Prentice Hall World History: Connections to Today, Survey...

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

Correlated to New York Social Studies Core Curriculum, Global History and

Geography, Commencement (Grades 9-12)

SE = Student Edition TE = Teacher Edition 1

NY SOCIAL STUDIES CORE CURRICULUM, GLOBAL HISTORY AND GEOGRAPHY

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

METHODOLOGY OF GLOBAL HISTORY AND GEOGRAPHY A. History 1. Skills of historical analysis:

a. Investigate differing and competing interpretations of historical theories—multiple perspectives;

b. Hypothesize about why interpretations change over time;

c. Explain the importance of historical evidence.

SE: Primary Sources: Within the narrative, the student edition includes excerpts from letters, diaries, documents, periodicals, and speeches interwoven into the text or as special features. Students also apply historical analysis skills in the following features: Assessing Your Skills: Comparing Viewpoints, 39, 113, 270, 349, 448, 547, 679, 816; Synthesizing Information, 56, 150, 165, 188, 246, 405, 425, 503, 610, 646, 711, 759, 831; Analyzing Primary Sources, 13, 91, 209, 296, 305, 379, 479, 529, 572, 725, 723, 783, 871, 910, 954; Primary Sources and Literature, 961-999; Exploring the Human Drama: Humanities Link, 30, 84, 118, 235, 264, 324, 344, 392, 454, 523, 587, 666, 716, 755, 821, 897; You Are There, 9, 161, 194, 286, 419, 507, 557, 637, 686, 777, 866, 927; Virtual Field Trip, 17, 36, 62, 77, 117, 130, 166, 193, 218, 237, 269, 288, 306, 340, 370, 387, 423, 453, 471, 506, 532, 564, 582, 612, 622, 648, 692, 715, 733, 753, 780, 822, 837, 877, 889, 928, 948; Section Activity, 10; Skills Assessment: Primary Sources and Cartoon, 2

TE: Analyzing a Primary Source, 112, 195, 417, 469, 691, 705: Analyzing a Painting, 666; Interpreting the Document, 962-999

2. Understand the concepts of change and continuity

over time. 3. The connections and interactions of people across

time and space

SE: Prepare to Read, 2-3, 72-73, 178-179, 332-333, 442-443, 540-541, 674-675, 802-803; Connections to Today; 8, 47, 63, 96, 109, 116, 133, 168, 186, 199, 216, 247, 252, 297, 315, 320, 345, 378, 406, 424, 452, 477, 512, 531, 546, 565, 580, 599, 630, 653, 682, 714, 727, 754, 776, 806, 840, 868, 888, 922, 946; Global Connections, 10, 34, 122, 141, 166, 215, 234, 267, 312, 354, 381, 403, 412, 451, 474, 586, 602, 631, 649, 661, 760, 772, 818, 850, 929, 942; Skills Assessment 246, 425; Chapter Time Lines, 4-5, 22-23, 50-51, 74-75, 100-101, 126-127, 154-155, 180-181

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

New York Social Studies Core Curriculum, Global History and Geography, Commencement (Grades 9-12)




(Continued) 2. Understand the concepts of change and continuity

over time. 3. The connections and interactions of people across

time and space

(Continued) SE: Chapter Time Lines, 204-205, 232-233, 250-

251, 278-279, 300-301, 334-335, 362-363, 386-387, 410-411, 444-445, 466-467, 496-497, 516-517, 542-543, 568-569, 592-593, 616-617, 642-643, 676-677, 700-701, 720-721, 744-745, 768-769, 804-805, 826-827, 856-857, 880-881, 906-907, 932-933

TE: Connections to Today; About the Pictures, 3, 73, 179, 333, 443, 541, 675, 803; Time Line Activities, 4, 22, 50, 74, 100, 126, 154, 180, 204, 232, 250, 278, 300, 334, 362, 386, 410, 444, 466, 496, 516, 542, 568, 592, 616, 642, 676, 700, 720, 744, 768, 804, 826, 856, 880, 906, 932; Lesson Plan, 132; Activity, 246 (Q 1)

4. Time frames and periodization.

SE: Historical Eras: Early Civilizations (Prehistory-756 B.C.), 1-69; Empires of the Ancient World (1750 B.C.-A.D. 1570), 70-175; Regional Civilizations (750 B.C.-A.D. 1650), 176-329; Early Modern Times (1300-1800), 330-439; Enlightenment and Revolution (1707-1850), 440-537; Industrialization and a New Global Age (1800-1914), 538-671; World Wars and Revolutions (1910-1955), 672-799; The World Today (1945- Present), pp.800-959. Historic Periods: Toward Civilization (Prehistory-3000 B.C.), 4-21; First Civilizations: Africa and Asia (3200 B.C.-500 B.C.), 22-49; Early Civilizations in India And China (2500 B.C.-256 B.C.), 50-67; Empires of India and China (600 B.C.-A.D. 550), 74-99; Ancient Greece (1750 B.C.-133 B.C.), 100-125; Ancient Rome and the Rise of Christianity (509 B.C.-A.D. 476), 126-153; Civilizations of the Americas (1400 B.C.-A.D.1570), 154-173; The Rise of Europe (500-1300), 180-203; The High Middle Ages (1050-1450), 204-231; The Byzantine Empire and Russia (330-1613), 232-249; The Muslim World (622-1629), 250-277; Kingdoms and Trading States of Africa (750 B.C.-A.D. 1586, 278-299; Spread of Civilizations in East Asia (500-1650), 300-327; The Renaissance and Reformation (1300-1650), 334-361; the First Global Age: Europe and Asia (1415-1769), 362-383






(Continued) 4. Time frames and periodization.

(Continued) SE: The First Global Age: Europe, the Americas,

and Africa (1492-1750), 384-409; The Age of Absolutism (1550-1800), 410-437; The Enlightenment and the American Revolution (1707-1800), 444-465; The French Revolution and Napoleon (1789-1815), 466-495; The Industrial Revolution Begins (1750-1850), 496-515; Revolutions in Europe and Latin America (1790-1848), 516-535; Life in the Industrial Age (1800-1914), 542-567; Nationalism Triumphs in Europe (1800-1914), 568-591; Growth of Western Democracies (1815-1914), 592-615; The New Imperialism (1800-1914, 616-641; New Global Patterns (1800-1914), 642-669; World War I and Its Aftermath (1914-1919), 676-699; Revolution in Russia (!917-1939), 700-719; Nationalism and Revolution Around the World (1910-1939), 720-743; Crisis of Democracy in the West (1919-1939), 744-767; World War II and Its Aftermath (1931-1955), 768-797; The World Since 1945: An Overview (1945-Present), 804-825; Europe and North America (1945-Present), 826-855; East Asia and Southeast Asia (1945-Present), 856-879; South Asia and the Middle East (1945-Present), 880-905; Africa (1945-Present), 906-931; Latin America (1945-Present), 932-957.

5. Roles and contributions of individuals and groups

SE: Biography, 11, 27, 45, 54, 82, 90, 115, 120, 135, 143, 164, 189, 195, 206, 214, 21, 236, 243, 259, 265, 285, 308, 319, 348, 352, 365, 372, 394, 400, 417, 429, 447, 463, 480, 488, 493, 500, 510, 525, 552, 562, 575, 589, 600, 611, 626, 639, 652, 664, 681, 691, 704, 708, 732, 738, 752, 762, 770, 788, 817, 823, 834, 841, 846, 863, 876, 885, 896, 911, 926, 940, 949; Global Connections, 267, 381, 586, 602, 850

TE: Using Biographical Information, 135, 352, 432

6. Oral histories

SE: Assessing Your Skills feature: The Griots of Africa, 296

TE: Interviewing, 17, 449, 638, 813, 841; Oral Tradition, 170; Making Inferences (about oral history), 296; Analyzing a Quotation, 310, 449, 492, 645, 851, 863, 874, 909, 941;






B. Geography 1. Elements of geography:

a. Human geography b. Physical geography c. Political geography d. Migration e. Trade f. Environment and society g. The uses of geography

SE: Understanding Our Past, 7-10, Section 1 Assessment (Q 2), 10; Review and Assessment (Q 12), 20; Using Special Purpose Maps, 43, 79, 94, 106, 111, 121, 134, 144, 148, 314, 317, 651, 654, 656, 660, 739, 891, 917, 951; d. Geography and History, 18; Tracing Migration Through Language, 56; Jewish Migrations in Europe, 246; Migration to Western Europe (map skills), 832; e. Trade: 43 (map), 502, f. Exploring the Human Drama: Disaster!, 61, 139, 227, 375, 491, 601, 740, 845, 947; Comparing Viewpoints: What Is the Relationship Between People and the Environment, 816; Also see Reference Section: World Atlas, 1000-1011

TE: Lesson Plan, 6-7; 135; Background: 7 (Essential Elements of Geography), 25, 35, 46, 56, 61, 139, 227, 246, 375, 491, 601, 740, 845, 947; Activities 56, 61, 116, 139, 227, 245, 246, 375, 491, 601, 740, 845, 947;

2. Critical thinking skills:

a. Asking and answering geographic questions

b. Analyzing theories of geography c. Acquiring, organizing, and analyzing

geographic information

SE: Geography and History, 18, 44, 52, 88, 102, 156, 197, 244, 256, 284, 316, 336, 393, 433, 490, 504, 528, 560, 588, 613, 634, 662, 693, 702, 730, 750, 782, 807, 830, 867, 886, 916; Connecting to Geography, 14, 20, 48, 66, 98, 124, 152, 172, 202, 230, 248, 276, 298, 326, 360, 384, 408, 436, 464, 494, 514, 534, 566, 590, 614, 640, 668, 698, 718, 742, 766, 796, 824, 854, 878, 904, 930, 956; Drawing Conclusions, 27, 56; Analyzing Maps, 26, 35, 40, 43, 49, 53, 60, 79, 83, 94, 99, 106, 111, 121, 129, 135, 144, 148, 157, 160, 170, 183, 184, 192, 198, 210, 217, 231, 238, 241, 258, 274, 291, 311, 317, 337, 366-367, 383, 401, 428, 437, 462, 492, 524, 545, 579, 591, 609, 629, 638, 654, 660, 687, 709, 736, 743, 785, 794, 832, 870, 879, 883, 901, 902, 917, 951; Exploring the Human Drama: Disaster!, 61, 139, 227, 375, 491, 601, 740, 845, 947

TE: Activities, 61, 139, 227, 246, 375, 491, 601, 740, 845, 947

3. Identifying and defining world regions SE: Region, 7; Map Skills Region, 106, 609, 651,

901, 917, 951; Africa: Physical, 1003; Asia: Physical, 1005; Europe: Physical, 1007; North America and South America; Physical, 1009

TE: Lesson Plan, 6






C. Economics 1. Major economic concepts (scarcity,

supply/demand, opportunity costs, production, resources)

2. Economic decision making 3. The interdependence of economics and economic

systems throughout the world 4. Applying critical thinking skills in making

informed and well-reasoned economic decisions

SE: Recognizing Causes and Effects, 14; Did You Know?, 15; Why Did Rome Fall?, 150; The Commercial Revolution, 405; Cause and Effect: Columbian Exchange, 407; Columbian Exchange, 409; Technology and Industry, 546; Cause and Effect: Industrial Revolution, 554; New Economic Patterns, 663-664; One Link in a Global Economy, 663-664; Why Study History?: Trading Around the World, 802; Global Economic Trends, 812-815, 817; Stalin’s Five-Year Plan, 708-710; Collectivism, 711; Japan Becomes an Economic Superpower, 858-861; Nation Building in the Middle East: Government and Economy, 894-895; economic Development, 895-896; Economic Choices (Africa), 916; Apartheid and Business, 925, Brazil’s Economic Miracle, 953

TE: Economics and Technology, 362, 496, 516, 542, 880, 932; Connections to Economics, 62, 95, 96, 282, 374, 546, 549, 664, 826, 840, 859, 860, 916, 946

D. Political Science 1. The purposes of government 2. Political systems around the world 3. Political concepts of power, authority, governance,

and law 4. Rights and responsibilities of citizenship across

time and space

SE: Organized Governments, 16; Autocratic Rule, 236, 243, 432, Cabinet System, 458; Coalition, 838; Collectivism, 711; Constitutional, 457-458, 521; Communism, 512, 735-736, 758, 760, 793, 807, 827, 862-863, 873; Democracy, 197-109, 112, 442-443; Dictatorships, 758; Dynasty, 25, 64; Empire, 18; Fascism, 758, 760; Federal Republics, 463, 883; Holy Roman Empire, 212-214, 763; Mandates, 696-697; Marxism, 512-513, 575; Military Government, 936; Monarchy: 106-107, 188, 206-207: Absolute Monarchy, 413, 421, 422, 447, 585; Constitutional Monarchy, 473, 594; Limited Monarchy, 475; Nazism, 764, 781-783, 837-838; Popular Sovereignty, 461; Roman Empire, 75, 135-136; Roman Republic, 51, 126-130; Socialism, 511-512; Theocracy, 350, 898; Totalitarianism, 713, 757, 759, 761, 791, 863; Utilitarianism, 511; War Communism, 706, 707

TE: Activities, 711, 759, “The Unknown Citizen”, 839; Background, 711, 759






5. Critical thinking skills: a. Probing ideas and assumptions b. Posing and answering analytical

questions c. Assuming a skeptical attitude toward

questionable political statements d. Evaluating evidence and forming rational

conclusions e. Developing participatory skills

SE: (a) Identifying Main Ideas and Summarizing, 20,196, 210, 235, 243, 255, 388, 579, 589, 596, 605, 614, 662, 739, 747, 766, 838, 854, 897, 923, 929, 949, 962, 967, 978, 979, 983, 994, 996, 998; Analyzing Cause and Effect, 97, 123, 219, 260, 276, 288, 312, 355, 407, 487, 554, 565, 576, 614, 697, 751, 848, 887; (b) Why Study History?, 2, 72, 178, 332, 442, 540, 674, 802; Skill features such as Biography and Charts/Graphs also present students with a relevant opportunity to apply this skill. See Asking Questions, xlviii-xlvix; (c) Identifying Points of View and Frame of Reference, 39, 92, 113, 270, 349, 355, 379, 408, 415, 448, 547, 566, 679, 766, 816, 956, 975; Distinguishing Fact and Opinion, 299, 596, 723, 824, 931, 957; Recognizing Bias and Propaganda, 119, 479, 620, 690, 699, 711, 719, 759, 871, 879; (d) Comparing and Contrasting 35, 37, 47, 48, 66, 80, 92, 97, 98, 106, 129, 158, 172, 183, 184, 201, 214, 229, 238, 247, 255, 266, 273, 360, 372, 388, 420, 435, 477, 494, 509, 580, 652, 668, 712, 717, 718, 842, 852, 878, 904, 955; Making Valid Generalizations, 58, 66, 219, 381, 581, 639, 711, 790, 956, 964; Making Inferences and Drawing Conclusions, 13, 27, 40, 43, 44, 85, 94, 97, 146,165, 170, 188, 209, 224, 230, 260, 275, 312, 359, 428, 479, 503, 589, 610, 623, 697, 742, 951, 956, 962;

