Correlations to the Texas Essential Knowledge and … Essential Knowledge and Skills for Social Studies 113.42. World History Studies (One Credit), Beginning with School Year 2011-2012

Chapter 113. Texas Essential Knowledge and Skills for Social Studies §113.42. World History Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015

Subject

Subchapter

Course

Publisher

Program Title

Program ISBN

(3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters,

literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Subchapter C. High School

§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

WorldView Software, Inc.

World History: An Interactive Approach

9781570553004

(a) General requirements. Students shall be awarded one unit of credit for successful completion of this course.

(b) Introduction.

(1) World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to

various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in

world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major

political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional

governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and

philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple

sources of evidence.

(2) The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-classical Era); 1450-1750

(Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries.

(4) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the

teaching of all essential knowledge and skills for social studies.

(5) A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this

course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are

intended as possible illustrative examples.

(6) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

Page 1 of 302 WorldView Software, Inc.: 9781570553004 Student Material


Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) History. The student understands traditional

historical points of reference in world history. The

student is expected to:

(A) identify major causes

and describe the major

effects of the following

events from 8000 BC to 500

BC: the development of

agriculture and the

development of the river

valley civilizations

(i) identify major causes of


BC [including] the

development of agriculture

Instruction 9781570553004

Location of expectation in the

World History A Program:

Chapter 1: The Beginning of

Civilization

- Overview Sections: Early Human

Evolution; The Emergence and

Spread of Modern Humans; The

Neolithic Period

- Study Question: Conceptual #5

- Chronology: 8000 B.C.E. - 500

B.C.E.

- Essay: Path to Civilization

Assessment 9781570553004

> Test Question - Chapter 1,

Conceptual #5

> Essay - Path to Civilization

(10) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(C) Knowledge and skills.

(7) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for

the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation, as referenced in the Texas Education Code (TEC),

§28.002(h).

(8) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the

constitution.

(9) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning

the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of

the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the

abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.

(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be

self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among

Men, deriving their just Powers from the Consent of the Governed."












agriculture and the



(ii) identify major causes of


BC [including] the







Civilization




Neolithic Period

Chapter 2: Middle Eastern

Civilization

- Overview Sections: Geographic

Setting; First Civilizations; The

Sumerian Civilization; The Early

Egyptian Civilization

Chapter 3: Ancient India

- Overview Sections: The

Geographic Setting; The Indus

Valley Civilization


B.C.E.

- Map: Early Civilizations

- Project: Timeline: The Origins of

Major Civilizations

- Essay: Freshwater Shapes the

Middle East


> Map - Early Civilizations,

Question #2

> Essay - The Middle East:

Location, location, location!

> Essay - The Influence of

Navigational Waterways in the

Middle East

> Project - Timeline: The Origins of

Major Civilizations (Project)












agriculture and the



(iii) describe the major

effects of events from 8000

BC to 500 BC [including]

the development of

agriculture





Civilization




Neolithic Period


B.C.E.


Assessment 9781570553004 > Essay - Path to Civilization









agriculture and the



(iv) describe the major


BC to 500 BC [including]

the development of the river






Civilization




Neolithic Period


Civilization



Sumerian Civilization; The Early





Valley Civilization


B.C.E.



Major Civilizations


Middle East






Question #2

> Essay - The Middle East:

Location, location, location!



Middle East






(B) identify major causes



events from 500 BC to AD

600: the development of the

classical civilizations of

Greece, Rome, Persia,

India (Maurya and Gupta),

China (Zhou, Qin, and

Han), and the development

of major world religions



600 [including] the

development of the

classical civilization of

Greece




Chapter 5: Triumph of Greek

Civilization

- Overview Section: Our Heritage

from Ancient Greece (all sections)

- Study Question: Factual #5




C.E.

- Document: Early Greek Historians

- Graph/Chart: Timeline of History



Factual #5


Factual #6


Conceptual #1




















600 [including] the

development of the


Rome Instruction 9781570553004



Chapter 6: Rise and Fall of Rome

- Overview Sections: The Early

Roman Republic; From Republic to

Empire


C.E.

- Project: Timeline: Greece and

Rome


> Essay - The Rise of the Roman

Empire

> Project - Timeline: Greece and

Rome (Project)















(iii) identify major causes of


600 [including] the

development of the


Persia





Civilizations

- Overview Section: The Decline of

Mesopotamia and Egypt




Chapter 10: The Rise and Spread

of Islam

- Overview Section: The People

under Islam


C.E.

- Documents: Early Greek

Historians; Work of Omar Khayyam

- Graph/Chart: Economies

Compared






Factual #12


Factual #13


Conceptual #24

> Document - Work of Omar

Khayyam, Question #1















(iv) identify major causes of


600 [including] the

development of the

classical civilization of India

(Maurya and Gupta) Instruction 9781570553004




- Overview Section: The

Geographic Setting (all sections)


C.E.


Major Civilizations

- Essay: The Struggle for India


> Essay - The Struggle for India

> Essay - The Golden Age of the

Gupta Empire

















(v) identify major causes of


600 [including] the

development of the


China (Zhou, Qin, and Han) Instruction 9781570553004



Chapter 4: Foundation of Chinese

Culture and History

- Overview Section: all


C.E.

- Map: The Silk Road

- Essay: How Geography Affects

China

Assessment 9781570553004> Essay - How Geography Affects

China


















(vi) describe the major


BC to AD 600 [including]

the development of the


GreeceInstruction 9781570553004




Civilization



C.E.

- Map: The Empire of Alexander

the Great

- Art: Greece - Parthenon

- Internet Project: Greek Agora

- Essay: The Impact of the Ancient

Greeks


> Essay - The Greeks and Cultural

Diffusion

> Internet Project - Greek Agora

(Project)















(vii) describe the major





Rome






Roman Republic; The Pax

Romana; Christianity Develops in

the Roman Empire; The Decline of

the Roman Empire





C.E.

- Document: Twelve Tables of

Rome

- Map: Roman Empire

- Art: Rome - Colosseum






Factual #15


Factual #20


Factual #30

> Essay - The Contributions of

Ancient Rome to Western

Civilization















(viii) describe the major





Persia





Civilizations





of Islam


under Islam


C.E.




Compared

- Art: Ancient Persian Architecture

9781570553004


Conceptual #24

> Art - Ancient Persian

Architecture, Question #1


















(ix) describe the major




classical civilization of India

(Maurya and Gupta) Instruction 9781570553004






C.E.

- Case Study: Karma

- Documents: The Laws of Manu;

First Sermon of Buddha

- Map: Spread of Buddhism

- Project: Rig Veda

Assessment 9781570553004> Essay - Hinduism and Buddhism















(x) describe the major





China (Zhou, Qin, and Han) Instruction 9781570553004




Culture and History



C.E.

- Case Study: Mandate of Heaven

- Document: Analects of Confucius


- Art: China - Great Wall

Assessment 9781570553004> Essay - Cultural Diffusion and

China


















(xi) describe the

development of major world

religions




- Maps: Spread of Buddhism;

Christianity, 600 C.E.; Islam, 850

C.E.

- Project: Timeline: The

Development of Major Religions


> Project - Timeline: The


(Project)







(C) identify major causes



important turning points in

world history from 600 to

1450: the spread of

Christianity, the decline of

Rome and the formation of

medieval Europe; the

development of Islamic

caliphates and their impact

on Asia, Africa, and Europe;

the Mongol invasions and

their impact on Europe,

China, India, and Southwest

Asia


the following turning points

in world history from 600 to

1450: the spread of



medieval Europe





- Overview Sections: Christianity

Develops in the Roman Empire;

Christianity Gains Acceptance in


the Roman Empire







Chapter 11: Europe after the Fall of

Rome

- Overview Sections: Life Changes

during the Middle Ages; Rise of

Trade and Towns







- Map: Christianity, 600 C.E.

- Chronology: 600 - 1450






Factual #23


Factual #25


Factual #26


Conceptual #22


Conceptual #23


Conceptual #29


Factual #8


Factual #16


Factual #24


Conceptual #1


Conceptual #3


Conceptual #6









1450: the spread of










Asia




1450: the development of

Islamic caliphates and their

impact on Asia





of Islam

- Overview Sections: The Spread of

Islam in the Middle East; Rise and

Fall of the Abbasid Dynasty; The

People under Islam; Spread of

Islam beyond the Middle East

- Essay: The Spread of Islam



> Vocabulary Flashcard - caliph

(chapter 10)

> Essay - The Spread of Islam












1450: the spread of










Asia






impact on Africa





of Islam








Assessment 9781570553004 > Essay - The Spread of Islam









1450: the spread of










Asia






impact on Europe





of Islam




















1450: the spread of










Asia




1450: the Mongol invasions

and their impact on Europe




Chapter 18: Mongols, Moguls, and

Ottomans

- Overview Sections: Genghis Khan

and the Rise of Mongolian Power;

Kublai Khan; Marco Polo; The

Mongols in Russia


- Study Question: Chronological #1

- Project: Thematic Map: Eurasia



> Project - Thematic Map: Eurasia

(Project)


Conceptual #2


Chronological #1









1450: the spread of










Asia

(vi) identify major causes of




and their impact on China





Ottomans



Kublai Khan; Decline of Mongolian

Power in China










(Project)


Conceptual #2


Chronological #1









1450: the spread of










Asia

(vii) identify major causes of




and their impact on India





Ottomans



Kublai Khan; Southeast Asia under

Mogul Rule






(Project)


Chronological #4












1450: the spread of










Asia

(viii) identify major causes

of the following turning

points in world history from

600 to 1450: the Mongol

invasions and their impact

on Southwest Asia





Ottomans




Mogul Rule



Assessment 9781570553004> Project - Thematic Map: Eurasia

(Project)












1450: the spread of










Asia





1450: the spread of



medievel Europe









the Roman Empire






Rome

- Overview Sections: Life Changes

during the Middle Ages; Rise of

Trade and Towns






- Graph/Chart: Land Ownership by

Women in Medieval Europe

- Essays: The Later Days of the

Roman Empire; Living in Medieval

Europe






> Overview - Christianity Gains

Acceptance in the Roman Empire:

Question for Thought (Click 'Light

bulb' at the end of the section.)

> Essay - The Later Days of the

Roman Empire


Factual #23


Factual #25


Factual #28


Chronological #5

> Essay - Living in Medieval

Europe


Factual #2


Factual #3


Factual #21


Factual #31


Conceptual #18









1450: the spread of










Asia







impact on Asia





of Islam


















Factual #3


Conceptual #8


Conceptual #9


Conceptual #10









1450: the spread of










Asia

(xi) describe the major






impact on Africa





of Islam














Factual #3


Conceptual #8


Conceptual #9


Conceptual #10












1450: the spread of










Asia

(xii) describe the major






impact on Europe





of Islam














Factual #6


Conceptual #8


Conceptual #9


Conceptual #10









1450: the spread of










Asia

(xiii) describe the major





and their impact on Europe





Ottomans



Kublai Khan; Marco Polo; The

Mongols in Russia











(Project)


Factual #2


Conceptual #3


Chronological #1









1450: the spread of










Asia

(xiv) describe the major





and their impact on China





Ottomans



Kublai Khan; Decline of Mongolian

Power in China








(Project)


Factual #2


Conceptual #3


Chronological #1












1450: the spread of










Asia

(xv) describe the major





and their impact on India





Ottomans




Mogul Rule








(Project)


Factual #2


Factual #6


Chronological #4









1450: the spread of










Asia

(xvi) describe the major





and their impact on

Southwest Asia





Ottomans




Mogul Rule






Assessment 9781570553004> Project - Thematic Map: Eurasia

(Project)




(D) identify major causes





1750: the rise of the

Ottoman Empire, the

influence of the Ming

dynasty on world trade,

European exploration and

the Columbian Exchange,

European expansion, and

the Renaissance and the

Reformation


the following important

turning points in world

history from 1450 to 1750:

the rise of the Ottoman

Empire





Ottomans

- Overview Section: The Grandeur

and Decline of the Ottoman Empire






> Vocabulary Flashcard - Ottoman

Empire (chapter 18)


(Project)


Factual #8


Factual #9










Ottoman Empire, the







Reformation





the influence of the Ming

dynasty on world trade




Chapter 19: Ming Dynasty











Factual #1


Factual #7


Factual #8

> Vocabulary Flashcard - Ming

Dynasty (chapter 19)










Ottoman Empire, the







Reformation






the Columbian Exchange




Chapter 20: The Age of New World

Exploration



- Map: Spanish Exploration

- Internet Project: Columbian

Exchange

- Essay: The Age of Exploration


> Vocabulary Flashcard -

Columbian Exchange (chapter 20)

> Essay - The Age of Exploration

> Internet Project - Columbian

Exchange (Project)













Ottoman Empire, the







Reformation





European expansion





Exploration


Chapter 21: The Age of Asian

Exploration

- Overview Section: European

Interest in Asia (all sections)


- Maps: English/French/Dutch

Exploration; Asian Trade Routes

- Essay: The European

Commercial Revolution

Assessment 9781570553004> Essay - The European











Ottoman Empire, the







Reformation






Reformation




Chapter 15: The Resurgence of

Europe


- Study Questions: Factual #2, #3






- Study Questions: Conceptual #3,

#6, #19, #20, #21


- Art: Italy - St. Peter's Basilica

- Essay: Reformation






Factual #3


Factual #6


Factual #12


Factual #15


Factual #18


Factual #24


Renaissance (chapter 15)


Protestant Reformation (chapter

15)










Ottoman Empire, the







Reformation






Ottoman Empire




Chapter 7: Byzantine Empire

- Overview Section: The Fall of the

Byzantine Empire



Ottomans




- Case Study: The Fall of

Constantinople




Factual #12


(Project)













Ottoman Empire, the







Reformation





1750: the influence of the

Ming dynasty on world trade





- Overview Section: all;

Contributions of the Ming; Zheng

He and the Expansion of Chinese

Trade


- Study Question: Graphical #1




> Overview - Contributions of the

Ming: Question for Thought (Click

'Light bulb' at the end of the

section.)

> Overview - Zheng He and the

Expansion of Chinese Trade:




Factual #1


Graphical #1


Graphical #2













Ottoman Empire, the







Reformation





1750: European exploration

and the Columbian

ExchangeInstruction 9781570553004




Exploration



- Map: English/French/Dutch

Exploration


Exchange


> Essay - Effects of European

Explorations in North America


Exchange (Activities, Questions

#1, 3)










Ottoman Empire, the







Reformation





1750: European expansion





Exploration







Exploration



- Map: Asian Trade Routes



Factual #9


Factual #10

> Map - Asian Trade Routes,

Questions #3, 5













Ottoman Empire, the







Reformation





1750: the Renaissance and

the Reformation





Europe


- Study Questions: Factual #4, #9,

#10, #25, #31







#6, #11, #21, #23





Factual #31


Factual #5


Factual #17


Factual #20


Factual #22


Factual #30


Conceptual #23


Conceptual #9


Renaissance (chapter 15)


Protestant Reformation (chapter

15)







(E) identify major causes





1914: the Scientific

Revolution, the Industrial

Revolution and its impact

on the development of

modern economic systems,

European imperialism, and

the Enlightenment's impact

on political revolutions





the Scientific Revolution





Europe

- Overview Section: Renaissance

Science and the Scientific

Revolution


Chapter 22: The Age of Revolution


Enlightenment (17th to early 19th

centuries)




> Vocabulary Flashcard - Scientific

Revolution (chapter 15)


Factual #27


Conceptual #1





















the Industrial Revolution

and its impact on the

development of modern

economic systemsInstruction 9781570553004



Chapter 23: The Industrial

Revolution

- Overview Sections: Important

Developments in the Industrial

Revolution; Effects of the Industrial

Revolution


- Graph/Chart: Urbanization of

Europe

- Essay: The Industrial Revolution


> Vocabulary Flashcard - Industrial


> Essay - The Industrial Revolution

> Essay - Impact of the Industrial

Revolution
























European imperialism



World History B Program:

Chapter 7: European Imperialism in

Africa and Asia

Overview Section(s): all

- Document: The Eye of

Colonialism

- Document: The Ideas of Cecil

Rhodes

- Document: The Mysterious White

Man

- Essay: Nineteenth-Century

European Imperialism

- Essay: Imperialism in Africa and

Asia

- Chronology: 1750-1914


> Essay: European Imperialism

> Essay: Patterns in European

Imperialism in Asia and Africa

> Internet Project: Response to

Western Imperialism





























- Documents: Declaration of the

Rights of Man; Remarks of Simon

Bolivar; U.S. Declaration of

Independence

- Essay: Democracy Evolves



Enlightenment (chapter 22)

> Essay - The Enlightenment




















(v) describe the major





Revolution





Europe



Revolution





centuries)


- Project: Categorizing


> Vocabulary Flashcard - Scientific



Factual #27

> Project - Categorizing (Project)





















1914: the Industrial



modern economic systemsInstruction 9781570553004




Revolution




Revolution



Europe





Revolution
























1914: European imperialism





Africa and Asia


- Document: The Eye of

Colonialism

- Document: The Ideas of Cecil

Rhodes

- Document: The Mysterious White

Man




Asia




> Essay: Patterns in European

Imperialism in Asia and Africa

> Internet Project: Response to

Western Imperialism (Project)





















1914: the Enlightenment's

impact on political

revolutionsInstruction 9781570553004








Independence





Enlightenment (chapter 22)








(F) identify major causes





the present: the world wars

and their impact on political,

economic, and social

systems; communist

revolutions and their impact

on the Cold War;

independence movements;

and globalization




history from 1914 to the

present: the world wars and

their impact on political

systems




Chapter 8: Causes, Course, and

Conclusion of World War I


- Essay: Imperialism, Militarism,

and European Alliances

- Map: World - 1914, Question # 3





#2



Chapter 12: Causes, Course and

Conclusion of World War II

Overview Section(s): Prelude to

War ; Fascist Aggression and

Western Appeasement ; The World

at War ; The Holocaust

- Document: Yalta Agreement

- Map: Europe: World War II,

Question # 3

- Essay: Causes of World War 2




Factual #6


Factual #7


Conceptual #2


Conceptual #12


Chronological #2

> Map: World - 1914, Question # 3

> Map: Europe: World War II,

Question # 3















systems; communist


on the Cold War;


and globalization






their impact on economic

systems






Overview Sections: Europe before

World War I ; The World at War ;

The Treaty of Versailles and Its

Effects

- Graph/Chart: Military Casualties

in World War 1

- Essay: The Treaty of Versailles

- Case Study: Rise of Fascism

- Graph/Chart: Unemployment

Comparisons



Overview Sections: Prelude to War

; Fascist Aggression and Western

Appeasement ; The World at War ;

The Holocaust



> Graph/Chart: Military Casualties

in World War 1, Question #3

> Case Study: Rise of Fascism,

Question # 1

> Graph/Chart: Unemployment

Comparisons, Questions # 1, 2, 3















systems; communist


on the Cold War;


and globalization






their impact on social

systems









Effects






The Holocaust


- Project: Decision-Making Process

- Internet Project: Impact of War



> Essay: Imperialism, Militarism,


> Project: Decision-Making

Process (Additional Projects #2)

