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A Correlation of

Prentice Hall World History Florida Edition

To the

Florida Course Standards and Access Points for World History - 2109310

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LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly; N/A

Section Opener, 28, 33, 39, 45, 58, 65, 69, 76, 83, 96, 103, 124, 138, 143, 154, 160, 166, 171, 190, 197, 201, 211, 224, 232, 237, 242, 248, 260, 266, 271, 275, 286, 291, 296, 301, 305, 318, 324, 330, 339, 344, 358, 364, 371, 386, 392, 399, 406, 422, 426, 430, 436, 448, 452, 459, 474, 481, 488, 495, 506, 510, 514, 519, 524, 536, 540, 547, 553, 564, 558, 576, 581, 587, 598, 605, 610, 615, 630, 636, 643, 648, 653, 666, 672, 679, 683, 688, 698, 705, 712, 718, 726, 738, 744, 753, 762, 766, 780, 790, 799, 806, 814, 828, 834, 838, 846, 858, 862, 868, 880, 886, 890, 896, 910, 914, 920, 929, 934, Chapter Assessment: Terms, People, and Places, 54, 92, 114, 150, 178, 218, 256, 282, 314, 352, 382, 418, 444, 468, 502, 532, 560, 594, 624, 662, 694, 734, 774, 824, 854, 876, 906, 942

Committee Member Evaluation(Committee Member Use Only)

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

Social StudiesCOURSE STANDARDS

Grades 9-12World History

1869Pearson Education, Inc., publishing as Prentice Hall

Prentice Hall World History, Florida Edition2109310

22-1603684-03

LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; N/A

Section Assessment, 32, 38, 44, 51, 64, 68, 74, 82, 87, 102, 107, 123, 130, 137, 142, 147, 158, 165, 170, 175, 188, 196, 200, 210, 215, 231, 236, 241, 247, 252, 265, 270, 279, 290, 295, 300, 304, 309, 323, 328, 338, 343, 349, 363, 370, 377, 391, 398, 405, 414, 425, 429, 435, 440, 451, 457, 465, 480, 485, 494, 499, 509, 513, 518, 522, 529, 539, 545, 552, 557, 567, 575, 580, 585, 591, 604, 609, 614, 621, 635, 642, 647, 652, 659, 671, 678, 682, 687, 691, 704, 711, 716, 725, 731, 743, 752, 759, 765, 770, 788, 798, 805, 811, 821, 833, 837, 845, 851, 861, 867, 873, 884, 889, 895, 903, 928, 933, 939, Document–Based Assessment, 55, 93, 115, 151, 179, 219, 257, 283, 315, 353, 383, 419, 445, 469, 503, 533, 561, 595, 625, 663, 695, 735, 775, 825, 855, 877, 907, 943, Interpret and Evaluate Primary Sources, FL41, Analyze Primary Sources, SH31, Primary Sources, 64, 123, 231, 270, 338, 363, 398, 435, 465, 682, 821, 845, 867, 903, 928

LA.910.1.6.3 The student will use context clues to determine meanings of unfamiliar words; N/A

Using Context Clues, FL40, Vocabulary, SH5, Chapter Assessment: Terms, People, and Places, 54, 92, 114, 150, 178, 218, 256, 282, 314, 352, 382, 418, 444, 468, 502, 532, 560, 594, 624, 662, 694, 734, 774, 824, 854, 876, 906, 942, Vocabulary Builder throughout the text introduces words within the context of the selection. For examples see: 126, 140, 158, 198, 246, 263, 272, 319, 361, 424, 454, 526, 670, 680, 747, 831

LA.910.2.2.1

The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings);

N/A

Document–Based Assessment, 55, 93, 115, 151, 179, 219, 257, 283, 315, 353, 383, 419, 445, 469, 503, 533, 561, 595, 625, 663, 695, 735, 775, 825, 855, 877, 907, 943, History Interactive, 88, 310, 378, 486, 760, 812, Traveler’s Tales, 168, 192, 288, 554, 600, 935,Infographics, 34, 41, 73, 86, 98, 109, 121, 135, 163, 172, 187, 207, 228, 234, 244, 262, 276, 302, 320, 327, 332, 346366, 376, 388, 402, 438, 454, 463, 478, 489, 492, 517, 526, 538, 544, 548, 579, 582, 588, 608, 620, 638, 649, 656, 667, 674, 700, 708, 714, 746, 748, 755, 785, 808, 836, 848, 870, 888, 898, 916, 925, 936, Quick Study Guide, 52, 90, 112, 148, 176, 216, 254, 280, 312, 350, 380, 416, 442, 466, 500, 530, 558, 592, 622, 660, 692, Charts and Graphs exist throughout the text – examples: 61, 148, 254, 307, 346, 377, 416, 442, 484, 503, 558, 622, 668, 692, 711, 743, 761, 822, 859, 874, 922, 960, 968, 980, 732, 772, 822, 852, 874, 904, 940, Analyze Graphs, FL42, Use Timelines, FL43, Analyzing Maps, FL44, Skills Practice, FL45–FL50, Critical Thinking About Texts, Visuals, and Media Sources, SH28–SH37, Concept Connector Handbook, 946, 983, Table of Contents, FL12–FL20, Glossary, 984–1016, Index, 1017–1048

LA.910.2.2.2The student will use information from the text to answer questions or to state the main idea or provide relevant details;

N/A

Identify Man Ideas and Details, SH4, Identify Main Ideas and Details, 28, 32, 33, 38, 39, 44, 45, 50, 138, 142, 224, 230, 232, 235, 237, 241, 242, 247, 248, 252, 300, 318, 322, 324, 328, 330, 337, 339, 343, 344, 448, 451, 452, 459, 464, 474, 480, 481, 485, 488, 494, 495, 498, 527, 536, 539, 698, 703, 705, 708, 711, 712, 176, 718, 725, 726, 731, 880, 884, 886, 889, 890, 894, 896, 902, 928, Identify Central Issues, 300, 328, 337, 349, 363, 398, 651, 682, 694, Chapter Assessment, Main Ideas, 54, 92, 114, 150, 178, 218, 256, 282, 314, 352, 382, 418, 444, 468, 502, 532, 560, 594, 624, 662, 694, 734, 774, 824, 854, 876, 906, 942, Document–Based Assessment, 55, 93, 115, 151, 179, 219, 257, 283, 315, 353, 383, 419, 445, 469, 503, 533, 561, 595, 625, 663, 695, 735, 775, 825, 855, 877, 907, 943

LA.910.2.2.3

The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);

N/A

Section Opener: Note Taking and Graphic Organizer, 28, 33, 39, 45, 58, 65, 69, 76, 83, 96, 103, 124, 138, 143, 154, 160, 166, 171, 190, 197, 201, 211, 224, 232, 237, 242, 248, 260, 266, 271, 275, 286, 291, 296, 301, 305, 318, 324, 330, 339, 344, 358, 364, 371, 386, 392, 399, 406, 422, 426, 430, 436, 448, 452, 459, 474, 481, 488, 495, 506, 510, 514, 519, 524, 536, 540, 547, 553, 564, 558, 576, 581, 587, 598, 605, 610, 615, 630, 636, 643, 648, 653, 666, 672, 679, 683, 688, 698, 705, 712, 718, 726, 738, 744, 753, 762, 766, 780, 790, 799, 806, 814, 828, 834, 838, 846, 858, 862, 868, 880, 886, 890, 896, 910, 914, 920, 929, 934

LA.910.6.2.4

The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

N/A

Research Writing, SH13-SH15, Analyze Primary Sources, SH31, Compare Viewpoints, SH32, Interpret and Evaluate Primary Sources, FL41, Distinguish Between Facts and Opinions, SH6, Analyze Information, 936, The Internet, 937

LA.910.6.3.1 The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media; N/A

Propaganda War, 644, Analyze Information, 936, The Internet, 937, also see: Analyze Primary Sources, SH31, Compare Viewpoints, SH32, Interpret and Evaluate Primary Sources, FL41, Distinguish Between Facts and Opinions, SH6

MA.912.A.2.1 Create a graph to represent a real-world situation. Moderate Analyze Graphic Data, SH28, Create a Graph, 937

MA.912.A.2.2 Interpret a graph representing a real-world situation. Moderate

Analyzing Graphs, FL42, Skills Practice, FL48, FL49, Analyze Graphic Data, SH28, Interpret a Graph, 294, 307, 423, 431, 476, 486, 487, 602, 623, 649, 700, 719, 720, 773, 836, 849, 864, 871, 875, 881, 891, 892, 899, 904, 922, 925, 943

SS.912.G.1.1Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

N/A

Draw a Map, 261, also see: Connections to Today: Geography’s Impact (report), 177, Political Systems (report), 733, Belief Systems, 853, Geography Skills Handbook, SH25–SH27

SS.912.G.1.2Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

N/A

Geography Skills Handbook, The Church Dominates Medieval Life, 40–41, Jews in Medieval Europe, 44, Trade in Medieval Europe, 46, The Black Death, 88–89, The Columbian Exchange, 310–311

SS.912.G.1.3 Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. N/A Geography Skills Handbook, SH25–SH27, also see:

Map Skills, 71, 340, 517, Maps, 592, 757

SS.912.G.2.1 Identify the physical characteristics and the human characteristics that define and differentiate regions. N/A

The Rise of Russia, 103–107, Shaping Eastern Europe, 108–111, Early Civilizations of Africa, 154–158, Kingdoms of West Africa, 160–165, Kingdoms and Trading States of East Africa, 166–170, The Mongol and Ming Empires, 190–196, Korea and Its Traditions, 197–200, Diverse Cultures of Southeast Asia, 211–215, Spanish and Portuguese Colonies in the Americas, 291–295, Unifying Italy, 514–518, The British Take Over India, 581–585, Imperialism in Southeast Asia and the Pacific, 605–609, Geography Impact, 177, 217

SS.912.G.2.2Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

N/A

Communism Spreads in East Asia, 799–805, The Challenges of Development, 880–884, Africa Seeks a Better Future, 886–889, Latin America Builds Democracy, 896–903

SS.912.G.2.3Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.

N/A

SH25–SH27, War in Southeast Asia, 806–811, The Challenges of Development, 880–884, Africa Seeks a Better Future, 886–889, China and India: Two Giants of Asia, 890–895, Latin America Builds Democracy, 896–903, Document-Based Assessment, 855, Quick Study Guide, 874, Concept Connector, 91, 113, 417, 531, 661, 773, 823

SS.912.G.4.1 Interpret population growth and other demographic data for any given place. N/A

Analyzing Graphs, FL42, Analyze Graphic Data, SH28, Charts and Graphs, 294, 312, 431, 500, 503, 544, 623, 649, 709, 748, 767, 773, 775, 836, 849, 864, 871, 875, 881, 891, 904, 922, 980, 981

SS.912.G.4.2Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

N/A

Shaping Eastern Europe, 108, Migration, 7, 44, 109, 110, 155, 156, 177, 198, 247, 255, 424, 426, 546, Global Migration, 922–923, Columbian Exchange, 306, Section Assessment, 111, Concept Connector, 443, 546, 559, Geography’s Impact, 113

SS.912.G.4.3Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

N/A

Use Geographic Terms to Analyze Migration, 109, 110, 155, 156, 159, Migration, 7, 44, 177, 198, 247, 255, 424, 426, 546, Global Migration, 922–923, Columbian Exchange, 306, Section Assessment, 111, Concept Connector, 443, 546, 559, Geography’s Impact, 113

SS.912.G.4.7 Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. N/A

Building a Muslim Empire, 124–130, Korea and Its Traditions, 197–200, The Emergence of Japan and the Feudal Age, 201–210, Diverse Cultures of Southeast Asia, 211–215, Effects of Global Contact, 305–309, also see: Cultural Diffusion, 129, 146, 198, 310–311, Effect of transportation on diffusion of culture, 46, 131–132, 135, 184, 251–252, 262–263, 427, 428–429, Concept Connector: Cultural Diffusion, 113, 149, 159, 159, 217, 255, 313, 381, 941, Culture Handbook, 980–983

SS.912.G.4.9 Use political maps to describe the change in boundaries and governments within continents over time. N/A

Maps, 100, 106, 139, 194, 212, 227, 340, 409, 413, 463, 507, 571, 583, 611, 618, 651, 742, 783, 829, 841, 847, also see: Analyzing Maps, FL44, Skills Practice, FL46

SS.912.H.1.3 Relate works in the arts to various cultures. N/A

Humanities, 51, 82, 137, 210, 236, 323, 370, 405, 499, 575, 642, 671, 704, 895, Primary Sources, 231, also see: Learning and Culture, 76–82, Muslim’s Civilization Golden Age, 131–137, Infographic, 172, The Tang and Song Develop a Rich Culture, 186–188, Artistic Traditions Change, 209, The Renaissance in Italy, 224–230, The Renaissance in Germany, 232–235, Arts and Literature Reflect New Ideas, 365–367, Arts in the Industrial age, 495–498, Popular Culture in the Jazz Age, 700

