Prentice Hall World History, Survey Edition © 2007 …assets.pearsonschool.com/.../MN_WorldHistory_Survey_2007.pdfCHAPTER 3 A. Beginnings of Human Society and Early Civilizations,

Prentice Hall World History, Survey Edition © 2007Correlated to:

Minnesota Academic Standards in History and Social Studies(Grades 9-12)

MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES

PAGE(S) WHERE TAUGHT(If submission is not a text, cite

appropriate resource(s))

1. Students will analyze the biological, cultural, geographic, and environmental processes that gave rise to the earliest human communities.

SE/TE: 1, 6-10, 11, 12, 13, 14, 24-25, 26-27

TR: Unit 1: p. 2, 5, 6-11; Skills Handbook (SH): p. 3; Color Transparency (CT): 1, 2;Note Taking Transparency (NTT): 49B

TECH: Witness History Audio CD (WHA): Donald Johanson

2. Students will describe innovations that gave rise to developed agriculture and permanent settlements and analyze the impact of these changes.

SE/TE: 11-15, 16-19, 20-23, 24-25, 26

TE: 2c

TR: Unit 1: p. 4, 5, 9, 10, 12, 13; NTT: 50; CT: 4, 5, 6

TECH: WEBCODE (WC): nap-0121; WHA: The Daily Grind Begins

1. Fishing, hunting, gathering; nomadic civilizations

SE/TE: 11, 12, 13

TE: 2c, T20

TR: Unit 1: p. 3; CT: 3; Reading and Note Taking Study Guide (RNT): p. 11

2. Stone and wood tools, fire, language, art, agriculture, role of women, pottery, cloth (wool/flax), specialization

SE/TE: 8, 9, 11, 15

TR: Unit 1: p. 5, 9, 10

TECH: WHA: The World’s First Revolution

GRADES 9-12

III. WORLD HISTORY

CHAPTER 1 A. Beginnings of Human Society and Early Civilizations, to 1000 BC

The student will demonstrate knowledge of the earliest human societies and the processes that led to the emergence of agricultural societies around the world.

Benchmarks

CHAPTER 2 Standards

Examples

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology






1. Students will locate various civilizations of the era in time and place, and describe, and, Israel compare the cultures of these various civilizations.

SE/TE: 1, 18, 19, 31, 32-34, 37, 40-41, 57-61, 64, 69, 90, 100; Concept Connector Handbooks (CCH): pp. 1148–1149

TR: Unit 1: p. 13, 20, 28, 32, 33; NTT: 52; CT: 7

TECH: WHA: Ancient Times, Ancient Tunes; WHA: The One God of Judaism

2. Students will analyze the spread of agricultural societies, and population movements.

SE/TE: 31, 40, 44, 45, 48, 56, 64-65, 114

TR: NTT: 51, 54, 62

TECH: WC: nap-0131

1. Egyptian, Mesopotamian, Indus River Valley, Shang Dynasty, Babylonian, Assyrian, Minoan

SE/TE: 18-1936-38, 41-43, 49, 50-56, 68-71, 86-90, 94, 114-115

TR: Unit 1: p. 21-23, 25, 27, 29, 31, 68; SH: p. 3; NTT: 53, 55; CT: 8, 10, 11, 12

TECH: WHA: Establishing the Law; WHA: Book of the Dead; WHA: The Greatest of Gods; WC: 0241

2. Mycenaean, Israel, and various others, Mesopotamia, Egypt, Indus River, China, and the later civilizations of the Middle East, including ancient Israel I

SE/TE: 30-35, 44-48, 68-71, 84-86, 92-93, 115-116

TR: Unit : p. 20, 28, 33, 34; NTT: 54, 57, 70

TECH: WHA: Forgotten Civilization Discovered; WHA: The Gift of the Nile; WC: nap-0311

CHAPTER 4 Standards

Benchmarks

Examples

CHAPTER 3 A. Beginnings of Human Society and Early Civilizations, to 1000 BC

The student will demonstrate knowledge of the major characteristics of civilization and the process of its emergence.







1. Students will locate various civilizations of the era in India, China, Korea and Japan, and describe their structures and interactions.

SE/TE: 70-71, 72, 74, 82, 85, 86, 90, 91, 92-93, 100, 103, 104-105, 107, 111

TR: Unit 1: p. 42, 43, 44, 46, 52, 53; SH: p. 3; NTT: 58, 60; CT: 13, 16

TECH: WC: nap-0331, nap-0351

1. Aryan civilization, Mohenjo-daro, Ashoka, Zhou, Qin and Han dynasties, Yamato, Vedas, Hinduism, Buddha, Buddhism, caste system, Confucius, Confucianism, Laozi, Daoism, precursors to the Great Wall; cultural universals of economic, political, social, religious, philosophical, and technological characteristics

SE/TE: 70-71, 72-73, 74-75, 76-78, 79-82, 83, 84-85, 86-89, 91, 94-96, 96-98, 99, 101-103, 104-107, 108-109; CCH: p. 1167

TR: Unit 1: p. 41, 43, 44, 45, 46, 555, 56-61, 73; SH: p. 3; NTT: 59, 61; CT: 14, 17, 18

TECH: WHA: A New Age in China; WHA: River Waters Bring Salvation

1. Students will locate various African civilizations and describe their structures and ways of living.

SE/TE: 46, 340-341,, 342, 343, 344, 345; CCH: p. 1148

TE: T21

TR: Unit 2: p. 87; RNT: p. 98; NTT: 92; CT: 65

CHAPTER 8 Standards

The student will demonstrate knowledge of ancient African civilizations.

Benchmarks

The student will demonstrate knowledge of ancient civilizations in South and East Asia.

Benchmarks

Examples

CHAPTER 7 B. World Civilizations and Religions, 1000 BC-500 AD


CHAPTER 6 Standards







1. Africa: Kush, Meroe, use of iron, ocean-going trade

SE/TE: 46, 343, 344; CCH: p. 1148

1. Students will locate various Mesoamerican and South American civilizations and describe their structures and ways of living.

SE/TE: 1, 184-185, 186-187, 188-189, 190, 194, 196-200, 202, 206, 207, 208-209; CH: 1148

TR: Unit 1: p. 104, 105, 107-112, 114, 115; SH: p. 3; RNT: p. 58; NTT: 72A, 72B, 73; CT:34, 35, 38

TECH: WC: nap-0611

1. Mesoamerica: Olmecs, Maya, maize cultivation, astronomy and calendars, glyphic writing, monumental building; South America: Chavin, Moche, Nazca; gold, pottery and textiles; monumental building

SE/TE: 1, 186-187, 188-191, 192-193, 194, 195-196, 197-200, 206-207, 208-209

TE: 184c

TR: Unit 1: p. 102, 104, 105, 108-112, 114-115; NTT: 72A, 72B, 73; CT: 33, 34, 35, 38

TECH: WHA: Elite Warriors Uphold an Empire; WHA: Impressive Inca Roads; WHA: Rediscovering the Ancient Maya

Examples


CHAPTER 10 Standards

The student will demonstrate knowledge of ancient Mesoamerican and South American civilizations.

Benchmarks

Examples







1. Students will analyze the influence of geography on Greek economic, social, and political development, and compare the social and political structure of the Greek city-states with other contemporary civilizations.

SE/TE: 118, 119, 121, 123, 124, 128, 129, 130, 136, 142, 146, 147, 181

TE: 112c, T20, T23

TR: Unit 1: p. 74; CT: 21

TECH: WC: nap-0421

2. Students will analyze the influence of Greek civilization beyond the Aegean including the conflicts with the Persian empire, contacts with Egypt and South Asia, and the spread of Hellenistic culture throughout the Mediterranean.

SE/TE: 113, 114, 117, 124, 128, 130, 161, 265, 434

TR: NTT: 65

Examples

1. Mediterranean Sea, mountain barriers, coastal colonies, Black Sea, Trojan War, role of slavery, significance of citizenship, democracy, Solon, Lycurgus

SE/TE: 114-115, 116, 118-119, 120-123

TE: 112c, 112d

TR: Unit 1: p. 67, 68, 74; SH: p. 3

TECH: WC: nap-0421, nap-0431, nap-0451

2. Marathon, Salamis, Platea, Thermopylae, Persian and Peloponnesian Wars, Alexander the Great, Greek drama, philosophy, poetry, history, sculpture, architecture, science, mathematics, politics and ethics, Plato, Socrates, Aristotle, Philip II, Euclid, Eratosthenes, Ptolemy, Hippocrates, Zeno I

SE/TE: 116, 120-123, 124-125, 126-127, 128, 129, 130-131, 132-133, 134-135, 136, 137, 138-141, 142, 143, 144-145, 164, 265, 434, 1081; CCH: p. 1151

Benchmarks



The student will demonstrate knowledge of ancient Greek civilization and its influence throughout Eurasia, Africa and the Mediterranean.







TR: Unit 1: p. 63-65, 69-73, 75, 76; NTT: 63, 64, 65, 66; CT: 19, 20, 22, 24

TECH: WHA: The Highest Good; WHA: Athens Demands Action; WHA: Alexander Shares Rewards; WHA: Aristotle Meditates on Thought; WC: naa-0461

1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations.

