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

correlated to the North Carolina Social Studies Standard Course of Study for World History and Skills Competency Goals 6/2002 2003

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.

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

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. 1.01 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, 964 967 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, 964 967 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

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, 357 19, 27, 31, 35, 39, 43, 47, 51, 55, 59, 67, 71, 75, 79, 83, 87, 91, 99, 107, 111, 115, 123, 127, 131, 135, 139 1.02 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, 62-66 Strategies for Test Preparation 13-20 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: 10 275 Strategies for Test Preparation 91-100 "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

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

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

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"

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, 142 143, 153 157, 177 178, 183 184, 200 201, 218 219, 233 241, 244, 252 257, 260 261, 262 263, 264, 272 273, 289 290, 318 319, 332 333, 354, 372 373, 396 398, 416, 419 421, 428 432, 433 436, 476 477, 500 503, 528, 536 539, 564, 566, 619, 634, 647 650, 653, 662 663, 666, 750 751, 770 774, 797, 844, 857 860, 863 864, 871 873, 890, 923 924, 931 933, 935, 947 949 Add l TE: 10, 15, 18, 19, 21, 28, 65, 66, 98, 122, 143, 155, 157, 180, 235 236, 237, 239, 252 253, 254 255, 256 257, 262 263, 264, 319, 397, 409, 429, 430, 434, 465, 629A, 649, 674, 750, 773, 779, 858, 859, 861, 935 1-3, 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, 113-114, 117, 121, 127, 129-131, 133, 138-139, 141-142 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, 142 143, 178, 219, 236, 244, 257, 260, 265, 273, 354, 416, 420, 502, 528, 537, 539, 566, 620, 648 649, 650, 652, 653, 654, 773 774, 858, 860, 865, 872, 880 881, 920, 932, 935, 940, 947 950 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, 771 774, 857 859, 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, 101-102, 104, 107-108, 109-110, 112, 114, 115-116, 117, 118, 119-120, 121-122, 123-124, 127, 128, 130, 131-132, 133-134, 137, 138, 141-142, 143-144, 145, 146, 147-148, 149-150, 154, 155, 156, 157-158, 159-160, 165, 166, 167-168, 169-170, 171, 172, 173, 174, 175-176, 177-178, 179-180, 181, 182, 183, 184, 185-186, 187-188, 189, 190, 191, 192, 193-194, 195-196, 197-198, 199-200, 201-202, 203, 204, 205-206, 207-208, 209-210, 211-212, 213, 214, 215-216, 217-218, 219-220, 224, 225, 226, 227-228, 229-230, 231-232, 233-234, 235, 236, 237-238, 239-240, 241-242, 243-244, 245, 246, 247-248, 249-250, 251-252, 253-254, 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

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) 257-258, 259-260, 261-262, 263-264, 265, 266, 269-270, 271-272, 273-274, 275-276, 277, 278, 279-280, 285-286, 287, 288, 289-290, 291-292, 293-294, 295-296, 297, 298, 299-300, 301-302, 303-304, 305-306, 307, 308, 309, 310, 311-312, 313-314, 317-318, 319, 320, 321-322, 323-324, 325-326, 327-328, 329-330, 331, 332, 333-334, 335-336, 337-338, 339-340, 341, 342, 343-344, 345-346, 347-348, 349-350, 351-352, 353, 354, 355-356, 357-358, 359-360, 361-362, 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

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,"

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

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, 28 1 3, 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

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, 46 51 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, 52 53 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, 112 113 Unit 1: 3, 16, 17, 18, 19, 20, 21, 22 23, 24, 25 26, 27, 28, 29 30, 31, 32, 33, 34 11 13, 14, 15, 16, 23 26 3, 4, 5, 6, 7 9 10, 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. 2.01 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, 83 91 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, 34 20 22, 23, 24, 25, 26, 27, 28 5, 7 10, 13 22 Strategies for Test Preparation 91 92 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

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, 111 114, 115 119, 120 125, 128 131, 132 135 Add l TE: 108, 113 114, 116 118, 122, 125, 134 17 19 PE/TE: 111, 114, 115, 117 119, 120 122, 124 125, 131, 133 135, 136 137 Add l TE: 107C, 109, 112 113, 116 119, 121, 123 125, 132 135 Unit 2: 1, 2, 3, 4, 5, 6, 7, 9, 11, 13, 14, 17, 18, 19 50 52, 53, 54, 55, 56, 57, 58, 59 1, 2, 3, 4, 5 43 54 "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 TT20 2.03 Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome. PE/TE: 141 145, 146 152, 158 162, 164 167 Add l TE: 138, 142 144, 147, 149, 151, 152, 161, 163, 166 167 21 26 PE/TE: 138, 141 145, 149, 152, 160, 163, 164, 166 167, 168 169 Add l TE: 138, 142 143, 145, 147 150, 152, 160 162, 165, 167 Unit 2: 20, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31, 32, 35, 36, 37, 38 61 63, 64, 65, 66, 67, 68, 69, 70 71 21, 22, 23, 24, 25 55 66 Strategies for Test Preparation 93 94 "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

