correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals

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1 correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals 6/

2 Introduction to World History: Patterns of Interaction World History: Patterns of Interaction is the ideal choice for high school courses that focus on the panorama of world history. Its combined chronological and thematic approach explores topics such as cultural diversity, democracy, immigration, science and technology, and women in different societies throughout history. World History: Patterns of Interaction is a highly integrated program which incorporates history, geography, economics, and government, in addition to social studies skills, such as reading maps, interpreting charts and graphs, and thinking critically. The following pages document the 100% match between World History: Patterns of Interaction and the newly revised North Carolina Social Studies Standard Course of Study for World History. World History: Patterns of Interaction is a comprehensive program that closely meets the North Carolina Competency Goals for World History as well as the Skills Competency Goals that students will acquire through their study of history. Teachers are supported by a wealth of ancillary materials. A complete listing of all program components is provided on the following page, with the documents included in the correlation italicized. We invite you to select your favorite topic or time period, or an objective that is a challenge for your students, and review the pages indicated in the correlation. You will find for yourself, and your students, abundant materials to support any teaching or learning style.

3 World History: Patterns of Interaction Components Pupil Edition Annotated Teacher s Resource Package In-depth Resources: Units 1 8 : Chapter Summaries Formal Assessment Integrated Assessment North Carolina Lesson Planning Guide for Regular and Block Schedules : Spanish Translations Spanish Translation Answer Key North Carolina Strategies for Test Preparation North Carolina Strategies for Test Preparation Teacher's Manual Additional Resources World History: Patterns of Interaction World History: Patterns of Interaction Answer Key WarmUp History from Visuals: with Users Guide History from Visuals: with Users Guide History from Visuals: World Art and Cultures with Users Guide Writing for Social Studies Guide to thecurrent Conflict Poster Technology Primary Sources CD-ROM EasyPlanner CD-ROM Power Presentations CD-ROM Test Generator CD-ROM World History Patterns of Interaction e-edition CD-ROM Audio/Visual Resources Chapter Summaries AudioCDs (English/Spanish) Patterns of Interaction Video Package with Resource Book The World's Music CD-ROM

4 World History: Patterns of Interaction correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history Define history and the concepts of cause and effect, time, continuity, and perspective. PE/TE: S16, S24, 8 9, 77, 163, 214, 215, 347, 437, 489, 557, 597, 653, 696, 772, 951 Add l TE: 2, 5, 44, 48, 201, 245, 369, 491, 522, 686, 726, 793, 868, PE/TE: 28, 45, 205, 278, 399, 432, 557, 595, 749, 915, 931 Add l TE: 2, 15, 85, 119, 127, 215, 307, 320, 381, 499, 746, 823, 825, 829, Unit 1: 1, 3, 16, 38, 52, 56 Unit 2: 1, 2, 20, 22, 39, 55, 56, 87 Unit 3: 1, 18, 20, 33, 34, 35, 52, 55, 70, 72, 88 Unit 4: 3, 15, 20, 51, 52, 54, 68, 70, 71 Unit 5: 1, 22, 38, 40, 53, 54 Unit 6: 1, 18, 19, 20, 40, 52, 54, 55, 56 Unit 7: 1, 2, 3, 19, 21, 37, 38, 39, 54, 57, 59 Unit 8: 1, 3, 4, 20, 23, 38, 41, 46, 56, 60, 62, 70, 75 1, 3, 11, 12, 16, 17, 21, 23, 26, 29, 30, 35, 38, 40, 41, 42, 46, 49, 50, 52, 59, 63, 68, 71, 73, 74, 75, 83, 85, 87, 93, 97, 98, 99, 104, 106, 107, 110, 111, 112, 114, 116, 118, 119, 120, 122, 125, 127, 129, 130, 132, 135, 137, 140, 142 5, 8, 33, 39, 40, 44, 47, 50, 51, 52, 61, 63, 64, 67, 69, 71, 72, 77, 80, 83, 84, 85, 87, 90, 91, 95, 99, 101, 103, 107, 111, 119, 129, 133, 135, 151, 157, 161, 163, 167, 169, 170, 175, 179, 183, 184, 189, 193, 195, 196, 197, 199, 201, 208, 215, 217, 219, CT2, CT3, CT7, CT10, CT23, CT30 PE = Pupil s Edition; TE = 1

5 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 223, 227, 229, 231, 230, 239, 247, 251, 263, 269, 273, 275, 279, 283, 284, 289, 293, 301, 302, 305, 309, 311, 315, 317, 321, 325, 329, 333, 339, 347, 349, 351, 355, , 27, 31, 35, 39, 43, 47, 51, 55, 59, 67, 71, 75, 79, 83, 87, 91, 99, 107, 111, 115, 123, 127, 131, 135, Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. PE/TE: S30 S31, 61, 65, 77, 87, 91, 144, 157, 163, 178, 200, 214, 217, 223, 334, 347, 489, 498, 514, 557, 597, 604, 618, 642, 652, 653, 696, 779, 951, R19 Add l TE: S8, S10, S12, 30, 320, 376, 397, 402, 437, 489, 554, 778, 809 Writing for Social Studies 20-22, 22-23, 25-30, Strategies for Test Preparation PE/TE: S32 S33, 4, 12, 87, 163, 207, 283, 439, 479, 489, 505, 557, 569, 735, 778, 796, 809, 817, R19 Add l TE: S11, S13, 8, 66, 104, 178, 197, 229, 271, 350, 363C, 372, 416, 419, 491, 514, 561, 623, 575, 652, 703, 707, 805, 808, 887, 927 Unit 1: 9, 24, 25, 63, 64, 65 Unit 2: 31, 52, 61, 62, 65, 69, 78 Unit 3: 9, 24, 25, 44, 49, 65, 96 Unit 4: 43, 76 Unit 5: 45, 65 Unit 6: 8, 9, 10, 11, 15, 27, 28, 35, 42, 46, 47, 48, 62, 63, 64, 65 Unit 7: 47 Unit 8: Strategies for Test Preparation "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," The Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, The Life of Gotama the Buddha, "Hanno s Voyage, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," "An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," 2

