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

Prentice Hall World History: Connections to Today, The Modern Era2001Correlated to:

California History-Social Science Content Standards-World History, Culture,and Geography: The Modern World

(Grade 10)

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

HISTORY-SOCIAL SCIENCE CONTENTSTANDARDS

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

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,and in Christianity to the development of Western political thought.

1. Analyze the similarities and differences inJudeo-Christian and Greco-Roman views oflaw, reason and faith, and duties of theindividual.

SE/TE: Government of Ancient Greece, 11;Democracy, 11; Direct Democracy 11; DivineRight, 111, 120; Oligarchies, 11, 156;Organized Government Development, 3; andpatricians, 12; and plebeians, 12; Republics, 12

TE: 3, 11-12, 111, 120, 156TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; and ChapterTests; in addition, consult Why Study 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

2. Trace the development of the Western politicalideas of the rule of law and illegitimacy oftyranny, using selections from Plato s Republicand Aristotle s Politics.

SE/TE: Government of Ancient Greece, 11;Democracy, 11; Direct Democracy 11;Organized Government Development, 3; andpatricians, 12; and plebeians, 12; Republics, 12

TE: 3, 11-12TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; and ChapterTests; in addition, consult Why Study 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

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

California History-Social Science Content Standards-World History, Culture, and Geography: TheModern World, (Grade 10)




3. Consider the influence of the U.S. Constitutionon political systems in the contemporary world.

SE/TE: CH. 5: Enlightenment Ideas Spread, 149-152,Birth of the American Republic, 158-163; U.S.Constitution, 160-161; CH. 6: The FrenchRevolution and Napoleon, 164; Creating a NewFrance, 171-75; Radical Days, 176; CH. 8:Revolutions in Europe and Latin America, 214;An Age of Ideologies, 216-18; CH. 11: Growthof Western Democracies, 290; Britain BecomesMore Democratic, 292-4; A Century ofReform, 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: Declarationof Independence, 159; Thomas Paine, Rights ofMan, 292; Charter of the United Nations, 507;The English Bill of Rights, 700; Declaration ofthe Rights of Man and the Citizen, 703; TheUniversal Declaration of Human Rights, 711

TE: 11, 160-1, 164, 172, 226, 688, 702; BackgroundPrimary Source (About the Document): 700,703, 711

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Document BasedAssessment and Primary Sources.

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






10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and theFrench Revolution and their enduring effects worldwide on the political expectations for self-government andindividual liberty.

1. Compare the major ideas of philosophers andtheir effects on the democratic revolutions inEngland, the United States, France, and LatinAmerica (e.g., John Locke, Charles-LouisMontesquieu, Jean-Jacques Rousseau, Sim nBol var, Thomas Jefferson, James Madison).

SE/TE: CH. 5: The Enlightenment and the AmericanRevolution, 142; Philosophy in the Age ofReason: 144-8: Biography: Montesquieu, 145;Birth of the American Republic, 158-60; TheUnited States Constitution, 160-1; FederalRepublic, 161; Primary Source: TheDeclaration of Independence, 159; John Locke:Two Treatises on Government, 701; Jean-Jacques Rousseau: The Social Contract, 702

TE: 142, 144-6, 158-61; Background PrimarySource: 701, 702

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Creative TeachingActivities and Chapter Extension Activities.


2. List the principles of the Magna Carta, theEnglish Bill of Rights (1689), the AmericanDeclaration of Independence (1776), the FrenchDeclaration of the Rights of Man and theCitizen (1789), and the U.S. Bill of Rights(1791).

SE/TE: Primary Source: Declaration of Independence,159; Thomas Paine, Rights of Man, 292; TheEnglish Bill of Rights, 700; Declaration of theRights of Man and the Citizen, 703; TheUniversal Declaration 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; and ChapterTests; in addition, consult Document BasedAssessment and Primary Sources.







3. Understand the unique character of theAmerican Revolution, its spread to other partsof the world, and its continuing significance toother nations.

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; Humanities Link:The Great Mozart, 152; Did You Know?: TheReal Robinson Crusoe, 153; Section 3: Britainat Mid-Century: 154-7: Map: United Kingdomof Great Britain, 155; Section 4: Birth of TheAmerican Republic: 158-61: Colonial Unity,158; Primary Source: Declaration ofIndependence, 159; Map: The AmericanRevolution in the East, 160; Biography: GeorgeWashington, 161; CH. 6: The FrenchRevolution and Napoleon: Preview 164-5(Includes Unit Time Line); Map: RevolutionaryFrance at War 1793, 165; Section 1: On TheEve of Revolution, 166-70: Graph: Populationand Land Ownership in France 1789, 167;Primary Source: Dispatches from Paris, 168;Section 2: Creating a New France: 171-5:Global Connections: The American Revolutionand the French Revolution, 172; Chart:Reforms of the National Assembly, 174;Connections to Today: Knowing Left fromRight, 175; Section 3: Radical Days, 176-181:Analyzing a Primary Source: Execution of aKing, 177; Biography: Robespierre, 178;Primary Source: The Marseillaise, 181; CH. 8:Revolutions in Europe and Latin America:Preview: 214-215 (Includes Unit Time Line);Section 1: An Age of Ideologies: 216-218:Primary Source: Byron, Glory and Greece, 218;Section 2: Revolutions of 1830 and 1848: 219-224: Did You Know?: How Banquets HelpedSpark a Revolution, 220; Humanities Link: Artand Revolution, 221; Map: Revolutions inEurope, 1830 and 1848, 222; Biography: LouisKossuth, 223; Section 3: Latin American Warsof Independence: 225-231: Analyzing PrimarySources: Toussaint L Ouverture on Slavery,227; Map: Independent Nations of Latin






(Continued)3. Understand the unique character of the

American Revolution, its spread to other partsof the world, and its continuing significance toother nations.

America About 1844, 228; Connections toToday: Mexican Independence Day, 229;Cause and Effect: Independence Movements inLatin America, 231

TE: 142-161, 164-181, 214-229 (Each Chapter s TEnotes include all major categories of TE supportsegments, such as Connections To Today,Global Connections, Background HistoricalEvidence, Background Daily Life), 231

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Program Overview,Guided Reading and Review, Primary Sources,Document Based Assessment, Teaching withThemes, History Through Literature andBiographies.


