Prentice Hall World History Connections to Today © 2005...

Prentice Hall World History Connections to Today © 2005, Modern Edition

Correlated to: Oregon Grade Level Map of Common Curriculum Goals,

Content Standards and Eligible Content (Grade 10)

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

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 10 CIM

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

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. CIM: Grade 10 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.

• Understand and use geographic information using a variety of scales, patterns of distribution, and arrangement.

Eligible Content: • Understand the advantages and disadvantages of

using various geographic representations to depict and solve geographic problems.

GRADE-LEVEL MAP: • Explain that maps contain spatial elements of

point, line, area, and volume, Which can be represented in a range of technology from simple sketch map to GIS.

• Give examples of how maps are often used to convey biased information, so that critical analysis of map sources is essential.

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

Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content (Grade 10)




Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.

SE: 200: British Cotton Trade About 1850 and Skills Assessment; 201: Railways in Great Britain, Travel Times to London and Skills Assessment; 202: Critical Thinking and Writing #7; 324: Critical Thinking and Writing #8; 302: Activity: Make a Map; 483: World War II in Europe and North Africa, map and Skills Assessment; 487: World War II in the Pacific, map and Skills Assessment; 585: Go Online activity; 615: Desertification in Africa map and Skills Assessment; 637: Go Online activity

• Interpret and evaluate information using complex

geographic representations. SE: 201: Railways in Great Britain, Travel Times

in London, Skills Assessment; 213: Analyzing Graphs; 265: Analyzing Graphs; 409: Soviet Agricultural Output, 1928 and 1932; 588: World Crude Oil Production; 589: Water Resources in the Middle East; 645: Impact of Hurricane Mitch; 650: Urbanization in Brazil; 629: Analyzing Graphs; 632: Ethnic Diversity in Latin America

Eligible Content: • Use a variety of geographic representations to

analyze information and draw conclusions about geographic issues.

SE: 201: Skills Assessment/Critical Thinking; 288: Critical Thinking and Writing #19; 289: Analyzing Maps; 321: Imperialism in Africa to 1914 map and Skills Assessment; 352: Canada, 1867–1914 map and Skills Assessment; 243: Centers of Industry, 1871 map and Skills Assessment; 347: Critical Thinking and Writing #6; 394: Europe, 1914 and Europe, 1920 maps and Skills Assessment; 396: Critical Thinking and Writing #20; 432: Civil War in China, 1925–1935 map and Skills Assessment

GRADE-LEVEL MAP: • Ask geographic questions and obtain answers

from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

SE: 397: Go Online activity; 585: Go Online activity; 637: Go Online activity; 202: Go Online activity; 365: Activity: Creating a Chart; 271: Activity: Making a Map; 515: Go Online activity; 523: Go Online activity; 575: Go Online activity; 617: Activity: Creating a Development Program






• Use a variety of geographic representations (maps, charts, population pyramids, graphs, statistics, globes, photographs, and satellite-produced images) to analyze information, and make decisions regarding geographic issues (for example, transportation routes, land use, location of facilities, traffic patterns).

SE: 200: British Cotton Trade About 1850 map and Skills Assessment; 201: Impact of the Railroad; 241: Industrial Growth, 1800–1900 map; 243: Centers of Industry, 1871 map and Skills Assessment; 327: The Suez Canal map and Skills Assessment; 265: Analyzing Graphs; 352: Canada, 1867–1914 map and Skills Assessment; 354: Geography of Australia and New Zealand map and Skills Assessment; 409: Soviet Agricultural Output graph; 432: Civil War in China, 1925–1935 map and Skills Assessment

Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth. Content Standard: Locate major physical and human features of the Earth.

• Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.

SE: 199: Why Britain?/Resources, New Technology/Economic Conditions; 327: The Suez Canal, 1869 map and Skills Assessment; 598–599: The Arab-Israeli Conflict; 281: Balkan Nationalism and the Balkans, 1878 map and Skills Assessment; 243: Centers of Industry, 1871 map and Skills Assessment; 269: Unification of Germany, 1865–1871 map and Skills Assessment; 321: Imperialism in Africa to 1914 map and Skills Assessment; 349: Imperialism in Southeast Asia and the Pacific, 1900 map and Skills Assessment; 407: Soviet Union, 1917–1938 map and Skills Assessment; 550: New Nations in Eastern Europe map and Skills Assessment

Eligible Content: • Locate, identify and explain changes in countries

over time. SE: 228: Independent Nations of Latin America

about 1844 map and Skills Assessment; 394: Europe, 1914 and Europe 1920 map and Skills Assessment; 427: The Middle East, 1920s map and Skills Assessment; 492: Cold War in Europe map and Skills Assessment; 506: The Great Liberation and the Cold War, 1945–1990 map and Skills Assessment; 525: Political Map of Europe map and Skills Assessment;






(Continued) • Locate, identify and explain changes in countries

over time.

(Continued) SE: 550: New Nations in Eastern Europe map and

Skills Assessment; 581: Partition of India, 1947 map and Skills Assessment; 599: Arab-Israeli Conflict, 1948–2003 map and Skills Assessment; 605: African independence map and Skills Assessment

• Locate and identify places and regions most

prominent in contemporary events in Oregon, the United States, and the world.

SE: 529: The European Union; 550: New Nations in Eastern Europe; 555: Nations of the Pacific Rim; 870: Korean War, 1950-1953; 672: Vietnam War, 1968–1975; 579: Independence in South Asia and the Middle East; 581: Partition of India, 1947; 901: Arab-Israeli Conflict, 1948–2003; 600: Ethno-religious Groups in Iraq; 605: African Independence

GRADE-LEVEL MAP: Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions. Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance.

SE: 201: Impact of Railroads; 530: Migration to Western Europe map and Skills Assessment; 531: Ethnic Diversity; 362: Money Economy and Modernization; 633-634: Sources of Unrest/Urbanization; 197: A New Agricultural Movement/Enclosure Movement; 243: Centers of Industry, 1871; 231: The Lure of the City; 244 and 245–247: Technology Speeds Transportation and Communication; 353–354: Europeans in Australia/The First Settlers/A Penal Colony

• Analyze changes in the physical and human

characteristics of places and regions, and the effects of technology, migration, and urbanization on them.

SE: 201: Impact of Railroads; 530: Migration to Western Europe map and Skills Assessment; 531: Ethnic Diversity; 362: Money Economy and Modernization; 633–634: Sources of Unrest/Urbanization; 197: A New Agricultural Movement/Enclosure Movement; 243: Centers of Industry, 1871; 231: The Lure of the City; 244 and 245–247: Technology Speeds Transportation and Communication; 353–354: Europeans in Australia/The First Settlers/A Penal Colony






Eligible Content: • Apply geographic tools to identify change in a

place over time, and to infer reasons for the change.