6 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) "The Olsen-Chubbuck Site: A Paleo-Indian Bison Kill," "New Light on the Olmecs," the Qur an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten- Thousand-Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogadishu in 1331," "The Anasazi" Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, 3

7 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth Vigée- Lebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Prince Klemens von Metternich, "Frenchmen, Is This What You Want?," "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites," A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," 4

8 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 5 "Africa at the Center," "The Rise of the Color Bar," Hawaii s Story by Hawaii s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student s Diary, Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders"

9 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.03 Relate archaeology, geography, anthropology, political science, sociology, and economics to the study of history. PE/TE: xxxvi xxxvii, 6, 7 11, 15, 38, 47, 113, 214, 347, 437, 479, 489, 597 Add l TE: 8, 163, 347, 437, 489, 214, 279, 479, , 33-34, 53, 91 PE/TE: 8, 214, 347, 437, 570, 694 Add l TE: 8, 214, 452, 574, 585, 636, 660, 796, 893 Unit 1: 1 5, 7, 10, 14, 15, 22, 44, 57 Unit 2: 7, 26, 43, 59, 75, 77, 79, 86 Unit 3: 5, 40, 68, 75, 91 Unit 4: 6, 8, 11, 17, 23, 39, 55, 73, 84 Unit 5: 7, 24, 43, 61, 72 Unit 6: 6, 23, 43, 60 Unit 7: 6, 17, 24, 27 29, 30, 32, 36, 42, 53, 60 Unit 8: 7, 25, 43, 60 1, 51, 63, 85, 93, 97, 102, , 11, 12, 13-14, 15-16, 17, 19, 24, 31, 43, 45-46, 47, 54, 55-56, 72, 73, 75-76, 83-84, 90, 91, 109, 113, 114, 118, , 127, , , 149, 152, 154, 155, 157, 170, 180, 188, 189, 190, 191, 192, 196, 202, 204, , 212, 213, 214, , 217, , 225, , , , 253, 255, , , 280, , , , 296, 297, 302, 307, 322, 324, 331, 334, 336, , 341, , 352, 353, 354, , 360, , 363 Videos - Building Empires: The Rise of the Persians and the Inca - Trade Connects the World: Silk Roads and the Pacific Rim - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox - The of Food: The Impact of Potatoes and Sugar - Struggling toward Democratic Revolutions in Latin America and South Africa - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: The United States and the World GT1 GT45 6

10 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history. PE/TE: xxx xxxi, 9 12, 14 21, 27 28, 29, 33 35, 38 39, 42 44, 46, 48, 62 65, 72 77, 97 98, , , , , , , , 244, , , , 264, , , , , 354, , , 416, , , , , , 528, , 564, 566, 619, 634, , 653, , 666, , , 797, 844, , , , 890, , , 935, Add l TE: 10, 15, 18, 19, 21, 28, 65, 66, 98, 122, 143, 155, 157, 180, , 237, 239, , , , , 264, 319, 397, 409, 429, 430, 434, 465, 629A, 649, 674, 750, 773, 779, 858, 859, 861, , 5-7, 9-10, 12, 15, 21-22, 26-27, 30, 34, 37-39, 42, 45, 49, 51, 54-55, 58, 61-63, 65-67, 75, 79, 82-83, 87, 101, , 117, 121, 127, , 133, , PE/TE: 10 11, 12, 14 16, 18 21, 22, 24, 26, 27 28, 32, 34, 39, 42, 44 45, 46, 63 66, 73 76, 77, 99, 133, , 178, 219, 236, 244, 257, 260, 265, 273, 354, 416, 420, 502, 528, 537, 539, 566, 620, , 650, 652, 653, 654, , 858, 860, 865, 872, , 920, 932, 935, 940, Add l TE: 9, 10, 14, 15, 18, 19, 21, 28, 34, 39, 43, 47, 63, 65, 66, 98, 99, 142, 143, 154, 155, 156, 235, 236, 237, 239, 241, 254, 255, 257, 258, 260, 272, 273, 289, 319, 333, 343, 429, 430, 434, 464, 537, 554, 565, 566, 623, 634, 648, 649, 650, 651, 653, 733, , , 861, 863, 864, 872, 873, 948, 949 Unit 1: 20, 34 Unit 2: 18, 24, 38, 52 Unit 3: 3, 16, 17, 34, 69 Unit 4: 5, 6 7, 17, 22 Unit 5: 24, 26, 31, 34, 36, 55 Unit 6: 1, 2, 3, 6, 15, 21, 28, 35, 36, 64, 72 Unit 7: 18, 27, 51, 65 Unit 8: 49, 55 23, 26, 104, 120, 224, 250, 251, 252, 255, 263, 364 7, 25, 36, 41, 93, 94, 95, 100, 141 6, 7, 8, 10, 11, 14, 16, 20, 22, 23-24, 28, 33-34, 35-36, 37-38, 39-40, 41, 42, 45-46, 47, 48, 49-50, 51-52, 53, 54, 55-56, 57-58, 61-62, 63-64, 65, 66, 68, 70, 71, 72, 73, 74, 76, 78, 82, 84, 85-86, 87-88, 89, 90, 91, 95-96, 97, 98, 100, , 104, , , 112, 114, , 117, 118, , , , 127, 128, 130, , , 137, 138, , , 145, 146, , , 154, 155, 156, , , 165, 166, , , 171, 172, 173, 174, , , , 181, 182, 183, 184, , , 189, 190, 191, 192, , , , , , 203, 204, , , , , 213, 214, , , , 224, 225, 226, , , , , 235, 236, , , , , 245, 246, , , , , 255, 256, Videos - Building Empires: The Rise of the Persians and the Inca - Trade Connects the World: Silk Roads and the Pacific Rim - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox - The of Food: The Impact of Potatoes and Sugar - Struggling toward Democratic Revolutions in Latin America and South Africa - Technology Transforms an Age: The Industrial and Electronic Revolutions - Cultural Crossroads: TheUnited States and the World "The Cro-Magnons," "Iceman," "The Royal Cemetery at Ur," Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching, "Hymn 129," from Rig Veda, Life of Gotama the Buddha, "Hanno s Voyage, The Book of Genesis and the Book of Exodus from the King James Bible, "The Kushite Takeover," An Assyrian Palace," "Customs of the Persians," "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," 7

