prentice hall world history: connections to today © 2005...

Prentice Hall World History: Connections to Today © 2005, Survey Edition

Correlated to: Delaware Social Studies Content Standards:

Cluster Benchmarks and Performance Indicators (By the End of Grade 11)

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

DELAWARE SOCIAL STUDIES CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))

END OF GRADE CLUSTER BENCHMARKS and PERFORMANCE INDICATORS Topical Pathways Grades 9-12 Social Studies CIVICS - ECONOMICS - GEOGRAPHY - HISTORY

• Government • Politics • Citizenship • Participation • Microeconomics • Macroeconomics • Economic Systems • International Trade • Maps • Environment • Places • Regions • Chronology • Analysis Interpretation • Content: • U.S. History 1850 to the present • World History

CIVICS Standard One: Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy. End of Cluster Expectations By the end of grade 11 students will be able to:

• analyze the ways in which the structure and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories.

SE/TE: 424, 425, 426, 456-458, 462-463, 594-596, 758, 759, 760,763-765, 978

TR: Biography Activity, Unit 4 booklet: 70; Chapter Extension Activities booklet: 43, 73; Viewpoint Activity, Unit 7 booklet: 68

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program.

Prentice Hall World History: Connections to Today © 2005, Survey Edition Correlated to:

Delaware Social Studies Content Standards: Cluster Benchmarks and Performance Indicators, (By the End of Grade 11)




Performance Indicators Topic: Government High School Level Students will be able to: C.401 describe the purposes and structures of

democratic governments.

SE/TE: 442, 443, 457-458, 463, 510-512, 520-522, 532, 592-593

TR: Skills Assessment, Primary Source: 107; Thucydides: 112; Magna Carta: 209; Assessing your Skills, Comparing Viewpoints: 113; Chapter Extension, Activities Booklet: 16-17; History through Literature booklet, The Aenid: 13-15; Les Misarables: 45-46; Connections to Today, Cause and Effect: 553; Primary Sources and Literature, The English Bill of Rights: 420

TECH: Interactive Student Tutorial CD-ROM: 5, 6, 14, 17, 18, 21, 23, 28, 33; Computer Test Bank: 5, 6, 14, 17, 18, 21, 23, 28, 33

C.402 describe the purposes and structures of

authoritarian governments.

SE/TE: 106, 120-122, 174, 207, 211, 236, 243 TR: Assessing your Skills, Comparing

Viewpoints: 113; Other Viewpoints: 113; Primary Sources and Literature, Interpreting the Document, Discoveries: 974; Creative Teaching Activities Booklet: 28, 41, 87, 128; Guided Reading and Review, Unit 2 booklet: 30; Unit 3 booklet: 20; Unit 7 booklet: 26; Primary Source Activity, Unit 2 booklet: 33; Impact of the Individual, Biography: 417; Did you Know: 418

TECH: Interactive Student Tutorial CD-ROM: 5, 17, 19, 21, 25; Computer Test Bank: 5, 17, 19, 21, 25; Go Online, PHSchool.com: The Lasting Legacy of Alexander the Great: 123

C.403 analyze the influence that culture, values, and histories have in determining a nation’s form of government.

SE/TE: 6, 7, 8, 10, 11-12, 13, 14, 15-19, 24-27, 28-33, 34-37, 38-43

TR: Background, Geography: 7; About the Scene: 9; Connections to Art: 12; Theme, Geography and History: 7; Connections to Today: 42; Geography makes a Difference: 7, 18; Simulations booklet, The Lost City of Vesuvius: 2-3; Primary Source, Art in a Cave: 12; Connections to Today, Cause and Effect: 19

TECH: World History, Color Transparencies






(Continued) C.403 analyze the influence that culture, values,

and histories have in determining a nation’s form of government.

(Continued) TECH: Political Cartoon about Technology and

People Meeting, Their Need for food: E-21; Interactive Student Tutorial CD-ROM: 1, 2; Computer Test Bank: 1-2

C.404 interpret how differing ideologies such as

classical republicanism (e.g., common good) and classical liberalism (e.g., self interest) influence a nation’s form of government.

SE/TE: 40-41, 140, 207, 208-210, 236, 340, 424-426, 461, 477, 486, 490, 518-520, 525-526, 594-596, 598, 599, 607, 613

TR: Political and Social Systems: 518, 598 TECH: Go Online PHSchool.com: Becoming a

Independent Nation: 526; Discovery Channel School Video, Napoleon and His Empire: 488

C.405 provide examples of how the principles of

rule of law and rule of men are applied by governments.

SE/TE: 38, 40-41, 140, 207, 208-210, 236, 270, 424, 426, 486, 488, 490, 519-520, 526, 607, 852

TR: Analyzing Primary Sources, Magna Carta: 209; Interpreting the Primary Source: 209; Synthesizing Information: 425; Primary Source Activity booklet, A movement for Democracy, Unit 5 booklet: 65, 209; Comparing Viewpoints: 270; Synthesizing Information: 425; Background, Global Connections: 525; About the Evidence: 425; Daily Life: 424; Political and Social Systems: 424; About the Evidence: 425; Problem Solving: 852, 917, 942

TECH: Go Online PHSchool.com: Becoming a Independent Nation: 526

C.406 compare and contrast the purposes and

structures of democratic and authoritarian types of governments.

SE/TE: 417-418, 424, 425, 426, 432-435, 456-458, 462-463, 594-596, 713-717, 758, 759, 760, 763-765, 834-838, 841, 843-848, 978

TR: Biography Activity, Unit 4 booklet: 70; Chapter Extension Activities booklet: 43, 73; Viewpoint Activity Unit 7 booklet: 68

CIVICS Standard Two: Students will understand the principles and ideals underlying the American political system. End of Cluster Expectations By the end of grade 11 students will be able to:

• examine and analyze the extra-Constitutional role that political parties play in American politics.






• understand that the functioning of the government is a dynamic process which combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations which have evolved over the past 200 years.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Politics High School Level Students will be able to: C.407 describe how and why political parties are

created.

SE/TE: 518, 519, 525 TR: Linking Past and Present: 525

C.408 explain the role political parties play in the U.S. political system.

C.409 explain how political parties impact American politics.

C.410 explain the formal balances of power contained in the U.S. Constitution.

SE/TE: 107-109, 282, 476, 447-449, 460, 461, 462, 463, 829, 883

TR: Comparing Viewpoints, What Limits should there be on Freedom of Speech: 448; Background, Other Viewpoints: 448; Skills Tip: 448; Blocks Scheduling Support: 451

TECH: Go Online PHSchool.com: 463

C.411 analyze how constitutional amendments change the U.S. Constitution.

SE/TE: 113, 129, 140, 199, 411, 462, 463, 446-447, 609-610, 611, 613, 614, 754, 836, 841, 848

TR: Biography, Impact of the Individual: 447; Connections to Today, Political and Social Systems: 447

C.412 explain how court cases and judicial

review affect the formal balances of power in our government.

SE/TE: 113, 129, 140, 411, 462-463, 446-447, 611, 612, 613, 536-537, 840-841

TR: Primary Source on Liberty: 536-537; Biography, Impact of the Individual: 447

C.413 explain how the formal balance of power

in our government evolves in response to acts, laws, traditions, and interpretations.

SE/TE: 47, 97, 113, 123, 129, 140, 219, 260, 288, 355, 407, 448, 562-563, 565, 586, 609-610, 611, 613, 614, 693, 751, 841, 848






(Continued) C.413 explain how the formal balance of power

in our government evolves in response to acts, laws, traditions, and interpretations.

(Continued) TR: Primary Source, The Encyclopedia: 449;

Synthesizing Information, Growth of American Suffrage: 610; Global Connections: 586

C.414 explain how the government of the

United States addresses the discrepancies between American ideals and the realities of American social and political life (e.g., the ideal of equal opportunity and the reality of unfair discrimination).

SE/TE: 270, 448, 462, 470, 473, 536, 608-609, 611-613, 618-619, 620, 839, 840, 841, 935, 946

TR: Activity Unit Themes: 540; Why Study History? Booklet, Because the Past has a Impact on us Today: 15-16; Biography; Impact of the Individual: 841; Exploring the Human Drama: 841; Assessment: 823

C.415 explain the influence of racial, economic,

regional, ethnic, or linguistic diversity on American politics.

SE/TE: 13, 245, 270, 318, 355, 447, 456, 457, 463, 586, 592, 608, 609, 610, 611, 612, 613, 725, 739, 750, 815, 840, 841, 943

CIVICS Standard Three: Students will understand the responsibilities, rights, and privileges of United States citizens. End of Cluster Expectations By the end of grade 11 students will be able to:

• understand that citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels; participating in the civic process; and upholding the laws of the land.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Citizenship High School Level Students will be able to: C.416 describe the citizen’s responsibility to

participate in the civic process.

SE/TE: 107, 108-109, 112, 113, 447, 448, 449, 450, 451-453, 454, 461, 462-463, 464-465

TR: Section Quiz, Unit 2 booklet: 25; Unit 5 booklet: 3; Comparing Viewpoints; Chapter Extension Activities booklet: 16, 77; Creative Teaching Activities booklet: 83, 85; Section Quiz, Unit 5 booklet: 8

TECH: Interactive Student Tutorial CD-Rom: Chapter 5, 18; Computer test Bank: Chapter 5






C.417 explain the benefits of participating in the civic process.

SE/TE: 107, 108-109, 112, 113, 447, 448, 449, 450, 451-453, 454, 461, 462-463, 464-465

TR: Section Quiz, Unit 2 booklet: 25; Unit 5 booklet: 3; Section Quiz, Unit 5 booklet: 8

TECH: Interactive Student Tutorial CD-Rom: Chapter 5, 18; Computer test Bank: Chapter 5

C.418 explain the citizen’s responsibility to

uphold the laws of the land.

SE/TE: 942 TR: Cooperative Learning, Solving Problem: 942

C.419 select a current public policy issue (federal, state, or local) and develop an informed position.

SE/TE: 816, 817, 825, 877 TECH: Go Online PHSchool.com: 825

C.420 evaluate the influence of public opinion on public policy and the behavior of public officials.