GRADE-LEVEL MAP: • Use geographic tools (maps, aerial photographs,

satellite-produced images), to make and identify change in a place over time, and to infer reasons for the change (for example, pollution drought, war).

Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. GRADE-LEVEL MAP: Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). Content Standard: Understand the distribution and movement of people, ideas, and products.

SE: 200: British Cotton Trade About 1850 map and Skills Assessment; 201: Impact of the Railroad; 197: A New Agricultural Movement/Enclosure Movement; 203: The New Industrial City; 886: Geography and History/Afghan Refugees; 243: Centers of Industry, 1871 map and Skills Assessment; 264: Critical Thinking and Writing #17; 298 and 300: The Irish Question/The Great Hunger; 310: Immigration and the Growth of Cities; 342: Money Economy

• Understand how worldwide transportation and

communication patterns have affected the flow and interactions of people, ideas, and products.

SE: 200: British Cotton Trade About 1850 map and Skills Assessment; 201: Impact of the Railroad; 202: Revolution in Transportation; 244 and 246–247: Technology Speeds Transportation and Communication; 518: Science and Technology/The Computer Revolution; 202: Go Online activity; 226: Enlightenment Ideas; 242: New Industrial Powers/The New Pacesetters; 264: Critical Thinking and Writing #17; 452: A Changing Society/A New Popular Culture






Eligible Content: • Understand how transportation and

communication systems of the present compare to those of the past, and how this changes perceptions of space and time.

• Understand how communication and transportation technologies contribute to trade and cultural convergence.

SE: 200: British Cotton Trade About 1850 map and Skills Assessment; 253–254: A New Social Order; 256–257: Growth of Public Education; 316: The New Imperialism and Its Causes/Economic Interests; 520–521: A New Global Culture/Westernized Popular Culture; 327–328: Egypt Seeks to Modernize the Suez Canal; 333–334: The Trade Issue; 647: Reforms Under the Meiji/Social Change; 362–363 and 365: Cultural Impact; 574–575: The Pacific Rim

GRADE-LEVEL MAP: • Identify major patterns of human migration, both

past and present. SE: 197: A New Agricultural

Movement/Enclosure Movement; 303: The New Industrial City; 343: Centers of Industry, 1871; 351: The Lure of the City; 520–521: A New Global Culture; 244 and 245–247: Technology Speeds Transportation and Communication; 353–354: Europeans in Australia/The First Settlers/A Penal Colony; 511: photos and caption: The World of Refugees; 518: Science and Technology/The Computer Revolution; 520: A New Global Culture

• Identify spatial patterns in the movement of

people, goods, and ideas throughout history. SE: 200: British Cotton Trade About 1850 map

and Skills Assessment; 315: Imports from Africa and Asia About 1870; 352: Canada, 1867–1914 map and Skills Assessment; 530: Migration to Western Europe map and Skills Assessment; 327: The Suez Canal, 1869 map and Skills Assessment; 202: Geography and History: Europe’s Canal Boom; 202: Go Online activity; 245–245: Technology Speeds Transportation and Communication (introductory paragraph); 247: Primary Source: The Radio Age Begins






• Understand the relationships between changing transportation technologies and increasing urbanization.

• Evaluate the impact of human migration on physical and human systems.

SE: 197: A New Agricultural Movement/Enclosure Movement; 203: The New Industrial City; 243: Centers of Industry, 1871; 251: The Lure of the City; 520–521: A New Global Culture; 244 and 245–247: Technology Speeds Transportation and Communication; 353–354: Europeans in Australia/The First Settlers/A Penal Colony; 511: photos and caption: The World of Refugees; 518: Science and Technology/The Computer Revolution; 520: A New Global Culture

• Identify patterns of economic activity in terms of

primary (growing and extracting), secondary (manufacturing), and tertiary (distributing and services) activities. Understand how transportation and communication systems of the present compare to those of the past in terms of factors such as quality, efficiency, and speed, and how this changes perceptions of space and time and has led to more global interdependence.

• Understand how communication and transportation technologies contribute to trade (amount, direction, speed) and cultural convergence (for example, influence of large corporations all over the world). An increase in cultural convergence contributes to a corresponding decrease in cultural uniqueness.

Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population. Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors.

• Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions.






Eligible content: • Evaluate the consequences of economic, cultural,

or environmental changes on a given population.

GRADE-LEVEL MAP: • Assess the consequences of population growth or

decline in various parts of the United States. Determine whether the local community is growing or shrinking, and develop long-range plans based on present trends.

• Understand how different methods of extracting (in forestry and mining) and using resources (consumption v. “reduce, reuse, and recycle”) affect the environment.

Common Curriculum Goal: Understand how people and the environment are interrelated. Content Standard: Understand how humans affect the physical environment.

SE: 514: What Is the Relationship Between People and the Environment?; 515: Development and the Environment; 584: Economy; 617: Critical Issues/Drought and Famine/Deforestation; 633–634: Sources of Unrest/Urbanization; 522: Critical Thinking and Writing #18; 523: Go Online activity; 640–641: Regional and Global Issues/Development Pressures The Environment

TE: 513: Background: Connections to Science/Global Warming; 643: Background: Connections to Science/Population and Pollution

• Understand human modifications of the physical

environment and analyze their global impacts and consequences for human activity.

SE: 514: What Is the Relationship Between People and the Environment?; 515: Development and the Environment; 584: Economy; 617: Critical Issues/Drought and Famine/Deforestation; 633–634: Sources of Unrest/Urbanization; 522: Critical Thinking and Writing #18; 523: Go Online activity; 640–641: Regional and Global Issues/Development Pressures The Environment

TE: 513: Background: Connections to Science/Global Warming; 643: Background: Connections to Science/Population and Pollution






Eligible Content: • Distinguish between renewable resources and

non-renewable resources and the global consequences of mismanagement.

• Identify and understand different methods of extracting and using resources and analyze and compare the affect on the environment.

GRADE-LEVEL MAP: Common Curriculum Goal: Understand how people and the environment are interrelated. Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities.

• Identify and give examples of changes in a physical environment, and evaluate their impact on human activity in the environment.

Eligible Content: • Identify and give examples of changes in human

activity due to changes in the physical environment, and analyze the impact on both.

GRADE-LEVEL MAP: • Identify environmental issues that affect the

Americas. Examine contrasting perspectives on these problems, and explain how human-induced changes in the physical environment in one place cause changes in another place.