4. Explain how the ideology of the FrenchRevolution led France to develop fromconstitutional monarchy to democraticdespotism to the Napoleonic empire.

SE/TE: CH. 6: The French Revolution and Napoleon,164; Creating a New France, 171-75; RadicalDays, 176;

TE: 164, 172TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; and ChapterTests; in addition, consult Document BasedAssessment and Primary Sources.







5. Discuss how nationalism spread across Europewith Napoleon but was repressed for ageneration under the Congress of Vienna andConcert of Europe until the Revolutions of1848.

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 Old Empires:279-281: Map: The Balkans 1878, 281; Section5: Russia: Reform and Reaction: 282-7:Russian Serfs, 283; Global Connections:Freedom for Enslaved Americans, 284;Geography and History: Russia s Long IronRoad, 286; Biography: Peter Stolypin, 287

TE: 266-287 (Each Chapter s TE notes include allmajor categories of TE support segments, suchas Connections To Today, Global Connections,Background Historical Evidence, BackgroundDaily Life)

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Program Overview,Guided Reading and Review, Primary Sources,Document Based Assessment, Teaching withThemes, Biographies and Nystrom Desk Atlas.







10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and theUnited States.

1. Analyze why England was the first country toindustrialize.

SE/TE: Charts and Graphs: Travel Times to London,201; British Output of Coal 1820-1850, 213;Sailing Distances to London, 327; ComparingViewpoints: Is Technology a Blessing or aCurse?, 245; The World of Cities: 249-252;Cause and Effect: The Industrial Revolution,252; Industrial Revolution and effects onsociety, 253-4; and population explosion, 198;and standard of living, 252; and transportation,202; Chapter Maps: 195, 200, 201, 241, 243

TE: 200-202, 241-46, 249-252, 257TR: TR support for this standard can be found in

Lesson Planner; Section Quizzes; and ChapterTests; in addition, consult Geography Quizzes,Nystrom Desk Atlas and Geography andHistory.

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






2. Examine how scientific and technologicalchanges and new forms of energy broughtabout massive social, economic, and culturalchange (e.g., the inventions and discoveries ofJames Watt, Eli Whitney, Henry Bessemer,Louis Pasteur, Thomas Edison).

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; ComparingViewpoints: Is Technology a Blessing or aCurse?, 245; The World of Cities: 249-252;Cause and Effect: The Industrial Revolution,252; 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 onsociety, 253-4; and population explosion, 198;and standard 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, 345, 361-2, 503, 507, 510-15,525, 557, 630

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







3. Describe the growth of population, rural tourban migration, and growth of cities associatedwith the Industrial Revolution.

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, Hard Times,706; J.P. Kay, Mill Life at Styal, 203; Laborand the Poor in England and Wales, 213; JohnHollingshead, London Poor, 265

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; and ChapterTests; in addition, consult Why Study History?,Geography Quizzes, Nystrom Desk Atlas andGeography and History.


4. Trace the evolution of work and labor,including the demise of the slave trade and theeffects of immigration, mining andmanufacturing, division of labor, and the unionmovement.

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 Technology aBlessing or a Curse?, 245Note: More information relating to this standardcan be found 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; and ChapterTests; in addition, consult Primary Sources,Document Based Assessment, and HistoryThrough Literature.







5. Understand the connections among naturalresources, entrepreneurship, labor, and capitalin an industrial economy.

SE/TE: Commercial Revolution, 102-4; Corporations,247; Collective Farming, 670; Communes, 561;Entrepreneurs, 102; Guilds, 17; Joint-StockCompanies, 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; and ChapterTests; in addition, consult Chapter ExtensionActivities and Using the Internet.







6. Analyze the emergence of capitalism as adominant economic pattern and the responsesto it, including Utopianism, Social Democracy,Socialism, and Communism.

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-Faire Economics,148, 208-9; Mercantilism, 104, 148; MixedEconomics, 614; Money Economies, 362;Monopolies, 247-8; Nationalization, 422, 528,532, 560; Plantation Economies, 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 Communist Manifesto,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; Background DailyLife: 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

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Program Overview,Guided Reading and Review, Primary Sources,Document Based Assessment, Teaching withThemes, History Through Literature and Usingthe Internet.







7. Describe the emergence of Romanticism in artand literature (e.g., the poetry of William Blakeand William Wordsworth), social criticism(e.g., the novels of Charles Dickens), and themove away from Classicism in Europe.

SE/TE: Philosophy in the Age of Reason, 144-6;Enlightenment Ideas Spread, 149-152; CH. 6:The French Revolution and Napoleon, 164;Creating a New France, 171-75; An Age ofIdeologies, 216-18; CH. 11: Growth of WesternDemocracies, 290; Britain Becomes MoreDemocratic, 292-4; Thomas Paine, Rights ofMan, 292; Humanities Link: Shakespeare sWorld of Drama, 42, Art and Revolution, 221;A Revolution in Filmmaking, 414; Jazz, 453;Connections to Today: Going to the Movies,452

TE: Connections To Art (includes Film, Music,Visual Art), 11, 37, 41, 42, 78, 88, 111, 116,151, 156, 178








10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the followingregions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

1. Describe the rise of industrial economies andtheir link to imperialism and colonialism (e.g.,the role played by national security andstrategic advantage; moral issues raised by thesearch for national hegemony, SocialDarwinism, and the missionary impulse;material issues such as land, resources, andtechnology).

SE/TE: Unit 3: Ch. 12: The New Imperialism: Preview:314-15 (includes Unit Time Line); Sec. 1: AWestern Dominated World: 316-18: PrimarySource: The White Man s Burden, Kipling,317; Sec. 2: The Partition of Africa: 319-24:The Ivory Trade, 319; Analyzing PrimarySources: A Schoolroom in East Africa, 323;Biography: Menelik Ii, 324; Sec. 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; Sec. 4: TheBritish Take Over India: 329-332: GlobalConnections: The British East India Company,329; Map: Imperialism in India to 1858, 330;Ch. 13: Ch. 13: Sec. 2: Southeast Asia and ThePacific, 348-350; Europeans ColonizeSoutheast Asia, 348-9; Siam Survives, 349;Imperial Powers in the Pacific, 349-50; Map:Imperialism Southeast Asia and The Pacific1900, 329; Geography Skills Assessment, 349;Biography: Jose Rizal, 350; The United Statesand The Philippines, 350; Sec. 5: The Impact ofImperialism: 361-365: Biography: CecilRhodes, 362; Theme: Continuity and Change:Westernization and Tradition, 363; NewPolitical Tensions, 365

TE: 314-330; 348-350; 361-365 (EachChapter/Section s TE Notes include All MajorCategories of Te Support Segments, Such AsLesson Plans, Block Scheduling Support, andConnections to Today, Global Connections,Background Historical Evidence, BackgroundDaily Life, Etc.)

