; 428; 459-60; 462-3; 479-80; 490-1;502, 504-6; 508, 511; 572-3; 598-9; 678-9;Background (+ Activity Interpreting) OtherViewpoints: 47, 146, 230, 245, 255, 377, 462,514







SS-H-2.4.2Compromise and cooperation are characteristics thatmay influence social interaction (e.g., peace studies,treaties, conflict resolution).

SE/TE: Hague Tribunal, 376; Treaties, 442, 445, 389,403, 343, 240, 334, 94, 154, 160, 346, 89, 118,154, 375, 393-4, 433, 472; Definition ofTruce, 226; United Nations, 611, 409, 502,507, 509, 568, 601, 562, 546, 517; UN sUniversal Declaration of Human Rights, 688,508, 711; World Antislavery Convention, 309;World Food Programme, 629; Earth Summit,631 Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: 89; 94; 118; 154, 160; 240; 334, 343, 346,375, 389, 393-4, 403, 409, 433, 442; 445, 472;502, 507, 509, 517, 546, 562, 568, 601, 611

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes.






EconomicsEconomics includes the study of production, distribution, and consumption of goods and services. Students needto understand how their economic decisions affect them, others, and the nation as a whole.

Academic Expectation 2.18: Students understand economic principles and are able to make economicdecisions that have consequences in daily living.

The basic economic problem confronting individuals and societies is the scarcity or imbalance betweenunlimited wants and limited resources available for satisfying those wants.

SS-H-3.1.1Scarcity of resources necessitates choices at both thepersonal and societal levels.

Note: Information relating to this standard can befound in the Prentice Hall Program: Economics:Principles in Action ' 2001. For the purposes of thiscorrelation, several economics standards have beenlinked and matched with general economics coveragein this World History program.

SS-H-3.1.2Federal, state, and local governments have limitedbudgets, so they must compare revenues to costs whenplanning public projects.

SS-H-3.1.3To make informed choices, consumers must analyzeadvertisements, consider personal finances (includingthe importance of savings, investment, and use ofcredit), and examine opportunity cost.

SE/TE: Barter Economies, 362; Capitalism, 102, 211;Cartels, 248; Command Economies, 406-7;Deficit Spending, 168, 539; Economics ofDependence, 357, 362, 513; Free Market, 148;Global Economy, 361-2; Great Depression,446, 449; Inflation, 102, 113, 459-460, 549,653, 678, and interdependence, 507, 511;Laissez-Faire Economics, 148;Overproduction, 445; Recession, 220, 528;Standard of Living, 252; Strikes, 446; TradeDeficits, 333, 557; Global Economy: DebtCrisis, 511-12; Embargo, 572, 638; WorldBank, 507-8, 512, 546, 584, World TradeOrganization, 507; Interdependence, 507, 511Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449

TE: Background Connections To Economics: 9,24, 72, 102, 209, 244, 247, 362, 456, 538, 557,558, 609, 614, 619, 626, 644

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult SkillApplications, Document Based Assessmentand Teaching with Themes.






To deal with the problem of scarcity, people and societies create economic systems and institutions.

SS-H-3.2.1Economic systems can be evaluated by their abilities toachieve broad social goals such as freedom, efficiency,equity, security, and growth.

SE/TE: Barter Economies, 362; Capital, 199;Capitalism, 102, 211; Cartels, 248; CommandEconomies, 406-7; Communism, 210;Corporations, 247; Economic Nationalism,675; Feudalism, 16-17, 27, 342; Free Market,148; Free Trade, 295-6; Laissez-FaireEconomics, 148, 208-9; Mercantilism, 104,148; Mixed Economics, 614; MoneyEconomies, 362; Monopolies, 247-8;Nationalization, 422, 528, 532, 560; PlantationEconomies, 88, 91, 93, 97, 226, 362, 424;Putting Out System, 102, 104, 200; Socialism,209-10; Standard of Living, 252;Utilitarianism, 209; Welfare States, 527-8;Global Economy: Imperialism, 316, 357,361-2; Primary Source: The CommunistManifesto, 211; Charles Dickens, Hard Times,706; Mikhail Gorbachev, Perestroika, 716

TE: Background Connections To Economics: 9,24, 72, 102, 209, 244, 247, 362, 456, 538, 557,558, 609, 614, 619, 626, 644; BackgroundDaily Life: 12, 14, 18, 20, 26, 27, 45, 97, 104,116, 122, 126, 169, 174, 204, 206, 246, 280,284, 293, 322. 327, 357, 406, 456, 474, 486,568, 573, 582, 610, 634







SS-H-3.2.2Economic institutions include such organizations ascorporations, labor unions, banks, stock markets,cooperatives, and partnerships.

SE/TE: Commercial Revolution, 102-4; Corporations,247; Collective Farming, 670; Communes,561; Entrepreneurs, 102; Guilds, 17; Joint-Stock Companies, 102; Labor Unions, 207,210, 241, 252, 311; Margin Buying, 446;Monopolies, 247-8; Nationalization, 422, 528,532, 560; New York Stock Exchange Crash,419; Privatization of Industry, 512, 528, 544,649, 653; Stock, 247; World Bank, 507-8,512, 546, 584

TE: 17; 102; 207, 210; 241; 247; 252, 311; 419;512, 528, 544, 649, 653

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ChapterExtension Activities and Using the Internet.


SS-H-3.2.3Individuals attempt to maximize their profits based ontheir role in the economy (e.g., producers try tomaximize profit, workers try to maximize income,savers and investors try to maximize return).

SE/TE: Caste System, 7, 9, 430, 583; and civilization,2; Colonial Society, 88-89, and IndustrialRevolution, 253-4; Middle Class, 206-7;Working Class, 206, 251-2; Social Darwinism,259, 317, 379, 456 Note: More informationrelating to this standard can be found in thePrentice Hall Program: Economics: Principlesin Action ' 2001.

TE: 206-7; 251-2TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consultViewpoints Teaching with Themes.






Markets are institutional arrangements that enable buyers and sellers to exchange goods and services.

SS-H-3.3.1Numerous factors influence the supply and demand forproducts (e.g., supply — technology, cost of inputs,number of sellers; demand - income, price of similarproducts, consumers preferences).

SE/TE: Barter Economies, 362; Capital, 199;Capitalism, 102, 211; Cartels, 248; FreeMarket, 148; Free Trade, 295-6; Laissez-FaireEconomics, 148, 208-9; Monopolies, 247-8;Tariffs, 104, 296, 423, 446, 528, 530; TradeDeficits, 333, 357; Trade Surplus,333;Synthesizing Information: TheCommercial Revolution, 103; Biography:Adam Smith Note: More information relatingto this standard can be found in the PrenticeHall Program: Economics: Principles inAction ' 2001.

TE: 148; 208-9; 247-8; 295-6; 333, 357TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet and Chapter Extension Activities.


SS-H-3.3.2Specific financial and non-financial incentives ofteninfluence individuals differently (e.g., discounts, salespromotions, trends, personal convictions).

SE/TE: Information relating to this standard can befound in the Prentice Hall Program:Economics: Principles in Action ' 2001.

SS-H-3.3.3The level of competition in a market is largelydetermined by the number of buyers and sellers.

SE/TE: Barter Economies, 362; Capital, 199;Capitalism, 102, 211; Cartels, 248; FreeMarket, 148; Free Trade, 295-6; Laissez-FaireEconomics, 148, 208-9; Monopolies, 247-8;Trade Deficits, 333, 357; Trade Surplus, 333;Synthesizing Information: The CommercialRevolution, 103; Biography: Adam SmithNote: More information relating to thisstandard can be found in the Prentice HallProgram: Economics: Principles in Action' 2001.

