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Prentice Hall America: Pathways to the Present, Modern American History © 2005

Correlated to: New Mexico Social Studies Content Standards and Benchmarks

(Grades 9-12)

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

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

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

New Mexico Strands • History (New Mexico, United States, and World) • Geography • Government and Civics • Economics Strand: History Content Standard I : Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 9-12 Benchmark I-A New Mexico: Analyze how people and events of New Mexico have influenced United States and world history since statehood. Performance Standards 1. Compare and contrast the relationships over time

of Native American tribes in New Mexico with other cultures.

SE/TE: 266, 834

2. Analyze the geographic, economic, social, and political factors of New Mexico that impacted United States and world history, to include:

• land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal, and federal government levels

SE/TE: 774–775

• role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations

SE/TE: 891

• urban development

SE/TE: related material: 381, 891

• role of the federal government ( e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects)

SE/TE: 379, 615, 620, 770

• unique role of New Mexico in the 21st century as a “Minority Majority” state.

SE/TE: related material: 393, 541

Prentice Hall America: Pathways to the Present, Modern American History © 2005 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks, (Grades 9-12)




3. Analyze the role and impact of New Mexico and New Mexicans in World War II ( e.g., Native Code Talkers, New Mexico National Guard, internment camps, Manhattan Project, Bataan Death March).

SE/TE: 615, 620

4. Analyze the impact of the arts, sciences, and technology of New Mexico since World War II ( e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high tech industries, federal laboratories).

SE/TE: 770

5. Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

• analyze perspectives that have shaped the structures of historical knowledge

SE/TE: 187, 354, 483, 549, 639, 749

• describe ways historians study the past

SE/TE: 13, 99, 145, 177, 217, 236, 283, 310, 326, 365, 388, 420, 466, 490, 519, 552, 580, 622, 643, 687, 715, 742, 770, 797, 845, 869, 900

• explain connections made between the past

and the present and their impact. SE/TE: 30, 60, 143, 182, 191, 230, 294, 301, 339,

362, 383, 430, 453, 499, 526, 557, 584, 604, 660, 670, 702, 758, 782, 807, 829, 866

9-12 Benchmark I-B United States: Analyze and evaluate the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction. Performance Standards 1. Analyze the impact and changes that

Reconstruction had on the historical, political and social developments of the United States.

SE/TE: 198-199, 200-205, 206-211, 212-216, 217, 218-223TR: Learning Styles Lesson Plans Booklet, p. 26, 27; Guided Reading and Review Booklet, p. 50, 51, 52, 53; Historical Outline Map Book, p. 53

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes, Ch. 5; Student Edition on Audio CD, Ch. 5; Prentice Hall Presentation Pro CD-ROM, Ch. 5

2. Analyze the transformation of the American

economy and the changing social and political conditions in the United States in response to the Industrial Revolution, to include:






• innovations in technology, evolution of marketing techniques, changes to the standard of living, and the rise of consumer culture

SE/TE: 226-236, 237-242 TR: Learning Styles Lesson Plans Booklet, p. 28,

29; Guided Reading and Review Booklet, p. 54, 56


• rise of business leaders and their companies as major forces in America ( e.g., John D. Rockefeller, Andrew Carnegie)

SE/TE: 237-242 TR: Guided Reading and Review Booklet, p. 55 TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes, Ch. 6; Student Edition on Audio CD, Ch. 6; Prentice Hall Presentation Pro CD-ROM, Ch. 6

• development of monopolies and their impact on economic and political policies ( e.g., laissez-faire economics, trusts, trust busting)



• growth of cities ( e.g., influx of immigrants,

rural-to-urban migrations, racial and ethnic conflicts that resulted)

SE/TE: 304-310 TR: Guided Reading and Review Booklet, p. 64;

Learning with Documents booklet, p. 20 TECH: Section Reading Support Transparencies;


• efforts of workers to improve working

conditions ( e.g., organizing labor unions, strikes, strike breakers)



• rise and effect of reform movements ( e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers)

SE/TE: 311-317 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet; Historical Outline Map Book

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes; Student Edition on Audio CD; Prentice Hall Presentation Pro CD-ROM

• conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902)


Guided Reading Audiotapes;






(Continued) • conservation of natural resources (e.g., the

Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902)

(Continued) TECH: Student Edition on Audio CD; Prentice Hall

Presentation Pro CD-ROM

• progressive reforms ( e.g., the national income tax, direct election of senators, women’s suffrage, prohibition).