SS.912.H.3.1Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

N/A

Cultural Diffusion, 129, 146, 198, 310–311, Effect of transportation on diffusion of culture, 46, 131–132, 135, 184, 251–252, 262–263, 427, 428–429, Concept Connector: Cultural Diffusion, 113, 149, 159, 159, 217, 255, 313, 381, 941, Humanities, 51, 82, 137, 210, 236, 323, 370, 405, 499, 575, 642, 671, 704, 895, Culture Handbook, 90–983, also see: The Mongol and Ming Empires, 190–196, Korea and Its Traditions, 197–200, The Renaissance in Italy, 224–231, The Renaissance in the North, 232–236, The Protestant Reformation, 237–241, Reformation Ideas Spread, 242–247, The Scientific Revolution, 248–252, Changing Attitudes and Values, 488–494, Arts in the Industrial Age, 495–499, Postwar Social Changes, 698–704

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. N/A

Skills Handbook: Using Timelines, FL43, FL50, Analyze Timeline, SH30, Timelines, 2–3, 12–13, 52–53, 90–91, 112–113, 129, 146, 148–149, 176–177, 216–217, 244–245, 254–255, 280–281, 312–313, 350–351, 380–381, 416–417, 442–443, 466–467, 500–501, 530–531, 558–559, 592–593, 622–623, 656–657, 660–661, 692–693, 732–733, 757, 772–773, 822–823, 852–853, 874–875, 904–905, 940–941, 960–961, 962–963

SS.912.W.1.2 Compare time measurement systems used by different cultures. N/A

Opportunities to address this standard appear on the following pages: 9, 24-25, 108-109, 119, 144-145, 184, 206-207, 298-299, 334-335, 362-363, 402-403, 430-431, 440-441, 536-537, 566-567, 628-629, 652-653, 744-745, 778-779, 878-879, 918-919, 958-959, 1008-1009, 1038-1039, 1060-1061, 1090-1091, 1126-1127, 1148-1149

SS.912.W.1.3 Interpret and evaluate primary and secondary sources. N/A

Interpret and Evaluate Primary Sources, FL41, Analyze Primary Sources, SH31, Primary Sources, 64, 123, 231, 270, 338, 363, 398, 435, 465, 682, 821, 845, 867, 903, 928, Document–Based Assessment, 55, 93, 115, 151, 179, 219, 257, 283, 315, 353, 383, 419, 445, 469, 503, 533, 561, 595, 625, 663, 695, 735, 775, 825, 855, 877, 907, 943, Comparing Viewpoints, 308, 400, 566, 603, 685, also see: Analyze the Text’s Structure, SH5, Analyze the Author’s Purpose, SH5, Distinguish Between Facts and Opinions / Recognize Bias, SH6, Identify Evidence, SH6, Evaluate Credibility, SH7, Analyze Images, SH29, Compare Viewpoints, SH32

SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past. N/A

Economics Handbook, 968–971, Science and Technology Handbook, 972–973, Science and Technology, 253, 255, 281, 443, 501, 733, 941, Concept Connector, 23, 53, 91, 113, 149, 177, 217, 255, 281, 313, 351, 381, 417, 443, 467, 501, 531, 559, 593, 623, 661, 693, 733, 773, 823, 853, 875, 905, 941, Document-Based Assessment, 93, Analyze Graphs, FL42, Analyzing Maps, FL44, Skills Practice, FL48, FL49, Research Writing, SH13–SH15, Geography Skills Handbook, SH24–SH28, Analyze Graphic Data, SH28, Use the Internet for Research, SH37

SS.912.W.1.5Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

N/A

Document-Based Assessment, 775, Comparing Viewpoints, 308, 400, 566, 603, 685, Analyze the Author’s Purpose, SH5, Evaluate Credibility, SH7, Compare Viewpoints, SH32

SS.912.W.1.6 Evaluate the role of history in shaping identity and character. N/A

Biographies, SH36, 36, 43, 59, 77, 99, 107, 128, 134, 162, 191, 205, 239, 243, 264, 297, 325, 342, 360, 374, 401, 412, 424, 482, 496, 511, 572, 573, 591, 633, 645, 655, 676, 691, 702, 728, 758, 793, 800, 807, 842, 889, 900, 926

SS.912.W.2.1 Locate the extent of Byzantine territory at the height of the empire. N/A Byzantine Empire, 100

SS.912.W.2.2Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion.

N/A

Constantine Creates a “New Rome” 96–97, Byzantine Christianity, 99–101, 102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.3Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.

N/A

Constantine Creates a “New Rome” 96–97, Byzantium Flourishes Under Justinian, 97–99, The Byzantine Heritage, 101–102, Cultural Diffusion, 113, Chapter Assessment, 114

SS.912.W.2.4 Identify key figures associated with the Byzantine Empire. N/A

Constantine, 96–97, Justinian, 97, 99, 112, Empress Theodora, 99, John of Damascus, 100, Mehmet the Conqueror, 101, Section Assessment, 102, Writing About History, 114

SS.912.W.2.5 Explain the contributions of the Byzantine Empire. N/AThe Byzantine Heritage, 101–102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.6

Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome.

N/A The Church Divides, 100–101, Section Assessment, 102, Chapter Assessment, 114

SS.912.W.2.7Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire.

N/A The Empire Suffers Crisis and Collapse, 101, Section Assessment, 102, Chapter Assessment, 114

SS.912.W.2.8

Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent.

N/AThe Empire Suffers Crisis and Collapse, 101, The Ottoman and Safavid Empires, 143–147, Chapter Assessment, 150

SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on Europe. N/A The Long Decline, 19, Western Europe in Decline, 28

SS.912.W.2.10

Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization.

N/A

Feudalism and the Manor Economy, 33–38, The Medieval Church, 39–44, A Commercial Revolution, 48, The Rise of the Middle Class, 49–50 , Quick Study Guide and Assessment, 52, Assessment, 54

SS.912.W.2.11 Describe the rise and achievements of significant rulers in medieval Europe. N/A

Clovis, 29, Charles Martel, 29, The Age of Charlemagne, 29–30, Europe After Charlemagne, 31, Eleanor of Aquitaine, 36, Key Figures in the Rise of Europe, 52, Document-Based Assessment: The Many Faces of Charlemagne, 55, William the Conqueror, 59, Henry II, 59, King John, 60, King Edward I, 61, Successful Monarchs in France, 62–63, Otto I, 65, The Feud Between Pope and Emperor, 66, Frederick I, 67, Frederick II, 67, Papal Supremacy, 68, Power Shifts in the High and Late Middle Ages, 90

SS.912.W.2.12

Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power.

N/A Monasteries and Convents, 41–42, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.13

Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe.

N/AThe Early Middle Ages, 28–32, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.14Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe.

N/AA Time of Crisis, 83–87, History Interactive: The Black Death, 88–89, Turmoil in Europe, 90, Chapter Assessment, 92

SS.912.W.2.15 Determine the factors that contributed to the growth of a modern economy. N/A Economic Recovery Sparks Change, 45–51, Chapter

Assessment, 92

SS.912.W.2.16 Trace the growth and development of national identify in England, France, and Spain. N/A

Royal Power Grows, 58–64, Primary Source: Magna Carta, 64, Medieval Literature, 79–80, The Hundred Years’ War, 85–87, Chapter Assessment, 92, Philip Solidifies Power, 319-322, Henry IV Restores Order, 324-325, An Absolute Monarch Rises, 325-326, Infographic: Separate Classes, 321, Parliament Triumphs in England, 330-337

SS.912.W.2.17 Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe. N/A

Service and Scholarship, 42, Humanities: Literature: The Canterbury Tales , 51, Learning and Culture Flourish, 76–82, Chapter Assessment, 92

SS.912.W.2.18Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures.

N/ARoyal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92

SS.912.W.2.19 Describe the impact of Japan's physiography on its economic and political development. N/A

Geography Sets Japan Apart, 201–202, Concept Connector: Geography’s Impact, 217, Document-Based Assessment: Shinto: “The Way of the Spirits”, 219

SS.912.W.2.20 Summarize the major cultural, economic, political, and religious developments in medieval Japan. N/A

The Emergence of Japan and the Feudal Age, 201–210, Chapter Assessment, 218, Document-Based Assessment: Shinto: “The Way of the Spirits”, 219

SS.912.W.2.21 Compare Japanese feudalism with Western European feudalism during the Middle Ages. N/A

Warriors Establish Feudalism, 205–206, Infographic: Code of the Samurai, 207; also see: Feudalism and the Manor Economy, 33–38

SS.912.W.2.22 Describe Japan's cultural and economic relationship to China and Korea. N/A Location Affects Korea, 197–198, Japan Invades,

200, Japan Looks to China, 203–204

SS.912.W.3.1 Discuss significant people and beliefs associated with Islam. N/A

The Rise of Islam, 118–122, Primary Source: The Quran, 123, Abu Bakr, 124, Ali, 125, Sufis, 126, Umayyad Caliphs, 126–127, Rise of the Abbasids, 128–129, Seljuk Turks, 130, Muslim Civilization’s Golden Age, 131–137, Five Pillars of Islam & Key Muslim Scholars, 148, Chapter Assessment, 150

SS.912.W.3.2 Compare the major beliefs and principles of Judaism, Christianity, and Islam. N/A

Roots of Judaism, 7, Concept Connector: Belief Systems, 11, 980–981, Rise of Christianity, 19, The Rise of Islam, 118–123

SS.912.W.3.3Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.

N/A

Islam in Western Europe, 29, The Rise of Islam, 118–123, Building a Muslim Empire, 124–130, The Ottoman and Safavid Empires, 143–147, Key Muslim Empires, 148, Impact of the Individual, 148, Muslim Trade Networks, 151, Islam in Africa, 158, 162, 167, 174, 568–569, Spread of Islam, 576–580

SS.912.W.3.4 Describe the expansion of Islam into India and the relationship between Muslims and Hindus. N/A India’s Muslim Empires, 138–142; Islam in Southeast

Asia, 213, 214

SS.912.W.3.5 Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. N/A Muslim Civilization’s Golden Age, 131–137

SS.912.W.3.6 Describe key economic, political, and social developments in Islamic history. N/A

Building a Muslim Empire, 124–130, Muslim Civilization’s Golden Age, 131–137, India’s Muslim Empires, 138–142, The Ottoman and Safavid Empires, 143–147, Key Muslim Empires, 148, Impact of the Individual, 148, Muslim Trade Networks, 151

SS.912.W.3.7Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century.

N/A Islam in Western Europe, 29, The Crusades and the Wider World, 69–74

SS.912.W.3.8 Identify important figures associated with the Crusades. N/APope Urban II, 70, 71, Godfrey of Bouillon, 70, Salah al-Din, 70, 71, Richard the Lion-heart, 72, 93, Key Religious Leaders, 90

SS.912.W.3.9 Trace the growth of major sub-Saharan African kingdoms and empires. N/A

Early Civilizations of Africa, 154–158, Concept Connector: Cultural Diffusion, 159, Kingdoms of West Africa, 160–165, Kingdoms and Trading States of East Africa, 166–170, Major African Kingdoms and Trading States, 176, Concept Connector: Trade, 177, Document-Based Assessment: Mansa Musa, 179

SS.912.W.3.10 Identify key significant economic, political, and social characteristics of Ghana. N/A Ghana: The Land of Gold, 161–162, Major African

Kingdoms and Trading States, 176

SS.912.W.3.11 Identify key figures and significant economic, political, and social characteristics associated with Mali. N/A

The Kingdom of Mali, 162, Major African Kingdoms and Trading States, 176, Document-Based Assessment: Mansa Musa, 179

SS.912.W.3.12 Identify key figures and significant economic, political, and social characteristics associated with Songhai. N/A

A New Empire in Songhai, 163–164, Power Sharing, 173, Major African Kingdoms and Trading States, 176

SS.912.W.3.13 Compare economic, political, and social developments in East, West, and South Africa. N/A

Concept Connector: Cultural Diffusion, 159, Kingdoms of West Africa, 160–165, Kingdoms and Trading States of East Africa, 166–170, Major African Kingdoms and Trading States, 176, Concept Connector: Trade, 177, Document-Based Assessment: Mansa Musa, 179

SS.912.W.3.14 Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai. N/A Ghana and Mali, 162, Songhai (Armies Invade From

the North, 164

SS.912.W.3.15 Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations. N/A Civilizations of the Americas (1400 B.C.–A.D. 1570),

20–21

SS.912.W.3.16 Locate major civilizations of Mesoamerica and Andean South America. N/A Geography of the Americas, 21

SS.912.W.3.17 Describe the roles of people in the Maya, Inca, and Aztec societies. N/A Civilizations of the Americas (1400 B.C.–A.D. 1570),

20–21

SS.912.W.3.18Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America.

N/A Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.3.19Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.

N/A Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.4.1Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice).