• Distinguish among renewable resources (resources that can be regenerated if used carefully; for example, fish and timber), non-renewable resources (finite resources that cannot be replaced once they are used; petroleum, minerals), flow resources (resources that are neither renewable nor nonrenewable, but must be used as, when and where they occur or they are lost; for example, running water, wind, sunlight) and the global consequences of mismanagement (water shortages, pollution, desertification).






Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. GRADE-LEVEL MAP: • Assess how people’s perceptions of their

relationship to natural phenomena have changed over time, and analyze how these changing perceptions are reflected in human activity and land use.

Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies. GRADE-LEVEL MAP: • Analyze examples of changes in the physical

environment that have reduced the capacity of the environment to support human activity.

• Evaluate how and why the ability of the earth to feed its people has changed over time.

• Analyze world patterns of resource distribution and utilization, and explain the consequences of use of renewable and non-renewable resources.

• Develop possible solutions to scenarios of environmental change brought on by human activity.

• Develop policies that are designed to guide the use and management of Earth’s resources and that reflect multiple points of view.






HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments.

CIM: Grade 10 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships. Content Standard: Understand, represent, and interpret chronological relationships in history.

SE: 194–195: Timeline of the Industrial Revolution; 219: Taking Notes activity; 449: Cause and Effect chart; 275: Taking Notes activity: 521: Go Online activity; 271: Activity: Making a Map; 328: Activity: Making a Time Line; 336: Skills Assessment; 473: Taking Notes activity; 509: A Smaller World Map

• Reconstruct, interpret, and represent the

chronology of significant events, developments, and narratives from history.

SE: 194–195: Timeline of the Industrial Revolution; 219: Taking Notes activity; 449: Cause and Effect chart; 275: Taking Notes activity: 521: Go Online activity; 271: Activity: Making a Map; 328: Activity: Making a Time Line; 336: Skills Assessment; 473: Taking Notes activity; 509: A Smaller World Map

Eligible Content: • Reconstruct the chronological order of significant

events related to historical developments. SE: 321: Imperialism in Africa to 1914 map and

Skills Assessment; 378: European Alliances map and Skills Assessment; 394: Europe, 1914 and Europe, 1920 maps and Skills Assessment; 403: Turning Points in Russia, 1914–1921 time line and Skills Assessment; 194–195: Timeline and Map of the Industrial Revolution; 200: British Cotton Trade About 1850 map and Skills Assessment; 301: Taking Notes activity; 483: World War II in Europe and North Africa map and Skills Assessment; 552: Creating a Chapter Summary; 606: Taking Notes activity






• Interpret the relationship of events occurring over time.

SE: 321: Imperialism in Africa to 1914 map and Skills Assessment; 378: European Alliances map and Skills Assessment; 394: Europe, 1914 and Europe, 1920 maps and Skills Assessment; 403: Turning Points in Russia, 1914–1921 time line and Skills Assessment; 194–195: Timeline and Map of the Industrial Revolution; 200: British Cotton Trade About 1850 map and Skills Assessment; 301: Taking Notes activity; 483: World War II in Europe and North Africa map and Skills Assessment; 552: Creating a Chapter Summary; 606: Taking Notes activity

• Interpret timelines, charts and graphs illustrating

chronological relationships. SE: 403: Turning Points in Russia, 1914–1921 and

Skills Assessment; 213: Analyzing Graphs (2); 238–239: Unit 6 Time Line, 1800-1925; 301: Taking Notes activity; 552: Creating a Chapter Summary; 372–373: Unit 7 Time Line, 1910–1960; 409: Soviet Agricultural Output, 1928 and 1932; 465: Unemployment, 1928–1938; 521: Go Online activity; 606: Taking Notes activity

GRADE-LEVEL MAP: • Trace the approximate chronology and territorial

range of human communities, and analyze the processes that lead to their development, for the period of history studied.

SE: 351: Canada Achieves Self-Rule, paragraph 1; 353–355: Europeans in Australia; 201: Railways in Great Britain map; 289: Unification of Italy, 1858–1870 map and questions 26–31; 316–317: The New Imperialism and Its Causes

• Construct a time line of the main events on the

origin and development of civilizations/countries/world political organizations.

SE: 275: Taking Notes activity; 289: Go Online activity; 301: Taking Notes activity; 328 Go Online activity; 350: Activity: Creating a Time Line; 429: Taking Notes activity; 439: Activity: Creating a Time Line; 473: Taking Notes activity; 495: Go Online activity; 571: Taking Notes activity

• For the period of history studied, interpret maps

and time lines depicting major events in U.S. History.






• Interpret the relationship of events occurring over time (cause and effect relationships, coincidental relationships—accidental and remarkable occurrences of events at the same time, suggesting but lacking a casual relationship, unrelated events). Events will be limited to those included in the U.S. History and World History benchmarks and eligible content for CIM.

Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities. Content Standard: Identify and analyze cause and effect relationships in history.

SE: 225–226 Sources of Discontent; 252: Cause and Effect chart; 312: Critical Thinking and Writing #19; 376: Taking Notes activity; 477–478: Japan Attacks/Attack on Pearl Harbor; 544: Collapse of the Soviet Empire/Unexpected Results; 547: Fact Finder Skills Assessment; 585: Cause and Effect chart; 616: Old and New Patterns/Effects on Women; 637: Critical Thinking and Writing #7

• Compare and contrast institutions and ideas in

history, noting cause and effect relationships.

GRADE-LEVEL MAP: • Explain causes, events, and consequences of wars

associated with the period of history studied. SE: 376–378: Aggressive Nationalism; 378–379:

Rivalries Among European Powers; 390: The United States Declares War/Unrestricted Submarine Warfare; 392–393: The Costs of War; 394–395: Widespread Dissatisfaction; 470–471: German Aggression Continues; 477: American Involvement Grows; 482–483: Turning Points; 491–492: The Alliance Breaks Apart/Origins of the Cold War; 600: Three Wars in the Persian Gulf/The 1981 Gulf War






Common Curriculum Goal: Understand, recognize and interpret change and continuity over time. Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time.

SE: 253–254: A New Social Order; 343: Caption: Theme: Continuity and Change; 296: Campaign Against Slavery; 320–321: European Contacts Increase; 382: The Historians’ View; 257: Caption: Theme: Continuity and Change; 363: Caption: Theme: Continuity and Change; 386: Table: Skills Assessment; 425: Caption: Theme: Continuity and Change; 504: An End to European Colonial Empires/Nationalism and Independence

• Recognize and interpret continuity and/or change

with respect to particular historical developments in the 20th century.