SE/TE: 103-104, 118-122, 126, 128, 153, 154, 156, 164, 181

TE: 148c

2. Students will compare Roman military conquests and emp ire building with those of other contemporary civilizations.

SE/TE: 101-103, 137-139, 155-156, 160, 180-181

TR: CT: 26


3. Students will analyze the influence of Roman civilization, including the contacts and conflicts with it and other peoples and civilizations in Eurasia, Africa and the Near East.

SE/TE: 151, 156-157, 161-162, 163, 164, 166-167, 173-174

TR: Unit 1: p. 92; CT: 27, 28

TECH: WC: nap-0521; WC: naa-0521

4. Students will compare the disintegration of the Western Roman Empire with the fate of other contemporary empires.

SE/TE: 128, 173-175, 176-177, 178-179, 180-181

TR: NTT: 71; CT: 30

1. Geographic location, Etruscans Patricians, Plebeians, freedmen, slaves, law, Senate, army, state

SE/TE: 150-151, 152, 153, 154, 155, 157, 160, 165

TE: 148c

Benchmarks

Examples



The student will demonstrate knowledge of ancient Rome from about 500 BC to 500 AD and its influence in relation to other contemporary civilizations.







TR: Unit 1: 0p. 83, 95; CT: 25

TECH: WHA: A Plea for Reform; WC: 0611

2. Marius, Sulla, Cicero, Julius and Augustus Caesar, Livia, Cleopatra, Bouddica, Punic Wars, Great Jewish War, Constantine

SE/TE: 155-156, 158-159, 167, 174-175

TR: Unit 1: p. 84, 90, 91

3. Hellenism, Latin, Art and architecture, engineering and science, medicine, literature and history, language, religious institutions, and law. Roman interactions with Hispania, Carthage, Gaul, Egypt, the Germanic peoples of Europe

SE/TE: 152, 153, 155-156, 157, 158, 159-160, 161-163, 164-165, 166, 169, 170-171, 175, 176, 180-181

TR: Unit 1: p. 84, 85; NTT: 69; CT: 26, 27, 28, 31, 32

TECH: WHA: The Glory That Would Be Rome; WHA: Safety Under the Law

4. Migration, cultural assimilation and conflict, religious tensions, population decline, tax problems, over-extended empire, greed and corruption, mercenary army

SE/TE: 157, 166-170, 173, 175, 176-177, 178-179, 180-181

TR: Unit 1: p. 87, 88, 90, 91; SH: p. 3; NTT: 68, 71

TECH: WHA: The Exhausted Empire; WC: nap-0551, nap-0561

1. Students will understand the history, geographic locations, and characteristics of major world religions, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, as well as indigenous religious traditions.

SE/TE: 50-51, 57-60, 63, 64, 79-82, 83, 85, 96-98, 100, 102, 107-111, 166-170, 171, 193, 304-309, 310-314, 315, 316, 324, 325, 344; CCH: p. 1167

TE: 302c

The student will demonstrate knowledge of the history and rise of major world religions.

Benchmarks

CHAPTER 15 C. World Civilizations and Religions, 1500 BC-700 AD








TR: Unit 1: p. 42, 93; Unit 2: p. 61, 66, 69, 73; SH: p. 3; NTT: 55, 56, 87B, 88B; CT: 11, 12, 29, 31, 32, 57, 60, 63

TECH: WHA: The Greatest of Gods; WHA: The One God of Judaism; WHA: Roman Emperor Accepts Christianity; WHA: Messenger of God; WC: nap-0321

1. Students will describe the events leading to the establishment of Constantinople as the capital of the Eastern Roman Empire and analyze the significance of this event.

SE/TE: 175, 281, 286, 287

TE: 280c

TR: Unit 2: p. 456, 50; NTT: 84; CT: 54

2. Students will describe Byzantine culture and examine disputes and why they led to the split between Eastern and Western Christianity.

SE/TE: 287, 288

TR: CT: 52

1. Byzantium, Constantine SE/TE: 166-170, 171, 174-175, 280-281, 282-283, 284, 285-288

TE: 242c, 280c

TR: Unit 2: p. 46, 51; NTT: 84; CT: 54

TECH: WHA: A Sovereign City; Discovery School Video (DSV): The Byzantine Empire; WC: nap-0912

2. Architecture, Hagia Sophia, Christian Orthodoxy, Icons I

SE/TE: 283, 284, 286

TR: Unit 2: p. 47, 48; CT: 51, 53

The student will demonstrate knowledge of the Byzantine Empire.

Benchmarks

Examples

CHAPTER 17 D. Early Medieval & Byzantium, 400 AD-1000 AD








1. Students will describe the spread and influence of Christianity throughout Europe and analyze its impact.

SE/TE: 214, 215, 216, 217, 218 226-227, 228, 229, 230, 240-241

TR: Unit 2: p. 7, 14; NTT: 77; CT: 40, 42

TECH: WHA: On Pilgrimage; WC: nap-0711, nap-0731

2. Students will explain the structure of feudal society and analyze how it impacted all aspects of feudal life.

SE/TE: 215, 219, 220-221, 222-224, 225, 226, 227-229, 230

TR: Unit 2: p. 8, 9, 10, 122-125

TECH: WHA: An Educated Woman; DSV: The Rise of Feudalism

1. Catholic Church, monasticism, schism SE/TE: 225-226, 227, 228-229, 230, 270

TR: NTT: 77; CT: 42

2. Vassals, Fiefs, Manor Serf, Knight, Investiture, Lords, homage, Frankish kings, and Age of Charlemagne

SE/TE: 214-218, 219, 220-221, 222-224

TR: Unit 2: p. 8, 9, 10, 122-125; NTT: 75A, 75B; CT: 40, 41

TECH: WHA: Tests of Skill and Courage; WHA: A King Converts to Christianity; WHA: Being Knighted on the Battlefield; DSV: A Knight’s Armor and Weapons

1. Students will identify historical turning points that affected the spread and influence of Islamic civilization, including disputes that led to the split between Sunnis and Shi’ah (Shi’ites).

SE/TE: 305, 310-312, 314-315, 316, 324-325

CHAPTER 21 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 ADCHAPTER 22 StandardsThe student will demonstrate knowledge of Islamic civilization from about 600 to 1000 AD.Benchmarks


The student will demonstrate knowledge of Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization.

Benchmarks

Examples

CHAPTER 19 D. Early Medieval & Byzantium, 400 AD-1000 AD







TR: Unit 2: p. 67, 69, 73; NTT: 87A, 88A, 88B, 90; CT: 63

TECH: WHA: Muslims at the Kaaba

2. Student will explain significant features of the Islamic culture during this period.

SE/TE: 306, 307, 308, 309, 317-323

TE: 302c, T23

TR: Unit 2: p. 68, 70; NTT: 87B, 89; CT: 58

1. The Caliphate, Battle of Tours, Conquest of Spain, Slave soldiers

SE/TE: 215, 311-314, 315-316, 318, 319, 331

TR: CT: 40

2. Science, literature, architecture, schools of law

SE/TE: 317-320, 321, 322, 323

TE: 302c

TR: Unit 2: p. 70; NTT: 89; CT: 58

1. Students will describe the influence of geography on the cultural and economic development of Japan, China, Southeast Asia and India.

SE/TE: 68-69, 74, 76, 81, 85, 90, 92-93, 103, 110, 383, 384, 386, 387-388, 389-390, 392, 394, 395, 397-401, 403, 404

TR: Unit 2: p. 114, 115; NTT: 99, 100; CT: 13, 74, 75

TECH: WC: nap-0311, nap-0321, nap-0331, nap-341, nap-0351, nap-1231, nap-1241, nap-1251

2. Students will describe the influence of geography on the cultural and economic development of the African kingdoms of Ghana, Mali and Songhai.

SE/TE: 340-341, 342, 343, 344, 345, 346, 347, 348, 349, 350, 356

TR: Unit 2: p. 87, 93, 94;NTT: 93; CT: 64, 66

TECH: WHA: Danger in the Desert

Benchmarks

Examples

CHAPTER 23 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD


The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns.







1. Sui dynasty, Tang dynasty, Nara, Heian, Silla, , Samurai, bushido, shogun, Shinto, Genghis Khan, Kublai Khan, Song, Ming, Delhi Sultanate, Tamerlane, Sikhs, Khmer kingdom, Pagan in Burma, Majapahit on Java, Angkor Wat, Mahayana Buddhism, Theravada Buddhism, Tale of Genji; Silk Road, Marco Polo

SE/TE: 79, 80-82, 83, 104, 105, 106, 107, 291, 316, 324-325, 328, 345, 368-372, 373, 374, 375, 377-379, 380, 381, 382, 384-385, 386, 389, 390-392, 393, 398, 399-400, 402-403; CCH: p. 1167

TE: T20

TR: Unit 1: p. 52; Unit 2: p. 107, 108, 111, 116-121; RNT: pp. 115-116; NTT: 90, 97; CT: 59, 72, 96

TECH: WHA: Buddhism in Burma; WHA: Kublai Khan’s Fleet; DSV: The Samurai of Japan; WC: nap-0321

2. Kush, King Ezana, Swahili, Ibn Battuta, gold/salt economy, slavery, Mansa Musa, Great Zimbabwe, Axum, Bantu migrations, Sahara salt caravans, Timbuktu I

SE/TE: 340, 341, 342, 344, 345, 346-347, 352-353, 354-355, 356, 375

TE: 338c

TR: Unit 2: p. 89, 90, 91, 92

TECH: WHA: The Value of Salt; WHA: Divine Intervention; WC: nap-1121, nae-1101, nap-0111; DSV: Zimbabwe: Lost City of Africa

1. Students will describe the emergence of European states of Christendom and analyze the conflicts among them and other Eurasian powers.