TE: 148; 208-9; 247-8; 295-6; 333, 357TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet and Chapter Extension Activities.






SS-H-3.3.4Laws and government mandates (e.g., anti-trustlegislation, tariff policy, regulatory policy) have beenadopted to maintain competition in the United States.

SE/TE: Monopolies, 247-8; Cartels, 248; Tariffs, 104;Standard Oil, 247, 311; Rockefeller, John D,247, 311Note: More information relating to thisstandard can be found in the Prentice HallProgram: Economics: Principles in Action' 2001.

TE: 104; 247-8; 311TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet, Chapter Extension Activities andTeaching with Themes.


All societies deal with questions about production, distribution, and consumption.

SS-H-3.4.1An entrepreneur is a person who organizes andmanages a business and/or enterprise usually withconsiderable initiative and risk.

SE/TE: Capital, 199; Capitalism, 102, 211;Entrepreneurs, 102; Captains of Industry, 248Note: More information relating to thisstandard can be found in the Prentice HallProgram: Economics: Principles in Action' 2001.

TE: 102; 248TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet, Chapter Extension Activities andCreative Teaching Activities.






SS-H-3.4.2Technological change and investments in capital goodsand human capital/resources increase productivity.

SE/TE: CH. 9: Life in the Industrial Age: 240-41; TheIndustrial Revolution Spreads, 242-247;Comparing Viewpoints: Is Technology aBlessing or a Curse?, 245; The World ofCities: 249-252; Cause and Effect: TheIndustrial Revolution, 252; ChangingAttitudes and Values: Growth of PublicEducation, 256; New Directions in Science:Atomic Theory, 257; Capital, 199; Capitalism,102, 211; Steam Power, 194, 202, 314; SteelIndustry, 242, 345 Note: More informationrelating to this standard can be found in thePrentice Hall Program: Economics: Principlesin Action ' 2001.

TE: 102, 199; 194; 202, 211; 240-47; 249-252;256- 7; 314

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet, Chapter Extension Activities andTeaching with Themes.






SS-H-3.4.3Investments in capital goods and labor can increaseproductivity but have significant opportunity costs.

SE/TE: CH. 9: Life in the Industrial Age: 240-41; TheIndustrial Revolution Spreads, 242-247;Comparing Viewpoints: Is Technology aBlessing or a Curse?, 245; The World ofCities: 249-252; Cause and Effect: TheIndustrial Revolution, 252; ChangingAttitudes and Values: Growth of PublicEducation, 256; New Directions in Science:Atomic Theory, 257; Capital, 199; Capitalism,102, 211; Steam Power, 194, 202, 314; SteelIndustry, 242, 345Note: More information relating to thisstandard can be found in the Prentice HallProgram: Economics: Principles in Action' 2001.

TE: 102; 194, 199; 202; 211; 240-47; 249-252;256- 7; 314

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult Using theInternet, Chapter Extension Activities,Primary Sources and Why Study History?.






SS-H-3.4.4The interdependence of personal, national, andinternational economic activity often results ininternational issues and concerns (e.g., natural resourcedependencies, economic sanctions, environmental andhumanitarian issues).

SE/TE: Interdependence, 507, 511; Economics ofDependence, 357, 362, 513; Global Economy,361-2, 510-15, 525, 630; Great Depression,446, 449; Overproduction, 445; Recession,220, 528; Standard of Living, 252;Environment, 514-15, 640-1; World TradeOrganization, 507; World Food Programme,629; World Health Organization, 490. 507;World Trade Centers Organization, 665;World Resources Institute, 665; Definition ofSanctions, 468; Society for InternationalDevelopment, 665; International Red Cross,508, 611; Inflation, 102, 113, 459-460, 549,653, 678, and interdependence, 507,511;Global Culture, 520-1; Global Summits,507; Poor Nations/Rich Nations, 510; TradeDeficits, 333, 557; Global Economy: DebtCrisis, 511-12; Embargo, 572, 638; WorldBank, 507-8, 512, 546, 584; Connections toToday: Rationing and New Products, 474;Cause and Effect: Worldwide EconomicDepression, 449

TE: Background Connections To Economics: 9,24, 72, 102, 209, 244, 247, 362, 456, 538, 557,558, 609, 614, 619, 626, 644; BackgroundGlobal Connections: 19, 21, 22, 23, 24, 65,85, 93, 94, 99, 104, 145, 160, 222, 223, 257,303, 322, 349, 352, 353, 354, 363, 456, 461,480, 507, 572, 594

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consultViewpoints, Using the Internet, ChapterExtension Activities and Teaching withThemes.






GeographyGeography is the study of people, places, and environments. Students need geographic knowledge to understandthe world and their relationship to it. A geographic perspective also enables students to better understand the pastand present and to prepare for the future.Academic Expectation 2.19: Students recognize and understand the relationship between people andgeography and apply their knowledge in real-life situations. Note: Physical geography is also assessed in thescience section of KCCT.Patterns on Earth s surface can be identified by examining where things are, how they are arranged, andwhy they are in particular locations.

SS-H-4.1.1Representations of Earth and databases can be used toanalyze the distribution of physical and human featureson Earth s surface.

SE/TE: Chapter Maps: 33, 35, 51, 61, 64, 69, 83, 94,99, 109, 112, 126, 130, 135, 143, 155, 160,165, 184, 190, 195, 200, 201, 215, 222, 228,241, 243, 267, 269, 277, 281, 291, 302, 307,315, 321, 327, 330, 336, 341, 349, 352, 354,358, 375, 378, 385, 394, 399, 407, 419, 427,434, 437, 443, 467, 471, 483, 487, 492, 503,506, 525, 529, 530, 543, 550, 555, 568, 572,579, 581, 589, 599, 601, 605, 615, 631, 649;Reference Section Maps: The World:Political, 722; Africa Political: 724, AfricaPhysical: 725; Asia Political: 726, AsiaPhysical: 727; Europe Political: 728, EuropePhysical: 729; North and South AmericaPolitical: 730, North and South AmericaPhysical: 731; Australia and Oceania:Political-Physical 732; Map Projections:Robinson, Mercator, Interrupted, 733; Chartsand Graphs: The Columbian Exchange, 107;Population and Land Ownership in France1789, 167; Investments by Industry in MeijiJapan, 344; Standing Armies of Europe 1914-1921, 403; Health Statistics of SelectedCountries 1999, 513; World Crude OilProduction, 588; Population Pyramids, 629;Ethnic Diversity in Latin America, 632;Urbanization in Brazil, 650; Fact Finder:Native American Population of CentralMexico, 86; Average Life Expectancy inSelected Industrial Areas 1850-1910, 249;Casualties of WWI, 392; Casualties of WWII,490; Soviet Domination of Eastern Europe,547; Comparing Viewpoints: What is theRelationship Between People and theEnvironment?, 514





(Continued)SS-H-4.1.1Representations of Earth and databases can be used toanalyze the distribution of physical and human featureson Earth s surface.

TE: TE Map Support: 33, 35, 51, 61, 64, 69, 83,94, 99, 109, 112, 126, 130, 135, 143, 155, 160,165, 184, 190, 195, 200, 201, 215, 222, 228,241, 243, 267, 269, 277, 281, 291, 302, 307,315, 321, 327, 330, 336, 341, 349, 352, 354,358, 375, 378, 385, 394, 399, 407, 419, 427,434, 437, 443, 467, 471, 483, 487, 492, 503,506, 525, 529, 530, 543, 550, 555, 568, 572,579, 581, 589, 599, 601, 605, 615, 631, 649

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consultGeography Quizzes, Nystrom Desk Atlasand Geography and History.