> Internet Project: Impact of War

(Activities)















systems; communist


on the Cold War;


and globalization





present: communist


on the Cold War




Chapter 11: U.S.S.R.: Civil War,

Leninism, and Stalinism

Overview Sections: Civil War and

Communism under Lenin

Chapter 13: Early Years of the Cold

War

Overview Sections: The Cold War ;

The Cold War after Stalin

- Map: The Korean War

- Essay: Europe during the Cold

War

- Essay: The Containment Policy in

Europe during the Cold War

- Essay: Europe and the Soviet

Union after Stalin

Chapter 15: China under

Communism

Overview Sections: The Chinese

Communist Party and the

Kuomintang ; The People's

Republic of China



Chapter 17: The Indian Sub-

continent and Southeast Asia

Overview Section: Vietnam






Factual #3


Conceptual #6


Factual #15


Conceptual #24

> Essay: Europe during the Cold

War

> Essay: The Korean War















systems; communist


on the Cold War;


and globalization





present: independence

movements






Overview Sections: Nationalism on

the Indian Subcontinent ; South

Asia after Independence ;

Nationalism in Southeast Asia ;

The End of Western Imperialism

after World War II ; Southeast Asia

after Independence

- Document: Sukarno's Speech on

Colonialism

- Map: Disputed Area of Kashmir

- Essay: Conflict in South Asia


Assessment 9781570553004> Essay: Conflict in South Asia












systems; communist


on the Cold War;


and globalization

(vi) identify major causes of




present: globalization




Theme: Globalization

Overview Sections: The United

Nations and International Law ;

Post-Cold War ; Global

Connections and Interactions ;

Progress toward European Unity


- Case Study: The World Wide

Web

- Internet Project: Defining

Globalization




Factual #14

> Internet Project: Defining

Globalization (Project)















systems; communist


on the Cold War;


and globalization






and their impact on political

systems









Effects






The Holocaust


- Internet Projects: The Re-

organization of Europe after World

War I; Impact of War






> Internet Project: The Re-


War I (Project)


(Project)















systems; communist


on the Cold War;


and globalization






and their impact on

economic systems









Effects

Chapter 9: Europe between the

Wars












The Holocaust


War

Overview Section: Europe at War's

End


Case Study: Rise of Fascism


Comparisons; Military Casualties in

World War 2


- Essay: The Treaty of Versailles



Factual #1


Factual #2


Factual #17


Conceptual #20


Factual #1

> Essay: Europe's Democracies

between the Wars


(Project)















systems; communist


on the Cold War;


and globalization






and their impact on social

systems









Effects






The Holocaust







> Essay: Causes of World War 2


(Project)















systems; communist


on the Cold War;


and globalization





the present: communist


on the Cold War






Overview Sections: Civil War and

Communism under Lenin


War




- Essay: Europe during the Cold

War; The Korean War


Communism




Republic of China






> Essay: Europe during the Cold

War

> Essay: The Containment Policy in

Europe during the Cold War

> Essay: Europe and the Soviet

Union after Stalin















systems; communist


on the Cold War;


and globalization





the present: independence

movements






Overview Sections: Nationalism on

the Indian Subcontinent ; South

Asia after Independence ;

Nationalism in Southeast Asia ;

The End of Western Imperialism

after World War II ; Southeast Asia

after Independence



- Art: Architecture - Malaysia


Colonialism





Factual #3


Factual #4












systems; communist


on the Cold War;


and globalization





the present: globalization





Overview Sections: The United

Nations and International Law ;



Progress toward European Unity



Web


Globalization




Factual #14

> Internet Project: Defining

Globalization (Project)




(2) History. The student understands how early

civilizations developed from 8000 BC to 500 BC.

The student is expected to:

(A) summarize the impact

of the development of

farming (Neolithic

Revolution) on the creation

of river valley civilizations

(i) summarize the impact of

the development of farming

(Neolithic Revolution) on

the creation of river valley

civilizations





Civilization

- Overview Section: The Neolithic

Period







(B) identify the

characteristics of civilization

(i) identify the

characteristics of civilization





Civilization




Neolithic Period







(C) explain how major river


influenced the development

of the classical civilizations

(i) explain how major river


influenced the development

of the classical civilizations Instruction 9781570553004




Civilizations




Major Civilizations

Assessment 9781570553004> Project - Timeline: The Origins of





(3) History. The student understands the

contributions and influence of classical civilizations

from 500 BC to AD 600 on subsequent

civilizations. The student is expected to:

(A) describe the major

political,

religious/philosophical, and

cultural influences of

Persia, India, China, Israel,

Greece, and Rome,

including the development

of monotheism, Judaism,

and Christianity

(i) describe the major

political influences of Persia





Civilizations

- Overview Sections: New

Kingdoms; Religious and Cultural

Developments in the Levant; The

Decline of Mesopotamia and Egypt



of Islam


under Islam


C.E.




Compared




Conceptual #24

> Art - Ancient Persian







political,




Greece, and Rome,



and Christianity

(ii) describe the major

political influences of India





- Overview Sections: The Indus

Valley Civilization; The Aryan

Migration; The Maurya Dynasty;

The Gupta Dynasty

- Document: The Laws of Manu

- Essay: The Struggle for India

Assessment 9781570553004 > Essay - The Struggle for India









political,




Greece, and Rome,



and Christianity

(iii) describe the major

political influences of China





Culture and History

- Overview Section: China's Early

Dynasties: An Historical Overview






Factual #25


Factual #26






political,




Greece, and Rome,



and Christianity

(iv) describe the major

political influences of Israel





Civilizations

- Overview Section: Religious and

Cultural Developments in the

Levant

- Document: Exodus 18

Assessment 9781570553004> Document - Exodus 18,

Questions #1, 2, 3






political,




Greece, and Rome,



and Christianity

(v) describe the major

political influences of

Greece





Civilization

- Overview Sections: Government

in Classical Greece (800 - 400

B.C.E.); Sparta; Athens


Greeks

Assessment 9781570553004> Essay - The Impact of the

Ancient Greeks









political,




Greece, and Rome,



and Christianity


political influences of Rome




Chapter 6: The Rise and Fall of

Rome


Roman Republic; From Republic to

Empire; Popular Tribunes in

Roman Society; The First

Triumvirate; Caesar's Dictatorial

Powers; The Second Triumvirate



Rome

- Map: Roman Empire



Factual #8



Civilization






political,




Greece, and Rome,



and Christianity


religious/philosophical

influences of Persia





Civilizations





Assessment 9781570553004> Test Question - Chapter 2,

Factual #13









political,




Greece, and Rome,



and Christianity



influences of India





- Overview Sections: Hinduism;

Buddhism

- Case Study: Karma




> Essay - Everyday Hinduism

> Essay - Hinduism and Buddhism






political,




Greece, and Rome,



and Christianity



influences of China





Culture and History

- Overview Section: China's

Cultural Foundations (all

subsections)


- Essay: Chinese Ethics and

Religions

Assessment 9781570553004> Essay - Chinese Ethics and

Religions






political,




Greece, and Rome,



and Christianity



influences of Israel,


of monotheism Instruction 9781570553004




Civilizations



Levant






(Project)









political,




Greece, and Rome,



and Christianity





of Judaism Instruction 9781570553004




Civilizations



Levant






(Project)






political,




Greece, and Rome,



and Christianity





of Christianity Instruction 9781570553004




Civilizations



Levant






Factual #13



(Project)









political,




Greece, and Rome,



and Christianity

(xiii) describe the major


influences of Greece





Civilization

- Overview Sections: Philosophy;

Religion


Greeks


Ancient Greeks






political,




Greece, and Rome,



and Christianity

(xiv) describe the major


influences of Rome,


of monotheism Instruction 9781570553004








(Project)






political,




Greece, and Rome,



and Christianity

(xv) describe the major


influences of Rome,


of Judaism Instruction 9781570553004








(Project)









political,




Greece, and Rome,



and Christianity

(xvi) describe the major


influences of Rome,


of ChristianityInstruction 9781570553004






Persecution of Christians in the

Roman Empire; Christianity Gains

Acceptance in the Roman Empire






(Project)






political,




Greece, and Rome,



and Christianity

(xvii) describe the major

cultural influences of Persia





Civilizations




- Notable People: Darius I;

Zoroaster

Assessment 9781570553004> Art - Ancient Persian

Architecture, Questions #1, 3






political,




Greece, and Rome,



and Christianity

(xviii) describe the major

cultural influences of India






Buddhism


- Case Study: Karma






Conceptual #22








political,




Greece, and Rome,



and Christianity

(xix) describe the major

cultural influences of China





Culture and History


Cultural Foundations (all

subsections)



Religions


Religions






political,




Greece, and Rome,



and Christianity

(xx) describe the major

cultural influences of Israel





Civilizations



Levant





Chapter 19: Conflict and Change in

the Middle East

Overview Section(s): Ethnic

Groups and Languages (3rd

paragraph)





> Vocabulary Flashcard - Hebrew

(chapter 2)

> Vocabulary Flashcard - Judaism

(chapter 2)



(Project)






political,




Greece, and Rome,



and Christianity

(xxi) describe the major


Greece





Civilization

- Overview Sections: Our Heritage

from Ancient Greece; Architecture

and Art; Drama; Philosophy;

Religion



Greeks


> Essay - The Impact of the

Ancient Greeks


(Project)






political,




Greece, and Rome,



and Christianity

(xxii) describe the major

cultural influence of Rome






from Ancient Rome


Rome





Civilization








(B) explain the impact of

the fall of Rome on Western

Europe

(i) explain the impact of the

fall of Rome on Western

Europe





Rome

- Overview Sections: The Germanic

Kingdoms; The Reign of

Charlemagne; Life Changes during

the Middle Ages





#2, #3



Factual #1


Factual #2


Factual #4





(C) compare the factors

that led to the collapse of

Rome and Han China

(i) compare the factors that

led to the collapse of Rome

and Han ChinaInstruction 9781570553004





the Roman Empire

- Essay: The Later Days of the

Roman Empire

Assessment 9781570553004> Essay - The Later Days of the

Roman Empire




(4) History. The student understands how, after

the collapse of classical empires, new political,

economic, and social systems evolved and

expanded from 600 to 1450. The student is

expected to:

(A) explain the

development of Christianity

as a unifying social and

political factor in medieval

Europe and the Byzantine

Empire

(i) explain the development

of Christianity as a unifying

social factor in medieval

Europe





Rome

- Overview Section: The Medieval

Catholic Church





- Case Study: The Crusades



Factual #5


Factual #13


Conceptual #3


Conceptual #21





expected to:

(A) explain the





Empire

(ii) explain the development


social factor in the

Byzantine EmpireInstruction 9781570553004




- Overview Section: Religious

Controversy






Factual #8


Conceptual #11








expected to:

(A) explain the





Empire

(iii) explain the development



Europe





Rome


Catholic Church






Factual #9


Conceptual #13





expected to:

(A) explain the





Empire

(iv) explain the development


political factor in the

Byzantine EmpireInstruction 9781570553004





Controversy







Factual #9


Factual #10


Factual #11





expected to:

(B) explain the

characteristics of Roman

Catholicism and Eastern

Orthodoxy

(i) explain the


Catholicism Instruction 9781570553004




Rome


Catholic Church

Assessment 9781570553004> Essay - The Roman Catholic

Church in Medieval Europe








expected to:

(B) explain the


Catholicism and Eastern

Orthodoxy

(ii) explain the

characteristics of Eastern

Orthodoxy






Controversy







Factual #11


Conceptual #11


Conceptual #14


Chronological #2





expected to:

(C) describe the major

characteristics of and the

factors contributing to the

development of the

political/social system of

feudalism and the economic

system of manorialism


characteristics of the


feudalismInstruction 9781570553004




Rome

- Overview Section: Feudalism



Assessment 9781570553004 > Essay - European Feudalism








expected to:




development of the




(ii) describe the major


economic system of

manorialism





Rome

- Overview Section: Manorialism











- Chronology: 780-1030; 1300-

1500



Factual #10


Factual #11


Factual #12


Factual #13


Factual #22


Factual #32


Conceptual #11


Conceptual #12


Conceptual #13


Conceptual #15


manorialism (chapter 11)








expected to:




development of the




(iii) describe the factors

contributing to the

development of the


feudalismInstruction 9781570553004




Rome

- Overview Section: Feudalism







Factual #8


Conceptual #6





expected to:




development of the




(iv) describe the factors

contributing to the

development of the

economic system of

manorialismInstruction 9781570553004




Rome

- Overview Section: Manorialism


- Chronology: 780-1030; 1300-

1500



manorialism (chapter 11)


Conceptual #11





expected to:

(D) explain the political,


impact of Islam on Europe,

Asia, and Africa

(i) explain the political

impact of Islam on Europe





of Islam

- Overview Section: Spread of


- Map: Islam, 850 C.E.










expected to:




Asia, and Africa

(ii) explain the political

impact of Islam on Asia





of Islam

- Overview Section: The Spread of

Islam in the Middle East








expected to:




Asia, and Africa

(iii) explain the political

impact of Islam on Africa





of Islam





Assessment 9781570553004> Map - Islam, 850 C.E., Question

#3





expected to:




Asia, and Africa

(iv) explain the economic






of Islam







Conceptual #10








expected to:




Asia, and Africa

(v) explain the economic






of Islam








Conceptual #10






expected to:




Asia, and Africa

(vi) explain the economic






of Islam







Conceptual #10





expected to:




Asia, and Africa

(vii) explain the social






of Islam





- Project: Building and Using

Models







Conceptual #12

> Project - Building and Using

Models (Project)





expected to:




Asia, and Africa

(viii) explain the social






of Islam





Models


Assessment 9781570553004> Project - Building and Using

Models (Project)





expected to:




Asia, and Africa

(ix) explain the social






of Islam





Models



> Essay - Islam in Early African

History


Models (Project)








expected to:

(E) describe the

interactions among Muslim,

Christian, and Jewish

societies in Europe, Asia,

and North Africa

(i) describe the interactions

among Muslim, Christian,

and Jewish societies in

Europe





Rome

- Overview Sections: Jews in

Medieval Europe; The Crusades;

Christian and Muslim View Points



- Essay: The Crusades



Factual #16


Factual #20





expected to:

(E) describe the




and North Africa

(ii) describe the interactions


and Jewish societies in Asia





of Islam


under Islam



- Essay: Religions of the Middle

East



Factual #10

> Essay - The Crusades

> Essay: Religions of the Middle

East





expected to:

(E) describe the




and North Africa

(iii) describe the interactions


and Jewish societies in

North Africa





of Islam


under Islam

- Study Question: Chapter 11,

Conceptual #2


Conceptual #9






Conceptual #2


Conceptual #9





expected to:

(F) describe the

interactions between

Muslim and Hindu societies

in South Asia

(i) describe the interactions

between Muslim and Hindu

societies in South Asia





of Islam

- Overview Sections: The People

under Islam; Spread of Islam

beyond the Middle East






Conceptual #16


Conceptual #17


Conceptual #18





expected to:

(G) explain how the

Crusades, the Black Death,

the Hundred Years' War,

and the Great Schism

contributed to the end of

medieval Europe

(i) explain how the

Crusades contributed to the

end of medieval Europe





Rome


Crusades; Rise of Trade and

Towns



> Case Study - The Crusades,

Question #3

> Essay - The Crusades








expected to:

(G) explain how the





medieval Europe

(ii) explain how the Black

Death contributed to the

end of medieval EuropeInstruction 9781570553004




Rome


- Chronology: 1334



Factual #29

> Vocabulary Flashcard - Bubonic

Plague (chapter 11)





expected to:

(G) explain how the





medieval Europe

(iii) explain how the

Hundred Years' War


medieval Europe Instruction 9781570553004



Chapter 14: Development of

Medieval Monarchies in Europe

- Overview Section: The French

Monarchy





Factual #15

> Vocabulary Flashcard - Hundred

Years' War (chapter 14)





expected to:

(G) explain how the





medieval Europe

(iv) explain how the Great

Schism contributed to the

end of medieval EuropeInstruction 9781570553004




Conceptual #17




Conceptual #17

> Vocabulary Flashcard - Great

Schism (chapter 15)








expected to:

(H) summarize the major

political, economic, and

cultural developments in

Tang and Song China and

their impact on Eastern Asia

(i) summarize the major

political developments in

Tang China




Chapter 9: Tang Dynasty: China's

Golden Age

- Overview Section: The Chinese

Civil Service Examination System


- Case Study: Examination System


Conceptual #7





expected to:






(ii) summarize the major

political developments in

Song China





Ottomans

- Overview Section: The Song

Dynasty



- Chronology: 1127; 1271-1368


> Overview - The Song Dynasty:




Conceptual #1


Chronological #2





expected to:






(iii) summarize the major

economic developments in

Tang ChinaInstruction 9781570553004




Golden Age

- Essay: Early Chinese Innovations

Assessment 9781570553004> Essay - Impact of Early Chinese

Innovations








expected to:






(iv) summarize the major

economic developments in

Song China





Ottomans


Dynasty


- Chronology: 1127; 1271-1368






Factual #1





expected to:






(v) summarize the major


Tang China





Golden Age

- Overview Sections: The Tang

Dynasty: China's Golden Age;

Chinese Brush Painting and

Calligraphy; The Chinese Tea

Ceremony and Cultural Diffusion

- Case Study: Examination System

- Internet Project: Cultural Diffusion

Assessment 9781570553004> Internet Project - Cultural

Diffusion (Project)





expected to:






(vi) summarize the major


Song China





Ottomans


Dynasty



- Chronology: 1127; 1271-1368









Factual #1


Conceptual #1





expected to:






(vii) summarize their impact

on Eastern Asia




- Internet Project: Cultural Diffusion



> Essay - Impact of Early Chinese

Innovations

> Internet Project - Cultural

Diffusion (Project)





expected to:

(I) explain the development

of the slave trade


of the slave trade





Exploration

- Overview Sections: The Trans-

Atlantic Slave Trade; Africans Are

Brought over As Slaves

- Graph/Chart: Slave Imports and

Black Population in America

- Map: Centers of African Slave

Trade

- Internet Project: Triangular Trade


> Internet Project - Triangular

Trade (Project)

> Essay - Trans-Atlantic Slave

Trade








expected to:

(J) analyze how the Silk

Road and the African gold-

salt trade facilitated the

spread of ideas and trade

(i) analyze how the Silk

Road facilitated the spread

of ideas




Chapter 4: The Foundation of

Chinese Culture and History

- Overview Section: The Silk Road



Factual #2




Conceptual #6


Factual #2





expected to:





(ii) analyze how the African

gold-salt trade facilitated the

spread of ideas




Chapter 13: African Civilizations

- Overview Section: African

Kingdoms


- Document: Ancient West African

Kingdoms


Factual #10





expected to:





(iii) analyze how the Silk

Road facilitated trade






- Overview Section: The Silk Road


Factual #4




Factual #4

> Map - The Silk Road, Question

#2








expected to:





(iv) analyze how the African

gold-salt trade facilitated

trade






Kingdoms



Kingdoms


Factual #10





expected to:

(K) summarize the changes

resulting from the Mongol

invasions of Russia, China,

and the Islamic world

(i) summarize the changes


invasions of Russia




Chapter 8: Russia before the

Romanovs

- Overview Section: Invasion and

Rule by the Mongols


Ottomans

- Overview Section: The Mongols in

Russia

Assessment 9781570553004> Essay - Influences on Early

Russian Culture





expected to:





(ii) summarize the changes


invasions of China





Ottomans

- Overview Section: Southeast Asia

under Mogul Rule





Conceptual #2


Conceptual #3








expected to:





(iii) summarize the changes


invasions of the Islamic

worldInstruction 9781570553004




Ottomans

- Overview Section: Southeast Asia

under Mogul Rule






Factual #7


Conceptual #4


Conceptual #5

(5) History. The student understands the causes,

characteristics, and impact of the European

Renaissance and the Reformation from 1450 to

1750. The student is expected to:

(A) explain the political,

intellectual, artistic,

economic, and religious

impact of the Renaissance







Europe

- Overview Section: The Revival of

Trade and City Life


- Case Study: Isabella D'Este


Conceptual #8









(ii) explain the intellectual






Europe

- Overview Sections: Renaissance

Literature; Renaissance Art and

Architecture; Renaissance Science

and the Scientific Revolution








Factual #30


Conceptual #1









(iii) explain the artistic






Europe

- Overview Sections: Renaissance

Literature; Renaissance Art and

Architecture

- Art: Italy - Statues; Italy - St.