N/A

Italy’s Vibrant City-States, 226, Political Europe About 1500; also see: The Growth of Towns and Cities, 47, A Commercial Revolution, 48, The Rise of Middle Class, 49, Town and City Life, 50

SS.912.W.4.2Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European).

N/A

The Renaissance in Italy, 224–231 Expressing Humanism, 225, 226, Architecture: A “Social Art”, 227, The Discovery of Perspective, 228–229, Writing for a New Society, 230, Primary Source: The Prince , 231

SS.912.W.4.3 Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. N/A

Giorgio Vasari, 224, 230, Francisco Petrarch, 225, Michelangelo, 225, 228–229, Cosimo de’ Medici, 226, Donatello, 226, 227, Giotto, 226, Filippo Brunelleschi, 227, Leonardo da Vinci, 228, Raphael, 229, Baldassare Castiglione, 230, Niccolo Machiavelli, 230, 231, Johann Gutenberg, 232, Albrecht Durer, 233, Desiderius Erasmus, 233, Sir Thomas More, 234, Rabelais, 234, Shakespeare, 234–235

SS.912.W.4.4 Identify characteristics of Renaissance humanism in works of art. N/A

Expressing Humanism, 225, Reflecting Humanist Thought, 226, Northern Humanists and Writers, 233–235

SS.912.W.4.5 Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. N/A

Learning and Culture Flourish, 76–82, The Scientific Revolution, 248–252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.6Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods.

N/A Changing Views of the Universe, 248–249, Important Figures of the Scientific Revolution, 254

SS.912.W.4.7Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers.

N/A

John Wycliffe, 85, 238, 243, Jan Hus, 85, 238, Desiderius Erasmus, 233–234, 238, 240, Martin Luther: Catalyst of Change, 238–240, Switzerland’s Reformation, 241, Reformation Ideas Spread, 242–247

SS.912.W.4.8Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe.

N/AThe Protestant Reformation, 237–241, Reformation Ideas Spread, 242–247, Causes and Effects of the Protestant Reformation, 254

SS.912.W.4.9Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation.

N/A Catholic Reformation, 245–246, 321, Widespread Persecution, 247

SS.912.W.4.10 Identify the major contributions of individuals associated with the Scientific Revolution. N/A

Nicolaus Copernicus, 248, Tycho Brahe, 249, Johannes Kepler, 249, Galileo Galilei, 249, Francis Bacon, 250, Rene Descartes, 250, Andreas Vesalius, 251, Ambrose Pare, 251, William Harvey, 251, Anton van Leeuwenhoek, 251, Robert Boyle, 252, Isaac Newton, 252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.11 Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. N/A

The Search for Spices, 260–265, Encounters in East Asia, 275–279, Important European Explorers, 280, Technology: Compass, 281, Document-Based Assessment: Why Did Europeans Explore the Seas?, 283

SS.912.W.4.12 Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. N/A

Columbian Exchange, 305–306, History Interactive: Transforming the World: The Columbian Exchange, 310, Concept Connector: Cultural Diffusion, 313

SS.912.W.4.13Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.

N/A

Conquest in the Americas, 286–290, Spanish and Portuguese Colonies in the Americas, 291–295, Struggle for North America, 296–300, Major European Settlements/Colonies in the Americas, 312

SS.912.W.4.14

Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.

N/A

The African Slave Trade Explodes, 267–268, Encomienda—A System of Forced Labor, 292, The Atlantic Slave Trade, 301–304, Concept Connector: Transatlantic Slave Trade, 313

SS.912.W.4.15Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.

N/AThe African Slave Trade Explodes, 267–268, The Atlantic Slave Trade, 301–304, Concept Connector: Transatlantic Slave Trade, 313

SS.912.W.5.1

Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia.

N/A

Spanish Power Grows, 318–323, France Under Louis XIV, 324–328, Concept Connector: Political Systems, 329, Parliament Triumphs in England, 330–338, Absolute Monarchy in Russia, 344–349, Key Events in the Age of Absolutism, 350–351, Concept Connector: The Rise of Parliament, 353

SS.912.W.5.2 Identify major causes of the Enlightenment. N/A

Pens to Inspire Revolution, 357, Philosophy in the Age of Reason, 358–363, Enlightenment Ideas Spread, 364–370, Timeline of Key Events, 380–381, Document-Based Assessment: Enlightenment Thought, 383

SS.912.W.5.3 Summarize the major ideas of Enlightenment philosophers. N/A

Reading Skill: Summarize, 358, 369, Enlightenment Ideas Influence Democracy, 380, Writing About History, 382, Document-Based Assessment: Enlightenment Thought, 383

SS.912.W.5.4Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world.

N/A

Pens to Inspire Revolution, 357, Philosophy in the Age of Reason, 358–363, Enlightenment Ideas Spread, 364–370, Infographic: The Roots of American Democracy, 376, Enlightenment Ideas Have Great Impact, 377, Enlightenment Ideas Influence Democracy, 380, Document-Based Assessment: Enlightenment Thought, 383, natural laws, 436, socialism, 439

SS.912.W.5.5 Analyze the extent to which the Enlightenment impacted the American and French Revolutions. N/A

Infographic: The Roots of American Democracy, 376, Enlightenment Ideas Have Great Impact, 377, Enlightenment Ideas Influence Democracy, 380, Enlightenment Ideas and the French Revolution, 389

SS.912.W.5.6Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.

N/A

On the Eve of Revolution, 386–391, The French Revolution Unfolds, 392–398, Radical Days of the Revolution, 399–405, The Age of Napoleon, 406–414, Quick Study Guide and Assessment, 416, Essential Question Review, 417, Chapter Assessment, 418, Document-Based Assessment: Storming the Bastille, 419

SS.912.W.5.7Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture.

N/A

Revolts in Latin America, 459–465, Independence Movements in Latin America, 466, Essential Question Review & Connections to Today, 467, Chapter Assessment, 468

SS.912.W.6.1

Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan.

N/A

Dawn of the Industrial Age, 422–425, Britain Leads the Way, 426–429, New Inventions and Ideas, 442, Concept Connector: Technology, 443, Chapter Assessment, 444

SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. N/A

Social Impact of the Industrial Revolution, 430–435, New Ways of Thinking, 436–440, Effects of the Industrial Revolution, 442, Concept Connector: Economic Systems, 443, Chapter Assessment, 444, Document-Based Assessment: New Economic and Social Theories, 445

SS.912.W.6.3Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx.

N/A

New Ways of Thinking, 436–440, Concept Connector: Economic Systems, 443, Chapter Assessment, 444, Document-Based Assessment: New Economic and Social Theories, 445

SS.912.W.6.4

Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America.

N/A

New Ways of Thinking, 436–440, Changing Attitudes and Values, 488–494, Democratic Reform in Britain, 536–539, Social and Economic Reform in Britain, 540–545, Division and Democracy in France, 547–552, Expansion of the United States, 553–557, Mexico's Struggle for Stability, 615-621, Struggle in Latin America, 666–671, Nationalism in Africa and the Middle East, 672–678, India Seeks Self-Rule, 679–682, Conflicting Forces in Japan, 688–691

SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. N/A

Building a German Nation, 506–509, Germany Strengthens, 510–513, Unifying Italy, 514–518, Unification in Europe, 1873

SS.912.W.6.6 Analyze the causes and effects of imperialism. N/A

Building Overseas Empires, 564–567, The Partition of Africa, 568–575, European Claims in Muslim Regions, 576–580, The British Take Over India, 581–585, China and the New Imperialism, 587–591, Western Imperialism, 592, Essential Question Review, 593, Chapter Assessment, 594, Imperialism in Southeast Asia and the Pacific, 605–609, Self-Rule for Canada, Australia, and New Zealand, 610–614, Economic Imperialism in Latin America, 615–621, Imperialism and Colonies, 622, Essential Question Review, 623, Chapter Assessment, 624, Document-Based Assessment: The Imperialism Debate and the Philippines, 625, Nationalism in Africa and the Middle East, 672–678, India Seeks Self-Rule, 679–682

SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism. N/A

China and the New Imperialism, 587–591, Foreign Imperialism, 684, Concept Connector: Belief Systems, 593

SS.912.W.7.1Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.

N/A

The Great War Begins, 630–635, A New Kind of War, 636–642, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.2 Describe the changing nature of warfare during World War I. N/A A New Kind of War, 636–642, Waging Total War,

643

SS.912.W.7.3 Summarize significant effects of World War I. N/AVictory at Last, 647, Making the Peace, 648–652, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.4

Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression.

N/A

Postwar Economics, 708, The Great Depression, 709, Democracies React to the Depression, 710–711, Recovery and Collapse, 727, Causes and Effects of the Great Depression, 732

SS.912.W.7.5

Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.

N/A

Fascism in Italy, 712–716, Concept Connector: Dictatorship, 717, The Soviet Union Under Stalin, 718–725, Hitler and the Rise of Nazi Germany, 726–731, Three Totalitarian States, 732, Essential Question Review: Dictatorship, 733, Chapter Assessment, 734, Document-Based Assessment: Hitler’s Rise to Power, 735

SS.912.W.7.6Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.

N/AThe Individual and the State, 714, Stalin’s Terror Tactics, 720–723, The Third Reich Controls Germany, 729–731, Three Totalitarian States, 732

SS.912.W.7.7 Trace the causes and key events related to World War II. N/A

From Appeasement to War, 738–743, The Axis Advances, 744–752, The Allies Turn the Tide, 753–759, Events That Changed the World: D- Day, 760–761, Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770, Concept Connector: Genocide, 771, Quick Study Guide and Assessment, 772, Essential Question Review & Connections to Today, 773, Chapter Assessment, 774, Document-Based Assessment, 775

SS.912.W.7.8

Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.

N/A Holocaust, 750–751, 766, 847, Concept Connector: Genocide, 771, Concept Connector: Genocide, 773

SS.912.W.7.9 Identify the wartime strategy and post-war plans of the Allied leaders. N/A

The Allies Turn the Tide, 753–759, Events That Changed the World: D- Day, 760–761, Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770, Document-Based Assessment: The Decision to Use the Atomic Bomb, 775

SS.912.W.7.10 Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan. N/A

Defeat for Japan, 764–765, Document-Based Assessment: The Decision to Use the Atomic Bomb, 775

SS.912.W.7.11 Describe the effects of World War II. N/A

Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770, Chapter Assessment, 774, Document-Based Assessment: The Decision to Use the Atomic Bomb, 775

SS.912.W.8.1Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.

N/ANew Conflicts Develop, 768, The Cold War Unfolds, 780–788, Cold War Contrasts, 822, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.2 Describe characteristics of the early Cold War. N/A

New Conflicts Develop, 768, The Cold War Unfolds, 780–788, China, the Cold War’s “Wild Card”, 801–802, War Comes to Korea, 803–804, Cold War Contrasts, 822, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.3 Summarize key developments in post-war China. N/A

Communist Revolution in, 799–801, China, the Cold War’s “Wild Card”, 801–802, China Reverses United Nations Gains, 804, China Mixes Reform and Repression, 890, China Faces Ongoing Challenges, 891–892, Document-Based Assessment: China’s Economy, 907

SS.912.W.8.4Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.

N/A

The Cold War Goes Global, 782–785, War Comes to Korea, 803–804, War in Southeast Asia, 806–811, Cold War Hot Spots, 822, The Superpowers Compete for Influence, 840, Document-Based Assessment: Cold War Chills, 825, Struggles in Southern Africa, 862-866

SS.912.W.8.5 Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. N/A

History Interactive: The Fall of the Soviet Union, 812–813, The End of the Cold War, 814–821, Steps in the Collapse of the Soviet Union, 822

SS.912.W.8.6

Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world.

N/AConnections to Today: Arab-Israeli Wars, 773, The Modern Middle East, 846–851, Conflicts in the Middle East, 868–873, 931

SS.912.W.8.7 Compare post-war independence movements in African, Asian, and Caribbean countries. N/A

Independent Nations of South Asia, 828–833, New Nations of Southeast Asia, 834–837, African Nations Gain Independence, 838–845, Israel is Founded, 847, Building Nations in the Middle East, 846–851, Quick Study Guide and Assessment, 852, Essential Question Review & Connections to Today, 853, Chapter Assessment, 854, Struggles in Africa, 862–867

SS.912.W.8.8Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.

N/AStrong Leaders, 830, Sukarno, 835, Ferdinand Marcos, 837, Nationalist Leaders Demand Freedom, 839, Jomo Kenyatta, 842, Kwame Nkrumah, 845

SS.912.W.8.9Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America.

N/A

Filipinos Demand Democracy, 837, Moves Towards Democracy, 839–840, China Mixes Reform and Repression, 890–891, Latin America Builds Democracy, 896–903, Primary Source: The Democratic Option, 903

SS.912.W.8.10Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.

N/A

The Modern Middle East, 846–851, Islam in the Modern World, 848, 849, The Iranian Revolution, 850, Oil, Religion, and Threats to Stability, 851, Belief Systems: World Religions, 853, Two Peoples Claim the Same Land, 868, A City Sacred to Both, 869, Obstacles to Peace, 870–871

SS.912.W.9.1Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life.