SE/TE: 830, 832 TR: Synthesizing Information, European Union:

831

C.421 evaluate contemporary issues that involve a question of personal rights (e.g., restricted membership in an organization, school prayer, sexual harassment, refusal of medical care).

SE/TE: 840, 841 TR: Connections to Today, Social Security: 840;

Connections to Today, Your Senior Years: 599

CIVICS Standard Four: Students will develop and employ the civic skills necessary for effective, participatory citizenship. End of Cluster Expectations By the end of grade 11 students will be able to:

• develop and employ the skills necessary to work with government programs and agencies.

SE/TE: FL-60, 7, 18-19, 26, 41-43, 76-80,120-123, 135-136,198-199,234-239, 246-257, 258-260, 267-269, 270, 271, 272-275, 290-291, 293, 294-295, 296, 298, 308-310, 314, 317, 318,323, 364-368, 391,398-400, 403, 404, 405, 510, 527-528, 618-620, 810, 812-815,817, 822-823, 841, 926

• understand the process of working within a

political party, a commission engaged in examining public policy, or a citizen's group.

TR: Skills Tip: 39; Comparing Viewpoints, How Should Society Deal with Law Breakers: 39; Other Viewpoints: 39







Performance Indicators Topic: Participation High School Level Students will be able to: C.422 explain the various ways a citizen can

participate in a political party.

SE/TE: 424, 425, 426, 456-458, 462-463, 594-596, 613, 695,758, 759, 760, 763-765, 869, 872, 875, 877, 884 886, 889,891, 892, 899, 909, 912, 913, 914, 916, 918, 919, 920, 921, 925, 929, 935, 936, 941, 942, 945, 953

C.423 describe several ways of interacting

effectively with government agencies.

SE/TE: xlviii-xlix, xlii-xliii, 39, 92, 270, 349, 379, 408, 488, 547, 566, 679, 766, 816, 956; 299, 596, 723, 824, 931, 957; xli, 119, 479, 620, 699, 719, 759, 871; xliv-xlv, 9, 56, 159,165, 165, 188, 246, 405, 503, 610, 646, 711, 831, 891

C.424 explain the role of voluntary associations

(e.g., Habitat for Humanity, soup kitchens, The Red Cross), in performing functions that governments may otherwise have to provide.

SE/TE: xlviii-xlix, xlii-xliii, 39, 92, 270, 349, 379, 408, 448, 547, 556, 756, 816, 956; 299, 596, 723, 824, 931, 957; xli, 119, 479, 620, 699, 719, 759, 871; xliv-xlv, 9, 56, 150, 165, 188, 246, 405, 503, 610, 646, 711, 831, 891

C.425 analyze the role of a commission or a

citizen group in influencing public policy.

SE/TE: 113, 142, 282, 461, 476, 540, 686, 695, 696, 697, 793, 829, 918, 946

ECONOMICS Standard One: Students will analyze the potential costs and benefits of personal economic choices in a market economy. End of Cluster Expectations By the end of grade 11 students will be able to:

• demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services.

SE/TE: Problem solving and decision making:9,39,113, 152,204,224,276, 281,349, 368, 392, 402, 487, 526,547, 586, 607, 630,639, 679, 790, 817, 848, 854,903;For Your Portfolio:528, 672; Critical Thinking and Writing: Identifying Alternatives: 919; Assessment,Comprehension: 872,853,887,919, 923,; Skills Tip: 125,203, 209, 231, 679,699, 719,879, 931







Performance Indicators Topic: Microeconomics High School Level Students will be able to: E.401 develop a personal financial plan that

includes a budget, an investment portfolio, and the appropriate use of credit.

SE/TE: 199, 284-285, 404,501,549, 554, 818, 820 Connection To Economics, Making a Profit: 404 Planning A presentation: 507; Finding Evidence:347, 461, 598, 728, 735, 776, 810, Making Inferences: 63, 625, 645, 739, 754, 900;Solving a Problem: 852, 917, 942;Drawing Conclusions: 396, 480, 485, 606, 762, 925

E.402 explain what causes a shift in supply or

demand and its relationship to production and distribution within a market economy.

SE/TE: 404, 406, 450, 470, 522, 597, 598, 635, 663-664, 747, 809, 813, 839, 851, 859, 938

E.403 analyze the potential costs and benefits of a decision made by a consumer, a business firm, or a government within a market economy.

SE/TE: 404, 450, 501, 504, 513

E.404 explain how government policies impact markets and influence individual choices of households, businesses and government.

SE/TE: 808, 809, 810, 812, 813, 814-815, 817, 818, 819-823

TR: Skills Assessment Chart: 815; Comparing Viewpoints: 86; Background, Other Viewpoints: 86

E.405 explain that to determine the best level of

consumption of a product people must compare the additional benefits with the additional costs of consuming a little more or a little less.

SE/TE: 199-200, 270, 404-406, 450, 411, 547, 651, 764, 916

E.406 explain how the choices made by individuals, firms, or government officials in the short run often have long-run unintended consequences that can partially or entirely off set the initial effects of their decisions

SE/TE: 148, 226, 404, 635, 761-762, 955 TR: Connections to Economics: 404

E.407 explain how government enforced price ceilings and price floors distort price signals and incentives to producers and consumers causing inefficient use of resources.

SE/TE: 708, 709, 710, 712 TR: synthesizing Information, Collectivization:

711






E.408 explain the roles of government in a market economy and analyze the impact on consumers and producers.

SE/TE: 404, 450, 597, 663-664 701, 747, 748, 750, 751, 846-847

TR: Economy’s and Technology: 847

ECONOMICS Standard Two: Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy. End of Cluster Expectations By the end of grade 11 students will be able to:

• develop an understanding of how economies function as a whole, including the causes and effects of inflation, unemployment, business cycles, and monetary and fiscal policies.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Macroeconomics High School Level Students will be able to: E.409 explain the causes and effects of

fluctuations in the business cycle in a market economy.

SE/TE: b404, 450, 510-511 TR: Background, Connections to Economy: 404;

Assessment, Recall: 450

E.410 explain the causes (demand-side/supply-side) and effects of inflation.

SE/TE: 148, 226, 404, 415, 635, 761-762, 851, 955 TR: Synthesizing Information, Chapter Extension

Activities booklet: 42; Economies and Technology: 761; Background Historical Evidence: 763

TECH: Interactive Student Tutorial CD-ROM: 17; Computer Test Bank: 17

E.411 explain the causes and effects of

unemployment.

E.412 explain the purposes and functions of fiscal policy.

E.413 explain how a society’s use of its resource base impacts its economic growth as measured by GDP or GNP.






E.414 assess the state of an economy using economic indicators such as GDP/GNP, CPI, and unemployment and inflation rates.

SE/TE: 859

E.415 analyze the impact of monetary and fiscal policies on the state of the economy as measured by such economic indicators as GDP/GNP, CPI, and employment and inflation rates.

E.416 explain the goals and function of monetary policy.

E.417 explain how monetary and fiscal policies influence activity in a market economy.

ECONOMICS Standard Three: Students will understand different types of economic systems and how they change. End of Cluster Expectations By the end of grade 11 students will be able to:

• analyze the wide range of opportunities and consequences resulting from the current transitions from command to market economies in many countries.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Economic Systems High School Level Students will be able to: E.418 define command, market, traditional, and

mixed economies.

SE/TE: 42-43, 64, 217, 262, 450, 708-709, 916 TR: Economies and Technology: 262; Background

Connections to Economics: 262, 916; Linking Past and Present: 709

E.419 analyze how economic goals (equity,

efficiency, freedom, growth, security, and stability) influence the way in which a society answers the three basic economic questions.






E.420 describe the advantages and disadvantages of command, market, traditional, mixed economies.

E.421 analyze the opportunities and consequences that may result in the change from one type of an economic system to another.

E.422 analyze how the role of government policies may affect the transition from one type of an economic system to another.

SE/TE: 843-844, 846, 847, 848 TR: Background, Historical Evidence: 844; Cause

and Effect, Collapse of the Soviet Union: 848 TECH: Interactive Student Tutorial CD-ROM: 33;

Computer Test Bank: 33

ECONOMICS Standard Four: Students will examine the patterns and results of international trade. End of Cluster Expectations By the end of grade 11 students will be able to:

• analyze and interpret the influence of the distribution of the world's resources, political stability, national efforts to encourage or discourage trade, and the flow of investment on patterns of international trade.

SE/TE: 663-664, 812, 813-815, 818, 819, 820, 822-823, 840-841, 842-843, 846-848, 862-863, 865, 867, 868-870, 876-877, 884-887, 924, 925, 928, 934-936, 937-939, 940-941, 942, 945, 946, 949, 950-952, 953-955

TR: Connections to Film: 814; Connections to Science: 815, 820; Global Connections, Diversity: 818; Connections to Literature: 819; Connections to Economics: 840; About the Primary Source: 871; Analyzing Primary Sources: 871

TECH: World History Color Transparencies, World Population: B-65l; Interactive Student Tutorial CD-ROM: 32, 33, 34, 37; Computer Test Bank: 32, 33, 34, 37; Discovery School Video, Meet Nelson Mondala: 924







Performance Indicators Topic: International Trade High School Level Students will be able to: E.423 explain the effect of the distribution of the

world’s resources on international trading patterns.

SE/TE: 364-368, 806-808, 812, 813, 814-815, 817, 820, 890-891, 942-943

TR: Primary Source, Seeking World Peace: 809; Background, Global Connections: 809; Connections to Film: 814

TECH: Go Online PHSchool.com: Environmental Issues: 817

E.424 analyze how specialization influences

patterns of international trade.

E.425 explain the relationship between political stability and international trade.

E.426 explain how international trade influences a nation’s standard of living.

E.427 explain how a nation’s use of its resources (capital, natural, and human) in the production process affects both what it exports and imports.

E.428 analyze the impact of national and international efforts to encourage and discourage international trade.

E.429 explain what determines the flow of investment (real interest rates, exchange rates, real income, price levels) between trading partners.