Peter's Basilica

Assessment 9781570553004> Essay - Renaissance Art and

Architecture















Europe

- Overview Sections: The Revival

of Trade and City Life; The Early

Development of Capitalism



Factual #31









(v) explain the religious






Europe

- Overview Section: Humanism



Factual #12








(B) explain the political,



impact of the Reformation







Europe

- Overview Section: Results of the

Reformation





Factual #20


Factual #23

> Essay - Fallout from the

Protestant Reformation









(ii) explain the intellectual






Factual #24


Conceptual #21



Factual #24


Conceptual #21











(iii) explain the artistic

impact of the ReformationInstruction 9781570553004



- Art: Printing Press


> Art: Printing Press, Question #1



> Project - Additional Projects #23


















Europe


Reformation

Assessment 9781570553004> Project - Additional Projects #23









(v) explain the religious






Europe


Reformation






Factual #20


Factual #22


Conceptual #23


characteristics and impact of the Maya, Inca, and

Aztec civilizations. The student is expected to:

(A) compare the major

political, economic, social,

and cultural developments

of the Maya, Inca, and

Aztec civilizations and

explain how prior

civilizations influenced their

development

(i) compare the major

political developments of

the Maya, Inca, and Aztec

civilizations




Chapter 12: Latin American

Civilizations

- Overview Section: Latin American

Civilizations



- Map: Central American Cultures


Major Civilizations






Conceptual #10


Chronological #2

> Map - Central American Cultures,

Question #1











explain how prior


development

(ii) compare the major

economic developments of

the Maya, Inca, and Aztec

civilizationsInstruction 9781570553004




Civilizations


Civilizations





Factual #8


Conceptual #10









explain how prior


development

(iii) compare the major

social developments of the

Maya, Inca, and Aztec

civilizations





Civilizations


Civilizations




- Art: Latin American Artifacts; Peru

- Inca City






Factual #8


Conceptual #10


Question #2

> Art - Latin American Artifacts,

Questions #1, 3

> Art - Peru - Inca City, Questions

#1, 3









explain how prior


development

(iv) compare the major

cultural developments of the

Maya, Inca, and Aztec

civilizations





Civilizations


Civilizations





- Art: Central America - Mayan

Pyramid; Latin American Artifacts



Factual #6


Factual #7


Factual #8


Question #3


Questions #1, 3












explain how prior


development

(v) explain how prior

civilizations influenced [the

Maya's] development





Civilizations

- Overview Section: Mesoamerica



- Tutorial: Technical Trends in Pre-

Columbian Latin America



Conceptual #7


Chronological #1









explain how prior


development

(vi) explain how prior


Inca's] development





Civilizations



Columbian Latin America (The

Inca)


> Tutorial - Technical Trends in Pre-


Inca), Question #4









explain how prior


development

(vii) explain how prior


Aztec's] development





Civilizations




Conceptual #9







(B) explain how the Inca

and Aztec empires were

impacted by European

exploration/colonization

(i) explain how the Inca

empire [was] impacted by

European






Exploration

- Overview Sections: Spanish

Exploration and Colonization;

Decline of the Native Population;

Results of the Age of Exploration

and Discovery










Factual #6


Exchange



Factual #12


Factual #13


Factual #14


Factual #18


Factual #20


Conceptual #8


Conceptual #15


Conceptual #18


Factual #6


Exchange (Project)







(B) explain how the Inca

and Aztec empires were

impacted by European


(ii) explain how the Aztec

empire [was] impacted by

European






Exploration

- Overview Sections: Spanish


Decline of the Native Population;

Results of the Age of Exploration

and Discovery











Factual #6


Exchange



Factual #12


Factual #13


Factual #14


Factual #18


Factual #20


Conceptual #8


Conceptual #10


Conceptual #11


Conceptual #15


Factual #6


Exchange (Project)




(7) History. The student understands the causes

and impact of European expansion from 1450 to


(A) analyze the causes of

European expansion from

1450 to 1750

(i) analyze the causes of

European expansion from

1450 to 1750Instruction 9781570553004




Exploration

- Overview Section: Causes of the

Age of Exploration and Discovery




Conceptual #7

> Essay - Why Start European

Colonies in America?

> Essay - Roots of the Age of

Exploration






on the Americas and

Europe


Columbian Exchange on

the Americas





Exploration




Exchange

Assessment 9781570553004> Internet Project - Columbian

Exchange (Project)






on the Americas and

Europe

(ii) explain the impact of the

Columbian Exchange on

Europe Instruction 9781570553004




Exploration



Assessment 9781570553004> Essay - The Impact of the Age of

Exploration on Europe







(C) explain the impact of

the Atlantic slave trade on

West Africa and the

Americas


Atlantic slave trade on West

Africa





Exploration

- Overview Section: The Trans-

Atlantic Slave Trade



Trade


Conceptual #20





the Atlantic slave trade on

West Africa and the

Americas


Atlantic slave trade on the

Americas





Exploration

- Overview Sections: The Trans-

Atlantic Slave Trade; Africans Are

Brought over As Slaves




Trade


> Graph/Chart - Slave Imports and

Black Population in America,

Question #2




(D) explain the impact of

the Ottoman Empire on

Eastern Europe and global

trade


Ottoman Empire on Eastern

Europe





Ottomans






- Notable People: Suleiman the

Magnificent






Factual #9


Factual #10


Conceptual #8




(D) explain the impact of

the Ottoman Empire on

Eastern Europe and global

trade


Ottoman Empire on global

trade





Ottomans







Conceptual #10


Questions #3, 5




(E) explain Ming China's

impact on global trade

(i) explain Ming China's

impact on global trade





- Overview Section: Zheng He and

the Expansion of Chinese Trade







Factual #1


Factual #7


Factual #8


Conceptual #1







(F) explain new economic

factors and principles that

contributed to the success

of Europe's Commercial

Revolution

(i) explain new economic

factors that contributed to

the success of Europe's

Commercial Revolution Instruction 9781570553004




Exploration










(F) explain new economic

factors and principles that

contributed to the success

of Europe's Commercial

Revolution

(ii) explain new principles

that contributed to the

success of Europe's

Commercial Revolution Instruction 9781570553004




Exploration








and the global impact of the Industrial Revolution

and European imperialism from 1750 to 1914. The


(A) explain how 17th and

18th century European

scientific advancements led

to the Industrial Revolution

(i) explain how 17th and

18th century European

scientific advancements led

to the Industrial RevolutionInstruction 9781570553004




Revolution






Factual #6


Factual #7








(B) explain how the

Industrial Revolution led to


social changes in Europe

(i) explain how the Industrial

Revolution led to political

changes in Europe





Revolution

- Overview Section: Effects of the

Industrial Revolution


- Document: Communist Manifesto



Factual #21

> Essay - Indirect Effects of the






(B) explain how the




(ii) explain how the


economic changes in

Europe





Revolution




Revolution


Europe





Revolution








(B) explain how the




(iii) explain how the







Revolution




Revolution


Europe

- Internet Project: Labor Conditions

Assessment 9781570553004> Internet Project - Labor

Conditions (Project)





(C) identify the major


social motivations that

influenced European

imperialism

(i) identify the major political

motivations that influenced






Exploration

- Overview Sections: Causes of the

Age of Exploration and Discovery;

Portuguese Exploration and

Colonization; Spanish Exploration

and Colonization; Dutch


French Exploration and

Colonization; English Exploration

and Colonization






Exploration











influenced European

imperialism

(ii) identify the major

economic motivations that

influenced European

imperialism





Exploration









and Colonization





Exploration








influenced European

imperialism

(iii) identify the major social

motivations that influenced






Exploration









and Colonization





Exploration








(D) explain the major

characteristics and impact

of European imperialism

(i) explain the major

characteristics of European

imperialism





Exploration









and Colonization



Factual #29





(D) explain the major

characteristics and impact

of European imperialism

(ii) explain the impact of






Exploration




> Essay - Effects of European

Explorations in North America

> Essay - The Impact of the Age of

Exploration on Europe





(E) explain the effects of

free enterprise in the


(i) explain the effects of free

enterprise in the Industrial

Revolution





Revolution




Revolution

- Document: Wealth of Nations








Revolution


and effects of major political revolutions between

1750 and 1914. The student is expected to:

(A) compare the causes,

characteristics, and

consequences of the

American and French

revolutions, emphasizing

the role of the

Enlightenment, the Glorious

Revolution, and religion

(i) compare the causes of

the American and French

Revolutions, emphasizing

the role of the

Enlightenment







centuries); The American

Revolution (1776-1783); The

French Revolution (1789-1799)

- Case Study: The French

Revolution


Rights of Man; U.S. Declaration of

Independence

- Essays: Causes of the American

Revolution; French Revolution of

1789


> Case Study - The French

Revolution, Question #1

> Essay - Causes of the American

Revolution

> Essay - French Revolution of

1789










consequences of the

American and French


the role of the



(ii) compare the causes of



the role of the Glorious

Revolution





National Monarchies in Europe

- Overview Section: The English

Monarchy


Factual #15


Factual #19


Conceptual #7

- Document: Second Treatise of

Government

- Notable People: John Locke

- Chronology: 1688



Factual #15


Factual #19


Conceptual #7






consequences of the

American and French


the role of the



(iii) compare the causes of



the role of religion





- Overview Sections: The American




Revolution

- Essay: Causes of the American

Revolution

Assessment 9781570553004> Essay - Causes of the American

Revolution









consequences of the

American and French


the role of the



(iv) compare the


American and French

revolutions

















Revolution



Factual #18


Factual #24


Conceptual #13


Conceptual #16


Conceptual #21


Conceptual #23


Conceptual #24


Conceptual #25









consequences of the

American and French


the role of the



(v) compare the

consequences of the

American and French

revolutions







French Revolution (1789-1799);

Effects of the French Revolution








Revolution



Factual #16


Factual #25


Factual #26


Factual #27


Conceptual #26


Conceptual #27

> Essay - The 1789 French

Revolution: Did It Succeed?

> Essay - Impact of the French

Revolution and Napoleon








Napoleon Bonaparte and

the Napoleonic Wars on

Europe and Latin America

(i) explain the impact of



Europe





- Overview Section: The Rule of

Napoleon Bonaparte (1799-1815)

Chapter 24: Europe After the

Napoleonic Wars

- Overview Section: The Congress

of Vienna and the Metternich

System

- Notable People: Napoleon

Bonaparte

- Essay: Impact of the French

Revolution and Napoleon

Assessment 9781570553004> Essay - The Congress of Vienna







Europe and Latin America

(ii) explain the impact of


the Napoleonic on Latin

America





- Overview Section: Revolution in

Latin America



- Notable People: Napoleon

Bonaparte



Factual #34


Conceptual #40







(C) trace the influence of


revolutions on Latin

America, including the role

of Simón Bolivar

(i) trace the influence of the

American revolutions on

Latin America, including the

role of Simón Bolivar






Latin America







- Document: Remarks of Simon

Bolivar

- Notable People: Simon Bolivar



Factual #35


Factual #36


Factual #37


Factual #38


Conceptual #36


Conceptual #37







(C) trace the influence of


revolutions on Latin


of Simón Bolivar

(ii) trace the influence of the

French revolutions on Latin


of Simón Bolivar






Latin America








Bolivar




Factual #35


Factual #36


Factual #37


Factual #38


Conceptual #36


Conceptual #37




(D) identify the influence of

ideas such as separation of

powers, checks and

balances, liberty, equality,

democracy, popular

sovereignty, human rights,

constitutionalism, and

nationalism on political

revolutions

(i) identify the influence of

ideas on political

revolutions







centuries)


Assessment 9781570553004 > Essay - The Enlightenment





and impact of World War I. The student is

expected to:

(A) identify the importance

of imperialism, nationalism,

militarism, and the alliance

system in causing World

War I

(i) identify the importance of

imperialism in causing

World War I




Chapter 2: Changing Political

Relationships in Europe

Overview Sections: all



Overview Section: Europe before

World War I

- Map: World - 1914

- Essay: Balance of Power in

Europe


> Essay: Balance of Power in

Europe





expected to:





War I

(ii) identify the importance

of nationalism in causing

World War I







World War I







expected to:





War I

(iii) identify the importance

of militarism in causing

World War I Instruction 9781570553004






World War I










expected to:





War I

(iv) identify the importance

of the alliance system in

causing World War I Instruction 9781570553004





Overview Section(s): Europe

before World War I







expected to:

(B) identify major

characteristics of World

War I, including total war,

trench warfare, modern

military technology, and

high casualty rates

(i) identify major


War I, including total war






Overview Section: The World at

War


in World War 1



> Vocabulary Flashcard - Total War

(chapter 8)

> Essay: The Nature of Warfare in

World War I



expected to:

(B) identify major





high casualty rates

(ii) identify major


War I, including trench

warfareInstruction 9781570553004





Overview Section(s): The World at

War


in World War 1


> Vocabulary Flashcard - trench

warfare (chapter 8)


World War I






expected to:

(B) identify major





high casualty rates

(iii) identify major


War I, including modern

military technology







War




in World War 1



Factual #12


Factual #13


World War I



expected to:

(B) identify major





high casualty rates

(iv) identify major


War I, including high

casualty ratesInstruction 9781570553004






War


in World War 1



World War I






expected to:

(C) explain the political

impact of Woodrow

Wilson's Fourteen Points

and the political and

economic impact of the

Treaty of Versailles,

including changes in

boundaries and the

mandate system


impact of Woodrow







Overview Section(s): The Treaty of

Versailles and Its Effects

- Document: Wilson's Fourteen

Points Address


> Document: Wilson's Fourteen

Points Address, Question # 3



expected to:


impact of Woodrow






boundaries and the

mandate system

(ii) explain the political

impact of the Treaty of

Versailles, including

changes in boundaries








- Internet Project: The Re-


War I


> Essay: The Treaty of Versailles



War I (Project)



expected to:


impact of Woodrow






boundaries and the

mandate system

(iii) explain the political


Versailles, including the

mandate system










War I








War I (Project)



expected to:


impact of Woodrow






boundaries and the

mandate system



Versailles, including

changes in boundaries











War I



Factual #17




War I (Project)



expected to:


impact of Woodrow






boundaries and the

mandate system

(v) explain the economic


Versailles, including the

mandate system










War I





War I (Project)






expected to:

(D) identify the causes of

the February (March) and

October revolutions of 1917

in Russia, their effects on

the outcome of World War

I, and the Bolshevik

establishment of the Union

of Soviet Socialist

Republics

(i) identify the causes of the

February (March) revolution

of 1917 in Russia




Chapter 6: Russia: Reform,

Repression, and Revolution

Overview Section: World War I and

Revolution



- Essay: Revolution in Russia

- Chronology Entry: 1917



Factual #14


Conceptual #21

> Essay: Russia from 1900 to 1917



expected to:








of Soviet Socialist

Republics

(ii) identify [its] effect on the

outcome of World War I






Overview Section: Global Impact







War








Factual #16


Conceptual #23


Conceptual #27


Conceptual #21


Graphical #4



expected to:








of Soviet Socialist

Republics

(iii) identify the causes of

the October revolution of

1917 in Russia







Revolution



- Essay: Revolution in Russia


- Notable People: Vladimir Lenin



Factual #16


Conceptual #25

> Essay: Russia from 1900 to 1917






expected to:








of Soviet Socialist

Republics

(iv) identify [its] effect on the

outcome of World War I







Revolution





War





Conceptual #27


Conceptual #21


Graphical #4



expected to:








of Soviet Socialist

Republics

(v) identify the Bolshevik


of Soviet Socialist

Republics






Overview Section: The

Government of the U.S.S.R.



Factual #9





and impact of the global economic depression

immediately following World War I. The student is

expected to:

(A) summarize the

international, political, and

economic causes of the

global depression

(i) summarize the

international causes of

global depression





Wars

Overview Sections: The Effects of

World War I ; Democracy and

Dictatorship in Europe



Factual #2




expected to:

(A) summarize the



global depression

(ii) summarize the political

causes of global depression





Wars






Factual #17




expected to:

(A) summarize the



global depression

(iii) summarize the


global depression





Wars









Factual #1


Factual #18







expected to:

(B) explain the responses

of governments in the

United States, Germany,

and the Soviet Union to the

global depression

(i) explain the responses of

government in the United

States to the global

depression Instruction 9781570553004




Wars

Overview Sections: The Debt

Problem; Democracy and


- Essay: U.S. Trade Policy


> Overview Sections: The Debt

Problem: Question For Thought

(Click 'Light bulb' at the end of the

section)

> Essay: U.S. Trade Policy




expected to:





global depression

(ii) explain the responses of

government in Germany to

the global depression





Wars

Overview Section: The Rise of

Fascism


- Essay: Between the Two World

Wars


> Essay: Between the Two World

Wars




expected to:





global depression

(iii) explain the responses of

government in the Soviet

Union to the global

depression





Leninism and Stalinism

Overview Sections: The

Government of the U.S.S.R. ; The

Gulags

- Essay: Stalinism: Collectivization


> Essay: Stalinism: Economics and

Politics





and impact of World War II. The student is

expected to:

(A) describe the

emergence and

characteristics of

totalitarianism

(i) describe the emergence

of totalitarianism





Wars

Overview Sections: Democracy

and Dictatorship in Europe ; The

Rise of Fascism


- Document: Mein Kampf

Assessment 9781570553004> Essay: The Rise of Fascism



expected to:

(A) describe the

emergence and

characteristics of

totalitarianism

(ii) describe the

characteristics of

totalitarianism





Factual #8


Factual #13


Factual #14



Factual #8


Factual #13


Factual #14


totalitarianism (chapter 11)






expected to:

(B) explain the roles of

various world leaders,

including Benito Mussolini,

Adolf Hitler, Hideki Tojo,

Joseph Stalin, Franklin D.