11 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) , , , , 265, 266, , , , , 277, 278, , , 287, 288, , , , , 297, 298, , , , , 307, 308, 309, 310, , , , 319, 320, , , , , , 331, 332, , , , , 341, 342, , , , , , 353, 354, , , , , 363, 364 "Archimedes Engines," "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," the Gospel According to Matthew from King James Bible, Agricola, Satyricon, Arathasastra, Code of Manu, Ramayana, "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "Coming to America," "The Olsen- Chubbuck Site: A Paleo- Indian Bison Kill," "New Light on the Olmecs," the Qur an, "Pilgrimage to Mecca," "Men and Women," "The Character of Justinian and Theodora" from Secret History, The Court of the Great Khan, "The Merits of Turks," Ten- Thousand-Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan," Reminiscences in Retirement, Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," Divine Comedy, Calendar of Coroner s Rolls, "The Battle of Agincourt," "How to Get Rich Quickly," "Mogandishu in 1331," "The Anasazi" Riddles in the Ruins, Exploring Maya Copan," "Human Sacrifice Among the Aztecs," 8

12 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 9 Royal Commentaries of the Incas, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew s Day Massacre," "Luther: Giant of His Time and Ours," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report of Persia, Persians, and Abbas I," Letter to King George III, The Life and Letters of St. Francis Xavier, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, "The French Lose Quebec," Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "Defeat of the Spanish Armada," "Two Views of Versailles," Essay on Forms of Government, Letters of Peter the Great, "The Restoration of Charles," "Of Studies," The Persian Letters, Gulliver s Travels, Letter to Catherine the Great, Conflicting Accounts of the Battles at Lexington and Concord, Memoirs of Élisabeth Vigée- Lebrun, "Execution by Guillotine," The Letters of Napoleon I, "The Battle of Waterloo: The Finale," Memoirs of Metternich, "Frenchmen, Is This What You Want?," Address to the Second National Congress of Venezuela, 1819, "Duties of Country," "Kubla Khan," Frankenstein, "Child Labor in the Mines," "The Sentencing of the Luddites,"

13 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 10 A New Girlhood, The Communist Manifesto, "How I Served My Apprenticeship," Prisons and Prisoners, "The Irish Potato Famine", A Message to Congress on Indian Policy, Journal of the Voyage of HMS Beagle, "The Boer War: The Suffering of the Civilian Population," "Stanley Finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii s Story by Hawaii s Queen, Two Years in the Forbidden City, Fifty Years of New Japan, The Rough Riders, "Alamo Massacre," "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points, Ten Days That Shook the World, Autobiography of a Chinese Girl, "Nonviolence," "The Death of God," "Famine in Russia," Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student s Diary, Radio Address from New Delhi, "The Fall of President

14 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) Marcos," "Enough of Blood and Tears," "Masakhane Let Us Build Together," Destruction of the Berlin Wall, "Will I Ever Go Home Again," "The Massacre in Tiananmen Square," "Tackling the Menace of Space Junk," "The Making of a Terrorist," "Un-American Ugly Americans," "Television is Defying Borders" CT 6, CT7, CT26; User s Guide, 3, 4, 13 GT9, GT25; User s Guide, 5, 13 AT26, AT29, AT54, AT67; User s Guide, 13, 15, 27, 1.05 Trace major themes in the development of the world from its origins to the rise of early civilizations. PE/TE: xxx xxxi, 9 11, 12, 15 16, 17 21, 27 35, 42 43, 46, 48 Add l TE: 10, 15, 18, 19, 21, , 5 7 PE/TE: 10 11, 12, 14 15, 18 21, 22, 24, 27 28, 32, 34, 39, 42, 46 Add l TE: 9, 10, 14 15, 18 19, 21, 28, 34, 39, 43, 47 Unit 1: 1, 2, 3, 4, 16, 18, 25 26, 34, 35 1, 2, 3, 4, 5, 8 7 8, 9 10, 11, 12, 14, 16, 18, 19 20, 21, 22 TT1 TT7 Code of Hammurabi, "Indus Culture" 11