GEOGRAPHY Standard One: Students will develop a personal geographic framework, or “mental map,” and understand the uses of maps and other geo-graphics. End of Cluster Expectations By the end of grade 11 students will be able to:

• identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as

Hierarchy (patterns at a detailed scale may be related to patterns at a more general scale)

SE/TE: 26, 35, 40, 43, 53, 60, 79, 83, 94, 99, 106, 111, 129, 131, 134, 144, 148, 157, 160, 170, 183, 184, 192, 198, 210, 217, 231, 238, 242, 258, 268, 274, 281, 291, 309, 311, 314, 317, 337, 353, 266-367, 371, 383, 396, 401, 414, 428, 432, 437, 457, 462, 486, 482, 502, 524, 530, 545, 571, 579, 583, 591, 604, 609, 623, 629, 632, 638, 651, 654, 656, 660, 680, 687, 696, 709, 729, 736, 739, 743, 773, 785, 789, 794, 808, 832, 852, 870, 874, 879, 883, 901, 902, 917, 951

TECH: Skills Transparencies: Learning From Maps: 5; World history Color Transparences: European Knowledge of the World base Map and Overlay Transparencies: Set 4, B-4, B-43, B-45

Accessibility (how easily one place can be reached from another)

SE/TE: 869, 872, 875, 877, 884, 886, 889, 891, 892, 899, 909, 912, 913, 914, 916, 918, 919, 920, 923, 925, 929, 935, 936, 941, 942, 945, 953

TR: Chapter Extension Activities booklet: 12, 14, 25, 41, 64, 76-77, 78, 79, 83; History Through Literature booklet: 32-33; Viewpoint Activity, Unit 2 booklet: 34

Diffusion (how people or things move in certain directions at certain speeds)

SE/TE: 809-810, 814, 828-830, 831, 832-833, 875-877, 886, 888-890, 891, 892-893, 899-900, 903, 908-909, 910-913, 914-919, 929, 934-939, 942-943

TR: Creative Teaching Activities booklet: 146, 159, 160, 163; Guided Reading and Review: Unit 8 booklet: 18, 74, 76, 92; Chapter Extension Activities booklet: 79, 85; Viewpoint Activity: Unit 8 booklet: 30, 84, 102: Section Quiz, Unit 8 booklet: 19, 75, 77, 93; Skill Application Activity, Unit 8 booklet: 85

TECH: World History Color Transparencies: B-65, Set 7, B-59, B-61, B-63: Interactive Student Tutorial CD-Rom: 33, 36; Computer Test Bank chapters: 33, 36






Complimentarity (the mutual exchange of people or goods among places usually occurs over the shortest possible distances)

SE/TE: 102-104, 105-109, 110-112, 114, 115-119, 120-123, 124-125

TR: Creative Teaching Activities booklet: 24, 25, 26, 27, 28; Guided Reading and Review, Unit 2 booklet: 22, 24, 26, 28, 30

• apply the analysis of mapped patterns to the

solution of problems.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Maps High School Level Students will be able to: G.401 interpret thematically mapped

information and draw inferences from spatial patterns using a combination of common geographic principles.

SE/TE: 26, 35, 40, 43, 53, 60, 79, 83, 94, 99, 106, 111, 129, 131, 134, 144, 148, 157, 160, 170, 183, 184, 192, 198, 210, 217, 231, 238, 242, 258, 268, 274, 281, 291, 309, 311, 314, 317, 337, 353, 266-367, 371, 383, 396, 401, 414, 428, 432, 437, 457, 462, 486, 482, 502, 524, 530, 545, 571, 579, 583, 591, 604, 609, 623, 629, 632, 638, 651, 654, 656, 660, 680, 687, 696, 709, 729, 736, 739, 743, 773, 785, 789, 794, 808, 832, 852, 870, 874, 879, 883, 901, 902, 917, 951

TECH: Skills Transparencies: Learning From Maps: 5; World history Color Transparences: European Knowledge of the World base Map and Overlay Transparencies: Set 4, B-4, B-43, B-45

G.402 demonstrate an understanding and application of the following common geographic principles:

• Hierarchy – patterns at one scale are related to patterns at a more general scale (e.g. economic or cultural connections between political units such as village, town, city, county, state and country; connections between political structures such as precinct, ward, county, state and nation).

SE/TE: 7, 8, 10-12, 14, 15-17, 18-19, 20-21, 24-27, 31-32, 156-157, 159-160, 283-285, 311-313, 336, 364-368, 373-374, 377-378, 380-381, 389-391, 621-624, 629-630, 631-633, 635-636, 650-652, 653-657, 658-662, 663-667

TR: Creative Teaching Activities booklet: 812; Guided Reading and Review: Unit 1, booklet2, 20; History Through Literature, The Source, History through Literature booklet: 3, 4; Poems of Ancient Egypt 5-6






(Continued) • Hierarchy – patterns at one scale are related

to patterns at a more general scale (e.g. economic or cultural connections between political units such as village, town, city, county, state and country; connections between political structures such as precinct, ward, county, state and nation).

(Continued) TR: Viewpoint Activity Unit 4 booklet: 32, 52;

Unit 6 booklet: 70, 90; Geography and History booklet: 12-13

TECH: World history Visions, Voices Views, Animated Map, Story, The Global Trade in Pepper, Videotape 4; Daily Life Close-up, A Railway Worker in Colonial India, Videotape 6; Interactive Student Tutorial CD-Rom: 2; Computer Test Book: Chapter 2

• Accessibility – the ease or difficulty of

reaching all places from a given location (e.g. locating an auto parts distribution company near a regional trucking facility; North Carolina’s furniture industry located close to forest resources and an East Coast market; changing shipping routes with the opening of the Suez canal).

SE/TE: 869, 872, 875, 877, 884, 886, 889, 891, 892, 899, 909, 912, 913, 914, 916, 918, 919, 920, 923, 925, 929, 935, 936, 941, 942, 945, 953

TR: Chapter Extension Activities booklet: 12, 14, 25, 41, 64, 76-77, 78, 79, 83; History Through Literature booklet: 32-33; Viewpoint Activity, Unit 2 booklet: 34; Unit 5 booklet: 66; Unit 8 booklet: 10, 30, 66, 84; Geography and History booklet: 10-11, 16-17

TECH: World History Color Transparencies: D-45, E-25, C-29, C-31; Set 2, B-27, B-29, B-31, B-35; E-35, B-65, E-49; World History Visions, Voices, Views, Global Issues Forum, How Should Minors be Defined and Treated by the Law?, Videotape 1; Listening to Literature World Masterpieces Audiotapes: from the Iliad, Side 4; from the Aeneid, Side 5

• Diffusion – the paths followed by people,

information, or things as they spread over geographic space (e.g. the spread of the bubonic plague or AIDS in the world; the spread of tobacco consumption from North America to Europe, Asia and Africa).

SE/TE: 7, 18, 19, 27, 38, 41-44, 45-46, 55, 56, 57-58, 63-65, 80, 82, 156-157, 159-160, 161, 162, 163-164, 183, 185, 240-2424, 244-245, 246, 247, 256-257, 259-260, 267-269, 270, 271, 281-283, 285, 287-288, 290-291, 308-310, 317, 318, 370-372, 373-375, 376, 377-378, 379, 380-381, 386-388, 389-391, 392, 393, 394-397, 98-402, 618-620, 621-624, 525, 626, 627-630, 631-634, 636-636, 638-639, 650-651, 653-657, 663-665, 667, 818, 885-886, 890, 918, 935-936

TR: Geography and History booklet: 2-3, 12-13, 16-17; Viewpoint Activity, Unit 1 booklet: 10, 30; Unit 3 booklet: 86; Unit 4 booklet: 52; Unit 6 booklet: 70, 90; Historical Outline Map Book: 1, 2, 3, 5, 14, 22, 23, 27, 38, 43; Chapter Extension Activites booklet: 28, 41, 61; Primary Source Activity, Unit 3 booklet: 67; Unit 4 booklet: 85; Unit 6 booklet: 69

TECH: World History Color Transparencies: E-21






(Continued) • Diffusion – the paths followed by people,

information, or things as they spread over geographic space (e.g. the spread of the bubonic plague or AIDS in the world; the spread of tobacco consumption from North America to Europe, Asia and Africa).

(Continued) TECH: World History Color Transparencies: B-71,

Set 3, B-35, B-37, B-39, B-81; Set 5, B-47, B-49, B-51

• Complimentarity – the basis for an exchange of people or goods between two places, usually over the shortest distances (e.g. basis for trade between Northern and Southern Europe; trade between Europe, Africa, and North America before the Civil War).

SE/TE: 102-104, 105-109, 110-112, 114, 115-119, 120-123, 124-125

TR: Creative Teaching Activities booklet: 24, 25, 26, 27, 28; Guided Reading and Review, Unit 2 booklet: 22, 24, 26, 28, 30; History Through Literature booklet: 11-12; Viewpoint Activity: The Values of Sparta and Athens, Unit 2 booklet, 34

TECH: World History Color Transparencies: B-75, C-29, D-39, D-41; Computer Test Bank: chapter 5; Interactive Student Tutorial CD-Rom: Chapter 5; History Through Literature: The Odyssey- History Through Literature booklet, 11-12; Humanities Pack Transparencies: Transparency 1

Topic: Maps Students will be able to: G.403 explain how GPS (Global Positioning

System) and GIS (Geographic Information System) are used to gather, portray and analyze data in thematic map form.

SE/TE: xxxiv-xxxv, 800-801, 832, 845, 891, 902, 917

G.404 select the correct type of data to collect when presented with a problem, and show how it can be mapped and the mapped patterns analyzed to solve the problem (e.g. use maps to prepare an evacuation plan for low-lying islands threatened by hurricanes, to select the best site for a sanitary landfill in an urban region, or to evaluate the loss of water supplies over time as suburban development has built over aquifer recharge areas).

SE/TE: 128-131, 132-136, 137-140, 147-149, 150, 151, 152-153

TR: Historical Outline Map Book: 9; Creative Teaching Activities booklet: 29, 30, 31, 32, 33; Guided Reading and Review, Unit 2 booklet: 42, 44, 46; Section Quiz, Unit 2 booklet: 43, 45, 47, 51; Biography Activity, Unit 2 booklet: 52; Primary Source Activity; Unit 2, booklet: 33; History Through Literature booklet: 13-15; Geography Quiz, Unit 2: 56; Geography and History booklet: 4-5

TECH: Interactive Student Tutorial CD-Rom: Chapter 6; World History Color Transparencies: B-75, Set 1, B-19, B-21, B-23, B-25, C-31






GEOGRAPHY Standard Two: Students will develop a knowledge of the ways humans modify and respond to the natural environment. End of Cluster Expectations By the end of grade 11 students will be able to:

• understand the Earth's physical environment as a set of interconnected systems (ecosystems) and the ways humans have perceived, reacted to, and changed environments at local to global scales.