TE: (e) Debating, 116, 512, 545; Defending a Point Of View, 948, 954; Discussing topics/issues, 113, 461, 918; Presenting orally/ Performing, 78, 107, 118, 210, 344, 442, 540, 587, 606, 660, 686, 777, 784, 821

UNIT ONE: ANCIENT WORLD CIVILIZATIONS AND RELIGIONS (4000 BC – 500 AD)

A. Early Peoples

1. Human and physical geography 2. Hunters and gatherers—nomadic groups 3. Relationship to the environment 4. Migration of early human populations

a. Out of Africa b. Other theories

5. Early government a. Purposes b. Decision making c. Move toward more complex systems

SE: Toward Civilization (artifacts, time line), 4-5; The Old Stone Age: African Beginnings, 11 Hunters and Food Gatherers, 11-12; The Neolithic Agricultural Revolution, 12, 14; Section Review, 14; Geography and History, 18; Review and Assessment, 20-21

TE: Time Line Activity, 4; About the Pictures (1-5), 5; Bell Ringer, Lesson Plan, and Block Scheduling Support, 11






B. Neolithic Revolution and Early River Civilizations 1. Compare and contrast (Mesopotamia, Egypt, the

Indus Valley, and Yellow River civilizations) a. Human and physical geography of early

river civilizations b. Traditional economies c. Political systems d. Social structures and urbanization e. Contributions

1)Writing systems 2)Belief systems 3)Early technology—Irrigation, tools,

weapons 4)Architecture 5)Legal systems –Code of Hammurabi

SE: Toward Civilization (map, time line, artifacts), 5; Beginnings of Civilization, 15-19; Cause and Effect chart, 19; Section Review, 19; Review and Assessment , 20, 48-49, 66-67; First Civilizations: Africa and Asia (map, time line, artifacts), 22-23; Early Civilizations in India and China (map, time line, artifacts), 50-51

Egypt: Ancient Kingdoms of the Nile, 24-27; Egyptian Civilization, 28-33; Geography of Ancient Egypt, 49; Go Online, 49; Primary Sources and Literature: Instruction of Ptah-hotep, 962

Mesopotamia: City-States of Ancient Sumer, 34-37; Invaders, Traders, and Empire Builders, 38-44; Primary Sources and Literature: The Epic of Gilgamesh, 963

Indus Valley: Cities of the Indus Valley, 52-54; Kingdoms of the Ganges (Aryan Civilization-India), 55-58; Primary Sources and Literature: The Mahabharata, 968

Yellow River (Huang He): Early Civilization in China: The Geography of China, 59-60; Exploring The Human Drama: The Huang He Floods, 61

TE: Time Line Activities, 4, 22, 50; River Valley Civilizations (map lesson), 5; Geography of Ancient Egypt and Mesopotamia(map lesson), 51; Geography of India and China (map lesson), 51; Time Line Activity, 4, 22, 50; About The Pictures, 5, 23; 51; Lesson Plans, 15, 24, 28, 34, 52, 59

2. Identify demographic patterns of early

civilizations and movement of people—Bantu migration (500 BC – 1500 AD)

a. Human and physical geography b. Causes of migration c. Impact on other areas of Africa

SE: The Bantu Migrations, 281; Skills Assessment (map): Geography , 281 East African City States, 290-291; Hunting and Food Gathering, 293; Also see Spread of Civilization (movement), 18; Kingdoms of the Ganges (Aryan Civilization-India), 55-58

TE: Predicting Content, 281; Also see Lesson Plan 55, Background, 56, 57; Activity, 56






C. Classical Civilizations 1. Chinese civilization

a. Human and physical geography b. Chinese contributions (engineering, tools,

writing, silk, bronzes, government system)

c. Dynastic cycles d. Mandate of Heaven

SE: Early Civilizations in India and China (time line, map, artifacts), 50-51; Early Civilization in China (Shang and Zhou Periods), 60-65; Strong Rulers Unite China: Setting the Scene, 93; Shi Huangdi, 93-95

TE: Time Line Activities, 50

2. Greek civilization a. Human and physical geography b The rise of city states—Athens/Sparta c Contributions: art, architecture,

philosophy, science—Plato, Socrates, Aristotle

d. Growth of democracy in Athens versus the Spartan political system

e. Alexander the Great and Hellenistic culture—cultural diffusion

SE: Ancient Greece 1750 B.C.-133 B.C., 100-125; Early People of the Aegean, 102-104; The Rise of Greek City-States, 105-109; Victory and Defeat in the Greek World, 110-114; Comparing Viewpoints 113; The Glory That Was Greece, 115-119; Biography: Socrates, 115: Greek Drama (Aristotle), 118; Alexander and the Hellenistic Age, 120-123; Biography: Alexander the Great, 120; Rise of Hellenistic Civilization (Cause and Effect Chart), 123; Review and Assessment, 124-125; Primary Sources and Literature: Thucydides: History of the Peloponnesian War, 966; Aristotle: The Politics, 967

TE: Time Line Activity, 100; Centers of Greek Civilization (map lesson) and About the Pictures, 101; Lesson Plans, 102, 105, 110, 115, 120; Activities, 107, 112, 113, 116, 117, 118, 121, 122, 966, 967; Background, 103, 106, 107, 108, 111, 113, 118, 122, 966, 967

3. Roman Republic

a. Human and physical geography b. Contributions: law (Twelve Tables),

architecture, literature, roads, bridges

SE: Ancient Rome and the Rise of Christianity (time line), 126; The Roman World Takes Shape, 128-131; Ancient Italy About 600 B.C., (map skills), 129

TE: Lesson Plan, 128, A Severe Code (Twelve Tables), 129

4. Indian (Maurya) Empire

a Human and physical geography (monsoons)

b. Contributions—government system

SE: Empires of India and China (time line, map, artifacts, pictures), 74-75; Powerful Empires of India: Setting the Scene, 81; The Maurya Empire, 81-82; Maurya and Gupta Empires (map skills), 83, 99; Section Review, 85; Primary Sources and Literature: Asoka: Edicts, 969

TE: Time Line Activity, 74; Empires of China and India (map lesson) and Background (1), 75; Lesson Plan, 81; Linking Past and Present, 83; Background and Activity, 969






5. Rise of agrarian civilizations in Mesoamerica—Mayan (200 BC – 900 AD)

a. Human and physical geography b. Contributions: mathematics, astronomy,

science, arts, architecture, and technology c. Role of maize d. Religion

SE: Civilizations of the Americas (time line, picture), 154; Early Calendars, 14; Cities in the Americas, 15-16; Civilizations of Middle America: Geography of the Americas, 156-157; The World of the Mayas, 158-159; Mayan Ball Games, 158; Mayan Society in Art, 159; Section 1 Assessment (Qs 3-5), 162; Review and Assessment (Q 12, Go Online), 172-173

TE: Time Line Activity (Q 2), 154; About Pictures (Q 2), 155; Lesson Plan, 156; Perspectives, 158; Constructing a Poster and Global Connections, 159

6. The status and role of women in classical

civilizations

SE: Women (Egyptian Society), 31; Civil Law (Hammurabi’s Code), 40-41; Patriarchal Israelite Society, 47; Women’s Lives (Indian), 87-88; Lessons for a Woman (ps), 99; Women (Ancient Greece), 108; Economic and Cultural Life (Aspasia), 112; Opportunities for Women (Hellenistic Period), 122; Analyzing Picture (Athenian women), 125; Changing Role of Women (Roman Society), 130; Role of Women (Christianity), 145; Social Classes (Maya), 158; Impact of Islam on Women, 255

7. The growth of global trade routes in classical

civilizations a. Phoenician trade routes b Silk Road c. Maritime and overland trade routes

1)Linking Africa and Eurasia 2)Linking China, Korea, and Japan

SE: The Persian Empire: Economic Life, 42-43; Phoenician Trade and Colonies (map skills), 43; Phoenician Sea traders, 43-44, Qin and Han Empires (map-Silk Road identified) 94; Silk Road to the West and Travels on the Silk Road (PS), 95, African Kingdoms and Trading States, 1000 B.C.-A.D. 1600, xxiii; Geography and History: Ancient Travelers 18; Egyptian Empire About 1450 (map includes trade routes), 26

D. The Rise and Fall of Great Empires 1. Han Dynasty

a. Human and physical geography b. Factors leading to growth c. Contributions d. Causes of decline e. Role of migrating nomadic groups from

Central Asia

SE: Empires of India and China (time line, map, artifacts, pictures), 74-75; Strong Rulers Unite China, 93-97; Qin and Han Empires (map skills), 94; Cause and Effect Chart, 97

TE: Lesson Plan, 93; Background, 94, 95, 96; Activity, 96






2. Roman Empire a. Human and physical geography b. Factors leading to growth (engineering,

empire building, trade) c. Contributions d. Causes of decline e. Role of migrating nomadic groups from

Central Asia f. Pax Romana

SE: Ancient Rome and the Rise of Christianity (time line, map, artifacts), 126-127; From Republic to Empire, 132-136; The Pax Romana, 136; The Roman Achievement, 137-140; Exploring the Human Drama, 139; Religious Diversity in the Early Empire, 141-142; The Long Decline, 147-151; Synthesizing Information: Why Did Rome Fall?, 150; Review and Assessment, 152-153

TE: The Roman Empire at Its Height127; Lesson Plans, 132, 137, 147; Activities, 135, 138, 139, 149, 150; Background, 133, 134, 135, 139, 148

E. The Emergence and Spread of Belief Systems 1. Place of origin and major beliefs

a. Animism—African b. Hinduism c. Buddhism d. Chinese philosophies (Confucianism,

Daoism) e. Judaism f. Christianity g. Islam h. Legalism i. Shintoism j. Jainism

SE: Early Religious Beliefs (animism), 12; Empires of India and China ( Buddhism noted in time line, artifacts, pictures), 74-75; Hinduism and Buddhism, 76-80; Primary Sources and Literature: The Mahabhrata, 968; The Wisdom of Confucius, 89-90; Primary Sources and Literature: Confucius: Analects, 965; Daoism: The Unspoken Way, 90,92; The Roots of Judaism, 45-47, Review and Assessment (Qs 16, 20), 48; Global Connections (Judaism), 141; Jewish Revolt, 142; Primary Sources and Literature: Psalm 23, 964; The Rise of Christianity, 141-146; Review and Assessment, 152-153 (Q16, Analyzing Primary Sources); Primary Sources and Literature: St. Paul: First Letter to the Corinthians, 970; Europe and the Muslim World (Islam), 183; Rise of Islam, 252-255; Primary Sources and Literature: The Quran, 971; The Harsh Ideas of Legalism, 90; Analyzing Primary Sources: Legalism, 91; Shi Huangdi (Legalism), 93-95; Shinto, 317; Opposition to the Brahmins (Jainism), 78

TE: Connections to Art (animism), 12; Lesson Plans, 45; 141, 252; Activities, 16, 142, 964, 965, 968, 970, 971; Background, 46, 144, 253, 254, 964, 965, 968, 970, 971

2. Expansion of Christianity, Islam, Confucianism,

and Buddhism

SE: Empires of India and China (Spread of Buddhism noted on time line, ), 75; Spread of Buddhism and Hinduism (map skills), 79; Spread of Buddhism, 80; Spread of Confucianism, 90; Buddhism in China, 92; Spread of Christianity, 143-145






(Continued) 2. Expansion of Christianity, Islam, Confucianism,

and Buddhism

(Continued) SE: Spread of Christianity to A.D. 476 (map

skills); Islam Spreads, 256-260; Cause and Effect Chart, 260

TE: Lesson Plan, 256; Activity: Recognizing Bias, 142; Constructing a Diagram, 257; Writing a Dialogue, 258: Making a Map, 258; Background, 257, 259

UNIT TWO: EXPANDING ZONES OF EXCHANGE AND ENCOUNTER (500 – 1200) A. The Gupta Empire 1. Human and physical geography 2. Artistic, scientific, and mathematical contributions 3. Ties to Hinduism 4. Organizational structure

SE: Empires of India and China (time line, map, artifacts, pictures), 74-75; Powerful Empires of India: Golden Age of the Guptas, 82-83, 85; Section Review85; Maurya and Gupta Empires (map skills), 83; Pillars of Indian Life, 86-88

TE: Empires of India and China (map lesson), 75; Lesson Plan, 81; Linking Past and Present, 83, 99

B. Tang and Song Dynasty (618-1126 AD) 1. Human and physical geography 2. Contributions 3. Chinese influence on Korea and Japan 4. Cultural flowering 5. Growth of commerce and trade

SE: Spread of Civilizations in East Asia (time line, map, artifacts, pictures), 300-301; Two Golden Ages of China, 302; The Brilliant Tang: Building an Empire (information about influence on Korea and Japan, cultural flowering, commerce and trade), 302-303; Prosperity Under the Song, 303-304; Chinese Society, 304, 306; Arts and Literature of the Tang and Song, 306-307; Section 1 Assessment, 307; Review and Assessment, 326; Also see Technology of Tang and Song China, 303; Analyzing Primary Sources: Advice for Families in China, 305; Virtual Field Trip: Song Landscape Painting, 306: Preparing a Museum Guide, 307

TE: Areas of Chinese Influence (map lesson) and About the Pictures, 301; Lesson Plan, 302; Activities, 303, 305; Background, 303, 304, 305, 306






C. Byzantine Empire (330-1453 AD) 1. Human and physical geography 2. Achievements (law—Justinian Code, engineering,

art, and commerce) 3. The Orthodox Church 4. Political structure and Justinian Code 5. Role in preserving Greek and Roman cultures 6. Impact on Russia and Eastern Europe

SE: The Byzantine Empire and Russia (time line, map, artifacts, pictures), 232-233; The Byzantine Empire, 234-235; The Growth of Byzantine Power, 234: Humanities Link The Church of Hagia Sophia, 235; The Age of Justinian, 236; Byzantine Christianity, 236-237; Byzantine Empire to 1000 (map skills), 238; The Byzantine Heritage, 239; Section 1 Assessment, 239; Review and Assessment, 248; Analyzing Charts: Decline of the Byzantine Empire and Go Online, 249; Role in preserving Greek and Roman cultures: Looking Ahead, 146; Did Rome Fall?, 151; Impact on Russia and Eastern Europe: Byzantine Influences, 241; Constantinople and Russia, 241; Ivan the Great, 252-243; The Balkans, 245; Byzantine Calvary, 245

TE: Time Line Activity (Qs 1-3), 232; Major Religions in Eastern Europe (map lesson) and About the Pictures (1-2), 233; Lesson Plan, 234; Block Scheduling Support, 235; Activities, 235, 236, 237; Background, 235, 237, 238, 241