15 COMPETENCY GOAL (1) Historical Tools and Practices The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. (continued) 1.06 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions. PE/TE: 18 21, 27 32, 33 41, 42 45, Add l TE: 19, 24, 28, 31, 38, 40, 44, 48, 67 69, 83 87, 88 91, 92 94, 96 3, 5 7 PE/TE: 18 21, 22, 23, 27, 28, 32, 35, 37, 39, 41, 43, 44, 49, 51, Add l TE: 18, 19, 21, 25, 28, 29, 32, 34, 37, 38, 40, 41, 43, 47 50, 67 68, 68 69, 83 87, 88 91, 92 94, 96, Unit 1: 3, 16, 17, 18, 19, 20, 21, 22 23, 24, 25 26, 27, 28, 29 30, 31, 32, 33, , 14, 15, 16, , 4, 5, 6, , 12, 14, 15, 18, 19 20, 21, 22 "The Royal Cemetery at Ur," Code of Hammurabi, "Indus Culture," "Building a Town" from Shin ching CT80 GT1, GT2, User s Guide, 1 AT1, AT2, User s Guide, 1 TT3 TT7 COMPETENCY GOAL (2) Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris- Euphrates rivers. PE/TE: 15, 24 25, 27 32, 33 39, 42 44, 46 51, 52, Add l TE: 48, 49 3, 5 7 PE/TE: 24, 34, 42 43, 47, 49, 50, 52 53, 84, 87, 91, 102, 103 Add l TE: 15, 25, 28, 34, 43, 45, 46, 47, 48, 49, 50 Unit 1: 17, 18, 19, 20, 22, 24, 25, 27, 31, 33, , 23, 24, 25, 26, 27, 28 5, 7 10, Strategies for Test Preparation Code of Hammurabi, The Tomb of Tutankhamen, "Indus Culture," "Building a Town" from Shih ching CT2, CT38; User s Guide, 1, 19 GT2; User s Guide, 1 AT3, AT4, AT5; User s Guide, 2, 3 TT2, TT4 TT7 12

16 COMPETENCY GOAL (2) Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period. PE/TE: 67 68, , , , , Add l TE: 108, , , 122, 125, PE/TE: 111, 114, 115, , , , 131, , Add l TE: 107C, 109, , , 121, , Unit 2: 1, 2, 3, 4, 5, 6, 7, 9, 11, 13, 14, 17, 18, , 53, 54, 55, 56, 57, 58, 59 1, 2, 3, 4, "The Spartan Discipline for Youths," "The Athenians and the Spartans," "Alexander Speaks to His Soldiers," "Archimedes Engines" CT5; User s Guide, 3 GT5; User s Guide, 3 AT10, AT11; User s Guide, 5, 6 TT16 TT Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome. PE/TE: , , , Add l TE: 138, , 147, 149, 151, 152, 161, 163, PE/TE: 138, , 149, 152, 160, 163, 164, , Add l TE: 138, , 145, , 152, , 165, 167 Unit 2: 20, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31, 32, 35, 36, 37, , 64, 65, 66, 67, 68, 69, , 22, 23, 24, Strategies for Test Preparation "Hannibal Crosses the Alps," "How Cleopatra Charmed Antony," "Wall Inscription from Pompeii," Agricola, Satyricon CT6, CT42; User s Guide, 3, 21 GT6; User s Guide, 3 AT12, AT13, AT14; User s Guide, 6, 7 TT21 TT25 13

17 COMPETENCY GOAL (2) Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age. PE/TE: , Add l TE: 178, PE/TE: 176, 180, Add l TE: 177, 178, 179, 180 Unit 2: 2, 37, 39, 43, 44, 45, 49, 50, , 75 77, , 74 CT18, CT54; User s Guide, 9, 27 AT22, AT30, AT40; User s Guide, 11, 15, 20 TT Assess the distinctive achievements of Chinese and Japanese civilizations. PE/TE: , , , , , , , , , 935, 946 Add l TE: 79A, 169A, 283A, , , 459A, 460, , 475, 477, 712, 716, , , , , 26 27, 45 47, PE/TE: , , 187, , 287, , , , 475, 477, , , 720, , , 935, 946 Add l TE: 100, 187, 291, 304, 306, 472, 473, 475, 476, 477, 711A, , 721, 723, 888, , 935 Unit 1: 55, 56, 61, 62 Unit 2: 47, 53, 54 Unit 3: 34, 37, 39, 40, 49, 51 Unit 4: 59, 61, 63, 65, 66 Unit 6: 55, 56, 60, 62, 63, 69 Unit 8: 41, 42, 59 46, 47, 120, 123, 125, 126, 281, 282, 286, 357, , 28, 41, 44, 69, , 22, 39 40, 42, 71 72, 74, , 117, 118, , , 278, , , 318, , 332, , 358 Video - Patterns of Interaction: Trade Connects the World Ten-Thousand-Word Memorial, Act of Seclusion CT7, CT12, CT19, CT35, CT40, CT55, CT71; User s Guide, 4, 6, 10, 20, 22, 28 GT4, GT12, GT28, GT36, GT41; User s Guide, 2, 6, 19, 20, 21 AT9, AT16, AT25, AT26, AT42, AT60, AT61; User s Guide, 5, 8, 13, 21 TT15, TT28, TT41 TT44, TT69 TT70, TT106, TT107, TT140, TT142 14