TECH: Computer With Test Bank CD-Rom“;Resource Pro With Planning Express CD-Rom“; Geography Coloring Book; WorldHistory Transparencies; World HistoryHistorical Outline Map Book.

SS-H-4.1.2Mental maps, the mental image a person has of an areaincluding knowledge of features and spatialrelationships, become more complex as experience,study, and the media bring new geographicinformation.

SE/TE: Skills Handbook: Learning From Maps, xxx;Understanding Charts and Graphs, xxxii;Chapter Maps: 33, 35, 51, 61, 64, 69, 83, 94,99, 109, 112, 126, 130, 135, 143, 155, 160,165, 184, 190, 195, 200, 201, 215, 222, 228,241, 243, 267, 269, 277, 281, 291, 302, 307,315, 321, 327, 330, 336, 341, 349, 352, 354,358, 375, 378, 385, 394, 399, 407, 419, 427,434, 437, 443, 467, 471, 483, 487, 492, 503,506, 525, 529, 530, 543, 550, 555, 568, 572,579, 581, 589, 599, 601, 605, 615, 631, 649

TE: Support for this standard is providedthroughout the textbook TE Geography SkillsAssessments, for example, see 281, 378, 568,etc.







SS-H-4.1.3The location and distribution of human features onEarth s surface are based on reasoning and patterns(e.g., available transportation, location of resources andmarkets, individual preference, centralization versusdispersion).

SE/TE: Chapter Maps: Trade Between Europe,Africa, and Asia About 1700, 61; EarlyVoyages of European Exploration 1487-1609,64; Triangular Trade, 99; Expansion of Russia1689-1796; Partitions of Poland 1701-1795,135; North America 1783, 143; UnitedKingdom of Great Britain, 155; Major Centersof Industry in Great Britain 1825, 195;Railways in Great Britain, 201; IndustrialGrowth 1800-1900, 241; Centers of Industry1871, 243; United States, 243; Expansion ofthe United States 1783-1898, 307; Importsfrom Africa and Asia 1870, 315; The SuezCanal 1869, 327; Canada 1867-1914, 352;Geography of Australia and New Zealand,354; The Middle East 1920s, 427; Japan sExpanding Empire to 1934, 437; The WorldEconomy 1990s, 503; Partition of India 1947,581; Water Resources in The Middle East,589; Population Density of Latin America,631; Economic Activity in Argentina, 649;CH.19/Section 2: Global Economic Trends,510-15; Comparing Viewpoints: What is theRelationship Between People and TheEnvironment?, 514 Note: More informationrelating to this standard can be found inPrentice Hall program: World Explorer:Eastern Hemisphere and World Explorer:Western Hemisphere '2001

TE: 61; 64; 99; 135; 143; 155; 195; 241; 243; 307;352; 514, 589







Earth is vastly complex with each place on its surface having human and physical characteristics; to dealwith this complexity, people create regions.

SS-H-4.2.1Places and regions serve as meaningful symbols forindividuals and societies (e.g., Jerusalem, VietnamMemorial, Ellis Island, the Appalachian region).

SE/TE: Acropolis, 11; Auschwitz, 479-80, 489;Australian Outback, 354; Bastille, 143, 164,170; Argonne Forest, 390; Bay of Pigs, 638;Berlin Wall, 526, 535, 555, 605; ChernobylNuclear Plant, 515, 543; Gallipoli, 387; GreatWall of China, 27; Tiananmen SquareMassacre, 563-4; Eiffel Tower, 250-1; Elba,188; Ellis Island, 310; Versailles, 116-17;Ganges River, 6, 435; Guernica, 470;Hiroshima, 487-8; Jerusalem, 5, 587, 598;Kitty Hawk, 246; Mecca, 22, 25; Mt. Everest,584; New York Stock Exchange, 419, 446,449; Nuremberg, 489; Pearl Harbor, 435, 467,477-8; Pyramids, 3-5; Salem Village, 52;Vatican City, 278; Waterloo, 165, 188

TE: 3-5; 11; 22, 25; 27; 116-17; 143; 250-1; 278;310; 387; 390; 435; 467; 477-8; 487-9; 535;563-4; 587, 598; 638







SS-H-4.2.2Physical characteristics create advantages anddisadvantages for human activities in a specific place.

SE/TE: Geography and History: The Islands ofVenice, 34; Piracy on the Seas, 91; Being Sentto Siberia, 131; The Battle of Waterloo, 188;Europe s Canal Boom, 202; Russia s LongIron Road, 286; Conserving the Wilderness,311; British Railroads and Indian Nationalism,332; French Failure in Panama, 360; GettingOver There, 391; A Land of Many Nations,400; Building New Settlements, 428; TheMaginot Line, 448; The Coldest Place onEarth, 505; Offshore Oil Rigs, 528; ThreeGorges Dam, 565; Scaling Mt. Everest, 584;Preserving Africa s Wildlife, 614; ComparingViewpoints: What is the RelationshipBetween People and the Environment?, 514;Disaster: Cyclone Rips Through Calcutta, 73;Napoleon s Retreat From Moscow, 189;Famine Devastates Ireland, 298; The TokyoEarthquake of 1923, 438; Hurricane Strikes!,645

TE: Support for each Geography and Historysegment is given in the TE notes in the formof the answer to the query posed. In addition,support for this standard is providedthroughout the textbook TE Chapter Reviewand Assessment sections: Analyzing Maps,for example, see 135, 289, 441







SS-H-4.2.3People can develop stereotypes about places andregions (e.g., all cities are dangerous and dirty; ruralareas are poor).

SE/TE: The World of Cities: 249-252; Cause andEffect: The Industrial Revolution, 252;Urbanization, 203, 516, 573, 616, 633-4;Primary Source: Charles Dickens, HardTimes, 706; J.P. Kay, Mill Life at Styal,203; Labor and the Poor in England andWales, 213; John Hollingshead, LondonPoor, 265Note: More information relating to thisstandard can be found in Prentice Hallprogram: Civics '2001

TE: 203; 265; 249-252; 516, 573, 616, 633-4;Background About Primary Source: 706

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History?, Geography Quizzes,Nystrom Desk Atlas and Geography andHistory.






SS-H-4.2.4People from different cultures or with different,perspectives view regions (e.g., Middle East, Balkans)in different ways, sometimes resulting in conflict.

SE/TE: Definition of Ethnic Groups, 21; Arab/IsraeliConflict: 588, 598-9; Balkans As PowderKeg, 217, 281, 378, 380; Belgian Congo(Independent Zaire), 321-2, 620; South Africa(Apartheid) 418, 425, 508, 678-9; Boer War,315, 322; Bosnia, 380, 511, 538; BritishCommonwealth of Nations, 447; Irish FreeState, 447; Irish Republican Army, 533;Canada and Quebec Separatism, 540;Chechnya Revolt, 545; NicaraguanContras/Sandinistas, 644-5; Diversity inMiddle East, 586-8; East Pakistan, 583; EastTimor, 506, 579; Ethnic Cleansing, 550, 671;European Community, 528, 530, 604; GolanHeights, 598-9; Kashmir, 584; Kosovo, 380,509, 538, 551, 630; Northern Ireland, 509;Rwanda, 506, 509, 511, 611, 617, 619; Serbia,486, 670-1; Slovakia, 682; Tibet, 565; CaseStudy 2: Ukraine and Yugoslavia: TheResurgence of Nationalism, 670-3

TE: 21; 217, 281, 378, 380; 418, 425; 447; 486;506, 508-9, 511; 533; 538; 540, 545; 550-1;565; 579; 583; 586-8; 598-9; 611, 617, 619;630; 644-5; 670-1; 678-9; 682; Background(+ Activity Interpreting) Other Viewpoints:47, 146, 230, 245, 255, 377, 462, 514

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consultViewpoints, Geography Quizzes, NystromDesk Atlas and Geography and History.