SE/TE: 34, 52, 138, 140, 163, 168, 169, 182, 189-190, 196-198, 217-218, 280-281, 294, 633, 687, 804, 808, 812, 813, 814, 820, 822, 845, 868, 884, 886, 890-891, 917, 942-943

TR: Primary Source, Nezahualcoyotl: 162; Background Connections to Economics: 163; Daily Life: 160, 169, 200; Linking Past and Present: 709; Biography: 822; Historical Evidence: 886; Skills Assessment, Native American Cultural Groups of North America: 170, 816; Geography and History, River of Life: 52; Road Block: 197; Cause and Effect, Western European Emergency from Isolation: 219; Columbian Exchange: 407; Global Connections, Cutting Down Lives: 942; Synthesizing Information: water Scarcity in Middle East: 891

TECH: Interactive Student Tutorial CD-Rom: 7, 8, 35, 37; Computer Test Bank: 7, 8, 35, 37; Go Online PHSchool.com: Development Version Environment: 943

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Environment High School Level Students will be able to: G.405 understand the components of the Earth’s

physical systems (hydrosphere, atmosphere, lithosphere, biosphere) as interconnected ecosystems (e.g. water cycle, nitrogen cycle, ocean/atmosphere interactions).






G.406 recognize and explain the impact of human actions in changing ecosystems (e.g. acid rain, global warming, coastal dune destruction, mosquito control) at local to global scales.

SE/TE: 157, 280, 281, 294, 804, 815, 816, 817, 822, 842, 845, 866, 884, 890, 891, 916, 917, 922, 938, 942-943

TR: Background, Global Connections: 281; Connections to Science: 922; Assessing your Skills, Comparing Viewpoints: 816; Other Viewpoints: 816; Synthesizing Information: 891; Connections to Science: 815; Impact of the Individual, Biography: 817; Viewpoint Activity, Approaches to the Environment, Units Booklet 10: 816; Synthesizing Information about the Evidence: 891; Interpreting the Evidence: 891; Exploring the Human Drama, Meltdown at Chernobyl: 845

TECH: Interactive Student Tutorial CD-ROM: 32; Computer Test Bank: 32; Go Online PHSchool.com: Research Environmental Issues: 817

G.407 recognize and explain the role human

action plays in intensifying the impact of ecosystems on society (e.g. effect of overgrazing on soil erosion, building in flood plains, contributing to air pollution, deforestation).

SE/TE: 34, 52, 138, 140, 163, 168, 169, 182, 189-190, 196-198, 217-218, 280-281, 294, 633, 687, 804, 808, 812, 813, 814, 820, 822, 845, 868, 884, 886, 890-891, 917, 942-943

TR: Primary Source, Nezahualcoyotl: 162; Background Connections to Economics: 163; Daily Life: 160, 169, 200; Linking Past and Present: 709; Biography: 822; Historical Evidence: 886; Skills Assessment, Native American Cultural Groups of North America: 170, 816; Geography and History, River of Life: 52; Road Block: 197; Cause and Effect, Western European Emergency from Isolation: 219; Columbian Exchange: 407; Global Connections, Cutting Down Lives: 942; Synthesizing Information: water Scarcity in Middle East: 891

TECH: Interactive Student Tutorial CD-Rom: 7, 8, 35, 37; Computer Test Bank: 7, 8, 35, 37; Go Online PHSchool.com: Development Version Environment: 943

G.408 identify ways that natural hazards and

disasters affect human society (e.g. hurricanes, floods, droughts, earthquakes, volcanic eruptions).

SE/TE: 34-35, 138-139, 316, 317, 321, 375, 740, 894-895, 947, 948

TR: Global Connections: 34; Exploring the Human Drama, Vesuvius Erupts: 139; Cyclone Rips through Calcutta: 375; The Tokyo Earthquake of 1923: 740; Connections to Today: 139, 317, 375, 740; Geography and History, Tsunami: 316; Comparing Viewpoints: 816; Interpreting Viewpoints: 816






(Continued) G.408 identify ways that natural hazards and

disasters affect human society (e.g. hurricanes, floods, droughts, earthquakes, volcanic eruptions).

(Continued) TECH: Interactive Student Tutorial CD-ROM: 29, 32,

35; Computer Test Bank: 29, 32, 35

G.409 understand how humans perceive and respond to natural hazards and evaluate resource opportunities.

SE/TE: 18, 87, 157, B-223, 317, B-333, 375, hd-407, 409, 618-620,,740, 741, 808, 813, 817, 823, 845, 884-886, 890, B-891, 894-895, 903, 913, 946

TR: Economics and Technology, The Ivory trade: 621; Comparing Viewpoints, What is the Relationship between People and their Environment: 816; Exploring the Human Drama, Hurricane Strikes: 947; Background, Connections to Today: 947; Daily Life: 937; Historical Evidence: 886

TECH: Interactive Student Tutorial CD-ROM: 32, 35; Computer Test Bank: 32, 35

GEOGRAPHY Standard Three: Students will develop an understanding of the diversity of human culture and the unique nature of places. End of Cluster Expectations By the end of grade 11 students will be able to:

• understand the processes which result in distinctive cultures, economic activity, and settlement form in particular locations across the world.

SE/TE: xxxii, 7, 10, 14, 15, 17, 25, 28, 32, 34, 36, 42, 46, 56, 59, 62, 76, 77, 78, 81, 84, 86, 92, 103, 104, 109, 116, 117, 118, 122, 128, 130, 133, 136, 138, 142, 145, 147, 159, 163, 166, 185, 187, 190, 193, 196, 200, 208, 209, 216, 218, 220, 223, 224, 234, 237, 245, 247, 252, 253, 254, 255, 262, 266, 269, 280, 282, 285, 288, 292, 294, 297, 304, 306, 312, 318, 321, 322, 324, 338, 340, 343, 344, 347, 354, 358, 364, 370, 376, 377, 378, 380, 381, 387, 391, 392, 397, 399, 402, 403, 412, 424, 427, 434, 446, 450, 451, 453, 454, 456, 458, 459, 460, 469, 474, 477, 478, 489, 499, 506, 508, 511, 512, 518, 519, 522, 523, 526, 527, 548, 550, 556, 561, 563, 564, 565, 574, 576, 580, 581, 582, 585, 586, 595, 596, 598, 602, 603, 606, 612, 620, 621, 624, 630, 631, 633, 635, 649, 653, 663, 666, 683, 685, 690, 707, 713, 714, 715, 716, 724, 731, 733, 735, 746, 747, 749, 753, 755, 758, 761, 763, 764, 771, 772, 775, 776, 790, 795, 806, 810, 811, 813, 818, 819, 821, 822, 831, 835, 837, 842, 847, 850, 858, 865, 866, 867, 868






The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Places High School Level Students will be able to: G.410 explain how different cultural values

shape the character of particular places (e.g. contrast in lives of women between Bedouin and Scandinavian cultures).

SE/TE: 7, 18-19, 26, 41-43, 76-80, 120-123, 135-136, 198-199, 234-239, 256-257, 258-260, 267-269, 270, 271, 272-275, 290-291, 293, 294-295, 296, 298, 308-310, 314, 317, 318, 323, 364-368, 373-374, 376, 377, 379, 380-381, 386-388, 391, 398-400, 403, 404, 405, 406, 407, 510, 527-528, 618-620, 810, 812-815, 817, 822-823, 841, 926

TR: History Through Literature booklet: 35-36; Creative Teaching Activities booklet: 72, 111, 144, 145; Guided Reading and Review, Unit 4 booklet: 40; Unit 6 booklet: 58; Unit 8 booklet: 4, 6; Section Quiz, Unit 3 booklet: 63, 83, 101; Unit 4 booklet: 41; Unit 6 booklet: 59; Unit 8 booklet: 5, 7; Geography and History booklet: 16-17

TECH: World History Color Transparencies: Set 1, B-19, B-21, B-23, B-25; Set 4, B-41, B-43, B-45; Set 3; B-35, B-37, B-39, E-27; E-41; Interactive Student tutorial CD-Rom: Chapters 16, 25, 32; Computer Test Book: Chapters 16, 25, 32

G.411 identify ways in which the convergence

and divergence of cultures affect the characteristics of places (e.g. spread of English language; or expansion of Protestant religion in predominantly Catholic Latin America).

G.412 explain how patterns of emigration and immigration shape the character of places (e.g. growth of Hispanic population in Delaware, especially Sussex County).

SE/TE: 7, 18, 19, 27, 28, 41-44, 45-46, 55, 56, 57-58, 63-65, 80, 82, 156-157, 159-160, 161-162, 163-164, 183, 185, 240-242, 244-245, 246, 247, 256-257, 259-260, 267-269, 270, 271, 281-283, 285, 287, 288, 290-291, 308-310, 317, 318, 370-372, 373-375, 376, 377-378, 379, 380-381, 386-388, 389-391, 392, 393, 394-397, 398-402, 618-620, 621-624, 625, 626, 627-630, 631-634, 635-636, 638-639






(Continued) G.412 explain how patterns of emigration and

immigration shape the character of places (e.g. growth of Hispanic population in Delaware, especially Sussex County).

(Continued) SE/TE: 650-651, 653-657, 663-665, 667, 818, 885-86,

890, 918, 935, 936 TR: Geography and History booklet 2-3: 12-13,

16-17; Viewpoint Activity Unit 1 booklet: 10, 30; Unit 3 booklet: 86; unit 4 booklet: 52; Unit 6 booklet: 70, 90; Historical Outline, Map book: 1, 2, 3, 5, 14, 22, 23, 27, 38, 43; Chapter Extension Activities booklet: 28, 41, 61; Primary Source Activity, Unit 3 booklet: 67; Unit 4 booklet: 85; unit 6 booklet: 69

TECH: World History Color Transparencies: E-21, B-71, Set 3, B-35, B-37, B-39, B-81, Set 5, B-47, B-49, B-51

G.413 analyze and evaluate the forces that make

some places more attractive for economic activity than competing places.