SE: 534–536: Germany: Division and Reunification; 537–538: The United States: A Global Superpower; 541–542: Soviet Government and Economy; 544–545: Collapse of the Soviet Empire and the Russian Republic; 547–549: Under Soviet Domination and Fall of Communist Governments; 425: Connections to Today; 522: Critical Thinking and Writing #16; 531: Primary Source: Some Gains for Women; 623–624: South Africa’s Long Struggle and the New South Africa; 642–644: Continuity and Change in Mexico

GRADE-LEVEL MAP: • Consider and use the Ten Themes presented in

the National Council for the Social Studies (reference: http://www.socialstudies.org) standards:

1) Culture

SE: 260–263; A New Culture; 450–454: A Culture in Conflict; 706: Charles Dickens: Hard Times; 204: Caption: Theme: Art and Literature; 285: Russian Ballet; 221: Art and Revolution; 413 and 415: The Arts and the State; 274: Caption: Theme: Art and Literature; 516: Old Ways and New/Westernization; 713: Chinua Achebe: Things Fall Apart






2) Time, Continuity, and Change,

SE: 225–226: Sources of Discontent; 252: Cause and Effect chart; 312: Critical Thinking and Writing #19; 376: Taking Notes activity; 477–478: Japan Attacks/Attack on Pearl Harbor; 542: Collapse of the Soviet Empire/Unexpected Results; 547: Fact Finder Skills Assessment; 585: Cause and Effect chart; 616: Old and New Patterns/Effects on Women; 637: Critical Thinking and Writing #7

3) People, Places, and Environments,

SE: 589: Water Scarcity in the Middle East Map; 615: Desertification in Africa map; 631: Population Density of Latin America map; 315: Imports From Africa and Asia About 1870 map; 327: Sailing Distances to London and Skills Assessment; 241: Centers of Industry, 1871 map; 250–251: The Life of the Cities; 514: What Is the Relationship Between People and the Environment?; 520: The Green Revolution; 629: Population Pyramids

4) Individual Development and Identity,

SE: 206: The Working Class; 206–207: The New Middle Class; 305: Critical Thinking and Writing #6; 216: Conservatives and the Old Order; 225: Sources of Discontent/Ethnic and Social Hierarchy; 224: Critical Thinking and Writing #6; 297: Victories for the Working Class; 318: Forms of Imperial Rule; 331: Different Views on Culture; 365: New Political Tensions

5) Individuals, Groups, and Institutions SE: 206: The Working Class; 206–207: The New Middle Class; 305: Critical Thinking and Writing #6; 216: Conservatives and the Old Order; 225: Sources of Discontent/Ethnic and Social Hierarchy; 224: Critical Thinking and Writing #6; 297: Victories for the Working Class; 318: Forms of Imperial Rule; 331: Different Views on Culture; 365: New Political Tensions






6) Power, Authority, and Governance,

SE: 294: A New Era in British Politics; 219–220: The French Revolution of 1830; 304: The Dreyfus Affair; 231: Cause and Effect chart; 321–322: A Scramble for Africa; 289: Analyzing Primary Sources text and questions; 318: Forms of Imperial Rule; 337: Critical Thinking and Writing #6; 360: Critical Thinking and Writing #6; 360: Critical Thinking and Writing #6; 411–412: An Age of Totalitarian Control

7) Production, Distribution, and Consumption SE: 199: Why Britain?/Economic Conditions; 208: Laissez-Faire Economics/Legacy of Adam Smith; 247–248: New Directions for Business; 207: Benefits and Problems; 361–362: New Economic Patterns; 211: Critical Thinking and Writing #6; 252: Rising Standard of Living; 295–296: Social and Economic Reforms/Free Trade and the Corn Laws; 300: Critical Thinking and Writing #6; 345: Reform, Under the Meiji

8) Science, Technology, and Society,

SE: 198: New Technology; 244: Technology and Industry; 245: Is Technology a Blessing or a Curse?; 244 and 246–247: Technology Speeds Transportation and Communication; 344: Industrialization in Japan; 248: Critical Thinking and Writing #6; 257–258: New Directions in Science; 310: Industry and Transportation; 362: Modernization; 385–386: Technology of Modern Warfare

9) Global Connections,

SE: 378–379: Rivalries Among European Powers; 346–347: Growing Military Strength; 326–327: Problems for the Ottoman Empire/Massacre of Armenians; 365: New Political Tensions; 360: Intervention; 226: Enlightenment Ideas; 242-243: New Industrial Powers/The New Pacesetters; 259: Religion in an Urban Age; 317: Humanitarianism Goals; 336: Spheres of Influence

10) Civic Ideals and Practices.

• Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference http://www.nche.org:






1) Civilization, cultural diffusion, and innovation,

SE: 242: New Industrial Powers/The New Pacesetters/Uneven Development; 198: New Technology; 202: Revolution in Transportation; 244: Technology and Industry; 245: Is Technology a Blessing or a Curse?; 212: Critical Thinking and Writing #19; 331: Benefits of British Rule; 345: Reforms Under the Meiji/Government; 364: The Influence of African Art on Picasso; 385–386: Technology of Modern Warfare

2) Human Interaction with the Environment, SE: 197: A New Agricultural Revolution; 199:

Why Britain? Resources; 201: Impact of the Railroad Map; 250: The Life of the Cities/The Changing City Landscape; 243: Centers of Industry, 1871 map; 213: Analyzing Graphs; 248: Critical Thinking and Writing #6; 264: Critical Thinking and Writing #17; 302: The Siege of Paris, 1870 map; 383 and 385: The Western Front/Trench Warfare

3) Values, Beliefs, Political Ideas, and

Institutions,

SE: 254: Middle-Class Values; 292-293: Reforming Parliament/Pressure for Change/Reform Act of 1832; 308: The Growth of American Suffrage; 309: Women’s Rights Movement; 352: Dominion of Canada; 217: The Liberal and Nationalist Challenge; 226: Enlightenment Ideas; 318: Forms of Imperial Rule; 325: Stresses in the Muslim World/Islamic Reform Movements; 402: A New View of Marx

4) Conflict and Cooperation, SE: 226 and 228: Haiti’s Struggle for

Independence; 379: A Tangle of Alliances; 218: Independence for Serbia; 268–269: Steps Toward Unity; 324: Africans Resist Imperialism; 206: The Working Class/Protests; 233: Analyzing Political Cartoons; 259: Religion in an Urban Age; 278: Critical Thinking and Writing #7

5) Comparative History of Major Developments,

SE: 382: The Historians View and Critical

Thinking and Writing #6; 310: Three Revolutions Compared






6) Patterns of Social and Political Interaction SE: 254 and 256: Rights for Women; 292–293: Reforming Parliament; 297: Victories for the Working Class; 300: Struggle for Home Rule; 330: British Colonial Rule/An Unequal Partnership; 200: Political and Social Conditions; 251–252: Working-Class Struggles; 345–346: Reforms Under the Meiji/Social Change; 363–364: Cultural Impact; 412–413: Changes in Soviet Society

• Consider and use other examples for themes:

American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism.

• Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena.

SE: 394–395: Widespread Dissatisfaction; 328: Iran and the European Powers; 426–427: Modernization in Turkey and Iran; 428: Promises in Palestine; 431: Looking Ahead/A Separate Muslim State; 423: The “Good Neighbor” Policy; 434: Mao Zedong

Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events. Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.

• Understand how contemporary perspectives affect historical interpretation.

GRADE-LEVEL MAP: Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past and future in context to topics of study.

Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural). Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.






GRADE-LEVEL MAP: See grade-level maps for Civics, Economics, Geography, for linking strategies.

CIM: Grade 10 WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history. • Understand the causes, characteristics, lasting

influence, and impact of political, economic, and social developments in world history.

Eligible Content: • Understand how innovations in industry and

transportation created the factory system, which led to the Industrial Revolution and transformed capitalism.

SE: 198: New Technology; 199: Why Britain?/New Technology/Economic Conditions; 200: Changes in the Textile Industry; 207: Revolution in Transportation; 204 and 206: The Factory System; 201: Impact of the Railroad; 202: Europe’s Canal Boom; 205: Spinning Thread in a Textile Mill; 208: Laissez-Faire Economics/Legacy of Adam Smith; 212: Creating a Chapter Summary

• Understand how the Agricultural Revolution

contributed to and accompanied the Industrial Revolution.

SE: 196: A Turning Point in History; 197: A New Agricultural Revolution; 198: The Population Explosion and Critical Thinking and Writing #6;

TE: 197: Background: Connections to Science/Scientific Farming

• Understand the concepts of imperialism and

nationalism. SE: 316–317: The New Imperialism and Its

Causes; 318: Forms of Imperial Rule; 324: Africans Resist Imperialism; 332: Indian Nationalism; 336: Spheres of Influence; 312: Primary Source; 318: Critical Thinking and Writing #7; 325: Stresses in the Muslim World/Islamic Reform Movement/European Imperialism; 328: Critical Thinking and Writing #7; 339: Analyzing Political Cartoons






• Understand how European colonizers interacted with indigenous populations of Africa, India and Southeast Asia, and how the native populations responded.

SE: 330–331: British Colonial Rule; 331: Different Views on Culture; 320–321: European Contacts Increase; 321–322: A Scramble for Africa; 328: Iran and the European Powers; 323: A Schoolroom in East Africa; 329–330: East India Company and Sepoy Rebellion; 333–334; The Trade Issue; 336: Spheres of Influence; 348–349: Europeans Colonize Southeast Asia

• Understand the major consequences of

imperialism in Asia and Africa at the turn of the century.

SE: 361–362: New Economic Patterns; 362–363 and 365: Cultural Impact; 365: New Political Tensions; 317–318: The Success of Western Imperialism; 367: Analyzing Charts; 318: Forms of Imperial Rule; 324: Critical Thinking and Writing #7; 327: The Suez Canal map and Skills Assessment; 328: A British Protectorate; 330: Rebellion and Aftermath

• Understand Japanese expansion overseas and the

consequences for Japan and Asia during the 20th century.

SE: 346–347: Growing Military Strength; 347: Looking Ahead; 347: The Russo-Japanese War; 435: Japanese Invasion; 435: Massacre in Nanjing: 347: Critical Thinking and Writing #6: 336: War with Japan; 468: Japan on the Move; 478: Japan Attacks

• Understand the impact of the Chinese Revolution

of 1911, and the cause of China’s Communist Revolution in 1949.

SE: 336–337: The Qing Dynasty Falls; 337: Biography/Sun Yixian; 432-433: The Chinese Republic; 433–435: Leaders for a New China; 560–561: Communist Control of China; 337: Critical Thinking and Writing #7; 432: Looking Ahead; 432: Caption: May Fourth Resolution; 441: Analyzing Maps; 712: Mao Zedong: The People’s Democratic Dictatorship

• Identify and understand the causes and

consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world.

SE: 400–401: The March Revolution; 401–402: Lenin and the Bolsheviks; 402–403: The November Revolution; 403: Turning Points in Russia, 1914–1921; 403–404: Russian Civil War; 404: Critical Thinking and Writing #7; 410: Soviet Foreign Policy; 433: The Appeal of Marxism; 434–435: Jiang Jieshi/Mao Zedong/The Long March; 470: Nationalists Versus Loyalists






• Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917.

SE: 420 and 422: The Mexican Revolution; 421: Remembering the Revolution; 422: Reforms in Mexico; 422–423: Rising Tide of Nationalism; 423: Go Online activity; 440: Critical Thinking and Writing #13

TR: History Through Literature, 61–62: The Underdogs

• Identify and understand the causes of WWI and

the reasons why the United States entered this war.

SE: 376 and 378: Aggressive Nationalism; 378–379: Rivalries Among European Powers; 379: A Tangle of Alliances; 380: Assassination in Sarajevo; 390–391: The United States Declares War; 378: European Alliances, 1914 map and Skills Assessment; 381: Cartoon and Caption: “Who Killed the Peace of Europe?”; 382: The Historian’s View; 395: Cause and Effect Chart; 396: Critical Thinking and Writing #18

• Understand the character of the war on the

western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war.

SE: 383 and 385: The Western Front; 385–386: Technology of Modern War; 386: World War I Technology; 386–387: Global Conflict/Eastern Europe/Southern Europe; 389: Collapsing Morale/Revolution in Russia/Impact on the War; 391: Declaring War; 384: Caring for the Wounded; 385: Europe at War, 1914–1918 map and Skills Assessment; 387: Critical Thinking and Writing #7; 397: Go Online activity; 708: Erich Maria Remarque: All Quiet on the Western Front

• Understand how the terms of the Versailles

Treaty and the social and economic challenges of the postwar decade set the stage for World War II.

SE: 393: The Treaty of Versailles; 393: The Paris Peace Conference; 394–395: Widespread Dissatisfaction; 395: Cause and Effect Chart; 394: Europe, 1914 and Europe, 1920 map and Skills Assessment; 393: Primary Source; 395: Critical Thinking and Writing #6, #7; 395: Activity: Writing an Editorial; 396: Critical Thinking and Writing #21; 444: Postwar Issues/Underlying Issues






• Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century.