TR: TR Support for this standard can be found inLesson Planner; Sec Quizzes; and ChapterTests; in Addition, Consult Creative TeachingActivities, Guided Reading and Review,Primary Sources, History Through Literature.

TECH: Treasures of the World Transparencies;Computer with Test Bank Rom-Rom; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook






2. Discuss the locations of the colonial rule ofsuch nations as England, France, Germany,Italy, Japan, the Netherlands, Russia, Spain,Portugal, and the United States.

SE/TE: UNIT 1: CH. 2: The First Global Age: Europeand Asia: Preview 60-61 (Includes Unit TimeLine): Section 1: The Search for Spices, 62-6;Biography: Henry the Navigator, 63; Map:Early Voyages of European Exploration, 1487-1609, 64; Primary Source: Hardships on theUncharted Sea, 66; Section 3: EuropeanFootholds in Southeast Asia and India: 71-4;Primary Source: The Portuguese in India, 71:Did You Know: The Death of the Dodo, 72;Section 4: Encounters in East Asia: 75-79;Analyzing Primary Sources: Letter From theCelestial Emperor to the Barbarian King, 77;Global Connections: The Jesuits in Asia, 79;CH. 3: The First Global Age: Europe, theAmericas and Africa 1492-1750: Preview 82-3(Includes Unit Time Line); Section 1: Conquestin the Americas: 84-6; Primary Sources: TheTrue History of the Conquest of New Spain,697; Fact Finder Chart: Native AmericanPopulation of Central Mexico, 86; Section 2:Spanish and Portuguese Colonies in theAmericas: 87-91; Primary Source: A BrutalSystem (West Indies), 88; Humanities Link:Southwestern Architecture: A Blending ofCultures, 90; Geography and History: Piracy onthe Seas, 91; Section 3: Struggle for NorthAmerica: 92-92-5; Biography: Samuel deChamplain, 92; Primary Source: Of PlymouthPlantation, William Bradford, 93; Map: LandClaims in the 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;

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)

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Program Overview,Guided Reading and Review, Primary Sources,History Through Literature and Nystrom DeskAtlas.






(Continued)2. Discuss the locations of the colonial rule of

such nations as England, France, Germany,Italy, Japan, the Netherlands, Russia, Spain,Portugal, and the United States.


3. Explain imperialism from the perspective of thecolonizers and the colonized and the variedimmediate and long-term responses by thepeople under colonial rule.

SE/TE: CH. 12: The New Imperialism: Preview: 314-15 (Includes Unit Time Line); Section 1: AWestern Dominated World: 316-18: PrimarySource: The White Man s Burden, Kipling,317; Section 2: The Partition of Africa: 319-24:The Ivory Trade, 319; Analyzing PrimarySources: A Schoolroom in East Africa, 323;Biography: Menelik II, 324; Section 3:European Challenges to the Muslim World:325-8: Problems for the Ottoman Empire, 326-7; Map: The Suez Canal 1869, 327;Connections to Today: The Power of Oil, 328;Section 4: The British Take Over India: 329-332: Global Connections: The British EastIndia Company, 329; Map: Imperialism in Indiato 1858, 330; Section 5: China and the NewImperialism: 333-7: Map: Imperialism to Chinato 1914, 336; CH. 13: Section 5: The Impact ofImperialism: 361-365: Biography: CecilRhodes, 362; New Political Tensions, 365;Around the World: Preview: 418-19 (IncludesUnit Time Line); Section 3: India Seeks SelfRule, 429-31; Section 4: Upheavals in China,432-35; Section 5: Empire of the Rising Sun,436-9;

TE: 314-337, 361-365, 374-395, 398-415, 418-439,442-463 (Each Chapter s TE notes include allmajor categories of TE support segments, suchas Connections To Today, Global Connections,Background Historical Evidence, BackgroundDaily Life)








4. Describe the independence struggles of thecolonized regions of the world, including theroles of leaders, such as Sun Yat-sen in China,and the roles of ideology and religion.

SE/TE: CH. 12: The New Imperialism: Preview: 314-15 (Includes Unit Time Line); Section 1: AWestern Dominated World: 316-18: PrimarySource: The White Man s Burden, Kipling,317; Section 2: The Partition of Africa: 319-24:The Ivory Trade, 319; Analyzing PrimarySources: A Schoolroom in East Africa, 323;Biography: Menelik II, 324; Section 3:European Challenges to the Muslim World:325-8: Problems for the Ottoman Empire, 326-7; Map: The Suez Canal 1869, 327;Connections to Today: The Power of Oil, 328;Section 4: The British Take Over India: 329-332: Global Connections: The British EastIndia Company, 329; Map: Imperialism in Indiato 1858, 330; Section 5: China and the NewImperialism: 333-7: Map: Imperialism to Chinato 1914, 336; CH. 13: Section 5: The Impact ofImperialism: 361-365: Biography: CecilRhodes, 362; New Political Tensions, 365; 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; Section5: Empire of the Rising Sun, 436-9

TE: 314-337, 361-365, 374-395, 398-415, 418-439(Each Chapter s TE notes include all majorcategories of TE support segments, such asConnections To Today, Global Connections,Background Historical Evidence, BackgroundDaily Life)








10.5 Students analyze the causes and course of the First World War.

1. Analyze the arguments for entering into warpresented by leaders from all sides of the GreatWar and the role of political and economicrivalries, ethnic and ideological conflicts,domestic discontent and disorder, andpropaganda and nationalism in mobilizing thecivilian population in support of total war.

SE/TE: UNIT 4: CH.14: Word War I and Its Aftermath:Preview: 374-5 (Includes Unit Time 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 NewKind of Conflict, 383-7; Section 4: Winning theWar, 388-91; Section 5: Making the Peace,392-5;

TE: 374-395; 398-415; 418-19; 429-439; 442-43;455-63 (Each Chapter/Section s TE Notesinclude All Major Categories of TE SupportSegments, Such As Lesson Plans, BlockScheduling Support, and Connections to Today,Global Connections, Background HistoricalEvidence, Background Daily Life, Etc.)