18 COMPETENCY GOAL (2) Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations. PE/TE: , , , , , , , , Add l TE: 265A, 266, , 440, 447, 449, PE/TE: , 273, 440, , , 450, , 455, 457, Add l TE: 265D, , 273, 439C, 439D, , , , 450, , Unit 3: 1, 2, 3, 4, 5 6, 7, 8, 9, 10, 14, 16, 17, 18, 24, 25, 28, 31, Unit 4: 35, 36, 37, 38, 39, 41, 43, 44, 45, 48, 49, 50, 69, 70, , 180, 181, 182, 183, , 65, 66, 67, 72, 73, "The Character of Justinian and Theodora" from Secret History, "The Merits of Turks," "Descriptions of the Turks and the Christians," "The Fall of Constantinople," "Report on Persia, Persians, and Abbas I" CT18, CT54; User s Guide, 9, 27 GT11, GT18; User s Guide, 6, 9 AT22, AT23, AT30, AT39, AT40; User s Guide, 11, 12, 15, 20 TT38 TT40, TT65 TT Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Namibia, and Songhai. PE/TE: 85 87, 190, , 198, , , , , Add l TE: 85 86, 201, 363A, , 368, 370, , , , 26 27, 29 31, 57 59, 134 PE/TE: 85 87, 94 96, 101, 190, 192, 196, 198, 199, , , , 364, , , Add l TE: 84, 87, 189A, 191, , , 363D, 368, , 377, 381 Unit 1: 52 Unit 2: 56, 57, 59, 62, 64, 65, 69, 70 Unit 3: 88, 91, 97, 100, , 85, 86, 88 89, 152, 153, 154, , 31, , 22, 75 82, , , 341, 342, , 353, 354 Strategies for Test Preparation "The Kushite Takeover," "An Assyrian Palace," "Tracking Father Elephant," "The Aksumite Empire," "Hunters of Modern Africa," "How to Get Rich Quickly" CT15, CT18, CT44, CT51; User s Guide, 8, 9, 22, 26 GT8, GT15; User s Guide, 4, 8 AT18, AT32, AT33; User s Guide, 9, 16, 17 TT16, TT29, TT54 TT56, TT134 15

19 COMPETENCY GOAL (2) Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. (continued) 2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-columbian epoch, including but not limited to the Aztecs, Incas, and Mayas. PE/TE: , , , , , 406, Add l TE: , , , PE/TE: 220, 223, 224, 225, , 395, 397, 399, , 406, , 411, Add l TE: , 396, 398, 399, 401, , 406, Unit 1: 2, 3, 4, 5, 6, 10, 11, 12, 15, 16, 17 Unit 2: 72, 73, 78 94, 95, 160, 161, 162, 163, , 58, 59, Videos - Building Empires: The Rise of the Persians and the Inca "The Anasazi" Riddles in the Ruins, "Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas CT9, CT16, CT45; User s Guide, 8 GT9, GT16; User s Guide, 8 AT19, AT20, AT35; User s Guide, 18 TT57 TT60 16

20 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government Trace the political and social development of monarchies and empires, including but not limited to the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, the Moghul Empire, and the British Empire. PE/TE: 83 85, , , , , , , , , , , , , , , , , , , , , 689, , , , , , , , , , Add l TE: 85, 131, 151, 295, 296, 300, 301, 373, 374, 375, 409, 447, 449, 452, 453, 454, 455, 457, 470, 471, 472, 666, 689, 702, 703, , 18 19, 21 23, 25 26, 45 46, 58, 63, 69 71, 74, 81, , PE/TE: 84, 128, 131, 149, 152, 162, 176, 296, 297, 298, 301, 302, 377, 411, 444, 445, 446, 447, 450, 451, 454, 457, 458, 459, 471, 472, 473, 666, 668, 686, 688, 689, 702, 705 Add l TE: 84, 130, 148, 160, 174, 296, 297, 408, 444, 445, 446, 449, 452, 453, 454, 455, 470, 471, 472, 515, 666, 686, 688, 691, 702, 703, 704 Unit 1: 52, 53, 54, 55, 56, 57, 60, 61, 62, 63, 65, 66, 67, 68 Unit 2: 21, 26, 28, 32, 36, 39, 45, 49, 52 Unit 3: 35, 42 Unit 4: 4, 11, 16, 35, 37, 38, 39, 41, 43, 44, 45, 48, 49, 50, 52, 54, 55, 59, 61 Unit 5: 4, 6, 10 Unit 6: 19, 23, , 43, 44, 45, 46, 47, 48, 65, 70, 75, 121, 152, 155, 163, 180, 182, 183, 184, 190, 192, 193, 211, 213, 261, , 13, 14, 15, 22, 26, 42, 60, 65, 67, 69, 78, , 33 42, 58, 67 74, 77 78, , , , 117, 118, , , , , , , 193, , , 226, Strategies for Test Preparation Videos - Building Empires: The Rise of the Persians and the Inca "The Kushite Takeover," Agricola, Satyricon, Arthasastra, Code of Manu, Ten-Thousand- Word Memorial, The History of the World Conqueror, "The Tartars" from Travels of Marco Polo, "The Manners and Customs of Early Japan, "The Anasazi" Riddles in the Ruins, "Exploring Maya Copan," "Human Sacrifice Among the Aztecs," Royal Commentaries of the Incas, "Descriptions of the Turks and the Christians," "Defeat of the Spanish Armada" CT14, CT16, CT18, CT21, CT40, CT54; User s Guide, 7, 8, 9, 11, 20, 27 GT4, GT6, GT7, GT15, GT16, GT18, GT26 AT8, AT9, AT32, AT39, AT40, AT46, AT47, AT54; User s Guide, 4, 5, 16, 20, 23, 24 TT12, TT19, TT22, TT24, TT26, TT42, TT43, TT55, TT60, TT65, TT66, TT67, TT69, TT75, TT98, TT101, TT104 17

21 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. PE/TE: 163, 313A, 314, , , , , , 347, 348, , , Add l TE: 163, 314, 323, 324, 325, 328, 329, 333, 338, 342, 345, 350, 353, 354, 357, 360, , 49 51, PE/TE: 163, 314, 317, 319, 321, , 329, 331, 333, 335, , 342, 344, 347, 350, 351, 353, 355, 357, 358, , 363 Add l TE: 313C, 313D, 314, 315, 317, 318, 319, 320, 323, 324, 328, 330, 331, 333, 334, 337D, 339, 344, 350, 353, 354, 357, 359, 360 Unit 3: 52, 53, 54, 55, 56, 57, 59, 60, 61, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 77, 78, 79, 80, 81, 84, , 131, 132, 133, 134, 135, 136, , 141, 142, 143, 144, 145, , 47, 48, 49, 50, 51, 52, , 66, Videos - Arming for War: Modern and Medieval Weapons - The Spread of Epidemic Disease: Bubonic Plague and Smallpox Life of Charlemagne, Assizes of Romania, "The Art of Courtly Love," Investiture Controversy, "The Knight in Battle," "A Description of the Most Noble City of London," The Divine Comedy, Calendar of Coroner s Rolls, "The Battle of Agincourt" CT13, CT14, CT49; User s Guide, 7, 25 GT13, GT14; User s Guide, 7 AT28, AT29, AT30, AT31; User s Guide, 14, 15, 16 TT46, TT47,TT 48, TT49, TT50, TT52, TT53 18

