Prentice Hall World History: Connections to Today The Modern Era 2003 Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 9-12)

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1 Prentice Hall World History: Connections to Today The Modern Era 2003 Arkansas Social Studies Curriculum Frameworks (Grades 9-12) STRAND 1: TIME, CONTINUITY, AND CHANGE STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. TCC. 1.1 TCC. 1.2 Analyze and evaluate diverse contemporary, historical, and geographical perspectives as they relate to important events, recurring dilemmas, and persistent issues. Explain, analyze, and show, connections among patterns of change and continuity by applying key historical concepts such as time, chronology, causality, change, conflict, complexity, and movement. Why Study History?, 30 31, , , , ; Geography and History, 34, 91, 131, 188, 202, 226, 258, 286, 311, 332, 360, 391, 400, 428, 448, 480, 505, 528, 565, 614; Background: Connections to Today, 43, 76, 104, 122, 150, 175, 210, 229, 244, 263, 278, 297, 328, 351, 380, 412, 425, 452, 474, 504, 538, 566, 586, 620, 644; Global Connections, 52, 79, 101, 110, 149, 172, 284, 300, 329, 347, 359, 458, 470, 516, 548, 627, 640; Movement, Why Study History?: Bell Ringers and Cooperative Learning Activities, 30, 140, 238, 372, 500; Connections to Today and About the Pictures, 31, 141, 239, 373, 501; Background: Historical Evidence, 52; TR: Background: Daily Life, 284 Why Study History? booklet, 11 20; Chapter Support booklets, Units 4 8 TECH: Interactive Student Tutorial CD-ROM Chapters 14 37; Computer Test Bank Chapters 1 24 TCC. 1.3 Evaluate major turning points in history. World History: Connections to Today helps students recognize and evaluate major turning points in world history. Units: Connecting with Past Learnings, Prehistory-1650, 2 27; Early Modern Times ( ), ; Enlightenment and Revolution ( ), ; Industrialism and a New Global Age ( ), ; World Wars and Revolutions ( ), ; The World Today (1945 Present), Chapters: Early Civilizations, 2 7; Empires of the Ancient World, 8 15; Regional Civilizations, 16 27; The Renaissance and Reformation ( ), 32 59; The First Global Age: Europe and Asia ( ), 60 81; The First Global Age: Europe, the Americas, and Africa ( ),

2 TCC. 1.3 Evaluate major turning points in history. The Age of Absolutism, ; The Enlightenment and the American Revolution ( ), ; The French Revolution and Napoleon ( ), ; The Industrial Revolution Begins ( ), ; Revolutions in Europe and Latin America ( ), ; Life in the Industrial Age ( ), ; Nationalism Triumphs in Europe ( ), ; Growth of Western Democracies ( ), ; The New Imperialism ( ), ; New Global Patterns ( ), ; World War I and Its Aftermath ( ), ; Revolution in Russia ( ), ; Nationalism and Revolution Around the World ( ), ; Crisis of Democracy in the West ( ), ; World War II and Its Aftermath ( ), ; The World Since 1945: An Overview (1945 Present), ; Europe and North America (1945 Present), ; East Asia and Southeast Asia (1945 Present), ; South Asia and the Middle East (1945 Present), ; Africa (1945 Present), ; Latin America (1945 Present), See all relevant Lesson Plans, Activities, and Background features. TR: Chapter Support booklets, Units 4 8 TECH: Interactive Student Tutorial CD-ROM Chapters 14 37; Computer Test Bank Chapters 1 24 TCC. 1.4 Link historical events region to region along timelines. Time Lines of Parallel Events (Prehistory to Early Modern Times), 2 3, 8 9, 16 17; Unit Time Lines of Parallel Events, , , , , ; Chapter Time Lines and Time Line Activities, 32 33, 60 61, 82 83, , , , , , , , , , , , , , , , , , , , , Activity, 32, 60, 82, 108, 142, 164, 194, 214, 240, 266, 290, 314, 340, 374, 398, 418, 442, 466, 524, 554, 564, 578, 604, 630 2

