prentice hall world history - pearson...

A Correlation of

Prentice Hall

World History The Modern Era

©2011

To the

Common Core Standards for Literacy in History/Social Studies

Grades 9-12

A Correlation of Prentice Hall World History, The Modern Era, ©2011 To the


2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Grades 9-10

Reading Standards for Literacy in History/Social Studies .................................................... 3 Writing Standards for Literacy in History/Social Studies ...................................................... 8 Grades 11-12 Reading Standards for Literacy in History/Social Studies ................................................... 13 Writing Standards for Literacy in History/Social Studies .................................................... 17





Prentice Hall World History, The Modern Era

Reading Standards for Literacy in History/Social Studies

Grades 9–10 students:

Key Ideas and Details

RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

SE/TE: Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Traveler’s Tales, 112, 378, 424, 759; Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: analyze primary sources, SH31, analyze cartoons, 242, 356, 384, 418, 598, analyze literature, 147, 289, 399, 719,

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE/TE: Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Humanities, 60, 147, 194, 229, 323, 399, 466, 495, 528, 719; Comparing Viewpoints, 132, 224, 390, 427, 509; also see: Critical Thinking: analyze information, 80, 176, 206, 268, 292, 356, 418, 598, 613, 678, 766, identify central issues, 124, 152, 161, 173, 187, 222, 475, 506, 518, summarize, 146, 161, 222, 323, 326, 378, 418, summarize information, identify main ideas, 124, 351, 532, 752; Reading Skills: identify main ideas, 48, 56, 61, 66, 72, 142, 168, 230, 260, 272, 276, 283, 298, 360, 529, 536, 542, 550, 710, 714, 720; summarize, analyze information, 182, 454, 467, 472, 477, 604, 623

TE only: Summarize, 180d; Identify main ideas, 328d






RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

SE/TE: Feature: Cause and Effect, 78, 240, 280, 308, 484, 556; Events That Changed the World, 134–135, 202–203, 310–311, 584–585, 636–637; Reformation Ideas Spread, 66–71; Effects of Global Contact, 129–133; Britain Leads the Way, 250–253; New Ways of Thinking, 260–264; An Age of Ideologies, 272–275; Changing Attitudes and Values, 312–318; The Cold War Unfolds, 604–612; The Challenges of Development, 704–708; Globalization, 738–742; also see: Critical Thinking: analyze cause and effect, SH34, recognize cause and effect, 80, 106, 157, 167, 242, 280, 292, 308, 384, 448, 518, 558, 598, 648, 678, 700, 727, 730, 766, understand cause and effect, 144, 176; Reading Skills: recognize sequence, 110, 115, 120, 125, 129, 195, 223, 330, 334, 338, 343, 348, 371, 562, 568, 577, 586, 590, 682, 686, 692, identify causes and effects, 84, 95, 280, 392, 405, 422, 429, 434, 490, 496, 503, 652, 662, 670, recognize multiple causes, 210, 246, 388, 411, 439, 507, understand effects, 99, 254, 400, 512, 658

Craft and Structure

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

SE/TE: Skills Handbook: Use Context Clues, SH5; Analyze Word Parts, SH5; Recognize Word Origins, SH5; Section Assessment: Terms, People and Places, 54, 59, 65, 71, 75, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 259, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Terms, People and Places, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730

TE only: Vocabulary Builder (examples), 48, 72, 84, 90, 216, 305, 312, 319, 330, 334, 364, 371, 377, 460, 467, 529, 536, 542, 550, 562, 568, 577, 586, 590, 623, 630, 638, 652, 658, 662, 734, 738, 744, 753, 758; Reading Skills: analyze word parts, 408d, 720d; interpret nonliteral meanings, 964d; recognize word origins, 502d, 748d; signal words, 444d, 470d; use context clues, 302d, 782d






RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

SE/TE: Concept Connector (In This Chapter & Transfer Activities), 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743; also see: Note Taking (Reading Skill & Graphic Organizers), 48, 56, 61, 66, 72, 84, 90, 95, 99, 110, 115, 120, 125, 129, 142, 148, 154, 163, 168, 182, 188, 195, 210, 216, 223, 230, 246, 280, 254, 260, 272, 276, 283, 298, 305, 312, 319, 330, 334, 338, 343, 348, 360, 364, 371, 377, 388, 392, 400, 405, 411, 422, 429, 434, 439, 454, 460, 467, 472, 477, 490, 496, 503, 507, 512, 522, 529, 536, 542, 550, 562, 568, 577, 586, 590, 604, 614, 623, 630, 638, 652, 658, 662, 670, 682, 686, 692, 704, 710, 714, 720, 734, 738, 744, 753