22 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, the Reformation, the rise of nation-states, and absolutism. PE/TE: 416, , , , , 437 Add l TE: 413A, 414, 420, 425, 430, 431, 434, 435, 437, , PE/TE: 419, 420, 422, 423, , 429, 430, 432, , 437, 438 Add l TE: 422, 426, 430, 434, 437, 438 Unit 4: 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 32, 29, 33, , 170, 171, 172, 173, 174, , 62, 63, "The Art of Painting" from Notebooks, Ninety-Five Theses, "The St. Bartholomew s Day Massacre," "Luther: Giant of His Time and Ours" CT17; User s Guide, 9 GT17; User s Guide, 9 AT36, AT37, AT38; User s Guide, 18, 19 TT61, TT62, TT63, TT64 19

23 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. PE/TE: , , , , , , , 696, , Add l TE: 459A, 460, 465, 470, 479A, 480, 489, 491, 492, 502, 681A, 682, 686, 694, , PE/TE: 462, 463, 468, , , 488, 489, 491, 494, 499, 501, 503, , 684, 685, 687, 688, 689, 695, 696, 704, 705 Add l TE: 464, 467, 496, 497, 501, 686, 688, 691, 693, 702, 703 Unit 4: 51, 52, 53, 54, 55, 57, 58, 59, 61, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 75, 77, 78, 79, 82, 83, 84 Unit 6: 37, 38, 39, 40, 42, 43, 45, 46, 47, 49, 50, 52, , 189, 190, 191, 192, 193, , 198, 199, 200, 201, 202, 203, , 270, 271, 272, 273, 274, 275, , 69, 70, 71, 72, 73, Videos - Trade Connects the World: Silk Roads and the Pacific Rim - The of Food: The Impact of Potatoes and Sugar Letter to King George III, "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof," "The Boer War: The Suffering of the Civilian Population," "Stanley finds Livingstone," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii s Story by Hawaii s Queen CT19, CT20, CT55, CT56; User s Guide, 10, 28 GT19, GT20, GT27; User s Guide, 10, 14 AT41, AT42, AT43, AT44, AT58, AT59; User s Guide, 21, 22, 29, 30 20

24 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.05 Cite the effects of European expansion on Africans, pre-columbian Americans, Asians, and Europeans. PE/TE: 464, , 470, 473, 476, 477, , 494, 499, 501, 702, 703 Add l TE: 460, 491, , PE/TE: 478, 479, , 501, 505 Add l TE: 467, 472, 496, 501 Unit 4: 51, 52, 53, 66, 67, 69, 77, 78, 79, , 189, 190, 191, , 198, 199, 200, , 69, 70, , , 180, Letter to King George III, Act of Seclusion, "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof" CT19, CT20; User s Guide, 10 AT43, AT44; User s Guide, 22 TT68, TT69, TT70, TT71, TT73, TT74 21

25 COMPETENCY GOAL (3) Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. (continued) 3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies. PE/TE: , 490, 491, , Add l TE: 480, 485, PE/TE: 486, 488, 492, 494, 500, 501, 503 Add l TE: 479A, 480, 487, 488, 502 Unit 4: 68, 69, 70, 71, 77, 79, 84 68, 69, 70 71, 72 71, 72, 73, , 186, , 192 "On the Destruction of the Indies," Letter to King Charles V of Spain, Letter to the King of Portugal, "Concerning the Dearness of All Things and the Remedy Thereof" GT20; User s Guide, 10 AT43; User s Guide, 22 TT71, TT72, TT73, TT Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. PE/TE: , 500, , , , 607, , , , Add l TE: 496, 498, 501, 502, 600, 682, 686, 687, 691, 694, 702, 703, 704, , 87, 93, PE/TE: 496, 497, 499, , 604, 608, 682, , 690, 691, , 702, 704, 705, 707, 709, 710, 711 Add l TE: 496, 497, 498, 500, 502, 601, 604, 683, 686, 687, 688, 689, 691, 694, 695, 697, 702, 703, 705, 707, 708 Unit 4: 70, 71, 74, 78, 84 Unit 5: 22, 56 Unit 6: 37, 38, 40, 41, 42, 43, 45, 47, 48, 53, , 198, 199, 200, 201, 202, 203, 222, 240, 270, 271, 273, 274, , 72, 73, 74, 83, 89, 101, 102, 104, , , , 192, , , 258, , 262, , , Videos - The of Food: The Impact of Potatoes and Sugar "The Boer War: The Suffering of the Civilian Population," "Africa at the Center," "The Rise of the Color Bar," Hawaii s Story by Hawaii s Queen CT20, CT27, CT56, CT58, CT63; User s Guide, 10, 14, 18, 19, 32 AT44, AT59; User s Guide, 22, 30 GT20, GT27; User s Guide, 10, 14 TT73, TT74, TT83, TT89, TT101, TT102, TT104, TT105 22