3 TCC. 1.5 Describe and evaluate the historical role of international and multinational organizations. European Community/European Union, ; International Olympic Committee, 508; International Red Cross, 239, 611; NAFTA, 507, 540, 636, 640, 644; NATO, 493, 526, 527, 534, 536, 549, ; Organization of African Unity, 611; Regional and Global Organizations, ; United Nations, 490, 507, 509, 517, 546, , 568, , 611, 615, 688 (case study) Activity: Cooperative Learning, 238; Background: Connections to Today, 277; Background, 568 TR: Historical Outline Map Book, 59 TECH: World History Color Transparencies, B 53, B 55, B 57 TCC. 1.6 Analyze and evaluate the history, causes, consequences, and possible solutions to persisting issues, such as health, security, resource allocation, economic development and environmental quality. Why Study History?, 30 31; Geography and History, 226, 505, 614; Terrorism, 509; Assessing Your Skills: Comparing Viewpoints, 514; Development and the Environment, 515; The Green Revolution, 520; Critical Issues (Africa) ; Global Connections, Bell Ringer and Activity: Cooperative Learning, 30; Background: Connections to Today, 31; Background: About the Pictures, 31; Customize for Heterogeneous Groups, 508; Background, 513, 514, 520, 614; Block Scheduling, 505; Activity, 514, 615, 640 TR: Why Study History? booklet, 11 12; Unit 8 booklet, 10, 84; Chapter Extension Activities booklet, TECH: Interactive Student Tutorial CD-ROM Ch. 32, 37; Computer Test Bank Ch. 19, 24 STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. TCC. 2.1 TCC. 2.2 Investigate cause and effect as a historical concept. Compare and contrast divergent historical perspectives. Cause and Effect, 53, 105, 185, 231, 252, 367, 395, 449, 546, 585; Skills Tip, 367 Background, 104, 585; Human Drama Note, 105, 585; Skills Tip, 367 TR: Connecting with Past Learnings booklet, 6 TECH: Skills Transparencies 17 Assessing Your Skills: Comparing Viewpoints, 47, 146, 245, 377, 514 Customize for Heterogeneous Groups, 5; Activity, 349; Background, 437, 471 3

4 TCC. 2.2 Compare and contrast divergent historical perspectives. TR: Chapter Extension Activities booklet 37 40, 54 55, 65 66, 76 77; Unit 5 booklet, 12; Unit 6 booklet, 70, 90; Unit 8 booklet, 10 TECH: Skills Transparencies, 13; World History Visions, Voices, Views, videodisc side 3 or tape 6 TCC. 2.3 TCC Evaluate the role of ideals, traditions, processes, institutions, literature, languages, and the arts in continuity and change. Compare and contrast issues of continuity and change by applying techniques such as brainstorming, data analysis, simulations, and scenario writing. Virtual Field Trip (selected examples) 38, 68, 85, 121, 204, 280, 390, 520, 575, 587, 626; Exploring the Human Drama: Humanities Link, 42, 90, 152, 285, 364, 414, 453, 519, 595; Human Drama Note, 575; Primary Sources and Literature, 712 Block Scheduling Support, 9; Background, 42, 90, 285, 364, 414, 453, 594, 713; Activity 137 (Q2 4), 220, 221; Human Drama Note, 415, 519 TR: Chapter Extension Activities booklet, 47, 58, 84; History Through Literature 45 46; Unit 6 booklet, 70 TECH: Listening to Literature World Masterpieces audiotapes, side 8 Connections to Today, 43, 76, 104, 122, 150, 175, 210, 229, 244, 263, 278, 297, 328, 351, 380, 412, 425, 452, 474, 504, , 586, 620, 644 Reading Strategy: Problem Solving, 269; Customize for Kinesthetic Learners, 304; Activity, 437 STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS STANDARD 1: Students will demonstrate an understanding that people, cultures, and systems are connected and that commonalties and diversities exist among them. PPE. 1.1 Analyze and illustrate connections and interactions of individuals, groups, institutions, states, and organizations. Chinese influence on Korea and Japan, 26 27; Exploring the Human Drama: Humanities Link, 90; Global Connections, 300; Why Study History?, ; The World Since 1945: An Overview, ; Regional and Global Organizations, ; Regional and Global Issues, ; Biography, 521; The European Union, 529; Britain: Changing Policies, ; Germany: Division and Reunification, ; The United States: A Global Superpower, ; Critical Issues (Africa), 615; Primary Sources and Literature, 715 4