N/A

New Scientific Theories, 701–702, Advances in Science and Technology, 934–939, Key Developments in Science and Technology (20th

century), 974–975; also see: Concept Connector: Science and technology, 733, 941

SS.912.W.9.2 Describe the causes and effects of post-World War II economic and demographic changes. N/A

The Challenges of Development, 880–884, Africa Seeks a Better Future, 886–889, China and India: Two Giants of Asia, 890–895, Latin America Builds Democracy, 896–903, Quick Study Guide and Assessment, 904, Essential Question Review & Connections to Today, 905, Chapter Assessment, 906, Document-Based Assessment, 907, Industrialized Nations After the Cold War, 910–913

SS.912.W.9.3

Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them.

N/A

Genocide: Armenia, 578, Concept Connector, 593, 661, 771, 773, 875, Document-Based Assessment: The Forgotten Genocide, 595, Holocaust, 750–751, Rwanda, 862, 865, Darfur, 866, Bosnia, 875

SS.912.W.9.4 Describe the causes and effects of twentieth century nationalist conflicts. N/A

Conflicts Divide Nations, 858–861, Conflicts in Former Yugoslavia, 874, Writing About History, 876, China Mixes Reform and Repression, 890-894

SS.912.W.9.5Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.

N/AMalaria: When a Mosquito Strikes, 921, Global Diseases, 922, Protecting Children, 924, Infographic: Health of the World Today, 925

SS.912.W.9.6Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.

N/AGlobal Trade Organizations and Treaties, 916–918, Key Components of Globalization, 940, Concept Connector: Trade, 941

SS.912.W.9.7 Describe the impact of and global response to international terrorism. N/A Security in a Dangerous World, 929–933, Chapter

Assessment, 942

The Examples can be from Student or Teacher Instructional Material.Description: Prentice Hall World History is developed around a series of enduring concepts that people around the world have wrestled with in the past and still wrestle with today. Triggered by an Essential Question, each Concept Connector allows students to explore and track the concept across time and place. In this way, students can gain a deep understanding of world history, connecting past, present, and future. Through this and other features, such as Events That Changed the World, students are encouraged to Connect to the content and build knowledge and skills through Experience. Sample page references: Concept Connectors: Migration: Under what circumstances do people migrate? 546, Connections to Today, 559. Events That Changed the World: The Fall of the Soviet Union, 812-813, 21st Century Skills Handbook: Problem Solving and Decision Making SH35; Graph Skills caption and questions 544; Notetaking Reading Skill: Recognize Sequence 547; Writing About History Writing a Compare and Contrast Expository Essay 560; Document-Based Assessment 561

OVERALL INSTRUCTIONAL QUALITY

IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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(Committee Member Use Only)Committee Member Evaluation

The major tool introduces and builds social studies concepts as a coherent whole. It provides opportunities to students to explore why an idea is important and in which contexts that idea can be useful. In other words, the major tool helps students learn the social studies concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

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Description: Throughout Prentice Hall World History, students encounter special features that engage their imaginations and encourage them to look further. For example, Infographic features combine a lively combination of images and text to make the material relevant and engaging. Moreover, research and online activities, suggested in the student book and Teacher’s Edition, will allow students to explore world history through multiple media.Sample page references Infographic: The Reign of Terror 402-403Events That Changed the World: The Columbian Exchange, 310-311Concept Connector: Revolution: Why do political revolutions occur? 458Witness History: Crusaders Capture Jerusalem 69; The Black Death Approaches 83 Teacher’s Edition Extend activities: Groups research Bastille Day celebrations and compare them to Fourth of July celebrations. TE391; Students find headlines on current scientific advances and predict how they will affect society. TE494

Description:Prentice Hall World History presents varying points of view on a topic, through such features as Comparing Viewpoints and Document-Based Assessment. In Comparing Viewpoints, students evaluate two sources on the same subject. Through Document-Based Assessment, they encounter multiple perspectives on a question, and are asked to analyze and justify their analysis.Sample Page References21st Century Skills Handbook: Problem Solving and Decision Making, SH35Comparing Viewpoints: On the Execution of a King 400Document-Based Assessment: How is the Salt March a turning point in India’s struggle for independence? 695

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

Evaluating differing points of view is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Description:Students using Prentice Hall World History begin building their social studies communication skills in the 21st Century Skills Handbook. They then have the chance to practice and apply what they’ve learned to other topics and time periods. Numerous tasks in the student book and Teacher’s Edition enable students to build and then communicate their understanding of social studies topics. Sample page References: 21st Century Skills Handbook: Reading Information Texts SH2-SH7; Writing Handbook SH8-SH23; Geography Skills Handbook SH24-SH27; Critical Thinking About Text, Visuals and Media Sources SH28-SH37; Speaking and Listening SH38-SH39Writing about History: Writing an Expository Essay: Cause and Effect 92; Explanatory Essay 444; Writing a Problem-Solution Essay 502Reading Skill: Recognize Causes and Effects 83; Identify Supporting Details 339; Recognize Sequence 506; Teacher’s Edition Extend activities: TE337; students do research to make a multimedia presentation TE 557; students make a chart, TE215

Description: Prentice Hall World History provides ample opportunities for students to organize their thinking using graphic representations. Every section opener contains a graphic organizer that students can use to take notes and to ensure their understanding of the reading. They are also encouraged to organize their writing using graphic organizers and outlines. In addition, students can often explore a single concept through multiple sources and perspectives, in such features as Traveler’s Tales, Events That Changed the World, and Document-Based Assessment.

Graphic organizers: For notetaking: Identify Main Ideas 237, Identify Causes and Effects 260. For Prewriting: Create a graphic organizer SH21, Draw a Venn diagram 218, Traveler’s Tales, Ibn Battuta Witnesses a Unique Trading Tradition. 168-169, Events That Changed the World: Spreading the Word of Revolution. 378-379, Document-Based Assessment: The Decision to Use the Atomic Bomb, 775

Tasks engage students in communicating social studies by writing, explaining, drawing, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote the use of multiple representations. Students use a variety of tools, including both primary and secondary sources, to understand a single concept.

Description: Prentice Hall World History recognizes the important connection between social studies and other disciplines. Connections can be seen through such features as Humanities, Infographics, and selected Biographies, as well as Teacher’s Edition Extend activities.Sample Page ReferencesHumanities: Architecture: The Gothic Cathedral 82, Literature: Don Quixote 323, Art: Pablo Picasso 704Infographics: Electricity’s Impact on Daily Life 486-487History Makers: Christine de Pisan 77, James Watt 424, Marie Curie 702 Teacher’s Edition Extend activities: Students view an image of African art to see its connection to the work of Picasso and to discuss the influence of cultures on each other. TE609,

Content provided that is NOT directly associated with NGSSS benchmarks for the course/grade level is less than approximately ten percent (10%). (Publishers must list ALL content here, not just examples.)

The social studies connects to other disciplines such as reading, art, mathematics, and science. Tasks represent ideas as interconnected and building upon each other.

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTION

LESSONS WHERE ACCESS POINT IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR

TOOL(Include page numbers of lesson, a link to

lesson, or other identifier for easy lookup for committee member.)

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SS.912.W.1.In.a Use a timeline to show the relationship of historical events.


SS.912.W.1.In.b Identify terms of time sequence, such as decade, century, and era.

Recognize sequence, 96, 103, 118, 124, 190, 286, 291, 305, 371, 399, 506, 510, 514, 519, 524, 547, 738, 744, 753, 762, 766, 868, also see: Skills Handbook: Using Timelines, FL43, FL50, Analyze Timeline, SH30, Timelines, 2–3, 12–13, 52–53, 90–91, 112–113, 129, 146, 148–149, 176–177, 216–217, 244–245, 254–255, 280–281, 312–313, 350–351, 380–381, 416–417, 442–443, 466–467, 500–501, 530–531, 558–559, 592–593, 622–623, 656–657, 660–661, 692–693, 732–733, 757, 772–773, 822–823, 852–853, 874–875, 904–905, 940–941, 960–961, 962–963

Committee Member Evaluation(Committee Member Use Only)

Pearson Education, Inc., publishing as Prentice Hall22-1603684-03

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

ACCESS POINTSINSTRUCTIONAL MATERIALS CORRELATION

Prentice Hall World History, Florida Edition1869

Social StudiesGrades 9-12World History2109310

SS.912.W.1.In.cExamine and describe information in primary and secondary sources, such as artifacts, images, and auditory and written sources.


SS.912.W.1.In.d Identify basic uses of historical inquiry and the relation to geography, economics, and civics.

Economics Handbook, 968–971, Science and Technology Handbook, 972–973, Science and Technology, 253, 255, 281, 443, 501, 733, 941, Concept Connector, 23, 53, 91, 113, 149, 177, 217, 255, 281, 313, 351, 381, 417, 443, 467, 501, 531, 559, 593, 623, 661, 693, 733, 773, 823, 853, 875, 905, 941, Analyze Graphs, FL42, Analyzing Maps, FL44, Skills Practice, FL48, FL49, Research Writing, SH13–SH15, Geography Skills Handbook, SH24–SH28, Analyze Graphic Data, SH28, Use the Internet for Research, SH37

SS.912.W.1.In.e Recognize differences in interpretations of historians about events.


SS.912.W.1.In.f Identify the role of history in shaping the identity of culture and character.

Biographies, SH36, 36, 43, 59, 77, 99, 107, 128, 134, 162, 191, 205, 239, 243, 264, 297, 325, 342, 360, 374, 401, 412, 424, 482, 496, 511, 572, 573, 591, 633, 645, 655, 676, 691, 702, 728, 758, 793, 800, 807, 842, 889, 900, 926

SS.912.W.1.Pa.a Use a simple pictorial timeline to recognize a sequence of events.

Skills Handbook: Using Timelines, FL43, Analyze Timeline, SH30, Timelines, 2–3, 12–13, 52–53, 90–91, 112–113, 129, 146, 148–149, 176–177, 216–217, 244–245, 254–255, 280–281, 312–313, 350–351, 380–381, 416–417, 442–443, 466–467, 500–501, 530–531, 558–559, 592–593, 622–623, 656–657, 660–661, 692–693, 732–733, 757, 772–773, 822–823, 852–853, 874–875, 904–905, 940–941, 960–961, 962–963, Analyze Timelines, SH30, Skills Practice 6, FL50

SS.912.W.1.Pa.b Recognize terms that relate to time, such as day, week, month, and year.


SS.912.W.1.Pa.cRecognize sources of information, such as artifacts, images, and auditory and written sources.


SS.912.W.1.Pa.dRecognize sources of information, such as artifacts, images, and auditory and written sources.


SS.912.W.1.Pa.eRecognize sources of information, such as artifacts, images, and auditory and written sources.


SS.912.W.1.Pa.f Recognize a characteristic of cultural identity.

Culture Handbook, 980–983, also see: Cultural Diffusion, 129, 146, 198, 310–311, Effect of transportation on diffusion of culture, 46, 131–132, 135, 184, 251–252, 262–263, 427, 428–429, Concept Connector: Cultural Diffusion, 113, 149, 159, 159, 217, 255, 313, 381, 941

SS.912.W.1.Su.a Use a simple timeline to identify the relationship of historical events.


SS.912.W.1.Su.b Recognize terms of time sequence, such as decade and century.


SS.912.W.1.Su.cIdentify information in a primary and secondary source, such as artifacts, images, and auditory and written sources.


SS.912.W.1.Su.d Recognize a use of historical inquiry and the relation to geography, economics, and civics.

Economics Handbook, 968–971, Science and Technology Handbook, 972–973, Science and Technology, 253, 255, 281, 443, 501, 733, 941, Concept Connector, 23, 53, 91, 113, 149, 177, 217, 255, 281, 313, 351, 381, 417, 443, 467, 501, 531, 559, 593, 623, 661, 693, 733, 773, 823, 853, 875, 905, 941, Document-Based Assessment, 93, Analyze Graphs, FL42, Analyzing Maps, FL44, Skills Practice, FL48, FL49, Research Writing, SH13–SH15, Geography Skills Handbook, SH24–SH28, Analyze Graphic Data, SH28, Use the Internet for Research, SH37

SS.912.W.1.Su.e Recognize that interpretations of historians may differ.


SS.912.W.1.Su.f Recognize the role of history in shaping the identity of culture and character.

Biographies, SH36, 36, 43, 59, 77, 99, 107, 128, 134, 162, 191, 205, 239, 243, 264, 297, 325, 342, 360, 374, 401, 412, 424, 482, 496, 511, 572, 573, 591, 633, 645, 655, 676, 691, 702, 728, 758, 793, 800, 807, 842, 889, 900, 926

SS.912.W.2.In.a Identify the extent of Byzantine territory. Byzantine Empire, 100

SS.912.W.2.In.bIdentify the impact of the establishment of “New Rome” by Constantine the Great with Christianity as the official religion.