Patterns emerge as humans move, settle, and interact on Earth s surface.

SS-H-4.3.1Humans tend to settle in or near urban areas, dependingon the availability of resources (e.g., jobs, markets,industry); therefore, urban areas vary in size,arrangement, and function.

SE/TE: Urbanization, 203, 516, 573, 616, 633-4;Urban Renewal, 250; Factory System, 243-4;Industrial Revolution and effects on society,253-4; and population explosion, 198; andstandard of living, 252; and tenements, 203;and transportation, 202; Chapter Maps:Major Centers of Industry in Great Britain1825, 195; Railways in Great Britain, 201;Industrial Growth 1800-1900, 241; Centers ofIndustry 1871, 243; The World Economy1990s, 503; Population Density of LatinAmerica, 631; CH. 9: Life in the IndustrialAge: 240-41; The Industrial RevolutionSpreads, 242-247; The World of Cities:249-252; Cause and Effect: The IndustrialRevolution, 252; Changing Attitudes andValues: Growth of Public Education, 256;CH.19/Section 2: Global Economic Trends,510-15; Comparing Viewpoints: What is theRelationship Between People and TheEnvironment?, 514

TE: 195; 201; 203, 241-4; 514; 516, 573, 616,633-4

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult SkillApplications, Geography Quizzes, NystromDesk Atlas and Geography and History.






SS-H-4.3.2Human migration has major physical and culturalimpacts and can be the result of pressures or events thatpush populations from one place or pull them toanother (e.g., push factors such as famines or militaryconflicts; pull factors such as climate or economicopportunity).

SE/TE: Industrial Revolution and AgriculturalRevolution, 197; Famine, 290, 298-300, 340,424, 615; Ellis Island, 310; Emigration, 278;Pogroms, 286-7, 304; Crusades, 19, 44;Developing World, 511-13, 538;Expansionism, 306-7; Great Hunger inIreland, 298-300, 304; Zionism, 304-5, 428;Persecution of Religious Groups, 79, 93, 412;Regionalism, 357; Cultural Nationalism, 423;Technology and Transportation, 202, 244;Factory System, 243-4; Geography andHistory: Building New Settlements, 428;Chapter Maps: 64, 83, 94, 130, 155, 195,200, 201, 241, 243, 307, 352, 354; 419, 503,530, 550, 589, 631; CH. 9: Life in theIndustrial Age: 240-41; The IndustrialRevolution Spreads, 242-247; The World ofCities: 249-252; Cause and Effect: TheIndustrial Revolution, 252; CH.19/Section 2:Global Economic Trends, 510-15; ComparingViewpoints: What is the RelationshipBetween People and The Environment?, 514

TE: 64, 83, 94, 130, 155, 195, 200, 201, 241, 243,307, 352, 354; 419, 503, 530, 550, 589, 631







SS-H-4.3.3Technology has facilitated the movement of goods,services, and populations; increased economicinterdependence at all levels; and influenceddevelopment of centers of economic activity (e.g.,cities, interstate highways, airports, or rivers).

SE/TE: Transportation: 246, 315, 557, 63, 74, 79, 557,194, 202, 244; Charts and Graphs: Tools ofOcean Navigation, 65; Travel Times toLondon, 201; British Output of Coal 1820-1850, 213; Steel Production 1880-1910, 265;Sailing Distances to London, 327; Investmentsby Industry in Meiji Japan, 344; SovietAgricultural Output 1928 and 1932, 409;Japanese Motor Vehicle Exports 1997, 558;World Crude Oil Production, 588;Comparing Viewpoints: Is Technology aBlessing or a Curse?, 245; The World ofCities: 249-252; Cause and Effect: TheIndustrial Revolution, 252; Directions inScience: Atomic Theory, 257; Capital, 199;Steam Power, 194, 202, 314; Steel Industry,242, 345; The Suez Canal, 291, 327-8, 330;Urbanization, 203, 516, 573, 616, 633-4;Urban Renewal, 250; Factory System, 243-4;Industrial Revolution and effects on society,253-4; and population explosion, 198; andstandard of living, 252; and tenements, 203;and transportation, 202; Interdependence, 507,511; Economics of Dependence, 357, 362,513; Global Economy, 361-2, 510-15, 525,630; CH.19/Section 2: Global EconomicTrends, 510-15; Chapter Maps: 195, 200,201, 241, 243, 302, 307, 327, 503

TE: 63, 65; 74, 79; 194-5, 200-202, 241-46,249-252, 257; 291; 302, 307; 314-15, 327-8,330; 345; 361-2; 503, 507; 510-15; 525; 557;630







Human actions modify the physical environment and, in turn, the physical environment limits or promoteshuman activities.

SS-H-4.4.1Humans develop strategies (e.g., transportation,communication, technology) to overcome limits oftheir physical environment.

SE/TE: Transportation: 246, 315, 557, 63, 74, 79, 557,194, 202, 244; Technology: 503, 518, 519,245, 557, 502, 520, 198, 244, 246-7, 474, 202,244; Communications: 43, 246-7; Cause andEffect: The Industrial Revolution, 252;Directions in Science: Atomic Theory, 257;Capital, 199; Steam Power, 194, 202, 314;Steel Industry, 242, 345; Geography andHistory: Europe s Canal Boom, 202; Russia sLong Iron Road, 286; Conserving theWilderness, 311; British Railroads and IndianNationalism, 332; Offshore Oil Rigs, 528;Three Gorges Dam, 565; Charts and Graphs:Tools of Ocean Navigation, 65; Travel Timesto London, 201; British Output of Coal 1820-1850, 213; Steel Production 1880-1910, 265;Sailing Distances to London, 327; Investmentsby Industry in Meiji Japan, 344; SovietAgricultural Output 1928 and 1932, 409;Japanese Motor Vehicle Exports 1997, 558;World Crude Oil Production, 588

TE: 43; 63; 74; 79; 194; 198; 202; 244-7; 315;474; 502-3; 518-20; 557

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult Teachingwith Themes, Geography Quizzes, NystromDesk Atlas and Geography and History.






SS-H-4.4.2Human modification of the physical environment (e.g.,a canal s impact on trade, clearing of rain forestreducing oxygen production, damming a river and itsimpact on climate) has possible global effects.

SE/TE: Comparing Viewpoints: What is theRelationship Between People and theEnvironment?, 514; Desertification in Africa,615; Deforestation, 331, 584, 615, 636, 640,641; Environment, 514-15, 640-641;Transportation: 246, 315, 557, 63, 74, 79, 557,194, 202, 244; Technology: 503, 518, 519,245, 557, 502, 520, 198, 244, 246-7, 474, 202,244; The Suez Canal, 291, 327-8, 330, 426,578, 593; Geography and History:Preserving Africa s Wildlife, 614; Conservingthe Wilderness, 311; Europe s Canal Boom,202; Russia s Long Iron Road, 286; OffshoreOil Rigs, 528; Three Gorges Dam, 565; DidYou Know? The Death of the Dodo, 72;Cause and Effect: The Industrial Revolution,252; Directions in Science: Atomic Theory,257; Steam Power, 194, 202, 314; SteelIndustry, 242, 345; Charts and Graphs:British Output of Coal 1820-1850, 213; SteelProduction 1880-1910, 265; Investments byIndustry in Meiji Japan, 344; SovietAgricultural Output 1928 and 1932, 409;World Crude Oil Production, 588; ChapterMaps: 195, 200, 201, 241, 243, 302, 307, 327,503

TE: 63; 72; 74; 79; 194; 202; 244; 246; 286; 311;315; 331; 514-5; 528; 557; 565; 584; 588;614-615; 636; 640; 641

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History?, Geography Quizzes,Nystrom Desk Atlas and Geography andHistory.