Roosevelt, and Winston

Churchill, prior to and

during World War II

(i) explain the roles of



prior to World War II





Wars

Overview Sections: Democracy


Rise of Fascism





- Notable People: Benito Mussolini



Factual #3


Conceptual #17


Conceptual #18



expected to:








during World War II

(ii) explain the roles of


including Adolf Hitler, prior

to World War II





Wars

Overview Section(s): Democracy


Rise of Fascism







- Notable People: Adolf Hitler






Factual #5


Factual #10


Factual #11


Conceptual #25


Conceptual #26



expected to:








during World War II

(iii) explain the roles of


including Hideki Tojo, prior

to World War IIInstruction 9781570553004



- Notable People: Hideki Tojo


- Project: Additional Projects #2, #5



expected to:








during World War II

(iv) explain the roles of


including Joseph Stalin,

prior to World War II





Leninism and Stalinism

Overview Sections: The

Government of the U.S.S.R. ; The

Gulags

- Case Study: Stalinism

- Essay: Stalinism: Collectivization


- Notable People: Joseph Stalin



Conceptual #13


Politics






expected to:








during World War II

(v) explain the roles of


including Franklin D.

Roosevelt, prior to World

War IIInstruction 9781570553004



- Notable People: Franklin D.

Roosevelt


Comparisons

- Chronology: 1933


> Project: Additional Projects #2,

#5



expected to:








during World War II

(vi) explain the roles of


including Winston Churchill,

prior to World War IIInstruction 9781570553004



- Notable People: Winston

Churchill





expected to:








during World War II

(vii) explain the roles of



during World War IIInstruction 9781570553004




Conceptual #14

- Notable People: Benito Mussolini


Conceptual #14






expected to:








during World War II

(viii) explain the roles of


including Adolf Hitler, during

World War II







War ; The Holocaust








Factual #6


Conceptual #7


Conceptual #15

> Essay: Causes of World War 2



expected to:








during World War II

(ix) explain the roles of


including Hideki Tojo,




- Notable People: Hideki Tojo


> Essay: Japanese Aggression:

1931-1941






expected to:








during World War II

(x) explain the roles of


including Joseph Stalin,






Overview Sections: Fascist

Aggression and Western

Appeasement ; The World at War


- Notable People: Joseph Stalin





expected to:








during World War II

(xi) explain the roles of


including Franklin D.

Roosevelt, during World

War IIInstruction 9781570553004






War


- Notable People: Franklin D.

Roosevelt





expected to:








during World War II

(xii) explain the roles of


including Winston Churchill,

during World War II







War



- Notable People: Winston

Churchill






Conceptual #12


#5



expected to:

(C) explain the major

causes and events of World

War II, including the

German invasions of

Poland and the Soviet

Union, the Holocaust,

Japanese imperialism, the

attack on Pearl Harbor, the

Normandy landings, and the

dropping of the atomic

bombs

(i) explain the major causes

of World War II, including

the German invasion of

Poland







War


Assessment 9781570553004> Essay: Causes of World War 2



expected to:




German invasions of







bombs

(ii) explain the major causes


the German invasion of the

Soviet Union







War


> Essay: The World at War: 1939-

1945






expected to:




German invasions of







bombs

(iii) explain the major

causes of World War II,

including Japanese

imperialism




Chapter 10: East Asia: 1911-1945

Overview Section: China and

Japan: The 1930s


> Essay: Japanese Aggression:

1931-1941



expected to:




German invasions of







bombs

(iv) explain the major events


the attack on Pearl Harbor




Chapter 10: East Asia: 1911-1945

Overview Section: World War II


- Chronology: 1941 - Japanese

attack on Pearl Harbor (December

7) ; United States declares war on

Japan (December 8) ; Germany

and Italy declare war on the U.S.

(December 11)


Factual #13






expected to:




German invasions of







bombs

(v) explain the major events


the Holocaust






Overview Section: The Holocaust

- Document: Rudolf Hoess: the

'final solution'

- Art: Holocaust - Auschwitz




(Project)



expected to:




German invasions of







bombs

(vi) explain the major events


the Normandy landings







War



Factual #14






expected to:




German invasions of







bombs

(vii) explain the major

events of World War II,

including the dropping of

the atomic bombs







War




Process (Project)

(13) History. The student understands the impact

of major events associated with the Cold War and

independence movements. The student is

expected to:

(A) summarize how the

outcome of World War II

contributed to the

development of the Cold

War

(i) summarize how the

outcome of World War II

contributed to the

development of the Cold

War







War


War

Overview Section: Europe at War's

End




Factual #5







expected to:

(B) summarize the factors

that contributed to

communism in China,

including Mao Zedong's role

in its rise, and how it

differed from Soviet

communism

(i) summarize the factors

that contributed to

communism in China,


in its rise





Communism




Republic of China




- Document: Quotations from

Chairman Mao

- Notable People: Mao Zedong



Factual #2


Factual #3


Conceptual #6




expected to:

(B) summarize the factors

that contributed to

communism in China,


in its rise, and how it


communism

(ii) summarize how

[communism in China]


communism Instruction 9781570553004




Communism

Overview Section: Growing

Tensions in Sino-Soviet Relations



Conceptual #11







expected to:

(C) identify the following

major events of the Cold

War, including the Korean

War, the Vietnam War, and

the arms race

(i) identify the following



War





War









Factual #20


Conceptual #16


Conceptual #17

> Essay: The Korean War




expected to:





the arms race

(ii) identify the following


War, including the Vietnam

WarInstruction 9781570553004




Continent and Southeast Asia






Conceptual #23


Conceptual #24







expected to:





the arms race

(iii) identify the following


War, including the arms

race




Chapter 23: Search for Solutions to

Global Problems

Overview Section(s): Nuclear

Weapons and Disarmament






Factual #1


Factual #5


Factual #7

>Essay: Nuclear Weapons after

World War II




expected to:

(D) explain the roles of

modern world leaders,

including Ronald Reagan,

Mikhail Gorbachev, Lech

Walesa, and Pope John

Paul II, in the collapse of

communism in Eastern

Europe and the Soviet

Union




in the collapse of



Union




Chapter 21: Communism Declines

and Europe Is Transformed

Overview Section: Reform and

Revolution in European

Communism



Factual #8







expected to:









Union



including Mikhail

Gorbachev, in the collapse

of communism in Eastern


Union








Communism







- Essay: Gorbachev and the Soviet

Union

- Notable People: Mikhail

Gorbachev



Factual #6


Factual #7


Factual #9


Conceptual #10


Conceptual #15


Conceptual #16

> Essay: Gorbachev and the Soviet

Union







expected to:









Union



including Lech Walesa, in

the collapse of communism

in Eastern Europe and the

Soviet Union








Communism

- Notable People: Lech Walesa


> Essay: Change in Eastern

Europe

> Essay: Eastern European Fallout

from the Decline of the Soviet

Union




expected to:









Union



including Pope John Paul II,

in the collapse of



Union




- Notable People: Pope John Paul

II



#5




expected to:

(E) summarize the rise of

independence movements

in Africa, the Middle East,

and South Asia and

reasons for ongoing

conflicts

(i) summarize the rise of


in Africa




Chapter 18: The Emergence of

Africa

Overview Section: Political

Developments in Africa



- Essay: African Independence






Factual #9


Conceptual #12




expected to:




and South Asia and

reasons for ongoing

conflicts

(ii) summarize the reasons

for [Africa's] ongoing

conflicts





Africa

Overview Section: Recent Political


- Map: African Refugees


> Essay: Problems Faced by

African People Today




expected to:




and South Asia and

reasons for ongoing

conflicts

(iii) summarize the rise of


in the Middle East





the Middle East

Overview Section: The Middle East

after World War II






- Map: Israel's Borders

- Project: Arab Spring






Factual #15


Factual #17


Conceptual #18


Conceptual #19


Conceptual #20

> Project: Arab Spring (Project)




expected to:




and South Asia and

reasons for ongoing

conflicts

(iv) summarize the reasons

for [the Middle East's]

ongoing conflicts





the Middle East

Overview Section: International

Relations

- Case Study: The Israeli-

Palestinian Conflict

- Maps: Israel's Borders; Palestine

Refugees

- Essays: Conflict in the Middle

East; Terrorism and the Middle

East

- Project: Arab Spring (Project)


> Essay: The Troubled Road to

Arab-Israeli Peace

> Essay: International Terrorism

from the Middle East

> Essay: Oil and the Middle East








expected to:




and South Asia and

reasons for ongoing

conflicts

(v) summarize the rise of


in South Asia






Overview Sections: Nationalism in

Southeast Asia ; The End of

Western Imperialism after World

War II









Factual #2


Factual #3


Factual #4


Factual #7


Factual #15


Factual #16




expected to:




and South Asia and

reasons for ongoing

conflicts

(vi) summarize the reasons

for [South Asia's] ongoing

conflicts






Overview Section: Southeast Asia

after Independence














Factual #8


Factual #10


Factual #22


Conceptual #6


Conceptual #8


Conceptual #13




expected to:

(F) explain how Arab

rejection of the State of

Israel has led to ongoing

conflict

(i) explain how Arab

rejection of the State of

Israel has led to ongoing

conflict





the Middle East

Overview Section: Regional

Conflicts: Arabs vs. Israelis







Refugees

- Essay: Conflict in the Middle East

- Essay: Terrorism and the Middle

East



Factual #18


Conceptual #27


Conceptual #34

> Essay: The Troubled Road to

Arab-Israeli Peace





development of radical Islamic fundamentalism

and the subsequent use of terrorism by some of its

adherents. The student is expected to:

(A) summarize the

development and impact of

radical Islamic

fundamentalism on events

in the second half of the

20th century, including

Palestinian terrorism and

the growth of al Qaeda

(i) summarize the

development of radical

Islamic fundamentalism,

including Palestinian

terrorism





the Middle East

Overview Section Regional







Refugees

- Essay: Conflict in the Middle East


East



Conceptual #27


Conceptual #34

> Essay: Terrorism and the Middle

East





(A) summarize the


radical Islamic






(ii) summarize the

development of radical

Islamic fundamentalism,

including the growth of al

Qaeda






Overview Section: Afghanistan

- Art: Operation Enduring Freedom

- Notable People: Osama bin

Laden


the Middle East

Overview Section: Political

Problems


- Essay: Contemporary Political

Problems in the Middle East






Conceptual #30

> Essay: Contemporary Political






(A) summarize the


radical Islamic






(iii) summarize the impact of

radical Islamic




Palestinian terrorism






Overview Section: Afghanistan



Laden


the Middle East

Overview Section Regional






East

- Map: Israel's Borders

- Map: Palestine Refugees



Conceptual #30

> Essay: Contemporary Political









(A) summarize the


radical Islamic






(iv) summarize the impact

of radical Islamic



20th century, including the

growth of al QaedaInstruction 9781570553004





Overview Section(s): Afghanistan


- Tutorial: The War on Terror

(September 11th, 2001)


Laden


> Tutorial: The War on Terror

(September 11th, 2001), Questions

#1, 2, 3





(B) explain the U.S.

response to terrorism from

September 11, 2001, to the

present

(i) explain the U.S.

response to terrorism from

September 11, 2001, to the

present




Chapter 22: Post-Cold War Europe

Overview Sections: The War on

Terrorism ; Discord over Iraq

- Tutorial: The War on Terror (The

War on Terror Begins)


(Afghanistan)


(Policy Changes)


> Tutorial: The War on Terror (The

War on Terror Begins), Question

#1


(Afghanistan), Question #1


(Policy Changes), Question #1




(15) Geography. The student uses geographic

skills and tools to collect, analyze, and interpret

data. The student is expected to

(A) create and interpret

thematic maps, graphs, and

charts to demonstrate the

relationship between

geography and the

historical development of a

region or nation

(i) create thematic maps to

demonstrate the


geography and the


region or nation




- Projects: Thematic Map: Eurasia;

Thematic Map: Western

Hemisphere



- Project: Thematic Map:

Communism (Project)


World A


(Project)

> Project - Thematic Map: Western

Hemisphere (Project)

World B

> Project: Thematic Map:

Communism (Project)








geography and the


region or nation

(ii) create graphs to

demonstrate the


geography and the


region or nation




- Project: Development Index

(Project)


> Project: Development Index

(Project)








geography and the


region or nation

(iii) create charts to

demonstrate the


geography and the


region or nation




- Projects: China's Self-

Strengthening; Development Index





> Project: China's Self-

Strengthening (Project)


(Project)

> Project: Additional Projects #18








geography and the


region or nation

(iv) interpret thematic maps

to demonstrate the


geography and the


region or nationInstruction 9781570553004



- Projects: Thematic Map: Eurasia;

Thematic Map: Western

Hemisphere




Communism


World A


(Project)

> Project - Thematic Map: Western

Hemisphere (Project)

World B


Communism (Project)











geography and the


region or nation

(v) interpret graphs to

demonstrate the


geography and the


region or nation




- Graphs/Charts: European

Population, 1000-1900; Slave

Imports and Black Population in

America; Urbanization of Europe;

World Population by Region, 1750

vs. 1850



- Graphs/Charts: Arable Land in the

Middle East; Growth of Cities in the

Middle East; World Population by

Region


World A

> Graph/Chart - European

Population, 1000-1900, Questions

#1, 2



Question #3

> Graph/Chart - Urbanization of

Europe, Questions #2, 3

> Graph/Chart - World Population

by Region, 1750 vs. 1850,

Questions #3, 4

World B

> Graph/Chart: Arable Land in the

Middle East, Question #4

> Graph/Chart: Growth of Cities in

the Middle East, Question #2

> Graph/Chart: World Population

by Region, Question #2











geography and the


region or nation

(vi) interpret charts to

demonstrate the


geography and the


region or nation




- Graph/Chart: Effects of the Black

Plague



- Graph/Chart: Emigration from

Europe, 1846-1932


in World War 1

- Graph/Chart: Profiles: European

Union and U.S.

- Graph/Chart: HIV/AIDS Cases by

Region

- Graph/Chart: Comparative Health

Statistics

- Graph/Chart: Urbanization in Latin

America


World A

> Graph/Chart - Effects of the

Black Plague, Question #1

World B

> Graph/Chart: Emigration from

Europe, Question #1



> Graph/Chart: Profiles: European

Union and U.S., Questions #1, 3

> Graph/Chart: HIV/AIDS Cases by

Region, Questions #1, 2

> Graph/Chart: Comparative Health

Statistics, Questions #1, 2

> Graph/Chart: Urbanization in

Latin America, Question #1







(B) analyze and compare

geographic distributions

and patterns in world history

shown on maps, graphs,

charts, and models

(i) analyze geographic

distributions in world history

shown on mapsInstruction 9781570553004



- Maps: Palestine Refugees;

African Refugees


> Map: Palestine Refugees,

Questions #1, 3

> Map: African Refugees,

Questions #1, 3








charts, and models

(ii) analyze geographic


shown on graphs




- Graphs/Charts: Urbanization of

Europe; World Population by

Region, 1750 vs. 1850



- Graphs/Charts: Growth of Cities

in the Middle East; Native

Americans in Latin America; World

Population by Region


World A



Questions #1, 2

World B



> Graph/Chart: Native Americans

in Latin America, Questions #1, 2


by Region, Questions #1, 2











charts, and models

(iii) analyze geographic


shown on charts





Plague




Union and U.S.


America


World A



World B


Union and U.S., Questions #3










charts, and models

(iv) analyze geographic


shown on modelsInstruction 9781570553004




Models



Models (Project; Additional

Projects #1, 2, 4)








charts, and models

(v) compare geographic

distributions shown on

mapsInstruction 9781570553004




African Refugees






Question # 1

> Map: African Refugees, Question

# 1








charts, and models

(vi) compare geographic


shown on graphs




- Graphs/Charts: Urbanization of

Europe; World Population by

Region, 1750 vs. 1850



- Graph/Chart: Growth of Cities in

the Middle East

- Graph/Chart: Native Americans in

Latin America

- Graph/Chart: World Population by

Region


World A



Question #3

World B


the Middle East, Questions #1, 2




by Region, Question #2











charts, and models

(vii) compare geographic


shown on charts





Plague




Union and U.S.


America


World A



World B


Union and U.S. , Question #1










charts, and models

(viii) compare geographic






Models




Projects #1, 2, 4)











charts, and models

(ix) analyze geographic

patterns in world history

shown on maps




- Maps: Spread of Buddhism; The

Silk Road




African Refugees


World A

> Map - Spread of Buddhism,

Question #3

> Map - The Silk Road, Questions

#2, 3

World B


Question # 3


# 3








charts, and models

(x) analyze geographic


shown on graphs




- Graphs/Charts: European

Population, 1000-1900;

Urbanization of Europe; World

Population by Region, 1750 vs.

1850











World A

> Graph/Chart - European

Population, 1000-1900, Question

#1





Questions #1, 2

World B














charts, and models

(xi) analyze geographic


shown on charts





Plague




Union and U.S.


America


World A



World B


Union and U.S., Question #1













charts, and models

(xii) analyze geographic






Models




Projects #1, 2, 4)








charts, and models

(xiii) compare geographic


shown on mapsInstruction 9781570553004



- Maps: Palestine Refugees,

African Refugees



Question # 1


# 1








charts, and models

(xiv) compare geographic


shown on graphs




- Graphs/Charts: Economies

Compared; Urbanization of Europe;

World Population by Region, 1750

vs. 1850











World A

> Graph/Chart - Economies

Compared, Questions #1, 4





Question #3

World B

- Graph/Chart: Growth of Cities in

the Middle East , Question #1

- Graph/Chart: Native Americans in

Latin America, Questions #1, 2


Region , Question #2








charts, and models

(xv) compare geographic


shown on charts





Plague



- Graphs/Charts: Profiles:

European Union and U.S.;

Urbanization in Latin America


World A



World B


Union and U.S., Question #1


America, Question #1











charts, and models

(xvi) compare geographic






Models




Projects #1, 2, 4)

(16) Geography. The student understands the

impact of geographic factors on major historic

events and processes. The student is expected to:

(A) locate places and

regions of historical

significance directly related

to major eras and turning

points in world history

(i) locate places of historical


to major eras




- Maps: Early Civilizations; The

Empire of Alexander the Great;

Roman Empire; Spread of

Buddhism



- Maps: Europe: 1920-1937;

Europe: World War II; Partition of

Germany


World A


Question #1

> Map - The Empire of Alexander

the Great, Question #1

> Map - Roman Empire, Question

#1


Question #1

World B

> Map: Europe: 1920-1937,

Question # 4


Question # 1

> Map: Partition of Germany,

Questions # 1, 2, 3












(ii) locate places of

historical significance

directly related to turning





- Maps: Spanish Exploration;

Spread of Buddhism



- Maps: Europe - 1915; Israel's

Borders


World A

> Map - Spanish Exploration,

Question #1


Question #1

World B

> Map: Europe - 1915, Questions #

1, 2

> Map: Israel's Borders, Questions

# 1, 2









(iii) locate regions of


directly related to major

eras




- Maps: Christianity, 600 C.E.;

Islam, 850 C.E.; Colonial Trade

Routes



- Maps: Europe: 1920-1937;

Partition of Germany; European

Union and NATO





World A

> Map - Christianity, 600 C.E.,

Questions #1, 2

> Map - Islam, 850 C.E., Questions

#1, 3

> Map - Colonial Trade Routes,

Question #2

World B

> Map: Europe: 1920-1937,

Questions #2, 3, 4

> Map: Partition of Germany,

Questions #1, 2, 3

> Map: European Union and

NATO, Questions #3, 4









(iv) locate regions of


directly related to turning





- Maps: Roman Empire;

Christianity, 600 C.E.