SE: 468–469: Dictators Challenge World Peace; 470–471: German Aggression Continues; 471–472: Europe Plunges Toward War; 435: Japanese Invasion; 471: Aggression in Europe to 1939 map and Skills Assessment; 472: Why War Came; 472: Critical Thinking and Writing #6, #7; 472: Go Online activity; 494: Critical Thinking and Writing #18

• Understand isolationism and the military and

economic mobilization of the United States prior to and during World War II, and its impact on American society.

SE: 477: American Involvement Grows; 482: Total War/Women Help Win The War

• Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war.

SE: 473–474: Early Axis Gains; 474 and 476: The Battle of Britain and the Blitz; 487: Invasion Versus the Bomb; 476–477: Operation Barbarossa; 477–478: Japan Attacks; 482–483: Turning Points; 483–484: The Red Army Resists; 484: Invasion of France; 485–486: War in the Pacific; 486: The Nazi’s Defeated

• Understand the systemic campaign of terror and

persecution in Nazi Germany. SE: 463: The Campaign Against the Jews

Begins/Night of Broken Glass; 463: Primary Source: Kristallnacht; 462: Purging German Culture; 462: Photo and Caption: Purging German Culture; 479–480: Occupied Lands/Nazi Genocide; 463: Critical Thinking and Writing #8; 481: The Holocaust; 484: Activity: Creating a Memorial

TR: History Through Literature; 65–66: Night, Elie Wiesel; Unit 7 booklet: Biography 86: Raoul Wallenberg

• Understand the response of the world community

to the Nazis and to the Holocaust. SE: 463: The Campaign Against the Jews

Begins/Aftermath; 481: The Holocaust (top left paragraph); 489: Aftermath of War/Horrors of the Holocaust/War Crimes Trials

• Identify and understand the causes and

consequences of the resistance movement in India.

SE: 429: Moves Toward Independence; 429 and 430: Mohandas Gandhi; 430: The Salt March; 430: Biography: Mohandas K. Gandhi; 580: Independence and Partition; 431: Photo and caption: Defying British Law; 431: Critical Thinking and Writing #7; 440: Critical Thinking and Writing #15; 709: Mohandas Gandhi: Hind Swaraj






• Understand the division of Europe after WWII leading to the Cold War.

SE: 490–491: The Alliance Breaks Apart; 491: Primary Source: Curtaining off Eastern Europe; 491–493: New Conflicts Develop; 492: Cold War in Europe map and Skills Assessment; 493: Activity: Creating a Political Cartoon; 493: Did You Know? The Berlin Airlift; 495: Analyzing Political Cartoons

• Understand the impact of the Cold War on

individuals, groups and nations. SE: 505–506: The Cold War Goes Global; 542:

Foreign Policy Issues; 543: Collapse of the Soviet Empire; 547–548: Under Soviet Domination; 534–535: Germany: Division and Reunification/Germany Divided/East Germany Under Communism/Reunification; 506: The Great Liberation and the Cold War, 1945–1990 map and Skills Assessment; 526–527: Europe: The Cold War and After/The Berlin Wall/The Nuclear Threat/Disarmament and Détente/End of the Cold War; 597–598: The Cold War and After; 610: The New Nations of Africa/Africa and the Cold War; 715: Lech Walesa: Nobel Peace Prize Lecture

• Understand the causes and impact of the Korean

and Vietnam Wars. SE: 568 and 570: The Two Koreas; 569: War

Refugees in Korea; 571–573: War in Vietnam and Cambodia; 568: Korean War, 1950–1953 map and Skills Assessment; 570: Activity: Writing a Position Paper; 575: Primary Source: Vietnamese Declaration of Independence; 572: Vietnam War, 1968–1975 map and Skills Assessment; 515: Critical Thinking and Writing #6; 577: Analyzing Maps

TECH: Listening to Literature World Masterpieces audiotapes, Thoughts on Hanoi, side 10






GRADE-LEVEL MAP: • Understand how the terms of the Versailles

Treaty and the social and economic challenges of the postwar decade set the stage for World War II: treaty redraws boundaries of Europe; European allies reject Wilson’s Fourteen Points, U.S. rejects the League of Nations; treaty wounds German national pride; war reparations hurt the German economy; postwar conditions led to the emergence of Nazi party in Germany (emotional appeal of Adolf Hitler) and Italian fascism; Japanese military takeover of the Japanese government.

SE: 393: The Treaty of Versailles; 393: The Paris Peace Conference; 394–395: Widespread Dissatisfaction; 444: Postwar Issues/Underlying Problems; 459–460: The Weimar Republic; 393: Primary Source: Signing the Peace Treaty; 394: Europe, 1914 and Europe 1920 maps and Skills Assessment; 395: Activity: Writing an Editorial; 439: Militarists in Power; 456: Mussolini’s Italy

• Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century: initial response; policy of appeasement, U.S. isolationism, response of the League of Nations to Italy’s attack on Ethiopia; European nations declared war on Germany and its allies in 1939 following the invasion of Poland, the U.S. stops all shipment of steel and oil to Japan following the Japanese invasion of Indochina; U.S. declares war on Japan following Japanese attack on U.S. naval base at Pearl Harbor on December 7, 1941.

SE: 468–469: Dictators Challenge World Peace; 470–471: German Aggression Continues; 471–472: Europe Plunges Toward War; 435: Japanese Invasion; 471: Aggression in Europe to 1939 map and Skills Assessment; 472: Why War Came; 472: Critical Thinking and Writing #6, #7; 472: Go Online activity; 494: Critical Thinking and Writing #18

• Understand isolationism and the military and economic mobilization of the United States prior to and during World War II, and its impact on American society: consumer industries converted to military production and production capacity soared (Kaiser shipyards, farm production); Great Depression ends; rationing of goods required, restrictions on labor strikes, and impact on American society (internment of Japanese Americans, more African Americans move north and west (racial tensions), women worked in war plants and shipyards).

SE: 477: American Involvement Grows; 482: Total War/Women Help Win The War






• Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war: German blitzkrieg; multiple fronts, pushing north from Africa, east from Normandy and west from the Soviet Union; alliances of major powers: Germany, Italy, Japan (Axis Powers), Great Britain, France, the USSR, United States (Allied Powers); and the Pacific (island hopping), and the role of inventions and new technology on the course of the war (airplanes, atomic bombs—including Truman’s justification for their use, nylon radar).

SE: 473–474: Early Axis Gains; 474 and 476: The Battle of Britain and the Blitz; 487: Invasion Versus the Bomb; 476–477: Operation Barbarossa; 477–478: Japan Attacks; 482–483: Turning Points; 483–484: The Red Army Resists; 484: Invasion of France; 485–486: War in the Pacific; 486: The Nazi’s Defeated

• Understand the systemic campaign of terror and persecution in Nazi Germany: denial of civil and human rights, use of ghettos, deportations and concentration camps (Jews, political prisoners, gypsies, and others), “Final Solution,” near annihilation of European Jewry.