Constantine Creates a “New Rome” 96–97, Byzantine Christianity, 99–101, 102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.In.c Identify similarities and differences of the Byzantine Empire and Roman Empire.


SS.912.W.2.In.dRecognize a key figure from the Byzantine Empire, such as the emperor, Justinian the Great.

Constantine, 96–97, Justinian, 97, 99, 112, Empress Theodora, 99, John of Damascus, 100, Mehmet the Conqueror, 101, Section Assessment, 102, Writing About History, 114

SS.912.W.2.In.e

Identify contributions of the Byzantine Empire, such as the development of Western Europe, Islamic civilization, and spread of Christianity in Eastern Europe (Slavic peoples).

The Byzantine Heritage, 101–102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.In.f

Identify contributions of the Byzantine Empire, such as the development of Western Europe, Islamic civilization, and spread of Christianity in Eastern Europe (Slavic peoples).


SS.912.W.2.In.gRecognize causes of the decline of the Byzantine Empire, such as the plague, attacks from barbarian tribes, or the Crusades.

The Empire Suffers Crisis and Collapse, 101, Section Assessment, 102, Chapter Assessment, 114

SS.912.W.2.In.h Identify that the Ottoman Turks conquered the Byzantine Empire and the Ottoman Empire grew.

The Empire Suffers Crisis and Collapse, 101, The Ottoman and Safavid Empires, 143–147, Chapter Assessment, 150

SS.912.W.2.In.i

Identify the changes that occurred after the collapse of the Western Roman Empire, such as less trade, the loss of learning and knowledge, and the breakup into barbarian states.

The Long Decline, 19, Western Europe in Decline, 28, Europe After Charlemagne, 31–32, The Empire Suffers Crisis and Collapse, 101

SS.912.W.2.In.jIdentify the social rankings in medieval society and the role feudalism played in Western Civilization.

Feudalism and the Manor Economy, 33–38, The Medieval Church, 39–44, A Commercial Revolution, 48, The Rise of the Middle Class, 49–50 , Quick Study Guide and Assessment, 52, Chapter Assessment, 54

SS.912.W.2.In.kIdentify the achievements under the leadership of Charlemagne, such as religious reform, establishment of courts, and cultural revival.

The Age of Charlemagne, 29–30, Europe After Charlemagne, 31–32

SS.912.W.2.In.lRecognize ways Christian monasteries and convents helped the people through education, charity, and agriculture.

Monasteries and Convents, 41–42, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.In.m Identify the major influences in Western Civilization that fostered cultural unity.

The Early Middle Ages, 28–32, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.In.nRecognize difficulties experienced by Western Europe in the 1300s, such as the Great Famine, Black Death, and the Hundred Years War.

A Time of Crisis, 83–87, History Interactive: The Black Death, 88–89, Turmoil in Europe, 90, Chapter Assessment, 92

SS.912.W.2.In.o

Recognize how the modern economy developed, such as from the growth of the early banking system, advancements in agriculture, the rise of the merchant class, and the growth of towns and cities.

Economic Recovery Sparks Change, 45–51, Chapter Assessment, 92

SS.912.W.2.In.p Identify characteristics of national identity in England, France, and Spain.

Royal Power Grows, 58–64, Primary Source: Magna Carta, 64, Medieval Literature, 79–80, The Hundred Years’ War, 85–87, Chapter Assessment, 92, Philip Solidifies Power, 319-322, Henry IV Restores Order, 324-325, An Absolute Monarch Rises, 325-326, Infographic: Separate Classes, 327, Parliament Triumphs in England, 330-337

SS.912.W.2.In.q

Identify figures, such as Thomas Aquinas and Roger Bacon, and achievements, such as the advancement of education and law, of the medieval period in Western Europe.


SS.912.W.2.In.r

Recognize that developments in medieval English history established important legal principles, such as English Common law, the Magna Carta, habeas corpus, and the development of modern democratic institutions.

Royal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92

SS.912.W.2.In.s Identify physical features of Japan that impacted its development.


SS.912.W.2.In.tIdentify major developments in medieval Japan, such as the influence of the religions, feudal system, government, and military.


SS.912.W.2.In.uIdentify major developments in medieval Japan, such as the influence of the religions, feudal system, government, and military.


SS.912.W.2.In.v Identify an example of Japan's cultural and economic relationship to China and Korea.

Location Affects Korea, 197–198, Japan Invades, 200, Japan Looks to China, 203–204

SS.912.W.2.Pa.a Recognize that there were civilizations in different parts of the world.

Major Belief Systems, 980–981, also see: Roots of Judaism, 7, Concept Connector: Belief Systems, 11, 980–981, Rise of Christianity, 19, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54, Byzantine Christianity, 99–101, 102, The Rise of Islam, 118–123

SS.912.W.2.Pa.b Recognize Christianity as a religion.

Rise of Christianity, 19, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54, Byzantine Christianity, 99–101, 102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.Pa.c Recognize a characteristic of empires.

Empires of India and China (600 B.C.–A.D. 550), 14–15 , The Holy Roman Empire and the Church, 65–68 , The Byzantine Empire, 96–102, Building a Muslim Empire, 124–130, India’s Muslim Empires, 138–142, The Ottoman and Safavid Empires, 143–147, The Mongol and Ming Empires, 190–196, Nationalism Threatens Old Empires, 519–522

SS.912.W.2.Pa.d Recognize a characteristic of empires.


SS.912.W.2.Pa.e Recognize a contribution of medieval civilizations.


SS.912.W.2.Pa.f Recognize a contribution of medieval civilizations.

Service and Scholarship, 42, Humanities: Literature: The Canterbury Tales , 51, Learning and Culture Flourish, 76–82, Chapter Assessment, 92, Royal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92, The Emergence of Japan and the Feudal Age, 201–210, Chapter Assessment, 218, Document-Based Assessment: Shinto: “The Way of the Spirits”, 219

SS.912.W.2.Pa.g Recognize that disease or war can destroy a civilization.

The Empire Suffers Crisis and Collapse, 101, Section Assessment, 102, Chapter Assessment, 114, A Time of Crisis, 83–87, History Interactive: The Black Death, 88–89, Turmoil in Europe, 90, Chapter Assessment, 92, also see: Toward Civilization (Prehistory–3000 B.C.), 4–5, First Civilizations: Africa and Asia (3200 B.C.–500 B.C.), 6–7, Early Civilizations in India and China (2600 B.C.–256 B.C.), 8–9, Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.2.Pa.h Recognize that countries fight to take control of other countries.


SS.912.W.2.Pa.i Recognize a negative consequence of change in civilization.

Toward Civilization (Prehistory–3000 B.C.), 4–5, First Civilizations: Africa and Asia (3200 B.C.–500 B.C.), 6–7, Early Civilizations in India and China (2600 B.C.–256 B.C.), 8–9, Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.2.Pa.j Recognize a contribution of medieval civilizations.

Service and Scholarship, 42, Humanities: Literature: The Canterbury Tales , 51, Learning and Culture Flourish, 76–82, Chapter Assessment, 92, Royal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92, The Emergence of Japan and the Feudal Age, 201–210, Chapter Assessment, 218, Document-Based Assessment: Shinto: “The Way of the Spirits”, 219

SS.912.W.2.Pa.k Recognize a positive consequence of change in civilization.


SS.912.W.2.Pa.l Recognize a social support provided by religious organizations.

Major Belief Systems, 980–981, also see: Roots of Judaism, 7, Concept Connector: Belief Systems, 11, 980–981, Rise of Christianity, 19, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54, Byzantine Christianity, 99–101, 102, The Rise of Islam, 118–123

SS.912.W.2.Pa.m Recognize that people in different cultures can join together.

Building a Muslim Empire, 124–130, Korea and Its Traditions, 197–200, The Emergence of Japan and the Feudal Age, 201–210, Diverse Cultures of Southeast Asia, 211–215, Effects of Global Contact, 305–309, also see: Cultural Diffusion, 129, 146, 198, 310–311, Effect of transportation on diffusion of culture, 46, 131–132, 135, 184, 251–252, 262–263, 427, 428–429, Concept Connector: Cultural Diffusion, 113, 149, 159, 159, 217, 255, 313, 381, 941, Culture Handbook, 980–983

SS.912.W.2.Pa.n Recognize that disease or war can destroy a civilization.

The Empire Suffers Crisis and Collapse, 101, Section Assessment, 102, Chapter Assessment, 114, A Time of Crisis, 83–87, History Interactive: The Black Death, 88–89, Turmoil in Europe, 90, Chapter Assessment, 92, also see: Toward Civilization (Prehistory–3000 B.C.), 4–5, First Civilizations: Africa and Asia (3200 B.C.–500 B.C.), 6–7, Early Civilizations in India and China (2600 B.C.–256 B.C.), 8–9, Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.2.Pa.o Recognize that an economy involves buying and trading goods.

Concept Connector: Economics, 968–971, also see: Trade, 46, 47–48, 72, 89, 132, 151, 153, 159, 160–161, 163, 166–167, 168–169, 170, 189, 208, 212, 220, 221 , 225, 260–265, 272–273, 274, 281, 292, 297, 301–304, 305–306, 308, 313, 371, 372, 415, 443, 443, 542, 559, 581–583, 584, 586, 587, 593, 623, 690, 789, 913, 916–917, 918, 918, 941, 966, 970

SS.912.W.2.Pa.p Recognize a characteristic of national identity.Royal Power Grows, 58–64, Primary Source: Magna Carta, 64, Medieval Literature, 79–80, The Hundred Years’ War, 85–87, Chapter Assessment, 92

SS.912.W.2.Pa.q Recognize important components of culture, such as education.

Learning and Culture Flourish, 76–82, also see: Education, 30, 42, 102, 130, 134, 294, 407, 491, 542, 551–552, 584, 590, 724, 924

SS.912.W.2.Pa.r Recognize that people are governed by laws.Royal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92

SS.912.W.2.Pa.s Recognize an impact of a physical feature on a location.

Concept Connector: Geography’s Impact, 23, Arabian Peninsula, 121, The Great Rift Valley, 155, Africa’s Vegetation, 156, Latin America: Economic Activity, 897, Africa: Physical, 951, Asia: Physical, 953, Europe: Physical, 955, North and South America: Physical, 957, Australia, New Zealand, and Oceania: Political-Physical, 958, The Arctic: Physical, 959, Antarctica: Physical, 959

SS.912.W.2.Pa.t Recognize that civilizations change over time.


SS.912.W.2.Pa.u Recognize that civilizations change over time.


SS.912.W.2.Pa.v Recognize that people in different cultures share customs and practices.

Culture Handbook, 980–983, also see: Cultural Diffusion, 129, 146, 198, 310–311, Effect of transportation on diffusion of culture, 46, 131–132, 135, 184, 251–252, 262–263, 427, 428–429, Concept Connector: Cultural Diffusion, 113, 149, 159, 159, 217, 255, 313, 381, 941

SS.912.W.2.Su.a Recognize the extent of Byzantine territory. Byzantine Empire, 100

SS.912.W.2.Su.bRecognize that Constantine the Great established Christianity as the official religion of Constantinople.

Byzantine Christianity, 99–101, 102, Cultural Diffusion, 113, Chapter Assessment, 114, Document-Based Assessment, 115

SS.912.W.2.Su.c Recognize a similarity and difference of the Byzantine Empire and Roman Empire.


SS.912.W.2.Su.d Associate a key figure, such as Justinian the Great, with the Byzantine Empire.

Constantine, 96–97, Justinian, 97, 99, 112, Empress Theodora, 99, John of Damascus, 100

SS.912.W.2.Su.e

Recognize a contribution of the Byzantine Empire, such as the development of Western Europe, Islamic civilization, or spread of Christianity in Eastern Europe (Slavic peoples).


SS.912.W.2.Su.f

Recognize a contribution of the Byzantine Empire, such as the development of Western Europe, Islamic civilization, or spread of Christianity in Eastern Europe (Slavic peoples).


SS.912.W.2.Su.gRecognize a cause of the decline of the Byzantine Empire, such as the plague, attacks from barbarian tribes, or the Crusades.

The Empire Suffers Crisis and Collapse, 101, Section Assessment, 102, Chapter Assessment, 114

SS.912.W.2.Su.h Recognize that the Ottoman Turks conquered the Byzantine Empire.

The Empire Suffers Crisis and Collapse, 101, The Ottoman and Safavid Empires, 143–147, Chapter Assessment, 150

SS.912.W.2.Su.i

Recognize a change that occurred after the collapse of the Western Roman Empire, such as less trade, the loss of learning and knowledge, or the breakup into barbarian states.

The Long Decline, 19, Western Europe in Decline, 28, Europe After Charlemagne, 31–32,The Empire Suffers Crisis and Collapse, 101

SS.912.W.2.Su.jRecognize a feature of Western Civilization that came from medieval times, such as a social class system or private property.


SS.912.W.2.Su.kRecognize an achievement under the leadership of Charlemagne, such as religious reform, establishment of courts, or cultural revival.