5 PPE. 1.1 Analyze and illustrate connections and interactions of individuals, groups, institutions, states, and organizations. Background, 344; Cooperative Learning, 500; Background: Connections to Today, 501; Background: About the Pictures, 501; Lesson Plans: 504; Peace Corps: Background, 507; Activity: 512, 529 TR: Why Study History? booklet, 19 20; Connecting with Past Learnings, 26; Chapter Extension Activities booklet, 41, 79; Creative Teaching Activities booklet, 147; Unit 8 booklet, 31, 84 TECH: Interactive Student Tutorial CD-ROM Ch. 16, 24, 32; Computer Test Bank Ch. 3, 11, 19 PPE. 1.2 PPE. 1.3 Evaluate the effects of science and technology on individuals, groups, and organizations. Demonstrate how cultural elements such as language, the arts, and belief systems can both connect people or cause conflict. Why Study History?, ; Population and Poverty, ; Health Statistics of Selected Countries, 513; Science and Technology, 518; Disaster! Meltdown at Chernobyl, 543; AIDS (Africa) 615 Background: Connections to Today, 239; Background: About the Pictures, 239; Customize for Kinesthetic Learners, 518; Background, 518, 520, 543 TR: Why Study History? booklet, 15 16; Chapter Extension Activities booklet, 78, 80 TECH: World Color Transparencies, B 65 Aztecs, 14 15; Why Study History?, ; Primary Source, 463; The Campaign Against the Jews Begins, 463; Occupied Lands, ; Assessing Your Skills: The Holocaust, 481; Ethnic and Religious Conflicts, 506; Civil War in Yugoslavia, ; Arab-Israeli Conflict, Activity, 25, 481; Human Drama Note, 47; Background: 15, 280, 373, 624; Bell Ringer and Activity, p. 372; Connections to Today, 373; Human Drama Activity, 549, 599 TR: Why Study History? booklet, 17 18; History Through Literature 16 17; Unit 7 booklet, 86 TECH: Interactive Student Tutorial CD-ROM Ch. 30, 32; Computer Test Bank Ch. 17, 19; World History Visions, Voices, Views, videodisc side 4 or videotape 8 PPE. 1.4 Probe the interdependence of nations. Cause and Effect, 449; The World Since 1945: An Overview (1945 Present), ; Regional and Global Organizations, ; Regional and Global Issues, ; Economic Interdependence,

6 PPE. 1.4 Probe the interdependence of nations. The European Union, 529; The United States: A Global Superpower, ; Foreign Policy Issues (Cold War), 542; Japan Becomes an Economic Superpower, ; The Asian Tigers, , 570; Indonesia, ; Critical Issues (Africa): 615; Economic Development (Latin America), ; Brazil s Economic Miracle, 651, 653 Lesson Plans, 510, 566; Activity, 512, 557; Customize for Kinesthetic Learners, 511 TR: Geography and History booklet, 16 17; Chapter Extension Activities booklet, 79; Creative Teaching Activities booklet, 151, 153 TECH: Interactive Student Tutorial CD-ROM Ch. 32, 34; Computer Test Bank Ch. 19, 21 PPE. 1.5 PPE. 1.6 Assess the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group characteristics contribute to a sense of self. Predict how people(s) having different scientific and technological capabilities might respond in various situations based on their cultural perspectives. Old and New Patterns (Africa), ; Sources of Unrest (Latin America), ; Changing Social Patterns, Lesson Plan, 632 TR: Unit 8 booklet, 100 TECH: Interactive Student Tutorial CD-ROM Ch. 36, 37; Computer Test Bank Ch. 23, 24 Guerrilla warfare, 187, 218, 480, , ; Technology of Modern Warfare, ; World War I Technology (chart), 386; Mohandas Gandhi, ; Disarmament, 445; Military Alliances, 493; The Arms Race, 493; Deadly Weapons, 508; Terrorism, 509; Disarmament and Détente, ; The Nuclear Issue, 570, Background, 187, 573; Block Scheduling Support, 429; Human Drama Activity, 492; Customize for Heterogeneous Groups, 445, 508; Customize for Auditory Learners, 527, 572 TR: Unit 5 booklet, 60 TECH: Interactive Student Tutorial CD-ROM Ch. 21, 27, 29, 31, 32, 33, 34, 35; Computer Test Bank Ch. 8, 14, 16, 18, 19, 20, 21, 22 6