SE/TE: 809-810, 814, 828-830, 831, 832-833, 875-877, 886, 888-890, 891, 892-893, 899-900, 903, 908-909, 910-913, 914-919, 929, 934-939, 942-943

TR: Creative Teaching Activities booklet: 146, 159, 160, 163; Guided Reading and Review Unit 8 booklet: 18, 74, 76, 92; Chapter Extension Activities booklet: 79, 83, 85; Viewpoint Activity, Unit 8 booklet: 30, 84, 102; Section Quiz, Unit 8 booklet: 19, 75, 77, 93; Skill Application Activity, Unit 8 booklet: 85

TECH: World History Color Transparencies: B-65, Set 7; B-59, B-61, B-63; Interactive Student Tutorial CD-ROM, Chapters 33, 36; Computer Test book: 33, 36

G.414 identify the ways that resource allocation

and use can influence the pattern of settlements (e.g. regulation of water use, access to power generation, distribution of mineral deposits).

SE/TE: 7, 24-25, 159-160, 240-243, 283-285, 311-313, 336, 364-368, 433, 629-630, 890-891

TR: Creative Teaching Activities booklet: 8, 11, 29; Guided Reading and Review: Unit 1 booklet: 2

TECH: Interactive Student Tutorial CD-Rom: 2, 10; Chapter Test Book chapters: 2, 10

G.415 understand the global interdependence of

places.

SE/TE: 820

G.416 identify the ways that the internal structure of metropolitan areas differ in developed and developing countries (e.g. contrasts between North American, Latin American, African and Asian cities).

SE/TE: 500, 504, 505, 506, 507, 508-509, 543, 544-545, 546, 547, 550-554, 555-561, 612, 613

TR: Geography and History Activity booklet: 10-11; History Through Literature booklet: 43-44; Viewpoint Activity: Rules for workers: Unit 5 booklet: 50; Looking at London in the 1820’s: Unit 6 booklet: 12






(Continued) G.416 identify the ways that the internal

structure of metropolitan areas differ in developed and developing countries (e.g. contrasts between North American, Latin American, African and Asian cities).

(Continued) TR: You Are There: Chapter Extensions Booklet:

51; Section Quiz: Unit 5 booklet: 45 TECH: Interactive Student Tutorial CD-Rom:

Chapters 20, 22, 24; Computer Test Book chapter: 20, 22, 24; World History Color Transparencies: The Eiffel Tower: D-79

G.417 explain the different ways people view a

place, based on their stage of life, gender, social class, ethnicity and values and belief systems.

SE/TE: 8, 40, 47, 62, 90, 129, 189, 200, 201, 219, 245, 261, 270, 295, 304, 355, 446, 447, 505, 519, 547, 552, 553, 554, 556,-558, 561, 629, 648, 753, 781, 808-809, 810, 818, 819, 841

TR: An Equal Right to Learn: 558; Primary Source, Charter of the United Nations: 809; Background, Global Connections: 809; Other Viewpoints: 547; Background Continued, Perspectives: 560; Identifying Points of View and Frame of Reference: 1055

GEOGRAPHY Standard Four: Students will develop an understanding of the character and use of regions and the connections between and among them. End of Cluster Expectations By the end of grade 11 students will be able to:

• apply knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Regions High School Level Students will be able to: G.418 construct regions from a given

geographical data set (e.g. regions based on agriculture, climate, vegetation, landforms, social class, ethnicity, life stages).






G.419 identify how regions change over time as a consequence of human actions and environmental change (e.g. migration, technological change, capital investment, climate shifts, seismic activity).

SE/TE: 7, 18, 19, 27, 38, 41-44, 45-46, 55, 56, 57-58, 63-65, 80, 82, 156-157, 159-160, 161, 162, 163-164, 183, 185, 240-2424, 244-245, 246, 247, 256-257, 259-260, 267-269, 270, 271, 281-283, 285, 287-288, 290-291, 308-310, 317, 318, 370-372, 373-375, 376, 377-378, 379, 380-381, 386-388, 389-391, 392, 393, 394-397, 98-402, 618-620, 621-624, 525, 626, 627-630, 631-634, 636-636, 638-639, 650-651, 653-657, 663-665, 667, 818, 885-886, 890, 918, 935-936

TR: Geography and History booklet: 2-3, 12-13, 16-17; Viewpoint Activity, Unit 1 booklet: 10, 30; Unit 3 booklet: 86; Unit 4 booklet: 52; Unit 6 booklet: 70, 90; Historical Outline Map Book: 1, 2, 3, 5, 14, 22, 23, 27, 38, 43; Chapter Extension Activites booklet: 28, 41, 61; Primary Source Activity, Unit 3 booklet: 67; Unit 4 booklet: 85; Unit 6 booklet: 69;

TECH: World History Color Transparencies: E-21, B-71, Set 3, B-35, B-37, B-39, B-81; Set 5, B-47, B-49, B-51

G.420 recognize different types of regions (e.g.

formal, functional – including core and periphery, perceptual).

G.421 identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e.g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

G.422 explain how human conflict and cooperation can affect, and be influenced by, the location of regional boundaries (e.g. boundary conflicts between countries such as North and South Korea, or the internationalization of rivers such as the Rhine).






G.423 explain how the division of the Earth into regions at several scales produce advantages and disadvantages for human societies (e.g. access to participation in the European Union, or the lack of a political homeland for the Kurdish peoples and their division among Iraq, Iran, Syria, and Turkey). HISTORY Standard One: Students will employ chronological concepts in analyzing historical phenomena.

SE/TE: 7, 8, 10-12, 14, 15-17, 18-19, 20-21, 24-27, 31-32, 156-157, 159-160, 283-285, 311-313, 336, 364-368, 373-374, 377-378, 380-381, 389-391, 621-624, 629-630, 631-633, 635-636, 650-652, 653-657, 658-662, 663-667

TR: Creative Teaching Activities booklet: 812; Guided Reading and Review: Unit 1, booklet2, 20; History Through Literature, The Source, History through Literature booklet: 3, 4; Poems of Ancient Egypt 5-6; Viewpoint Activity Unit 4 booklet: 32, 52; Unit 6 booklet: 70, 90; Geography and History booklet: 12-13

TECH: World history Visions, Voices Views, Animated Map, Story, The Global Trade in Pepper, Videotape 4; Daily Life Close-up, A Railway Worker in Colonial India, Videotape 6; Interactive Student Tutorial CD-Rom: 2; Computer Test Book: Chapter 2

End of Cluster Expectations By the end of grade 11 students will be able to:

• analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change.

SE/TE: xlii-xliii, 39, 113, 270, 349,425, 448, 547, 679, 711, 816, 831

TR: Chapter Extension Activities booklet:10-11, 16-17, 29-30, 37-38, 39-40, 54-55, 65-66, 76-77; Skills Application Activity, Unit 3 booklet:69;Viewpoint Activity, Unit 5 booklet: 12; Unit 8 booklet: 10

TECH: World History Color Transparencies: E-19, E-27;World History Visions, Voices, Views, Global Issues Forum, How Should Minors Be Defined and Treated by Law?, videotape 1

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Chronology High School Level Students will be able to: H.401 identify and describe a concept or trend

within a set of historical materials.

SE/TE: 22-23, 50-51, 74-75, 100-101, 126-127, 154-155, 180-181, 204-205, 232-233, 250-251, 278-279, 300-301, 334-335, 362-363






(Continued) H.401 identify and describe a concept or trend

within a set of historical materials.

(Continued) SE/TE: 384-385, 410-411, 444-445, 466-467, 496-

497, 516-517, 542-543, 568-569, 592-593, 616-617, 642-643, 676-677, 700-701, 720-721, 744-745, 768-769, 804-805, 826827, 856-857, 880-881, 906-907, 932-933

H.402 trace a trend or concept over time within

a set of historical materials.

SE/TE: 869, 872, 875, 877, 884, 886, 889, 891, 892, 899, 909, 912, 913, 914, 916, 918, 919, 920, 923, 925, 929, 935, 936, 941, 942, 945, 953

TR: History Through Literature booklet: 32-33; Viewpoint Activity, Unit 2 booklet: 34; Unit 5 booklet: 66; Unit 8 booklet: 10, 30, 66, 84; Geography and History booklet: 10-11, 16-17

TECH: World History Color Transparencies: D-45, E-25, C-29, C-31; Set 2, B-27, B-29, B-31, B-35; E-35, B-65, E-49; World History Visions, Voices, Views, Global Issues Forum, How Should Minors be Defined and Treated by the Law?, Videotape 1; Listening to Literature World Masterpieces Audiotapes: from the Iliad, Side 4; from the Aeneid,, Side 5

H.403 analyze a set of historical materials to

explain patterns of continuity and change related to a concept or trend over time.

SE/TE: xxxii, 7, 10, 14, 15, 17, 25, 28, 32, 34, 36, 42, 46, 56, 59, 62, 76, 81, 86, 104, 116, 117, 118, 122, 128, 130, 136, 142, 14, 159, 163, 166, 185, 187, 193, 196, 200, 208, 209, 216, 220, 224, 234, 245, 247, 252, 254, 255, 262, 266, 280, 282, 288, 292, 294, 304, 306, 312, 318, 321, 324, 338, 340, 344, 347, 354, 358, 364, 370, 376, 377, 378, 380, 387, 392, 399, 402, 412, 424, 434, 446, 450, 454, 456, 458, 460, 469, 474, 478, 489 499, 506, 508, 512, 518, 522, 523, 526, 548, 556, 561, 563, 564, 574, 580, 582, 55, 586, 596, 598, 602, 606, 612, 620, 624, 630, 633, 635, 649, 653, 663, 683, 690, 707, 714, 715, 716, 724, 733, 735, 746, 749, 753, 755, 761, 764, 771, 772, 776, 790, 795, 806, 810, 813, 818, 822, 831, 835, 837, 842, 850, 858, 865, 866, 868

SE/TE: 45-47, 76-81,142-146, 192, 245, 246, 252-255, 257-258, 373-376, 400-402, 428, 616-639, 892, 939, 964, 968, 969, 970, 971






HISTORY Standard Two: Students will gather, examine, and analyze historical data. End of Cluster Expectations By the end of grade 11 students will be able to:

• develop and implement effective research strategies for investigating a given historical topic.