SE/TE: 214, 215, 218, 230, 240, 244-247, 248, 253-254, 259, 271, 273, 286, 287, 293

TE: 212c, 242c

TR: Unit 2: p. 52; CT: 46, 54

The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750-1500 AD.

Benchmarks

Examples









TECH: WC: nap-0711, nap-0712, nap-0851, nap-0912

2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers.

SE/TE: 260, 310-311, 313-314, 315, 316, 324, 326-328, 334-335, 336

TE: T20

TR: Unit 2: p. 66;SH: 3, 62, 69, 723, 74, 75; CT: 59, 63; NTT: p. 88A

TECH: WHA: Nomadic Raids

3. Students will analyze the clashes between Christendom, Islam, and other peoples and polities.

SE/TE: 255-258, 259, 260, 287, 290-291, 312-316, 324-325, 326-327, 336

TR: Unit 2: p. 54, 69

TECH: WC: nap-0831

4. Students will analyze the emergence of the Ottoman Empire and its implications for Christendom, the Islamic World, and other polities.

SE/TE: 329-3333, 336

TR: Unit 2: p. 65, 72; CT: 62; NTT: 91

TECH: WC: nap-1051

1. England, France, Spain and Russia, Battle of Tours, Charlemagne, William the Conqueror, Peter Abelard, Heloise, 100 Years War, Joan of Arc, Mongol conquests, Constantinople & the Turks

SE/TE: 210-211, 214-216, 217-218, 241, 242-243, 244-247, 248-249, 271-273, 287, 291-292, 313, 329; CCH: p. 1151

TE: 242c, T23

TR: Unit 2: p. 13, 27, 31, 32, 34, 35, 50, 52, 26; SH: p. 3; CT: 39, 40, 45, 47; NTT: 75A, 75B, 83B

TECH: WHA: A King Converts to Christianity; WHA: Joan of Arc Fights for France; WHA: Constantinople Falls; WC: nap-0711, nap-0712, nap-0851, nap-0921

Examples







2. The Arab caliphates, the Mughals in India, Islamic states in the Indian ocean, the Moors in Iberia, Arab learning, trade and migration within the Islamic world

SE/TE: 259, 260, 310-313, 314-315, 316, 317-323, 324-326, 327-328, 332

TR: Unit 2: p. 69, 73; CT: 47, 59, 90

TECH: WC: nap-1041

3. The Islamic conquest of Jerusalem, jihad and Islam, the European Crusades, Jews in Christendom and the Islamic world, Muslim conflicts with Hindus in India, heresies in Europe, the inquisition, the Spanish “reconquista”

SE/TE: 230, 235, 248, 249, 255-259, 260, 270-271, 287, 306, 311, 324-325, 326-327, 330

TR: Unit 2: 29, 33;CT: 63

TECH: WHA: Crusaders Capture Jerusalem; WHA: Saladin; WC: nap-0831

4. The Byzantine Empire, Orthodox Christianity, Constantinople, Istanbul, the Battle of Lepanto, Russia and Austria-Hungary, Greek and Latin learning in Christendom and the Islamic World, the Byzantine diaspora, Venice, Italy, the Balkan Peninsula, the Middle East and Asia

SE/TE: 256-258, 262-265, 282-283, 284, 285, 286-288, 289-293, 294-297, 298-299, 329-333, 334-335

TE: 280c

TR: Unit 2: p. 45, 49, 52, 53, 54; SH: p. 3; CT: 54, 55

TECH: WHA: The Third Rome; WC: nap-1051

1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE.

SE/TE: 232-233, 234-236, 240, 258, 299, 318, 322, 398, 412, 419, 446, 455

TE: 444c, T23


The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD.

Benchmarks









2. Students will compare Chinese exploration and expansion in the Indian Ocean and East Africa with European exploration and expansion in the Atlantic Ocean and West Africa.

SE/TE: 381-382, 448, 449, 450, 451, 452-453, 454, 455, 468

TE: 444c, T23

TR: Unit 3: p. 27; NTT: 106

TECH: WHA: The Search Is On; WC: nap-1411

3. Students will analyze the economic, political, and cultural impact of maritime exploration and expansion.

SE/TE: 258, 264, 319, 320, 322, 375, 413

TR: CT: 79, 84

1. The Levant, spice trade, silks, Indian oceantrade networks, Venice, Genoa, and Italian trade with the East, in-land trade networks in Europe and Asia, the Silk Road, the Low Countries and Italy, banking and finance in Europe and Asia, the Fugger’s and Medici

SE/TE: 231-233, 234, 235-236, 238-239, 258-259, 275, 275, 299, 317-318, 397-398, 411-412

TE: 444c

TR: Unit 2: p. 11; NTT: 78, 89; CT: 44, 59, 81TECH: WC: nap-0741

2. Voyages of Zheng He, Prince Henry the Navigator, navigation science, ship technology, piracy, colonialism, cartography, slavery, commerce

SE/TE: 381-382, 446-448, 449, 450, 451, 452-453, 454-455, 466-467, 477-481, 484-486, 487-490, 492-495

TE: 444c

TR: Unit 3: p. 27, 34; NTT: 106; CT: 82


Examples







3. Artistic interactions (i.e., the non-European in European art), Arab learning in Christendom and elsewhere, the spread and influence of Classical Arab, Chinese, Greek, and Latin civilization, scientific and technological exchanges (i.e., algebra, gunpowder, paper, the compass, etc.) I

SE/TE: 263-265, 288, 316, 317, 318, 320-322, 323, 370, 372, 377, 411, 413, 448-449, 466-467

TE: 408c

TR: CT: 79

1. Students will compare the emergence, expansion and structures of Mayan, Incan, and Aztec civilizations.

SE/TE: 188-189, 192, 194, 195, 196, 199

TE: T23


2. Students will analyze patterns of long distance trade centered in Mesoamerica.

SE/TE: 189, 199

1. Yucatan Peninsula, Mayan mathematics (the use of zero), astronomy, and calendar making; the Mayan city states; commerce, agriculture, pottery and textiles, civil war and relations with other Mesoamerican peoples; Chichen Itza and Uxmal;Aztec migration from North; Tenochtitlan, Triple Alliance, poetry, gold, silver, pottery, textiles, maize cultivation, chinampas (“floating gardens”), religion, law, bureaucracy, Aztec monarchy versus Mayan city-states, glyphic writing; limits to expansion such as Tlaxcala. Cuzco, Pachacuti; Huayna Capac, solar religion, gender complementarity; mathematics, astronomy, engineering, terraced agriculture; camelid herding; textiles, quipu record keeping; bureaucracy

SE/TE: 184-185, 186-187, 188-189, 190, 191, 192-193, 194, 195-196, 197-199

Examples



The student will demonstrate knowledge of complex societies and civilizations in the Americas.

Benchmarks







TE: T23

TR: Unit 1: p. 107, 109, 110, 111, 115; SH: p. 3; NTT: 72B, 73; CT: 33, 34

TECH: WHA: Rediscovering the Ancient Maya; WHA: Impressive Incan Roads

2. Aztec expansion and colonization in central Mexico and Central America; Mayan causeways in the Yucatan Peninsula and Central America; trade and cultural exchange between the Andes region, Yu catan, Central America, and Mexico

SE/TE: 186-187, 188, 189, 192, 195-197, 199

TE: 184c, 184d

TECH: WHA: Elite Warriors Uphold an Empire

1. Students will describe the emergence of European states and analyze the impact.

SE/TE: 214, 215, 216, 218, 240, 244-247, 248, 254

TE: 212c, 242c, T23

TR: Unit 2: p. 13; NTT: 75A, 75B; CT: 39, 46, 54

TECH: WC: nap-0712

2. Students will explain conflicts among Eurasian powers.

SE/TE: 254, 256, 257, 259, 260, 291

TR: Unit 2: p. 29, 30, 33; NTT: 85

TECH: WC: nap-0921

3. Students will identify patterns of crisis and recovery related to the Black Death, and evaluate their impact.

SE/TE: 269, 270, 273, 274, 277

TE: T20

TECH: WC: nap-0852

4. Students will explain Greek, Roman, and Arabic influence on Western Europe.

SE/TE: 145, 146, 164, 165, 288, 320, 321, 322

Benchmarks



The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period.