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

SE/TE: Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: compare points of view, 138, 173, 558; also see: Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Skills Handbook: Distinguish Between Facts and Opinion and Recognize Bias, SH6; Comparing Viewpoints, SH32; also see: Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669, recognize ideologies, 152, 157, 229, 268, 287, 539






Integration of Knowledge and Ideas

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SE/TE: Skills Handbook: Geography Skills Handbook, SH24–SH27; Critical Thinking About Texts, Visuals, and Media Sources, SH28–SH37; Timelines, SH30, 2–3, 12–13, 24–25, 68–69, 78–79, 104–105, 136–137, 174–175, 204–205, 240–241, 266–267, 290–291, 324–325, 354–355, 382–383, 416–417, 446–447, 480–481, 484–485, 516–517, 556–557, 581, 596–597, 646–647, 676–677, 698–699, 728–729, 764–765; Charts and Graphs exist throughout the text, for representative examples, see the following: 64, 74, 78, 104, 118, 131, 134, 135, 136, 160, 172, 174, 201, 204, 585, 591, 596, 597, 599, 606, 610, 646, 655, 660, 673, 676, 679, 683, 688, 695, 698; Cause and Effect Charts, 78, 240, 280, 308, 484, 556; Concept Connector, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743; Infographics, 52, 58, 68, 86, 100, 126, 144, 151, 156, 172, 190, 200, 212, 226, 262, 278, 287, 302, 313, 316, 341, 350, 362, 368, 372, 403, 406, 412, 432, 444, 462, 473, 480, 491, 498, 524, 532, 538, 570, 572, 579, 609, 632, 660, 672, 694, 712, 722, 740, 745, 749, 760

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

SE/TE: Skills Handbook: Fact and Opinion and Recognize Bias, SH6; also see: Comparing Viewpoints, 132, 224, 390, 427, 509; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Critical Thinking: evaluate credibility, SH7

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

SE/TE: Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669






Range of Reading and Level of Text Complexity

RH.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

SE/TE: This objective is met throughout World History, including Skills Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731

TE only: Bibliography, 46, 82, 108, 140, 180, 208, 244, 270, 296, 328, 358, 386, 420, 452, 488, 520, 560, 602, 650, 680, 702, 732; Differentiated Instruction: research, 317, 442, 572, 683






Writing Standards for Literacy in History/Social Studies


Text types and Purposes

WHST.9-10.1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Skills Handbook: Persuasive Essay, SH16–SH17; Section Assessment: Persuasive Essay, 54, 59, 65, 71, 76, 146, 152, 161, 167, 173, 275, 281, 288, 333, 337, 342, 346, 353, 391, 398, 404, 409, 415, 494, 502, 505, 511, 515, 737, 742, 751, 757, 763; Chapter Assessment: Persuasive Essay, 80, 176, 292, 356, 418, 518, 766; Document Based Assessment, 107, 207, 243, 269, 327, 599, 731

TE only: Independent Practice (examples): Letter to the Editor, 198, 219, 748; Opinion Posters, 226; Write an editorial, 341, 390; Persuasive speech, 367; Propaganda Pieces, 547; Extend: Opinion, 555; Speech, 718






WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Writing Handbook: Expository Writing, SH10–SH12; Research Writing, SH13–SH15; Biographical Writing, SH18–SH19; Writing for Assessment, SH20–SH21; Section Assessment: Biographical Essay, 89, 93, 98, 103; Cause and Effect Essay, 215, 221, 228, 239, 459, 465, 471, 476, 483; Compare and Contrast Essay, 114, 119, 124, 128, 133, 363, 369, 376, 381, 527, 535, 540, 549, 555, 657, 661, 668, 675; Explanatory Essay, 249, 253, 258, 264; Problem-Solution Essay, 304, 309, 318, 322, 612, 622, 629, 635, 644; Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Writing for Assessment, 186, 193, 201, 428, 433, 438, 445; Chapter Assessment: Biographical Essay, 106; Cause and Effect Essay, 242, 486; Compare-and-Contrast Essay, 138, 384, 558, 678; Explanatory Essay, 268; Problem-Solution Essay, 326, 648; Research Report, 598, 700, 730; Writing for Assessment, 206, 448; Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767