SE/TE: 4-5, 19, 22-23, 50-51, 68-69, 74-75, 100-101, 102, 103, 127, 154-155, 163, 174-175, 180-181, 192, 202, 204-205, 207, 229, 231, 232, 233, 240, 250-251, 256, 278-279, 284, 300, 301, 308, 319, 328-329, 334-335, 360, 362-363, 371, 373, 384, 385, 410-411, 421, 426, 437, 438-439, 445, 460, 466-467, 472, 484, 488, 496, 497, 515, 516-517, 536-537, 542-543, 568-569, 573, 584, 592-593, 603, 610, 616-617, 630, 642, 643, 652, 670, 671, 666-677, 682, 700-701, 705, 720-721, 731, 741, 744-745, 768-769, 775, 791, 797, 798-799, 804-805, 823-826, 826-827, 849, 854, 856-857, 860, 866, 873, 880-881, 899, 906, 907, 908, 929, 932-933, 946, 956, 959

• examine and analyze primary and secondary

sources in order to differentiate between historical facts and historical interpretations.

SE/TE: 39, 91, 112, 113,125, 142, 195, 209, 249, 270,282, 296, 299, 305, 349,379, 417, 448, 469,476, 547, 596 615, 679, 691, 699, 705, 723, 747, 767, 816,, 824, 871, 905,910, 931, 954, 957, 957

TR: Skills Handbook,Analyzing Primary Sources: FL56-57;Skill Application Activity, Unit 3 booklet:69;

TECH: World History ColorTtransparencies:E-19, E-27

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Analysis High School Level Students will be able to: H.404 design an effective strategy to research a

historical topic using both primary and secondary sources.






H.405 research a historical topic using both primary and secondary sources.

SE/TE: xlii-xliii, 39, 113, 270, 349, 425, 448, 547, 679, 711, 816, 831

TR: Chapter Extensions Activities booklet: 10-11, 16-17, 29-30, 37-38, 39-40, 54-55, 76-77; Skill Application Activity, Unit 3 booklet: 69; Viewpoint Activity, Unit 5 booklet: 12; Unit 8 booklet: 10

TECH: World History Color Transparencies: E-19, E-27; World History Visions, Voices, Views, Global Issues Forum, How should Minors be defended and treated by the law: Video Tape 1

H.406 distinguish between historical facts and

historical interpretations in both primary and secondary sources.

TR: Skills Assessment: Analyzing Primary Sources: 249

HISTORY Standard Three: Students will interpret historical data. End of Cluster Expectations By the end of grade 11 students will be able to:

• compare competing historical narratives, by contrasting different historians' choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Interpretation High School Level Students will be able to: H.407 identify the factors that influence a

historian’s point of view (e.g., choice of questions, sources, perspectives, beliefs, and frame of reference).

SE/TE: 10, 54, 119, 684 TR: Biography Activity, Unit 1 booklet: 4;

Viewpoint Activity, Unit 3 booklet: 32

H.408 create and support their own interpretation of a historical event.






H.409 compare and contrast several interpretations of the same historical event.

SE/TE:10, 54, 119, 684, TR: Biography Activity, Unit 1 booklet: 4;

Viewpoint Activity, Unit 3 booklet: 32

HISTORY Standard Four: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history. End of Cluster Expectations By the end of grade 11 students will be able to:

• develop an understanding of modern United States history, its connections to both Delaware and world history, including:

Civil War and Reconstruction (1850-

1877)

SE/TE: 586, 592, 609, 611

Development of an industrialized nation (1870-1900)

SE/TE: 611, 612, 613

Emergence of modern America (1890-1930)

SE/TE: 661-662, 663-665, 667, 684, 690-691, 697, 746-748

Great Depression and World War II

(1929-1945)

SE/TE: 746, 747, 748-749, 750-751, 757-760, 761-765, 768-769, 770-774, 775-780, 781-783, 784-786, 787-788, 789-790

Postwar United States (1945-early 1970s)

SE/TE: 792, 793, 794-795,804,-805, 807-808, 809-

811

Contemporary United States (1968-present)

• develop an understanding of recent and modern world history and its connections to United States history, including:

Explorations, contact, and interactions

across the world (1450-1770)

Revolutions, ideologies, and technological change (1750-1914)

SE/TE: 446-450, 451-453, 455, 456-459, 460-463, 466-467, 468-471, 472, 473-475, 476-477, 478-479, 480-481,482-483, 484-487, 488-493, 496-497, 498-500, 501-502, 503, 504, 505-509, 510-513, 518-520, 521, 522, 524-525, 527-528, 530-533, 544-550, 551-554, 555-556, 558-559, 560-561, 562-565, 570-573, 574-576, 577-580, 581-583, 584, 585, 588-589, 594-596, 597, 598-602, 603-607, 608-613, 618-620, 621-622, 623-626, 627-630






(Continued) Revolutions, ideologies, and

technological change (1750-1914)

(Continued) SE/TE: 631-634, 635, 636, 638-639, 644, 645, 647-

649, 650-652, 653-657, 658, 659, 660-662. 663-667, 678, 680-681, 682-683, 684

The 20th Century world (1900-present)

The areas listed above will serve as the basis for Social Studies assessment items in the Delaware Student Testing Program. Performance Indicators Topic: Content – U.S. History High School Level Students will be able to: H.410 identify and describe major people and

events in U.S. history since 1850 and their significance to the nation’s development.

SE/TE: 611, 612-613, 616, 638, 652, 661-662, 692-693, 695, 697, 724-725, 746-748, 750-751, 752-753, 754-756, 779-780, 782, 784, 787-789, 791, 792, 793-795, 804-805, 808-809, 810-811

H.411 identify and explain the impact of major

political, social, geographic, technological, and economic trends in U.S. history since 1850 and their connections to Delaware history.

Topic: Content – U.S. History High School Level Students will be able to: Civil War and Reconstruction (1850-1877)

• Explain the growing controversy over the expansion of African slavery into western territories, including the significance of:

A. Fugitive slave laws

B. Dredd Scott decision

C. Harriet Beecher Stowe and Uncle Tom’s Cabin

SE/TE: 611

D. John Brown and “Bleeding Kansas”






E. Popular sovereignty (Kansas-Nebraska Act)

SE/TE:613

Describe the election of 1860 and the secession crisis of 1861, relating them to previous trends and later events, including the significance of: A. Growth of the Republican Party

SE/TE: 611

B. Lincoln-Douglas debates

SE/TE: 609

C. Fort Sumter

Explain the importance of major events and people during the Civil War, including: A. Abraham Lincoln

SE/TE 586, 611

B. Emancipation Proclamation

SE/TE:586

C. Battles of Gettysburg, Vicksburg, and Appomattox

SE/TE: 611

D. Conscription

E. African-American soldiers (54th Massachusetts)

SE/TE: 611

F. Ulysses S. Grant

SE/TE: 611

Discuss the major challenges of the Reconstruction era, including the significance of: A. Civic rights amendments to the Constitution (13th,

14th, 15th)

SE/TE: 610, 611

B. Freedman’s Bureau

Topic: Content – U.S. History High School Level Students will be able to: C. Ku Klux Klan

D. Black Codes

E. Impeachment of Andrew Johnson

F. Compromise of 1877






Describe the events and conflicts arising from the continuing westward migration of settlers, including the significance of: A. Homestead Act

B. Plains Indian Wars – Geronimo, Little Big Horn

C. Reservation system

SE/TE: 608, 609

D. Continental railroad

SE/TE: 612 TECH: Connections to Film, Iron Road: 612

Discuss the early impact of capital, industry, and urbanization on American life and politics, including the significance of: A. Tammany Hall

B. Credit Mobilier scandal

C. Knights of Labor Development of an Industrialized Nation (1870-1900

Discuss the growth and development of industry and business during the last quarter of the nineteenth century, including the significance of: A. Andrew Carnegie – U.S. Steel

SE/TE: 613

B. The DuPont family

C. Standard Oil Trust

SE/TE: 599, 550, 613 TR: Connections to Economics: 519

D. Sherman Anti-Trust Act

Topic: Content – U.S. History High School Level Students will be able to: Describe the impact of technological inventions and innovations on industrial development and American life, including the significance of: A. Alexander Graham Bell

SE/TE: 548

B. Thomas A. Edison

SE/TE: 546

C. Bessemer steel process






D. Continuing expansion of the railroads

SE/TE: 503, 548

Describe the direct social impact of increasing industrialization in the United States, including the significance of: A. Immigration

SE/TE: 612, 613, 641

B. Growth of cities

SE/TE: 612, 613

C. American Federation of Labor – Samuel Gompers

SE/TE:554, 555, 556

D. Rise of a middle class

SE/TE: 556, 557, 558

Analyze the challenges facing African-Americans during this period, including the significance of: A. Jim Crow laws

B. Plessy v. Ferguson

C. Booker T. Washington – Tuskegee Institute

Describe patterns of popular resistance to modernization and the increasing concentration of wealth, including the significance of: A. The Grange

B. Populism – Tom Watson, William Jennings Bryan

C. Labor actions – Great Railroad Strike of 1877

D. Haymarket Riot

E. Woman Suffrage movement

SE/TE: 558, 609, 610, 611, 613

Topic: Content – U.S. History High School Level Students will be able to: Explain the emergence of the United States as a world power, including the significance of: A. Annexation of Hawaii

SE/TE: 608, 651-652

B. Spanish-American War

SE/TE:618, 652, 662

C. Philippine conflict Emergence of Modern America (1890-1930)






Explain the importance of the progressives in social and political reform, including the significance of: A. Robert LaFollette – “Wisconsin Idea”

B. John Dewey – education reform

C. Jane Addams – Hull House

D. Upton Sinclair – muckraking

E. W.E.B. DuBois – NAACP

Discuss the impact of reform movements on national politics, including the significance of: A. Theodore Roosevelt