D. Early Russia 1. Human and physical geography 2. Trade 3. Kiev 4. Russian Orthodox Church

SE: The Byzantine Empire and Russia (time line, map, artifacts, pictures), 232-233; The Rise of Russia, 240-241; Section 2 Assessment, 243; Review and Assessment, 248; Analyzing a Primary Source, 249; The Geography of Russia, 240; Growth of Russia (map skills), 242; Trade: The Varangians, 241; Moscow Takes the Lead, 242; Kiev: Growth of Kiev, 240-241; Mongol Conquest. 241-242; Russian Orthodox Church: Byzantine Influences, 241; Constantinople and Russia, 241; Mongol Influences, 242; Ivan the Great, 242-243

TE: Time Line, 232; About the Pictures, 233; Lesson Plan, 240; Block Scheduling Support, 241; Background, 241, 242






E. The Spread of Islam to Europe, Asia, and Africa 1. Human and physical geography 2. Organizational structure 3. The development of Islamic law and its impact 4. Social class: women and slavery in Muslim society 5. Position of “people of the book” 6. The golden age of Islam

a. Contributions to mathematics, science, medicine, art, architecture, and literature

b. Role in preserving Greek and Roman culture

c. Islamic Spain 7. Trade

SE: The Muslim World (time line, map, artifacts, pictures), 250-251; Rise of Islam, 252-255; Geographic Setting, 252; Basic Duties: Five Pillars, 254; Islamic law: Sharia; Impact on Women, 255; People of the Book, 254; Islam Spreads, 256-260; An Age of Conquests (includes Spain), 256-257; Spread of Islam (map skills), 258; Golden Age of Muslim Civilizations, 261-266; Society and the Economy: Social Classes (includes slavery), 261; An International Trade Network, 262; Art and Literature, 263, 265; Humanities Link: Art of the Muslim world, 264; The World of Learning, 265; Centers of Learning (included girls), 264; Knowledge Moves West (Role in preserving Greek and Roman culture), 266; Muslims in India: Setting the Scene, 267; The Delhi Sultanate, 267-268; Muslims and Hindus, 268; Looking Ahead, 275; Section Assessments, 255, 260, 270; Review and Assessment, 276, Go Online, 277; Also see The Quran, 971

TE: Time Line Activity, 250; The Muslim World, 1150 (map lesson), and About the Pictures (1-3); Lesson Plans, 252, 256, 261, 267; Block Scheduling Support, 253, 257, 261, 267; Activities, 257, 258, 254, 971; Background, 253. 254, 257, 258. 262, 264, 265, 971

F. Medieval Europe (500-1400 AD) 1. Human and physical geography 2. Frankish Empire—Charlemagne 3. Manorialism 4. Feudalism

a. Social hierarchy and stratification b. Role of men and women

5. Spiritual and secular role of the Church 6. Monastic centers of learning 7. Anti-Semitism 8. Art and architecture

SE: The Rise of Europe, 180-203; The High Middle Ages, 204- 231; The Early Middle Ages, 182- 185; Geography of Western Europe, 182; The Age of Charlemagne, 183-184; Empire of Charlemagne, 768-843 (map skills), 183; Feudalism and the Manor Economy, 186-190; The World of Nobles, 187, 189; Noblewoman, 189; Peasants and Manor Life, 189-190; Synthesizing Information: Feudalism (includes stratification chart), 188; Growth of Royal Power in England and France, 206-211; Geoffrey Chaucer: The Canterbury Tales (presents portrait of English society in the 1300s), 973; The Medieval Church, 191-196; Views of Women, 192; Monks and Nuns, 192-193






(Continued) 1. Human and physical geography 2. Frankish Empire—Charlemagne 3. Manorialism 4. Feudalism

a. Social hierarchy and stratification b. Role of men and women

5. Spiritual and secular role of the Church 6. Monastic centers of learning 7. Anti-Semitism 8. Art and architecture

(Continued) SE: You Are There: Seeking Shelter in a Medieval

Monastery, 194; Philip IV Clashes With the Pope, 211; The Holy Roman Empire and the Church, 212-214; Upheaval in the Church, 226-228; Anti-Semitism: Jews in Europe, 196; Social Changes, 200; Synthesizing Information: Jewish Migration, 246; Learning, Literature and the Arts, 220-224; Also see Economic Expansion and Change, 197-201; Biography: Christine de Pizan, 221; Analyzing Primary Sources: Magna Carta, 209; Gothic Style, 223; Art and Religion, 224; Shaping Eastern Europe, 244-247

TE: Time Line Activity, 180, 204; Map Lessons: Geography and Resources of Europe, p.181; Europe About 1300, 205; Major Religions in Eastern Europe About 1300, 233; About the Pictures, 181, 205, 233; Lesson Plans, 182, 186, 191, 197, 206, 220, 244; Block Scheduling Support, 183, 187, 191, 207, 212; Activities, 184, 187, 188 194, 195, 199, 208, 209, 210, 228, 246, 247, 973; Background, 183, 188, 189, 193, 194, 195, 198, 200, 207, 208, 209, 213, 221, 223, 247, 973

G. Crusades 1. Causes 2. Impacts on Southwest Asia, Byzantium, and

Europe 3. Perspectives 4. Key Individuals—Urban II, Saladin, and Richard

the Lion-Hearted.

SE: The High Middle Ages, 204-205 (time line, map), 204 The Crusades, 216-217; Crusades, 1096-1204 (map skills), 217; Effects of the Crusades on Europe, 217-218; Section 3 Assessment, 219; Review And Assessment (13), 230; The Crusades, 238; Synthesizing Information, 246; Crusaders, 259; Abuses in the Church, 346; Urban II, 216, 217; Saladin, 216: Richard the Lion-Hearted: See Biography; Eleanor of Aquitaine, 189

TE: Time line Activity, 204, Europe About 1300 (map lesson), 205; Lesson Plan, 215; Activity, 216; Background 217, 246






UNIT THREE: GLOBAL INTERACTIONS (1200 – 1650) A. Early Japanese History and Feudalism 1. Human and physical geography 2. Early traditions (Shintoism) 3. Ties with China and Korea: cultural diffusion,

Buddhism, and Confucianism 4. Tokugawa Shogunate 5. Social hierarchy 6. Comparison to European feudalism 7. Zen Buddhism

SE: Spread of Civilizations in East Asia (time line, pictures), 300-301; The Emergence of Japan, 316-319; Geography: Japan, a Land Apart, 316-317; Geography of Japan (map skills), 317; Early Traditions: Shinto, 316; The Korean Bridge, 317-318; Japan looks to China, 318; Japan’s Feudal Age, 320-325; Japanese Feudalism Emerges, 320-321 (Comparison to European feudalism, 320; Social hierarchy, 320-321); Order and Unity Under the Tokugawas, 322-323; Zen Buddhism and Japanese Culture, 323; Review and Assessment (Qs 15, 16, 19, 20), 326-327; Analyzing Charts: Feudal Society in Japan; Also see Kabuki Theater, 324; Murasaki Shikibu: The Tale of Genji, 972

TE: Time Line Activity, 300; About the Pictures, 301; Lesson Plans, 316, 320; Activities, 321, 322, 324, 972; Background, 317, 318, 321, 323, 324, 325, 972

B. The Rise and Fall of the Mongols and Their Impact on Eurasia 1. Human and physical geography 2. Origins—Central Asian nomadic tribes 3. The Yuan Dynasty: a foreign non-Chinese dynasty 4. Extent of empire under Ghengis Khan and Kublai

Khan 5. Impact on Central Asia, China, Korea, Europe,

India, Southwest Asia 6. Impact on the rise of Moscow 7. Interaction with the West and global trade, Pax

Mongolia (e.g., Marco Polo) 8. Causes of Decline

SE: Spread of Civilizations in East Asia (time line reference, picture), 301 The Mongol and Ming Empires: Setting the Scene, 308; Building the Mongol Empire (Genghiz Khan), 308-309; China Under Mongol Rule (Kublai Khan, Yuan Dynasty, extent of empire), 310; Map Skills Assessment: Growth of Russia, 1330-1584 (includes extent of Mongol conquest, 1300), 242; Mongol Empire (includes Extent of empire under Ghenghiz and Kublai Khan and Marco Polo’s route: global trade), 309; Section 2 Assessment, 312; Review and Assessment, 326; Also see Chapter Events (time line reference), 251; Impact on other countries; Hungary, 247; Mongols (across Central Asia to India), 260; Korea United (reference Mongol invasion), 315; Mongol Invasions (Japan, Korea), 321; Order and Unity Under the Tokugawas (reference to Mongol invasion of Japan), 302; Impact on Russia and the rise of Moscow: Mongol Conquest, 241-242; Moscow Takes the Lead, 242; Pax Mongolia: The Mongol Peace, 309






(Continued) 1. Human and physical geography 2. Origins—Central Asian nomadic tribes 3. The Yuan Dynasty: a foreign non-Chinese dynasty 4. Extent of empire under Ghengis Khan and Kublai

Khan 5. Impact on Central Asia, China, Korea, Europe,

India, Southwest Asia 6. Impact on the rise of Moscow 7. Interaction with the West and global trade, Pax

Mongolia (e.g., Marco Polo) 8. Causes of Decline

(Continued) SE: Trade, Marco Polo: A Western Visitor, 310;

Other Contacts, 310; Causes of Decline: The Ming Restore Chinese Rule, 310

TE: About the Pictures, 301; Lesson Plan, 308; Activities, 309; Background, 241, 309, 310

C. Global Trade and Interactions 1. Resurgence of Europe

a. Hanseatic League and Italian city-states b. Trade fairs and towns c. Medieval guilds d. Commercial revolution

2. Major trading centers—Nanjing/Calicut/Mogadishu/Venice

3. Ibn Battuta 4. Expansion of the Portuguese spice trade to

Southwest Asia and its impact on Asia and Europe

SE: Economic Expansion and Change: Trade Revives, 198-199, Trade in Medieval Europe, 1000-1300 (map skills), 198; A Commercial Revolution, 199-200; Connections to Today, 199; Role of Guilds, 200-201; Guild Members at Work, 200; Town and City Life, 201; City Fun and Games, 201; An International Trade Network, 262; In the Marketplace, 262; Trade Routes of East Africa, 289-292; East African City-States: Growth of Trade, 291; African Kingdoms and Trading States, 1000 B.C.-A.D. 1600 (map skills), 291; Mongol Empire (map includes Marco Polo’s route), 309; Voyages of Zheng He (map skills), 311; The Italian City-States, 336-337; Geography and History: The Islands of Venice, 336; Ibn Battuta: World Traveler, 267; The Search for Spices, 364-368

TE: Lesson Plans, 197, 289, 291, 364; Activities, 199 Background, 198, 200, 262, 290

D. Rise and Fall of African Civilizations: Ghana, Mali, Axum, and Songhai Empires 1. Human and physical geography 2. Organizational structure 3. Contributions 4. Roles in global trade routes 5. Spread and impact of Islam—Mansa Musa 6. Timbuktu and African trade routes

SE: Kingdoms and Trading States of Africa (time line, map, artifacts, pictures), 278-279; Geography of Africa, 280; Kingdoms of West Africa (Ghana, Mali, Songhai), 284-288; Trade Routes of East Africa, 289-292; Many Peoples, Many Traditions (contributions), 293-297; Review and Assessment, 298-299; Also see You Are There: Traveling With Mansa Musa, 286; Primary Source: A Description of Timbuktu, 287; Griots of Africa, 296; African Kingdoms and Trading Routes (map skills), 291






(Continued) 1. Human and physical geography 2. Organizational structure 3. Contributions 4. Roles in global trade routes 5. Spread and impact of Islam—Mansa Musa 6. Timbuktu and African trade routes

(Continued) TE: Time Line Activity (Qs 3, 4), 278; Geography

and Climates of Africa (map lesson), and About the Pictures (2, 3), 279; Lesson Plans, 284, 289, 293; Activities, 286, 291, 296; Background, 281, 285, 286, 290, 294, 296

E. Social, Economic, and Political Impacts of the Plague on Eurasia and Africa

Students can explore these topics while studying the following lessons: SE: Chapter Events (Time Line notation), 205; A

Time of Crisis; Setting the Scene, 225; The Black Death, 225-226; Exploring the Human Drama, Disaster!: The Black Death Strikes (includes map: Spread of the Black Death), 227; Review and Assessment, 230

TE: Lesson Plan, 225; Activities, 226, 227; Background, 226, 227

F. Renaissance and Humanism 1. Human and physical geography 2. Shift in worldview—other-worldly to secular 3. Greco-Roman revival (interest in humanism) 4. Art and architecture (e.g., da Vinci and

Michelangelo) 5. Literature (e.g., Dante, Cervantes, Shakespeare) 6. Political science (e.g., Machiavelli) 7. New scientific and technological innovations

(Gutenberg’s moveable type printing press, cartography, naval engineering, and navigational and nautical devices

SE: The Renaissance and Reformation (time line, map, artifacts, pictures), 334-335; The Renaissance in Italy, 336-341; The Renaissance Moves North, 342-345; Geography and History: The Islands of Venice, 336; Renaissance Italy, 1505 (map skills), 337; What Was the Renaissance? (includes information about shift in worldview and Greco-Roman revival), 337-338; A Golden Age in the Arts: Humanist Concerns, 338-339; Northern Humanists, 343; Three Geniuses of Renaissance Art: Leonardo (da Vinci), 339; Michelangelo, 339; Raphael, 340; The Genius of Leonardo (PS), 339; Virtual Field Trip: A Masterpiece by Michelangelo, 340; Artists of the Northern Renaissance, 342-343; Durer, the “German Leonardo”, 343; Italian Renaissance Writers, 340-341; Writers for a New Audience: Shakespeare and Cervantes, 345; Humanities Link: Shakespeare’s World of Drama, 344; Miguel de Cervantes: Don Quixote, 977; Machiavelli’s Successful Prince, 341; Niccolo Machiavelli: Discourses, 974; Scientific/technological innovations: Why Study History?: New Navigational Tools, 333; The Printing Revolution, 346; Go Online), 360-361; Improved Technology, 365






(continued) 1. Human and physical geography 2. Shift in worldview—other-worldly to secular 3. Greco-Roman revival (interest in humanism) 4. Art and architecture (e.g., da Vinci and

Michelangelo) 5. Literature (e.g., Dante, Cervantes, Shakespeare) 6. Political science (e.g., Machiavelli) 7. New scientific and technological innovations

(Gutenberg’s moveable type printing press, cartography, naval engineering, and navigational and nautical devices

(continued) SE: Tools of Ocean Navigation, 367; The

Scientific Revolution, 356-359; Review and Assessment, 360-361

TE: Artists of the Renaissance (map lesson), 335; About the Pictures (1-4), 335; Lesson Plans, 336, 342; Block Scheduling Support, 337, 343; Activities, 339, 340, 344, 974, 977; Background, 333, 337, 338, 343, 344, 365, 974, 977

G. Reformation and Counter Reformation

1. Human and physical geography 2. Martin Luther’s Ninety-Five Theses; the challenge

to the power and authority of the Roman Catholic Church

3. Anti-Semitic laws and policies 4. Henry VIII and the English Reformation 5. Calvin and other reformers 6. Counter Reformation (Ignatius Loyola, Council of