SS-H-4.4.3Natural disasters may affect decisions relative tohuman activities (e.g., adopting building codes, buyingflood insurance).

SE/TE: Disaster: Cyclone Rips Through Calcutta, 73;Napoleon s Retreat From Moscow, 189;Famine Devastates Ireland, 298; The TokyoEarthquake of 1923, 438; Meltdown atChernobyl, 543; Hurricane Strikes, 645Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: Each of the Exploring the Human Drama:Disaster! units is supported in the TE noteswith a Background Connections to Todaysegment. For example, see 73, 299.







SS-H-4.4.4Group and individual perspectives impact these ofnatural resources (e.g., mineral extraction, landreclamation).

SE/TE: Comparing Viewpoints: What is theRelationship Between People and theEnvironment?, 514; Desertification in Africa,615; Deforestation, 331, 584, 615, 636, 640,641; Environment, 514-15, 640-641;Technology: 503, 518, 519, 245, 557, 502,520, 198, 244, 246-7, 474, 202, 244;Geography and History: Conserving theWilderness, 311; Europe s Canal Boom, 202;Russia s Long Iron Road, 286; Offshore OilRigs, 528; Three Gorges Dam, 565; Causeand Effect: The Industrial Revolution, 252;Directions in Science: Atomic Theory, 257;Steam Power, 194, 202, 314; Steel Industry,242, 345; Charts and Graphs: British Outputof Coal 1820-1850, 213; Steel Production1880-1910, 265; Investments by Industry inMeiji Japan, 344; Soviet Agricultural Output1928 and 1932, 409; World Crude OilProduction, 588; Chapter Maps: 195, 200,201, 241, 243, 302, 307, 327, 503

TE: 63; 72; 74; 79; 194; 202; 244; 246; 286; 311;315; 331; 514-5; 528; 557; 565; 584; 588;614-615; 636; 640-41







HistoryHistory is the interpretation of events, people, ideas, and their interaction over time. In order for students tounderstand the present and make plans for their future, they must understand the past.

Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions,trends, and issues to develop historical perspective.

History is an account of human activities that is interpretive in nature.

SS-H-5.1.1

Interpretations of history are subject to change as newinformation is uncovered.

SE/TE: Why Study History?: Because ProblemSolving of the Past Can Provide Insight forToday, 30; Because The Spread of DemocracyRequires Informed Citizens, 140; Because thePast Has An Impact on Us Today, 238;Because We Can Learn From Mistakes of thePast, 372; Because We Interact with PeopleAround The World, 500; ComparingViewpoints: What is the Goal of Education?,47; What Limits Should There Be OnFreedom of Speech?. 146; Is Technology aBlessing or a Curse?, 245; Is War EverJustified?, 377; What is the RelationshipBetween People and the Environment?, 514;Synthesizing Information: The CommercialRevolution, 103; The Struggle Between Kingand Parliament, 123; Impact of the Railroad,201; The Growth of American Suffrage, 308;Collectivization, 409; Totalitarianism, 457;The European Union, 529; Assessing YourSkills: Execution of A King, 177; ToussaintL Ouverture on Slavery, 227; Crowning theGerman Emperor, 270; Remembering theRevolution, 421; The Holocaust, 481

TE: Background Historical Evidence: 41, 46,52, 72, 112, 121, 132, 168, 184, 200, 283, 296,297, 298, 302, 309, 317, 330, 336, 343, 390,393, 408, 413, 430, 446, 447, 448, 461, 474,476, 487, 492, 530, 542, 568, 581, 583, 584,600, 634; Background About The Evidence:103, 123, 152, 201, 255, 308, 344, 409, 457,529, 589; Activity Interpreting TheEvidence: 103, 123, 308, 344, 409, 457, 529,589






(Continued)

SS-H-5.1.1

Interpretations of history are subject to change as newinformation is uncovered.


SS-H-5.1.2Primary sources allow individuals to experience historyfrom the perspectives of people who lived it.

SE/TE: Primary Source: 37, 48, 66, 71, 88, 93, 120,133, 147, 159, 168, 181, 207, 211, 218, 247,256, 271, 275, 292, 303, 317, 334, 353, 357,387, 393, 404, 424, 435, 446, 463, 484, 491,507, 518, 531, 542, 557, 571, 580, 598, 613,619, 637, 642; Primary Sources andLiterature: 696-721; Primary Sources InText: 38, 39, 45, 56, 59, 67, 78, 81, 91, 93, 98,107, 115, 122, 126, 128, 131, 135, 144, 158,163, 168, 178, 179, 188, 193, 203, 210, 213,216, 233, 242, 247, 251, 253, 260, 262, 265,268, 273, 274, 277, 282, 289, 292, 295, 300,301, 306, 313, 316, 319, 332, 339, 342, 354,361, 367, 382, 383, 386, 388, 389, 397, 402,404, 408, 415, 417, 427, 435, 439, 441, 444,450, 462, 465, 472, 474, 482, 495, 504, 523,531, 534, 537, 545, 553, 561, 573, 577, 580,592, 597, 603, 606, 618, 629, 632, 655

TE: Background About (+ ActivityInterpreting) The Primary Source: 77, 177,227, 270, 323, 421, 481, 569, 608, 652;Primary Sources: Background About(+ Activity Interpreting) The Document:696-721; Background About The Pictures:29, 31, 33, 61, 83, 109, 139, 141, 143, 165,195, 215, 237, 239, 241, 267, 291, 315, 341,371, 373, 375, 399, 419, 443, 467, 499, 501,503, 525, 555,. 579, 605, 631

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult GuidedReading and Review, Primary Sources,Document Based Assessment, and HistoryThrough Literature






SS-H-5.1.3Cause-and-effect relationships can be analyzed bylooking at multiple causation (e.g., individualinfluences, ideas and beliefs, technology, resources).

SE/TE: Cause and Effect: Protestant Reformation,53; Columbian Exchange, 105; The FrenchRevolution, 185; Independence Movements inLatin America, 231; Industrial Revolution,252; New Imperialism, 367; World War I,395; Worldwide Economic Depression, 449;Collapse of The Soviet Union, 546; Partitionof India, 585; Skills Handbook: AnalyzingCause and Effect: xlii; Case Study: Russiaand Germany: After Communism, 666;Ukraine and Yugoslavia: The Resurgence ofNationalism, 670; Japan and Mexico: The Pathto Prosperity, 674; Argentina and SouthAfrica: The Road to Democracy, 678; TheCzech Republic and South Korea: Democracyand Economic Development, 682; Women inNational Development: Bangladesh andNorway, 686; Civil Participation: UnitedStates and Australia, 690

TE: Time Line Activity: 32, 60, 82, 108, 142,164, 194, 214, 240, 266, 290, 314, 340, 374,398, 418, 442, 466, 502, 524, 554, 578, 604,630; Background Perspectives: 10, 36, 50,89, 173, 188, 228, 256, 257, 298, 330, 334,346, 381, 434, 437, 471, 483, 492, 567;Background (+ Activity Interpreting) OtherViewpoints: 47, 146, 230, 245, 255, 377, 462,514; Background About (+ ActivityInterpreting) The Primary Source: 77, 177,227, 270, 323, 421, 481, 569, 608, 652;Primary Sources: Background About (+Activity Interpreting) The Document: 696-721; Background Connections To Science:55, 63, 64, 65, 145, 197, 320, 513, 518, 620,643

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Viewpoints, Why StudyHistory?, Teaching with Themes, GuidedReading and Review and Document BasedAssessment.