TR: TR support for this standard can be found inLesson Planner 61-63; Section Quizzes 59, 60;and Chapter Tests; in addition, consult CreativeTeaching Activities p. 134-5; Guided Readingand Review, 58, 60; Skill Application Activity,69; Chapter Extension Activities, 73







2. Examine the principal theaters of battle, majorturning points, and the importance ofgeographic factors in military decisions andoutcomes (e.g., topography, waterways,distance, climate).

SE/TE: UNIT 4: CH.14: Word War I and Its aftermath:Preview: 374-5 (includes Unit Time Line);Map: The World At War 1914-1918, 375; Sec.1: The Stage Is Set, 376-79; Sec. 2: The Gunsof August, 380-82; Sec. 3: A New Kind ofConflict, 383-7; Sec. 4: Winning The War, 388-91; Sec. 5: Making The Peace, 392-5; CH. 15:Revolution in Russia: Preview: 398-99(includes Unit Time Line); Sec. 1: TwoRevolutions in Russia, 400-404; Sec. 2: FromLenin to Stalin, 405-8; Sec. 3: Life in Atotalitarian State, 411-15; CH. 16: Nationalismand Revolution Around The World: Preview:418-19 (includes Unit Time Line); Sec. 3:India Seeks Self Rule, 429-31; Sec. 4:Upheavals in China, 432-35; Sec. 5: Empire ofthe Rising Sun, 436-9; CH. 17: Crisis ofDemocracy in the West: Preview: 442-3(includes Unit Time Line); Sec. 3: Fascism inItaly, 455-8; Sec. 4: Hitler and The Rise of NaziGermany, 459-63



TECH: Treasures of the World Transparencies;Computer with Test Bank CD-Rom; SkillsTransparencies; World History ColorTransparencies; World History Outline MapBook






3. Explain how the Russian Revolution and theentry of the United States affected the courseand outcome of the war.










4. Understand the nature of the war and its humancosts (military and civilian) on all sides of theconflict, including how colonial peoplescontributed to the war effort.

SE/TE: Unit 4: Ch. 14: Sec. 3: A New Kind of Conflict,383-387; The Western Front, 383-4; TheChristmas Truce, 383; Exploring The HumanDrama: Caring for The Wounded, 384; Map:Europe At War 1914-18, 385; Geography SkillsAssessment, 385; Technology of ModernWarfare, 385-386; A Global Conflict, 386-87;Primary Source: The Battle of Gallipoli, 387;Sec. 4: Winning The War, 388-391; total War,388-9; Theme: Art and Literature: PropagandaWar, 388; Collapsing Morale, 389; Biography:Edith Cavell, 389; Primary Source andLiterature: Erich Maria Remarque, All Quiet onthe Western Front, 708; Theme: Geography andHistory: Allied Push toward Victory, 390; TheUnited States Declares War, 390-1; Campaignto Victory, 391; Geography and History:Getting Over There, 391; Sec. 5: Making ThePeace, 392-5; Chart: Fact Finder: Casualties ofWWI, 392; The Treaty of Versailles, 393-4;Primary Source: Signing The Peace Treaty,393; Map: Europe, 1914/Europe, 1920, 394;Geography Skills Assessment, 394; WidespreadDissatisfaction, 395-6; Chart: Cause and Effect:WWI, 395

TE: 383-396 (Each Chapter/Section s TE Notesinclude All Major Categories of Te SupportSegments, Such As Lesson Plans, BlockScheduling Support, and Connections to Today,Global Connections, Background HistoricalEvidence, Background Daily Life, Etc.)








5. Discuss human rights violations and genocide,including the Ottoman government s actionsagainst Armenian citizens.





10.6 Students analyze the effects of the First World War.

1. Analyze the aims and negotiating roles of worldleaders, the terms and influence of the Treaty ofVersailles and Woodrow Wilson s FourteenPoints, and the causes and effects of the UnitedStates rejection of the League of Nations onworld politics.


TE: Lesson Plan, 392; Background HistoricalEvidence, 393; Block Scheduling Support, 393;Human Drama Activity, 395








2. Describe the effects of the war and resultingpeace treaties on population movement, theinternational economy, and shifts in thegeographic and political borders of Europe andthe Middle East.

SE/TE: UNIT 4: CH.14: Word War I and Its Aftermath:Preview: 374-5 (Includes Unit Time 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 NewKind of Conflict, 383-7; Section 4: Winning theWar, 388-91; Section 5: Making the Peace,392-5;Note: More information relating to thisstandard can be found in the Prentice Hallprogram: America: Pathways to the Present '2001




3. Understand the widespread disillusionmentwith prewar institutions, authorities, and valuesthat resulted in a void that was later filled bytotalitarians.

SE/TE: UNIT 4: CH.14: Word War I and Its Aftermath:Preview: 374-5 (Includes Unit Time 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 NewKind of Conflict, 383-7; Section 4: Winning theWar, 388-91; Section 5: Making the Peace,392-5









4. Discuss the influence of World War I onliterature, art, and intellectual life in the West(e.g., Pablo Picasso, the lost generation ofGertrude Stein, Ernest Hemingway).

SE/TE: Primary Source: The Radio Age begins, 247;Unit 4: Ch. 17: Crisis of Democracy in theWest: Preview 442-3 (includes Unit TimeLine); Sec. 2: A Culture in Conflict: 450-4:New Views of the Universe (Radioactivity,Relativity, Psychoanalysis), 450-1; Biography:Marie Curie, 450; Modern Art andArchitecture, 451-2; Connection to Today:Going to The Movies, 452; The New Literature,452; A Changing Society, 452-4; Women sLives, 454; Social Classes, 454; Exploring TheHuman Drama: Jazz!, 453; Art and Revolution,221; A Revolution in Filmmaking, 414; Jazz,453; Connections to Today: Going to theMovies, 452;

TE: Connections To Art (includes Film, Music,Visual Art), 557, 574, 588, 624, 649, 651








10.7 Students analyze the rise of totalitarian governments after World War I.

1. Understand the causes and consequences of theRussian Revolution, including Lenin s use oftotalitarian means to seize and maintain control(e.g., the Gulag).