Trent) 7. Roles of men and women within the Christian

churches 8. Religious wars in Europe: causes and impacts

SE: The Renaissance and Reformation (time line, map, artifacts, pictures), 334-335; The Protestant Reformation, 346-350; Reformation Ideas Spread, 351-355; Review and Assessment, 360-361; Luther’s Protest, 346-348; Spread of Lutheran Ideas, 348, Biography: Martin Luther, 348, Comparing Viewpoints: What Is the Goal of Education?, 349; Widespread Persecution: Jews and the Reformation, 354-355; The English Reformation, 351-353; John Calvin, 348, 350; Radical Reformers, 351, Calvin on Greed (PS), 350; The Catholic Reformation: Council of Trent, 353; Ignatius of Loyola, 353-354; Roles of men and women: Germany 1524 (Lutheran), 349; Ignatius of Loyola ( new religious order for men) and Teresa of Avila (new religious order of nuns), 353-354; Witch Hunts, 354; Religious wars in Europe: causes and impacts: Widespread Persecution, 354; Cause and Effect Chart: Protestant Reformation, 355; Also see Charles V and the Hapsburg Empire, 412-413; The Wars of Philip II, 413; Rebuilding France, 416-417; The Thirty Year’s War, 427-429; Europe After the Thirty Years War (map skills), 428; Triumph of Parliament in England (includes religious conflicts leading to the Glorious Revolution), 421-426

TE: Time Line Activity (2); About the Pictures (5), 335; Lesson Plans, 345, 351; Block Scheduling Support, 347, 351; Activities, 347, 349, 352; Background, 347, 348, 349, 352, 353, 354






H. The Rise and Impact of European Nation-States/Decline of Feudalism Case studies: England—Elizabeth I; France—

Joan of Arc a. Forces moving toward centralization b. Role of nationalism

Students can explore these topics while studying the following lessons: SE: Elizabeth I; Biography, 352; The Elizabethan

Settlement, 352; The Wars of Phillip II: Invading England, 413-414; The Tudors and Parliament, and The Early Stuarts, 421; Joan of Arc: 205 (painting); Turning Points of the Hundred Years’ War chart, 228; The Hundred Year’s War: Joan of Arc and French Victory, 228-229

TE: Skills Handbook: Asking Questions, xlviii; About the Pictures (3), 205; Using Biographical Information, 352

UNIT FOUR: THE FIRST GLOBAL AGE (1450 –1770) A. The Ming Dynasty (1368-1644) 1. Human and physical geography 2. Restoration of Chinese rule, Chinese world vision 3. The impact of China on East Asia and Southeast

Asia 4. China’s relationship with the West 5. Contributions 6. Expansion of trade (Zheng He, 1405-1433)

SE: The Mongol and Ming Empires: Ming Restore Chinese Rule, 310-311; China and the World, 311-312; Section 2 Assessment, 312; Review and Assessment, 326; Contributions: Ming Porcelain, 310; Economic Revival, 311; Cultural Flowering, 311; Zheng He: The Voyages of Zheng He, 311-312; Map Skills: Voyages of Zheng He (includes territory covered by the Ming Dynasty), 311; Also see Strict Limits on Trade(circa 1514), 377

TE: Lesson Plan, 308; Activities, 310, 311; Background, 310, 311

B. The Impact of the Ottoman Empire 1. Human and physical geography 2. Contributions 3. Suleiman I (the Magnificent, the Lawgiver) 4. Disruption of established trade routes and

European search for new ones 5. Limits of Ottoman Europe

SE: The Muslim World (time line, map, artifacts, pictures), 250-251; The Ottoman and Safavid Empires: Setting the Scene, 272; Expanding the Ottoman Empire, 272; Ottoman Culture, 273-274; Suleiman, 272; Decline, 274; Ottoman and Safavid Empires (map skills), 274; Section 5, 275; Review and Assessment, 276; Also see The Ottomans Take Constantinople, 273; The Safavid Empire, 274-275; Charles V and the Hapsburg Empire, 412-413; The Serb Revolt, 519; Revolts Against the Old Order, 521-522; Balkan Nationalism, 583; The Balkans, 1878 (map skills), 583






(Continued) 1. Human and physical geography 2. Contributions 3. Suleiman I (the Magnificent, the Lawgiver) 4. Disruption of established trade routes and

European search for new ones 5. Limits of Ottoman Europe

(Continued) SE: The Balkans, 1878 (map skills), 583;

Problems for the Ottoman Empire, 628-629; The War Outside Europe, 689

TE: About the About the Pictures (4), 251; Lesson Plan, 272; Background, 273; Activity, 628

C. Spain and Portugal on the Eve of the Encounter 1. Human and physical geography 2. Reconquista under Ferdinand and Isabella 3. Expulsion of Moors and Jews 4. Exploration and overseas expansion

a. Columbus b. Magellan circumnavigates the globe

SE: The High Middle Ages ( timeline, map), 204-205; The Reconquista in Spain (includes the Inquisition), 218-219; Section 3 Assessment, 219; Jewish Settlements, 245; Assessing Your Skills (Synthesizing Information): Jewish Migrations in Europe, 246; Why Study History?: Gaining control of the pepper trade, 332; The First Global Age: Europe and Asia (time line, pictures), 362-363; The Search for Spices, 364-368; Columbus Sails to the West, 365-366; The Search Continues (Magellan), 367-368; Section 1 Assessment, 368; Review and Assessment, 408; The World: Political (map), 1000-1001

TE: Time Line Activity, 204; About the Picture, 363; Europe About 1300 (map lesson), 205; Lesson Plan, 364; Activities, 246; Background, 246, 366, 367

C. The Rise of Mesoamerican Empires 1. Human and physical geography 2. Organizational structure 3. Contributions 4. Trade

SE: Civilizations of the Americas (time line, map, artifacts), 154-155; Civilizations of Middle America: Geography of the Americas, 156-157; Roots of Aztec Culture, 159-160; The World of the Aztecs, 160,162; You Are There: Aztec Market, 161; Primary Source, 162; Section 1 Assessment, 162; Review and Assessment, 172-173

TE: Trade Routes in the Americas (map lesson), 155; Lesson Plan, 156; Connections to Music, 159; Daily Life, 160; Bell Ringer, Background, and Activity, 161






E. The Encounter between Europeans and the Peoples of Africa, The Americas, and Asia 1. Human and physical geography 2. European competition for colonies in the

Americas, Africa, East Asia, and Southeast Asia—The “old imperialism”

3. Global demographic shifts Case study: The triangular trade and slavery

4. The extent of European expansionism 5. European mercantilism 6. Spanish colonialism and the introduction of the

Encomienda system to Latin America 7. Dutch colonization in East Asia (Japan and

Indonesia) 8. Exchange of food and disease Case Study:

The Columbian Exchange.

Students can explore these topics while studying the following lessons: SE: The First Global Age: Europe and Asia (time

line, map, artifacts, pictures), 362-363; European Footholds in Southeast Asia and India, 373-376; Rise of the Dutch, 374; Encounters in East Asia, 377-381; Analyzing Primary Sources: Letter From the Celestial Emperor to the “Barbarian” King (trading rights issue), 379; Review and Assessment, 382-383; The First Global Age: Europe, the Americas, and Africa (time line, map, artifacts, pictures), 384-385; Conquest in the Americas, 386-388; Virtual Field Trip: Conquistadors in Mexico, 387; Fact Finder Graph (shows decline in Native American population due to disease), 388; Spanish and Portuguese Colonies in the Americas, 389-393; Ruling the Spanish Empire (includes explanation of Encomienda system), 390; Primary Source: A Brutal System (Encomienda), 390; Struggle for North America, 394-397; Impact on Native

1. Human and physical geography 2. European competition for colonies in the

Americas, Africa, East Asia, and Southeast Asia—The “old imperialism”

3. Global demographic shifts Case study: The triangular trade and slavery

4. The extent of European expansionism 5. European mercantilism 6. Spanish colonialism and the introduction of the

Encomienda system to Latin America 7. Dutch colonization in East Asia (Japan and

Indonesia) 8. Exchange of food and disease Case Study: The

Columbian Exchange.

SE: Americans, 397; Turbulent Centuries in Africa, 398-402; The Atlantic Slave Trade, 398-400; Triangular Trade, 399; Triangular Trade (map skills), 401; Changes in Europe, 403-407; A Global Exchange (Columbian Exchange), 403- 404; Cause and Effect Chart: Columbian Exchange, 407; Mercantilism, 406; Review and Assessment, 408-409; Also see Bernal Diaz: The True History of the Conquest of New Spain, 975; King Affonso I: Letter to King John of Portugal (concerning the slave trade), 976

TE: Time Line Activity, 362; Trade Between Europe, Africa, and Asia, About 1700 (map lesson), 363; Land Claims in the Americas (map lesson) and About the Pictures, 385; Lesson Plans, 373, 377, 386, 389, 394, 398, 403; Block Scheduling Support, 373, 377, 386, 389, 395, 399, 403; Activities, 378, 379, 380, 387, 390, 396, 400, 405, 975, 976; Background, 374, 379, 380, 387, 391, 395, 396, 399, 401, 404, 405, 406, 975, 976






F. Political Ideologies: Global Absolutism 1. Human and physical geography 2. Thomas Hobbes, The Leviathan 3. Jacques-Benigne Bossuet: Absolutism and Divine

right theory 4. Case studies: Akbar the Great, Suleiman the

Magnificent, Philip II, Louis XIV, Ivan the Terrible, and Peter the Great

Students can explore these topics while studying the following lessons: SE: The Age of Absolutism, 410-439; Review and

Assessment, 276, 436-437; Thomas Hobbes, The Leviathan: A Voice for Absolutism (PS), 422; Jacques-Benigne Bossuet: Analyzing Primary Sources, 436; Akbar the Great: Mughal India: Akbar the Great, 269, 271; Comparing Viewpoints, 270; Mughal, India and European Traders, 376, Also see Chapter Events (time line comparisons), 155, 233, 410; Section 4 Assessment (Qs 5, 7), 270; Suleiman the Magnificent: Expanding the Ottoman Empire, 272; Ottoman Culture, 273-274, Charles V and the Hapsburg Empire (reference to the extent of occupation by Suleiman’s forces), 412; Also see Chapter Events (time line reference and artwork), 251, 275; Philip II: Phillip II and Divine Right, 413; The Wars of Phillip II, 413-414; Spain’s Golden Age, 414-415; Also see Women Artists, 339, Spain Seizes the Philippines, 374; Chapter Events (time line reference and bronze statue), 410; Section 1 Assessment (Qs 3-5), 415; Louis XIV: France Under Louis the XVI< 416-420; Louis XIV, the Sun King, 417-418; Did You Know?, 418; Section 2 Assessment, 420; Ivan the Terrible: Moscow Takes the Lead: Ivan the Terrible, 243; Analyzing Primary Sources: Domostroi, 249; Peter the Great: Absolute Monarchy in Russia; Peter the Great, 431-432; Expansion Under Peter, 423; Legacy of Peter the Great, 432; Section 5 Assessment

TE: Lesson Plans, 270, 412, 416, 431; Activities, 413, 414, 417, 432; Background, 269, 418

G. The Response to Absolutism: The Rise of Parliamentary Democracy in England 1. Background—Magna Carta 2. Divine Right of Monarchy—Stuart rule 3. Puritan Revolution—Oliver Cromwell 4. Glorious Revolution—John Locke and the English

Bill of Rights

Students can explore these topics while studying the following lessons: SE: Fact Finder: Evolution of English

Government, 207; Evolving Traditions of English Government: The Magna Carta, 208; Assessing Your Skills (PS): Magna Carta, 209; Triumph of Parliament in England, 421-426; The Early Stuarts, 421-422






(Continued) 1. Background—Magna Carta 2. Divine Right of Monarchy—Stuart rule 3. Puritan Revolution—Oliver Cromwell 4. Glorious Revolution—John Locke and the English

Bill of Rights

(Continued) Students can explore these topics while studying the following lessons: SE: Synthesizing Information: The Struggle

Between King and Parliament, 425; The English Civil War (Oliver Cromwell), 422-423; The Commonwealth (Oliver Cromwell), 424; From Restoration to Glorious Revolution: English Bill of Rights, 426; The English Bill of Rights, 978; Locke, 447; John Locke: Two Treatises on Government, 979; Review and Assessment, 436-437

TE: Lesson Plan, 421; Block Scheduling Support, 421; Activities, 209, 422, 425, 978, 979; Background, 208, 209, 423, 424, 425, 978, 979

UNIT FIVE: AN AGE OF REVOLUTION (1750 – 1914) A. The Scientific Revolution 1. The development of scientific methods 2. The work of Copernicus, Galileo, Newton, and

Descartes

SE: The Renaissance and Reformation (time line notation), 334-335; The Scientific Revolution, 356-359; The Scientific Method, 357; Review and Assessment, 360-361; Copernicus: A Spirit of Adventure, 337, A Revolutionary Theory, 356-357; Galileo: 335 (time line notation), 335; Setting the Scene, 356; Galileo, 357; Newton: Newton Ties It All Together, 358-359; Descartes: A New Scientific Method, 357-358

TE: Time Line Activity, 334; Lesson Plan, 356; Block Scheduling Support, 357; Activity, 357; Background, 357, 358

B. The Enlightenment in Europe 1. The writings of Locke, Voltaire, Rousseau, and

Montesquieu 2. The impact of the Enlightenment on nationalism

and democracy 3. The Enlightenment despots—Maria Theresa and

Catherine the Great

SE: The Enlightenment and the American Revolution (time line, artifact), 444-445; Philosophy in the Age of Reason, 446-450; Section 1 Assessment, 450; Section 2 Assessment, 455; Review and Assessment, 464-465; Locke: Two Views of the Social Contract: Locke, 447; John Locke: Two Treatises on Government, 979; Montesquieu: Separation of Powers, 447; Biography: Montesquieu, 447; Also see Censorship, 451; Voltaire: The Philosophes and Society: Voltaire Defends Freedom of Thought, 447, 449; Comparing Viewpoints, 448






(Continued) 1. The writings of Locke, Voltaire, Rousseau, and

Montesquieu 2. The impact of the Enlightenment on nationalism

and democracy 3. The Enlightenment despots—Maria Theresa and

Catherine the Great

(Continued) SE: Rousseau, 449; Jean-Jacques Rousseau: The

Social Contract, 980; Also see Censorship, 451; Maria Theresa: Hapsburg, Germany: Maria Theresa, 429; Biography: Maria Theresa, 429; Enlightened Despots: Joseph II (indicates he continued Maria Theresa’s reforms), 452; Catherine the Great: Enlightened Despots, 452

TE: About the Pictures, 446; Lesson Plan, 446; Block Scheduling Support, 447; Activities, 448, 449, 463; Background, 447, 448

C. Political Revolutions 1. Human and physical geography of revolutions

SE: The Enlightenment and the American Revolution (map), 445; The American Revolution in the East (map skills), 462;The French Revolution and Napoleon (map), 467; Napoleon’s Power in Europe (map skills), 486; Revolutions in Europe and Latin America (map), 517; Independent Nations of Latin America About 1844 (map skills), 530