SE: 463: The Campaign Against the Jews Begins/Night of Broken Glass; 463: Primary Source: Kristallnacht; 462: Purging German Culture; 462: Photo and Caption: Purging German Culture; 479–480: Occupied Lands/Nazi Genocide; 463: Critical Thinking and Writing #8; 481: The Holocaust; 484: Activity: Creating a Memorial

TR: History Through Literature; 65–66: Night, Elie Wiesel; Unit 7 booklet: Biography 86: Raoul Wallenberg

• Understand the response of the world community

to the Nazis and to the Holocaust: curbs on immigration, limited outcry, noteworthy incidents of sanctuary (Denmark), individual acts of heroism, and organized resistance efforts.

SE: 463: The Campaign Against the Jews Begins/Aftermath; 481: The Holocaust (top left paragraph); 489: Aftermath of War/Horrors of the Holocaust/War Crimes Trials

• Identify and understand the causes and consequences of the resistance movement in India: nationalism as a cause; India’s movement for independence (Gandhi) and the principle of non-violence.

SE: 429: Moves Toward Independence; 429 and 430: Mohandas Gandhi; 430: The Salt March; 430: Biography: Mohandas K. Gandhi; 580: Independence and Partition; 431: Photo and caption: Defying British Law; 431: Critical Thinking and Writing #7; 440: Critical Thinking and Writing #15; 709: Mohandas Gandhi: Hind Swaraj

• Understand the division of Europe after WWII

leading to the Cold War. SE: 490–491: The Alliance Breaks Apart; 491:

Primary Source: Curtaining off Eastern Europe; 491–493: New Conflicts Develop; 492: Cold War in Europe map and Skills Assessment; 493: Activity: Creating a Political Cartoon; 493: Did You Know? The Berlin Airlift; 495: Analyzing Political Cartoons






• Understand the impact of the Cold War on individuals, groups and nations.

SE: 505–506: The Cold War Goes Global; 542: Foreign Policy Issues; 543: Collapse of the Soviet Empire; 547–548: Under Soviet Domination; 534–535: Germany: Division and Reunification/Germany Divided/East Germany Under Communism/Reunification; 506: The Great Liberation and the Cold War, 1945–1990 map and Skills Assessment; 526–527: Europe: The Cold War and After/The Berlin Wall/The Nuclear Threat/Disarmament and Détente/End of the Cold War; 597–598: The Cold War and After; 610: The New Nations of Africa/Africa and the Cold War; 715: Lech Walesa: Nobel Peace Prize Lecture

• Understand the causes and impact of the Korean

and Vietnam Wars. SE: 568 and 570: The Two Koreas; 569: War

Refugees in Korea; 571–573: War in Vietnam and Cambodia; 568: Korean War, 1950–1953 map and Skills Assessment; 570: Activity: Writing a Position Paper; 575: Primary Source: Vietnamese Declaration of Independence; 572: Vietnam War, 1968–1975 map and Skills Assessment; 515: Critical Thinking and Writing #6; 577: Analyzing Maps

TECH: Listening to Literature World Masterpieces audiotapes, Thoughts on Hanoi, side 10

CIM: Grade 10 U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history. Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history.

• Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history after 1900.

Eligible Content: • Identify and understand the effects of 19th

century reform movements on American life In the early 20th century.






• Understand the concerns, successes and limitations of Progressivism.

• Understand how new inventions, new methods of production and new sources of power transformed work, production, and labor in the early 20th century.

• Understand the changes in society and culture in the early 20th century.

• Understand the causes of the Great Depression and the effect of the Great Depression on the American family.

• Understand how the Franklin D. Roosevelt administration and the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life.

• Understand the changes that created the economic boom after World War II.

GRADE-LEVEL MAP: • Identify and understand the effects of 19th century

reform movements on American life In the early 20th century.

• Understand the concerns, successes and limitations of Progressivism: concerns—social reform, political corruption at the state and local level, economic advantages of trusts and monopolies, social conditions of the urban poor (role of the “muckrakers”). Successes—changes in forms of city government, voting reforms (initiative, referendum, recall, the popular election of senators and women’s suffrage), income tax, Prohibition, protection of workers and consumers; business regulation, child labor laws, conservation of natural resources, legacy of continued reform. Limitations—national agenda did not include issues of institutional racism and segregation (Jim Crow laws), immigration restrictions, government policies toward Native Americans, increasing gap between wealthy and impoverished.






• Understand how new inventions, new methods of production and new sources of power transformed work, production, and labor in the early 20th century: automobile, radio, moving assembly line, electricity as major power source.

• Understand the changes in society and culture in the early 20th century: more businesses go public, millions of small investors put money in the stock market, margin buying, farming crisis, northern migration, increased urbanization, rise of the Klan, Harlem Renaissance, role of women.

• Understand the causes of the Great Depression and the effect of the Great Depression on the American family: causes—industrial overproduction, stagnation of workers’ wages, large inequities in income, failure in the farm sector, Hoover’s federal economic policies, impact of global depression, collapse of the stock market in 1929, bank failures. Effect—lack of food, homelessness, migration effect of prolonged unemployment on families; community and organizational responses to the conditions of the Depression (Bonus Army, solidification of the labor union movement).

• Understand the impact of the Franklin D. Roosevelt administration and how the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life: ·

o FDR pushed through massive legislative agenda for relief, recovery and reform; ·

o The role of government was expanded and organized labor won new rights; and·

o The New Deal left a legacy of programs still in existence today (FDIC, FICA).

• Understand the changes that created the economic boom after World War II.






CIM: Grade 10 STATE & LOCALHISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon. Content Standard: Understand and interpret events, issues, and developments in Oregon history.

• Understand the causes, characteristics and impact of political, economic and social developments in Oregon state history.

•

Eligible Content: • Identify and understand significant events,

developments, groups and people in the history of Oregon after 1900.

• Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon after 1900.

• Consider and analyze different interpretations of key events and/or issues in history from the perspective of Oregon.

GRADE-LEVEL MAP: • Identify significant connections between Oregon

and the period of history studied.

Common Curriculum Goal: Understand and interpret events, issues, and developments in the histo of one’s family, local community, and culture. Content Standard: Understand and interpret events, issues, and developments in local history.

• Understand the causes, characteristics and impact, and lasting influence of political, economic, and social developments in local history.