TE only: Independent Practice (examples): Explanation, 132, 144, 150, 247, 352, 365, 373, 457, 531; Compare and Contrast, 621; Essay, 528, 953, Write a letter of explanation, 331, 403, 406; Extend (examples): Write a Report, 93, 249, 363; Essay, 391, 589, 594; Explanation, 71; Write a news article, 465, 567

WHST.9-10.3. (See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement)






Production and Distribution of Writing

WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Section Assessment: Writing About History, 54, 59, 65, 71, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 249, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Document-Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Writing Handbook, SH8–SH23

TE only: Extend: Writing (examples), 71, 93, 249, 363, 391, 465, 555, 567, 589, 594, 718; Independent Practice: Writing (examples), 132, 144, 150, 166, 198, 219, 247, 306, 331, 341, 352, 365, 367, 373, 390, 403, 406, 457, 531, 547, 591, 621, 659, 748; Differentiated Instruction: Advanced Readers & Gifted and Talented: Writing (examples), 112, 192, 286, 401

WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Detailed writing process instruction is provided with the following activities:

SE/TE: Writing Handbook: Narrative Essay, SH8–SH9; Expository Writing, SH10–SH12; Research Writing, SH13–SH15; Persuasive Writing, SH16–SH17; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; also see: Concept Connector Transfer Activity, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743; also see: Student Concept Connector Journal






WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: Chapter Assessment: Writing About History, 80, 106, 138, 177, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Concept Connector Transfer Activity: 21st Century Skills, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743

TE only: Extend: Design a Web Site, 161; also see: Extend Online, 46c, 82c, 108c, 140c, 180c, 208c, 244c, 270c, 296c, 328c, 358c, 386c, 420c, 452c, 488c, 520c, 560c, 602c, 650c, 680c, 702c, 732c

Research to Build and Present Knowledge

WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector Transfer Activity, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743

TE only: Independent Practice: Research (examples), 145, 200, 248; Extend: Research (examples), 71, 93, 119, 128, 167, 215, 249, 258, 342, 346, 363, 376, 381, 404, 409, 415; Advanced Readers & Gifted and Talented: Research, 244d, 317, 442, 572, 683, 694

WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: Writing Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743







WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Humanities, 60, 147, 194, 229, 323, 399, 466, 495, 528, 719; Comparing Viewpoints, 132, 224, 390, 427, 509; also see: Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766


Range of Writing

WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Section Assessment: Writing About History, 54, 59, 65, 71, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 249, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Writing Handbook, SH8–SH23







Reading Standards for Literacy in History/Social Studies


Key Ideas and Details

RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SE/TE: Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Traveler’s Tales, 112, 378, 424, 759; Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: analyze primary sources, SH31, analyze cartoons, 242, 356, 384, 418, 598, analyze literature, 147, 289, 399, 719, compare points of view, 138, 173, 558, SH32

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SE/TE: Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Humanities, 60, 147, 194, 229, 323, 399, 466, 495, 528, 719; Comparing Viewpoints, 132, 224, 390, 427, 509

TE only: Summarize, 180d; Identify main ideas, 328d

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SE/TE: Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Comparing Viewpoints, 132, 224, 390, 427, 509; Events That Changed the World, 134–135, 202–203, 310–311, 584–585, 636–637; also see: Reformation Ideas Spread, 66–71; Effects of Global Contact, 129–133; Britain Leads the Way, 250–253; New Ways of Thinking, 260–264; An Age of Ideologies, 272–275; Changing Attitudes and Values, 312–318; The Cold War Unfolds, 604–612; The Challenges of Development, 704–708; Globalization, 738–742






Craft and Structure

RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Skills Handbook: Use Context Clues, SH5; Analyze Word Parts, SH5; Recognize Word Origins, SH5; Section Assessment: Terms, People and Places, 54, 59, 65, 71, 75, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 259, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Terms, People and Places, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730