2. American Revolution

a. Impact of the Enlightenment on the American Revolution

b. Impact of the American Revolution on other revolutions

SE: Why Study History?, 442; The Enlightenment and the American Revolution (time line, picture), 444-445; Global Connections : An American Philosophe (Benjamin Franklin), 451; Birth of the American Revolution, 460-463; Primary Source: Declaration of Independence, 461; A New Constitution: The Impact f Enlightenment Ideas; 462-463; Section 4 Assessment, 463; Review and Assessment, 464-465

TE: Lesson Plan, 460; Block Scheduling Support, 461; Activities, 461; Background, 462

3. French Revolution a. Causes b. Key individuals (Robespierre and Louis

XIV) c. Impact on France and other nations d. Rise to power of Napoleon and his impact

(Napoleonic Code)

SE: Why Study History?, 442; The French Revolution and Napoleon, (time line, artifacts, picture), 466-467; On the Eve of the Revolution (includes causes), 468-472; Primary Source: Bread Riots in France, 470; 470, 471, Creating a New France, 473-477; Radical Days, 478-483; Analyzing Primary Sources: Execution of a King, 479; The Convention Defends the Republic (Robespierre), 480-481; Biography: Robespierre, 480; The Age of Napoleon Begins, 484-487; Napoleonic Code, 486; Review and Assessment, 494-495






(Continued) 3. French Revolution

a. Causes b. Key individuals (Robespierre and Louis

XIV) c. Impact on France and other nations d. Rise to power of Napoleon and his impact

(Napoleonic Code)

(Continued) SE: Also see Declaration of the Rights of Man and

the Citizen, 981 TE: Time Line Activity, 466, Revolutionary

France at War (map lesson) and About the Pictures, 467; Lesson Plans, 468, 473, 478, 484; Block Scheduling Support, 469, 473, 479, 485; Activities, 469, 474, 476, 479, 480, 482, 485, 486, 981; Background, 470, 471, 475, 476, 479, 481, 486, 981

4. Independence movements in Latin America Case

studies: Simon Bolivar, Toussaint L’Ouverture, Jose de San Martin

a. Causes b. Impacts

SE: Revolutions in Europe and Latin America (time line, map, artifacts, picture), 516-517; Latin American Wars of Independence, 527-533; Review and Assessment (Qs 13, 14, 19, Analyzing Primary Sources, and Go Online), 534-535; Simon Bolivar: Why Study History?, 443; Enlightenment Ideas, 528; Independence in South America: Bolivar, 532-533; Analyzing Primary Sources, 535; Simon Bolivar: Address to the Congress of Venezuela, 983; Toussaint L’Ouverture: Haiti’s Struggle for Independence, 528, 530; Analyzing Primary Sources: Toussaint L’Ouverture on Slavery, 629; Jose de San Martin: Independence in South America: San Martin, 532; Virtual Field Trip: San Martin Crossing the Alps, 532; Cause and Effect Chart: Independence Movements in Latin America, 533

TE: Time Line activity (Q 1), 516; Revolutions in Europe, 1815-1829 (Map activity) and About the Pictures (#3), 517; Lesson Plan and Block Scheduling Support, 527; Activities, 528, 529, 531, 532, 983; Background, 529, 530, 983

D. The Reaction Against Revolutionary Ideas 1. Human and physical geography 2. Balance of power politics and the Congress of

Vienna (Klemens von Metternich) 3. Revolutions of 1848 4. Russian absolutism: reforms and expansion

a. Impact of the French Revolution and Napoleon

b. 19th-century Russian serfdom c. Expansion of Russia into Serbia

SE: Europe After the Congress of Vienna, 1815 (map skills), 492; The Congress of Vienna (Metternich), 492-493; Biography: Prince Clemens von Metternich, 493; An Age of Ideologies: Setting the Scene Metternich (PS), 519; Section 5 Assessment (Activity), 493 Review and Assessment, (Q 17), 494; Revolutions in Europe and Latin America (time line, map, artifacts, picture), 516-517; The French Revolution of 1848, 522, 524; Humanities Link: Art and Revolution, 523






(Continued) 1. Human and physical geography 2. Balance of power politics and the Congress of

Vienna (Klemens von Metternich) 3. Revolutions of 1848 4. Russian absolutism: reforms and expansion

a. Impact of the French Revolution and Napoleon

b. 19th-century Russian serfdom c. Expansion of Russia into Serbia

(Continued) SE: Revolutions in Europe, 1830 and 1848 (map

skills), 524; The Spread of Revolution, 524-525; 1848: Another Wave of Rebellion, 525-526; Section 2 Assessment, 526; Review and Assessment (Qs 10, 17, Go Online), 534-535; The End of an Era, 488-492; Defeat in Russia, 489; Legacy of Napoleon, 490,492; Exploring the Human Drama: Napoleon’s Retreat From Moscow, 491; Russia: Reform and Reaction, 584- 589; Setting the Scene, 584 (brutal treatment of serfs), 584; Conditions in Russia: Serfdom, 585; Russian Absolutism, 585; Reforms of Alexander II, 585-586; Also see Revolts Against the Old Order: Independence for Serbia, 520; Balkan Nationalism, 583; Eastern Europe, 680; European Alliances, 1914 (map skills), 680

TE: Revolutions in Europe, 1815-1829 (Map activity), 517; About the Pictures, 517; Lesson Plans 488, 521; Block Scheduling Support, 521; Activities, 491, 492, 522, 523, Background, 523, 524, 525

E. Latin America: The Failure of Democracy and the Search for Stability 1. Human and physical geography 2. Roles of social classes: land-holding elite, creoles,

mestizos, native peoples, and slaves 3. Roles of the Church and military 4. Role of cash crop economies in a global market 5. The Mexican Revolution (1910-1930)

a. Cause and effect b. Roles of Porfirio Diaz, Francisco

“Pancho” Villa, and Emiliano Zapata c. Economic and social nationalism

SE: Nationalism and Revolution Around the World (time line, map, artifacts, pictures), 720-721; Struggle for Change in Latin America, 722-725; The Mexican Revolution (Roles of Porfirio Diaz, Francisco “Pancho” Villa, and Emiliano Zapata ), 722-723; Analyzing Primary Sources: Remembering the Revolution, 723; Reforms in Mexico, 724; Rising Tides of Nationalism (Economic and Cultural), 724-725; Section 1 Assessment, 725; Review and Assessment, 742-743; For background and definitions, also see Social Structure (includes definitions of creole and mestizos), 390; Independence for Mexico and Central America, 530-531; Miguel Hidalgo: Decree of Hidalgo, 982

TE: Time Line Activity, 720; Major Nationalist Movements, 1910-1939 (map lesson) and About the Pictures (#2), 721; Lesson Plan, 722; Block Scheduling Support, 723; Activity, 723, 982; Background, 723, 724, 982






F. Global Nationalism 1. Human and physical geography 2. Role in political revolutions 3. Force for unity and self-determination

a. Unification of Italy and Germany (Camillo Cavour, Otto von Bismarck)

b. Asian and Middle Eastern nationalism 1)India (Indian National Congress,

Moslem League) 2)Turkey—Young Turks

4. Zionism 5. Force leading to conflicts

a. Balkans before World War I b. Ottoman Empire as the pawn of European

powers

SE: Nationalism Triumphs in Europe (time line, map, artifacts, pictures), 568-569; Unification of Germany, 1865-1871 (map skills), 571; Unification of Italy, 1858-1870 (map skills), 579, 591; The Balkans, 1878 (map skills), 583; Geography and History: British Railroads and Indian Nationalism, 634; Review and assessment, 590-591; Unifying Italy, 577-579; The Struggle for Italy: Cavour, 578, 579; Also see Setting the Scene, 577; Building a German Nation, 570-573; Bismarck and German Unity, 571, 573; Strengthening Germany, 574-576; The Iron Chancellor (Bismarck), 575; Biography: Otto von Bismarck, 575; The British Take Over India, 631-634; Indian Nationalism: Indian National Congress and Muslim League, 634; Also see A Separate Muslim State, 733 European Challenges to the Muslim World, 627-630; Problems for the Ottoman Empire, 628-629; Young Turks, 628; The Dreyfus Affair: Calls for a Jewish State (launched modern Zionism), 606-607; Chapter Events (time lime reference to First Zionist Conference), 593; Nationalism Threatens Old Empires, 581-584; Balkan Nationalism, 583; The Stage Is Set (information about forces leading to conflict), 678-681

TE: Time Line Activity, 568; Unification in Europe, 1873 (map lesson) and About the Pictures, 569, 593 (#3); Lesson Plans, 570, 574, 577, 581, 627, 678; Block Scheduling Support, 571, 574, 577, 581; Activity, 571, 572; 575, 628, 629, 679, 680; Background, 573, 578, 579, 582, 679






G. Economic and Social Revolutions 1. Human and physical geography 2. Agrarian revolution 3. The British Industrial Revolution

a. Capitalism and a market economy b. Factory system c. Shift from mercantilism to laissez-faire

economics—Adam Smith, The Wealth of Nations

d. Changes in social class e. Changing roles of men, women, and

children f. Urbanization g. Responses to industrialization

1)Utopian reform—Robert Owen 2)Legislative reform 3)Role of unions 4)Karl Marx and Friedrich Engels and

command economies 5)Sadler Report and reform legislation 6)Parliamentary reforms—expansion

of suffrage 7)Writers (Dickens and Zola) 8)Global migrations (19th century) 9)Writings of Thomas Malthus (Essay

on the Principles of Population) 4. Mass starvation in Ireland (1845-1850)

a. Growth of Irish nationalism b. Global migration

SE: The Industrial Revolution Begins (time line, map, artifacts, picture, 496-497), 496-515; Dawn of the Industrial Age, 498-500; Life in the Industrial Age, (time line, map, artifacts, picture, 542-543), 542-567;Centers of Industry, 1871 (map skills), 545; Growth of Western Democracies (time line, map, artifacts, picture), 592-593; Agricultural Revolution, 499; Britain Leads the Way, 501-504; Why Britain? Economic Conditions and Political/ Social Conditions, 501-502; British Cotton Trade About 1850 (map skills), 502; Changes in the Textile Industry: Major Inventions and The First Factories, 502; Synthesizing Information: Impact of the Railroad, 503; Hardships of Early Industrial Life, 505-509; The New Industrial City, 505; The Factory System: Women Workers, 506: Child Labor,506, 508; You Are there: Spinning Thread in a Textile Mill, 507; Worker Protests, 508; Benefits and Problems, 509; The World of Cities, 551-554; Changing Attitudes and Values, 555-561; A New Way of Thinking, 510-513; Laissez-Faire Economics: Legacy of Adam Smith and Malthus on Population, 510-511; Biography: Adam Smith, 510; Emergence of Socialism (Utopian reform—Robert Owen), 511-512; The “Scientific Socialism” of Karl Marx (Marx and Engels), 512-513; Primary Source: The Communist Manifesto, 513; The Call for Realism: The Novel (Dickens), 564; Charles Dickens: Hard Times, 984; Rise of Big Business (in-text quote, Zola), 549; Analyzing Primary Source: from a letter written by Zola, 615; Britain Becomes More Democratic, 594-596; A New Era in British Politics: Expanding Suffrage, 596; A Century of Reform, 597-602; The Irish Question: The Great Hunger (includes information on emigration), 600, 602; The Human Drama; Famine-Devastated Ireland, 601; Review and Assessment (Qs 11-14, 17, 19, All Skills Assessments), 614-615; For the effects of global migration in the 19th century, see Economic Growth and Social Reform: Immigration and the Growth of Cities, 612; Virtual Field Trip: Ellis Island, 612






(continued) 1. Human and physical geography 2. Agrarian revolution 3. The British Industrial Revolution

a. Capitalism and a market economy b. Factory system c. Shift from mercantilism to laissez-faire

economics—Adam Smith, The Wealth of Nations

d. Changes in social class e. Changing roles of men, women, and

children f. Urbanization g. Responses to industrialization

1)Utopian reform—Robert Owen 2)Legislative reform 3)Role of unions 4)Karl Marx and Friedrich Engels and

command economies 5)Sadler Report and reform legislation 6)Parliamentary reforms—expansion

of suffrage 7)Writers (Dickens and Zola) 8)Global migrations (19th century) 9)Writings of Thomas Malthus (Essay

on the Principles of Population) 4. Mass starvation in Ireland (1845-1850)

a. Growth of Irish nationalism b. Global migration

(continued) TE: Time Line Activity, 496; Major Centers of

Industry in Great Britain, 1825 (map lesson) and About the Pictures, 497; Industrial Growth, 1800-1900 (map lesson) and About the Pictures (#4), 543; Western Democracies, 1900 (map lesson) and About the Pictures (#4), 593; Lesson Plans, 498, 501, 505, 510, 551, 555, 594, 597; Block Scheduling Support, 499, 501, 505, 511, 551, 555, 594, 597; Activity, 502, 503, 507, 511, 512, 552, 556, 560, 595, 598, 599,601, 984; Background, 499, 502, 503, 506, 507, 508, 511, Background(continued): 553, 558, 595, 598, 599, 600, 601, 984






H. Imperialism 1. Reasons for imperialism—nationalistic, political,

economic, “The White Man’s Burden”, Social Darwinism

2. Spatial characteristics—“new imperialism” 3. British in India

a. British East India Company b. Sepoy Mutiny

4. British, French, Belgians, and Germans in Africa a. Scramble for Africa b. The Congress of Berlin c Boer War e. Cecil Rhodes f. 19th-century anti-slave trade legislation

5. European spheres of influence in China a. Opium Wars (1839-1842 and 1858-1860)

and the Treaty of Nanjing 1)Unequal treaties 2)Extraterritoriality

b. Boxer Rebellion c. Sun Yat-sen (Sun Yixian) and the

Chinese Revolution (1910-1911) 6. Multiple perspectives toward imperialism a

Immediate/long-term changes made under European rule

b. Long-term effects in Europe and the rest of the world

SE: The New Imperialism, 1800-1914 (time line, artifacts, pictures, 616-617), 616-641; Imperialism in Asia, the Pacific, and the Americas, 1900 (map), 643; A Western Dominated World, 618-620; Primary Source: “The White Man’s Burden, 619; The New Imperialism and Its Causes, 618-619; Social Darwinism, 619; Also see The Darwin Challenge, 560-561; The British Take Over India, 631-634; East India Company and Sepoy Rebellion, 631-632; The Partition of Africa, 621-628; A Scramble for Colonies, 623- 624, 625; Imperialism in Africa (map skills), 623; Berlin Conference, 625; Africans Resist Imperialism, 626; Britain Takes Its Share (includes the Boer War), 624; Cultural Impact (in-text quote-Cecil Rhodes, 664; Biography: Cecil Rhodes, 664; China and the New Imperialism, 635—639; The Trade Issue: The Opium War, 635-636; Unequal Treaties (includes the Treaty of Nanjing and an explanation of extraterritoriality), 636; Imperialism in China to 1914 (map skills), 638; The Qing Dynasty Falls: Boxer Uprising, 638-639; and Sun Yixian and the Chinese Revolution (1910-1911): Three Principles of the People and Birth of a Republic, 639; Biography: Sun Yixian, 639; The Success of Western Imperialism, 619-620; European Contacts Increase (in Africa), 622-623; Analyzing Primary Sources: A Schoolroom in East Africa, 625; New African Elite, 626; British Colonial Rule (India), 632; Spheres of Influence (on China), 638; Impact of Imperialism, 663-667; Review and Assessment: Cause and Effect Chart: New Imperialism , 669