26 COMPETENCY GOAL (4) Revolution and Nationalism The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy. PE/TE: , , , , , 597 Add l TE: 566, 574, , 87, PE/TE: 537, 539, 540, 541, , 574, 576, 577, 578, 580, 582, 583, 585, 587, 597 Add l TE: 537, 538, 565, 566, 574, 580, 585 Unit 5: 5, 11, 12, 17, 18, 22, 30, 38, 39, 40, 45, 46, 47, 48, 52, 53, , 214, 222, 229, 230, 231, , 83, 85, 86, , 138, , 203, 204, , 214, , , 225, 226 "The Restoration of Charles II," Memoirs of Élisabeth Vigée-Lebrun, "Execution by Guillotine," "Frenchmen, Is This What You Want?," Ten Days That Shook the World CT23, CT57, CT58; User s Guide, 12, 29 GT23, GT30; User s Guide, 12, 15 AT50, AT65; User s Guide, 25, 33 TT79, TT83, TT84, TT85, TT86, TT88 23

27 COMPETENCY GOAL (4) Revolution and Nationalism The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas. PE/TE: , , , 592, , 597, , , , 613, 618, , , , 682, , , , TE: 574, 582, 594, 595, 600, 604, 605, 606, 611, 616, 617, 630, 634, 640, 642, 646, 686, 687, 694, 702, 703, 704, , 93 95, 97 98, PE/TE: 559, 574, 576, 577, 578, 580, 582, 583, 585, 587, 595, 597, 600, 605, 606, 607, 608, 611, 612, , 634, 635, 637, 639, 640, 641, 644, 645, 646, 683, 685, 687, 688, 689, 690, 691, 693, 695, 702, 704, 705, 706, 707, 709, 710, 711 TE: 574, 580, 585, 594, 595, 599D, 600, 601, 607, 610, 611, 614, 615, 617, 629D, 631, 634, 635, 636, 639, 640, 641, 644, 645, 687, 688, 691, 693, 694, 702, 703, 707, 708 Unit 5: 38, 39, 40, 41, 45, 46, 47, 48, 52, 53, 54, 57, 64 Unit 6: 1, 2, 3, 4, 6, 8, 9, 10, 11, 37, 38, 40, 41, 42, 43, 45, 46, 47, 48, 49, 50, 52, 53, , 229, 230, 231, 232, 233, 234, 235, 241, , 250, 251, 252, 253, 270, 271, 273, 274, , 86, 87, 88, 90, 93, 94, 95, 96, 101, 102, 103, 104, , 235, 236, , , , Videos - Struggling toward Democratic Revolutions in Latin America and South Africa The Letters of Napoleon I, "Frenchmen, Is This What You Want?," "Child Labor in the Mines," "The Sentencing of the Luddites," A New England Girlhood, Communist Manifesto, "How I Served My Apprenticeship," "The Boer War: The Suffering of the Civilian Population," "Private Company Rule in the Congo," "Africa at the Center," "The Rise of the Color Bar," Hawaii s Story by Hawaii s Queen CT25, CT27, CT61, CT63, CT75; User s Guide, 13, 14, 31, 32 GT23, GT27; User s Guide, 12, 14 AT50, AT59; User s Guide, 25, 30 TT84, TT85, TT86, TT88, TT89, TT90, TT91, TT93, TT94, TT95, TT101, TT102, TT104, TT105 24

28 COMPETENCY GOAL (4) Revolution and Nationalism The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy. PE/TE: , Add l TE: 610, 611, PE/TE: 611, 612, 613, 617 Add l TE: 610, 611 Unit 5: 57, 58, 61, 65, , 242, , , 235, 236 Address to the Second National Congress of Venezuela, 1819, "Duties of Country" CT24; User s Guide, 12 GT24; User s Guide, 12 TT90, TT Examine the causes and effects of the Russian Revolution and its effect on Russia and the world. PE/TE: , Add l TE: 766, 771, PE/TE: 769, 770, 772, 774, 776, 777, 778, 780, 790 Add l TE: 770, 772, 776, 777 Unit 7: 19, 23, 26, , 302, , , 297, 298 Ten Days That Shook the World, 1984 GT30; User s Guide, 15 AT65; User s Guide, 33 TT114, TT115 25

29 COMPETENCY GOAL (4) Revolution and Nationalism The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. (continued) 4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America. PE/TE: , , , , , , Add l TE: 716, 718, 730, 731, 732, 786, 787, 788, 848, 882, 886, 888, 889, 893, 894, 897, 898, 899, 908, 918, , 111, 119, , PE/TE: , , , , 789, , , 889, 893, 894, 895, 896, , , Add l TE: 732, 786, 788, 850, 883, 886, 887, 888, 893, 897, 898, 899, 907C, 917, 918, 919, 920 Unit 6: 58, 59, 65, 66, 70 Unit 7: 22, 29 Unit 8: 20, 21, 22, 24, 25, 27, 28, 29, 31, 32, 34, 36, 38, 46, , 285, 304, 343, 344, 345, 347, 348, , 117, 132, 133, 134, , 297, , 341, 342 Videos - Struggling toward Democratic Revolutions in Latin America and South Africa "Alamo Massacre," Autobiography of a Chinese Girl, "Nonviolence," Radio Address from New Delhi, "The Fall of President Marcos," "Enough of Blood and Tears," "Masakhane Let Us Build Together" CT30, CT64, CT66; User s Guide, 15, 32, 33 GT34; User s Guide, 17 AT62, AT66, AT74, AT77; User s Guide, 31, 33, 37, 39 TT109, TT117, TT132, TT133, TT134, TT137 26