SE/TE: 613, 661, 725, 751, 760, 779, 789, 840, 988

B. “Trust-busting”

SE/TE: 751 TR: Exploring the Human Drama, Works Progress

Administration: 751

C. Woodrow Wilson

SE/TE: 692-695

D. Government regulation – Federal Trade Commission

Discuss the changing role of the United States in world affairs, including the significance of: A. The “Big Stick” and “Dollar Diplomacy”

B. The Mexican Revolution

SE/TE: 661, 720, 722-724, 725

C. The Lusitania, Zimmermann Telegram, and entry in World War I

SE/TE: 692

D. Versailles Treaty and the League of Nations

SE/TE: 692

Topic: Content – U.S. History

SE/TE: 694-695, 696-697

High School Level Students will be able to: Explain the role of the United States in World War I and the impact of the war on American society, including the significance of: A. Military impact – John Pershing, Alvin York,

Meuse-Argonne, African-American soldiers (369th Infantry Regiment)

SE/TE: 693






B. War Industries Board

C. National American Woman Suffrage Association – 19th Amendment

D. Prohibition

Discuss political, social, and cultural trends of the 1920s, including the significance of: A. The Harlem Renaissance

B. Henry Ford and the growth of the automobile industry

SE/TE: 548

C. Expansion of mass media – movies, radio, and magazines

D. Immigration restrictions

E. Ku Klux Klan – lynchings Great Depression and World War II (1929-1945)

Examine the causes and consequences of the Great Depression, including the significance of: A. Bull Market and the Stock Market Crash of 1929

B. “Dust Bowl,” bread lines, and bank failures

C. Franklin D. Roosevelt and the New Deal

SE/TE: 661, 725, 760, 779, 789, 840, 968

D. Federal agencies – Works Progress Administration, Civilian Conservation Corps, and Tennessee Valley Authority

SE/TE: 751

E. Eleanor Roosevelt and social reform

Topic: Content – U.S. History High School Level Students will be able to: Discuss the events in Europe and Asia which drew the United States into World War II, including the significance of: A. Adolph Hitler and the Nazi Party

SE/TE: 774, 778, 780, 781, 782, 783, 784-786 TR: Section Quiz: Unit 7 booklet: 139, 140, 141;

Guided Reading and Review: Unit 7 booklet: 78, 80, 82






(Continued) A. Adolph Hitler and the Nazi Party

(Continued) TECH: Interactive Student Tutorial CD-Rom: Chapter

3; Computer Test Book: Chapter 3

B. Appeasement – Munich

SE/TE: 771, 772, 773, 774

C. German conquest of western Europe

SE/TE: 775, 776

D. “Arsenal of Democracy” – Lend-lease Holocaust policy

SE/TE:779

E. Pearl Harbor

SE/TE: 980 TECH: Go Online PHSchool.com: Pearl Harbor: 980

Explain the general course of World War II and its impact on American society, including the significance of: A. Military campaigns – Midway, Guadalcanal,

Normandy, Battle of the Bulge

SE/TE: 785, 788 TR: Primary Source: 786

B. Tuskegee Airmen and Women’s Army Corps

C. Women in war industries – Rosie the Riveter

SE/TE: 784

D. Civil rights and race riots – A. Philip Randolph

E. Japanese internment

SE/TE: 784

F. The Atomic Bomb – Hiroshima and Nagasaki Postwar United States (1945-1970s)

SE/TE: 789-790, 810

Discuss the course and impact of the civil rights movement, including the significance of: A. Brown v. Board of Education – Thurgood

Marshall

SE/TE: 841

B. Montgomery Bus Boycott – Rosa Parks

C. Martin Luther King, Jr.

SE/TE: 841, 926

D. Louis Redding

E. Civil rights legislation – Civil Rights Act of 1964, Voting Rights Act of 1965






Topic: Content – U.S. History High School Level Students will be able to: Examine the causes, course, and consequences of the Cold War, including the significance of: A. Nuclear arms race

SE/TE: 789-790, 795

B. Berlin crisis and the formation of NATO

SE/TE: 794-795

C. Red Scare – Joseph McCarthy

SE/TE: 335, 839

D. Korean War

E. Bay of Pigs and Cuban Missile Crisis – John F. Kennedy

SETE: 839, 940, 941 TR: Biography, Fidel Castro: 940; Discovery

Channel School Video, Cuban Missile Crisis: 940

F. Military-industrial complex

G. “Space Race” – Apollo program, Neil Armstrong

SE/TE: 804, 820, 822

Analyze the impact of innovations in mass media and technology on American society, including the significance of: A. Development of television – news broadcasts, “I

Love Lucy,” “Gunsmoke,” “The Tonight Show”

SE/TE: 553

B. Rock and Roll – Elvis Presley, Little Richard, Richie Valens, the Beatles, Woodstock

C. Youth counterculture – Beatniks, Hippies, Summer of Love

SE/TE: 523

D. Improvements in transportation – Interstate highway system, rise of the suburbs

SE/TE: 840

E. Advances in medicine – penicillin, polio vaccine, Dr. Jonas Salk

SE/TE: 551

Discuss the large-scale changes in American society during the postwar era, including the significance of: A. Baby Boom and the GI Bill – Two income

families

SE/TE: 840, 855

B. Integration of professional sports – Jackie Robinson

SE/TE: 819, 833, 885






C. Movements for protest, revolution and reform – Feminism (Betty Freidan), Black Power (Malcolm X, Black Panthers), American Indian Movement (Wounded Knee)

D. Government interventions – War on Poverty, Great Society

SE/TE: 840

Topic: Content – U.S. History High School Level Students will be able to: Examine the controversies of the Vietnam War era, including the significance of: A. Military events – Tet Offensive, intervention in

Cambodia, bombing of North Vietnam, Ho Chi Minh Trail, fall of Saigon

SE/TE: 839, 840, 856, 873, 874-875

B. Protest and resistance at home – Campus protest (Kent State), draft-dodgers, March on Washington

SE/TE: 839

C. Impact of the war on national politics – Lyndon Johnson, Robert Kennedy, Richard Nixon, Democratic Convention of 1968

SE/TE: 840, 874, 910

Contemporary United States (1968-present) Discuss the impact of major world events on the United States, including the significance of: A. U.S. recognition of the People’s Republic of China

– Nixon’s trip to China, expulsion of Taiwan from the United Nations, Tienamen Square, Hong Kong

SE/TE: 864, 865, 868, 869 TR: Exploring the Human Drama, Tiananmen

Square: 866

B. Conflicts in the Middle East – Yom Kippur War, Arab Oil embargo, Israel and the Palestinian Liberation Organization, rise of Islamic theocracy in Iran, Iraq and the Gulf War

SE/TE: 896, 898, 889, 890, 892, 899-900, 901 902, 903

C. End of the Cold War – Strategic Arms Limitation talks, Afghanistan, Strategic Defense Initiative (“Star Wars”), Glasnost, collapse of communism and the Soviet Union

SE/TE: 809-810, 811, 840, 841, 842, 843, 844

D. Challenges from Developing Countries – Panama Canal Treaty, Nicaragua, Angola, South Africa (Apartheid, Nelson Mandela), Somalia

SE/TE: 662, 912, 913, 924, 925, 926, 928, 946, 948 TR: Connections to Today, The China-Panama

Connection: 946;Connections to Film, Mandela and His Country: 926; Global Connections: 929






Topic: Content – U.S. History High School Level Students will be able to: Analyze the impact of innovations in mass media and technology on American society, including the significance of: A. Dominance of the mass media – cable and satellite

television (CNN and MTV), videocassette recorders, compact discs, digital video discs

SE/TE: 754, 755, 822, 823

B. Creation of an electronic culture – personal computers, the Internet and the Worldwide Web, “dot-com” revolution

SE/TE: 8, 805, 820, 821, 822-823 TR: Humanities Link: 821; Global Interaction: 822

C. Rise of professional sports – Super Bowl, Muhammad Ali, Joe DiMaggio, Hank Aaron, Michael Jordan, Arnold Palmer, Tiger Woods

SE/TE: 158, 559

Analyze the major events and personalities of American politics, including the significance of: A. Major political scandals – Watergate, Iran-Contra

affair, Clinton impeachment

SE/TE: 841

B. Conservative resurgence – Ronald Reagan, Reaganomics, Newt Gingrich

SE/TE: 840-841, 895, 896

C. National politics in the 1990s – Bill Clinton, health care and welfare reform, North American Free Trade Agreement (NAFTA)

SE/TE: 809, 842, 938, 942, 946

Discuss major social and culture changes in America, including the significance of: A. The role of women in politics and society – Sandra

Day O’Connor, Janet Reno, Madeleine Albright

SE/TE: 819, 841

B. The role of African-Americans in politics and society – Jesse Jackson, Louis Farrakhan, Clarence Thomas

SE/TE: 841

C. Issues of sex, race, and gender – Abortion (Roe v. Wade, Right to Life Movement), AIDS epidemic, Affirmative Action

SE/TE: 814, 820, 917






Topic: Content – World History High School Level Explorations, contact, and interactions across the world (1450-1770) Describe how the transatlantic linking of all major regions of the world from 1450 to 1600 led to global transformations, including the significance of: A. European overseas expansion in the 15th and 16th

centuries

B. Encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries

SE/TE: 364-368, 373-374, 376, 377-378, 380, 381, 389-391, 393, 394, 397, 398-400, 403-404, 405, 406-407, 501-502, 618-620, 621-624, 626, 627, 628, 631, 635, 636, 650-652, 653-657, 658-662, 663-665, 667

TR: Viewpoint Activity, Unit 4 booklet: 32, 52; Unit 6 booklet: 70, 90; Simulations booklet: 7; Chapter Extension Activities booklet: 92; Geography and History booklet: 12-13

TECH: World History Visions, Voices, Views, Animated map Story, The Global Trade in Pepper, Videotape 4; Daily Life Close-up, A Railway in Colonial India, Videotape 6

Explain how European society experienced political, economic, and cultural transformations in an age of global intercommunication (1450-1750), including the significance of: A. Demographic, economic, and social trends in