SE/TE: 380-381, 382-388, 389-395, 396-402, 403-409 TR: Learning Styles Lesson Plans Booklet, p. 38-

39; Guided Reading and Review Booklet, p. 74, 75, 76, 77; Biography, Literature, and Comparing Primary Sources booklet, p. 64


3. Analyze the United States’ expanding role in the

world during the late 19th and 20th centuries, to include:

• causes for a change in foreign policy from isolationism to interventionism

SE/TE: 366-371, 372-375 TR: Learning Styles Lesson Plans Booklet, p. 37;

Guided Reading and Review Booklet, p. 72, 73


• causes and consequences of the Spanish

American War SE/TE: 357-364 TR: Learning Styles Lesson Plans Booklet, p. 36;

Guided Reading and Review Booklet, p. 71 TECH: Section Reading Support Transparencies;


• expanding influence in the Western

Hemisphere ( e.g., the Panama Canal, Roosevelt Corollary added to the Monroe Doctrine, the “ Big Stick” policy, “ Dollar Diplomacy”)

SE/TE: 350-351, 352-356, 357-365, 366-371, 372-377 TR: Guided Reading and Review Booklet, p. 70,

72 TECH: Section Reading Support Transparencies;


• events that led to the United States’

involvement in World War I SE/TE: 414-419, 421-424 TR: Learning Styles Lesson Plans Booklet, p. 40;


Guided Reading Audiotapes, Ch. 12;






• United States’ rationale for entry into WWI and impact on military process, public opinion and policy



• United States’ mobilization in WWI ( e.g., its impact on politics, economics, and society)

SE/TE: 421-424, 425-431, 432-436 TR: Guided Reading and Review Booklet, p. 80,



• United States’ impact on the outcome of World War I

SE/TE: 425-431, 432-436 TR: Historical Outline Map Book, p. 61 TECH: Color Transparencies, H15, H16

• United States’ role in settling the peace ( e.g., Woodrow Wilson, Treaty of Versailles, League of Nations, Senator Henry Cabot Lodge, Sr.).

SE/TE: 437-441 TR: Learning Styles Lesson Plans Booklet, p. 82;

Guided Reading and Review Booklet, p. 41; Learning with Documents booklet, p. 86


4. Analyze the major political, economic, and social developments that occurred between World War I and World War II, to include:

• social liberation and conservative reaction during the 1920s ( e.g., flappers, prohibition, the Scopes trial, Red Scare)

SE/TE: 452-458, 459-466, 467-475 TR: Learning Styles Lesson Plans Booklet, p. 42,

43; Guided Reading and Review Booklet, p. 83, 84, 85; Learning with Documents booklet, p. 25


• causes of the Great Depression ( e.g., over production, under consumption, credit structure)

SE/TE: 498-503, 508, 512 TR: Learning Styles Lesson Plans Booklet, p. 89;

Guided Reading and Review Booklet, p. 88; Biography, Literature, and Comparing Primary Sources booklet, p. 70

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes, Ch. 14, 15; Student Edition on Audio CD, Ch. 14, 15; Prentice Hall Presentation Pro CD-ROM, Ch. 14, 15






• rise of youth culture in the “ Jazz Age”

SE/TE: 459-465

• development of mass/popular culture ( e.g., rise of radio, movies, professional sports, popular literature)




• human and natural crises of the Great

Depression, ( e.g., unemployment, food lines, the Dust Bowl, western migration of Midwest farmers)

SE/TE: 508-512, 513-519, 520-523, 524-529 TR: Learning Styles Lesson Plans Booklet, p. 46;

Guided Reading and Review Booklet, p. 89, 90, 91; Biography, Literature, and Comparing Primary Sources booklet, p. 27, 70


• changes in policies, role of government, and

issues that emerged from the New Deal ( e.g., the Works programs, Social Security, challenges to the Supreme Court)

SE/TE: 536-544, 545-552, 553-561 TR: Learning Styles Lesson Plans Booklet, p. ;

Guided Reading and Review Booklet, p. ; Historical Outline Map Book, p.


role of changing demographics on traditional communities and social structures.