The Age of Charlemagne, 29–30

SS.912.W.2.Su.lRecognize a way Christian monasteries and convents helped the people through education and charity.

Monasteries and Convents, 41–42, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.Su.m Recognize that Western Civilization was influenced by many cultures.

The Early Middle Ages, 28–32, The Medieval Church, 39–44, Role of the Church, 53, Chapter Assessment, 54

SS.912.W.2.Su.nRecognize a difficulty experienced by Western Europe in the 1300s, such as the Great Famine or Black Death.

A Time of Crisis, 83–87, History Interactive: The Black Death, 88–89, Turmoil in Europe, 90, Chapter Assessment, 92

SS.912.W.2.Su.o

Recognize a way the modern economy developed, such as from the growth of the early banking system, advancements in agriculture, the rise of the merchant class, or the growth of towns and cities.


SS.912.W.2.Su.p Recognize a characteristic of national identity in England, France, and Spain.

Royal Power Grows, 58–64, Primary Source: Magna Carta, 64, Medieval Literature, 79–80, The Hundred Years’ War, 85–87, Chapter Assessment, 92

SS.912.W.2.Su.q

Recognize an achievement of the medieval period in Western Europe, such as the advancement of education through the universities.


SS.912.W.2.Su.r

Recognize a development in medieval English history that established modern democratic government, such as English Common law or the Magna Carta.

Royal Power Grows, 58–63, Primary Source: Magna Carta, 64, Concept Connector: Democracy, 91, Chapter Assessment, 92

SS.912.W.2.Su.s Recognize selected physical features of Japan that impacted its development.


SS.912.W.2.Su.tRecognize a major development in medieval Japan, such as the influence of the religions, feudal system, government, or military.


SS.912.W.2.Su.uRecognize a major development in medieval Japan, such as the influence of the religions, feudal system, government, or military.


SS.912.W.2.Su.v Recognize an example of Japan's cultural and economic relationship to China and Korea.

Location Affects Korea, 197–198, Japan Invades, 200, Japan Looks to China, 203–204

SS.912.W.3.In.a

Identify significant people and beliefs associated with Islam, such as Muhammad, Islamic law, and the relationship between government and religion.


SS.912.W.3.In.b Identify major differences in beliefs and principles of Judaism, Christianity, and Islam.


SS.912.W.3.In.c

Recognize effects of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula, such as the Crusades, the capture of Jerusalem, and conversion of the Mongols to Islam.


SS.912.W.3.In.d

Identify factors that led to the expansion of Islam into India, such as traders, missionary activities, invasions, and the introduction of the Islamic faith to Hindus in India.

India’s Muslim Empires, 138–142, Islam in Southeast Asia, 213, 214

SS.912.W.3.In.e

Recognize achievements, contributions, and key figures associated with the Islamic Golden Age, such as in medicine (Avicenna), mathematics, and philosophy (Averroes).

Muslim Civilization’s Golden Age, 131–137

SS.912.W.3.In.f

Recognize key developments in Islamic history, such as the form of government (caliphate), the formation of different religious groups—Sunni and Shi'a, and the importance of slave trade.


SS.912.W.3.In.gRecognize effects of the European response to Islamic expansion, such as the Crusades and Reconquista.

Islam in Western Europe, 29, The Crusades and the Wider World, 69–74

SS.912.W.3.In.hRecognize effects of the European response to Islamic expansion, such as the Crusades and Reconquista.


SS.912.W.3.In.iIdentify the growth of sub-Saharan African kingdoms and empires, such as Ghana, Mali, or Songhai.


SS.912.W.3.In.jRecognize significant characteristics of Ghana, such as salt and gold trade, matrilineal inheritance, rise of Islam, and slavery.

Ghana: The Land of Gold, 161–162, Major African Kingdoms and Trading States, 176

SS.912.W.3.In.k Recognize significant characteristics of Mali, such as gold mining, salt trade, and slavery.


SS.912.W.3.In.lIdentify characteristics associated with Songhai, such as gold, salt trade, Sankore University, and provincial political structure.


SS.912.W.3.In.m Recognize major characteristics of developments in East, West, and South Africa.


SS.912.W.3.In.nRecognize factors that led to the fall of the empires of Ghana, Mali, and Songhai, such as disruption of trade and internal political struggles.

Ghana and Mali, 162, Songhai (Armies Invade From the North, 164

SS.912.W.3.In.oIdentify legacies—such as religion, astronomy, and architecture—of the Olmec, Zapotec, and Chavin on later civilizations.

Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21

SS.912.W.3.In.pRecognize major civilizations of Mesoamerica and Andean South America, such as Maya, Aztec, and Inca.


SS.912.W.3.In.q

Recognize the roles of people in Maya, Inca, and Aztec societies, such as class structures, family life, warfare, religious beliefs and practices, and slavery.


SS.912.W.3.In.r

Recognize common characteristics of the major civilizations of Meso and South America, such as agriculture, architecture, astronomy, mathematics, and government.


SS.912.W.3.In.s

Recognize common characteristics of the major civilizations of Meso and South America, such as agriculture, architecture, astronomy, mathematics, and government.


SS.912.W.3.Pa.a Recognize that religion influences culture.Concept Connector: Belief Systems, 11, 980–981, also see: Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123

SS.912.W.3.Pa.b Recognize that there is more than one religion.Concept Connector: Belief Systems, 11, 980–981, also see: Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123

SS.912.W.3.Pa.c Recognize that religion influences culture.Concept Connector: Belief Systems, 11, 980–981, also see: Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123

SS.912.W.3.Pa.d Recognize that religion influences culture.Concept Connector: Belief Systems, 11, 980–981, also see: Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123

SS.912.W.3.Pa.e Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.

Civilizations of the Americas (1400 B.C.–A.D. 1570), 20–21, Muslim Civilization’s Golden Age, 131–137, Early Civilizations of Africa, 154–158, Concept Connector: Cultural Diffusion, 159, Kingdoms of West Africa, 160–165, Kingdoms and Trading States of East Africa, 166–170, Major African Kingdoms and Trading States, 176, Concept Connector: Trade, 177, Document-Based Assessment: Mansa Musa, 179, The Emergence of Japan and the Feudal Age, 201–210, Chapter Assessment, 218, Document-Based Assessment: Shinto: “The Way of the Spirits”, 219

SS.912.W.3.Pa.f Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.g Recognize people fight for their religious beliefs.

Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123, The Rise of Islam, 118–123 , Building a Muslim Empire, 124–130, India’s Muslim Empires, 138–142, The Ottoman and Safavid Empires, 143–147

SS.912.W.3.Pa.h Recognize people fight for their religious beliefs.

Roots of Judaism, 7, Rise of Christianity, 19, The Rise of Islam, 118–123, The Rise of Islam, 118–123 , Building a Muslim Empire, 124–130, India’s Muslim Empires, 138–142, The Ottoman and Safavid Empires, 143–147

SS.912.W.3.Pa.i Recognize change of leadership over time.

Abu Bakr, 124, Ali, 125, Sufis, 126, Umayyad Caliphs, 126–127, Rise of the Abbasids, 128–129, Seljuk Turks, 130, Muslim Civilization’s Golden Age, 131–137, Five Pillars of Islam & Key Muslim Scholars, 148, Chapter Assessment, 150

SS.912.W.3.Pa.j Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.k Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.l Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.m Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.n Recognize change of leadership over time.


SS.912.W.3.Pa.o Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.p Recognize that there were civilizations in different parts of the world.


SS.912.W.3.Pa.q Recognize different roles of people.


SS.912.W.3.Pa.r Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Pa.s Recognize an achievement or contribution of Asian, African, or Meso-American civilizations.


SS.912.W.3.Su.aRecognize a significant person or belief associated with Islam, such as Muhammad or Islamic law.


SS.912.W.3.Su.b Recognize a difference in beliefs or principles of Judaism, Christianity, and Islam.


SS.912.W.3.Su.cRecognize an effect of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula, such as the spread of Islam.


SS.912.W.3.Su.d

Recognize a factor that led to the expansion of Islam into India, such as traders, missionary activities, invasions, or the introduction of Islamic faith to Hindus in India.

India’s Muslim Empires, 138–142; Islam in Southeast Asia, 213, 214

SS.912.W.3.Su.eRecognize that achievements in the Islamic Golden Age included advancements in many areas of learning.

Muslim Civilization’s Golden Age, 131–137

SS.912.W.3.Su.f

Recognize a key development in Islamic history, such as the form of government (caliphate), the formation of different religious groups—Sunni and Shi'a, or the importance of slave trade.


SS.912.W.3.Su.g Recognize that the Crusades were a key European response to Islamic expansion.


SS.912.W.3.Su.h Recognize that the Crusades were a key European response to Islamic expansion.


SS.912.W.3.Su.i Recognize the growth of sub-Saharan African kingdoms and empires.


SS.912.W.3.Su.jRecognize a characteristic of Ghana, such as salt and gold trade, matrilineal inheritance, rise of Islam, or slavery.

Ghana: The Land of Gold, 161–162, Major African Kingdoms and Trading States, 176

SS.912.W.3.Su.k Recognize a characteristic of Mali, such as gold mining, salt trade, or slavery.


SS.912.W.3.Su.lRecognize a characteristic associated with Songhai, such as gold, salt trade, Sankore University, or provincial political structure.


SS.912.W.3.Su.m Recognize a major characteristic of developments in East, West, and South Africa.


SS.912.W.3.Su.nRecognize a factor that led to the fall of the empires of Ghana, Mali, and Songhai, such as disruption of trade or internal political struggles.

Ghana and Mali, 162, Songhai (Armies Invade From the North, 164

SS.912.W.3.Su.oRecognize a legacy—such as religion, astronomy, or architecture—of the Olmec, Zapotec, or Chavin on later civilizations.


SS.912.W.3.Su.p Recognize a major civilization of Mesoamerica and Andean South America.


SS.912.W.3.Su.q

Recognize a role of people in Maya, Inca, and Aztec societies, such as class structures, family life, warfare, religious beliefs and practices, or slavery.


SS.912.W.3.Su.r

Recognize a common characteristic of the major civilizations of Meso and South America, such as agriculture, architecture, astronomy, mathematics, or government.


SS.912.W.3.Su.s

Recognize a common characteristic of the major civilizations of Meso and South America, such as agriculture, architecture, astronomy, mathematics, or government.


SS.912.W.4.In.aRecognize that Italian city-states had ideal locations on the Italian peninsula that made them grow wealthy through trade and cultural diversity.

Italy’s Vibrant City-States, 226, Political Europe About 1500, also see: The Growth of Towns and Cities, 47, A Commercial Revolution, 48, The Rise of Middle Class, 49, Town and City Life, 50

SS.912.W.4.In.b Recognize an influence of architectural, artistic, and literary development of Renaissance Italy.


SS.912.W.4.In.c

Recognize the artistic, literary and technological contributions during the Renaissance of artists, such as da Vinci and Michelangelo; of writers, such as Petrarch and Shakespeare; and of inventors, such as Gutenberg.


SS.912.W.4.In.d Recognize characteristics of Renaissance humanism in literature and the arts.


SS.912.W.4.In.e

Recognize new ideas developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, the scientific method, and the microscope.

Learning and Culture Flourish, 76–82, The Scientific Revolution, 248–252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.In.f


Changing Views of the Universe, 248–249, Important Figures of the Scientific Revolution, 254

SS.912.W.4.In.g Recognize the impact of the Roman Catholic reformers, such as Erasmus, Wycliffe, or Huss.


SS.912.W.4.In.hRecognize characteristics of the Protestant religious reforms of Luther, Calvin, and Henry VIII.

The Protestant Reformation, 237–241, Reformation Ideas Spread, 242–247, Causes and Effects of the Protestant Reformation, 254

SS.912.W.4.In.iRecognize the reforms that were enacted by the Roman Catholic Church during the Catholic Counter Reformation.

Catholic Reformation, 245–246, 321, Widespread Persecution, 247

SS.912.W.4.In.j


Nicolaus Copernicus, 248, Tycho Brahe, 249, Johannes Kepler, 249, Galileo Galilei, 249, Francis Bacon, 250, Rene Descartes, 250, Andreas Vesalius, 251, Ambrose Pare, 251, William Harvey, 251, Anton van Leeuwenhoek, 251, Robert Boyle, 252, Isaac Newton, 252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.In.kRecognize causes that led to the Age of Exploration, such as the need for new routes and goods to trade.


SS.912.W.4.In.l

Recognize impacts of the Columbian Exchange, such as the exchange of agricultural goods, diseases, and ideas between Europe, Africa, and the Americas.


SS.912.W.4.In.mRecognize ways the economic and political systems of European countries were used in the Americas.


SS.912.W.4.In.nRecognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.


SS.912.W.4.In.oRecognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.


SS.912.W.4.Pa.a Recognize that trade is a characteristic of society.

