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, 140 141, 238 239, 372 373, 500 501; 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, 530 531 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 (1300 1800), 28 137; Enlightenment and Revolution (1707 1850), 138 235; Industrialism and a New Global Age (1800 1914), 236 369; World Wars and Revolutions (1910 1955), 370 497; The World Today (1945 Present), 498 657. Chapters: Early Civilizations, 2 7; Empires of the Ancient World, 8 15; Regional Civilizations, 16 27; The Renaissance and Reformation (1300 1650), 32 59; The First Global Age: Europe and Asia (1415 1796), 60 81; The First Global Age: Europe, the Americas, and Africa (1492 1750), 82 107 1
TCC. 1.3 Evaluate major turning points in history. The Age of Absolutism, 108 135; The Enlightenment and the American Revolution (1707 1800), 142 163; The French Revolution and Napoleon (1789 1815), 164 193; The Industrial Revolution Begins (1750 1850), 194 213; Revolutions in Europe and Latin America (1790 1848), 214 233; Life in the Industrial Age (1800 1914), 240 265; Nationalism Triumphs in Europe (1800 1914), 266 289; Growth of Western Democracies (1815 1914), 290 313; The New Imperialism (1800 1914), 314 339; New Global Patterns (1800 1914), 340 367; World War I and Its Aftermath (1914 1919), 374 397; Revolution in Russia (1917 1939), 398 417; Nationalism and Revolution Around the World (1910 1939), 418 441; Crisis of Democracy in the West (1919 1939), 442 465; World War II and Its Aftermath (1931 1955), 466 495; The World Since 1945: An Overview (1945 Present), 502 523; Europe and North America (1945 Present), 524 553; East Asia and Southeast Asia (1945 Present), 554 577; South Asia and the Middle East (1945 Present), 578 603; Africa (1945 Present), 604 629; Latin America (1945 Present), 630 655 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, 136 137, 234 235, 368 369, 496 497, 656 657; Chapter Time Lines and Time Line Activities, 32 33, 60 61, 82 83, 108 109, 142 143, 164 165, 194 195, 214 215, 240 241, 266 267, 290 291, 314 315, 340 341, 374 375, 398 399, 418 419, 442 443, 466 467, 502 503, 524 525, 554 555, 578 579, 604 605, 630 631 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
TCC. 1.5 Describe and evaluate the historical role of international and multinational organizations. European Community/European Union, 528 530; International Olympic Committee, 508; International Red Cross, 239, 611; NAFTA, 507, 540, 636, 640, 644; NATO, 493, 526, 527, 534, 536, 549, 550 551; Organization of African Unity, 611; Regional and Global Organizations, 507 508; United Nations, 490, 507, 509, 517, 546, 550 551, 568, 600 601, 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) 614 615; Global Connections, 640 641 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, 76 77 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
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. 2.4. 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, 538. 566, 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?, 500 501; The World Since 1945: An Overview, 502 521; Regional and Global Organizations, 507 508; Regional and Global Issues, 508 509; Biography, 521; The European Union, 529; Britain: Changing Policies, 532 533; Germany: Division and Reunification, 534 535; The United States: A Global Superpower, 537 538; Critical Issues (Africa), 615; Primary Sources and Literature, 715 4
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?, 238 239; Population and Poverty, 512 513; 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?, 372 373; Primary Source, 463; The Campaign Against the Jews Begins, 463; Occupied Lands, 479 480; Assessing Your Skills: The Holocaust, 481; Ethnic and Religious Conflicts, 506; Civil War in Yugoslavia, 549 551; Arab-Israeli Conflict, 598 599 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), 502 523; Regional and Global Organizations, 507 508; Regional and Global Issues, 508 509; Economic Interdependence, 511 512 5
PPE. 1.4 Probe the interdependence of nations. The European Union, 529; The United States: A Global Superpower, 537 538; Foreign Policy Issues (Cold War), 542; Japan Becomes an Economic Superpower, 556 558; The Asian Tigers, 566 568, 570; Indonesia, 573 574; Critical Issues (Africa): 615; Economic Development (Latin America), 634 635; 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), 616 617; Sources of Unrest (Latin America), 633 634; Changing Social Patterns, 636 637 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, 549 551, 572 573; Technology of Modern Warfare, 385 386; World War I Technology (chart), 386; Mohandas Gandhi, 429 430; Disarmament, 445; Military Alliances, 493; The Arms Race, 493; Deadly Weapons, 508; Terrorism, 509; Disarmament and Détente, 526 527; The Nuclear Issue, 570, 584 585 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
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, 520 521, Social Trends, 530 531; Islamic Revival, 590; Women in the Muslim World, 591; Old and New Patterns (Africa), 616 617 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, 258 286, 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, 244 247; The Darwin Challenge, 258 259; New Views of the Universe, 450 451; 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, 11 12 TECH: World History Color Transparencies, E 35; Interactive Student Tutorial CD-ROM Ch. 20; Computer Test Bank Ch. 7 7
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, 45 48 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, 590 591 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
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, 199 202; Assessing Your Skills: Impact of the Railroad, 201; What Is the Relationship Between People and the Environment?, 514; Global Economic Trends, 510 515 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, 76 77 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, 209 210; Marxism/Communism, 210 211 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
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, 196 198; Britain Leads the Way, 199 202; New Methods of Production, 244; Cause and Effect, 252, 367; New Economic Patterns (imperialism), 361 362; From Lenin to Stalin, 405 410; Global Economic Trends, 510 515; Failure of the Command System, 542; Economic Development (Latin America), 635 636 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, 295 296; 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), 527 528; Recovery and Economic Miracle (Japan), 556-558; From Revolution to Reform in China, 560 565; 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, 70 71 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
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, 527 528; Primary Sources and Literature, 700 702 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?, 140 141; Philosophy in the Age of Reason, 144, 145, 147; Primary Source, 147; Global Connections, 172; Revolutions of 1830 and 1848, 219 224; Latin American Wars of Independence, 225 231; 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, 158 161; 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
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, 256 257; Assessing Your Skills: Synthesizing Information, 308; Women s Rights, 309; Universal Declaration of Human Rights, 508; New Rights and Roles for Women, 517 518; Civil Rights and Society, 539; Primary Sources and Literature, 705, 709 711 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, 115 116; monarchy (constitutional), 173, 292 293; democracy, 11; From Lenin to Stalin, 405 410; Life in a Totalitarian State, 411 415; Fascism in Italy, 456 460; Assessing Your Skills: Totalitarianism, 457; Hitler and the Rise of Nazi Germany, 469 463; 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
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), 498 499; Deadly Weapons, 508; Science and Technology, 518 519; Europe: The Cold War and After, 526 527; The Nuclear Issue (Pakistan), 584 585; Weapons Pile Up, 597 598; 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, 563 564; 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, 76 77 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, 658 693 13
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, 550. 649 14
SSPS. 1.4 Employ creative thinking skills through out the social sciences. TR: Unit 4 booklet, 15; World Writers Today, 462 474 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
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, 57 58 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, 490. 16
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, 696 721; 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