30 COMPETENCY GOAL (5) Global Wars The learner will analyze the causes and results of twentieth century conflicts among nations Analyze the causes and course of World War I and assess its consequences. PE/TE: , , , , , Add l TE: 744, 762, PE/TE: 743, 761, 762, 772, 774, 779 Add l TE: 744, 746, 761, 763, 777 Unit 7: 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 17, , 291, 292, 293, 294, 295, , 111, 112, 113, 114, , "Death Comes to Sarajevo," "The German Army Marches Through Brussels," "A Suffolk Farmhand at Gallipoli," The Fourteen Points CT29, CT65; User s Guide, 15, 33 GT29; User s Guide, 15 AT63, AT64; User s Guide, 32 TT110, TT112, TT113, TT114, TT Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s. PE/TE: 771, , , 805, , 811, 814 Add l TE: 766, 792, 802, 804, , 119, PE/TE: 786, 789, 790, 791, 801, 802, 807, 809, 810, 812, 815, 816, 817 Add l TE: 802, 806, 809, 812 Unit 7: 19, 22, 34, 36, 38, 39, 40, , 312, 313, , 117, 119, 120, , "The Death of God," "Famine in Russia" CT31; User s Guide, 16 AT69; User s Guide, 35 TT114, TT117, TT119, TT120, TT121 27

31 COMPETENCY GOAL (5) Global Wars The learner will analyze the causes and results of twentieth century conflicts among nations. (continued) 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another. PE/TE: 762, , , , , Add l TE: 778, 779, 808, 814, 822, 823, 824, 825, 828, 829, 830, 832, 833, 834, 837, 838, 839, 840, , 118, , PE/TE: 762, 779, 807, 809, 810, 811, 813, 815, 822, 826, 828, 829, 830, 831, 834, 836, 837, 840, 841, 845, 856 Add l TE: 763, 776, 777, 808, 809, 812, 813, 822, 824, 825, 828, 829, 832, 833, 836, 837, 838, 839, 841, 843, 856, 857 Unit 7: 4, 11, 17, 20, 38, 39, 40, 41, 45, 46, 53, 54, 55, 56, 57, 58, 60, 62, 63, 64, 65, 66, 69, 70 Unit 8: 1, 13, 18, , 302, , 311, 312, 313, 314, 329, , 115, 119, 120, 121, 122, 123, 124, 125, 126, Memos on the Aims of Germany and Japan, Speech in the House of Commons, "Blood, Toil, Tears, and Sweat," "Japanese Attack Sinks HMS Repulse," Affidavit Given at Nuremberg, Testimony Before the Special Senate Committee on Atomic Energy CT29, CT31, CT32, CT65, CT67, CT68; User s Guide, 15, 16, 33, 34 GT29, GT30, GT31, GT32, GT33; User s Guide, 15, 16, 17 AT70, AT71; User s Guide, 35, 36 TT113, TT115, TT120 TT Trace the course of the Cold War and assess its impact on the global community including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War. PE/TE: , 861, , , , 871, , , Add l TE: 852, 858, 859, 860, 867, 868, 869, 870, 872, 873, 874, 875, PE/TE: , 861, 863, 865, , Add l TE: 851C, 853, 856, 857, 858, 859, 863, 867, 868, 869, 870, 872, 873, 874 Unit 8: 1, 4, 5, 7, 11, 12, 13, , , 332, 333, 334, 335, 336, , 130, Peace Without Conquest, 444 Days: The Hostages Remember, Speech on Stalin by Nikita Khrushchev, A Student s Diary CT33, CT69; User s Guide, 17, 35 GT33; User s Guide, 17 AT73; User s Guide, 37 TT127, TT128, TT129, TT130 28

32 COMPETENCY GOAL (5) Global Wars The learner will analyze the causes and results of twentieth century conflicts among nations. (continued) 5.05 Examine governmental policies, such as the Kellogg- Briand Pact, which were established and the role of organizations including the League of Nations and the United Nations to maintain peace, and evaluate their continuing effectiveness. PE/TE: , , , , 867, 870, , 895, 902, Add l TE: 761, 762, 856, , , 129, , 139, PE/TE: 760, 761, 763, 764, 812, 815, 817, 902, 954 Add l TE: 761, 856, 953 Unit 7: 4, 11, 16, 17 Unit 8: 1, 13, 18, 19, 57, , 294, 332, , 127, , 288, 321, , 364 The Fourteen Points, "The Making of a Terrorist" CT29, CT65; User s Guide, 15, 33 GT33; User s Guide, 17 TT113, TT119, TT127, TT133, TT135, TT143 COMPETENCY GOAL (6) Patterns of Social Order The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements. PE/TE: 30 31, 37 38, 63, 146, 151, 279, 324, , , 573, 574, , 685, , 689, 693, , , , 895, , Add l TE: 63, 496, 498, 574, 639, 640, 686, 702, 703, 888, 912, , 9 10, 21 22, 43, 49 50, 69 70, 78 79, 89, 97 98, , , PE/TE: 152, 446, 497, 499, 574, 639, 640, 687, 689, 693, 889, 911, 912, 915, 920 Add l TE: 30, 151, 324, 447, 496, 497, 498, 574, 639, 640, 687, 693, 703, 917, 918 Unit 4: 70, 78 Unit 5: 37, 52 Unit 6: 6, 9, 37, 42, 45, 47 Unit 8: 37, 38, 43, 45, 46, , 251, 270, 273, 354, , 84, 101, 136, , 24, 30, 58, 95, 101, , 144, 149, 152, 168, 180, 184, , 200, , , , 244, 258, 264, , 334 "Child Labor in the Mines," A New England Girlhood, "How I Served My Apprenticeship," "The Rise of the Color Bar" CT20, CT27; User s Guide, 10, 14 GT25, GT27; User s Guide, 13, 14 AT44, AT50, AT59, AT77; User s Guide, 22, 25, 30, 39 TT4, TT5, TT9, TT22, TT40, TT47, TT65, TT73, TT84, TT94, TT101, TT102, TT104, TT132, TT133, TT136, TT137 29

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