- Maps: Europe: World War II;

Israel's Borders


World A

> Map - Roman Empire, Question

#2

> Map - Christianity, 600 C.E.,

Questions #1, 2

World B


Question # 3

> Map: Israel's Borders, Questions

#1, 2







(B) analyze the influence of

human and physical

geographic factors on major

events in world history,


of river valley civilizations,

trade in the Indian Ocean,

and the opening of the

Panama and Suez canals

(i) analyze the influence of

human geographic factors

on major events in world

history, including the

development of river valley

civilizations





Civilizations



Early Egyptian Civilization; New

Kingdoms





Migration





Major Civilizations


Middle East




Middle East


Factual #2


Factual #5


Conceptual #4








human and physical








(ii) analyze the influence of



history, including trade in

the Indian Ocean






Kingdoms








Exploration

- Overview Section: The European

Age of Discovery and Asia




- Chronology: 1368-1644; 1405-

1433; 1497-1498



- Project: Suez Canal


World A


Factual #1


Factual #7


Conceptual #1


Factual #10


Conceptual #4

World B

> Project: Suez Canal (Project)








human and physical








(iii) analyze the influence of




opening of the Panama

canalInstruction 9781570553004




Chronological #5

- Chronology Entry: 1903, 1914

- Notable People: Walter Reed


Chronological #5





human and physical








(iv) analyze the influence of




opening of the Suez canalInstruction 9781570553004




the Middle East

Overview Sections: Seas and

Waterways ; The Middle East

before and during World War II

- Project: Suez Canal (Project)

Assessment 9781570553004> Project: Suez Canal (Project)








human and physical








(v) analyze the influence of

physical geographic factors



development of river valley

civilizations





Civilizations



Early Egyptian Civilization; New

Kingdoms





Migration





Major Civilizations


Middle East




Middle East




Factual #2


Factual #5


Conceptual #4








human and physical








(vi) analyze the influence of



history, including trade in

the Indian Ocean






Kingdoms








Exploration

- Overview Section: The European

Age of Discovery and Asia




- Chronology: 1368-1644; 1405-

1433; 1497-1498





World A


Factual #1


Factual #7


Conceptual #1


Factual #10


Conceptual #4

World B









human and physical








(vii) analyze the influence of




opening of the Panama

canalInstruction 9781570553004




Chronological #6

- Chronology Entry: 1903, 1914

- Notable People: Walter Reed


Chronological #6





human and physical








(viii) analyze the influence

of physical geographic

factors on major events in

world history, including the

opening of the Suez canalInstruction 9781570553004




the Middle East

Overview Section(s): Seas and

Waterways ; The Middle East

before and during World War II


Assessment 9781570553004> Project: Suez Canal (Project)




(C) interpret maps, charts,

and graphs to explain how

geography has influenced

people and events in the

past

(i) interpret maps to explain

how geography has

influenced people in the

past




- Maps: Early Civilizations; African

Civilizations; Central American

Cultures



- Maps: China: Foreign Influences;

China: The Long March





World A


Question #1

> Map - African Civilizations,

Questions #2, 3


Questions #1, 2

World B

> Map: China: Foreign Influences,

Question # 3

> Map: China: The Long March,

Questions # 2, 3








past

(ii) interpret charts to

explain how geography has


pastInstruction 9781570553004




Plague




Europe


World A



World B

> Graph/Chart: Emigration from












past

(iii) interpret graphs to



past





Europe




Region


World A


Europe, Questions #1, 2, 3

World B










past

(iv) interpret maps to


influenced events in the




- Map: Colonial Trade Routes



- Map: Europe: 1920-1937


World A

> Map - Colonial Trade Routes,

Question #2

World B

> Map: Europe: 1920-1937,

Question # 4











past

(v) interpret charts to






- Graph/Chart: Timeline of History




in World War 2


World A

> Graph/Chart - Timeline of History,

Question #5

World B










past

(vi) interpret graphs to



past









Comparisons


World A



Questions #1, 3

World B

> Graph/Chart: Unemployment

Comparisons, Questions #1, 2, 3




(17) Economics. The student understands the

impact of the Neolithic and Industrial revolutions

and globalization on humanity. The student is

expected to:

(A) identify important

changes in human life

caused by the Neolithic

Revolution and the


(i) identify important


caused by the Neollithic

Revolution





Civilization


Period







- Internet Project: Archaeological

Dig Notes




Factual #11


Factual #12


Factual #14


Conceptual #5


Conceptual #10


Conceptual #12

> Essay - Path to Civilization




expected to:

(A) identify important


caused by the Neolithic

Revolution and the


(ii) identify important


caused by the Industrial

Revolution





Revolution




Revolution


Europe


Assessment 9781570553004> Essay - Impact of the Industrial

Revolution







expected to:

(B) summarize the role of

economics in driving

political changes as related

to the Neolithic Revolution

and the Industrial

Revolution

(i) summarize the role of



to the Neolithic RevolutionInstruction 9781570553004




Civilization


Period






expected to:

(B) summarize the role of



to the Neolithic Revolution

and the Industrial

Revolution

(ii) summarize the role of



to the Industrial Revolution Instruction 9781570553004




Revolution




Revolution


> Vocabulary Flashcard - Industrial


> Essay - Indirect Effects of the








expected to:

(C) summarize the

economic and social impact

of 20th century globalization

(i) summarize the economic

impact of 20th century

globalization





Overview Section(s): Economic

Progress ; The United States

Recognizes Communist China ;



Developments in the CIS and

Eastern Europe ; Progress toward

European Unity









Web

- Map: European Union and NATO

- Map: ASEAN


Globalization

- Internet Project: Regional

Alliances






Factual #19


Factual #20


Factual #38


Factual #40


Conceptual #23


Conceptual #24


Conceptual #31

> Essay: Free Trade in Latin

America

> Internet Project: Regional

Alliances (Project)




expected to:

(C) summarize the

economic and social impact

of 20th century globalization

(ii) summarize the social

impact of 20th century

globalization





Overview Sections: China and the

Developing World ; African Nations

after Independence ; The

Environment




Web


Globalization



Factual #21


Factual #22

> Essay: Current Events in U.S.-

Latin American Relations





historical origins of contemporary economic

systems and the benefits of free enterprise in

world history. The student is expected to:

(A) identify the historical

origins and characteristics

of the free enterprise

system, including the

contributions of Adam

Smith, especially the

influence of his ideas found

in The Wealth of Nations

(i) identify the historical

origins of the free enterprise





in The Wealth of NationsInstruction 9781570553004




Revolution







- Notable People: Adam Smith



Factual #14


Conceptual #16


Conceptual #17





(A) identify the historical


of the free enterprise





in The Wealth of Nations

(ii) identify the

characteristics of the free

enterprise system





Revolution





- Notable People: Adam Smith



Factual #13


Factual #20








(B) identify the historical


of communism, including

the influences of Karl Marx


origins of communism,

including the influences of

Karl Marx





Revolution







- Notable People: Karl Marx



Factual #23


Conceptual #23


Conceptual #24





(B) identify the historical


of communism, including

the influences of Karl Marx

(ii) identify the

characteristics of

communismInstruction 9781570553004






communism (chapter 23)

> Document - Communist

Manifesto, Question #1








(C) identify the historical


of socialism


origins of socialism





Revolution














Factual #21


Factual #22


Factual #23


Conceptual #21


Conceptual #22


Conceptual #23


Conceptual #24








(C) identify the historical


of socialism

(ii) identify the

characteristics of socialism





Revolution











Factual #21


Factual #22


Conceptual #21


Conceptual #22





(D) identify the historical


of fascism


origins of fascism





Wars

Overview Section(s): The Effects of

World War I ; The Rise of Fascism











Factual #3


Factual #8


Factual #13


Factual #14

> Vocabulary Flashcard - fascism

(chapter 9)

> Essay: The Rise of Fascism





(D) identify the historical


of fascism

(ii) identify the

characteristics of fascism





Wars


World War I ; The Rise of Fascism







Factual #8


Factual #13


Factual #14

> Vocabulary Flashcard - fascism

(chapter 9)








(E) explain why communist

command economies

collapsed in competition

with free market economies

at the end of the 20th

century

(i) explain why communist

command economies

collapsed in competition

with free market economies

at the end of the 20th

century





and Europe is Transformed

Overview Sections: Communist

Europe from Stalin to Gorbachev ;

Reform and Revolution in

European Communism






Conceptual #11


Conceptual #12


Conceptual #13

> Essay: Problems of Soviet

Leadership before Gorbachev





(F) formulate

generalizations on how

economic freedom

improved the human

condition, based on

students' knowledge of the

benefits of free enterprise in

Europe's Commercial


Revolution, and 20th-

century free market

economies, compared to

communist command

communities

(i) formulate generalizations

on how economic freedom

improved the human

condition, based on



Europe's Commercial

RevolutionInstruction 9781570553004




Exploration












Factual #6


Conceptual #27

> Essay - The European






(F) formulate


economic freedom

improved the human

condition, based on



Europe's Commercial



century free market


communist command

communities

(ii) formulate


economic freedom

improved the human

condition, based on



the Industrial Revolution Instruction 9781570553004




Revolution

- Overview Section: Important


Revolution









Factual #13


Conceptual #16


Conceptual #17


Conceptual #20








(F) formulate


economic freedom

improved the human

condition, based on



Europe's Commercial



century free market


communist command

communities

(iii) formulate


economic freedom

improved the human

condition, based on



20th-century free market


communist command

communities




- Art: Berlin Wall

Assessment 9781570553004> Art: Berlin Wall, Question # 1

(19) Government. The student understands the

characteristics of major political systems

throughout history. The student is expected to:

(A) identify the

characteristics of

monarchies and theocracies

as forms of government in

early civilizations

(i) identify the

characteristics of

monarchies as forms of

government in early

civilizations





Civilizations

- Overview Section: New Kingdoms


- Overview Sections: The Maurya

Dynasty; The Gupta Dynasty





Culture and History

- Overview Section: The Emperor

System and the Mandate of

Heaven






- Document: Code of Hammurabi






Conceptual #27


Conceptual #30


Conceptual #31


Factual #15


Factual #16


Factual #25


Factual #26




(A) identify the

characteristics of

monarchies and theocracies

as forms of government in

early civilizations

(ii) identify the

characteristics of

theocracies as forms of

government in early

civilizationsInstruction 9781570553004




Civilizations



Levant




Conceptual #20

> Vocabulary Flashcard - theocracy

(chapter 15)




(B) identify the


following political systems:

theocracy, absolute

monarchy, democracy,

republic, oligarchy, limited

monarchy, and

totalitarianism

(i) identify the

characteristics of political

systems [including]

theocracyInstruction 9781570553004




the Middle East


Governments of Nations in the

Middle East





World A

> Vocabulary Flashcard - theocracy

(chapter 15)

World B

> Overview Section: The


Middle East: Question for Thought

(Click 'Light Bulb' at the end of the

section.)

> Essay: Middle Eastern Republics

in the 21st Century




(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(ii) identify the


systems [including] absolute

monarchy






- Overview Sections: Rise of

Absolute Monarchs; The French

Monarchy


- Master Glossary: absolute

monarchy


> Overview - Rise of Absolute

Monarchs: Question for Thought


section.)

> Overview - The French

Monarchy: Question for Thought


section.)

> Vocabulary Flashcard - absolute

monarchy (chapter 22)







(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(iii) identify the


systems [including]

democracy




Chapter 5: Advances in Democracy

Overview Sections: Political,

Economic, and Social Democracy;

Advances in Democracy in Great

Britain and France; Status of

Democracy in Other Nations of

Europe; Status of Democracy in

North America



Conceptual #1

- Essay: Advances in Democracy


> Overview Section: Political,

Economic, and Social Democracy:



> Overview Section: Advances in

Democracy in Great Britain and

France: Question for Thought


section.)

> Overview Section: Status of

Democracy in Other Nations of

Europe: Question for Thought


section.)


Conceptual #1


democracy (chapter 5)

> Essay: Advances in Democracy

> Essay: Different Aspects of

Democracy







(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(iv) identify the


systems [including] republic





- Overview Section: The Early

Roman Republic







Conceptual #1


Conceptual #13


World A

> Overview - The Early Roman

Republic: Question for Thought


section.)


Factual #4


Factual #5


Factual #6

World B


Conceptual #1


Conceptual #13

> Vocabulary Flashcard - republic

(chapter 5)




(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(v) identify the


systems [including]

oligarchyInstruction 9781570553004



Chapter 5: Triumph of Ancient

Greece

- Overview Section: Government in

Classical Greece (800 - 400

B.C.E.)

- Map: Roman Empire

- Notable People: Julius Caesar





> Vocabulary Flashcard - oligarchy

(chapter 5)




(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(vi) identify the


systems [including] limited

monarchy





Medieval Monarchies


Monarchy







National Monarchies


Monarchy





French Revolution

- Documents: English Bill of Rights;

Second Treatise of Government



Factual #7


Factual #9


Conceptual #8


Conceptual #9


Conceptual #10


Factual #10


Conceptual #12







(B) identify the



theocracy, absolute



monarchy, and

totalitarianism

(vii) identify the


systems [including]

totalitarianismInstruction 9781570553004




Factual #12

- Master Glossary: totalitarianism



Factual #12


totalitarianism (chapter 11)

(20) Government. The student understands how

contemporary political systems have developed

from earlier systems of government. The student

is expected to:

(A) explain the

development of democratic-

republican government from

its beginnings in the Judeo-

Christian legal tradition and

classical Greece and Rome

through the English Civil

War and the Enlightenment


of democratic-republican

government from its

beginnings in the Judeo-

Christian legal tradition





Civilizations



Levant




- Overview Section: Christianity

Develops in the Roman Empire


- Documents: Code of Hammurabi;

Exodus 18



Conceptual #5


Conceptual #18


Factual #23







is expected to:

(A) explain the








(ii) explain the development


government from its

beginnings in classical

Greece




Chapter 5: The Triumph of Greek

Civilization

- Overview Sections: Government

in Classical Greece (800 - 400

B.C.E.); Sparta; Athens; Philosophy






Greeks



Factual #9


Factual #10


Factual #12


Conceptual #11




is expected to:

(A) explain the








(iii) explain the development


government from its

beginnings in classical

Rome Instruction 9781570553004





Roman Republic


Rome




Civilization







is expected to:

(A) explain the








(iv) explain the development


government through the

English Civil War and the

Enlightenment







Monarchy




centuries)

- Documents: English Bill of Rights;

Second Treatise of Government;

Declaration of the Rights of Man;

U.S. Declaration of Independence;

U.S. Constitution

- Essays: The Emergence of the

English Parliament; Democracy

Evolves


> Essay - The Emergence of the

English Parliament

> Essay - Democracy Evolves




is expected to:

(B) identify the impact of

political and legal ideas

contained in the following

documents: Hammurabi's

Code, the Jewish Ten

Commandments,

Justinian's Code of Laws,

Magna Carta, the English

Bill of Rights, the

Declaration of

Independence, the U.S.

Constitution, and the

Declaration of the Rights of

Man and of the Citizen

(i) identify the impact of

political ideas contained in

documents [including]

Hammurabi's Code





Civilizations





Conceptual #5







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(ii) identify the impact of


documents [including] the

Jewish Ten

Commandments





Civilizations



Levant


- Document: Exodus 18


Conceptual #18




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(iii) identify the impact of



Justinian's Code of Laws






Justinian



- Document: Justinian Code

- Essay: The Byzantine Empire



Factual #7


Conceptual #9







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(iv) identify the impact of



Magna Carta







Monarchy




- Document: Magna Carta

- Essay: The Rise of the English

Monarchy



Factual #7


Conceptual #8


Conceptual #9




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(v) identify the impact of



English Bill of Rights







Monarchy

- Document: English Bill of Rights

Assessment 9781570553004> Document - English Bill of Rights,

Question #2







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(vi) identify the impact of



Declaration of

Independence





- Overview Section: The American

Revolution (1776-1783)




- Document: U.S. Declaration of

Independence



Factual #15


Conceptual #13


Conceptual #16




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(vii) identify the impact of



U.S. Constitution







- Document: U.S. Constitution



Factual #3


Factual #6







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(viii) identify the impact of













- Document: Declaration of the

Rights of Man



Factual #24


Conceptual #23




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(ix) identify the impact of

legal ideas contained in


Hammurabi's Code





Civilizations





Conceptual #5







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(x) identify the impact of



Jewish Ten

Commandments





Civilizations



Levant



Conceptual #18




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xi) identify the impact of



Justinian's Code of Laws






Justinian




- Essay: The Byzantine Empire



Factual #7


Conceptual #9







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xii) identify the impact of



Magna Carta







Monarchy




- Document: Magna Carta

- Essay: The Rise of the English

Monarchy



Factual #7


Conceptual #8


Conceptual #9




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xiii) identify the impact of



English Bill of Rights







Monarchy

- Document: English Bill of Rights

Assessment 9781570553004> Document - English Bill of Rights,

Question #1







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xiv) identify the impact of



Declaration of

Independence











Independence



Factual #15


Conceptual #13


Conceptual #16




is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xv) identify the impact of



U.S. Constitution





Factual #3


Factual #6

- Document: U.S. Constitution



Factual #3


Factual #6







is expected to:






Commandments,



Bill of Rights, the

Declaration of





(xvi) identify the impact of













- Document: Declaration of the

Rights of Man



Factual #24


Conceptual #23




is expected to:


philosophies of individuals

such as John Locke,

Thomas Hobbes, Voltaire,

Charles de Montesquieu,

Jean Jacques Rousseau,

Thomas Aquinas, John

Calvin, Thomas Jefferson,

and William Blackstone


philosophies of individuals







centuries); The American

Revolution (1776-1783); Revolution

in Latin America







- Documents: U.S. Declaration of

Independence; Second Treatise of

Government

- Notable People: John Locke;

Thomas Hobbes; Voltaire; Baron

de Montesquieu; Jean Jacques

Rousseau; John Calvin; William

Blackstone






Factual #19


Conceptual #4


Conceptual #5


Conceptual #6


Conceptual #7


Conceptual #16




is expected to:

(D) explain the significance

of the League of Nations

and the United Nations

(i) explain the significance







Overview Section: The Treaty of



Wars

Overview Section: Limited Gains

for Peace and Freedom


> Essay: Peace Efforts between

the Two World Wars







is expected to:

(D) explain the significance


and the United Nations

(ii) explain the significance

of the United Nations





War

Overview Section(s): The United

Nations and International Law










Factual #13


Factual #14


Conceptual #29


Conceptual #30


Conceptual #31


Conceptual #32


Conceptual #33




(21) Citizenship. The student understands the

significance of political choices and decisions

made by individuals, groups, and nations


(A) describe how people

have participated in

supporting or changing their

governments

(i) describe how people


supporting their

governments





Culture and History


System and the Mandate of

Heaven


Civilization



B.C.E.)