TE only: Vocabulary Builder (examples), 48, 72, 84, 90, 216, 305, 312, 319, 330, 334, 364, 371, 377, 460, 467, 529, 536, 542, 550, 562, 568, 577, 586, 590, 623, 630, 638, 652, 658, 662, 734, 738, 744, 753, 758; Reading Skills: analyze word parts, 408d, 720d; interpret nonliteral meanings, 964d; recognize word origins, 502d, 748d; signal words, 444d, 470d; use context clues, 302d, 782d

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

SE/TE: Critical Thinking: analyze the text’s structure, SH5; analyze primary sources, SH31; Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767

RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

SE/TE: Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: compare points of view, 138, 173, 558; also see: Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Skills Handbook: Distinguish Between Facts and Opinion and Recognize Bias, SH6; Comparing Viewpoints, SH32; also see: Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669

TE only: Advanced Readers & Gifted and Talented: identifying viewpoints, 602d






Integration of Knowledge and Ideas

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SE/TE: Skills Handbook: Critical Thinking About Texts, Visuals, and Media Sources, SH28–SH37; Cause and Effect Charts, 78, 240, 280, 308, 484, 556; Concept Connector, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743; Infographics, 52, 58, 68, 86, 100, 126, 144, 151, 156, 172, 190, 200, 212, 226, 262, 278, 287, 302, 313, 316, 341, 350, 362, 368, 372, 403, 406, 412, 432, 444, 462, 473, 480, 491, 498, 524, 532, 538, 570, 572, 579, 609, 632, 660, 672, 694, 712, 722, 740, 745, 749, 760; also see: Charts and Graphs exist throughout the text, for representative examples, see the following: 64, 74, 78, 104, 118, 131, 134, 135, 136, 160, 172, 174, 201, 204, 585, 591, 596, 597, 599, 606, 610, 646, 655, 660, 673, 676, 679, 683, 688, 695, 698; Maps exist throughout the text, for representative examples, see the following: 285, 287, 294, 299, 316, 331, 341, 345, 354, 373, 380, 395, 403, 407, 412, 416, 431, 435, 437, 442, 450, 455, 461, 464, 475, 484, 485, 498, 501, 510, 514, 517, 530, 545, 566, 573, 578, 581, 584

RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

SE/TE: Skills Handbook: Fact and Opinion and Recognize Bias, SH6; also see: Comparing Viewpoints, 132, 224, 390, 427, 509; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Critical Thinking: evaluate credibility, SH7, analyze cartoons, 242, 356, 384, 418, 598

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

SE/TE: Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Comparing Viewpoints, 132, 224, 390, 427, 509; Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669, recognize ideologies, 152, 157, 229, 268, 287, 539






Range of Reading and Level of Text Complexity

RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

SE/TE: This objective is met throughout World History, including: Skills Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743; Document Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731

TE only: Bibliography, 46, 82, 108, 140, 180, 208, 244, 270, 296, 328, 358, 386, 420, 452, 488, 520, 560, 602, 650, 680, 702, 732; Differentiated Instruction: research, 317, 442, 572, 683






Writing Standards for Literacy in History/Social Studies Grades 11–12 students:

Text Types and Purposes

WHST.11-12.1. Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Skills Handbook: Persuasive Essay, SH16–SH17; Section Assessment: Persuasive Essay, 54, 59, 65, 71, 76, 146, 152, 161, 167, 173, 275, 281, 288, 333, 337, 342, 346, 353, 391, 398, 404, 409, 415, 494, 502, 505, 511, 515, 737, 742, 751, 757, 763; Chapter Assessment: Persuasive Essay, 80, 176, 292, 356, 418, 518, 766; Document Based Assessment, 107, 207, 243, 269, 327, 599, 731

TE only: Independent Practice (examples): Letter to the Editor, 198, 219, 748; Opinion Posters, 226; Write an editorial, 341, 390; Persuasive speech, 367; Propaganda Pieces, 547; Extend: Opinion, 555; Speech, 718






WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

SE/TE: Writing Handbook: Expository Writing, SH10–SH12; Research Writing, SH13–SH15; Biographical Writing, SH18–SH19; Writing for Assessment, SH20–SH21; Section Assessment: Biographical Essay, 89, 93, 98, 103; Cause and Effect Essay, 215, 221, 228, 239, 459, 465, 471, 476, 483; Compare and Contrast Essay, 114, 119, 124, 128, 133, 363, 369, 376, 381, 527, 535, 540, 549, 555, 657, 661, 668, 675; Explanatory Essay, 249, 253, 258, 264; Problem-Solution Essay, 304, 309, 318, 322, 612, 622, 629, 635, 644; Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Writing for Assessment, 186, 193, 201, 428, 433, 438, 445; Chapter Assessment: Biographical Essay, 106; Cause and Effect Essay, 242, 486; Compare-and-Contrast Essay, 138, 384, 558, 678; Explanatory Essay, 268; Problem-Solution Essay, 326, 648; Research Report, 598, 700, 730; Writing for Assessment, 206, 448; Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Concept Connectors (Transfer Activities), 11, 23, 41, 42, 43, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743

TE only: Independent Practice (examples): Explanation, 132, 144, 150, 247, 352, 365, 373, 457, 531; Compare and Contrast, 621; Essay, 528, 953, Write a letter of explanation, 331, 403, 406; Extend (examples): Write a Report, 93, 249, 363; Essay, 391, 589, 594; Explanation, 71; Write a news article, 465, 567

WHST.11-12.3. (See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement)






Production and Distribution of Writing

WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Section Assessment: Writing About History, 54, 59, 65, 71, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 249, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Document-Based Assessment, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Writing Handbook, SH8–SH23


WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Detailed writing process instruction is provided with the following activities:

SE/TE: Writing Handbook: Narrative Essay, SH8–SH9; Expository Writing, SH10–SH12; Research Writing, SH13–SH15; Persuasive Writing, SH16–SH17; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; also see: Concept Connector Transfer Activity, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743; also see: Student Concept Connector Journal






WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Chapter Assessment: Writing About History, 80, 106, 138, 177, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Concept Connector Transfer Activity: 21st Century Skills, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743

TE only: Extend: Design a Web Site, 161; also see: Extend Online, 46c, 82c, 108c, 140c, 180c, 208c, 244c, 270c, 296c, 328c, 358c, 386c, 420c, 452c, 488c, 520c, 560c, 602c, 650c, 680c, 702c, 732c

Research to Build and Present Knowledge

WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector Transfer Activity, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743


WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Writing Handbook: Research Writing, SH13–SH15; Section Assessment: Writing About History: Research Report, 567, 576, 583, 589, 594, 685, 690, 697, 708, 713, 718, 726; Chapter Assessment: Writing About History: Research Report, 598, 700, 730; Concept Connector, 11, 23, 41, 43, 77, 153, 239, 265, 282, 347, 410, 541, 595, 613, 709, 743







WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Primary Sources, 55, 94, 162, 187, 222, 259, 289, 506, 645, 669, 691, 727, 752; Humanities, 60, 147, 194, 229, 323, 399, 466, 495, 528, 719; Comparing Viewpoints, 132, 224, 390, 427, 509; also see: Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766


Range of Writing

WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Section Assessment: Writing About History, 54, 59, 65, 71, 89, 93, 98, 103, 114, 119, 124, 128, 133, 146, 152, 161, 167, 173, 186, 193, 201, 215, 221, 228, 238, 249, 253, 258, 264, 275, 281, 288, 304, 309, 318, 322, 333, 337, 342, 346, 353, 363, 369, 376, 381, 391, 398, 404, 409, 415, 428, 433, 438, 445, 459, 465, 471, 476, 483, 494, 502, 505, 511, 515, 527, 535, 540, 549, 555, 567, 576, 583, 589, 594, 612, 622, 629, 635, 644, 657, 661, 668, 675, 685, 690, 697, 708, 713, 718, 726, 737, 742, 751, 757, 763; Chapter Assessment: Writing About History, 80, 106, 138, 176, 206, 242, 268, 292, 326, 356, 384, 418, 448, 486, 518, 558, 598, 648, 678, 700, 730, 766; Document-Based Assessment: Writing Task, 81, 107, 139, 177, 207, 243, 269, 293, 327, 357, 385, 419, 449, 487, 519, 559, 599, 649, 679, 701, 731, 767; Writing Handbook, SH8–SH23


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