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: 173 176, 177 180 Add l TE: 178, 180 70 71 PE/TE: 176, 180, 188 189 Add l TE: 177, 178, 179, 180 Unit 2: 2, 37, 39, 43, 44, 45, 49, 50, 52 72 74, 75 77, 78 26 67 70, 74 CT18, CT54; User s Guide, 9, 27 AT22, AT30, AT40; User s Guide, 11, 15, 20 TT67 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. PE/TE: 97 101, 181 187, 287 291, 303 307, 469 473, 474 477, 715 719, 720 723, 931 933, 935, 946 Add l TE: 79A, 169A, 283A, 288 289, 305 307, 459A, 460, 470 471, 475, 477, 712, 716, 718 719, 721 722, 931 932, 934 15, 26 27, 45 47, 74 75 PE/TE: 99 100, 184 185, 187, 188 189, 287, 289 291, 306 307, 470 473, 475, 477, 478 479, 718 719, 720, 722 723, 931 932, 935, 946 Add l TE: 100, 187, 291, 304, 306, 472, 473, 475, 476, 477, 711A, 716 718, 721, 723, 888, 932 933, 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, 358 15, 28, 41, 44, 69, 70 19 20, 22, 39 40, 42, 71 72, 74, 107 114, 117, 118, 177 182, 269 272, 278, 293 294, 311 312, 318, 323 324, 332, 351 354, 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

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: 230 231, 233 235, 238 241, 242 247, 269 273, 274 276, 443 447, 448 450, 451 457 Add l TE: 265A, 266, 270 271, 440, 447, 449, 452 455 PE/TE: 269 270, 273, 440, 444 447, 448 449, 450, 451 452, 455, 457, 458 459 Add l TE: 265D, 270 271, 273, 439C, 439D, 440 441, 443 447, 448 449, 450, 452 453 42, 69 71 Unit 3: 1, 2, 3, 4, 5 6, 7, 8, 9, 10, 14, 16, 17, 18, 24, 25, 28, 31, 33 111 Unit 4: 35, 36, 37, 38, 39, 41, 43, 44, 45, 48, 49, 50, 69, 70, 71 177 179, 180, 181, 182, 183, 184 38, 65, 66, 67, 72, 73, 74 91 106 "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 TT67 2.07 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, 195 196, 198, 199 201, 204 205, 369 370, 371 377, 378 381 Add l TE: 85 86, 201, 363A, 364 365, 368, 370, 372 377, 380 381, 897 13, 26 27, 29 31, 57 59, 134 PE/TE: 85 87, 94 96, 101, 190, 192, 196, 198, 199, 201 202, 204 205, 206 207, 364, 372 377, 379 381, 382 383 Add l TE: 84, 87, 189A, 191, 199 202, 204 205, 363D, 368, 371 375, 377, 381 Unit 1: 52 Unit 2: 56, 57, 59, 62, 64, 65, 69, 70 Unit 3: 88, 91, 97, 100, 102 43, 85, 86, 88 89, 152, 153, 154, 155 30, 31, 55 15 16, 22, 75 82, 139 146, 337 338, 341, 342, 345 346, 353, 354 Strategies for Test Preparation 95 96 "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

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: 216 220, 221 223, 391 394, 395 398, 400 404, 406, 407 411 Add l TE: 392 394, 397 398, 402 403, 408 410 61 63 PE/TE: 220, 223, 224, 225, 392 394, 395, 397, 399, 402 403, 406, 408 409, 411, 412 413 Add l TE: 392 394, 396, 398, 399, 401, 402 403, 406, 408 411 Unit 1: 2, 3, 4, 5, 6, 10, 11, 12, 15, 16, 17 Unit 2: 72, 73, 78 94, 95, 160, 161, 162, 163, 164 57, 58, 59, 60 147 156 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