5. Analyze the role of the United States in World

War II to include:

• reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor



• events on the home front to support the war

effort ( e.g., war bond drives, mobilization of the war industry, women and minorities in the work force)

SE/TE: 594-599, 623-629 TR: Learning Styles Lesson Plans Booklet, p. 52,







(Continued) • events on the home front to support the war

effort ( e.g., war bond drives, mobilization of the war industry, women and minorities in the work force)

(Continued TECH: Section Reading Support Transparencies;


• major turning points in the war ( e.g., the

Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan).

SE/TE: 600-608, 614-621 TR: Guided Reading and Review Booklet, p. 101,



6. Analyze the development of voting and civil rights

for all groups in the United States following Reconstruction, to include:

• intent and impact of the 13th, 14th, and 15th Amendments to the Constitution

SE/TE: 190, 207, 208, 209-210, 213

• segregation as enforced by Jim Crow laws following Reconstruction

SE/TE: 332-333, 344-345, 402, 472, 541, 623

• key court cases ( e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade)

SE/TE: 333, 699-700, 802, 768, 868, 878

• roles and methods of civil rights advocates ( e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez)

SE/TE: 698-703, 704-708, 709-715, 716-721, 722-729 TR: Learning Styles Lesson Plans Booklet, p. 58,

59; Guided Reading and Review Booklet, p. 112, 113, 114, 116


• the passage and effect of the voting rights

legislation on minorities ( e.g., 19th Amendment, role of Arizona Supreme Court decision on Native Americans and their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding their voting rights [ New Mexico 1962], 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)

SE/TE: 394, 404, 405, 407, 453, 472, 720, 732

• impact and reaction to the efforts to pass the Equal Rights Amendment

SE/TE: 454, 763, 764-770, 867, 878






• rise of Black Power, Brown Power, American Indian Movement, United Farm Workers.

SE/TE: 722-727, 771-776, 777-780, 781-785 TR: Guided Reading and Review Booklet, p. 121;

Biography, Literature, and Comparing Primary Sources booklet, p. 82

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes, Ch. 23; Student Edition on Audio CD, Ch. 23; Prentice Hall Present. Pro CD-ROM, Ch. 23

7. Analyze the impact of World War II and the Cold War on United States foreign and domestic policy, to include:

• origins, dynamics, and consequences of the Cold War tensions between the United States and the Soviet Union

SE/TE: 636-643, 644-651, 652-656, 657-661 TR: Learning Styles Lesson Plans Booklet, p. 54,

55; Guided Reading and Review Booklet, p. 105, 106, 107, 108; Learning with Documents booklet, p. 31

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes, Ch. 19; Student Edition on Audio CD, Ch. 19; Prentice Hall Present. Pro CD-ROM, Ch. 19

• new role of the United States as a world leader ( e.g., Marshall Plan, NATO)

SE/TE: 636-643, 644-651, 652-656, 657-661 TR: Learning Styles Lesson Plans Booklet, p. 54;


Guided Reading Audiotapes, Ch. 19; Student Edition on Audio CD, Ch. 19; Prentice Hall Present. Pro CD-ROM, Ch. 19

• need for, establishment, and support of the United Nations

SE/TE: 637, 654

• implementation of the foreign policy of containment, including the Truman Doctrine

SE/TE: 636-643, 644-651, 652-656, 657-661 TR: Learning with Documents booklet, p. 68 TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes, Ch. 19; Student Edition on Audio CD, Ch. 19; Prentice Hall Present. Pro CD-ROM, Ch. 19

• Red Scare ( e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race)