SE/TE: Unit 4: Ch. 15: Revolution in Russia: Preview,398-99 (includes Unit Time Line); Map:Russian Revolution and Civil War 1917-1922,399; Sec. 1: Two Revolutions in Russia, 400-404; Geography and History: A Land of ManyNations, 400; The March Revolution, 400-401;Lenin and The Bolsheviks, 401-02; Theme:Impact of the individual: Biography: V.I.Lenin, 402; The November Revolution, 402-3;Chart: Turning Points in Russia 1914-1921,402; Russian Civil War, 403-04; PrimarySource: The Whites and The Reds, 404; Sec. 2:From Lenin to Stalin, 405-10; Building TheCommunist Soviet Union, 405-6; Theme:Political and Social Systems: Symbols of theSoviet Union, 405; Biography: Joseph Stalin,406; Stalin s Five-Year Plans 406-7; Map:Soviet Union 1917-1938, 407; GeographySkills Assessment, 407; The Great Purge, 408;Chart: Fact Finder: Effects of the Five Plans,408; Synthesizing information:Collectivization, 409; Soviet foreign Policy,410; Sec.3: Life in A totalitarian State, 411-15;An Age of Control, 411-12; Theme: Art andLiterature: forced-Labor Camp, 411; Changesin Soviet Society, 412-13; Connections toToday: The Russian Orthodox Church, 412;The Arts and The State, 413-15; Exploring TheHuman Drama: A Revolution in Filmmaking,414









2. Trace Stalin s rise to power in the Soviet Unionand the connection between economic policies,political policies, the absence of a free press,and systematic violations of human rights (e.g.,the Terror Famine in Ukraine).

SE/TE: Unit 4: Ch. 15: Sec. 2: From Lenin to Stalin,405-10; Building The Communist SovietUnion, 405-6; Theme: Political and SocialSystems: Symbols of the Soviet Union, 405;Biography: Joseph Stalin, 406; Stalin s Five-Year Plans 406-7; Map: Soviet Union 1917-1938, 407; Geography Skills Assessment, 407;The Great Purge, 408; Chart: Fact Finder:Effects of the Five Plans, 408; Synthesizinginformation: Collectivization, 409; Sovietforeign Policy, 410; Sec.3: Life in A totalitarianState, 411-15; An Age of Control, 411-12;Theme: Art and Literature: forced-Labor Camp,411; Changes in Soviet Society, 412-13;Connections to Today: The Russian OrthodoxChurch, 412; The Arts and The State, 413-15;Exploring The Human Drama: A Revolution inFilmmaking, 414









3. Analyze the rise, aggression, and human costsof totalitarian regimes (Fascist and Communist)in Germany, Italy, and the Soviet Union, notingespecially their common and dissimilar traits.

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; 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: Life ina Totalitarian State, 411-15; CH. 17: Crisis ofDemocracy in the West: Preview: 442-3(Includes Unit Time Line); Section 3: Fascismin Italy, 455-8; Section 4: Hitler and the Rise ofNazi Germany, 459-63

TE: 266-287, 398-415, 418-439, 442-463 (EachChapter s TE notes include all major categoriesof TE support segments, such as ConnectionsTo Today, Global Connections, BackgroundHistorical Evidence, Background Daily Life)








10.8 Students analyze the causes and consequences of World War II.

1. Compare the German, Italian, and Japanesedrives for empire in the 1930s, including the1937 Rape of Nanking, other atrocities inChina, and the Stalin-Hitler Pact of1939.

SE/TE: Unit 4: Ch. 16: Sec. 5: Empire of the RisingSun, 436-39; Ch. 17: Crisis of Democracy inthe West 1919-1939: Preview 442-43 (includesUnit Time Line); Map: Rise of Dictatorships inEurope 1917-1939, 443; Sec. 1: Postwar Issues444-45; Recovery and Depression, 445-6; Sec.3: Fascism in Italy, 455-458; What Is Fascism?,456-7; Synthesizing information:totalitarianism, 457; Global Connections:Authoritarian Rule in Eastern Europe, 458; Sec.4: Hitler and The Rise of Nazi Germany, 459-63; Theme: Political and Social Systems: NazisMarch, 461; Purging German Culture, 462; TheCampaign Against The Jews begins, 463; Ch.18: Sec. 1: Aggression, Appeasement, and War,468-72; Map: Aggression in Europe to 1939,471; Why War Came, 472; Unit 4: Ch. 18: TheGlobal Conflict: Axis Advances, 473-78; Sec.3: The Global Conflict: Allied Successes, 479-80; Occupied Lands, 479-80; The Allied WarEffort, 480-82; Turning Points, 482-83; Map:WWII in Europe and North Africa, The RedArmy Resists, 483-4; Sec. 4: Toward Victory,485-88; War in the Pacific, 485-6; The NazisDefeated, 486; Defeat of Japan, 486-8; Theme:Religion and Value Systems: The AtomicBomb, 488









2. Understand the role of appeasement,nonintervention (isolationism), and thedomestic distractions in Europe and the UnitedStates prior to the outbreak of World War II.

SE/TE: Unit 4: Ch. 16: Sec. 5: Empire of the RisingSun, 436-39; Biography: Hirohito, 436; LiberalChanges of the 1920 s, 436; The NationalistReaction, 437; Map: Japan s Expanding Empireto 1934, 437; Militarists in Power, 439; Ch. 17:Crisis of Democracy in the West 1919-1939:Preview 442-43 (includes Unit Time Line);Map: Rise of Dictatorships in Europe 1917-1939, 443; Sec. 1: Postwar Issues 444-45;Theme: Art and Literature: Disillusion inPostwar Europe, 444; Recovery andDepression, 445-6; Sec. 3: Fascism in Italy,455-458; Rise of Mussolini, 455; Mussolini sItaly, 456; What Is Fascism?, 456-7;Synthesizing information: totalitarianism, 457;Global Connections: Authoritarian Rule inEastern Europe, 458; Sec. 4: Hitler and TheRise of Nazi Germany, 459-63; The WeimarRepublic, 459-60; Theme: Economics andTechnology: German inflation, 459; Biography:Adolph Hitler, 460; Hitler s Third Reich, 461-62; Theme: Political and Social Systems: NazisMarch, 461; Purging German Culture, 462; TheCampaign Against The Jews begins, 463;Primary Source: Kristallnacht, 463; Ch. 18:Sec. 1: Aggression, Appeasement, and War,468-72; Dictators Challenge World Peace, 468;Appeasement and Neutrality, 469; Theme:Political and Social Systems: Axis Leaders,469; The Spanish Civil War, 469-70; GermanAggression Continues, 470-71; Map:Aggression in Europe to 1939, 471; Why WarCame, 472









3. Identify and locate the Allied and Axis powerson a map and discuss the major turning pointsof the war, the principal theaters of conflict,key strategic decisions, and the resulting warconferences and political resolutions, withemphasis on the importance of geographicfactors.