7 PPE. 1.7 PPE. 1.8 Analyze and demonstrate the value of cultural diversity and cohesion within and across groups. Explore cultural perspectives by applying techniques such as brainstorming, data analysis, simulations, and scenario writing. Many Peoples, Many Traditions, 25; A New Global Culture, , Social Trends, ; Islamic Revival, 590; Women in the Muslim World, 591; Old and New Patterns (Africa), Block Scheduling Support, 9 TECH: Interactive Student Tutorial CD-ROM Ch. 32, 35; Computer Test Bank Ch. 19, 22 STANDARD 2: Students will demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions. PPE. 2.1 PPE. 2.2 PPE. 2.4 PPE. 2.3 Formulate connections of individuals, groups, and organizations to the physical environment. Question and appraise how events in all cultures are influenced by physical and human geographic factors. Extract commonalties and differences among cultures as they relate to the five themes of geography; location, place, human-environment interaction, movement, and region. Generate both current and historical examples of the interrelationships of science, technology, and society. Geography and History, 34, 131, 188, 202, 258, 286, 332, 360, 391, 400, 428, 528, 565, 584, 614; Exploring the Human Drama: Disaster!, 73, 438, 645; Drought and Famine, 615; Deforestation (Africa), 615 Background, 73, 438, 645; Activity, 73, 438, 615, 645 TR: Unit 8 booklet, 84; Disaster! Chapter Extension Activities booklet, 39, 71, 87 TECH: Interactive Student Tutorial CD-ROM Ch. 20, 22, 29; Computer Test Bank Ch. 7, 9, 16 Why Study History, 30 31; Geography and History, 34, 91, 131, 188, 202, 226, , 311, 332, 360, 391, 400, 428, 448, 480, 505, 528, 565, 614; The Scientific Revolution, 54 57; The Scientific Method (chart), 55; Exploring the Human Drama: You Are There, 205, 475; Technology and Industry, 244; Connections to Today, 221, 244; Technology Speeds Transportation and Communication, ; The Darwin Challenge, ; New Views of the Universe, ; Humanities Link, 519; Disaster!, 543 Bell Ringer, 30, 205, 475; Block Scheduling Support, 55; Human Drama Note, 55; Human Drama Activity, 205; Background, 31, 55, 244, 451, 475, 476, 519; Activity, 258 TR: Chapter Extension Activities booklet, 78; Why Study History? Booklet, TECH: World History Color Transparencies, E 35; Interactive Student Tutorial CD-ROM Ch. 20; Computer Test Bank Ch. 7 7

8 PPE. 2.5 PPE. 2.6 Investigate ways that natural and manmade environments interact with cultures by using a variety of experiences, such as field studies, interactive technologies, works of literature, and the arts. Predict how data and experiences may be interpreted by people from diverse cultural perspectives. Exploring the Human Drama: Humanities Link, 42, 90, 152, 221, 285, 364, 414, 453, 519, 595; You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Virtual Field Trips, 38, 68, 85, 121, 151, 169, 204, 230, 262, 280, 310, 320, 346, 390, 413, 431, 451, 478, 520, 535, 575, 587, 626, 646; Human Drama Note, 285; Charles Dickens, Hard Times, 706; Erich Maria Remarque, All Quiet on the Western Front, 708 Background, 64, 188, 205, 384, 414, 706; Bell Ringer, 90, 625; Human Drama Activity, 117; Activity, 152, 255, 335, 475, 564, 708; Connections to Today, 364 TR: Chapter Extension Activities booklet, 36, 41, 44, 47, 51 52, 56, 58, 62, 64, 67, 69, 72, 74, 78, 81, 84, 86; History Through Literature, 37 38, TECH: Interactive Student Tutorial CD-ROM Ch. 14, 16, 18, 26, 28; Computer Test Bank Ch. 1, 3, 5, 13, 15 PPE. 2.7 Examine and explain belief systems underlying specific traditions and laws. Judaism, 5; Buddhism, 8; Hinduism, 8, 430; Confucianism, 9; Legalism, 9; Christianity, 13; Islam, 22; hajj, 22; Traditional beliefs (Southeast Asia), 68 70; fundamentalism, Reading Strategy, 8; Block Scheduling Support, 9 TECH: World History Color Transparencies D 45; Interactive Student Tutorial CD-ROM Ch. 15, 29, 35; Computer Test Bank Ch. 2, 16, 22 8