Europe

B. The Renaissance, Reformation, and Catholic Reformation

SE/TE: 336-341, 342. 343, 345, 346-348, 350-355, 356-359, 360-361, 974

TR: Creative Teaching Activities booklet: 63, 64, 67; Guided Reading and Review, Unit 4 booklet: 2, 4, 10; History Through Literature booklet: 32-33; Biography Activity, Unit 4 booklet: 12; Primary Source Activity, Unit 4 booklet: 13; Skill Application Activity, Unit 4 booklet: 15; Section Quiz, Unit 4 booklet: 3, 5, 11; Chapter Extension Activities booklet: 36; Treasures of the World: 88-90; Creative Teaching Activities booklet: 65, 66; Guided Reading and Review, Unit 4 booklet: 6, 8

TECH: World History Color Transparencies: D-61, C-43, D-65; Listening to Literature World Masterpieces Audio Tapes: Fa una canzione, Francesco Petrarch, Pierre Ronsard, side 6; World History Visions, Voices, Views, Daily Life Closeup, a Student in Renaissance Europe, Videotape 4






(Continued) B. The Renaissance, Reformation, and Catholic

Reformation

(Continued) TECH: Interactive Student Tutorial CD-ROM:

Chapter 14; Computer Test Book Chapter: 14

C. The rising military and bureaucratic power of European states between the 16th and 18th centuries

D. The scientific revolution and the Enlightenment

SE/TE: 356, 357, 358, 359, 367, 368, 369, 370-372, 373-374, 376,

TR: Skills Assessment:357

Describe how large territorial empires dominated much of Eurasia between the 16th and 18th centuries, including the significance of: A. The extent and limits of Chinese regional power

under the Ming dynasty

SE/TE: 205, 310-312, 334, 377-378 TR: Continuity and Change, Maing Porcelain: 310;

Economics and Technology: 377-378; Analyzing Primary Sources: 379

TECH: Interactive Student Tutorial CD-ROM: 13; Computer Test Bank: 13

B. How Southeast Europe and Southwest Asia

became unified under the Ottoman Empire

SE/TE: 250, 256, 257-258, 259-260, 267-268, 269, 271, 272-273, 274-275, 308

TR: Diversity: 269; Geography: 273

Describe the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas (1500-1750), including the significance of: A. How European powers asserted dominance in the

Americas between the 16th and 18th centuries

SE/TE: 205, 218-219, 256-257, 373-374, 384, 389-390, 391, 393

TR: Economics and Technology 218

B. The origins and consequences of trans-Atlantic African slave trade

Topic: Content – World History High School Level Students will be able to: Discuss how Asian societies responded to the challenges of expanding European power and forces of the world economy, including the significance of:

A. The development of European maritime power in Asia

SE/TE: 364, 365-368, 369, 370, 371, 372, 373-374, 376, 377-378, 380-381, 382-383

TR: Biography, Henry The Navigator: 365; Creative teaching Activities Booklet: 68, 69, 70, 71; Guided Reading and Review






(Continued) A. The development of European maritime power in

Asia

(Continued) TR: Unit 4 booklet: 22, 24, 26, 28; Background,

Connections to Science: 365, 366, 367; Skills Assessment, Primary Source: 368, 373; Global Connections, Religions, and Value Systems, Skills Trip: 383

TECH: Discovery Channel School Video, European Trade with China: 364

B. Transformations in India, China, and Japan that

occurred as a result of expanding European commercial power Revolutions, Ideologies, and Technological Change (1750-1914)

SE/TE: 631-633, 634, 635, 636, 638-639, 642-643, 644, 645, 647-649, 650-652, 663-655, 657

TR: Block Scheduling Support: 631, 635, 645; Background, Historical Evidence: 632, 638, 645; Synthesizing Information: 646; Connections to Today, Cause and Effect: 669

TECH: Go Online PHSchool.com: Opening of Japan by Mathew Perry

Describe the causes and consequences of political revolutions in the late 18th and early 19th centuries, including the significance of: A. The contributions of the French Revolution to

transformations in Europe and the world

B. How Latin American countries achieved independence in the early 19th century

Describe the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850, including the significance of: A. Early industrialization and the importance of

developments in England

SE/TE: 500, 501-502, 504, 544-546, 548-550, 611-612

TR: Creative Teaching Activities booklet: 92, 98; Guided Reading and review, Unit 5 booklet: 43; Unit 6 booklet: 3;

TECH: Interactive Student Tutorial CD-Rom: Chapter 20; Computer Test Book: Chapter 20

B. The expansion of industrial economies and the

transformation of societies in Europe and the Atlantic basin

Discuss the transformation of Eurasian societies in an era of global trade and rising European power from 1750 to 1850, including the significance of: A. The Ottoman Empire and the challenge of Western

military, political, and economic power

SE/TE: 627, 628, 629, 630, 631-633, 728-730 TR: Geography and History: 628; Global

Interaction: 630; Impact of the Individual: 730; Biography Activity Unit 7 booklet: 728






B. Political and military encounters between Europeans and peoples of South and Southeast Asia Topic: Content – World History High School Level Students will be able to: C. China’s responses to economic and political crises

in the late 18th and 19th centuries

SE/TE: 618, 619, 620, 664, 665, 666-667

D. The transformation of Japan from feudal shogunate to modern nation-state in the 19th century

Describe patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914, including the significance of: A. The effect of modern nationalism on European

politics and society

SE/TE: 519, 618, 619, 620, 627, 628, 629, 630, 635, 639, 678-681, 682, 683, 684, 724-725

TR: Comparing Viewpoints, Is War Ever Justified: 679; Background, Other Viewpoints: 679; Skills Tip: 679; History Through Literature Booklet: 57-58; All Quite on the Western Front: 684; Connections to Today, Cause and Effect: 669

B. The impact of new social movements and

ideologies on 19th-century Europe

SE/TE: 544-546, 548-550, 551-552, 553-554, 555, 556, 558, 559, 560-561, 562, 563, 564, 565

TR: Comparing Viewpoints, Is Technology a Blessing or a Curse: 547; Background, Other Viewpoints: 547; Daily Life: 548; Connections to Today, Cause and Effect: 554

TECH: Discovery Channel School Video, Explore City Life: 551; Go Online PHSchool.com: Research Artists: 565

Discuss patterns of global change in the era of Western military and economic domination from 1850 to 1914, including the significance of:

A. European overseas settlement in the 19th century

SE/TE: 618, 619, 620, 621, 622-624, 626, 627-630, 631-634, 635-636, 638, 639, 663, 664, 667

TR: Assessment Comprehension: 620; Block Scheduling Support: 621; Analyzing Primary Sources: 625; Background, About the Primary Source: 625; Exploring the Human Drama: 625; Connections to Today, Cause and Effect: 669

TECH: Go Online PHSchool.com: Find Primary Sources for Imperialism: 641






B. The transformations in South, Southeast, and East Asia in the era of the “new imperialism”

SE/TE: 618, 619, 620, 627, 628, 629, 630 TR: Assessment, Critical Thinking and Writing:

631

C. African responses to world economic developments and European imperialism The 20th Century World (1900-Present)

Discuss global and economic trends in the period of Western dominance, including the significance of: A. The emergence of industrialized states in the

Northern Hemisphere 48

Topic: Content – World History Grade Seven High School Level Students will be able to: Describe the causes and global consequences of World War I, including the significance of: A. Multiple causes of World War I

B. The global scope and human costs of World War I

C. The causes and consequences of the Russian Revolution

Discuss the search for peace and stability in the 1920s and the 1930s, including the significance of: A. Postwar efforts to achieve lasting peace and social

and economic recovery

B. Economic, social, and political transformations in Africa, Asia, and Latin America

Describe the causes and global consequences of World War II, including the significance of:

SE/TE: 695, 697 TR: Cause and Effect: 697

A. Multiple causes of World War II

B. The global scope and human cost of World War II

Explain how new international power relations took shape following World War II, including the significance of: A. Global power shifts after World War II

B. How African, Asian, and Caribbean peoples achieved independence from colonial rule

SE/TE: 868, 869, 870, 873-875, 876-877, 908-909, 911, 913, 914-919, 924, 925-926, 929, 949

TR: Connections to Today, Political and Social Systems: 868, 875, 909, 914, 916, 929






(Continued) B. How African, Asian, and Caribbean peoples

achieved independence from colonial rule

(Continued) TR: Impact of the Individual: 876; Exploring the

Human Drama, Global Culture: 877; Jomo Kehyatta: 911; Rigoberta Menchu: 949

TECH: Go Online PHSchool.com: Research Asean: 977

Discuss the promises and paradoxes of the second half of the 20th century, including the significance of: A. How population explosion and changes in the

earth’s environment altered conditions of life

SE/TE: 869, 872, 875, 877, 884, 886, 889, 891, 892, 899, 909, 912, 913, 914, 916, 918, 919, 920, 923, 925, 929, 935, 936, 941, 942, 945, 953

TR: Chapter Extension Activities booklet: 12, 14, 25, 41, 64, 76-77, 78, 79, 83; History Through Literature booklet: 32-33; Viewpoint Activity, Unit 2 booklet: 34; Unit 5 booklet: 66; Unit 8 booklet: 10, 30, 66, 84; Geography and History booklet: 10-11, 16-17

TECH: World History Color Transparencies: D-45, E-25, C-29, C-31; Set 2, B-27, B-29, B-31, B-35; E-35, B-65, E-49; World History Visions, Voices, Views, Global Issues Forum, How Should Minors be Defined and Treated by the Law?, Videotape 1; Listening to Literature World Masterpieces Audiotapes: from the Iliad, Side 4; from the Aeneid, Side 5

B. The increasing interdependence of human society

SE/TE: 809-810, 813-814, 815, 820, 831, 832, 840, 842, 859-860, 868-870, 860-870, 876-877, 890, 908, 916-917, 921, 937-938, 945, 953, 955

TR: Chapter Extension Activities booklet: 79,; Viewpoint Activity, Unit 8 booklet: 30

C. How ideologies of democracy, private enterprise,

and human rights have reshaped political and social life

SE/TE: 810, 811, 812, 813, 814, 815, 816, 817, 818-819, 820, 822-823

TR: Section Quiz, Unit 8 booklet: 3, 5, 7; Creative Teaching Activities booklet: 144; Guided Reading and Review: Unit 8 booklet: 4

TECH: Interactive Student Tutorial CD-Rom: Chapter 32; Computer Test Book: Chapter 32

Reference: http://www.doe.state.de.us/DPIServices/Desk_Ref/DOE_DeskRef.htm

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