TR: Unit 2: p. 63; CT: 58

TECH: DSV: The Byzantine Empire

1. England, France, Spain and Russia, Charlemagne, William the Conqueror, Peter Abelard, Heloise, 100 Years’ War, Joan of Arc

SE/TE: 210-211, 214-216, 217-218, 241, 242-243, 244-247, 248-249, 271-273; CCH: p. 1151

TE: T23, 242

TR: Unit 2: p. 13, 27, 31, 32, 34, 35, 50, 52; CT: 39, 40, 45, 46, 47, 54

TECH: WHA: Joan of Arc Fights for France; WC: nap-0711, nap-0712, nap-0851, nap-0921

2. Crusades, the Mongol conquests, Constantinople and the Turks

SE/TE: 255-260, 282-288, 291-292, 300-301, 329

TE: 242c

TR: Unit 2: p. 29, 33

TECH: WHA: Crusaders Capture Jerusalem; WHA: Saladin; WHA: Constantinople Falls

3. Population decline, collapse of feudal economy and political system

SE/TE: 269-270, 271, 273, 274-275, 276-277

TE: T23TECH: WHA: The Black Death Approaches; DSV: The Black Death; WC: nap-0852

4. Role of Arabic and Byzantine civilizations, philosophy, medicine, science

SE/TE: 141, 142, 145, 146, 152-153, 161, 164, 165, 282-283, 285, 287, 288, 320-322

TR: CT: 58

TECH: DSV: The Byzantine Empire

1. Students will explain why European powers were able to extend political control in some world regions and not others, in the 15th and 16th Centuries.

SE/TE: 452-460, 467-469, 473, 474, 480-481, 485, 500

The student will demonstrate knowledge of economic and political interactions among peoples of Europe, Asia, Africa, and the Americas.

Benchmarks

Examples

CHAPTER 33 F. Emergence of a Global Age, 1450 AD-1800 AD








TE: 470d, T20, T21

TR: Unit 3, p. 26, 49, 50, 52; SH: p. 3; NTT: 111B

TECH: WC: nap-1421

2. Students will explain the consequences of the exchange of plants, animals, and disease microorganisms in both the Americas and Eurasia.

SE/TE: 479, 485, 492, 495, 500

TR: Unit 3: p. 47; SH: p. 3

TECH: WC: nap-01651

3. Students will explain the development of a world market of mineral and agricultural commodities.

SE/TE: 479, 482, 485, 489, 493, 495

TECH: WC: nae-1401

4. Students will explain the development of the trans-Atlantic African slave trade and its impact on African and American societies.

SE/TE: 452, 455, 456, 487, 489, 490, 500, 646

TECH: WC: nap-1421

1. Compare the interaction between the Spanish and the Aztecs to the Portuguese in India or East Africa

SE/TE: 452, 455, 456, 487, 489, 490, 500, 646

TE: 470d, T20, T21

TR: Unit 3: p. 26, 49, 50, 54; SH: p. 3; NTT: 111B

TECH: WHA: Moctezuma Hears Strange News; WHA: A Missionary Protest; WC: nap-1421, nap-1501

2. Demographic collapse of American Indian populations; introduction of “New World Crops” into European and Chinese diets

SE/TE: 463, 479, 480, 485, 488, 491, 492, 496-499, 500

TR: NTT: 114A; CT: 91

TECH: WC: nap-1651

3. Development of plantation system for sugar, cotton, tea, spices; New World gold and silver, the fur trade, and European development

SE/TE: 375, 453, 478-479, 482-486, 488, 489, 492-493, 494-495

Examples







TE: 444c

TR: NTT: 114B

TECH: WC: nae-1401

4. Slavery in Christian Europe, in Islamic world practices, in the Americas; the Triangle Trade; Middle Passage; organization of plantation labor and slave resistance I

SE/TE: 319, 333, 375, 452-454, 455, 456, 487-490, 498-499, 500, 645-647

TE: 444c, 444d, T23

TR: Unit 3: p. 23, 53; NT: 113

TECH: WHA: Great Seabirds Arrive; WHA: Forced Into Slavery; DSV: The Atlantic Slave Trade; WC: nap-01421

1. Students will identify and analyze the economic foundations of the Renaissance.

SE/TE: 412, 418, 419, 493-495, 500

TECH: WC: nap-1311

2. Students will describe the rise of the Italian city-states, identify the role of political leaders, and evaluate the impact.

SE/TE: 412, 416, 417

TECH: WC: nap-1311

3. Students will identify individuals and analyze their contributions to the artistic, literary, and philosophical creativity of the period.

SE/TE: 265, 409, 410, 411, 413, 415, 416, 419-420, 422

TECH: WC: nap-1312

4. Students will analyze the short-and long-term effects of the religious, political and economic differences that emerged during theReformation.

SE/TE: 423, 424, 425, 427, 428-429, 430-431, 525-527, 529

TECH: WC: nap-1641


The student will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms of its impact on Western civilization.

Benchmarks








1. Johann Gutenberg, printing press, growth of cities, destruction of feudal/manoral system, growth of monetary economy, rise of capitalism, commercial revolution

SE/TE: 412-413, 418-419, 426, 443, 492-495, 498-499, 500

TR: Unit 3: p. 46; NTT: 114B

TECH: WHA: An Expanding World; WC: nap-01311

2. Machiavelli, Medicis, Florence, Urbino, Venice, Genoa, Milan

SE/TE: 412, 413, 416, 417, 420

TR: CT: 81

TECH: DSV: Machiavelli’s “The Prince”; WC: nap-1311

3. Leonardo da Vinci, Michelangelo, Petrarch, Shakespeare, Dante, Erasmu s, Durer

SE/TE: 265, 408-416, 419-420, 422

TE: 408c, T23

TR: Unit 3: p. 11, 39; CT: 79, 80; NTT: 101

TECH: WHA: Painting a Renaissance Marvel; WHA: An Artist Becomes a Biographer; WC: nap-1312

4.The views and actions of: Martin Luther, John Calvin; Henry VIII, Elizabeth I, Mary Tudor, and Mary, Queen of Scots inquisition, Thirty Years’ War, Treaty of Westphalia

SE/TE: 423-427, 428-429, 430-431, 432-433, 516-517, 525-527, 529

TE: 502c

TR: Unit 3: p. 12, 13, 68, 75; SH: p. 3; CT: 78, 98; NTT: 103, 104

TECH: WHA: A Monk Rebels; WHA: A King Speaks Out; WHA: War Rages in Germany; WC: nap-1641

Examples







1. Students will identify and explain the impact of exploration on culture and economies.

SE/TE: 446, 448, 449, 454, 463, 467, 468, 493, 494, 495, 499, 500

TECH: WC: nap-1411

2. Students will describe the location and development of the Ottoman Empire.

SE/TE: 329-333, 335, 505, 507

1. Spice trade, monopolies, navigation instruments; role of banking, colonial economies

SE/TE: 446-447, 448-449, 454, 459-460, 463, 466-467, 468, 478-480, 483-484, 492-495, 498-500

TE: 444c

TR: Unit 3: p. 27, 28, 31, 34; NTT: 106, 108, 114B; CT: 84


2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman

SE/TE: 329-335, 505, 507

TE: T20

TR: Unit 2: p. 65, 72; CT: 62; NTT: 91

TECH: WHA: Constantinople Falls; WC: nap-1051

1. Students will examine and analyze how tradebased empires laid the foundation for the global economy.

SE/TE: 499, 500, 779, 780

TE: 470c

TECH: WHA: Uniting the World

Benchmarks

Examples

CHAPTER 39 G. Age of Empires and Revolutions, 1640 AD-1920 AD


The student will demonstrate knowledge of the integration of large territories under regional and global empires.



The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD.

Benchmarks







2. Students will explain the impact of increased global trade on regional economies.

SE/TE: 453, 756-758, 768, 774

TE: 444c

TR: Unit 5: p. 76

3. Students will analyze the impact of military conflicts among imperial powers on trade and sovereignty.

SE/TE: 332, 458, 465, 508

4. Students will understand and analyze the role of religion as an integrative force in the empires.

SE/TE: 312-316, 327, 455, 479, 756

5. Students will understand and analyze the interaction between imperial governments and indigenous peoples.

SE/TE: 393, 395, 463, 464, 465, 478, 479, 481, 535, 767, 768, 769, 770, 771, 774, 775, 776, 777, 785, 792

TECH: WC: nap-1651, nap-2441, nap-2451, nap-2522

1. Dutch East India Company, British East India Company

SE/TE: 458-459, 496-497, 498-499, 500, 767-769, 778-779, 780

TE: 470c

TR: Unit 5: p. 68; SH: p. 3

TECH: WHA: Uniting the World

2. East Indian spice trade, Siberian fur trade, China tea trade, African slave trade, growth of London and Amsterdam, development of plantation agriculture, cotton industry in India

SE/TE: 453, 454-455, 458, 459, 460, 488, 756-758, 768, 769-770, 773-774

TE: 444c

TR: Unit 5: p. 76

3. Ottomans vs. Safavids, British vs. Russian, Dutch vs. Portuguese

SE/TE: 331-333, 464-465, 452-453, 458-459, 507-508

TR: Unit 3: p. 29

TECH: WC: nap-1051

4. Christian missions, Shi’ah (Shi’ite) form of Islam in Iran, relations between Islam and Hinduism under the Moguls

SE/TE: 310-316, 327, 453-455, 459-460, 465, 477-479, 751-56

TE: 444c

Examples







5. Russian expansion into Siberia, spread of the Spanish language in the Americas, resettlement policies under the British Empire Mogul Emp ire in South Asia, Safavid Empire in Iran, Qing Empire in East Asia, Iberian Empires in the Americas and Asia, British, French or Dutch colonial Empires, Russian Empire, Tokugawa Shogunate in Japan.