9 STRAND 3: PRODUCTION, DISTRIBUTION, AND CONSUMPTION STANDARD 1: Students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making. PDC. 1.1 PDC. 1.2 PDC. 1.4 Demonstrate an understanding of scarcity, choice, and resource allocation. Describe the roles that location, supply and demand, prices, and profits play in determining what is produced and distributed in a market system. Identify present day choices and illustrate that these choices have important future consequences. A Commercial Revolution, 102; Assessing Your Skills: The Commercial Revolution, 103, 104; Mercantilism, 104; New Economic Thinking (laissez faire), 148; Britain Leads the Way, ; Assessing Your Skills: Impact of the Railroad, 201; What Is the Relationship Between People and the Environment?, 514; Global Economic Trends, Background, 9, 72, 102, 201, 513; Activity, 103, 514; Connection to Today, 104; Lesson Plan, 510; Customize for Kinesthetic Learners, 511 PDC. 1.1 PDC. 1.2 PDC. 1.4 PDC. 1.3 Demonstrate an understanding of scarcity, choice, and resource allocation. Describe the roles that location, supply and demand, prices, and profits play in determining what is produced and distributed in a market system. Identify present day choices and illustrate that these choices have important future consequences. Compare economic systems and how they answer economic questions as to what, how, and for whom to produce goods and services. TR: Unit 8 booklet, 4, 10; Creative Teaching Activities booklet, 82; Chapter Extension Activities booklet, 42, 50, TECH: Interactive Student Tutorial CD-ROM Ch. 16, 18, 20, 32; Computer Test Bank, Ch. 3, 5, 7, 19 Capitalism, 102, 208; New Economic Thinking (laissez faire), 148; Socialism, ; Marxism/Communism, Background, 102, 209; Block Scheduling Support, 209; Activity, 210 TR: Creative Teaching Activities booklet, 94 TECH: Interactive Student Tutorial CD-ROM Ch. 18, 20; Computer Test Bank, Ch. 5, 7 9

10 PDC. 1.5 Apply economic concepts and economic reasoning to historical and contemporary social and political development. PDC. 1.6 Distinguish between domestic and international economic goods and services. PDC. 1.7 Analyze the role of specialization in the exchange of economic goods and services. TR: Dawn of the Industrial Age, ; Britain Leads the Way, ; New Methods of Production, 244; Cause and Effect, 252, 367; New Economic Patterns (imperialism), ; From Lenin to Stalin, ; Global Economic Trends, ; Failure of the Command System, 542; Economic Development (Latin America), Lesson Plans, 197, 199, 510; Human Drama Note, 197, 211; Background, 197, 200 History Through Literature, 59 60; Creative Teaching Activities booklet, 93, 144; Chapter Extension Activities booklet, 50, 64, 68; Unit 8 booklet, 4 TECH: Interactive Student Tutorial CD-ROM Ch. 20, 22, 26, 32; Computer Test Bank, Ch. 7, 9, 13, 19 PDC. 1.8 Compare how values and beliefs influence economic decisions in different societies. Political and Social Conditions, 200; Free Trade and the Corn Laws, ; Victories for the Working Class, 297; Assessing Your Skills: Synthesizing Information: Collectivization, 409; Geography and History, 480, 614; What Is the Relationship Between People and the Environment?, 514; Economic and Political Trends (Europe), ; Recovery and Economic Miracle (Japan), ; From Revolution to Reform in China, ; Economic Choices (Africa), 614; Primary Sources and Literature, 714 PDC. 1.8 PDC. 1.9 Compare how values and beliefs influence economic decisions in different societies. Explore public issues related to resource allocation by applying techniques such as brainstorming, data analysis, simulations, and scenario writing. Activity, 512, 514; Background, 409, 514, 542, 614, 626; Human Drama Note, 409, 449, 515, 543; History Through Literature, TR: Chapter Extension Activities booklet, 54 55, 68, 76 77, 79; Creative Teaching Activities, 151; Unit 8 booklet, 10, 47, 48 49, 84 TECH: Interactive Student Tutorial CD-ROM Ch. 32, 34; Computer Test Bank Ch. 19, 21 Fact Finder, 408, 527; Urbanization in Brazil, 650 Activity, 205 TR: Chapter Extensions Activities booklet, 51 10

11 STRAND 4: POWER, AUTHORITY, AND GOVERNANCE STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. PAG. 1.1 PAG. 1.2 Explain the purpose of government and analyze how its powers are acquired, used, and justified. Explain the origins and continuing influence of key ideals of a democratic republican government such as individual human dignity, liberty, justice, equality, and the rule of law. Beginnings of Civilization, 2 3; Global Connections, 458; Economic and Political Trends, ; Primary Sources and Literature, Background, 700, 701, 702; Activity, 701 TR: Unit 5 booklet, 12; Creative Teaching Activities booklet, 79 TECH: World History Color Transparencies, F 3 Why Study History?, ; Philosophy in the Age of Reason, 144, 145, 147; Primary Source, 147; Global Connections, 172; Revolutions of 1830 and 1848, ; Latin American Wars of Independence, ; Lesson Plan, 219; Primary Sources and Literature, 703 Background, 141; Unit 5 booklet, 65, 66; Block Scheduling Support, 225; Bell Ringer, TR: 537; Background, 703; Activity, 703 Why Study History? booklet, 13 14; Creative Teaching Activities booklet, 86 and 96 TECH: Interactive Student Tutorial CD-ROM Ch. 21; Computer Test Bank Ch. 8 PAG. 1.3 Synthesize the principles of United States political heritage through the examination of such documents as the Declaration of Independence, Common Sense (Thomas Paine), Letter from a Birmingham Jail (Martin Luther King, Jr.), etc. Why Study History?, 140; Birth of the American Republic, ; Global Connections, 172; Rights of Man, 292 Primary Sources and Literature, 710 TR: Creative Teaching Activities, 85 TECH: Interactive Student Tutorial CD-ROM Ch 5 11