The history of the United States is a chronicle of a diverse people and the nation they formed.

SS-H-5.2.1Disagreements over how Reconstruction should beapproached and its various programs led to conflict,constitutional crisis, and limited success.

SE/TE: Information relating to this standard can befound in the Prentice Hall program: America:Pathways to the Present ' 2001

SS-H-5.2.2The rise of big business, factories, mechanizedfarming, and the labor movement transformed the livesof Americans.

SE/TE: CH. 9: Life in the Industrial Age: 240-41; TheIndustrial Revolution Spreads, 242-247; 245;The World of Cities: 249-252; Cause andEffect: The Industrial Revolution, 252; Effectson Society, 253-4; Population Explosion, 198;Standard of Living, 252; Changing Attitudesand Values: Growth of Public Education, 256;Capital, 199; Capitalism, 102, 211; SteamPower, 194, 202, 314; Steel Industry, 242,345; Labor Unions, 207, 210, 241, 251, 252,311; Comparing Viewpoints: Is Technologya Blessing or a Curse?, 245 Note: Moreinformation relating to this standard can befound in the Prentice Hall program: America:Pathways to the Present ' 2001

TE: 240-7; 249-254; 256TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult PrimarySources, Document Based Assessment, andHistory Through Literature.






SS-H-5.2.3After the Civil War, massive immigration and UnitedStates foreign policies created new social patterns,conflicts, and ideas about national unity amid growingcultural diversity.

SE/TE: United States and Immigration Policies, 437,448, 539, 641; US Voting Rights, 161, 307,539, 691-2; US Civil War, 290, 309 Note:More information relating to this standard canbe found in the Prentice Hall program:America: Pathways to the Present ' 2001

TE: 290, 309; 437, 448, 539, 641; 691-2TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; andChapter Tests; in addition, consult CreativeTeaching Activities 110; Lesson Plannerand Block Scheduling Guide 43-45; GuidedReading and Review, 46; ViewpointActivity, 50; Chapter Extension Activities,60


SS-H-5.2.4During the Progressive Movement, World War I, andthe Twenties, Americans experienced significantsocial, political, and economic changes (e.g.,imperialism to isolationism, industrial capitalism,urbanization, political corruption, initiation ofreforms).

SE/TE: CH. 17: Crisis of Democracy in the West:Preview 442-3 (Includes Unit Time Line);Section 2: A Culture In Conflict: 450-4: NewViews of the Universe, 450-1; Modern Art andArchitecture, 451-2; The New Literature, 452;A Changing Society, 452-4; HumanitiesLink: Jazz!, 453; US Industrial Revolution,242-3; US Territorial Expansion, 306-7; USand Philippines, 311; and Puerto Rico, 311;Platt Amendment, 360, 423; Panama Canal,360; US Neutrality Acts, 469, 477; GoodNeighbor Policy, 423 Note: Moreinformation relating to this standard can befound in the Prentice Hall program: America:Pathways to the Present ' 2001

TE: 242-3; 306-7; 311; 360; 423; 442-3; 450-4:469, 477

TR: TR support for this standard can be found inLesson Planner 61-63; Section Quizzes 59,60; and Chapter Tests; in addition, consultCreative Teaching Activities p. 134-5;Guided Reading and Review, 58, 60; SkillApplication Activity, 69; Chapter ExtensionActivities, 73






SS-H-5.2.5The Great Depression, New Deal policies, and WorldWar II transformed America socially and politically athome and reshaped its role in world affairs.

SE/TE: Stock Market Crash/ Great Depression, 446;Prosperity and Depression in the UnitedStates, 448-9;The New Deal, 449; TrumanDoctrine, 491; The Marshall Plan, 492; ColdWar, 490-3; The Arms Race, 493; CH. 19:The World Since 1945: An Overview:Preview 502-3 (Includes Unit Time Line);Economic Interdependence, 511-12; Old Waysand New: Urbanization, 526; New Rights andRoles for Women, 517-18, Science andTechnology, 518-19; Global Issues: DeadlyWeapons, 508; Human Rights, 508-9; TheQuestion of Intervention, 509 Note: Moreinformation relating to this standard can befound in the Prentice Hall program: America:Pathways to the Present ' 2001

TE: 446-9; 491-3; 502-3; 508-9; 511-12; 517-19;526

TR: These TR support materials are the same forthis standard as those listed for SS-H-5.2.4.


SS-H-5.2.6After World War II, America experienced economicgrowth (e.g., suburban growth); struggles for racial andgender equality (e.g., Civil Rights Movement), theextension of civil liberties, and conflict over politicalissues (e.g., McCarthyism, U.S. involvement inVietnam).

SE/TE: CH. 20: Europe and North America 1945-Present: Section 3: North AmericanProsperity: 537-9: US Economy andGovernment 538; Joseph McCarthy, 537; TheConservative Response, 538-9; Towards theNew Century, 539; Civil Rights and Society(US), 539; Vietnam War, 524, 554, 571-2, andMap: 573; Biography: Dr. Martin LutherKing, 539 Note: More information relating tothis standard can be found in the Prentice Hallprogram: America: Pathways to the Present' 2001

TE: 524; 537-9; 554, 571-3TR: TR support for this standard can be found in

Lesson Planner 64-66; Section Quiz 85; andChapter Tests; in addition, consult CreativeTeaching Activities 142, Guided Readingand Review, 84; and Document BasedAssessment 33-37






SS-H-5.2.7In the 20th century, the United States has assumed arole in the global community to maintain and restoreworld peace (e.g., League of Nations, United Nations,Cold War politics, Persian Gulf War).

SE/TE: League of Nations, 395, 410, 437, 445, 448,468; United Nations, creation of, 490, 502;and human rights, 509; United NationsUniversal Declaration of Human Rights, 688;US and Global Economy, 538; US and theMiddle East, 597; North American Free TradeAssociation, 540, 605, 640, 644; US and thePeople s Republic of China, 562; US asSuperpower, 505, 537-8; Persian Gulf Wars,579, 600-01; Cold War, 490-1; and arms race,493; as global issue, 505; and end of, 502,506, 527, 544; Global Summits, 507Note: More information relating to thisstandard can be found in the Prentice Hallprogram: America: Pathways to the Present' 2001

TE: 395; 410; 437; 445; 448; 468; 490-1; 502-07;509; 527; 537-8; 544; 562; 579; 597; 600-01

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes, andUsing the Internet.






The history of the world is a chronicle of human activities and human societies.

SS-H-5.3.1During the Renaissance and Reformation, humansbegan to rediscover the ideas of the Classical Age andto question their place in the universe.

SE/TE: UNIT 1: CH. 1: The Renaissance andReformation: Preview 32-33 (Includes UnitTime Line); Section 1: The Renaissance inItaly, 34-39; Geography and History: TheIslands of Venice, 34; Primary Source:Giorgio Vasari, Lives of the Most EminentItalian Painters, 37; Primary Source: NiccoloMachiavelli, Discourses, 696; Section 2: TheRenaissance Moves North: 40-3; HumanitiesLink: Shakespeare s World of Drama, 42;Connections to Today: A Revolution inCommunication, 43; Section 3: The ProtestantReformation: 44-8; Biography: Martin Luther,46; Comparing Viewpoints: What is the Goalof Education?, 47; Primary Source: JohnCalvin, On The Christian Life, 48; Section 4:Reformation Ideas Spread: 49-53; Biography:Elizabeth I, 50; Global Connections: WitchHunt in Salem, 52; Cause and Effect:Protestant Reformation, 53; Section 5: TheScientific Revolution: 54-57; Galileo, 54;Chart: The Scientific Method, 55; ExploringHuman Anatomy, 56

TE: 32-56 (Chapter includes all major categoriesof TE support segments, such as ConnectionsTo Today, Global Connections,Background Historical Evidence,Background Daily Life, etc.); PrimarySource: 696

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes, HistoryThrough Literature and Biographies.