TE: Time Line Activity, 616; About the Pictures, 617; Lesson Plans, 618, 621, 631, 635, 663; Block Scheduling Support, 618, 621, 631, 635, 663; Activity, 623, 625, 632, 637, 638, 664; Background, 619, 622, 624, 625, 632, 633, 636, 637, 638, 665






I. Japan and the Meiji Restoration 1. Human and physical geography 2. The opening of Japan

a. Commodore Matthew Perry b. Impact upon Japan of Treaty of

Kanagawa 3. Modernization, industrialization 4. Japan as an imperialist power

a. First Sino-Japanese War (1894-1895) b. Russo-Japanese War c. Annexation of Korea d. Dependence on world market

SE: New Global Patterns (time line, map, artifacts, pictures), 642-643; Japan Modernizes, 644-649; Opening Up Japan: External Pressure and Internal Revolt (Commodore Perry, Treaty of Kanagawa), 645; Assessing Your Skills: Industrialization in Japan, 646; Meiji Restoration, 646-647; Reforms Under the Meiji, 647-648; Growing Military Strength, 648-649; Section 1 Assessment, 649; Review and Assessment, 668; Also see Fukuzawa Yukichi: Autobiography, 985; First Sino-Japanese War: War With Japan, 638; Japan Gains Power, 648; Russo-Japanese War: Japan Gains Power, 648; Global Connections, 649; Annexation of Korea: Competition for Korea and Japan Rules Korea, 648-649; Dependence on world market: Meiji Restoration and Economic Reforms, 647;

TE: Imperialism in 1900 (map lesson); About the Pictures, 643; Lesson Plan, 644, Block Scheduling Support, 645; Background, 645, 646, 647, 648, 985; Activities, 645, 646, 985

UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 – 1945) A. World War I 1. Europe: the physical setting 2. Causes 3. Impacts 4. Effects of scientific/technological advances on

warfare 5. Armenian massacre 6. Collapse of the Ottoman Empire 7. The war as reflected in literature, art, and

propaganda

SE: The Geography of Eastern Europe, 244; World War I and Its Aftermath (time line, map, artifacts, pictures), 676-677; The Stage Is Set, 678-681; The Guns of August, 682; Setting the Scene, 682; Assassination in Sarajevo; Cause and Effect Chart, 696; The Conflict Widens, 683; The Historian’s View, 684; Winning the War: Setting the Scene, 690; Total War: Economic Impact; Impact on Women, 690-691; Collapsing Morale, 691; The United States Declares War, 692-693; Campaign to Victory, 693; Costs of War, 694; Fact Finder: Casualties of WWI, 694; A New Kind of Conflict, 685-689; You Are There: Caring for the Wounded, 686; Technology of Modern Warfare, 687; WWI Technology Chart, 688; Problems for the Ottoman Empire: Massacre of Armenians, 628-629; The War Outside Europe, 689; Political Turmoil, 694-695






(continued) 1. Europe: the physical setting 2. Causes 3. Impacts 4. Effects of scientific/technological advances on

warfare 5. Armenian massacre 6. Collapse of the Ottoman Empire 7. The war as reflected in literature, art, and

propaganda

(continued) SE: Europe, 1914-Europe, 1920 (comparison map/

geography skills), 696; Modernization in Turkey and Iran, 728-729; Political cartoon, 683; Winning the War: Setting the Scene, 690; Propaganda War: Art and Literature, 690; Total War: Propaganda War, 690-691; Analyzing Propaganda, 699; Erich Maria Remarque: All Quiet on the Western Front, 986; Review and Assessment, 698-699

TE: Time Line Activity, 676; The World at War, 1914-1918 (map lesson) and About the Pictures, 677; Lesson Plans, 678; 682, 685, 690, 694; Block Scheduling Support, 679, 682, 685, 691; Activity, 628, 679, 680, 686 687, 688, 691; Background, 679, 683, 686, 692, 695

B. Revolution and Change in Russia—Causes and Impacts 1. Czar Nicholas II 2. The Revolution of 1905 3. March Revolution and provisional government 4. Bolshevik Revolution 5. V. I. Lenin’s rule in Russia 6. Stalin and the rise of modern totalitarian state:

industrialization, command economy, collectivism 7. Russification of ethnic republics 8. Forced famine in Ukraine 9. Reign of Terror

SE: Nationalism Triumphs in Europe (time line, map), 568-569; Imperialism in Asia, the Pacific, and the Americas (map), 643; Revolution in Russia, 1917-1939 (time line, map, artifacts, picture), 700-701; Russia Reform and Reaction: Reaction to Change, 586-587; Building Russian Industry, 588; Turning Point: Crisis and Revolution (Czar Nicholas II), 588-589; The Revolution of 1905, 589; Two Revolutions in Russia, 702-706; Setting the Scene (Czar Nicholas II), 702; The March Revolution, 702-703; Lenin and the Bolsheviks, 703-704; The November Revolution (Bolshevik Revolution), 704-705; Turning Points in Russia, 1914-1921 Chart, 705; From Lenin to Stalin, 707-712; Lenin’s NEP, 707-708; Stalin Gains Power, 708; Biography: Joseph Stalin, 708; Stalin’s Five-Year Plan (industrialization, command economy, collectivism),708-710; Synthesizing Information: Collectivism, 711; Soviet Union, 1917-1938 (map skills), 709; A Ruthless Policy (forced famine in Ukraine), 710 Reign of Terror: The Great Purge, 710; Life in a Totalitarian State, 713-717; An Age of Totalitarian Control, 713-714; Humanities Link: A Revolution in Filmmaking, 716; Review and Assessment, 590-591, Analyzing Primary Sources), 718-719






(continued) 1. Czar Nicholas II 2. The Revolution of 1905 3. March Revolution and provisional government 4. Bolshevik Revolution 5. V. I. Lenin’s rule in Russia 6. Stalin and the rise of modern totalitarian state:

industrialization, command economy, collectivism 7. Russification of ethnic republics 8. Forced famine in Ukraine 9. Reign of Terror

(continued) TE: Lesson Plans, 584, 702, 707, 713; Block

Scheduling Support, 585, 703, 707, 713 Activities, 588, 703, 704, 705, 709, 711, 713, 715, 716; Background, 708, 709, 710, 711, 715, 716

C. Between the Wars 1. Human and physical geography 2. Treaty of Versailles and the League of Nations 3. Modernization and westernization of a secular

Turkey—Kemel Ataturk 4. Women’s suffrage movement 5. Great Depression—causes and impacts 6. Weimar Republic and the rise of fascism as an

aftermath of World War I 7. Japanese militarism and imperialism

a. Manchuria, 1931 b. Second Sino-Japanese War (1937-1945)

8. Policy of appeasement—Munich Pact 9. Colonial response to European imperialism Case

studies: Mohandas Gandhi, Reza Khan, Jiang Jieshi (Chiang Kai-shek), Mao Zedong, the Amritsar massacre—Indian nationalism, Salt March, civil disobedience

10. Arab and Zionist

SE: Europe, 1914-Europe, 1920 (comparison map/ geography skills), 696; Nationalism and Revolution Around the World (time line, map, picture), 720-721; The Middle East, 1920s (map skills), 729; Crisis of Democracy in the West (time line, map, pictures), 744-745; Making Peace: The Paris Peace Conference, 695; The Treaty of Versailles, 695-696; Hopes for Global Peace, 697; Section 5 Assessment, 697; Modernization in Turkey and Iran, 728-729; Women’s Rights (France), 607; Synthesizing Information: The Growth of American Suffrage, 610; Women’s rights Movement, 611; Populists and Progressives, 613; Impact on Women, 691; Liberal Changes of the 1920s (Japan), 738; Women’s Lives, 756; Chapter Introduction, 744; The Western Democracies, 746-751; Primary Source, 748; Cause and Effect Chart: Worldwide Economic Depression, 751; The Weimer Republic (Germany), 761; From Monarchy to Republic (Spain), 771; Fascism in Italy, 757-760; Synthesizing Information: Totalitarianism, 759; Global Connections, 760; The Weimar Republic, 761-762; Empire of the Rising Sun, 738-739, 741; Japanese Invasion, 737; Massacre in Nanjing (PS), 737; Aggression, Appeasement, and War: Hitler’s Challenge, 771; Appeasement and Neutrality, 771German Aggression Continues, 772-773; Why Study History? (Gandhi), 179; India Seeks Self Rule (Amritsar massacre, Mohandas Gandhi, Salt March, civil disobedience), 731-733; Biography: Mohandas K. Gandhi, 732; Virtual Field Trip, 733






(continued) 1. Human and physical geography 2. Treaty of Versailles and the League of Nations 3. Modernization and westernization of a secular

Turkey—Kemel Ataturk 4. Women’s suffrage movement 5. Great Depression—causes and impacts 6. Weimar Republic and the rise of fascism as an

aftermath of World War I 7. Japanese militarism and imperialism

a. Manchuria, 1931 b. Second Sino-Japanese War (1937-1945)

8. Policy of appeasement—Munich Pact 9. Colonial response to European imperialism Case

studies: Mohandas Gandhi, Reza Khan, Jiang Jieshi (Chiang Kai-shek), Mao Zedong, the Amritsar massacre—Indian nationalism, Salt March, civil disobedience

10. Arab and Zionist nationalism

(continued) SE: Mohandas Gandi: Hind Swaraj, 987

Nationalism and Reform in Iran (Reza Khan), 729 Leaders for a New China (Jiang Jieshi [Chiang Kai-shek]: Mao Zedong), 736-737 European Mandates and Arab Nationalism, 729-730; Geography and History, 730 Also see Section Assessments, 697, 730, 733, 737, 741, 751, 760, 765(Q 3); Review and Assessment, 698 (16, 17,,21), 742-743, 766-767

TE: Time Line Activity, 720 (Q 3), 744; Chapter Map Lessons: Major Nationalist Movements, 1910-1939, 721; Rise of Dictatorships, 1917-1939, 745; About the Pictures, 179 (# 4), 721 (# 1, 3), 745; Lesson Plans, 694, 726, 731, 738, 746, 757; Block Scheduling Support, 695, 727, 731, 739, 747, 757; Activities, 696, 728, 729, 732, 733, 734

World War II—Causes and Impacts 1. Human and physical geography 2. The Nazi and Japanese states 3. Key individuals—Hitler, Mussolini, Stalin,

Churchill, and Roosevelt 4. Key events—Dunkirk, the Blitz, D-Day, Hitler’s

second front, the war in the Pacific 5. The Nazi Holocaust: the extermination of Jews,

Poles, other Slavs, Gypsies, disabled, and others 6. Resistance 7. Japan’s role—Nanjing, Bataan, Pearl Harbor 8. War in China—Long March 9. Impacts of technology on total war 10. Hiroshima and Nagasaki 11. War crime trials 12. Global spatial arrangements—post-World War II

world

SE: Crisis of Democracy in the West (time line, map, artifacts, pictures), 744-745; World War II and Its Aftermath (time line, map, artifacts, pictures),769; Hitler and the Rise of Nazi Germany, 761-765; Why War Came, 774; Empire of the Rising Sun, 738-739, 741; Nazi Europe, 781; Japan’s Expanding Empire to1934 (map skills), 739; Japan on the Move, 770; The Co-Prosperity Sphere, 782; Hitler: Setting the Scene, 761; Adolf Hitler, 762-763; Hitler’s Third Reich, 763-764; Go Online, 765; Axis Leaders, 771; German Aggression Continues, 772-773; The End in Europe, 788; Mussolini: Rise of Mussolini, 757-758; Synthesizing Information: Totalitarianism, 769; Dictators Challenge World Peace, 771 Axis Leaders, 771; The End in Europe, 788; Stalin: Biography, 708; Nazi-Soviet Pact, 773-774; Early Axis Gains, 775; Operation Barbarossa, 778-779; The Allied War Effort, 782; The Red Army Resists, 785-786; The Allies Advance, 788; The Alliance Breaks Apart, 792-793; Churchill: “Peace for Our Time”, 773; Europe Plunges Toward War, 773-774; The Battle of Britain and the Blitz (in-text quote), 776; Atlantic Charter, 779; The Allied War Effort, 782






(Continued) 1. Human and physical geography 2. The Nazi and Japanese states 4. Key individuals—Hitler, Mussolini, Stalin,

Churchill, and Roosevelt 4. Key events—Dunkirk, the Blitz, D-Day, Hitler’s

second front, the war in the Pacific 5. The Nazi Holocaust: the extermination of Jews,

Poles, other Slavs, Gypsies, disabled, and others 6. Resistance 7. Japan’s role—Nanjing, Bataan, Pearl Harbor 8. War in China—Long March 9. Impacts of technology on total war 10. Hiroshima and Nagasaki 11. War crime trials 12. Global spatial arrangements—post-World War II

world

(Continued) SE: Growing Differences, 792; Roosevelt: Global

Connections, 760; American Involvement grows, 779; Attack on Pearl Harbor, 779-780; The Allied War Effort, 782; Franklin D. Roosevelt:: The Four Freedoms, 988; World War II in Europe and North Africa (map skills), 785; Dunkirk: Early Axis Gains: Miracle at Dunkirk, 775-776; Blitz: The Battle of Britain and the Blitz, 776, 778; You Are There: Surviving the Blitz, 777; Hitler’s second front: Operation Barbarossa, 778-779; The Eastern Front (picture), 779; D-Day: Invasion of France, 786; Primary Source, 786; War in the Pacific: Toward Victory: War in the Pacific, 787-788; Defeat of Japan, 788-790; World War II in the Pacific (map skills), 789; The Campaign Against the Jews Begins, 765; Nazi Genocide, 781-782; Analyzing Primary Sources: The Holocaust, 783; Horrors of the Holocaust, 791; Occupied Lands, 781-782; Turning Points, 784-785; The Red Army Resists, 785- Japanese Invasion, 737; Massacre in Nanjing (PS), 737; Japan Attacks (Pearl Harbor), 779-780; Virtual Field Trip: USS Arizona Memorial, 780; Japanese Victories, 780; Occupied Lands, 781, 782; War in the Pacific (Bataan), 787-788; Civil War in China, 1925-1935 (map skills), 736; The Long March. 736-737; The Technology of Modern Warfare, 776; Hiroshima (and Nagasaki), 789-790; War Crime Trials, 791; Allied Occupation, 792; The Alliance Breaks Apart, 792-793; Primary Source: Curtaining Off Eastern Europe, 793; The United Nations, 792;.Section Assessments, 765, 774, 780, 786, 790, 795 (Qs3, 7); Review and Assessment, 766-767, 796-797