12 PAG. 1.4 Identify, analyze, interpret, and evaluate sources and examples of citizen s rights and responsibilities. PAG. 1.5 Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare. PAG. 1.6 Analyze and evaluate the influence of citizen action and public opinion on the formation of public policy. What You Can Do: Stay Informed, 141; Assessing Your Skills: Toussaint L Ouverture on Slavery, 227; Rights for Women, 254, 255; Growth of Public Education, ; Assessing Your Skills: Synthesizing Information, 308; Women s Rights, 309; Universal Declaration of Human Rights, 508; New Rights and Roles for Women, ; Civil Rights and Society, 539; Primary Sources and Literature, 705, Customize for Auditory Learners, 10; Bell Ringer, 140; Activity: Cooperative Learning, 140; Connections to Today, 141, 227; Activity, 227, 711; Background, 256, 308, 705, 710, 711; Reading Strategy, 508 TR: Creative Teaching Activity booklet, 140; Chapter Extension Activities booklet, 226; Unit 5 booklet, 66 TECH: Interactive Student Tutorial CD-ROM Ch. 32 STANDARD 2: Students will demonstrate an understanding of the commonalties and diversities of various systems of government. PAG. 2.1 Compare the ideologies, structures, institutions, and processes of different political systems. Philosophy and Religion in China, 9; Japan, 27; monarchy (absolute), 111, ; monarchy (constitutional), 173, ; democracy, 11; From Lenin to Stalin, ; Life in a Totalitarian State, ; Fascism in Italy, ; Assessing Your Skills: Totalitarianism, 457; Hitler and the Rise of Nazi Germany, ; The European Union (Background), 529; Primary Sources and Literature, 696, 712 Background, 26, 456, 696, 712; Lesson Plan, 455; Block Scheduling Support, 455; Human Drama Note, 457; Background, 461; Activity, 462, 701 TR: Chapter Extension Activities booklet, 73; Creative Teaching Activities booklet, 128, 137; History Through Literature, 63 64; Unit 5 booklet, 67; Unit 7 booklet, 68 PAG. 2.1 Compare the ideologies, structures, institutions, and processes of different political systems. TECH: Interactive Student Tutorial CD-ROM Ch. 28, 30 12

13 PAG. 2.2 Evaluate the impact of technology in communication, transportation, and information processing, weapons development, etc., as they relate to domestic and foreign policies. Global Connections, 347; The World Today (satellite image), ; Deadly Weapons, 508; Science and Technology, ; Europe: The Cold War and After, ; The Nuclear Issue (Pakistan), ; Weapons Pile Up, ; Critical Issues (Africa) 615 Human Drama Note, 507; Activity, 615 TR: Chapter Extension Activities booklet, 78; Creative Teaching Activities booklet, 146; Unit 8 booklet, 84 TECH: Interactive Student Tutorial CD-ROM Ch. 32 PAG. 2.3 Research and debate selected social issues, such as but not limited to public health, public education, waste management, and pollution. Health Statistics of Selected Countries, 1999: 513; Assessing Your Skills: Comparing Viewpoints, 514; Development and the Environment, 515; Population, ; Social Change, 583; Western Influence, 590; Women in the Muslim World, 591; Critical Issues, 615; Old and New Patterns (Africa), 616 Background, 514; Activity, 514; Human Drama Note, 515; Customize for TR: Heterogeneous Groups, 616 Unit 8 booklet, 10, 84; Chapter Extension Activities booklet, TECH: World History Color Transparencies, B 65, D 87; Interactive Student Tutorial CD-ROM Ch. 32, 35 STRAND 5: SOCIAL SCIENCE PROCESSING AND SKILLS STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. SSPS. 1.1 Integrate reading, writing, listening, and speaking skills throughout the social sciences. Exploring the Human Drama: Shakespeare s World of Drama (Portfolio Assessment), 42; Critical Thinking and writing features appear in each Section Review and in each Review and Assessment. See examples on pages 120, 287, 472, and 596. Activity, 591, 649; Case Studies on Contemporary Issues,