The Growth of Towns and Cities, 47, A Commercial Revolution, 48, The African Slave Trade Explodes, 267–268, The Atlantic Slave Trade, 301–304, Columbian Exchange, 305–306, History Interactive: Transforming the World: The Columbian Exchange, 310

SS.912.W.4.Pa.b Recognize that architecture is a characteristic of society. Architecture, Gothic style, 40, 80, 81, 82

SS.912.W.4.Pa.c Recognize that art is a characteristic of society.Humanities: literature, 51, 323, 575, 895, architecture, 82, art, 137, 405, 499, 671, 704, music, 370, theater, 210, 236

SS.912.W.4.Pa.d Recognize that art is a characteristic of society.Humanities: literature, 51, 323, 575, 895, architecture, 82, art, 137, 405, 499, 671, 704, music, 370, theater, 210, 236

SS.912.W.4.Pa.e Recognize the impact of science on civilization. The Scientific Revolution, 248–252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.Pa.f Recognize the impact of science on civilization. The Scientific Revolution, 248–252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.Pa.g Recognize that people may change their beliefs.


SS.912.W.4.Pa.h Recognize that people may change their beliefs.


SS.912.W.4.Pa.i Recognize that people may change their beliefs.


SS.912.W.4.Pa.j Recognize the impact of science on civilization. The Scientific Revolution, 248–252, Important Figures of the Scientific Revolution, 254

SS.912.W.4.Pa.k Recognize a cause for exploration.


SS.912.W.4.Pa.l Recognize a cause for exchange of goods.

The Growth of Towns and Cities, 47, A Commercial Revolution, 48, The African Slave Trade Explodes, 267–268, The Atlantic Slave Trade, 301–304, Columbian Exchange, 305–306, History Interactive: Transforming the World: The Columbian Exchange, 310

SS.912.W.4.Pa.m Recognize that people value traditional ways of life.


SS.912.W.4.Pa.n Recognize that slaves did not have freedom.


SS.912.W.4.Pa.o Recognize that slaves did not have freedom.


SS.912.W.4.Su.a Recognize that Italian city-states grew wealthy through trade and cultural diversity.

Italy’s Vibrant City-States, 226, Political Europe About 1500, also see: The Growth of Towns and Cities, 47, A Commercial Revolution, 48, The Rise of Middle Class, 49, Town and City Life, 50

SS.912.W.4.Su.bRecognize that artistic, literary, and technological accomplishments are distinctive characteristics of societies.


SS.912.W.4.Su.c

Recognize a development of the Renaissance, such as the work of artists, like Michelangelo and da Vinci; writers, like Shakespeare; or inventors, like Gutenberg.


SS.912.W.4.Su.d Recognize that works of art reflect the culture and values of their society.


SS.912.W.4.Su.e

Recognize a new idea developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, or the microscope.


SS.912.W.4.Su.f



SS.912.W.4.Su.g Recognize that reformers challenged the beliefs of the Roman Catholic Church.


SS.912.W.4.Su.h Recognize that reformers challenged the beliefs of the Roman Catholic Church.


SS.912.W.4.Su.i Recognize that reformers challenged the beliefs of the Roman Catholic Church.


SS.912.W.4.Su.j



SS.912.W.4.Su.k Recognize why explorers came to the New World, such as to find routes for trade.


SS.912.W.4.Su.l

Recognize an impact of the Columbian Exchange, such as the exchange of agricultural goods, diseases, or ideas between Europe, Africa, and the Americas.


SS.912.W.4.Su.mRecognize that European countries influenced the economic or political systems in the Americas.


SS.912.W.4.Su.n Recognize that slavery and forced labor were used in Africa, Europe, and the Americas.


SS.912.W.4.Su.o Recognize that slavery and forced labor were used in Africa, Europe, and the Americas.


SS.912.W.5.In.a Identify differences between constitutional monarchies and absolute monarchies in Europe.


SS.912.W.5.In.bRecognize influences of the Enlightenment, such as the Renaissance, Scientific Revolution, and Reformation.

The Renaissance in Italy, 224–231, The Renaissance in the North, 232–236, The Protestant Reformation, 237–241, The Scientific Revolution, 248–252, Pens to Inspire Revolution, 357, Philosophy in the Age of Reason, 358–363, Enlightenment Ideas Spread, 364–370 , Timeline of Key Events, 380–381, Document-Based Assessment: Enlightenment Thought, 383

SS.912.W.5.In.cRecognize major ideas of Enlightenment philosophers, such as the importance of a government and natural rights.


SS.912.W.5.In.d

Identify ways the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics and religious freedom.


SS.912.W.5.In.e

Identify ways the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics and religious freedom.


SS.912.W.5.In.f Recognize effects of the French Revolution, including the rise and rule of Napoleon.


SS.912.W.5.In.g Recognize effects of the Latin American and Caribbean independence movements.


SS.912.W.5.Pa.a Recognize a king or queen as a leader.


SS.912.W.5.Pa.b Recognize that leaders can influence people.


SS.912.W.5.Pa.c Recognize that leaders can influence people.


SS.912.W.5.Pa.d Recognize an example of equality and freedom.

Pens to Inspire Revolution, 357, Philosophy in the Age of Reason, 358–363, Enlightenment Ideas Spread, 364–370, Infographic: The Roots of American Democracy, 376, Enlightenment Ideas Have Great Impact, 377, Enlightenment Ideas Influence Democracy, 380, Document-Based Assessment: Enlightenment Thought, 383, Natural Laws, 436, Socialism, 439

SS.912.W.5.Pa.e Recognize an example of equality and freedom.


SS.912.W.5.Pa.f Recognize an example of equality and freedom.


SS.912.W.5.Pa.g Recognize that people fight for freedom.


SS.912.W.5.Su.a Recognize that a constitutional government can limit the powers of a king or queen.


SS.912.W.5.Su.bRecognize an influence of the Enlightenment, such as the Renaissance, Scientific Revolution, or Reformation.

The Renaissance in Italy, 224–231, The Renaissance in the North, 232–236, The Protestant Reformation, 237–241, The Scientific Revolution, 248–252, Pens to Inspire Revolution, 357, Philosophy in the Age of Reason, 358–363, Enlightenment Ideas Spread, 364–370 , Timeline of Key Events, 380–381, Document-Based Assessment: Enlightenment Thought, 383

SS.912.W.5.Su.cRecognize a major idea of Enlightenment philosophers, such as the importance of a government or natural rights.


SS.912.W.5.Su.d

Recognize a way the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics or religious freedom.


SS.912.W.5.Su.e

Recognize a way the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics or religious freedom.


SS.912.W.5.Su.f Recognize an effect of the French Revolution.


SS.912.W.5.Su.g Recognize that Latin American and Caribbean countries achieved independence.


SS.912.W.6.In.aRecognize technological innovations that led to industrialization in Western Europe, the United States, and Japan.


SS.912.W.6.In.b

Recognize effects of the Industrial Revolution, such as increased productivity, the rise of the middle class, and the conditions faced by workers.

Social Impact of the Industrial Revolution, 430–435 , New Ways of Thinking, 436–440 , Effects of the Industrial Revolution, 442, Concept Connector: Economic Systems, 443, Chapter Assessment, 444, Document-Based Assessment: New Economic and Social Theories, 445

SS.912.W.6.In.c Recognize the major differences between capitalism and communism.


SS.912.W.6.In.dRecognize effects of reform movements, such as abolition of slavery in the British Empire, expansion of women’s rights, and labor laws.

New Ways of Thinking, 436–440, Changing Attitudes and Values, 488–494, Democratic Reform in Britain, 536–539, Social and Economic Reform in Britain, 540–545, Division and Democracy in France, 547–552, Expansion of the United States, 553–557, Struggle in Latin America, 666–671, Nationalism in Africa and the Middle East, 672–678, India Seeks Self-Rule, 679–682, Conflicting Forces in Japan, 688–691

SS.912.W.6.In.e

Recognize the effect of the unification of both Italy and Germany, such as the establishment of two countries with strong senses of patriotism and national pride.


SS.912.W.6.In.f

Recognize effects of imperialism, such as social and religious impact on indigenous peoples, expansion of political and economic control of other countries, and perceived superiority of Western ways.

Building Overseas Empires, 564–567, The Partition of Africa, 568–575, European Claims in Muslim Regions, 576–580, The British Take Over India, 581–585 , China and the New Imperialism, 587–591, Western Imperialism, 592, Essential Question Review, 593, Chapter Assessment, 594, Imperialism in Southeast Asia and the Pacific, 605–609, Self-Rule for Canada, Australia, and New Zealand, 610–614, Economic Imperialism in Latin America, 615–621, Imperialism and Colonies, 622, Essential Question Review, 623, Chapter Assessment, 624, Document-Based Assessment: The Imperialism Debate and the Philippines, 625, Nationalism in Africa and the Middle East, 672–678, India Seeks Self-Rule, 679–682

SS.912.W.6.In.gRecognize major events in China, such as the Western incursions and the nationalist revolution and formation of the Republic of China.


SS.912.W.6.Pa.a Recognize the impact of inventions.Dawn of the Industrial Age, 422–425, Britain Leads the Way, 426–429, New Inventions and Ideas, 442, Concept Connector: Technology, 443, Chapter Assessment, 444

SS.912.W.6.Pa.b Recognize a social or economic benefit of work.

Social Impact of the Industrial Revolution, 430–435 , Effects of the Industrial Revolution, 442, Concept Connector: Economic Systems, 443, Chapter Assessment, 444, Document-Based Assessment: New Economic and Social Theories, 445

SS.912.W.6.Pa.c Recognize that businesses are owned by people.


SS.912.W.6.Pa.d Recognize a characteristic of equality and freedom.


SS.912.W.6.Pa.e Recognize the benefit of people or countries working together to achieve a goal.


SS.912.W.6.Pa.f Recognize a characteristic of domination of one group over another.


SS.912.W.6.Pa.g Recognize a cause of change in government.


SS.912.W.6.Su.aRecognize a technological innovation that led to industrialization in Western Europe, the United States, and Japan.


SS.912.W.6.Su.bRecognize an effect of the Industrial Revolution, such as increased productivity, the rise of the middle class, or the conditions faced by workers.

Social Impact of the Industrial Revolution, 430–435 , New Ways of Thinking, 436–440 , Effects of the Industrial Revolution, 442, Concept Connector: Economic Systems, 443, Chapter Assessment, 444, Document-Based Assessment: New Economic and Social Theories, 445

SS.912.W.6.Su.c Recognize that private individuals or government can own businesses.


SS.912.W.6.Su.dRecognize an effect of reform movements, such as abolition of slavery in the British Empire, expansion of women’s rights, or labor laws.


SS.912.W.6.Su.eRecognize a beneficial effect of the unification of separate nations or states into one country, such as national pride.


SS.912.W.6.Su.f

Recognize an effect of imperialism, such as social and religious impact on indigenous peoples, expansion of political and economic control of other countries, or perceived superiority of Western ways.


SS.912.W.6.Su.gRecognize a major event in China, such as the nationalist revolution and formation of the Republic of China.


SS.912.W.7.In.aRecognize major causes of World War I, such as imperialism, nationalism, and militarism, and the formation of European alliances.

The Great War Begins, 630–635 , A New Kind of War, 636–642, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.In.b

Identify the changing nature of warfare during World War I, such as the use of new weapons and strategies and increased destruction of the land and human life.

A New Kind of War, 636–642, Waging Total War, 643

SS.912.W.7.In.cRecognize the important effects of World War I, such as the breakup of empires into separate countries and the Treaty of Versailles.

Victory at Last, 647, Making the Peace, 648–652, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.In.d

Identify effects of the German economic crisis and global depression, such as closing of businesses and banks, loss of jobs, poverty, and how governments responded.


SS.912.W.7.In.eRecognize why authoritarian governments came to power in the Soviet Union, Italy, Germany, and Spain.


SS.912.W.7.In.fRecognize that the Soviet Union and Nazi Germany used mass terror and restriction of individual rights in order to control their people.

The Individual and the State, 714, Stalin’s Terror Tactics, 720–723, The Third Reich Controls Germany, 729–731, Three Totalitarian States, 732

SS.912.W.7.In.g

Recognize the causes of World War II and the major events in the war, such as rise of totalitarian governments, conquest of countries in Europe, and Japanese invasion of China; and the bombing of Pearl Harbor, Battle of Midway, and D-Day invasion.


SS.912.W.7.In.hRecognize major effects of the Holocaust, including the Nazi dehumanization of Jews and other victims.

Holocaust, 750–751, 766, 847, Concept Connector: Genocide, 771, Concept Connector: Genocide, 773

SS.912.W.7.In.iRecognize the wartime strategies and post-war plans that were developed by the Allied leaders, such as Churchill, Roosevelt, and Stalin.


SS.912.W.7.In.jRecognize that President Truman’s decision to drop the atomic bombs on Japan ended the war but led to the beginning of the nuclear arms race.


SS.912.W.7.In.kRecognize effects of World War II, such as death of soldiers and civilians, destruction of land and property, and creation of the United Nations.