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. 3.01 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, 128 131, 146 152, 158 162, 173 176, 295 296, 297 298, 299 302, 303 307, 371 375, 407 411, 443 447, 448 450, 451 457, 469 473, 485 488, 513 515, 518 523, 531 535, 664 668, 685 688, 689, 701 703, 715 719, 720 723, 781 782, 785 787, 844 845, 885 889, 890 891, 892 895, 896 900 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, 704 13, 18 19, 21 23, 25 26, 45 46, 58, 63, 69 71, 74, 81, 101 102, 105 107 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, 29 40 42, 43, 44, 45, 46, 47, 48, 65, 70, 75, 121, 152, 155, 163, 180, 182, 183, 184, 190, 192, 193, 211, 213, 261, 265 12, 13, 14, 15, 22, 26, 42, 60, 65, 67, 69, 78, 98 19 20, 33 42, 58, 67 74, 77 78, 99 100, 107 112, 115 116, 117, 118, 133 134, 141 142, 149 156, 167 168, 171 174, 177 178, 193, 195 204, 219 222, 226, 259 268 Strategies for Test Preparation 93 94 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

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, 317 321, 322 326, 327 331, 332 335, 341 346, 347, 348, 349 351, 352 355, 356 361 Add l TE: 163, 314, 323, 324, 325, 328, 329, 333, 338, 342, 345, 350, 353, 354, 357, 360, 361 23, 49 51, 53 55 PE/TE: 163, 314, 317, 319, 321, 323 326, 329, 331, 333, 335, 336 337, 342, 344, 347, 350, 351, 353, 355, 357, 358, 361 362, 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, 86 128 130, 131, 132, 133, 134, 135, 136, 138 140, 141, 142, 143, 144, 145, 146 46, 47, 48, 49, 50, 51, 52, 53 63 64, 66, 119 128 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

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, 417 422, 423 427, 429 430, 433 436, 437 Add l TE: 413A, 414, 420, 425, 430, 431, 434, 435, 437, 513 517, 518 522 65 67 PE/TE: 419, 420, 422, 423, 425 427, 429, 430, 432, 434 436, 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, 34 167 169, 170, 171, 172, 173, 174, 175 61, 62, 63, 64 157 166 "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

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: 463 468, 483 489, 490 494, 495 499, 500 503, 685 689, 690 695, 696, 698 700, 701 705 Add l TE: 459A, 460, 465, 470, 479A, 480, 489, 491, 492, 502, 681A, 682, 686, 694, 702 73 79, 105 107 PE/TE: 462, 463, 468, 478 479, 485 486, 488, 489, 491, 494, 499, 501, 503, 504 505, 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, 54 186 188, 189, 190, 191, 192, 193, 195 197, 198, 199, 200, 201, 202, 203, 267 269, 270, 271, 272, 273, 274, 275, 276 68, 69, 70, 71, 72, 73, 74 175 192 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

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, 466 468, 470, 473, 476, 477, 485 488, 494, 499, 501, 702, 703 Add l TE: 460, 491, 501 73 75, 77 79 PE/TE: 478, 479, 486 488, 501, 505 Add l TE: 467, 472, 496, 501 Unit 4: 51, 52, 53, 66, 67, 69, 77, 78, 79, 84 186 188, 189, 190, 191, 195 197, 198, 199, 200, 201 68, 69, 70, 72 176, 178 179, 180, 183 192 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

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: 485 487, 490, 491, 493 494, 500 503 Add l TE: 480, 485, 501 77 79 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, 74 184, 186, 189 190, 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, TT74 3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. PE/TE: 495 499, 500, 501 503, 563 564, 603 605, 607, 685 689, 690 695, 701 705, 706 709 Add l TE: 496, 498, 501, 502, 600, 682, 686, 687, 691, 694, 702, 703, 704, 707 78 79, 87, 93, 105 107 PE/TE: 496, 497, 499, 500 503, 604, 608, 682, 686 689, 690, 691, 693 695, 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, 54 195 197, 198, 199, 200, 201, 202, 203, 222, 240, 270, 271, 273, 274, 275 71, 72, 73, 74, 83, 89, 101, 102, 104, 105 186, 187 188, 189 190, 192, 193 194, 227 228, 258, 259 260, 262, 263 264, 265 266, 267 268 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

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. 4.01 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: 536 539, 563 567, 573 576, 577 583, 584 588, 597 Add l TE: 566, 574, 582 83, 87, 89 91 PE/TE: 537, 539, 540, 541, 563 568, 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, 54 212, 214, 222, 229, 230, 231, 235 79, 83, 85, 86, 87 133 134, 138, 201 202, 203, 204, 211 212, 214, 215 220, 223 224, 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

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: 573 576, 577 583, 584 588, 592, 593 596, 597, 600 601, 603 608, 609 612, 613, 618, 633 637, 638 642, 643 646, 682, 685 689, 690 695, 701 705, 706 709 TE: 574, 582, 594, 595, 600, 604, 605, 606, 611, 616, 617, 630, 634, 640, 642, 646, 686, 687, 694, 702, 703, 704, 707 89 91, 93 95, 97 98, 105 107 PE/TE: 559, 574, 576, 577, 578, 580, 582, 583, 585, 587, 595, 597, 600, 605, 606, 607, 608, 611, 612, 613 618, 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, 54 226 228, 229, 230, 231, 232, 233, 234, 235, 241, 247 249, 250, 251, 252, 253, 270, 271, 273, 274, 276 85, 86, 87, 88, 90, 93, 94, 95, 96, 101, 102, 103, 104, 105 227 232, 235, 236, 237 246, 247 250, 257 277, 269 278 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