14 SSPS. 1.1 Integrate reading, writing, listening, and speaking skills throughout the social sciences. TR: Customize for Individual Needs in each Chapter Planning Guide points out activities for less proficient writers. See examples on pages 149B and 194B. Activity, 88, 307, 321, 327, 487, 517, 557; Interviewing, 147, 336, 511, 539; Customize for Kinesthetic Learners, 304, 511; Customize for Heterogeneous Groups, 427; Block Scheduling, 505 Customize for Individual Needs in each Chapter Planning Guide points out the location of appropriate reading activities in the Guide to the Essentials. See examples on pages 82B and 418B. Unit 6 booklet, 48 SSPS. 1.2 SSPS. 1.3 SSPS. 1.4 Develop and enhance observation, questioning, and interpretive skills throughout the social sciences. Develop and enhance critical analysis skills, such as cause and effect and inductive and deductive reasoning, throughout the social sciences. Employ creative thinking skills through out the social sciences. Exploring the Human Drama: Disaster!, (portfolios assessment), 73, 189, 299; Exploring the Human Drama: You Are There, (portfolio assessment), 205, 254, 384, 475, 564 Activity, 147; Human Drama Note, 285; Reading Strategies: question writing, 352, 557, 623; Customize for Kinesthetic Learners, 511, 518, 539 TR: Chapter Extension Activities booklet, 39, 49, 51, 56, 59, 67, 74, 86 TECH: World History Visions, Voices, Views, videodisc side 3 or videotape 5; Interactive Student Tutorial CD-ROM Ch. 34; Computer Test Bank Ch. 21 Cause and Effect, xlii xliii, 53, 105, 185, 213, 252, 367, 395, 449, 546, 585; There are labeled questions that require students to make inferences/draw conclusions in Reviews and Assessments. See examples on pages 39, 103, 126, 264, 312, 440, and 649. Connections to Today, 104 Human Drama Activity, 231; Customize for Heterogeneous Groups, 286, 378, 460, 623, 644; Activity, 448, 452, 506, 550, 588; Customize for Auditory Learners, 598 TECH: Skills Transparencies 17 Activity, 43, 79, 95, 551, 570 Human Drama Activity, 25, 37, 487, 549; Customize for Heterogeneous Groups, 38; Block Scheduling Support, 45, 48, 115, 393, 511, 557, 561, 567, 633; Activity, 78, 88, 90, 230, 248, 487, 517, 535,

15 SSPS. 1.4 Employ creative thinking skills through out the social sciences. TR: Unit 4 booklet, 15; World Writers Today, TECH: World History Color Transparencies, C 51, D 61 STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. SSPS. 2.1 SSPS. 2.2 Employ the scientific method throughout the social sciences. Distinguish fact from opinion and recognize bias and propaganda. The Scientific Revolution, 54 57; Students can also apply this skill to research assignments suggested within the student edition and while completing questions/activities, such as the following: Problem Solving and Decision Making, xlvi xlvii, 47, 185, 245, 328, 515; Making Valid Generalizations, 79, 337, 488; Synthesizing Information, xl xli, 103, 123, 227, 344, 409, 529 Block Scheduling Support, 35, 55; Activity (Making Generalization), 270; (Solving a Problem), 550, 615, 640 TR: Chapter Extension Activities booklet, 42, 43, 53, 63, 68, 79; History Through Literature, 32 33, 55 56; Creative Teaching Activities, 67; Unit 4 booklet, 14 TECH: Interactive Student Tutorial CD-ROM Ch. 14; Computer Test Bank Ch. 1 The Arts and the State, 413, 414; Activity, 415; Purging German Culture, 462; Analyzing Primary Sources, 712, 716 Customize for Visual Learners, 172, 434; Background, 413; Customize for Heterogeneous Groups, 445; Activity, 462, 712; Human Drama Note, 463; Customize for Auditory Learners, 508 TR: Unit 5 booklet, 8; Unit 7 booklet, 68 TECH: Interactive Student Tutorial CD-ROM Ch. 28, 30 SSPS. 2.3 Record oral history. griots, 25 Background, 15; Customize for Kinesthetic Learners, 511, 539; Analyzing a Quotation, 549, 561, 607, 639 SSPS. 2.4 Use brainstorming techniques throughout the social sciences. Students can apply this skill to stimulate discussion in features, such as the TE Bell Ringers that begin each Why Study History? See page 30 for an example. 15