Ottomans


Dynasty





Factual #1


Conceptual #1








(A) describe how people


supporting or changing their

governments

(ii) describe how people


changing their governments







French Revolution (1789-1799);

Revolution in Latin America








Revolution




Independence



Chapter 5: Advances in Democracy

Overview Sections: Advances in

Democracy in Great Britain and

France ; Status of Democracy in

North America



- Case Study: The Durham Report

- Document: Plan de Ayala







World A


Factual #8


Factual #13


Factual #16


Factual #24


Conceptual #13


Conceptual #14

World B


Factual #19


Conceptual #5









(B) describe the rights and

responsibilities of citizens

and noncitizens in civic

participation throughout

history

(i) describe the rights of

citizens throughout history





Revolution


Rights of Man; English Bill of

Rights; Justinian Code; Magna

Carta; Second Treatise of

Government; U.S. Constitutional

Amendments; U.S. Declaration of

Independence

- Essays: Democracy Evolves;

French Revolution of 1789



- Case Study: The End of Apartheid

- Document: Chinese Women's

Rights Statement


- Essay: African Independence



World A


> Essay - The Development of

European Law


1789

World B


> Essay: African Independence













history

(ii) describe the rights of

noncitizens throughout

history





Factual #12


Conceptual #8


Greeks



Factual #12


Conceptual #8









history

(iii) describe the

responsibilities of citizens in

civic participation

throughout history





Civilization

- Overview Section: Athens



Factual #9









history

(iv) describe the

responsibilities of

noncitizens in civic


history





Factual #12


Conceptual #8



Factual #12


Conceptual #8








(C) identify examples of

key persons who were

successful in shifting

political thought, including

William Wilberforce

(i) identify examples of key

persons who were

successful in shifting

political thought, including

William Wilberforce





Chronological #7

- Notable People: William

Wilberforce

- Chronology: 1807; 1833


Chronological #7


historical development of significant legal and

political concepts related to the rights and

responsibilities of citizenship. The student is

expected to:

(A) summarize the

development of the rule of

law from ancient to modern

times

(i) summarize the

development of the rule of

law from ancient to modern

times





Civilizations



Chinese History and Culture

- Overview Section: Confucianism

and Legalism in Chinese

Government


Civilization



B.C.E.)



Justinian




Monarchy



- Overview Sections: The English

Monarchy; The French Monarchy



Chapter 24: Europe after the

Napoleonic Wars

- Overview Sections:

Developments in France;

Developments in England;





World A



Civilization

> Essay - The Byzantine Empire

> Essay - French Absolutism

> Essay - The Limits of Enlightened

Despotism

> Essay - Causes of the American

Revolution



1789

> Essay - The Development of

European Law


> Essay - British Change in the

19th Century

World B


Conceptual #2


Conceptual #34


Conceptual #35


Factual #9


Conceptual #13


Conceptual #14






expected to:

(B) identify the influence of

ideas regarding the right to

a "trial by a jury of your

peers" and the concepts of

"innocent until proven guilty"

and "equality before the

law" that originated from the

Judeo-Christian legal

tradition and in Greece and

Rome

(i) identify the influence of



peers" that originated from

the Judeo-Christian legal


Rome





Civilization

- Overview Section: Athens






Factual #11





expected to:










Rome

(ii) identify the influence of

ideas regarding the concept

of "innocent until proven

guilty" that originated from

the Judeo-Christian legal


Rome






Justinian


- Notable People: Justinian

Assessment 9781570553004> Document - Justinian Code,

Question #7





expected to:










Rome

(iii) identify the influence of

ideas regarding the concept

of "equality before the law"

that originated from the



Rome




Chapter 5: Triumph of Ancient

Greece

- Overview Sections: Philosophy;

Government in Classical Greece

(800 - 400 B.C.E.)




Greeks



Factual #9


Factual #10








expected to:


politically motivated mass

murders in Cambodia,

China, Latin America, the

Soviet Union, and Armenia

(i) identify examples of


murders in CambodiaInstruction 9781570553004





Overview Section: Cambodia





Factual #18

> Essay: Conflict in South Asia





expected to:






(ii) identify examples of


murders in China





Communism

Overview Sections: 1958-1961:

The Great Leap Forward ; The

Great Leap Fails ; The Great

Proletarian Cultural Revolution





Conceptual #12


Conceptual #14





expected to:






(iii) identify examples of


murders in Latin America




Chapter 20: Latin America in

Transition

Overview Sections: Authoritarian

Military Regimes ; Human Rights


- Case Study: Mothers of the Plaza

de Mayo


Factual #35








expected to:






(iv) identify examples of


murders in the Soviet Union







Government of the U.S.S.R.






Factual #16


Conceptual #5


Politics





expected to:






(v) identify examples of


murders in Armenia Instruction 9781570553004



- Art: Armenian Genocide


> Art: Armenian Genocide,

Question # 2








expected to:

(D) identify examples of

genocide, including the

Holocaust and genocide in

the Balkans, Rwanda, and

Darfur



Holocaust






Overview Section(s): The

Holocaust


- Document: Rudolf Hoess: the

'final solution'

- Art: Holocaust - Auschwitz




Conceptual #27


(Project)





expected to:





Darfur


genocide, including

genocide in the Balkans




Chapter 22: Post-Cold War Europe


Disintegration of Yugoslavia



- Document: Indictment of

Slobodan Milosevic

- Essay: Ethnic Conflict in Europe

- Chronology: 1998



Factual #3


Factual #9

> Essay: Ethnic Conflict in Europe








expected to:





Darfur


genocide, including

genocide in Rwanda





Africa

Overview Sections: Interventions in

Africa ; Recent Political




- Map: African Refugees




Conceptual #14


Conceptual #15


Process (Project #5)





expected to:





Darfur

(iv) identify examples of

genocide, including

genocide in Darfur





Africa

Overview Sections: Interventions in

Africa ; Recent Political



- Notable People: Omar Hassan al

Bashir


Factual #33








expected to:

(E) identify examples of

individuals who led

resistance to political

oppression such as Nelson

Mandela, Mohandas

Gandhi, Oscar Romero,

Natan Sharansky, Las

Madres de la Plaza de

Mayo, and Chinese student

protestors in Tiananmen

Square


individuals who led

resistance to political

oppression





Communism

Overview Section: The Fifth

Modernization




Overview Section: Nationalism on

the Indian Subcontinent






Africa

Overview Section: Recent Political


- Case Study: The End of Apartheid



Transition

Overview Section: Human Rights


de Mayo

- Notable People: Mohandas K.

Gandhi, Nelson Mandela, Oscar

Romero, Natan Sharansky



Conceptual #16


Factual #2


Conceptual #1


Conceptual #3


Conceptual #5


Factual #18


de Mayo, Question # 2








expected to:

(F) assess the degree to

which American ideals have

advanced human rights and

democratic ideas

throughout the world

(i) assess the degree to


advanced human rights











Independence



- Document: Chinese Women's

Rights Statement


World A


Factual #16


Conceptual #16

World B

> Document: Chinese Women's

Rights Statement, Question # 3








expected to:

(F) assess the degree to


advanced human rights and

democratic ideas


(ii) assess the degree to


advanced democratic ideas







Revolution (1776-1783); Revolution

in Latin America





Independence



- Art: U.S. - National Monuments


World A


Factual #16


Conceptual #13


Conceptual #16

World B

> Art: U.S. - National Monuments,

Question # 5




(23) Culture. The student understands the history

and relevance of major religious and philosophical

traditions. The student is expected to:

(A) describe the historical

origins, central ideas, and

spread of major religious

and philosophical traditions,

including Buddhism,

Christianity, Confucianism,

Hinduism, Islam, Judaism,

Sikhism, and the

development of

monotheism

(i) describe the historical

origins of major religious


including Buddhism




Theme: Faith

- Overview Sections: Buddhism;

Daoism, Buddhism, and

Confucianism in Chinese Culture








- Case Study: Karma

- Document: First Sermon of

Buddha


- Art: Mahayana Buddhist Temple

- Notable People: Buddha


> Test Question - Theme: Faith,

Factual #5


Factual #7


Factual #39


Conceptual #6


Conceptual #7


Conceptual #8


Conceptual #9


> Essay - Middle East Religions

Compared to Buddhism











including Buddhism,



Sikhism, and the

development of

monotheism

(ii) describe the historical



including Christianity




Theme: Faith




the Roman Empire; Religious

Controversy; The Medieval

Catholic Church; The Spanish

Monarchy; Origins of the

Reformation















- Art: European Church

Architecture; Italy - St. Peter's

Basilica; Russia - Architecture

- Notable People: Jesus Christ

- Essays: Religions of the Middle

East; Reformation






Factual #1


Factual #14


Factual #15


Factual #17


Factual #28


Factual #29


Factual #30


Factual #31


Factual #32


Factual #33


Factual #36


Conceptual #12


Conceptual #19

> Essay - Reformation

> Essay - The Schism in

Christianity in 1054 C.E.: Causes

and Consequences













including Buddhism,



Sikhism, and the

development of

monotheism

(iii) describe the historical



including Confucianism




Theme: Faith

- Overview Section: The Origins

and Development of Confucianism






- Essays: Chinese Ethics and

Religions



Factual #8


Factual #9


Factual #10


Conceptual #10


Compared to Confucianism








including Buddhism,



Sikhism, and the

development of

monotheism

(iv) describe the historical



including Hinduism




Theme: Faith


The Spread of Hinduism




#2




- Case Study: Karma


- Project: Rig Veda






Factual #2


Factual #3


Conceptual #2


Conceptual #4


Conceptual #5


Conceptual #7

> Essay: Everyday Hinduism

> Essay: Hinduism and Buddhism

> Essay Middle East Religions

Compared to Hinduism











including Buddhism,



Sikhism, and the

development of

monotheism

(v) describe the historical



including Islam




Theme: Faith

- Overview Sections: The Founding

of Islam; Islam as a Religion and a

Culture; The Spread of Islam in the

Middle East; The People under

Islam; Spread of Islam beyond the

Middle East















- Case Study: The Five Pillars of

Islam

- Document: The Koran


- Art: Middle East - Western Wall

and Mosque; Africa - Islamic

Architecture; Turkey - Mosque







Factual #18


Factual #19


Factual #20


Factual #21


Factual #22


Factual #23


Factual #24


Factual #25


Factual #27


Conceptual #13


Conceptual #14


Conceptual #16


Conceptual #17


Conceptual #18

> Essay - Muhammad and the

Founding of Islam

> Essay - The Five Pillars of Islam

> Essay - Islam in Early African

History








including Buddhism,



Sikhism, and the

development of

monotheism

(vi) describe the historical



including Judaism




Theme: Faith



Levant




and Mosque


East





> Overview - Religious and Cultural

Developments in the Levant:




Conceptual #1

> Vocabulary Flashcard - Judaism

(chapter 2)








including Buddhism,



Sikhism, and the

development of

monotheism

(vii) describe the historical



including Sikhism




- Case Study: Karma

- Art: Sikhism's Golden Temple in

Amritsar


> Art - Sikhism's Golden Temple in

Amritsar, Questions #1, 2

> Flashcard: Sikhism (Theme:

Faith)








including Buddhism,



Sikhism, and the

development of

monotheism

(viii) describe the historical




of monotheism




Theme: Faith

- Overview Sections: Religious and


Levant; Christianity Develops in the

Roman Empire; The Founding of

Islam


#26



East





> Overview - Religious and Cultural

Developments in the Levant:




Monotheistic (chapter 2)

> Essay - Religions of the Middle

East








including Buddhism,



Sikhism, and the

development of

monotheism

(ix) describe the central

ideas of major religious and

philosophical traditions,

including Buddhism




Theme: Faith










- Case Study: Karma


Buddha






Factual #5


Factual #7


Conceptual #6


Conceptual #7


Conceptual #8


Conceptual #9














including Buddhism,



Sikhism, and the

development of

monotheism

(x) describe the central







Theme: Faith








Reformation














Architecture; Italy - St. Peter's

Basilica; Russia - Architecture

- Notable People: Jesus Christ

- Essays: Religions of the Middle

East; Reformation






Factual #1


Factual #15


Factual #17


Factual #29


Factual #30


Factual #32


Factual #33


Factual #36


Conceptual #12


Conceptual #19


Conceptual #25


> Essay - The Schism in

Christianity in 1054 C.E.: Causes

and Consequences










including Buddhism,



Sikhism, and the

development of

monotheism

(xi) describe the central







Theme: Faith









Religions






Factual #8


Factual #9


Factual #10


Conceptual #10










including Buddhism,



Sikhism, and the

development of

monotheism

(xii) describe the central



including Hinduism




Theme: Faith











- Case Study: Karma


- Project: Rig Veda






Factual #2


Factual #3


Factual #4


Conceptual #2


Conceptual #3


Conceptual #4


Conceptual #5


Conceptual #7

> Essay: Everyday Hinduism

> Essay: Hinduism and Buddhism

> Essay: Middle East Religions












including Buddhism,



Sikhism, and the

development of

monotheism

(xiii) describe the central



including Islam




Theme: Faith






Middle East

















Islam












Factual #18


Factual #19


Factual #20


Factual #21


Factual #22


Factual #23


Factual #24


Factual #25


Factual #27


Conceptual #13


Conceptual #14


Conceptual #15


Conceptual #16


Conceptual #17


Conceptual #18


Founding of Islam









including Buddhism,



Sikhism, and the

development of

monotheism

(xiv) describe the central



including Judaism




Theme: Faith



Levant




and Mosque


East






Factual #26


Conceptual #1








including Buddhism,



Sikhism, and the

development of

monotheism

(xv) describe the central



including Sikhism




- Case Study: Karma


Amritsar


> Art - Sikhism's Golden Temple in

Amritsar, Question #2

> Flashcard: Sikhism (Theme:

Faith)








including Buddhism,



Sikhism, and the

development of

monotheism

(xvi) describe the central




of monotheism




Theme: Faith





Islam






East






Factual #1


Factual #19


Factual #26


Conceptual #1


East








including Buddhism,



Sikhism, and the

development of

monotheism

(xvii) describe the spread of

major religious and


including Buddhism




Theme: Faith











- Case Study: Karma


Buddha









Factual #5


Factual #7


Factual #39


Conceptual #6


Conceptual #7


Conceptual #8


Conceptual #9














including Buddhism,



Sikhism, and the

development of

monotheism

(xviii) describe the spread of

major religious and






Theme: Faith








Reformation




























Factual #1


Factual #14


Factual #15


Factual #17


Factual #28


Factual #29


Factual #30


Factual #31


Factual #32


Factual #33


Factual #34


Factual #35


Factual #36


Factual #37


Conceptual #12


Conceptual #19












including Buddhism,



Sikhism, and the

development of

monotheism

(xix) describe the spread of

major religious and






Theme: Faith









Religions



Factual #8


Factual #9


Factual #10


Conceptual #10










including Buddhism,



Sikhism, and the

development of

monotheism

(xx) describe the major

religious and philosophical

traditions, including

Hinduism




Theme: Faith











- Case Study: Karma


- Project: Rig Veda






Factual #2


Factual #3


Factual #4


Conceptual #2


Conceptual #3


Conceptual #4


Conceptual #5


Conceptual #7















including Buddhism,



Sikhism, and the

development of

monotheism

(xxi) describe the spread of

major religious and


including Islam




Theme: Faith






Middle East

















Islam












Factual #18


Factual #19


Factual #20


Factual #21


Factual #22


Factual #23


Factual #24


Factual #25


Factual #27


Conceptual #13


Conceptual #14


Conceptual #15


Conceptual #16


Conceptual #17


Conceptual #18


Founding of Islam









including Buddhism,



Sikhism, and the

development of

monotheism

(xxii) describe the spread of

major religious and


including Judaism




Theme: Faith



Levant




and Mosque


East






Factual #26


Conceptual #1








including Buddhism,



Sikhism, and the

development of

monotheism

(xxiii) describe the spread of

major religious and


including Sikhism





Amritsar

Assessment 9781570553004> Art - Sikhism's Golden Temple in

Amritsar, Question #3








including Buddhism,



Sikhism, and the

development of

monotheism

(xxiv) describe the spread

of major religious and



of monotheism




Theme: Faith





Islam






East






Factual #1


Factual #19


Factual #26


Conceptual #1


East




(B) identify examples of

religious influence on

various events referenced

in the major eras of world

history


religious influence on

various events referenced

in the major eras of world

history




Theme: Faith

- Overview Section: Origins of the

Reformation












- Essay: Reformation






Factual #28


Factual #31


Factual #33


Factual #35


Factual #36


Factual #37


Conceptual #22


Conceptual #23


Conceptual #24


Conceptual #27


Conceptual #28





(24) Culture. The student understands the roles of

women, children, and families in different historical

cultures. The student is expected to:

(A) describe the changing

roles of women, children,

and families during major

eras of world history

(i) describe the changing

roles of women during

major eras of world history





Civilizations




- Overview Section: Hinduism



- Overview Section: Women in

Ancient Chinese Society



Civilization

- Overview Section: Women


of Islam

- Overview Section: Islam as a

Religion and a Culture



Europe

- Overview Section: Women in the

Renaissance

Chapter 17: The Early

Development of Japan and Its

People

- Overview Section: Family Life

- Case Studies: Women in Ancient

Egypt; Joan of Arc; Isabella D'Este







World A


Conceptual #14


(Project)


Factual #5

> Essay: The Changing Roles of

Chinese Men and Women

World B


Conceptual #26


Conceptual #27


Factual #6


Conceptual #12


Factual #10


Conceptual #16


Factual #23


Conceptual #20

> Essay: Changing Political Roles

of Chinese Men and Women


Japanese Men and Women

> Essay: Women in the Middle

East: A Study in Contrasts











(ii) describe the changing

roles of children during







- Overview Section: Family and the

Confucian Ideal in China









People







Communism

Overview Section: Family Planning

Chapter 16: Japan: from Defeat to

World Economic Power

Overview Section: Women and the

Family








World A


Factual #20


Factual #27


Factual #28


Factual #29


Conceptual #9


Conceptual #13


Factual #18


Conceptual #20

World B


Factual #6


Conceptual #10


Conceptual #11











(iii) describe the changing

roles of families during







People








Chapter 4: Meiji Restoration

Overview Section(s): Social

Changes

Chapter 16: Japan: from Defeat to

World Economic Power

Overview Section(s): Women and

the Family





World A


Factual #11


Factual #18


Factual #19


Factual #20

World B


Factual #6


Conceptual #10


Conceptual #11







(B) describe the major

influences of women such

as Elizabeth I, Queen

Victoria, Mother Teresa,

Indira Gandhi, Margaret

Thatcher, and Golda Meir

during major eras of world

history


influences of women during





- Case Studies: Isabella D'Este;