SE/TE: 392-395, 462-465, 477-481, 531-533, 535, 767-771, 773-777, 784-785, 791-792

TE: 782c

TR: Unit 2: p. 104; Unit 3: p. 32, 50; Unit 5: p. 73, 76; CT: 84, 147, 148, 150; NTT: 108, 111A, 151

TECH: WHA: Trading Opium for Tea; WHA: Critical of British Rule; WHA: Changes for Japan;WC: nap-1651, nap-2441, nap-2451, nap-2522

1. Students will describe the Scientific Revolution, its leaders, and evaluate its effects.

SE/TE: 434, 435, 436, 438, 439, 441, 442

TE: 402c, 408c

TR: Unit 3: p. 10; CT: 76; NTT: 105

TECH: WHA: Mountains on the Moon; WC: nae-1301

2. Students will describe the Age of Absolutism, identify its leaders, and analyze its impact.

SE/TE: 504, 505, 506, 508, 514, 528-529, 530-531, 533, 535, 553; CCH: p. 1165

TECH: WHA: A Working Monarch; WC: nae-1601, nae-1611

3. Students will identify the leaders and analyze the impacts of the English Civil War and the Glorious Revolution on the development of English constitutionalism.

SE/TE: 519-520, 521, 522-523; CCH: p. 1151

The student will demonstrate knowledge of scientific, political, philosophical, economic and religious changes during the 17th and 18th Centuries.

Benchmarks









TR: NTT: 117

4. Students will explain the ideas of the Enlightenment contrasted with ideas of medieval Europe, and identify important historical figures and their contributions.

SE/TE: 438, 543, 544, 545, 546, 548, 549, 550-551, 566

TR: NTT: 120, 121A

5. Students will analyze the causes, conditions and consequences of the French Revolution and compare and contrast it with the American Revolution.

SE/TE: 557, 560-563, 572-577, 581, 583, 584, 589, 590; CCH: p. 1151

TR: NTT: 765, 77, 122

1. Galileo, Brahe, Newton, conflict with the Church

SE/TE: 434-439, 440-441, 442-443

TE: 408c, 440

TR: Unit 3: p. 10; CT: 76; NTT: 105

TECH: WHA: Mountains on the Moon; WC: nae-1301

2. Monarchies of Louis XIV, Frederick the Great, Peter the Great, Catherine the Great

SE/TE: 502-503, 504-508, 510-512, 513, 514, 528-529, 530-531, 532, 533-535, 553-554TE: 502c, 502d, T23

TR: Unit 3: p. 67, 68, 69, 71; SH: p. 3; NTT: 115, 116; CT: 96, 100

TECH: WHA: A Working Monarch; WHA: A Child Becomes King; WHA: Life at Versailles; WHA: A Foreign Princess Takes the Throne; WHA: Pushkin; DSV: Peter the Great; WC: nae-1601, nae-1611

3. Cromwell, Roundheads/Cavaliers, Charles I, rump parliament, Restoration, Charles II, James II, William and Mary

SE/TE: 517, 518, 519-520, 521, 522-523

TE: T23

TR: Unit 3: p. 73; NTT: 117

4. Liberty, natural law, scientific method, rationalism, encyclopedia, Montesquieu, Voltaire, Rousseau, Marie-Therese, Locke, Diderot, Adam Smith, Burke

SE/TE: 434-436, 438, 528, 544, 545, 546, 547, 548, 549, 550-551, 560, 566, 542-543

Examples







TE: 408c

TR: Unit 4: p. 6, 10; CT: 101, 102; NTT: 120, 121A

TECH: WHA: Rousseau Stirs things Up; WHA: Pens to Inspire Revolution

5. Thomas Paine, Thomas Jefferson, Estates, Louis XVI, Marie Antoinette, Bastille, Rights of Man, radicals, Marat, Danton, guillotine, Robespierre, Directory

SE/TE: 557-559, 560, 561, 562, 563, 572-577, 578-583, 584, 585-589, 590

TE: T20, T21, T23

TR: Unit 4: p. 11, 21, 23, 27; CT: 104, 109, 110; NTT: 75, 76, 77, 122

TECH: WHA: Paine’s Common Sense; WHA: Inciting Revolution; WHA: Parisian Women Storm Versailles; WHA: The Engine of Terror; DSV: The Enlightenment and the American Revolution

1. Students will analyze the Napoleonic Wars and the Concert of Europe.

SE/TE: 593-600, 601, 603, 604-605; CCH: p. 1151

TE: T21

TR: Unit 4: p. 28, 32, 33, 34; CT: 111, 112; NTT: 78

2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe.

SE/TE: 596, 625, 626, 629, 630-631, 639-643, 723, 733-734

TE: T23

TR: Unit 4: p. 64, 66; CT: 120, 122; NTT: 131A

TECH: WHA: A Revolutionary Seed; WHA: More Revolution in the Wind


The student will demonstrate knowledge of political and philosophical developments in Europe during the 19th Century.

Benchmarks








3. Students will describe major scientific, technological, and philosophical developments of the 19th Century and analyze their impact.

SE/TE: 608-611, 612-615, 621, 622-627, 650-653, 888

TE: 606c

TR: Unit 4: p. 45, 47, 50, 52, 53; SH: p. 3; NTT: 127, 129, 130

TECH: WHA: A Different Kind of Revolution; WHA: Riding the Railway; WC: nap-1941

1. Napoleon, Garibaldi, Bismarck, Congress of Vienna, Metternich, Concordat, Napoleonic Code, Austerlitz, Nelson, Trafalgar, Czar Alexander, Elba, Waterloo

SE/TE: 592-600, 601, 602-603, 604-605, 634, 637, 642, 690-691, 693, 702

TE: T21

TR: Unit 4: p. 28, 32, 33, 34; Unit 5: p. 27, 35; CT: 11, 112, 131; NTT: 78, 138

TECH: WHA: Enter Napoleon Bonaparte; WHA: Blood and Iron; DSV: Napoleon’s Lost army; WC: nap-1841, nap-1842, nap-2211

2. Paris uprising, Charles X, Louis Philippe, Conservatism, Liberalism, Radicalism, Great Reform Bill; Socialis m, Marxism, Anarchism, Napoleon III, Balkan Problem, Geanne Deroin, Pauline Roland

SE/TE: 625-626, 628-629, 630-631, 638-642, 643, 695, 708, 722-723, 733-734

TE: 632c, 690c, T23

TR: Unit 4: p. 64, 66; CT: 119, 120, 122; NTT: 131A

TECH: WHA: A Revolutionary Seed; WHA: More Revolution in the Wind; DSV: Revolutionary France: Les Miserables

3. Sigmund Freud, Charles Darwin SE/TE: 650-653, 888

Examples







1. Students will explain the rise of U.S. influence in the Americas and the Pacific.

SE/TE: 793-795, 804, 807

TR: NTT: 167B; CT: 151

TECH: WC: nap-2541

2. Students will analyze the motives and consequences of European imperialism in Africa and Asia.

SE/TE: 749, 752, 756-758, 767-771, 772, 773-774, 787, 789, 790

TE: 782c

TR: Unit 5: p. 70, 76, 92; CT: 143, 144, 149, 150, 151; NTT: 147, 150, 165

TECH: WHA: Empire Builder; WHA: A New Pattern; WHA: The White Man’s Burden

3. Students will compare motives and methods of various forms of colonialism and various colonial powers.

SE/TE: 750, 751, 752, 773-774, 777, 779, 780-781, 793, 794, 795

TR: CT: 144, 145, 150

TECH: WHA: Critical of British Rule; WHA: Trading Opium for Tea

1. Mexican War of 1846-48; Spanish-American War of 1898; Panama Canal; U.S. actions in Cuba, Philippines, Puerto Rico, Nicaragua, and Haiti

SE/TE: 739, 793-795, 804-807, 808-809, 810-811, 1086

TR: Unit 5: p. 94, 96, 97; CT: 151; NTT: 167BTECH: WC: nap-2541

2. Markets, tropical products and raw materials, national rivalries, domestic political aims; British in India and Africa; Dutch in Indonesia; France in North Africa; impact of new weapons and transportation; rise of Japan as a world power; imperialism and the ‘scramble’ for colonies in Africa; treaty ports, ‘unequal treaties’ in China

SE/TE: 748-749, 750-751, 752, 756-758, 759-760, 761, 767-771, 772, 773-774, 776, 782-783, 784, 785-787, 788, 789-790, 791-792

Examples



The student will demonstrate knowledge of European and American expansion.

Benchmarks







TE: 748c, 782c

TR: Unit 5: p. 69, 70, 73, 76, 89, 92; CTT: 143, 144, 147, 149, 150, 151; NTT: 147, 150, 164, 165;RNT: p. 224

TECH: WHA: Resisting Imperialism; WHA: Empire Builders; WHA: The White Man’s Burden; WHA: A New Pattern; DSV: The Scramble for African Colonies; WC: nap-2421

3. Compare French colonization of Algeria to the British in India and the French in Indochina to the British in Hong Kong and China; French and British colonies in sub-Saharan Africa; Japanese and American colonial expansion in Western Pacific

SE/TE: 750-751, 752, 753, 754-756, 758-759, 767-768, 769-771, 773-774, 775, 777, 778-779, 780-781, 793, 794, 795

TR: Unit 5: p. 63, 68, 70, 71, 73, 74, 76, 77; SH: p. 3;CT: 144, 145, 151; NTT: 148, 150

TECH: WHA: The White Man’s Burden; WHA: Resisting Imperialism; WHA: Critical of British Rule; WHA: Trading Opium for Tea; WC: nap-2522

1. Students will explain industrial developments and analyze how they brought about urbanization as well as social and environmental changes.