GRADE-LEVEL MAP: • Make appropriate connections between the local

community and events in the period of history studied.






SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences.

CIM: Grade 10 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood.

Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society.

SE: 666–669: Russian and Germany after Communism; 670–673: Ukraine and Yugoslavia: The Resurgence of Nationalism; 674–677: Japan and Mexico: The Path to Prosperity; 678–681: Argentina and South Africa: The Road to Democracy; 682–685: The Czech Republic and South Korea: Democracy and Economic Development; 686–689: Women in National Development: Bangladesh and Norway; 690–693: Civil Participation: Australia and the United States; 515: Go Online activity; 617: Go Online activity; 543: Portfolio Assessment

• Define, research, and explain an event, issue, problem, or phenomenon and its significance to society.

SE: 666–669: Russian and Germany after Communism; 670–673: Ukraine and Yugoslavia: The Resurgence of Nationalism; 674–677: Japan and Mexico: The Path to Prosperity; 678–681: Argentina and South Africa: The Road to Democracy; 682–685: The Czech Republic and South Korea: Democracy and Economic Development; 686–689: Women in National Development: Bangladesh and Norway; 690–693: Civil Participation: Australia and the United States; 515: Go Online activity; 617: Go Online activity; 543: Portfolio Assessment

GRADE-LEVEL MAP:

• Formulate questions to direct investigation. SE: xlviii–xlix: Skills Handbook Asking Questions; 211: Activity: Asking Questions; 313: Go Online activity; 330: Skills Assessment/Critical Thinking #3; 387: Activity: Conducting an Interview; 551: Critical Thinking and Writing #7; 602: Critical Thinking and Writing #21; 647: Activity: Analyzing a Newspaper Article; 666–669: Russian and Germany after Communism; 670–673: Ukraine and Yugoslavia: The Resurgence of Nationalism; 674–677: Japan and Mexico: The Path to Prosperity

TECH: Skills Transparencies: Transparency 19






• Identify problems from historical narratives, fables, and myths.

Common Curriculum Goal: Acquire and organize materials from primary and secondary sources. Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions.

SE: xl–xli: Skills Handbook: Analyzing Primary Sources; xlii–xliii: Skills Handbook: Comparing Viewpoints

TECH: Skills Transparencies: Transparency 11, 13

• Gather, analyze, use, and document information from various sources, distinguishing facts, opinions inferences, biases, stereotypes, and persuasive appeals.

SE: xl–xli: Skills Handbook: Analyzing Primary Sources; xlii–xliii: Skills Handbook: Comparing Viewpoints


• Understand what it means to be a critical consumer of information.

GRADE-LEVEL MAP: • Identify sources of historical, geographic,

economic, and civics information.Evaluate information in terms of its relevance to a particular topic.

Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them. Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives.

SE: xlii–xliii: Skills Handbook: Comparing Viewpoints; xliv–xlv: Skills Handbook: Synthesizing Information; 245: Is Technology a Blessing or a Curse?; 377: Is War Ever Justified? 514: What is the Relationship Between People and the Environment?


• Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view.



GRADE-LEVEL MAP: • Identify points of view from historical narrative,

legends, and myths.






• Identify “sides” (points of view) in terms of current events issues.



Common Curriculum Goal: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

SE: xlvi–xlvii: Skills Handbook: Analyzing Cause and Effect; 231: Independence Movements in Latin America chart; 252: Industrial Revolution chart; 367: New Imperialism chart; 395: World War I chart; 198: Critical Thinking and Writing #6; 312: Critical Thinking and Writing #19; 449: Worldwide Economic Depression; 546: Collapse of the Soviet Union; 585: Partition of India

• Analyze an event, issue, problem, or

phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects.

SE: xlvi–xlvii: Skills Handbook: Analyzing Cause and Effect; 231: Independence Movements in Latin America chart; 252: Industrial Revolution chart; 367: New Imperialism chart; 395: World War I chart; 198: Critical Thinking and Writing #6; 312: Critical Thinking and Writing #19; 449: Worldwide Economic Depression; 546: Collapse of the Soviet Union; 585: Partition of India

GRADE-LEVEL MAP: • Identify causes of events, problems, and issues. SE: 233: Go Online activity; 299: Portfolio

Assessment; 312: Critical Thinking and Writing #19; 336: Skills Assessment/Critical Thinking; 404: Critical Thinking and Writing #7; 431: Critical Thinking and Writing #6; 435: Critical Thinking and Writing #5a; 439: Critical Thinking and Writing #7; 493: Critical Thinking and Writing #6; 552: Critical Thinking and Writing #18






• Identify effects of events, problems, and issues. SE: 264: Critical Thinking and Writing #17; 274: Critical Thinking and Writing#6; 365: Activity/Creating a Chart; 396: Critical Thinking and Writing #19; 472: Critical Thinking and Writing #6; 478: Critical Thinking and Writing #7b; 576: Critical Thinking and Writing #17; 591: Critical Thinking and Writing #7; 629: Go Online activity; 637: Critical Thinking and Writing #7

Common Curriculum Goal: Select a course of action to resolve an issue. Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.

SE: l–li: Skills Handbook: Problem Solving and Decision Making; 224: Critical Thinking and Writing #6 and #7; 245: Skills Assessment/Critical Thinking; 281: Critical Thinking and Writing #5 and #6; 305: Critical Thinking and Writing #7; 328: Critical Thinking and Writing #8; 337: Critical Thinking and Writing #7; 377: Skills Assessment/Critical Thinking; 416: Critical Thinking and Writing #18; 552: Critical Thinking and Writing #21; 601: Critical Thinking and Writing #6

• Propose, compare, and judge multiple responses,

alternatives, or solutions, then reach a defensible, supported conclusion.

SE: l–li: Skills Handbook: Problem Solving and Decision Making; 224: Critical Thinking and Writing #6 and #7; 245: Skills Assessment/Critical Thinking; 281: Critical Thinking and Writing #5 and #6; 305: Critical Thinking and Writing #7; 328: Critical Thinking and Writing #8; 337: Critical Thinking and Writing #7; 377: Skills Assessment/Critical Thinking; 416: Critical Thinking and Writing #18; 552: Critical Thinking and Writing #21; 601: Critical Thinking and Writing #6

GRADE-LEVEL MAP: • Identify possible solutions for a particular

problem. SE: l: Skills Handbook: Problem Solving and

Decision Making/Step 2 TECH: Skills Transparencies: Transparency 21

• Compare solutions to a particular problem. SE: l: Skills Handbook: Problem Solving and Decision Making/Step 3

TECH: Skills Transparencies: Transparency 21

Prentice Hall World History Connections to Today © 2005...

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