TE: Time Line Activity, 744 (Qs 2, 4), 768; Major Battles of World War II, 1939-1945 (map lesson), 769; About the Pictures, 745 (#s 2, 4), 769; Lesson Plans, 761, 770, 775, 781, 787; Block Scheduling Support, 761, 771, 775, 781, 787, 791; Activities, 762, 763, 764, 771, 773, 777, 779, 783, 784, 788, 789, 791, 988; Background, 772, 773, 776, 777, 778, 782, 783, 785, 788, 789, 988






UNIT SEVEN: THE 20TH CENTURY SINCE 1945 A. Cold War Balance of Power 1. Human and physical geography 2. The world in 1945: physical setting 3. United States occupation of Germany and Japan

a. The adoption of democratic systems of government

b. Economic rebuilding of Germany and Japan

4. Emergence of superpowers 5. Political climate of the Cold War

a. Marshall Plan b. Truman Doctrine c. Berlin airlift and a divided Germany d. North Atlantic Treaty Organization

(NATO)/Warsaw Pact—expanding role of NATO

e. Hungarian Revolt f. Soviet invasion of Czechoslovakia g. Nuclear weapons and space h. Surrogate superpower rivalries Case

studies: Egypt, Congo, Angola, Chile, Iran, Iraq, Vietnam, Guatemala

i. Role of nonaligned nations 6. Korean War

a. United States role in the division of Korea b. Comparison of Korea and Germany c. Conduct of the war

SE: Cold War in Europe (map skills), 794; Europe and North America (time line, map, artifacts, pictures), 826-827; From World War to Cold War, 791-795; Allied Occupation (Germany, Japan), 792; The Occupation (Japan), 858; West; “Economic Miracle”, 836; Did You Know? The People’s Car, 836; [Japan’s] Recovery and Economic Miracle, 858-860;. Superpowers: Nationalism and Independence, 806-807; The Cold War Goes Global, 807-808; The United States: A Global Superpower, 839-840; The Only Superpower, 840; Superpower Rivalries, 899;. The Alliance Breaks Apart, 792-793; Origins of the Cold War, 793; A Divided Europe, 793; New Conflict Develops: Truman Doctrine, 793; The Marshall Plan, 794; Divisions in Germany, 794; Berlin Airlift, 794-795; Did You Know?: The Berlin Airlift, 795;. NATO/ Warsaw Pact: Military Alliances, 795; The Arms Race, 795; The Propaganda War, 795; Europe: The Cold War and After, 828-829; West Germany’s Economic Miracle, 836; Spain, Portugal, and Greece, 838; Foreign Policy Issues, 844; A World Power, 848; Resistance and Repression, 849-850; New Challenges, 851; Fighting in Bosnia, 852; Fighting in Kosovo, 853;. Fact Finder, 849; Resistance and Repression (Hungary and Czechoslovakia), 849-850; Budapest, Hungary (photo), 851; Vaclav Havel: New Year’s Address, 995; The Space Age, 820, 822; Virtual Field Trip: The Space Age, 822; The Nuclear Threat, 828; Disarmament and Détente, 828-829; Troublesome Issues, 829; The Nuclear Issue, 886-887; Weapons Pile-Up, 899-900, Nation Building in the Middle East: Three Case Studies, 894- 898; The Cold War Goes Global, 807-808; Nonaligned Nations, 807; Hot Spots, 807; The Great Liberation and the Cold War, 1945-1990 (map skills), 808; Ethnic and Religious Conflicts, 808; New Nations Seek Stability, 808-809; Section Assessments, 795, 811, 853; Review and Assessment, 796-797






(continued) 1. Human and physical geography 2. The world in 1945: physical setting 3. United States occupation of Germany and Japan

a. The adoption of democratic systems of government

b. Economic rebuilding of Germany and Japan

4. Emergence of superpowers 5. Political climate of the Cold War

a. Marshall Plan b. Truman Doctrine c. Berlin airlift and a divided Germany d. North Atlantic Treaty Organization

(NATO)/Warsaw Pact—expanding role of NATO

e. Hungarian Revolt f. Soviet invasion of Czechoslovakia g. Nuclear weapons and space h. Surrogate superpower rivalries Case

studies: Egypt, Congo, Angola, Chile, Iran, Iraq, Vietnam, Guatemala

i. Role of nonaligned nations 6. Korean War

a. United States role in the division of Korea b. Comparison of Korea and Germany c. Conduct of the war

(continued) TE: Time Line Activity, 804; The World

Economy, 1990s (map lesson), 805; About the Pictures (# 2), 805; Political Map of Europe (map lesson), 827; Lesson Plans, 791, 806, 829, 849, 894; Block Scheduling Support, 791, 807, 829, 849, 895; Activities, 792, 793, 795, 807, 808, 810, 851, 895, 896, 897; 995; Background, 794, 832; 836, 877, 895, 896, 897, 995

SE: Connections to Today, 315; Hot Spots, 807; Chapter Events Time Line, 826-827; Korea and Vietnam, 839-840; Korean War, 1950-1953 (map skills), 870; The Two Koreas: The Korean War, 870; Analyzing Primary Sources: War Refugees in Korea, 871; Outlook for Unity, 872; Section 3 Assessment, 872; Review and Assessment, 878

TE: Time Line Activity, 826; Activity, 871; Background, 870, 871

B. Role of the United Nations 1. Peace keeping 2. Social and economic programs 3. Contemporary social conditions

SE: The United Nations, 792; Section 5 Assessment, 795; Review and Assessment, 797; Why Study History? “Lending a Helping Hand” (UNICEF), 803; Seeking World Peace (PS), 809; The United Nations (WHO), 809; Human Rights, 810-811; The Question of Intervention, 811; Population and Poverty, 814; New Rights and Roles for Women, 819; The Other Republics, 848; Fighting in Bosnia, 852; Fighting in Kosovo, 853; The Refugee Issue, 890; Conflicts, 895; Saddam Remains (Oil for food program), 903; The UN and Disaster Relief, 913; AIDS, 917; The Universal Declaration of Human Rights, 989

TE: About the Pictures 803 (#4), 805 (# 1); Activity, 852, 989; Background, 989






C. Economic Issues in the Cold War and Post-Cold War Era 1. Human and physical geography 2. A comparison of market versus command

economies (Western Europe versus Soviet Union) 3. Economic recovery in Europe and Japan

a. Western Germany becomes a major economic power

b. European economic community/Common Market/European Union—steps toward integration

c. Japan becomes an economic superpower 4. Organization of Petroleum Exporting Countries

(OPEC): oil crisis in the 1970s 5. Pacific Rim economies/economic crisis 6. North American Free Trade Agreement (NAFTA),

1997

SE: The World Since 1945: An Overview (time line, map, artifacts, pictures), 804-805; East Asia and Southeast Asia (time line, map, artifacts, pictures),856-857; Economic and Political Trends, 829-830; Germany: Division and Reunification (includes information for comparison of East/West German economic systems), 836-837; Failure of the Command Economy, 844; West Germany’s “Economic Miracle”, 836; Did You Know?: The People’s Car, 836; [Japan’s] Recovery and Economic Miracle, 858-860; Synthesizing Information: The European Union, 831;Toward European Unity, 830, 832; Spain, Portugal, and Greece, 838; New Challenges, 851; Japan Becomes an Economic Superpower, 858-861; Japanese Entrepreneurs Break With Tradition, 859; Japanese Motor Vehicle Exports, 1997 (graph skills), 860; The Oil Crisis, 813; The Oil Shock (OPEC), 830; [Japan’s] Dependence on Oil, 860; Impact of Oil, 890; World Crude Oil Production (Graph), 890; The Debt Crisis (African nations), 916; The Pacific Rim, 876-877; Virtual Field Trip: Indonesian Textiles, 877; NAFTA: United States Influence, 842; Crisis and Reform, 938; Regional Ties, 942; Links to the United States, 946; Section Assessments, 838, 861; Review and Assessment, 854 (Qs 12, 13), 878 (Qs 16, 17)

TE: The World Economy, 1990s (map lesson), 805; Nations of the Pacific Rim (map lesson), 857; Lesson Plans, 834, 858; Block Scheduling Support, 859; Activities, 837, 859, 860, 890; Background, 844, 877






D. Chinese Communist Revolution 1. Human and physical geography 2. Communist rise to power (1936-1949); Jiang

Jieshi (Chiang Kai-shek), Mao Zedong 3. Communism under Mao Zedong

a. Great Leap Forward b. The Cultural Revolution and the Red

Guard 4. Communism under Deng Xiaoping

a. Economic reforms—Four Modernizations 1)Limited privatization 2)Dismantling of Communes 3)Introduction of “responsibility

system” 4)Foreign investment

b. Fifth modernization—democracy 1)April/May 1989 2)Tiananmen Square

5. Return of Hong Kong—July 1, 1997 6. The social system in communist China versus

dynastic China

SE: East Asia and Southeast Asia (time line, map, artifacts, pictures),856-857; Leaders for a New China, 735-736; Japanese Invasion, 737; Looking Ahead, 737; Assessment Activity, 737; Communist Control of China, 862; Biography, Mao Zedong, 863; Economic Disasters: The Great Leap Forward, 863; The Cultural Revolution, 863-864; Red Guards, 864; Mao Zedong: The People’s Democratic Dictatorship, 990; Reform and Regression, 864-865; Economic Reforms, 864-865; Economic and Political Issues, 867; Tiananmen Square Massacre, 865; You Are There: Helping Protestors in Tiananmen Square, 866; Hong Kong, 869; Students can compare these systems after studying the following lessons: Chinese Society, 304, 306; Advice for Families in China, 305; The Ming Restore Chinese Rule, 310; Communist Control of China, 862-863; Also see Harry Wu: The Outlook for China, Human Rights, 999; Review and Assessment (Qs 11, 12, 18, 20, Analyzing Primary Sources, and Go Online), 878-879;

TE: Time Line Activity (Q 1), 856; Nations of the Pacific Rim (map lesson) and About the Pictures (#3), 857; Lesson Plan, 862; Block Scheduling Support, 863; Activities, 736, 863, 864, 865, 866, 990, 999; Background, 735, 736, 866, 869, 990, 999

E. Collapse of European Imperialism 1. Human and physical geography 2. India—Independence and partition

a. Political system b. Muslim/Hindu conflicts c. Status of caste system d. Roles of Gandhi and Nehru e. nonalignment f. Kashmir and Punjab

SE: South Asia and the Middle East (time line, map, artifacts, pictures), 880-881; Nations of South Asia, 882-887; Setting the Scene (in-text quote from Indian National Constitution, 882; Independence and Partition, 882-883; Tragedy Unfolds (Mohandas Gandhi), 882-883; India: World’s Largest Democracy, 883-884; Partition of India, 1947 (map skills), 883; The “Nehru Dynasty”, 883; Social Change: Reforming the Caste System, 885; Biography: Indira Gandhi, 885; Pakistan and Bangladesh, 885-886; Conflict Over Kashmir, 886; Cause and Effect Chart; Partition of India, 887; Section 1 Assessment, 887






(Continued) 1. Human and physical geography 2. India—Independence and partition

a. Political system b. Muslim/Hindu conflicts c. Status of caste system d. Roles of Gandhi and Nehru e. nonalignment f. Kashmir and Punjab

(Continued) SE: Review and Assessment (Qs11, 12, Analyzing

Photographs), 904 TE: Time Line Activity (Qs 1,2), 880;

Independence in South Asia and the Middle East (map skills), 881; About the Pictures (#s1, 4), 881; , Lesson Plan, 882; Block Scheduling Support, 883; Activity, 883; Background, 883, 884, 885, 886

3. African independence movements and Pan

Africanism a. Changing political borders in Africa

(Nigeria, Ghana, and Kenya) b. Roles of Jomo Kenyatta and Kwame

Nkrumah c. Continuance of economic linkages with

former colonial powers d. Ethnic tensions versus nationalism:

Nigeria and civil war e. Apartheid—policy of racial separation

and segregation 1)Historical circumstances 2)African National Congress 3)Leadership—Nelson Mandela,

Desmond Tutu, F. W.de Klerk f. Political and economic instability—

Congo (Zaire) or any other examples g. Ethnic tensions: Rwanda—Hutu Tutsi

SE: Africa, 906-931; Achieving Independence, 908-913; Analyzing Primary Sources: Ghana Wins Independence, 910; Programs for Development, 914-919; Three Nations: A Closer Look, 920-923; Jomo Kenyatta: Nationalist Leaders, 911; Kenya, 911-912; Biography, 911; Kwame Nkrumah: Ghana Wins Independence, 910; Nationalist Leaders, 911; Kwame Nkrumah: Biography, 992;.Pressures for Changes in Nigeria, 920; Chinua Achebe: Things Fall Apart, 991;.Struggles in South Africa (includes historical circumstances of Apartheid), 924-926, 928-929; South Africa’s Long Struggle: Afrikaner Nationalism and Apartheid in Action, 925; Black Resistance (African National Congress), 925; Mandela’s Struggle, 925-926; Toward Reform (Mandela and de Klerk), 926; The New South Africa (Mandela), 926; Biography: Bishop Desmond Tutu, 926; Exploring the Human Drama: Reporting on the Election in South Africa, 927; Nelson Mandela: Glory and Hope, 998; Dictatorship in the Congo (Zaire), 922; Further Struggles (Rwanda), 922; Review and Assessment, 930-931

TE: Time Line Activity, 906; African Independence (map lesson) and About the Pictures, 907; Lesson Plans, 908, 914, 920, 924; Block Scheduling Support, 909, 915, 921, 925; Activities, 909, 910, 912, 915, 917, 918, 919, 925, 926, 927, 991, 992, 998; Background, 910, 911, 912, 916, 921, 922, 923, 991, 992, 998






4. Southeast Asia a. Vietnam/Ho Chi Minh b. Cambodia/ Pol Pot/ Khmer Rouge c. Aung San Suu Kyi—Myanmar

SE: East Asia and Southeast Asia (time line, map, artifacts, pictures),856-857; Vietnam/Ho Chi Minh: 873-874; Primary Source, 873; Vietnam War, 1968-1975 (map skills), 874; Cambodia/ Pol Pot/ Khmer Rouge: Tragedy in Cambodia, 874-875; Aung San Suu Kyi—Myanmar: Biography: Aung San Suu Kyi, 876; Myanmar, 876; Aung San Suu Kyi: Freedom From Fear, 997, Section 4 Assessment(Qs3,4,6,7), 877; Review and Assessment (Qs13, 15, Analyzing Maps), 878-879

TE: Background About the Pictures (# 2), 857; Lesson Plan, 873; Block Scheduling Support, 873; Activities, 874, 875; Background, 874

F. Conflicts and Change in the Middle East 1. Human and physical geography 2. The creation of the State of Israel, Arab

Palestinians, and Israel’s neighbors 3. Roles of individuals—Golda Meir, Yasir Arafat,