SE/TE: 607, 608-610, 611, 613, 616-617, 618-620, 621, 622, 629, 630-631, 660-663, 664-665, 666

TE: 606d

TR: Unit 4: p. 48; Unit 5: p. 10; CT: 116, 118, 127; NTT: 117, 127, 128, 129, 134

TECH: WHA: The Struggle of the Working Class; WHA: Stench and Sickness; DSV: The Jungle: A View of Industrial America;WC: nad-1901, nae-1901, nap-2111

Benchmarks



The student will demonstrate knowledge of the effects of the Industrial Revolution during the 19th Century.







1. Factory, Entrepreneur, Arkwright, Watt, Hargreaves, Kay, Crompton, Whitney, railroads; coal, iron and cotton industries; industrial cities

SE/TE: 606-607, 608-611, 612-615, 618-620, 621, 628-629, 630-631, 658-659, 666

TE: 606c, 658c

TR: Unit 4: p. 51, 52, 53; Unit 5: p. 7; NTT: 127, 187; CT: 113, 114, 115, 116, 125

TECH: WHA: Factory Life; WHA: The Steelmaking Process; WC: nad-1901, nae-1901, nap-2111

1. Students will analyze the economic and political causes of World War I and how they interacted as well as the impact of technology on the war.

SE/TE: 816-818, 822-823, 824-825, 826-827; CCH: p. 1151

TR: NTT: 156, 157b, 159

TECH: WHA: A Soldier in the Western Front; WHA: In Flanders Field; DSV: A New Kind of War; WC: nap-2611, nap-2621

2. Students will examine the Treaty of Versailles and analyze the impact of its consequences.

SE/TE: 833, 835, 836-837, 838, 848, 925

TR: CT: 160

TECH: WC: nap-2641

3. Students will analyze causes and consequences of the Russian Revolution and assess its significance.

SE/TE: 839-840, 841-842, 843, 844-845, 848-849

TE: T23

TR: Unit 6: pp. 17-22; CT: 161; NTT: 160

4. Students will examine the League of Nations and analyze the reasons for its failure.

SE/TE: 833, 836, 838, 876, 893, 924-925

The student will demonstrate knowledge of the worldwide impact of World War I.

Benchmarks

Examples

CHAPTER 49 H. Global Conflict, 1914 AD-1945 AD








5. Students will examine events related to the rise and aggression of dictatorial regimes in the Soviet Union, Germany, Italy and Japan, and the human costs of their actions.

SE/TE: 874-877, 901-902, 903, 904-906, 907-911, 912-914, 915-917, 919, 920-921; CCH: p. 1164

TE: 882c

TR: Unit 6: p. 53, 54, 55, 56, 57; CT: 170, 173; NTT: 168A, 168B, 169, 170

TECH: WHA: Nazi Germany;WHA: The Nazis in Control of Germany; WHA: Japan in the Midst of Change; WC: nap-2841

1. European imperialism, Imperial competition, Great Power rivalries, Balkan nationalism, militarism, mobilization, Alliance System

SE/TE: 705-708, 814-815, 816-818, 819-821, 822-823, 824-825, 826-827, 828

TE: 782c, 814c

TR: Unit 6: p. 7, 8, 15, 11; SH: p. 3; NTT: 156, 157B, 159

TECH: WHA: A Soldier on the Western Front; WHA: In Flanders Field; WHA: Balkan Nationalism; DSV: A New Kind of War; MC: nap-2611, nap-2621

2. Woodrow Wilson, Fourteen Points, self determination, reparations, Clemenceau, Lloyd George, demilitarization, League of Nations

SE/TE: 833, 835, 836-837, 838

TR: Unit 6: p. 7, 9, 88-89; SH: p. 3; CT: 160

TECH: WC: nap-2641

3. Nicholas II, Bolsheviks, Mensheviks, Lenin, Trotsky, Kerensky, Rasputin, Soviet, Duma

SE/TE: 832, 835, 839-840, 841-842, 843, 844-845, 846-847, 848-849

TE: T23

TR: Unit 6: pp. 17-22;CT: 161; NTT: 160

TECH: DSV: The Fall of the Tsar

Examples







4. Joseph Stalin, Adolph Hitler, Benito Mussolini, Hirohito and Hideki Tojo, totalitarianism, fascism, Nazism

SE/TE: 845, 874-877, 878-879, 898-900, 901-902, 903, 904-906, 907-911, 912-914, 915-917, 918-919, 920-921; CCH: p. 1164-1165

TE: 882c

TR: Unit 6: p. 53, 54, 55, 56, 57; CT: 170, 173; NTT: 168A, 168B, 169, 170

TECH: WHA: Japan in the Midst of Change; WHA: Nazi Germany; WHA: A New Leader: Mussolini; WHA: The Nazis in Control of Germany; WHA: The Heart of the Party; WHA: Anna Akhmatova; WC: nap-2841

1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership.

SE/TE: 837, 842, 843, 874-877, 891-892, 893, 894, 895-897, 899-900, 913-914, 917, 924-925, 926, 927-929, 937, 940-941, 960; CCH: p. 1151

TE: 922c, T2

TR: Unit 6: p. 45, 72; NTT: 167A, 167B

TECH: WC: nap-2911

2. Students will understand and analyze impact of the Holocaust and other examples of genocide in the 20th Century.

SE/TE: 764, 781, 826-827, 952, 957, 959

3. Students will explain the reasons for the formation of the United Nations.

SE/TE: 953, 956, 1153

1. Great Depression, competition for natural resources, Communism, fascism, Nazism, Hitler, Stalin, Mussolini, Tojo, Hirohito, Churchill, F.D. Roosevelt, Eisenhower, MacArthur, Raoul Wallenberg, Patton, Marshall, Truman, Mao Zedong and Chiang Kai-shek

SE/TE: 844-845, 870-871, 873, 875, 876-877, 898-900, 901, 902, 909-910, 911, 914-915, 916-917, 924-925, 927, 937, 938, 940-941, 944-945, 949-950, 951, 954-955, 983; CCH: p. 1164-1165

TE: 882c, 922c, T21


The student will demonstrate knowledge of the worldwide impact of World War II.

Benchmarks

Examples

CHAPTER 51 H. Global Conflict, 1914 AD – 1945 AD







TR: Unit 6: p. 49, 52, 72, 76, 78, 79; SH: p. 3

TECH: WHA: A New Leader: Mussoini; DSV: The Great Depression and the American Farmer; WC: nap-2931, nap-2941

2. Final Solution, concentration camps, Armenian, Balkans, Nanking, Kurdistan, Ruwanda, Ukraine, Cambodia

SE/TE: 713, 764, 781, 826-827, 873, 934-935, 936, 937, 938, 952, 957, 996, 997, 1032, 1051-1052, 1061

TE: 992c

TR: Unit 6: p. 73, 74; NTT: 186B, 172B

3. Harold Stassen, San Francisco Conference, Security Council, General Assembly, UNESCO, FAO, WHO, UNICEF

SE/TE: 953, 956, 959

1. Students will explain how Western Europe and Japan recovered after World War II.

SE/TE: 980-981, 983-984, 1001, 1097

TR: Unit 7: p. 88; CT: 183

TECH: WHA: The Nations of Europe Unite

2. Students will explain key events and revolutionary movements of the Cold War period and analyze their significance, including the Berlin Wall, the Berlin airlift, Korean War, Cuban Missile Crisis, Sputnik, the Vietnam War, and the roles of the U.S. and Soviet Union in ending the Cold War.

SE/TE: 954, 955-956, 960, 964-965, 966, 967-968, 969, 970, 971, 972-974, 989-991, 992-997, 1001, 1002, 1008-1009, 1010-1011; CCH: p. 1151

TE: 964c

TR: Unit 7: p. 5, 7, 8, 9, 11, 14, 16; SH: p. 3; CT: 185; NTT: 176, 180, 181

TECH: WHA: An Iron Curtain; WHA: Berlin Is Walled In; DSV: Showdown: The Cuban Missile Crisis; DSV: The Rise and Fall of the Berlin Wall; WC: nae-3001, nap-3011, nap-3031, nap-3461

CHAPTER 53 I. The Post-War Period, 1945 AD-Present


The student will demonstrate knowledge of major events and outcomes of the Cold War.