SE/TE: Unit 4: Ch. 18: The Global Conflict: AxisAdvances, 473-78; Early Axis Gains, 473-4;Theme: Economics and Technology: invasionof Poland, 473; Connections to Today:Rationing and New Products, 474; The Battleof Britain and The Blitz, 474-76; Exploring TheHuman Drama: Surviving The Blitz, 475;Operation Barbarossa, 476-7; Americaninvolvement Grows, 477; Primary Sources andLiterature: Franklin D. Roosevelt: The FourFreedoms, 710; Japan Attacks, 477-8; Theme:Global interaction: Pearl Harbor, 478; Sec. 3:The Global Conflict: Allied Successes, 479-80;Occupied Lands, 479-80; Geography andHistory: Working on A Deadly Railroad, 480;The Allied War Effort, 480-82; Theme:Continuity and Change: Women in Wartime,482; Turning Points, 482-83; Map: WWII inEurope and North Africa, 483; GeographySkills Assessment, 483; The Red Army Resists,483-4; Primary Source: A Sea of Ships, 484;invasion of France, 484; Sec. 4: TowardVictory, 485-88; War in the Pacific, 485-6; TheNazis Defeated, 486; Biography: ErwinRommel, 486; Defeat of Japan, 486-8(Hiroshima and Nagasaki); Theme: Religionand Value Systems: The Atomic Bomb, 488









4. Describe the political, diplomatic, and militaryleaders during the war (e.g., Winston Churchill,Franklin Delano Roosevelt, Emperor Hirohito,Adolf Hitler, Benito Mussolini, Joseph Stalin,Douglas MacArthur, Dwight Eisenhower).

SE/TE: Rise of Mussolini, 455; Mussolini s Italy, 456;Primary Source: Curtaining off Eastern Europe,Winston Churchill, 491; Primary Sources andLiterature: Franklin D. Roosevelt: The FourFreedoms, 710; Joseph Stalin, 406; Hirohito,436; Adolf Hitler, 460; Hitler and Jews, 462-3;Hitler and the Rise of Nazi Germany, 459-63;Section 2: From Lenin to Stalin



5. Analyze the Nazi policy of pursuing racialpurity, especially against the European. Jews;its transformation into the Final Solution; andthe Holocaust that resulted in the murder of sixmillion Jewish civilians.

SE/TE: Anti-Semitism, 304, 428, 459, 460; Aryans, 6;Genocide, 327, 479-80; Hitler and Jews, 462-3;Hymn of Hate: Lissauer, 389; Imperialism andPolitical Tensions, 365; Propaganda War, 388-9; War Crimes; The Holocaust, 481

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








6. Discuss the human costs of the war, withparticular attention to the civilian and militarylosses in Russia, Germany, Britain, the UnitedStates, China, and Japan.

SE/TE: Unit 4: Ch. 17. Sec. 4: The CampaignAgainst The Jews begins, 463; Primary Source:Kristallnacht, 463; Ch. 18: Analyzing PrimarySources: The Holocaust, 481 (includesPhotographs and Skills Assessment Exercises);Defeat of Japan, 486-8 (Hiroshima andNagasaki); Theme: Religion and ValueSystems: The Atomic Bomb, 488; Sec. 5: FromWorld War to Cold War, 489-490 (aftermath ofWar: Horrors of the Holocaust, War CrimesTrials); Chart: Fact Finder: Casualties ofWWII; Skills Assessment, 490

TE: Human Drama Note, 463; Background GlobalConnections, 480; Geography and History, 480;Background About The Primary Source, 481;Lesson Plan, 489; Block Scheduling Support,489; Skills Assessment Support, 490

TR: Section Quiz, Unit 7, 83; Creative TeachingActivities, 142; Guided Reading and Review,Unit 7, 84; Analyzing Primary Sources,Chapter Extension Activities, 75; BiographyActivity, Unit 7, 86; Viewpoint Activity, Unit7, 88

TECH: Interactive Student Tutorial CD Rom, Ch. 31;Computer Test Bank, Ch. 18






10.9 Students analyze the international developments in the post—World War II world.

1. Compare the economic and military powershifts caused by the war, including the YaltaPact, the development of nuclear weapons,Soviet control over Eastern European nations,and the economic recoveries of Germany andJapan.

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: AnOverview: Preview 502-3 (Includes Unit TimeLine); An End To European Colonial Empires,504-5; The Cold War Goes Global, 505-6; NewNations Seek Stability, 506-7; Global Issues:Deadly Weapons, 508; Human Rights, 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 aSuperpower: 541-546; Section 5: EasternEurope Under Soviet Domination, 547; FactFinder: Soviet Domination of Eastern Europe,547; CH. 21: East Asia and Southeast Asia1945-Present: Section 1: Japan BecomesEconomic Superpower, 556-9;

TE: 491-3, 502-547, 556-570, (Each Chapter s TEnotes include all major categories of TE supportsegments, such as Connections To Today,Global Connections, Background HistoricalEvidence, Background Daily Life)








2. Analyze the causes of the Cold War, with thefree world on one side and Soviet client stateson the other, including competition forinfluence in such places as Egypt, the Congo,Vietnam, and Chile.

SE/TE: CH. 20: Europe and North America 1945-Present: Preview: 524-5 (Includes Unit TimeLine); Section 1: The Cold War and After, 526-527; Economic and Political Trends, 527-8;Section 4: The Soviet Union: Rise and Fall of aSuperpower: 541-546; Section 5: A New Era inEastern Europe 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: Section2: Forces Shaping the Modern Middle East,586-591; Section 4: The Middle East and theWorld (Arab-Israeli Conflict), 598-99; Section4: Struggles in Southern Africa, 622-7; JointVentures, 563; Human Rights, 508-9;

TE: 502-3, 507-9, 511-15, 520, 526, 515, 517-19,524-8, 541-551, 571-575, 586-591, 598-607,(Each Chapter s TE notes include all majorcategories of TE support segments, such asConnections To Today, Global Connections,Background Historical Evidence, BackgroundDaily Life)

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Why Study History?,Guided Reading and Review, Primary Sources,Document Based Assessment, Teaching withThemes, Biographies and Nystrom Desk Atlas.