SS.912.W.7.Pa.a Recognize a reason for forming an alliance. The Great War Begins, 630–635 , A New Kind of War, 636–642, Causes and Effects of World War I, 660

SS.912.W.7.Pa.b Recognize a characteristic of warfare during World War I. A New Kind of War, 636–642, Waging Total War, 643

SS.912.W.7.Pa.c Recognize an effect of war. From Appeasement to War, 738–743, The Axis Advances, 744–752, The Allies Turn the Tide, 753–759

SS.912.W.7.Pa.d Recognize an effect of economic depression.


SS.912.W.7.Pa.e Recognize an effect of economic depression.


SS.912.W.7.Pa.f Recognize an individual right. Universal Declaration of Human Rights, 923

SS.912.W.7.Pa.g Recognize a characteristic of world wars.

From Appeasement to War, 738–743, The Axis Advances, 744–752, The Allies Turn the Tide, 753–759, Events That Changed the World: D- Day, 760–761, Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770

SS.912.W.7.Pa.h Recognize a characteristic of discrimination. Holocaust, 750–751, 766, 847, Concept Connector: Genocide, 771, Concept Connector: Genocide, 773

SS.912.W.7.Pa.i Recognize that leaders work together during and after war.

The Allies Turn the Tide, 753–759, Events That Changed the World: D- Day, 760–761, Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770

SS.912.W.7.Pa.j Recognize a characteristic of warfare during World War II.

The Allies Turn the Tide, 753–759, Events That Changed the World: D- Day, 760–761, Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770

SS.912.W.7.Pa.k Recognize an effect of war. Victory in Europe and the Pacific, 762–765, The End of World War II, 766–770

SS.912.W.7.Su.aRecognize a cause of World War I, such as imperialism, nationalism, militarism, or the formation of European alliances.

The Great War Begins, 630–635 , A New Kind of War, 636–642, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.Su.b

Recognize the changing nature of warfare during World War I, such as the use of new weapons and strategies and increased destruction of the land and human life.

A New Kind of War, 636–642, Waging Total War, 643

SS.912.W.7.Su.c Recognize an effect of World War I, such as the breakup of empires into separate countries.

Victory at Last, 647, Making the Peace, 648–652, Causes and Effects of World War I, 660, Concept Connector: Conflict, 661, Chapter Assessment, 662

SS.912.W.7.Su.dRecognize effects of the German economic crisis and global depression, such as closing of businesses and banks, loss of jobs, and poverty.


SS.912.W.7.Su.eRecognize a reason that authoritarian governments came to power in Europe after the depression.


SS.912.W.7.Su.fRecognize that some governments used mass terror and restriction of individual rights in order to control their people.

The Individual and the State, 714, Stalin’s Terror Tactics, 720–723, The Third Reich Controls Germany, 729–731, Three Totalitarian States, 732

SS.912.W.7.Su.gRecognize a major cause and event of World War II, such as expansion of control of dictators and bombing of Pearl Harbor.


SS.912.W.7.Su.hRecognize an effect of the Holocaust, including the Nazi dehumanization of Jews and other victims.

Holocaust, 750–751, 766, 847, Concept Connector: Genocide, 771, Concept Connector: Genocide, 773

SS.912.W.7.Su.iRecognize that Allied leaders worked together to plan wartime strategies and create plans after World War II.


SS.912.W.7.Su.j Recognize that the United States dropped atomic bombs on Japan and ended the war.


SS.912.W.7.Su.kRecognize an effect of World War II, such as death of soldiers and civilians or the creation of the United Nations.


SS.912.W.8.In.a

Recognize that the countries of NATO aligned with the United States and countries in the Warsaw Pact aligned with the Soviet Union after World War II.

New Conflicts Develop, 768, The Cold War Unfolds, 780–788, Cold War Contrasts, 822, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.In.bIdentify characteristics of the early Cold War, such as the Truman Doctrine, Marshall Plan, NATO, and the Iron Curtain.


SS.912.W.8.In.cIdentify that China became a world power after the communists defeated the nationalists in the Chinese Civil War.


SS.912.W.8.In.d Identify effects of the arms race, such as increased weapons and armies.

The Cold War Goes Global, 782–785 , War Comes to Korea, 803–804, War in Southeast Asia, 806–811, Cold War Hot Spots, 822, The Superpowers Compete for Influence, 840, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.In.e

Recognize factors that led to the fall of communism in the Soviet Union and Eastern Europe, such as the arms race and resistance by the citizens within the countries.


SS.912.W.8.In.fRecognize a reason why Israel became a country and characteristics of conflicts between Israel and the Arab world.

Connections to Today: Arab-Israeli Wars, 773, The Modern Middle East, 846–851, Conflicts in the Middle East, 868–873, 931

SS.912.W.8.In.g Identify post-war independence movements in African, Asian, or Caribbean colonies.


SS.912.W.8.In.hRecognize the goals of nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.

Strong Leaders, 830, Sukarno, 835, Ferdinand Marcos, 837, Nationalist Leaders Demand Freedom, 839, Jomo Kenyatta, 842, Kwame Nkrumah, 845

SS.912.W.8.In.i Identify post-war independence movements in African, Asian, or Caribbean colonies.


SS.912.W.8.In.j

Recognize impacts of religious fundamentalism and other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, and the Persian Gulf War.


SS.912.W.8.Pa.a Recognize a characteristic of an alliance. NATO, 523, 770, 780, 782, 789, 794, 860, 861, 911SS.912.W.8.Pa.b Recognize a characteristic of an alliance. NATO, 523, 770, 780, 782, 789, 794, 860, 861, 911

SS.912.W.8.Pa.c Recognize a result of change in government.History Interactive: The Fall of the Soviet Union, 812–813, The End of the Cold War, 814–821, Steps in the Collapse of the Soviet Union, 822

SS.912.W.8.Pa.d Recognize a characteristic of national defense.The Cold War Goes Global, 782–785, Cold War Hot Spots, 822, The Superpowers Compete for Influence, 840,

SS.912.W.8.Pa.e Recognize that government can change.History Interactive: The Fall of the Soviet Union, 812–813, The End of the Cold War, 814–821, Steps in the Collapse of the Soviet Union, 822

SS.912.W.8.Pa.f Recognize a characteristic of national independence.


SS.912.W.8.Pa.g Recognize a characteristic of national independence.


SS.912.W.8.Pa.h Recognize a characteristic of leadership.Strong Leaders, 830, Sukarno, 835, Ferdinand Marcos, 837, Nationalist Leaders Demand Freedom, 839, Jomo Kenyatta, 842, Kwame Nkrumah, 845

SS.912.W.8.Pa.i Recognize a characteristic of national independence.


SS.912.W.8.Pa.j Recognize a cause of conflict.


SS.912.W.8.Su.a Recognize that countries aligned with the United States or the Soviet Union after World War II.

New Conflicts Develop, 768, The Cold War Unfolds, 780–788, Cold War Contrasts, 822, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.Su.b

Recognize characteristics of the early Cold War, such as fear of communism, formation of alliances, and division of the free world from the communists.


SS.912.W.8.Su.c Recognize that China became a world power after the communists took over the government.


SS.912.W.8.Su.d Recognize effects of the arms race, such as increased weapons and armies.

The Cold War Goes Global, 782–785 , War Comes to Korea, 803–804, War in Southeast Asia, 806–811, Cold War Hot Spots, 822, The Superpowers Compete for Influence, 840, Document-Based Assessment: Cold War Chills, 825

SS.912.W.8.Su.e

Recognize a factor that led to the fall of communism in the Soviet Union and Eastern Europe was the resistance by the citizens within the countries.


SS.912.W.8.Su.f Recognize a reason why Israel became a country.

Connections to Today: Arab-Israeli Wars, 773, The Modern Middle East, 846–851, Conflicts in the Middle East, 868–873, 931

SS.912.W.8.Su.gRecognize that African, Asian, and Caribbean colonies moved toward independence after World War II.


SS.912.W.8.Su.hRecognize a goal of selected nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.

Strong Leaders, 830, Sukarno, 835, Ferdinand Marcos, 837, Nationalist Leaders Demand Freedom, 839, Jomo Kenyatta, 842, Kwame Nkrumah, 845

SS.912.W.8.Su.iRecognize that African, Asian, and Caribbean colonies moved toward independence after World War II.


SS.912.W.8.Su.j

Recognize an impact of religious fundamentalism or other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, or the Persian Gulf War.


SS.912.W.9.In.aRecognize selected major scientists, their important discoveries, and their impact on everyday life.

New Scientific Theories, 701–702, Advances in Science and Technology, 934–939, Key Developments in Science and Technology (20th century), 974–975; also see: Concept Connector: Science and technology, 733, 941

SS.912.W.9.In.b

Recognize effects of post-World War II economic changes, such as medical and technological advances, increased consumption, and rise in expectations for standards of living.

The Challenges of Development, 880–884 , Africa Seeks a Better Future, 886–889, China and India: Two Giants of Asia, 890–895, Latin America Builds Democracy, 896–903, Quick Study Guide and Assessment, 904, Essential Question Review & Connections to Today, 905, Chapter Assessment, 906, Document-Based Assessment, 907, Industrialized Nations After the Cold War, 910–913

SS.912.W.9.In.c

Recognize that governmental policies and economic, religious, and other cultural factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.


SS.912.W.9.In.d

Recognize that governmental policies and economic, religious, and other cultural factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.

Conflicts Divide Nations, 858–861, Conflicts in Former Yugoslavia, 874, Writing About History, 876

SS.912.W.9.In.e Identify the impacts of the spread of diseases on groups in developing countries.

Malaria: When a Mosquito Strikes, 921, Global Diseases, 922, Protecting Children, 924, Infographic: Health of the World Today, 925

SS.912.W.9.In.f Recognize ways nations participate in global trade and trade agreements with other countries.

Global Trade Organizations and Treaties, 916–918, Key Components of Globalization, 940, Concept Connector: Trade, 941

SS.912.W.9.In.g Recognize selected impacts and responses to threats of international terrorism.

Security in a Dangerous World, 929–933, Chapter Assessment, 942

SS.912.W.9.Pa.a Recognize an effect of scientific discovery.

New Scientific Theories, 701–702, Advances in Science and Technology, 934–939, Key Developments in Science and Technology (20th century), 974–975, also see: Concept Connector: Science and technology, 733, 941

SS.912.W.9.Pa.b Recognize an effect of economic growth.

The Challenges of Development, 880–884 , Africa Seeks a Better Future, 886–889, China and India: Two Giants of Asia, 890–895, Latin America Builds Democracy, 896–903, Quick Study Guide and Assessment, 904, Essential Question Review & Connections to Today, 905, Chapter Assessment, 906, Document-Based Assessment, 907, Industrialized Nations After the Cold War, 910–913

SS.912.W.9.Pa.c Recognize an effect of discrimination.


SS.912.W.9.Pa.d Recognize an effect of discrimination.


SS.912.W.9.Pa.e Recognize that diseases can spread.Malaria: When a Mosquito Strikes, 921, Global Diseases, 922, Protecting Children, 924, Infographic: Health of the World Today, 925

SS.912.W.9.Pa.f Recognize a characteristic of global trade.Global Trade Organizations and Treaties, 916–918, Key Components of Globalization, 940, Concept Connector: Trade, 941

SS.912.W.9.Pa.g Recognize a characteristic of terrorism. Security in a Dangerous World, 929–933, Chapter Assessment, 942

SS.912.W.9.Su.aRecognize a selected major scientist, the important discovery, and the impact on everyday life.

New Scientific Theories, 701–702, Advances in Science and Technology, 934–939, Key Developments in Science and Technology (20th century), 974–975; also see: Concept Connector: Science and technology, 733, 941

SS.912.W.9.Su.b

Recognize an effect of post-World War II economic changes, such as medical and technological advances, increased consumption, or rise in expectations for standards of living.

The Challenges of Development, 880–884 , Africa Seeks a Better Future, 886–889, China and India: Two Giants of Asia, 890–895, Latin America Builds Democracy, 896–903, Quick Study Guide and Assessment, 904, Essential Question Review & Connections to Today, 905, Chapter Assessment, 906, Document-Based Assessment, 907, Industrialized Nations After the Cold War, 910–913, Advances in Science and Technology, 934–939,

SS.912.W.9.Su.cRecognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.


SS.912.W.9.Su.dRecognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.


SS.912.W.9.Su.e Recognize the impacts of the spread of diseases on groups in developing countries.

Malaria: When a Mosquito Strikes, 921, Global Diseases, 922, Protecting Children, 924, Infographic: Health of the World Today, 925

SS.912.W.9.Su.f Recognize a way a nation participates in global trade and trade agreements with other countries.

Global Trade Organizations and Treaties, 916–918, Key Components of Globalization, 940, Concept Connector: Trade, 941

SS.912.W.9.Su.g Recognize an impact and response to threats of international terrorism.

Security in a Dangerous World, 929–933, Chapter Assessment, 942

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