Benchmarks







3. Students will assess the impact of nuclear weapons on world politics.

SE/TE: 967-969, 971, 973-974, 975, 1001, 1002, 1016

TR: Unit 7: p. 92; NTT: 207

TECH: WC: nap-3441

4. Students will identify contributions of world leaders

SE/TE: 870-873, 955-956, 968, 971, 972, 980, 982, 985, 1000, 1002-1003, 1004, 1006

TR: Unit 6: p. 26, 33; Unit 7: p. 12; CT: 182

TECH: WC: nap-2741

1. Allied Occupation; Marshall Plan, the European Economic Community, government planning, and the growth of welfare states

SE/TE: 955, 956, 960, 975, 982, 983-984, 1001, 1008-1009, 1010, 1011, 1097, 1115-1116, 1117; CCH: pp. 1115-1116, 1117, 1152-1153

TR: Unit 6: p. 7, 76; Unit 7: p. 94; SH: p. 3; CT: 179, 180, 183

TECH: WC: nap-3411

2. Chinese Civil War, People’s Republic of China, Iron Curtain, Hungarian Revolution, Afghanistan, Solidarity Movement

SE/TE: 870-873, 966, 967, 968, 981, 985-986, 987-988, 1001, 1002, 1003-1004

TR: Unit 7: p. 94; CT: 178; NTT: 204

TECH: WHA: Communist Victory in China; WC: nap-27451

3. Mutual Assured Destruction doctrine, SALT treaties

SE/TE: 968-969

TE: 964c

4. Nikita Khrushchev, Lech Walesca, DeGaulle, Mao Zedong, Chaing Kai-shek; Harry Truman; John F. Kennedy; Ronald Reagan; Margaret Thatcher

SE/TE: 870-873, 955-956, 968, 971, 972, 980, 982, 985, 1000, 1002-1003, 1004, 1006

TR: Unit 6: p. 26, 33; Unit 7: p. 12

TECH: WC: nap-2741

Examples







1. Students will analyze the independence movement in India, the role of Gandhi, and the effectiveness of civil disobedience in this revolution.

SE/TE: 860-865, 866-867, 868, 1014-1015, 1019, 1038-1039, 1040-1041

TE: 850c, 1012c, T21

TR: Unit 6: p. 25, 32; Unit 7: p. 28, 29; NTT: 163; CT: 187

TECH: WHA: Indian Frustration; WC: nap-3111

2. Students will analyze the struggle for independence in African nations.

SE/TE: 858-860,. 1024-1026, 1027, 1028-1030, 1031, 1038-1039, 1040-1041, 1062

TE: 1012c

TR: Unit 6: p. 31; Unit 7: p. 25, 34; NTT: 162, 183; CT: 190, 191

TECH: WHA: An African Protests Colonization; WC: nap-3131, anp-31561

3. Students will explain how international conditions contributed to the creation of Israel and analyze why persistent conflict exists in the region.

SE/TE: 863-864, 1033, 1040, 1054-1055, 1056-1057, 1059, 1060, 1062-1063

TE: 1042c

TR: Unit 7: p. 46, 49, 50, 55; SH: 3; NTT: 187; CT: 198

TECH: WHA: Two Peoples Claim the Same Land; WC: nap-3231, nap-3241

4. Students will analyze how Middle Eastern protectorate states achieved independence from England and France in the 20th Century, and the current day significance of the oil reserves in this region.

SE/TE: 860-864, 1032-1033, 1045-1035, 1036-1037, 1038-1039, 1040, 1041, 1101

TE: T23

Benchmarks



The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts.







TR: Unit 7: p. 36; NTT: 184; CT: 207

5. Students will understand the reasons for the rise of military dictatorships and revolutionary movements in Latin America.

SE/TE: 850-851, 852, 853, 854, 855-856, 970, 1082, 1084-1085, 1087, 1088, 1089, 1090-1091

TE: 850c

TR: Unit 6: p. 29, 30; Unit 7: p. 65, 71, 74, 75

TECH: WHA: Revolution in Mexico; WHA: Fighting for an Ideal; WHA: A Daily Struggle

1. Gandhi’s leadership in India SE/TE: 865-867, 868

TE: T21

TR: NTT: 163; RNT: p. 247

2. Kenyatta’s leadership of Kenya SE/TE: 858-860, 1024, 1028

TECH: WHA: An African Protests Colonization; WHA: Kenya Achieves Independence

3. The Zionist movement, Ben Gurion, Palestine

SE/TE: 737, 738, 863-864, 1033, 1034, 1063

4. Iran, Iraq, Syria, Egypt SE/TE: 860-861, 862-864, 928, 1034-1035, 1036, 1058-1059, 1060-1061

TR: Unit 6: p. 24, 35

TECH: QC: nap-2721

5. Cuba, Nicaragua, Peru, Guatemala I SE/TE: 970-971, 1082, 1083, 1084, 1085, 1086-1088, 1089, 1090-1091, 1092-1093

TE: 850c

TR: Unit 7: p. 65, 71, 74, 75; NTT: 191; CT: 204

TECH: WHA: A Daily Struggle; WC: nap-3341, nap-3351

Examples







1. Students will examine human rights principles and how they have been supported and violated in the late 20th Century.

SE/TE: 957, 997, 1009, 1021, 1035, 1046-1047, 1051-1052, 1061, 1080, 1085, 1091, 1109-1110, 1113

TE: 1042c

TR: Unit 7: p. 71

2. Students will describe and analyze processes of “globalization” as well as persistent rivalries and inequalities among the world’s regions, and assess the successes and failures of various approaches to address these.

SE/TE: 1100-1101, 1102-1103, 1104-1105, 1106-1108, 1126-1127, 1128

TE: 1094c

TR: Unit 7: p. 83; NTT: 205, 207; CT: 207, 208

TECH: WHA: A Connected World; WC: nap-3421

1. Democracy movements, women’s movements, migrants’ rights, reparations; genocides such as Cambodia, Serbia and Rwanda, terrorism

SE/TE: 954, 955, 957, 978-979, 997, 1009, 1023, 1025-1026, 1046-1047, 1048, 1050-1052, 1053, 1060-1061, 1062-1063, 1071, 1077, 1080, 1085-1088, 1090-1091, 1109-1110

TE: 1042c

TR: Unit 7: p. 51, 52, 71; NTT: 186, 186B

TECH: WHA: Recovering from Genocide; DSV: Nelson Mandela and the End of Apartheid

2. IMF, World Bank, Fair Trade movement, UNESCO and other UN agencies, OPEC, NAFTA

SE/TE: 953, 977, 1101, 1102, 1103-1104, 1107, 1110, 1111, 1152-1153; CCH: pp. 1152-1153

The student will demonstrate knowledge of significant political and cultural developments of the late 20th Century that affect global relations.

Benchmarks

Examples









1. Students will demonstrate knowledge of the continuing impact of September 11, 2001.

SE/TE: 1115-1116, 1117-1118, 1119

TR: Unit 7: p. 85, 87, 92; NTT: 207

TECH: WHA: Taking a Stand; WC: nap-3441

1. New clashes of economic, political, and religious world views

SE/TE: 1104, 1113, 1115-1116, 1117-1118, 1119

TECH: WC: nap-3461

The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.

SE/TE: MAPS: 18, 31, 40-41, 47, 69, 71, 85, 93, 103, 105, 119, 125, 138, 151, 156, 169, 179-180, 187, 189, 202, 215, 217, 226, 232, 248, 257, 271, 275, 286, 292, 315, 325, 332, 342, 349, 380, 384, 388, 398, 413, 432, 447, 454, 463, 485, 505, 526, 532, 554, 558, 595, 599, 649, 661, 693, 703, 707, 743, 757, 765, 769, 774, 793, 797, 799, 804, 812-813, 817, 823, 826, 837, 863, 872, 876, 907, 928, 935, 943, 949, 962-963, 969, 971, 988-989, 995, 1015, 1027, 1033, 1046, 1056, 1063, 1067, 1083, 1097, 1101, 1111, 1117; SH: p. 24-29; Concept Connector Handbooks (CCH): pp. 1132-1145, 1152

TR: Color Transparencies (CT): 59, 62, 149, 177, 187, 201, 202, 210

V. GEOGRAPHY

B. Essential Skills

Standards


The student will identify challenges and opportunities as we enter the 21st Century.

Benchmarks

Examples

CHAPTER 59 I. The Post-war Period, 1945 AD-present

GRADES 9-12







TECH: Webcode: nap-0131, nap-0211, nap-0221, nap-0231, nap-0311, nap-0321, nap-0331, nap-0341, nap-0351, nap-0421, nap-0431, nap-0451, nap-0521, nap-0551, nap-0611, nap-0612, nap-0631, nap-0641, nap-0711, nap-0712, nap-0731, nap-0741, nap-0811, nap-0831, nap-0851, nap-0852, nap-0912, nap-0921, nap-1021, nap-1041, nap-1051, nap-1111, nap-1121, nap-1221, nap-1231, nap-1241, nap-1251, nap-1311, nap-1341, nap-1411, nap-1421, nap-1431, nap-1531, nap-1611, nap-1641, nap-1651, nap-1721, nap-1731, nap-1841, nap-1842, nap-2031, nap-2111, nap-2211, nap-2232, nap-2243, nap-2345, nap-2421, nap-2431, nap-2441, nap-2451, nap-2521, nap-2531, nap-2532, nap-2541, nap-6000, nap-2611, nap-2621, nap-2622, nap-2641, nap-2721, nap-2741, nap-2651, nap-2841, nap-2911, nap-2931, nap-2941, nap-7000, nap-3011, nap-3031, nap-3111, nap-3131, nap-3141, nap-3211, nap-3231, nap-3311, nap-3341, nap-3411, nap-3421, nap-3431, nap-3441

1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

NA

2. Students will make inferences and draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.

SE/TE: SH24, 18, 34, 45, 69, 93, 103, 119, 138, 202, 204, 205, 207, 232, 278, 300, 342, 388, 403, 404, 462-463, 468, 485, 526, 603, 649, 654, 742, 746, 872, 876, 1074, 1083, 1101

TR: Unit 3: 33

TECH: WC: nap-0131, nap-0311, nap-0341, nap-0351, nap-0421, nap-0451, nap-0631, nap-1241, nap-1431, nap-1531, nap-1641, nap-2031, nap-2341, nap-2651, nap-2741, nap-3341, nap-3421

Benchmarks







3. Students will demonstrate the ability to use geographic information from a variety of sources to determine feasible locations for economic activities and examine voting behavior.