16 SSPS. 2.4 Use brainstorming techniques throughout the social sciences. Reading Strategy: Problem Solving, 269; Block Scheduling Support, 511; Activity, 615, 640 SSPS. 2.5 Draw inferences. There are labeled questions that require students to make inferences in Assessments. See examples on pages 39, 57, 64, 103, 128, 264, 308, and 394. Primary Source, 598; Primary Sources and Literature, 696 (Q3), 700 (Q3) Customize for Heterogeneous Groups, 304; Activity, 323, 344 (Q2), 452, 698, 700 (Q3), 708, 709 (Q2), 714 (Q2); Customize for Auditory Learners, 343, 598; Customize for Heterogeneous Groups, 437 TR: History Through Literature booklet, 32 33, SSPS. 2.6 Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies, etc. The student edition contains many opportunities to make world history come alive and develop the skills essential to this goal. See Skills Handbook, xxx xlix. Special Feature examples include (but are not limited to): Chapter Maps, 33, 35, 51, 61, 64, 69, 83, 94, 99, 109, 112, 126, 130, 135, 143, 155, 160, 165, 184, 190, 195, 200, 201, 215, 222, 228, 241, 243, 267, 269, 277, 281, 291, 302, 307, 315, 321, 327, 330, 336, 341, 349, 352, 354, 358, 375, 378, 385, 394, 399, 407, 419, 427, 434, 437, 443, 467, 471, 483, 487, 492, 503, 506, 525, 529, 530, 543, 550, 555, 568, 572, 579, 581, 589, 599, 601, 605, 615, 631, 649. Charts and Graphs, 55, 65, 99, 103, 107, 155, 163, 167, 174, 189, 201, 213, 265, 308, 327, 344, 378, 386, 403, 409, 465, 513, 529, 650. Fact Finder, 86, 182, 249, 392, 408, 490, 527, 547. Virtual Field Trips, 38, 68, 85, 121, 151, 169, 204, 230, 262, 280, 310, 320, 346, 390, 413, 431, 451, 478, 520, 535, 575, 587, 626, 646. Analyzing Primary Sources, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652. Also see Take It to the Net features in Section Assessments and all Review and Assessments on pages, such as 135, 233, 367, 495, 655. Background, 99, 112, 200, 330, 434; Skills Tip 135; Reading Strategy: Problem Solving, 269; Activity, 407; Customize for Visual Learners, 471, 650; Customize for Heterogeneous Groups,

17 SSPS. 2.6 Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies, etc. Also see Applying the Skill Rubrics that accompany Skills Handbook features. TR: See History Through Literature, Nystrom Desk Atlas, and History Outline Book Map for applicable tools. TECH: Skills Transparencies, 5, 7, 11, 23 SSPS. 2.7 Employ processes of historical inquiry, such as using a variety of sources and checking the credibility of those sources, validating, and weighing evidence using primary and secondary sources. TR: Primary and Secondary Sources: Within the narrative, the student edition includes excerpts from letters, diaries, documents, periodicals, and speeches interwoven into the text or as special features. Students can apply historical analysis skills in the following feature examples: Assessing Your Skills: Comparing Viewpoints, 47, 146, 245, 377, 514; Analyzing Primary Sources, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Synthesizing Information, 103, 123, 201, 308, 344, 409, 457, 529, 589; Primary Sources and Literature, ; Exploring the Human Drama: Humanities Link, 42, 90, 152, 221, 285, 364, 414, 453, 519, 595; You Are There, 117, 205, 255, 335, 384, 475, 564, 625; Virtual Field Trips, 38, 68, 85, 121, 151, 169, 204, 230, 262, 280, 310, 320, 346, 390, 413, 431, 451, 478, 520, 535, 575, 587, 626, 646 Assessing Your Skills: Comparing Viewpoints: Background, 47, 146, 245, 377, 514; Activity, 47, 146, 245, 377, 514, 696, 713; Skills Tip, 47, 146, 245, 377, 514; Assessing Skills: Analyzing Primary Sources: Background, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Activity, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Skills Tip, 77, 177, 227, 270, 323, 421, 481, 569, 608, 652; Customize for Heterogeneous Groups, 490, 491 Chapter Extension Activities booklet (Comparing Viewpoints), 37 40, 54 55, 65 66, 76 77; Unit 5 booklet, 12; Unit 8 booklet, 10; Chapter Extension Activities booklet (Analyzing Primary Sources), 40, 48, 53, 57, 61, 70, 75, 82, 85, 88; History Through Literature TECH: Skills Transparencies, 11, 15; Listening to Literature World Masterpieces on audiotapes 17