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: 609 612, 613 615 Add l TE: 610, 611, 617 93 95 PE/TE: 611, 612, 613, 617 Add l TE: 610, 611 Unit 5: 57, 58, 61, 65, 66 241, 242, 245 90, 91 227 232, 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, TT91 4.04 Examine the causes and effects of the Russian Revolution and its effect on Russia and the world. PE/TE: 769 774, 775 780 Add l TE: 766, 771, 778 117 118 PE/TE: 769, 770, 772, 774, 776, 777, 778, 780, 790 Add l TE: 770, 772, 776, 777 Unit 7: 19, 23, 26, 34 301, 302, 306 114, 115 289 292, 297, 298 Ten Days That Shook the World, 1984 GT30; User s Guide, 15 AT65; User s Guide, 33 TT114, TT115 25

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: 715 719, 729 733, 785 789, 885 889, 892 895, 896 900, 916 920 Add l TE: 716, 718, 730, 731, 732, 786, 787, 788, 848, 882, 886, 888, 889, 893, 894, 897, 898, 899, 908, 918, 919 109, 111, 119, 133 134, 137 138 PE/TE: 716 719, 730 733, 734 735, 787 788, 789, 790 791, 885 886, 889, 893, 894, 895, 896, 898 900, 906 907, 916 920 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, 53 284, 285, 304, 343, 344, 345, 347, 348, 354 109, 117, 132, 133, 134, 137 295 296, 297, 333 338, 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

COMPETENCY GOAL (5) Global Wars The learner will analyze the causes and results of twentieth century conflicts among nations. 5.01 Analyze the causes and course of World War I and assess its consequences. PE/TE: 743 746, 747 751, 753 754, 761 763, 770 774, 777 780 Add l TE: 744, 762, 778 113 118 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, 18 288 290, 291, 292, 293, 294, 295, 296 110, 111, 112, 113, 114, 115 279 288, 289 292 "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, TT115 5.02 Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s. PE/TE: 771, 785 789, 801 803, 805, 807 810, 811, 814 Add l TE: 766, 792, 802, 804, 809 117, 119, 121 123 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, 45 304, 312, 313, 314 114, 117, 119, 120, 121 290, 299 308 "The Death of God," "Famine in Russia" CT31; User s Guide, 16 AT69; User s Guide, 35 TT114, TT117, TT119, TT120, TT121 27

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, 777 780, 807 810, 811 814, 821 845, 855 857 Add l TE: 778, 779, 808, 814, 822, 823, 824, 825, 828, 829, 830, 832, 833, 834, 837, 838, 839, 840, 841 115, 118, 122 123, 125 12 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, 19 294, 302, 308 310, 311, 312, 313, 314, 329, 332 113, 115, 119, 120, 121, 122, 123, 124, 125, 126, 127 305 320 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 TT127 5.04 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: 855 860, 861, 863 864, 866 867, 868 870, 871, 872 873, 874 875, 876 879 Add l TE: 852, 858, 859, 860, 867, 868, 869, 870, 872, 873, 874, 875, 877 129 131 PE/TE: 856 860, 861, 863, 865, 867 870, 870 875 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, 17 329, 330 331, 332, 333, 334, 335, 336, 338 127, 130, 131 321 332 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

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: 760 763, 802 803, 811 815, 855 856, 867, 870, 878 879, 895, 902, 952 953 Add l TE: 761, 762, 856, 953 115, 121 122, 129, 133 135, 139, 142 143 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, 69 290, 294, 332, 366 113, 127, 143 285 286, 288, 321, 359 360, 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. 6.01 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, 446 447, 495 499, 573, 574, 638 640, 685, 686 687, 689, 693, 701 703, 703 705, 885 889, 895, 911 914, 916 920 Add l TE: 63, 496, 498, 574, 639, 640, 686, 702, 703, 888, 912, 919 5 6, 9 10, 21 22, 43, 49 50, 69 70, 78 79, 89, 97 98, 105 107, 133 134, 137 138 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, 53 229, 251, 270, 273, 354, 359 73, 84, 101, 136, 137 16, 24, 30, 58, 95, 101, 121 122, 144, 149, 152, 168, 180, 184, 187 188, 200, 215 216, 227 228, 239 240, 244, 258, 264, 289 290, 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