Anwar Sadat, King Hussein, Yitzak Rabin, Palestine Liberation Organization (PLO)

a. Arab-Israeli wars b. Peace treaties

4. Role of terrorism 5. Turkey and Iraq—Kurds 6. Migration of Jews from Europe, the United States,

the Soviet Union, and Africa 7. The Iranian Revolution

a. Causes and impact b. Ayatollah Ruhollah Khomeini versus

Reza Pahlavi 8. Persian Gulf War—Saddam Hussein 9. Islamic fundamentalism (Iran, Libya, Afghanistan,

Algeria, Turkey)

SE: South Asia and the Middle East (time line, map, artifacts, pictures), 880-881; Impact of Oil, 890; Water Resources, 890; Synthesizing Information: Water Scarcity in the Middle East, 891; Promises in Palestine, 730; Setting the Scene, 899; Conflict Over Palestine, 889; The Birth of Israel, 889-890; Yasir Arafat: Palestinian Resistance and Peace Efforts, 900-901; Anwar Sadat: Sadat and Ongoing Issues, 896; Yitzak Rabin: Peace Efforts: 900; Palestine Liberation Organization (PLO): Palestinian Resistance, 900; Did You Know?: Israel’s Citizen Army, 899; The Arab-Israeli Conflict, 900-901; The Arab-Israeli Conflict, 1948-1995 (map skills), 901; A Palestinian Refugee Camp (PS), 900; Peace Efforts, 900-901; Terrorism, 811; Uncertainties Continue (Role of Terrorism), 903;. Religious and Cultural Diversity (includes Kurds), 888; Conflicts (Turkey—Kurds), 89; Geography and History: Building New Settlements, 730; The Occupied Territories, 900; Setting the Scene (Iranian Revolution), 894; Iran’s Ongoing Revolution, 896, 898; Leader of the Iranian Revolution (Khomeini), 898; Two Wars in the Persian Gulf, 902-903; Islamic Revival, 892; Section Assessments, 811 (Activity), 893, 898, 903; Review and Assessment, 904-905

TE: Time Line Activity, 880; Independence in South Asia and the Middle East (map skills), 881; About the Pictures (#s1, 4), 881






(Continued) 1. Human and physical geography 2. The creation of the State of Israel, Arab

Palestinians, and Israel’s neighbors 3. Roles of individuals—Golda Meir, Yasir Arafat,

Anwar Sadat, King Hussein, Yitzak Rabin, Palestine Liberation Organization (PLO)

a. Arab-Israeli wars b. Peace treaties

4. Role of terrorism 5. Turkey and Iraq—Kurds 6. Migration of Jews from Europe, the United States,

the Soviet Union, and Africa 7. The Iranian Revolution

a. Causes and impact b. Ayatollah Ruhollah Khomeini versus

Reza Pahlavi 8. Persian Gulf War—Saddam Hussein 9. Islamic fundamentalism (Iran, Libya, Afghanistan,

Algeria, Turkey)

(Continued) TE: Lesson Plans, 888, 894, 899; Block

Scheduling Support, 889, 899; Activity, 810 (terrorism)889 (Researching Influential Leaders), 891, 896 (Comparing Leaders), 900, 901; Background, 891, 902

G. Collapse of Communism and the Breakup of the Soviet Union 1. Human and physical geography 2. Background events, 1970 to 1987 3. Poland’s Solidarity and Lech Walesa 4. Mikhail Gorbachev (perestroika and glasnost) 5. Fall of the Berlin Wall and the reunification of

Germany—causes and impacts 6. Ethnic conflict in former satellite states, e.g.,

Kosovo, Bosnia 7. Changing political boundaries 8. Challenges faced by post-communist Russia—the

world of Boris Yeltsin

SE: Europe and North America ((time line, map, artifacts, pictures), 826-827; The Soviet Union: Rise and Fall of a Superpower, 843-848; Fact Finder: Soviet Domination of Eastern Europe, 849; Soviet Government and Economy, 843-844; Foreign Policy Issues, 844-845; Poland’s Road to Democracy (Lech Walesa), 850; Lech Walesa: Nobel Peace Prize Letter, 993; Biography: Mikhail Gorbachev, 846, Collapse of the Soviet Empire, 846; Peaceful Transition, 850; Mikhail Gorbachev: Perestroika, 994; Germany: Division and Reunification, 836-838; The Question of Intervention, 811; Troublesome Issues, 828; Fighting in Bosnia, 852; Unexpected Results, 846; Fall of Communist Governments, 850; New Nations in Eastern Europe (map skills), 852; The Russian Republic, 846-847; Section Reviews, 838 (Q 5), 848, 853; Review and Assessment, 854-855

TE: Time Line Activity (Q 2), 826; Political Map of Europe (map lesson) and About the Pictures, 827; Lesson Plans, 834, 843, 849; Block Scheduling Support, 843, 849; Activities, 837, 846, 847, 993, 994; Background, 837, 844, 993, 994






H. Political and Economic Change in Latin America 1. Latin America: physical setting 2. Argentina

a. Peron b. The Mothers of the Plaza De Maya

3. Fidel Castro’s Cuban Revolution—causes and impact

4. Nicaragua and the Sandinistas 5. Guatemala and the indigenous peoples 6. Changing role of the Roman Catholic Church in

Latin America 7. Latin American immigration to the United States 8. Return of the Panama Canal

SE: North and South America: Physical (map), 1009; Latin America, 932- 957; Dictatorship and Democracy in Argentina, 950-951; Juan and Eva Peron (photo), 950; Communism in Cuba, 940-941; Nicaragua, 946-947; Guatemala, 948; Religion, 939; Catholics Take Action (PS), 939; Migration (Latin American to U. S.), 943; Links to the United States (Mexico), 946; Economic Challenges (Brazil), 955; Analyzing Photographs (Cuban refugees), 957; Panama Canal, 662; The China-Panama Connection, 946; Section Reviews, 939, 943, 949, 955;

TE: Time Line Activity, 932; About the Pictures, 933; Lesson Plans, 934, 940, 944, 950; Block Scheduling Support, 935, 941, 945, 951; Activities, 936, 941, 946, 951

UNIT EIGHT: GLOBAL CONNECTIONS AND INTERACTIONS A. Social and Political Patterns and Change 1. Human and physical geography

SE: Nations of the Pacific Rim (map), 857; Independence in South Asia and the Middle East (map), 881; African Independence (map), 907; Population Density of Latin America (map), 933

TE: Map lessons, 857, 881, 907, 933

2. Population pressures and poverty (China, India, Africa, and Latin America)

a. One-child policy (China) b. Family planning—India; Mother Theresa;

Cycles of poverty and disease

SE: Population (China), 865-866; Population and Poverty (Latin America), 935; Continuity and Change in Mexico, 944; Poverty and Prosperity (Mexico), 945-946Population (Brazil), 952; Economic Challenges (Brazil), 955; The Population Issue (India), 884

TE: Lesson Plan, 882

3. Migration a. Urbanization b. Global migration

Suggested case studies: Turkish, Italian, and Russian immigration to Germany; North African immigration to France; Latin American and Asian immigration to the United States; and Hutu and Tutsis immigration

SE: Immigration, 841; Migration (Latin American to U. S.), 943; Links to the United States (Mexico), 946; Economic Challenges (Brazil), 955; Analyzing Photographs (Cuban refugees), 957; Crowded Cities (Japan), 861; Crowded Cities (Analyzing a photograph), 861; The Population Issue (includes urbanization-India), 884; Urbanization (Latin America), 935-936; Urbanization in Brazil (Graph), 952; Helping the Street Children of Brazil, 954






(Continued) 3. Migration

a. Urbanization b. Global migration

Suggested case studies: Turkish, Italian, and Russian immigration to Germany; North African immigration to France; Latin American and Asian immigration to the United States; and Hutu and Tutsis immigration

(Continued) SE: Migration to Western Europe (map skills),

832; Ethnic Diversity, 833 TE: Background, 954

4. Modernization/tradition—finding a balance a. Japan b Middle East (Saudi Arabia, Egypt,

Afghanistan, and Algeria) c. Africa d. Latin America

Japan: SE: Changing Patterns of Life, 860-861; Middle East:

Islamic Revival, 892; Continuing Issues, 896; Africa:

Modernization and Challenges (Africa), 912; Programs for Development: Old and New Patterns, 918-919; Section 2 Assessment (Q 6, Activity), 919; Review and Assessment (Qs 9,14, Go Online), 930-931.

Latin America: Sources of Unrest, 935-936.

TE: Lesson Plan, 888

5. Scientific and technological advances a. Treatment of infectious diseases b. Improved standard of living

SE: Health Statistics of Selected Countries, 1999 (Chart), 815; Medical and Biological Breakthroughs, 820; Ongoing Issues, 822; Education and Health Care (Africa), 929; Review and Assessment, (Q 15), 824; AIDS (Africa), 917

TE: Background, 227, 820; Solving a Problem, 917

6. Urbanization—use and distribution of scarce

resources (Africa, India, Latin America)

SE: The Population Issue (India), 884; Impact of Urbanization (Africa), 918; Urbanization (Latin America), 935-936; Urbanization in Brazil (Graph), 952

TE: Activity, 952

7. Status of women and children a. Economic issues, e.g., child labor b. Social issues, e.g., abuse and access to

education c. Political issues, e.g., participation in the

political process

SE: Women’s Work (PS), 820; Women, 833; Some Gains for Women (PS), 823; Progress and Problems, 841; Analyzing Graphs: Women Working Outside the Home, 855; Women (India), 885; Women (Japan), 861; Changes for Women, 862; Women in the Muslim World, 893; Effects on Women (African), 918; Education and Health Care (Africa), 928; Women (Latin America), 938-939; Women in Government, 938






(Continued) 7. Status of women and children

a. Economic issues, e.g., child labor b. Social issues, e.g., abuse and access to

education c. Political issues, e.g., participation in the

political process

(Continued) SE: Analyzing Primary Sources: Helping the

Street Children of Brazil, 954 TE: Human Drama Note, 861; Block Scheduling

Support, 889; Lesson Plan, 934; Activity, 899 (Block Scheduling), 918, 954; Background: Turkey’s Prime Minister, 895, About the Primary Source, 954

8. Ethnic and religious tensions: an analysis of

multiple perspectives a. Northern Ireland b. Balkans: Serbs, Croats, and Muslims c. Sikhs and Tamils d. Indonesian Christians—East Timor e. China—Tibet

SE: Irish Independence (Background), 749; Terrorism, 811; The Question of Intervention, 811; Troublesome Issues, 829; Northern Ireland, 835; Go Online, 838; Connections to Today: Balkan Boiling point, 247; A New Balkan Powder Keg?, 682; Fighting in Bosnia, 852; Fighting in Kosovo, 853; Looking Ahead, 853; Tragedy Unfolds, 882-883; Ongoing Divisions, 885-886; Indonesia, 875-876

TE: Lesson Plan, 882; Activity, 852; Background, 749, 883

B. Economic Issues 1. North/South dichotomy: issues of development

(post-colonialism) 2. Korea’s economic miracle 3. Economic interdependence 4. World hunger

SE: The World Economy, 1990s (Chapter 32 map), 805; Global Economic Trends, 812-813; The Global North and South, 812-813; Also see North American Prosperity, 839-842; Forces Shaping Modern Latin America: Setting the scene, 934; Population and Poverty, 935; Economic Development, 937; Continuity and Change in Mexico: Economic Ups and Downs 945; Poverty and Prosperity, 945-946; Brazil’s “Economic Miracle”, 953-954; South Korea (includes economy), 872; Section 3 Assessment (Q 4), 872; Economic Interdependence, 813-814; Economic Dependence, 815; Ongoing Issues, 822; North Korea (widespread hunger), 872; Disaster Relief(Africa), 913; Drought and Famine (Africa), 917; Analyzing Primary Sources, 931

TE: The World Economy, 1990s ( map lesson), 805; Lesson Plan, 812; Block Scheduling Support, 813; Activity, 813, 814, 917, Background, 822






C. The Environment and Sustainability 1. Pollution—air, water, toxic waste (Europe)

SE: Comparing Viewpoints: What Is the Relationship Between People and the Environment?, 816; Development and the Environment, 817;

TE: Activity, 815, 816; Background, 816

2. Deforestation (Amazon Basin)

SE: Global Connections: Cutting Down Lives?, 942; Development Versus the Environment, 942-943; Also see Deforestation (Africa), 917

TE: Solving a Problem, 917

3. Desertification (Sahel)

SE: The Changing Sahara, 281; Drought and Famine, 917; Desertification in Africa (map skills), 917

TE: Global Connections, 281; Solving a Problem, 917

4. Nuclear safety (Chernobyl)

SE: Growing Threats, 817; Exploring the Human Drama, Disaster!: Meltdown at Chernobyl, 845

TE: Activity, 845; Background, 845

5. Endangered species (Africa)

SE: Go Online Activity, 817; Geography and History: Preserving Africa’s Wildlife, 916

D. Science and Technology 1. Information age/Computer Revolution/ Internet

SE: The Computer Revolution, 820; Humanities Link: Computers and the Arts, 821; Go Online, Time Line Activity (Q2), 804; TE: About the Pictures (# 3), 805; Activities, 820, 821; Background, 821 (includes Human Drama Note)

2. Impact of satellites 3. Space exploration

SE: Satellite Image of Earth, 800-801; The Space Age, 820, 822; Virtual Field Trip: The Space Age, 822; Chapter Time Line (Sputnik), 826-827;

TE: About the Pictures, 805 (# 2), 826 (# 1); Human Drama Note, 877;

4. Green Revolution SE: The Green Revolution, 822; Industry and

Agriculture (India), 884 TE: About the Picture, 801; Time Line Activity

(Q1), 804; Background: Biography, 822






5. Literacy and education

Students can explore this topic while studying the following lessons:

SE: Population and Poverty, 814; Old Ways and New Ways, 818-819; New Rights and Roles for Women, 819-820; Social Trends, 832-833; Women Working Outside The Home, 855; Changing Patterns of Life (Japan), 860-861; Remolding Society (China), 862; The Population Issue (India), 884; Social Change (India), 885; Women in the Muslim World, 893; Education and Health Care (Africa), 928

TE: Activity, 821; Human Drama Note: Japanese Education, 861

6. Medical breakthroughs—disease control/life

expectancy/genetics

SE: Medical and Biological Breakthroughs, 820; Ongoing Issues, 822; Review and Assessment, (Q 15), 824

TE: Human Drama Note, 817; Science and Tradition, 820

7. Epidemics—AIDS

SE: The United Nations (WHO), 809; AIDS (Africa), 917

TE: Background, 227; Solving a Problem, 917

8. Nuclear proliferation Global Issues: Deadly Weapons (Nuclear Non-Proliferation Treaty), 810; The Nuclear Threat, 828; Disarmament and Détente, 828-829; Troublesome Issues, 829; The Nuclear Issue, 872; The Nuclear Issue, 886-887; Weapons Pile-Up, 899-900

TE: Customize for Activities, 810, 829

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