SE/TE: SH24, 18, 31, 41, 69, 182, 207, 232, 342, 412, 413, 442, 612-613, 630, 742, 778, 780, 793, 797, 799, 804, 865, 1083, 1099

TR: Ct: 81

TECH: WC: nap-0131, nap-0221, nap-0311, nap-0631, nap-1311, nap-2341, nap-2521, nap-2531, nap-1532, nap-2541, nap-2721, nap-3341

The student will understand the regional distribution of the human population at local to global scales and its patterns of change.

NA

1. Students will describe the pattern of human population density in the United States and major regions of the world.

SE/TE: 1068, 1070, 1107, 1124, 1148

TR: CT: 210

2. Students will provide examples that illustrate the impact changing birth and death rates have on the growth of the human population in the major regions of the world.

SE/TE: 1068, 1073, 1077, 1079-1080, 1108, 1111, 1125

3. Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

SE/TE: 1077

4. Students will use the concepts of push and pull factors to explain the general patterns of human movement in the modern era, including international migration, migration within the United States and major migrations in other parts of the world.

SE/TE: 610, 612, 616-617, 629, 704, 713, 730, 732, 742, 745, 799, 864, 896, 1050, 1108-1109

TECH: WHA: Fleeing Amid Religious violence; WC: nap-2345

C. Spatial Organization

Standards

Benchmarks







The student will describe and provide examples of the primary factors behind the regional pattern of culture groups in the United States and the world.

NA

1. Students will use regions to analyze the locational patterns of culture groups at various scales.

SE/TE: 18, 19, 30-33, 44-46, 68-70, 71, 85, 90, 92-93, 94-96, 118-119, 150-151, 182, 187, 188, 192, 198, 201-203, 204-205, 207

TE: 2c, 184c, 212c

TR: Unit 1: 33, 114, 116; Notetaking Transparencies (NTT): 72A, 74; Reading and Note Taking Study Guide (RNT): 62; Color Transparencies (CT): 21, 36, 37

TECH: Webcode (WC): nap-0131, nap-0211, nap-0231, nap-0311, nap-0331, nap-0341, nap-0421, nap-0611, nap-0631, nae-0701; Witness History Discovery School Video (DSV): Discovering Ancient Shang China; Witness History Audio (WHA): The Gift of the Nile; WHA: Birth of Diverse Cultures

2. Students will use concepts and models of the process of diffusion to interpret the spread of culture traits.

SE/TE: 22, 23, 25, 38, 43, 80-82, 104-105, 115, 117, 119, 123, 139, 142, 145, 151, 165, 168-169, 181, 284-285, 287-288, 295, 299, 315, 326-327, 335, 341, 342, 345, 384, 398, 401, 403, 441, 479, 491, 499

TR: Unit 2: 73, 114; NTT: 88A; CT: 74

TECH: WC: nap-0321, nap-0611, nap-0641, nap-1021, nap-1111, nap-1251; DSV: A Changing World

3. Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change.

SE/TE: 1108, 1109

TE: 1094c

Standards

Benchmarks








4. Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

SE/TE: 14, 49, 191, 192, 197-198, 202, 203, 205, 207, 220, 268, 964-965, 977, 1005, 1021, 1026, 1055, 1064-1065, 1068-1069, 1094-1095, 1103, 1105, 1149, 1169

TE: 112c

TR: CT: 36

TECH: WHA: Berlin Is Walled In; WC: nap-0121, nap-0631, nae-3501

The student will explain how the regionalization of space into political units affects human behavior.

NA

1. Students will understand the concept of nationalism and of sovereign political states and how sovereignty is impacted by international agreements.

SE/TE: 458, 590, 1086, 1091, 1096, 1097, 1103, 1104, 1126, 1127, 1152-1153

TECH: WHA: The Nations of Europe Unite

2. Students will provide examples of the impact of political boundaries on human behavior and economic activities.

SE/TE: 982-983, 1015, 1046-1047, 1097, 1102-1103, 1108

TECH: WHA: Fleeing Amid Religious Violence; WHA: The Nations of Europe Unite

3. Students will understand the patterns of colonialism and how its legacy affects emergence of independent states in Africa, Asia, and Latin America as well as the tensions that arise when boundaries of political units do not correspond to nationalities of people living within them.

SE/TE: 750-752, 756, 757, 758, 759, 760, 773-774, 776, 791-792, 793, 794, 801-802, 803-805, 807, 808, 809, 810, 1013, 1014-1015, 1019, 1025, 1026, 1030, 1032-1033, 1041, 1046-1047, 1086, 1110

TE: 748c, 782c, 1012c

TR: Unit 5: 92, 95; Unit 7: 47, 53; CT: 143, 145, 148, 149, 194; NTT: 147, 163, 185

Benchmarks


Standards







TECH: WHA: White Man’s Burden; WHA: Resisting Imperialism; WHA: Independence in Eritrea; DSV: The Scramble for African Colonies; WC: nae-2401, nae-3101, nap-2421, nap-2521, nap-2541, nap-3131

4. Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet.

NA

The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.

NA

1. Students will describe the contemporary patterns of large cities.

SE/TE: 977, 1064-1065, 1070, 1073, 1078

2. Students will describe the processes that have produced this pattern of cities.

SE/TE: 662-665, 664, 669, 770, 772, 788, 977, 1070, 1073, 1078

3. Students will describe how changes in transportation and communication technologies affected the urbanization of the United States.

SE/TE: 664, 665, 887

4. Students will describe how changes in transportation technology, government policies, lifestyles, and cycles in economic activity impact the suburbanization of the United States.

SE/TE: 977

5. Students will explain the internal spatial structure of cities in the United States.

SE/TE: 664, 670

6. Students will provide examples of how the internal structure of cities varies around the world.

SE/TE: 1064-1065, 1070


Standards

Benchmarks







The student will use regions and the interaction among them to analyze the present patterns of economic activity in the United States and around the world at various scales.

NA

1. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the United States.

SE/TE: 661, 662

TECH: WC: nap-2111

2. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the primary industrial regions of the world.

SE/TE: 613, 614-615, 616-617, 696-697, 1076-1077, 1079, 1099, 1100

TR: CT: 113, 114, 201

TECH: WC: nap-1931

3. Students will describe how the technological and managerial changes associated with the third agricultural revolution have impacted the regional patterns of crop and livestock production.

SE/TE: 1068-1069, 1079, 1080, 1083-1084, 1124-1125

TECH: WC: nap-3341

4. Students will understand how the transportation and communication systems have impacted the development of regions.

SE/TE: 1123, 1125

5. Students will describe patterns of consumption and production of the agricultural commodities that are traded among nations.

SE/TE: 1102-1103

6. Students will describe patterns of consumption and production of fossil fuels that are traded among nations.

SE/TE: 978, 1034-1035, 1037, 1101, 1129

TR: CT: 207


Standards

Benchmarks







TECH: nap-3421

7. Students will describe how geographic models can help to explain the location of commercial activities and land use patterns in the United States and the world.

SE/TE: 661, 1083


8. Students will explain the variations in economic activity and land use within the state of Minnesota analyze issues related to land use and reach conclusions about the potential for change in various regions.

NA

9. Students will describe changes in common statistical measures of population or economy that occur as countries develop economically.

SE/TE: 1035, 1057, 1067, 1078, 1079, 1090, 1111

TR: CT: 200, 202


10. Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle.

SE/TE: 1034-1035, 1079, 1102, 1103, 1108, 1116, 1128

The student will describe how humans influence the environment and in turn are influenced by it.

NA

1. Students will provide a range of examples illustrating how types of government systems and technology impact the ability to change the environment or adapt to it.

SE/TE: 629, 972, 973, 1001, 1002, 1003, 1010, 1026, 1066-1067, 1068-1069, 1070, 1072-1073, 1075

TR: CT: 200, 203; NTT: 188

TECH: WC: nap-3311

Standards

Benchmarks

D. Interconnections







2. Students will analyze the advantages and drawbacks of several common proposals to change the human use of environmental resources.

SE/TE: 1105, 1107-1108, 1110-1112, 1113, 1129

3. Students will understand and analyze examples of the impacts of natural hazards on human activities and land use.

SE/TE: 1073, 1112, 1113


Documents

Prentice Hall World History, Survey Edition © 2007 …assets.pearsonschool.com/.../MN_WorldHistory_Survey_2007.pdfCHAPTER 3 A. Beginnings of Human Society and Early Civilizations,