3. Understand the importance of the TrumanDoctrine and the Marshall Plan, whichestablished the pattern for America s postwarpolicy of supplying economic and military aidto prevent the spread of Communism and theresulting economic and political competition inarenas such as Southeast Asia (i.e., the KoreanWar, Vietnam War), Cuba, and Africa.

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: AnOverview: Preview 502-3 (Includes Unit TimeLine); An End To European Colonial Empires,504-5; The Cold War Goes Global, 505-6; NewNations Seek Stability, 506-7; Global Issues:Deadly Weapons, 508; Human Rights, 508-9;The Question of Intervention, 509; Section 3:US as Global Superpower, 537-8; CH. 21: EastAsia and Southeast Asia 1945-Present: Section3: The Asian Tigers (Taiwan and Hong Kong,Singapore, The Two Koreas), 566-570; CH. 23:Africa: 1945-Present: Section 1: AchievingIndependence, 606-611

TE: 491-3, 502-509, 537-538, 566-570, 606-611(Each Chapter s TE notes include all majorcategories of TE support segments, such asConnections To Today, Global Connections,Background Historical Evidence, BackgroundDaily Life)








4. Analyze the Chinese Civil War, the rise of MaoZedong, and the subsequent political andeconomic upheavals in China (e.g., the GreatLeap Forward, the Cultural Revolution, and theTiananmen Square uprising).

SE/TE: CH. 21: East Asia and Southeast Asia 1945-Present: Section 2: From Revolution to Reformin China, 560-5;




5. Describe the uprisings in Poland (1952),Hungary (1956), and Czechoslovakia (1968)and those countries resurgence in the 1970sand 1980s as people in Soviet satellites soughtfreedom from Soviet control.

SE/TE: UNIT 5: CH. 19: The World Since 1945: AnOverview: Preview 502-3 (Includes Unit TimeLine); 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: Riseand Fall of a Superpower: 541-546; Section 5:Eastern Europe Under Soviet Domination, 547;Fact Finder: Soviet Domination of EasternEurope, 547;

TE: 502-503, 506-509, 537-547, (Each Chapter sTE notes include all major categories of TEsupport segments, such as Connections ToToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life)








6. Understand how the forces of nationalismdeveloped in the Middle East, how theHolocaust affected world opinion regarding theneed for a Jewish state, and the significance andeffects of the location and establishment ofIsrael on world affairs.

SE/TE: The Holocaust, 481; CH. 22: Section 2: ForcesShaping the Modern Middle East, 586-591;Section 4: The Middle East and the World(Arab-Israeli Conflict), 598-99; (Wars in thePersian Gulf), 600-601;

TE: 586-591, 598-601, (Each Chapter s TE notesinclude all major categories of TE supportsegments, such as Connections To Today,Global Connections, Background HistoricalEvidence, Background Daily Life) 563, 557,629-30, 640-1, 665



7. Analyze the reasons for the collapse of theSoviet Union, including the weakness of thecommand economy, burdens of militarycommitments, and growing resistance to Sovietrule by dissidents in satellite states and the non-Russian Soviet republics.

SE/TE: CH. 20: Section 4: The Soviet Union: Rise andFall of a Superpower: 541-546; Section 5:Eastern Europe Under Soviet Domination, 547;Fact Finder: Soviet Domination of EasternEurope, 547;









8. Discuss the establishment and work of the UnitedNations and the purposes and functions of theWarsaw Pact, SEATO, NATO, and theOrganization of American States.

SE/TE: United Nations, 611, 409, 502, 507, 509, 568,601, 562, 546, 517; UN s Universal Declarationof Human Rights, 688, 508, 711; WorldAntislavery Convention, 309; World FoodProgramme, 629; Earth Summit, 631Note: More information relating to thisstandard can be found in the Prentice Hallprogram: Civics ' 2001.

TE: 309, 409, 502, 507, 509, 517, 546, 562, 568,601, 611

TR: TR support for this standard can be found inLesson Planner; Section Quizzes; and ChapterTests; in addition, consult Program Overview,Guided Reading and Review, Primary Sources,Document Based Assessment, Teaching withThemes.


10.10 Students analyze instances of nation-building in the contemporary world in at least two of the followingregions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

1. Understand the challenges in the regions,including their geopolitical, cultural, military,and economic significance and the internationalrelationships in which they are involved.

SE/TE: CH. 19: The World Since 1945: An Overview:Preview 502-3 (Includes Unit Time Line);Political Interdependence, 507, 511; EconomicInterdependence, 511-12; Old Ways and New:Urbanization, 526; New Rights and Roles forWomen, 517-18, Science and Technology, 518-19; CH. 20: Europe and North America 1945-Present: Preview: 524-5 (Includes Unit TimeLine); Section 1: The Cold War and After, 526-527; Economic and Political Trends, 527-8;CH. 21: East Asia and Southeast Asia 1945-Present: Section 2: From Revolution to Reformin China, 560-5; CH. 22: Section 2: ForcesShaping the Modern Middle East, 586-591;Section 4: The Middle East and the World(Arab-Israeli Conflict), 598-99; (Wars in thePersian Gulf), 600-601; CH. 23: Section 2:Programs for African Development, 612-17;Section 4: Struggles in Southern Africa, 622-7;Joint Ventures, 563; Human Rights, 508-9;Technology: Computers, 503, 518-19,Electronic Goods, 557; Green Revolution, 502,520; Global Warming, 515; Global Economy,510-15, 525, 630; Environment, 514-15, 640-1;World Trade Organization, 507; World Food






(Continued)1. Understand the challenges in the regions,

including their geopolitical, cultural, military,and economic significance and the internationalrelationships in which they are involved.