SS-H-5.3.2New ideas and technologies led to an Age ofExploration by Europeans that brought great wealth tothe absolute monarchies and significant changes toother regions of the world.

SE/TE: UNIT 1: CH. 2: The First Global Age:Europe and Asia: Preview 60-61 (IncludesUnit Time Line): Section 1: The Search forSpices, 62-6; Biography: Henry the Navigator,63; Map: Early Voyages of EuropeanExploration, 1487-1609, 64; Primary Source:Hardships on the Uncharted Sea, 66; Section3: European Footholds in Southeast Asia andIndia: 71-4; Primary Source: The Portuguesein India, 71: Did You Know: The Death of theDodo, 72; Section 4: Encounters in East Asia:75-79; Analyzing Primary Sources: LetterFrom the Celestial Emperor to the BarbarianKing, 77; Global Connections: The Jesuits inAsia, 79; CH. 3: The First Global Age:Europe, the Americas and Africa 1492-1750:Preview 82-3 (Includes Unit Time Line);Section 1: Conquest in the Americas: 84-6;Primary Sources: The True History of theConquest of New Spain, 697; Fact FinderChart: Native American Population of CentralMexico, 86; Section 2: Spanish andPortuguese Colonies in the Americas: 87-91;Primary Source: A Brutal System (WestIndies), 88; Humanities Link: SouthwesternArchitecture: A Blending of Cultures, 90;Geography and History: Piracy on the Seas,91; Section 3: Struggle for North America:92-92-5; Biography: Samuel de Champlain,92; Primary Source: Of Plymouth Plantation,William Bradford, 93; Map: Land Claims inthe Americas About 1750, 94; Section 4:Turbulent Centuries in Africa: 96-100;Biography: King Affonso, 98; Map:Triangular Trade, 99; Section 5: Changes inEurope: 101-5; Global Connections: Europe sSweet Tooth, 101; Synthesizing Information:The Commercial Revolution, 103; Cause andEffect: Columbian Exchange, 105

TE: 60-79; 82-105 (Each Chapter s TE notesinclude all major categories of TE supportsegments, such as Connections To Today,Global Connections, Background HistoricalEvidence, Background Daily Life, etc.)

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, History ThroughLiterature and Nystrom Desk Atlas.





(Continued)SS-H-5.3.2New ideas and technologies led to an Age ofExploration by Europeans that brought great wealth tothe absolute monarchies and significant changes toother regions of the world.


SS-H-5.3.3

An Age of Revolution brought about changes inscience, thought, government, and industry that shapedthe modern world.

SE/TE: UNIT 2: CH. 5: The Enlightenment and theAmerican Revolution: Preview 142-143(Includes Unit Time Line); Section 1:Philosophy in the Age of Reason: 144-8:Biography: Montesquieu, 145; ComparingViewpoints: What Limits Should There Be onFreedom of Speech?, 146; Primary Source:Diderot s Encyclopedia, 147; Section 2:Enlightenment Ideas Spread: 149-53: GlobalConnections: An American Philosophe, 149;Connections to Today: Virtual Salons, 150;Enlightenment Painters, 151; HumanitiesLink: The Great Mozart, 152; Did YouKnow?: The Real Robinson Crusoe, 153;Section 3: Britain at Mid-Century: 154-7:Map: United Kingdom of Great Britain, 155;Section 4: Birth of The American Republic:158-61: Colonial Unity, 158; Primary Source:Declaration of Independence, 159; Map: TheAmerican Revolution in the East, 160;Biography: George Washington, 161;CH. 6: The French Revolution and Napoleon:Preview 164-5 (Includes Unit Time Line);Map: Revolutionary France at War 1793, 165;Section 1: On The Eve of Revolution, 166-70:Graph: Population and Land Ownership inFrance 1789, 167; Primary Source: Dispatchesfrom Paris, 168; Section 2: Creating a NewFrance: 171-5: Global Connections: TheAmerican Revolution and the FrenchRevolution, 172; Chart: Reforms of theNational Assembly, 174; Connections toToday: Knowing Left from Right, 175;Section 3: Radical Days, 176-181: Analyzinga Primary Source: Execution of a King, 177;Biography: Robespierre, 178; Primary Source:The Marseillaise, 181; CH. 8: Revolutions inEurope and Latin America: Preview: 214-215(Includes Unit Time Line); Section 1: An Ageof Ideologies: 216-218: Primary Source:Byron, Glory and Greece, 218; Section 2:Revolutions of 1830 and 1848: 219-224: DidYou Know?: How Banquets Helped Spark a





(Continued)

SS-H-5.3.3

An Age of Revolution brought about changes inscience, thought, government, and industry that shapedthe modern world.

Revolution, 220; Humanities Link: Art andRevolution, 221; Map: Revolutions in Europe,1830 and 1848, 222Biography: Louis Kossuth, 223; Section 3:Latin American Wars of Independence:225-231: Analyzing Primary Sources:Toussaint L Ouverture on Slavery, 227; Map:Independent Nations of Latin America About1844, 228; Connections to Today: MexicanIndependence Day, 229; Cause and Effect:Independence Movements in Latin America,231

TE: 142-161; 164-181; 214-229 (Each Chapter sTE notes include all major categories of TEsupport segments, such as Connections ToToday, Global Connections, BackgroundHistorical Evidence, Background DailyLife, etc.); 231

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes, HistoryThrough Literature and Biographies.


SS-H-5.3.4Nationalism, militarism, and imperialism led to worldconflicts, economic booms and busts, and the rise oftotalitarian governments.

SE/TE: UNIT 3: CH. 10: Nationalism Triumphs inEurope: Preview 266-267 (Includes Unit TimeLine); Section 1: Building a German Nation:268-271: Map: Unification of Germany 1865-1871; Analyzing Primary Sources: Crowningthe German Emperor, 270; Primary Source:War and Power, 271; Section 2: StrengtheningGermany: 272-4: Biography: Otto vonBismarck, 273; Section 3: Unifying Italy:275-8: Primary Source: First Stirrings ofNationalism, Giuseppe Mazzini, 275; Map:Unification of Italy 1858-1870, 277;Connections to Today: Vatican City, 278;Section 4: Nationalism Threatens OldEmpires: 279-281: Map: The Balkans 1878,281; Section 5: Russia: Reform and Reaction:282-7: Russian Serfs, 283; GlobalConnections: Freedom for EnslavedAmericans, 284; Geography and History:Russia s Long Iron Road, 286; Biography:





(Continued)SS-H-5.3.4Nationalism, militarism, and imperialism led to worldconflicts, economic booms and busts, and the rise oftotalitarian governments.