Joan of Arc; Women in Ancient

Egypt

- Notable People: Elizabeth I;

Catherine the Great; Marie Curie;

Empress Wu; Joan of Arc; Sor

Juana Ines de la Cruz; Suiko;

Maria Theresa



- Notable People: Victoria I, Mother

Theresa, Indira Gandhi, Margaret

Thatcher, Golda Meir

- Case Study: The Boxer Rebellion


de Mayo


World A

> Project - Additional Projects #1,

#5

World B


(25) Culture. The student understands how the

development of ideas has influenced institutions

and societies. The student is expected to:

(A) summarize the

fundamental ideas and

institutions of Eastern

civilizations that originated

in China and India

(i) summarize the

fundamental ideas of

Eastern civilizations that

originated in China







Cultural Foundations


- Projects: Timeline: The Origins of

Major Civilizations; Timeline: The



Religions





Religions




(A) summarize the




in China and India

(ii) summarize the


Eastern civilizations that

originated in India






Buddhism; The Spread of

Hinduism












(Project)




(A) summarize the




in China and India

(iii) summarize the



in China







Cultural Foundations






Religions


> Essay - Chinese Ethics and

Religions







(A) summarize the




in China and India

(iv) summarize the



in India






Buddhism; The Spread of

Hinduism








> Map: Spread of Buddhism,

Question #1





(Project)




(B) summarize the


institutions of Western


in Greece and Rome

(i) summarize the


Western civilizations that

originated in Greece





Civilization


from Ancient Greece; Athens;

Philosophy; Science and

Technology


Greeks


Ancient Greeks







(B) summarize the




in Greece and Rome

(ii) summarize the


Western civilizations that

originated in RomeInstruction 9781570553004





from Ancient Rome; The Pax


the Roman Empire


Rome




Civilization




(B) summarize the




in Greece and Rome

(iii) summarize the



in Greece





Civilization


from Ancient Greece; Athens;

Philosophy; Science and

Technology


Greeks


Ancient Greeks




(B) summarize the




in Greece and Rome

(iv) summarize the



in RomeInstruction 9781570553004





from Ancient Rome; The Pax


the Roman Empire


Rome




Civilization







(C) explain the relationship

among Christianity,

individualism, and growing

secularism that began with

the Renaissance and how

the relationship influenced

subsequent political

developments

(i) explain the relationship

among Christianity,



the Renaissance




Chapter 11: Europe After the Fall

of Rome



Europe

- Overview Section: Humanism








Conceptual #29


Factual #4


Conceptual #1


Conceptual #5


Conceptual #11


Conceptual #14




(C) explain the relationship

among Christianity,



the Renaissance and how

the relationship influenced


developments

(ii) explain how the

relationship influenced


developments





Europe

- Overview Section: Origins of the

Reformation












Factual #21


Factual #23


Conceptual #1


Conceptual #5


Conceptual #14


Conceptual #27




(D) explain how Islam

influences law and

government in the Muslim

world

(i) explain how Islam

influences law in the Muslim

world





the Middle East

Overview Sections: Religion ;

Middle East Society ; The


Middle East ; Political Problems ;

Economic Problems



in the 21st Century




(D) explain how Islam

influences law and

government in the Muslim

world

(ii) explain how Islam

influences government in

the Muslim world





the Middle East

Overview Sections: Religion ;

Middle East Society ; The


Middle East ; Political Problems ;

Economic Problems



in the 21st Century




(26) Culture. The student understands the

relationship between the arts and the times during

which they were created. The student is expected

to:

(A) identify significant

examples of art and

architecture that

demonstrate an artistic ideal

or visual principle from

selected cultures

(i) identify significant

examples of art that



selected cultures




- Art: Egyptian Artifacts

- Project: Art Appreciation


Greeks


> Project - Art Appreciation

(Project)


Ancient Greeks




to:

(A) identify significant

examples of art and

architecture that



selected cultures

(ii) identify significant

examples of architecture

that demonstrate an artistic

ideal or visual principle from

selected cultures






Greeks


Ancient Greeks




to:

(B) analyze examples of

how art, architecture,

literature, music, and drama

reflect the history of the

cultures in which they are

produced

(i) analyze examples of how

art reflect[s] the history of

the cultures in which [it is]

producedInstruction 9781570553004



- Art: Egyptian Artifacts

- Project: Art Appreciation


Greeks


> Project - Art Appreciation

(Project)


Ancient Greeks







to:






produced

(ii) analyze examples of

how architecture reflect[s]

the history of the cultures in

which [it is] produced Instruction 9781570553004






Greeks



Ancient Greeks


(Project)




to:






produced

(iii) analyze examples of

how literature reflect[s] the

history of the cultures in

which [it is] produced




Chapter 25: Nineteenth Century

European Culture

- Overview Section: Art, Literature,

Architecture, and Music














- Documents: Epic of Gilgamesh;

Work of Omar Khayyam



- Documents: The Mysterious

White Man; Work of Naguib

Mahfouz





World A


Factual #2


Factual #3


Factual #5


Factual #6


Factual #7


Factual #10


Conceptual #2


Conceptual #3


Conceptual #5


Conceptual #6


Conceptual #7


Conceptual #8


Conceptual #10







to:






produced

(iv) analyze examples of

how music reflect[s] the







European Culture












Transition

Overview Section: Popular Culture

- Art: The Snake Charmer of India;

People of Latin America



World A


Factual #11


Factual #12


Conceptual #14


Conceptual #15


Conceptual #16


Conceptual #17

World B

- Project: Additional Projects #1







to:






produced

(v) analyze examples of

how drama reflect[s] the







Europe


Literature



European Culture




- Document: Transcendent

Literature



Factual #10


Conceptual #6

> Document - Transcendent

Literature, Questions #1, 2




to:

(C) identify examples of art,

music, and literature that

transcend the cultures in

which they were created

and convey universal

themes

(i) identify examples of art

that transcend the cultures

in which they were created




- Art: Egyptian Artifacts; England -

Stonehenge; Egypt - Pyramids;

Central America - Mayan Pyramid;

Greece - Parthenon; Latin

American Artifacts; The Art of

Japan - 1; 'The Harvest'; Renoir

and Gauguin


> Art - Egyptian Artifacts,

Questions #1, 4


Question #1

> Art - The Art of Japan - 1,

Question #2

> Art - 'The Harvest', Question #4

> Art - Renoir and Gauguin,

Question #3







to:






themes


music that transcend the

cultures in which they were

created





European Culture











Chapter 14: Altered and Changing


Overview Section: Social and

Cultural Developments


World A


Factual #11


Factual #12


Conceptual #14


Conceptual #15


Conceptual #16


Conceptual #17

> Project - Additional Projects #22







to:






themes


literature that transcend the

cultures in which they were

createdInstruction 9781570553004



- Documents: Work of Omar

Khayyam; Transcendent Literature

Assessment 9781570553004> Document - Transcendent

Literature, Questions #1, 2, 3




to:






themes

(iv) identify examples of art

that convey universal

themesInstruction 9781570553004



- Art: 'The Harvest'

Assessment 9781570553004> Art - 'The Harvest', Questions #3,

4




to:






themes

(v) identify examples of

music that convey universal

themesInstruction 9781570553004



- Art: Austria - Statues

- Notable People: Johann

Sebastian Bach; Ludwig von

Beethoven; Wolfgang Amadeus

Mozart

Assessment 9781570553004> Project - Additional Projects #22




to:






themes

(vi) identify examples of

literature that convey

universal themesInstruction 9781570553004



- Documents: Epic of Gilgamesh;

Transcendent Literature




Assessment 9781570553004> Document - Transcendent

Literature, Question #4

(27) Science, technology, and society. The

student understands how major scientific and

mathematical discoveries and technological

innovations affected societies prior to 1750. The


(A) identify the origin and

diffusion of major ideas in

mathematics, science, and

technology that occurred in

river valley civilizations,

classical Greece and Rome,

classical India, and the

Islamic caliphates between

700 and 1200 and in China

from the Tang to Ming

dynasties

(i) identify the origin of

major ideas in mathematics

that occurred in river valley

civilizations





Civilizations

- Overview Section: First

Civilizations


- Tutorial: Math and Technology in

the River Valley Civilizations

(Egyptian Mathematics; The

Pythagorean Theorem)



Conceptual #2

> Tutorial - Math and Technology in



Pythagorean Theorem), All

Questions
















dynasties

(ii) identify the origin of


that occurred in classical

Greece





Civilization

- Overview Section: Science and

Technology

- Tutorial: Greek Accomplishments

in Science, Technology, and

Mathematics (Thales of Miletu;

Pythagoras of Samos; Mathematics

in the Age of Pericles; Zeno's

Paradoxes; The Golden Age of

Greek Math; More on Archimedes)





> Tutorial - Greek

Accomplishments in Science,

Technology, and Mathematics

(Thales of Miletu; Pythagoras of

Samos; Mathematics in the Age of

Pericles; Zeno's Paradoxes; The

Golden Age of Greek Math; More

on Archimedes), All Questions
















dynasties

(iii) identify the origin of



Rome






from Ancient Rome



Mathematics (Greek Influence on

Islamic Scholars)


> Tutorial - Greek



(Greek Influence on Islamic

Scholars), Questions #1, 2
















dynasties

(iv) identify the origin of



India





- Overview Section: The Gupta

Dynasty


- Tutorial: Ancient Indian Science

and Mathematics (The Earliest

Known Examples of Indian

Mathematics; Indian Astronomical

Mathematics; Indian Trigonometry

and Algebra)






Conceptual #31

> Tutorial - Ancient Indian Science



Mathematics; Indian Astronomical


and Algebra), All Questions
















dynasties

(v) identify the origin of


that occurred in the Islamic

caliphates between 700 and

1200





Conceptual #12

- Tutorial: Science, Mathematics,

and Technology in the Islamic

Caliphates (al-Khwarizmi; Other

Islamic Mathematicians of Note



Conceptual #12

> Tutorial - Science, Mathematics,



Islamic Mathematicians of Note)),

All Questions



















dynasties

(vi) identify the origin of


that occurred in China from

the Tang to Ming dynasties





- Overview Section: Contributions

of the Ming

- Tutorial: Ancient Chinese

Science, Technology, and

Mathematics (Difficulties in Dating

Chinese Mathematics; Chui-chang

suan-shu; Mathematicians in the

Song Dynasty and Yuan Dynasty)


> Tutorial - Ancient Chinese



Chinese Mathematics; Chui-chang

suan-shu; Mathematicians in the

Song Dynasty and Yuan Dynasty),

All Questions
















dynasties

(vii) identify the origin of

major ideas in science that

occurred in river valley

civilizations





Civilizations

- Overview Section: First

Civilizations


the River Valley Civilizations (The

Bronze Age; Egyptian Technology)




Bronze Age; Egyptian Technology),

All Questions



















dynasties

(viii) identify the origin of


occurred in classical

Greece





Civilization


Technology



Mathematics (Advances in the

Hellenistic Age)



Diffusion

> Tutorial - Greek



(Advances in the Hellenistic Age),

Questions #1, 2
















dynasties

(ix) identify the origin of


occurred in classical Rome






from Ancient Rome




Islamic Scholars)




Civilization

> Tutorial - Greek























dynasties

(x) identify the origin of


occurred in classical India






Dynasty



and Mathematics (Ancient Indian

Astronomy; Ancient Indian Science

and Medicine)



Conceptual #30




and Medicine), All Questions
















dynasties

(xi) identify the origin of


occurred in the Islamic


1200






Caliphates (al-Khwarizmi; Doctors:

Al-Razi and Ibn Sina; Other Islamic

Mathematicians of Note; Islamic

Science and Technology)




Caliphates (al-Khwarizmi; Doctors:

Al-Razi and Ibn Sina; Other Islamic


Science and Technology), All

Questions



















dynasties

(xii) identify the origin of


occurred in China from the

Tang to Ming dynasties






of the Ming



Mathematics (Chinese Science;

Chinese Medicine)





Chinese Medicine), All Questions
















dynasties

(xiii) identify the origin of

major ideas in technology


civilizations





- Overview Section: The Indus

Valley Civilization


Factual #5



Bronze Age; The Babylonians;

Egyptian Technology)



Factual #5



Bronze Age; The Babylonians;

Egyptian Technology), All

Questions



















dynasties

(xiv) identify the origin of



Greece





Civilization


Technology




Mathematics (The Golden Age of

Greek Math; More on Archimedes)



Factual #19

> Tutorial - Greek


Technology, and Mathematics (The

Golden Age of Greek Math; More

on Archimedes), All Questions
















dynasties

(xv) identify the origin of



Rome







Islamic Scholars)


> Tutorial - Greek























dynasties

(xvi) identify the origin of



India






Science and Medicine)




Science and Medicine), Questions

#1, 2, 3
















dynasties

(xvii) identify the origin of




1200






Caliphates (Islamic Science and

Technology)





Technology), Questions #1, 2



















dynasties

(xviii) identify the origin of









of the Ming



Mathematics (Chinese Medicine;

Technological Inventions from the

8th to the 11th Century)



> Essay - Early Chinese

Innovations





8th to the 11th Century), All

Questions
















dynasties

(xix) identify the diffusion of



civilizations





Civilizations


- Tutorials: Math and Technology in



Pythagorean Theorem); Greek



(Thales of Miletus; Pythagoras of

Samos); Science, Mathematics,


Caliphates (al-Khwarizmi)








Pythagorean Theorem), All

Questions

> Tutorial - Greek



(Thales of Miletus; Pythagoras of

Samos), All Questions



Caliphates (al-Khwarizmi),

Questions #1, 2
















dynasties

(xx) identify the diffusion of



Greece





Civilization

- Tutorials: Greek




Scholars); Science, Mathematics,


Caliphates (Umayyad Dynasty

Preservation and Abbasid Dynasty

Innovation; al-Khwarizmi); Ancient

Indian Science and Mathematics

(Indian Astronomical Mathematics)






Diffusion

> Tutorial - Greek









Innovation; al-Khwarizmi), All

Questions


and Mathematics (Indian

Astronomical Mathematics),

Questions #1, 2
















dynasties

(xxi) identify the diffusion of



Rome







Islamic Scholars)


> Tutorial - Greek























dynasties

(xxii) identify the diffusion of



India




- Tutorials: Ancient Indian Science




and Algebra); Science,

Mathematics, and Technology in

the Islamic Caliphates (Umayyad

Dynasty Preservation and Abbasid

Dynasty Innovation; al-Khwarizmi)






and Algebra), All Questions





Innovation; al-Khwarizmi), All

Questions
















dynasties

(xxiii) identify the diffusion

of major ideas in

mathematics that occurred

in the Islamic caliphates

between 700 and 1200







Islamic Mathematicians of Note;

The Impact of Islamic Scholars on

European Mathematicians)








Islamic Mathematicians of Note;

The Impact of Islamic Scholars on

European Mathematicians), All

Questions
















dynasties

(xxiv) identify the diffusion

of major ideas in

mathematics that occurred

in China from the Tang to

Ming dynasties






of the Ming

- Tutorials: Ancient Chinese



Chinese Mathematics); Ancient

Indian Science and Mathematics

(Ancient Indian Astronomy; Ancient

Indian Science and Medicine)





Chinese Mathematics), Questions

#1, 2























dynasties

(xxv) identify the diffusion of


occurred in river valley

civilizations





Civilizations


- Tutorials: Math and Technology in


Bronze Age, Egyptian Technology);

Ancient Indian Science and

Mathematics (Ancient Indian

Astronomy)




Bronze Age, Egyptian Technology),

All Questions



Astronomy), Questions #1, 2
















dynasties

(xxvi) identify the diffusion

of major ideas in science


Greece




- Tutorials: Greek








Innovation; Doctors: Al-Razi and

Ibn Sina; Islamic Science and

Technology); Ancient Indian

Science and Mathematics (Ancient

Indian Astronomy)





> Tutorial - Greek









Innovation; Doctors: Al-Razi and

Ibn Sina; Islamic Science and

Technology), All Questions



Astronomy), Questions #1, 2
















dynasties

(xxvii) identify the diffusion



Rome







Islamic Scholars)


> Tutorial - Greek























dynasties

(xxviii) identify the diffusion



India






Dynasty




and Medicine)





















dynasties

(xxix) identify the diffusion




1200






Caliphates (Doctors: Al-Razi and

Ibn Sina; Other Islamic


Science and Technology)




Caliphates (Doctors: Al-Razi and

Ibn Sina; Other Islamic


Science and Technology), All

Questions



















dynasties

(xxx) identify the diffusion of


occurred in China from the

Tang to Ming dynasties





- Overview Sections: Contributions

of the Ming; Zheng He and the

Expansion of Chinese Trade;

European Traders Come to China

- Tutorials: Ancient Chinese



Chinese Medicine); Ancient Indian

Science and Mathematics (Ancient

Indian Astronomy; Ancient Indian

Science and Medicine)





Chinese Medicine), All Questions




















dynasties

(xxxi) identify the diffusion

of major ideas in technology


civilizations





Civilizations




Bronze Age, The Babylonians;

Egyptian Technology)




Bronze Age, The Babylonians;

Egyptian Technology), All

Questions



















dynasties

(xxxii) identify the diffusion



Greece




- Tutorials: Greek








Innovation; Islamic Science and

Technology)


> Tutorial - Greek









Innovation; Islamic Science and

Technology), All Questions
















dynasties

(xxxiii) identify the diffusion



Rome







Islamic Scholars)






> Art - Rome - Colosseum,

Question #1

> Tutorial - Greek




















dynasties

(xxxiv) identify the diffusion



India







and Medicine)





















dynasties

(xxxv) identify the diffusion




1200







Technology)








Technology), Questions #1, 2
















dynasties

(xxxvi) identify the diffusion








- Overview Sections: Contributions

of the Ming; Zheng He and the

Expansion of Chinese Trade;

European Traders Come to China





8th to the 11th Century)



> Essay - Early Chinese

Innovations





8th to the 11th Century), All

Questions






(B) summarize the major

ideas in astronomy,

mathematics, and

architectural engineering

that developed in the Maya,

Inca, and Aztec civilizations

(i) summarize the major

ideas in astronomy that

developed in the Maya

civilization Instruction 9781570553004





Maya)




Maya), Questions #1, 2, 3










ideas in astronomy,

mathematics, and




(ii) summarize the major


developed in the Inca

civilizationInstruction 9781570553004




Civilizations

- Overview Section: Incas: Religion,

Culture, and Technology



Inca)




Inca), Questions #1, 2, 3







ideas in astronomy,

mathematics, and




(iii) summarize the major


developed in the Aztec






Aztecs)




Aztecs), Questions #1, 2







ideas in astronomy,

mathematics, and




(iv) summarize the major

ideas in mathematics that

developed in the Maya

civilization





Civilizations

- Overview Section: Mayas:

Religion, Culture, and Technology



Maya)


Pyramid





> Art - Central America - Mayan

Pyramid, Question #2










ideas in astronomy,

mathematics, and




(v) summarize the major


developed in the Inca






Inca)











ideas in astronomy,

mathematics, and




(vi) summarize the major


developed in Aztec






Aztecs)














ideas in astronomy,

mathematics, and




(vii) summarize the major

ideas in architectural

engineering that developed

in the Maya civilization





Civilizations

- Overview Section: Mayas:

Religion, Culture, and Technology



Maya)


Pyramid


> Art - Central America - Mayan

Pyramid, Question #1










ideas in astronomy,

mathematics, and




(viii) summarize the major



in the Inca civilization





Civilizations

- Overview Section: Incas: Religion,

Culture, and Technology



Inca)

- Art: Peru - Inca City


> Art - Peru - Inca City, Question

#1










ideas in astronomy,

mathematics, and




(ix) summarize the major



in the Aztec civilization Instruction 9781570553004





Aztecs)














the printing press on the

Renaissance and the

Reformation in Europe


printing press on the

Renaissance in Europe Instruction 9781570553004




- Notable People: Johannes

Gutenberg

Assessment 9781570553004> Art - Printing Press, Question #1







the printing press on the

Renaissance and the

Reformation in Europe


printing press on the

Reformation in Europe Instruction 9781570553004




- Notable People: Johannes

Gutenberg

Assessment 9781570553004> Art - Printing Press, Question #2









(D) describe the origins of

the Scientific Revolution in

16th century Europe and

explain its impact on

scientific thinking worldwide

(i) describe the origins of


16th century Europe





Europe



Revolution








- Chapter Glossary: Scientific

Revolution




centuries)




Factual #27


Factual #28


Factual #29


Factual #30


Conceptual #28


Conceptual #29


Conceptual #30


Conceptual #2









(D) describe the origins of


16th century Europe and

explain its impact on


(ii) explain its impact on






Europe



Revolution




- Chapter Glossary: Scientific

Revolution




centuries)




Factual #30


Conceptual #29


Conceptual #30


Conceptual #2






(E) identify the

contributions of significant

scientists such as

Archimedes, Copernicus,

Eratosthenes, Galileo,

Pythagoras, Isaac Newton,

and Robert Boyle

(i) identify the contributions

of significant scientists





Europe



Revolution




- Notable People: Archimedes;

Nicolaus Copernicus; Galileo

Galilei; Sir Isaac Newton






Factual #30


Conceptual #29


Conceptual #30




innovations have affected societies from 1750 to

the present. The student is expected to:

(A) explain the role of

textile manufacturing and

steam technology in

initiating the Industrial

Revolution and the role of

the factory system and

transportation technology in

advancing the Industrial

Revolution

(i) explain the role of textile

manufacturing in initiating






Revolution




Revolution





Factual #4


Factual #5








steam technology in






Revolution

(ii) explain the role of steam

technology in initiating the






Revolution

- Overview Section: Causes of the



- Project: Technology


Factual #7











steam technology in






Revolution

(iii) explain the role of the

factory system in advancing






Revolution




Revolution








Factual #1


Factual #4


Factual #9


Conceptual #8


Revolution








steam technology in






Revolution

(iv) explain the role of



Revolution





Revolution




Revolution





Factual #8


Conceptual #9


Revolution










military technology,

transportation technology,

communication technology,

and medical advancements

in initiating and advancing

19th century imperialism


military technology in

initiating and advancing

19th century imperialismInstruction 9781570553004




Africa and Asia

Overview Section: Reasons for





> Essay: Nineteenth-Century























Africa and Asia

Overview Sections: Reasons for

European Imperialism ; Impact of

Imperialism

- Map: Southern Africa - 1899

- Map: Africa - 1914


Asia

- Project: Suez Canal


> Essay: Imperialism in Africa and

Asia
















communication technology






Africa and Asia








> Essay: Why Was Europe

Fascinated with the Middle East?














medical advancements in






Africa and Asia





> Essay: Why Was Europe

Fascinated with the Middle East?






(C) explain the effects of

major new military

technologies on World War

I, World War II, and the

Cold War

(i) explain the effects of

major new military


IInstruction 9781570553004






War





Factual #12


Factual #13


World War I










major new military



Cold War

(ii) explain the effects of

major new military


II Instruction 9781570553004






War




Conceptual #21

> Essay: The Methods and Tools of

War: 1939-1945







major new military



Cold War

(iii) explain the effects of

major new military

technologies on the Cold

War





War

Overview Section: The Cold War

after Stalin


Global Problems

Overview Sections: Promises and

Perils of Nuclear Energy; Nuclear

Weapons and Disarmament


#5, #6, #7, #8, #12






#3, #6, #7, #9, #11, #12, #23












Factual #4


Factual #9


Factual #10


Factual #11


Conceptual #2


Conceptual #8


Conceptual #10


Chronological #1


(Activity #5)






(D) explain the role of

telecommunication

technology, computer

technology, transportation

technology, and medical

advancements in

developing the modern

global economy and society

(i) explain the role of

telecommunication

technology in developing

the modern global economy





Global Problems

Overview Section: The Information

Age




Web



Factual #15


Factual #17










telecommunication




advancements in



(ii) explain the role of

computer technology in


global economy





Global Problems


Age








Web



Factual #14


Factual #15


Factual #16


Factual #17


Factual #28


Conceptual #29







telecommunication




advancements in



(iii) explain the role of



global economy





Global Problems

Overview Sections: Global

Economy; The Global Trade

Architecture




Factual #32











telecommunication




advancements in



(iv) explain the role of


developing modern global

economy





Global Problems

Overview Section: Medical

Breakthroughs




Region



Factual #20


Conceptual #32


Region, Question #4







telecommunication




advancements in



(v) explain the role of

telecommunication

technology in developing

the modern global society





Global Problems


Age




Web



Factual #15


Factual #17










telecommunication




advancements in



(vi) explain the role of

computer technology in

developing modern global

society





Global Problems


Age








Web



Factual #14


Factual #15


Factual #16


Factual #17


Factual #28


Conceptual #29







telecommunication




advancements in



(vii) explain the role of



global society





Global Problems

Overview Section: Global

Economy; The Global Trade

Architecture




Factual #32











telecommunication




advancements in



(viii) explain the role of



global society





Global Problems

Overview Section(s): Medical

Breakthroughs




Region



Factual #20


Conceptual #32


Region, Question #4






(E) identify the


scientists and inventors

such as Marie Curie,

Thomas Edison, Albert

Einstein, Louis Pasteur, and

James Watt

(i) identify the contributions

of significant scientists




- Notable People: Louis Pasteur




Conceptual #3


- Notable People: Marie Curie,

Albert Einstein


World B


Conceptual #3









(E) identify the


scientists and inventors

such as Marie Curie,

Thomas Edison, Albert

Einstein, Louis Pasteur, and

James Watt

(ii) identify the contributions

of significant inventors




- Notable People: James Watt



- Notable People: Thomas Edison


Conceptual #29


World B


Conceptual #29

(29) Social studies skills. The student applies

critical-thinking skills to organize and use

information acquired from a variety of valid

sources, including electronic technology. The


(A) identify methods used

by archaeologists,

anthropologists, historians,

and geographers to analyze

evidence

(i) identify methods used by

archaeologists to analyze

evidence





Factual #2


Factual #5


Conceptual #4


Conceptual #5

- Project: Understanding History

- Internet Project: Archaeological

Dig Notes



archaeologist (chapter 1)


Factual #2


Factual #5


Conceptual #4


Conceptual #5

> Project - Understanding History

(Project)

> Internet Project - Archaeological

Dig Notes (Project)










by archaeologists,



evidence

(ii) identify methods used by

anthropologists to analyze

evidence Instruction 9781570553004




Factual #1




Factual #1


anthropologist (chapter 1)


(Project)







by archaeologists,



evidence

(iii) identify methods used

by historians to analyze





Assessment 9781570553004> Project - Understanding History

(Project)







by archaeologists,



evidence

(iv) identify methods used

by geographers to analyze







geographer (chapter 1)


(Project)









(B) explain how historians,

when examining sources,

analyze frame of reference,

historical context, and point

of view to interpret historical

events

(i) explain how historians,


analyze frame of reference

to interpret historical events Instruction 9781570553004





(Project)











events

(ii) explain how historians,


analyze historical context to

interpret historical events Instruction 9781570553004





(Project)











events

(iii) explain how historians,


analyze point of view to

interpret historical events Instruction 9781570553004





(Project)









(C) explain the differences

between primary and

secondary sources and

examine those sources to



of view

(i) explain the differences

between primary and

secondary sources




- Project: Researching Current

Events

- Document: Indictment of

Slobodan Milosevic

- Art: Berlin Wall

- Map: Southern Africa - 1899

- Case Study: The Nuremberg

Trials



> Document: Indictment of

Slobodan Milosevic, Question # 1

> Art: Berlin Wall, Question # 3

> Case Study: The Nuremberg

Trials, Question # 3







between primary and





of view

(ii) examine those sources

to analyze frame of

reference




- Primary Sources:

- Documents

- Tutorials (some)

- Art (some)

- Example:

- Secondary Sources:

- Overviews

- Case Studies

- Graphs/Charts

- Maps

- Example:


- Documents: Justinian Code;

Essay on the Principle of

Population


Region, 1750 vs. 1850





> Document - Justinian Code,

Question #1

> Document - Essay on the

Principle of Population, Question

#1

> Case Study - Mandate of

Heaven, Question #2



Question #3







between primary and





of view

(iii) examine those sources

to analyze historical context




- Primary Sources:

- Documents

- Tutorials (some)

- Art (some)

- Example:


- Overviews

- Case Studies

- Graphs/Charts

- Maps

- Example:


Civilizations (Overview)

- Documents: Code of Hammurabi;

Second Treatise of Government



> Document - Code of Hammurabi,

Question #1

> Document - Second Treatise of

Government, Question #1


Question #3










between primary and





of view

(iv) examine those sources

to analyze point of view




- Primary Sources:

- Documents

- Tutorials (some)

- Art (some)

- Example:


- Overviews

- Case Studies

- Graphs/Charts

- Maps

- Example:

- Case Study: Women in Ancient

Egypt


Historians; Remarks of Simon

Bolivar



> Document - Early Greek

Historians, Question #2

> Document - Remarks of Simon

Bolivar, Question #1

> Case Study - Women in Ancient

Egypt, Question #3


Question #3






(D) evaluate the validity of

a source based on

language, corroboration

with other sources, and

information about the author

(i) evaluate the validity of a

source based on language




- Document: Early Greek Historians



- Document: Yeltsin's Speeches


World A

> Document - Early Greek

Historians, Question #2

World B

> Document: Yeltsin's Speeches,

Question # 4










a source based on




(ii) evaluate the validity of a

source based on

corroboration with other

sources Instruction 9781570553004



- Document: History of the Indies



- Document: Nasser on Pan-

Arabism


World A

> Document - History of the Indies,

Question #2

World B

> Document: Nasser on Pan-

Arabism, Question # 1







a source based on




(iii) evaluate the validity of a

source based on







Bolivar



- Document: Mein Kampf



World A

> Document - Remarks of Simon

Bolivar, Question #4

World B

> Document: Mein Kampf,

Question # 2









(E) identify bias in written,

oral, and visual material

(i) identify bias in written

material





- Document: Ancient Egypt and

Kush


- Project: Bias in Words


World A

> Document - Ancient Egypt and

Kush, Question #2

World B

- Project: Bias in Words (Bias in

Advertisements Question #1 and

Project)








(ii) identify bias in oral

material








Colonialism

- Document: Yeltsin's Speeches


World A

> Document - Analects of

Confucius, Question #1

World B


Colonialism, Question # 1

- Document: Yeltsin's Speeches,

Question # 3











(iii) identify bias in visual

material




- Art: The Art of Japan - 2; Italy -

Statues



- Project: Stereotypes in Cartoons


World A

> Art - Italy - Statues, Question #1

World B

- Project: Stereotypes in Cartoons

(Questions #1, 2, 4; Project)






(F) analyze information by

sequencing, categorizing,

identifying cause-and-effect

relationships, comparing,

contrasting, finding the main

idea, summarizing, making

generalizations and

predictions, drawing

inferences and conclusions,

and developing connections

between historical events

over time

(i) analyze information by

sequencing




- Projects: Timeline: The

Development of Major Religions;

Timeline: Greece and Rome;

Timeline: The Origins of Major

Civilizations; Timeline: Significant

Dates in History








World A



(Project)

> Project - Timeline: Significant

Dates in History (Project)

World B

- Project: Arab Spring (Project;

Question)












generalizations and





over time

(ii) analyze information by

categorizing




- Project: Categorizing

Assessment 9781570553004 > Project - Categorizing (Project)















generalizations and





over time

(iii) analyze information by


relationships





Assessment 9781570553004 > Project - Technology (Project)












generalizations and





over time

(iv) analyze information by

comparing





Statistics




Statistics, Question #3


(Project)


















generalizations and





over time

(v) analyze information by

contrasting





Statistics




Statistics, Question #3


(Project)















generalizations and





over time

(vi) analyze information by

finding the main idea




- Essay-writing activities

- Example:

- Tutorial: How to Write an Essay

(Thesis Statement)









World A


World B













generalizations and





over time

(vii) analyze information by

summarizing




- Essay-writing activities

- Example:


(The Conclusion)






World A


World B
















generalizations and





over time

(viii) analyze information by

making generalizations and

predictions





Architecture





World A

> Art - European Church


World B


Process (Project)












generalizations and





over time

(ix) analyze information by

drawing inferences and

conclusions







Process (Project)















generalizations and





over time

(x) analyze information by

developing connections


over time




- Graph/Chart: Timeline of African

Kingdoms

- Projects: Timeline: The

Development of Major Religions;

Timeline: Greece and Rome;

Timeline: The Origins of Major

Civilizations; Timeline: Significant

Dates in History





World A



(Project)

> Project - Timeline: Greece and

Rome (Project)



> Project - Timeline: Significant

Dates in History (Project)

> Graph/Chart - Timeline of African

Kingdoms, Question #2

World B


(Project)






(G) construct a thesis on a

social studies issue or event

supported by evidence

(i) construct a thesis on a

social studies issue or event

supported by evidence Instruction 9781570553004






(Project)









(H) use appropriate reading

and mathematical skills to

interpret social studies

information such as maps

and graphs

(i) use appropriate reading

skills to interpret social

studies information




- Overviews

- Tutorials

- Case Studies

- Documents

- Example:




Inca)


Kingdoms




Inca), Question #3

> Case Study - The Crusades,

Question #1

> Document - Ancient West African







(H) use appropriate reading

and mathematical skills to


information such as maps

and graphs

(ii) use appropriate

mathematical skills to


information






- Interpret Graphs and Charts

- Example:


Region, 1750 vs. 1850



- Graph/Chart: Middle East Crude

Oil Reserves

- Tutorial: Data Visualizations:

Charts, Graphs, and Tables (Pie

Charts)





World A


#15



Question #2

World B

> Tutorial - Data Visualizations:

Charts, Graphs, and Tables (Pie

Charts), Question #1

> Graph/Chart: Middle East Crude

Oil Reserves, Question #1

(30) Social studies skills. The student

communicates in written, oral, and visual forms.


(A) use social studies

terminology correctly

(i) use social studies

terminology correctly




- Master Glossary

- Chapter Glossaries

- Example:

- Master Glossary: caliph



- Master Glossary: shogun


(Final Notes - Proofreading)


World A

> Vocabulary Flashcard - caliph

(chapter 10)

World B

> Vocabulary Flashcard - shogun

(chapter 4)







(B) use standard grammar,

spelling, sentence structure,

and punctuation

(i) use standard grammar




- Use in Essays and Activities

involving short answer questions

(Case Studies, Documents,

Graphs/Charts, Maps, etc.)

- Example:


(Final Notes)


World A


Revolution

> Tutorial - How to Write an Essay

(Final Notes), Question #1

World B







and punctuation

(ii) use standard spelling








- Example:


(Final Notes)


World A


Revolution



World B










and punctuation

(iii) use standard sentence

structure








- Example:


(Final Notes)


World A


Revolution



World B







and punctuation

(iv) use standard

punctuation








- Example:


(Final Notes)


World A


Revolution



World B








(C) interpret and create

written, oral, and visual

presentations of social

studies information

(i) interpret written


studies information





Civilizations


- Case Study: Women in Ancient

Egypt




Chapter 2: Changing Political


Overview Section: all

- Case Study: Communist

Manifesto

- Document - Communist Manifesto


World A

> Document - Code of Hammurabi,

Question #3

World B

> Document - Communist

Manifesto, Questions #2, 3







studies information

(ii) interpret oral


studies information





Civilization

- Overview Section: Early Human

Evolution (Listen to the audio by

clicking the play button)



Chapter 1: Impact of Nationalism

Overview Section: The Effects of

the Congress of Vienna (Listen to

the audio by clicking the play

button)


World B


#25










studies information

(iii) interpret visual


studies information





- Graph/Chart: Timeline of African

Kingdoms

- Map: Climate Zones of Latin

America

- Art: Greece - Parthenon


- Art: Lenin and Trotsky


Europe, 1846-1932

- Map: China: Foreign Influences


World A

> Graph/Chart - Timeline of African


> Map - Climate Zones of Latin

America, Question #2

World B

> Map: China: Foreign Influences,

Question # 1







studies information

(iv) create written


studies information







- Projects: Contemporary Political

Issues; Flowcharts





World A

> Project - Additional Projects # 1,

# 4, #12

- Project: Technology (Project;

Essay)

World B

> Project: Additional Projects # 2,

#4, #26

> Project: Contemporary Political

Issues (Project; Additional Project)

> Project: Flowcharts (Project)







studies information

(v) create oral presentations

of social studies information







- Project: Flowcharts


World A


#8

> Project: Thematic Map: Eurasia

(Project)

World B


#10, #24

> Project: Flowcharts (Project)







studies information

(vi) create visual


studies informationInstruction 9781570553004




Models





World A


Models (Project)

World B

- Project: Additional Projects # 3




(D) transfer information

from one medium to

another

(i) transfer information from

one medium to another Instruction 9781570553004




Models


World A


Models (Project)

World B

- Project: Additional Projects #1,

#6, #8, #25

(31) Social studies skills. The student uses

problem-solving and decision-making skills,

working independently and with others, in a variety

of settings. The student is expected to:

(A) use a problem-solving

process to identify a

problem, gather information,

list and consider options,

consider advantages and

disadvantages, choose and

implement a solution, and

evaluate the effectiveness

of the solution

(i) use a problem-solving


problem, gather information,

list and consider options,

consider advantages and

disadvantages, choose and

implement a solution, and

evaluate the effectiveness

of the solution





(13 alternatives presented)


- Project: Decision-Making

Process (13 alternatives

presented)

- Project: Flowcharts (Project)




(31) Social studies skills. The student uses

problem-solving and decision-making skills,

working independently and with others, in a variety

of settings. The student is expected to:

(B) use a decision-making


situation that requires a

decision, gather

information, identify options,

predict consequences, and

take action to implement a

decision

(i) use a decision-making


situation that requires a

decision, gather

information, identify options,

predict consequences, and

take action to implement a

decision





(13 alternatives presented)


- Project: Decision-Making

Process (13 alternatives

presented)

- Project: Flowcharts (Project)