Programme, 629; World Health Organization,490. 507; World Trade Centers Organization,665; World Resources Institute, 665; Definitionof Sanctions, 468; Society for InternationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/RichNations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What is the Relationship BetweenPeople and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology: 503,518, 519, 245, 557, 502, 520, Geography andHistory: Preserving Africa s Wildlife, 614;Offshore Oil Rigs, 528; Three Gorges Dam,565

TE: 507-528, 541-551, 571-575, 586-591, 598-601,612-17, 629-630, 640-641, 665 (Each Chapter sTE notes include all major categories of TEsupport segments, such as Connections ToToday, Global Connections, BackgroundHistorical Evidence, Background Daily Life)








2. Describe the recent history of the regions,including political divisions and systems, keyleaders, religious issues, natural features,resources, and population patterns.

SE/TE: CH. 19: The World Since 1945: An Overview:Preview 502-3 (Includes Unit Time Line);Political Interdependence, 507, 511; EconomicInterdependence, 511-12; Old Ways and New:Urbanization, 526; New Rights and Roles forWomen, 517-18, Science and Technology, 518-19; CH. 20: Europe and North America 1945-Present: Preview: 524-5 (Includes Unit TimeLine); Section 1: The Cold War and After, 526-527; Economic and Political Trends, 527-8;CH. 21: East Asia and Southeast Asia 1945-Present: Section 2: From Revolution to Reformin China, 560-5; CH. 22: Section 2: ForcesShaping the Modern Middle East, 586-591;Section 4: The Middle East and the World(Arab-Israeli Conflict), 598-99; (Wars in thePersian Gulf), 600-601; CH. 23: Section 2:Programs for African Development, 612-17;Section 4: Struggles in Southern Africa, 622-7;Joint Ventures, 563; Human Rights, 508-9;Technology: Computers, 503, 518-19,Electronic Goods, 557; Green Revolution, 502,520; Global Warming, 515; Global Economy,510-15, 525, 630; Environment, 514-15, 640-1;World Trade Organization, 507; World FoodProgramme, 629; World Health Organization,490. 507; World Trade Centers Organization,665; World Resources Institute, 665; Definitionof Sanctions, 468; Society for InternationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/RichNations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What is the Relationship BetweenPeople and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology: 503,518, 519, 245, 557, 502, 520, Geography andHistory: Preserving Africa s Wildlife, 614;Offshore Oil Rigs, 528; Three Gorges Dam,565






(Continued)2. Describe the recent history of the regions,

including political divisions and systems, keyleaders, religious issues, natural features,resources, and population patterns.




3. Discuss the important trends in the regionstoday and whether they appear to serve thecause of individual freedom and democracy.

SE/TE: CH. 19: The World Since 1945: An Overview:Preview 502-3 (Includes Unit Time Line);Political Interdependence, 507, 511; EconomicInterdependence, 511-12; Old Ways and New:Urbanization, 526; New Rights and Roles forWomen, 517-18, Science and Technology, 518-19; CH. 20: Europe and North America 1945-Present: Preview: 524-5 (Includes Unit TimeLine); Section 1: The Cold War and After, 526-527; Economic and Political Trends, 527-8;CH. 21: East Asia and Southeast Asia 1945-Present: Section 2: From Revolution to Reformin China, 560-5; CH. 22: Section 2: ForcesShaping the Modern Middle East, 586-591;Section 4: The Middle East and the World(Arab-Israeli Conflict), 598-99; (Wars in thePersian Gulf), 600-601; CH. 23: Section 2:Programs for African Development, 612-17;Section 4: Struggles in Southern Africa, 622-7;Joint Ventures, 563; Human Rights, 508-9;Technology: Computers, 503, 518-19,Electronic Goods, 557; Green Revolution, 502,520; Global Warming, 515; Global Economy,510-15, 525, 630; Environment, 514-15, 640-1;World Trade Organization, 507; World FoodProgramme, 629; World Health Organization,490. 507; World Trade Centers Organization,665; World Resources Institute, 665; Definitionof Sanctions, 468; Society for InternationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/Rich






(Continued)3. Discuss the important trends in the regions

today and whether they appear to serve thecause of individual freedom and democracy.

Nations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What is the Relationship BetweenPeople and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology: 503,518, 519, 245, 557, 502, 520;









10.11 Students analyze the integration of countriesinto the world economy and the information,technological, and communicationsrevolutions (e.g., television, satellites,computers).

SE/TE: CH. 19: The World Since 1945: An Overview:Preview 502-3 (Includes Unit Time Line);Political Interdependence, 507, 511; EconomicInterdependence, 511-12; Old Ways and New:Urbanization, 526; New Rights and Roles forWomen, 517-18, Science and Technology, 518-19; CH. 20: Europe and North America 1945-Present: Preview: 524-5 (Includes Unit TimeLine); Section 1: The Cold War and After, 526-527; Economic and Political Trends, 527-8;Section 4: The Soviet Union: Rise and Fall of aSuperpower: 541-546; Section 5: A New Era inEastern Europe 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: Section2: Forces Shaping the Modern Middle East,586-591; Section 4: The Middle East and theWorld (Arab-Israeli Conflict), 598-99; (Wars inthe Persian Gulf), 600-601; CH. 23: Section 2:Programs for African Development, 612-17;Section 4: Struggles in Southern Africa, 622-7;Joint Ventures, 563; Human Rights, 508-9;Technology: Computers, 503, 518-19,Electronic Goods, 557; Green Revolution, 502,520; Global Warming, 515; Global Economy,510-15, 525, 630; Environment, 514-15, 640-1;World Trade Organization, 507; World FoodProgramme, 629; World Health Organization,490. 507; World Trade Centers Organization,665; World Resources Institute, 665; Definitionof Sanctions, 468; Society for InternationalDevelopment, 665; Global Culture, 520-1;Global Summits, 507; Poor Nations/RichNations, 510; Trade Deficits, 557; GlobalEconomy: Debt Crisis, 511-12; Embargo, 572,638; World Bank, 507-8, 512, 546, 584;Connections to Today: Rationing and NewProducts, 474; Cause and Effect: WorldwideEconomic Depression, 449; ComparingViewpoints: What is the Relationship BetweenPeople and the Environment?, 514;Desertification in Africa, 615; Deforestation,331, 584, 615, 636, 640, 641; Technology: 503,518, 519, 245, 557, 502, 520, Geography andHistory: Preserving Africa s Wildlife, 614;Offshore Oil Rigs, 528; Three Gorges Dam,565






(Continued)10.11 Students analyze the integration of countries

into the world economy and the information,technological, and communicationsrevolutions (e.g., television, satellites,computers).

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) 563, 557,629-30, 640-1, 665



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