Peter Stolypin, 287; CH. 12: The NewImperialism: Preview: 314-15 (Includes UnitTime Line); Section 1: A Western DominatedWorld: 316-18: Primary Source: The WhiteMan s Burden, Kipling, 317; Section 2: ThePartition of Africa: 319-24: The Ivory Trade,319; Analyzing Primary Sources: ASchoolroom in East Africa, 323; Biography:Menelik II, 324; Section 3: EuropeanChallenges to the Muslim World: 325-8:Problems for the Ottoman Empire, 326-7;Map: The Suez Canal 1869, 327; Connectionsto Today: The Power of Oil, 328; Section 4:The British Take Over India: 329-332: GlobalConnections: The British East India Company,329; Map: Imperialism in India to 1858, 330;Section 5: China and the New Imperialism:333-7: Map: Imperialism to China to 1914,336; CH. 13: Section 5: The Impact ofImperialism: 361-365: Biography: CecilRhodes, 362; New Political Tensions, 365;UNIT 4: CH.14: Word War I and ItsAftermath: Preview: 374-5 (Includes UnitTime Line); Map: The World at War 1914-1918, 375; Section 1: The Stage is Set,376-79; Section 2: The Guns of August,380-82; Section 3: A New Kind of Conflict,383-7; Section 4: Winning the War, 388-91;Section 5: Making the Peace, 392-5; CH. 15:Revolution in Russia: Preview: 398-99(Includes Unit Time Line); Section 1: TwoRevolutions in Russia, 400-404; Section 2:From Lenin to Stalin, 405-8; Section 3: Lifein a Totalitarian State, 411-15; CH. 16:Nationalism and Revolution Around theWorld: Preview: 418-19 (Includes Unit TimeLine); Section 3: India Seeks Self Rule,429-31; Section 4: Upheavals in China,432-35; Section 5: Empire of the Rising Sun,436-9; CH. 17: Crisis of Democracy in theWest: Preview: 442-3 (Includes Unit TimeLine); Section 3: Fascism in Italy, 455-8;Section 4: Hitler and the Rise of NaziGermany, 459-63

TE: 266-287; 314-337: 361-365: 374-395;398-415; 418-439; 442-463 (Each Chapter sTE notes include all major categories of TEsupport segments, such as Connections ToToday, Global Connections, BackgroundHistorical Evidence, Background DailyLife, etc.)





(Continued)SS-H-5.3.4Nationalism, militarism, and imperialism led to worldconflicts, economic booms and busts, and the rise oftotalitarian governments.

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.


SS-H-5.3.5After World War II, the United States and the SovietUnion emerged as world super powers; a Cold Wardeveloped; and new nations formed in Africa, Asia,Eastern Europe, and the Middle East.

SE/TE: Truman Doctrine, 491; The Marshall Plan,492; Cold War, 490-3; The Arms Race, 493;Military Alliances (NATO/ Warsaw Pact),493; UNIT 5: CH. 19: The World Since 1945:An Overview: Preview 502-3 (Includes UnitTime Line); An End To European ColonialEmpires, 504-5; The Cold War Goes Global,505-6; New Nations Seek Stability, 506-7;Global Issues: Deadly Weapons, 508; HumanRights, 508-9; The Question of Intervention,509; Section 3: US as Global Superpower,537-8;CH. 20: Section 4: The Soviet Union:Rise and Fall of a Superpower: 541-546;Section 5: Eastern Europe Under SovietDomination, 547; Fact Finder: SovietDomination of Eastern Europe, 547; CH. 21:East Asia and Southeast Asia 1945-Present:Section 1: Japan Becomes EconomicSuperpower, 556-9; Section 2: FromRevolution to Reform in China, 560-5;Section 3: The Asian Tigers (Taiwan andHong Kong, Singapore, The Two Koreas),566-570; CH. 22: South Asia and the MiddleEast 1945-Present: Section 1: Nations ofSouth Asia (Indian Independence andPartition, Kashmir, Afghanistan, Sri Lanka),580-585; Section 3: Nation Building in theMiddle East, 592-6; CH. 23: Africa: 1945-Present: Section 1: Achieving Independence,606-611

TE: 491-3; 502-547; 556-570; 580-596; 606-611(Each Chapter s TE notes include all majorcategories of TE support segments, such asConnections To Today, GlobalConnections, Background HistoricalEvidence, Background Daily Life, etc.)





(Continued)SS-H-5.3.5After World War II, the United States and the SovietUnion emerged as world super powers; a Cold Wardeveloped; and new nations formed in Africa, Asia,Eastern Europe, and the Middle East.

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult ProgramOverview, Guided Reading and Review,Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.

TECH: Computer With Test Bank CD-Rom“; ResourcePro With Planning Express CD-Rom“; SkillsTransparencies; World History Transparencies;World History Outline Map Book

SS-H-5.3.6The second half of the 20th century was characterizedby rapid social, political, and economic changes thatcreated new challenges (e.g., population growth,diminishing natural resources, human rights issues,technological and scientific advances, shifting politicalalliances, globalization of the economy).

SE/TE: CH. 19: The World Since 1945: AnOverview: Preview 502-3 (Includes Unit TimeLine); Political Interdependence, 507, 511;Economic Interdependence, 511-12; Old Waysand New: Urbanization, 526; New Rights andRoles for Women, 517-18, Science andTechnology, 518-19; CH. 20: Europe andNorth America 1945-Present: Preview: 524-5(Includes Unit Time Line); Section 1: TheCold War and After, 526-527; Economic andPolitical Trends, 527-8; Section 4: The SovietUnion: Rise and Fall of a Superpower:541-546; Section 5: A New Era in EasternEurope 547-551; and Ethnic Cleansing, 550;Map: New Nations in Eastern Europe, 550;CH. 21: Section 4: Southeast Asia and thePacific Rim (War in Vietnam and Cambodia,Challenges for the Philippines, Southeast AsiaDeveloping Nations), 571-575; CH. 22:Section 2: Forces Shaping the Modern MiddleEast, 586-591; Section 4: The Middle Eastand the World (Arab-Israeli Conflict), 598-99;(Wars in the Persian Gulf), 600-601; CH. 23:Section 2: Programs for AfricanDevelopment, 612-17; Section 4: Struggles inSouthern Africa, 622-7; Joint Ventures, 563;Human Rights, 508-9; Technology:Computers, 503, 518-19, Electronic Goods,557; Green Revolution, 502, 520; GlobalWarming, 515; Global Economy, 510-15, 525,630; Environment, 514-15, 640-1; WorldTrade Organization, 507; World FoodProgramme, 629; World Health Organization,490. 507; World Trade Centers Organization,665; World Resources Institute, 665;Definition of Sanctions, 468; Society forInternational Development, 665; GlobalCulture, 520-1; Global Summits, 507; PoorNations/Rich Nations, 510; Trade Deficits,





(Continued)SS-H-5.3.6The second half of the 20th century was characterizedby rapid social, political, and economic changes thatcreated new challenges (e.g., population growth,diminishing natural resources, human rights issues,technological and scientific advances, shifting politicalalliances, globalization of the economy).

557; Global Economy: Debt Crisis, 511-12;Embargo, 572, 638; World Bank, 507-8, 512,546, 584; Connections to Today: Rationingand New Products, 474; Cause and Effect:Worldwide Economic Depression, 449;Comparing Viewpoints: What is theRelationship Between People and theEnvironment?, 514; Desertification in Africa,615; Deforestation, 331, 584, 615, 636, 640,641; Technology: 503, 518, 519, 245, 557,502, 520, Geography and History:Preserving Africa s Wildlife, 614; OffshoreOil Rigs, 528; Three Gorges Dam, 565

TE: 502-3; 507-9, 511-15; 520; 526; 515; 517-19,524-8; 541-551; 571-575; 586-591; 598-601;612-17; 622-7 611 (Each Chapter s TE notesinclude all major categories of TE supportsegments, such as Connections To Today,Global Connections, Background HistoricalEvidence, Background Daily Life, etc.) 563;557; 629-30; 640-1; 665

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; andChapter Tests; in addition, consult WhyStudy History?, Guided Reading andReview, Primary Sources, Document BasedAssessment, Teaching with Themes,Biographies and Nystrom Desk Atlas.


prentice hall world history: connections to today, the

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