SE/TE: 480-490, 482-485 TR: Learning Styles Lesson Plans Booklet, p. 44;

Guided Reading and Review Booklet, p. 86; Learning with Documents booklet, p. 26; Biography, Literature, and Comparing Primary Sources booklet, p. 26







• external confrontations with communism ( e.g., the Berlin Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea, Vietnam)

SE/TE: 636-643, 644-651, 652-656, 657-661, 792-819 TR: Learning Styles Lesson Plans Booklet, p. 61,

64; Guided Reading and Review Booklet, p. 107, 119, 124; Biography, Literature, and Comparing Primary Sources booklet, p. 34

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes, Ch. 19, 22, 24; Student Edition on Audio CD, Ch. 19, 22, 24; Prentice Hall Presentation Pro CD-ROM, Ch. 19, 22, 24

• Sputnik and the space race

SE/TE: 660, 661, 740

• image of 1950s affluent society SE/TE: 668-674, 675679 TR: Learning Styles Lesson Plans Booklet, p. 56,



• political protests of Vietnam Conflict ( War) SE/TE: 805-811

TR: Learning Styles Lesson Plans Booklet, p. 65; Guided Reading and Review Booklet, p. 125; Learning with Documents booklet, p.95


• counter culture in the 1960s. SE/TE: 777-780

TR: Learning Styles Lesson Plans Booklet, p. 62; Guided Reading and Review Booklet, p. 122


8. Analyze the impact of the post-Cold War Era on

United States foreign policy, to include:

• role of the United States in supporting democracy in Eastern Europe following the collapse of the Berlin Wall

SE/TE: 904-905

• new allegiances in defining the new world order


Guided Reading and Review Booklet, p. 138






(Continued) • new allegiances in defining the new world

order

(Continued) TECH: Section Reading Support Transparencies;


• role of technology in the information age. SE/TE: 910-917


9. Explain how United States history represents a

framework of knowledge and skills within which to understand the complexity of the human experience, to include:


SE/TE: 187, 354, 483, 549, 639, 749

• describe ways historians study the past SE/TE: 13, 99, 145, 177, 217, 236, 283, 310, 326, 365, 388, 420, 466, 490, 519, 552, 580, 622, 643, 687, 715, 742, 770, 797, 845, 869, 900



362, 383, 430, 453, 499, 526, 557, 584, 604, 660, 670, 702, 758, 782, 807, 829, 866

9-12 Benchmark I-C World: Analyze and interpret the major eras and important turning points in world history from the Age of Enlightenment to the present to develop an understanding of the complexity of the human experience. Performance Standards 1. Describe and explain how the Renaissance and

Reformation influenced education, art, religion, and government in Europe, to include:

• development of Renaissance artistic and literary traditions ( e.g., Michelangelo, Leonardo da Vinci, Shakespeare)


Reading and Review Booklet TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes; Student Edition on Audio CD; Prentice Hall Presentation Pro CD-ROM

• development of Protestantism (e.g., Martin

Luther, John Calvin

SE/TE: 8 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet






(Continued) • development of Protestantism (e.g., Martin

Luther, John Calvin)

(Continued) TECH: Section Reading Support Transparencies;


• religious conflict and persecutions (e.g.,

Spanish Inquisition). SE/TE: See the Reformation page 8. TR: Learning Styles Lesson Plans Booklet; Guided



2. Analyze and evaluate the actions of competing

European nations for colonies around the world and the impact on indigenous populations.


Reading and Review Booklet, Ch. 1. TECH: Section Reading Support Transparencies, Ch.;

Guided Reading Audiotapes, Ch. 1.; Student Edition on Audio CD, Ch. 1; Prentice Hall Presentation Pro CD-ROM, Ch. 1

3. Explain and analyze revolutions ( e.g., democratic,

scientific, technological, social) as they evolved throughout the Enlightenment and their enduring effects on political, economic, and cultural institutions, to include:

• Copernican view of the universe and Newton’s natural laws

SE/TE: For related information see page 8. TR: Learning Styles Lesson Plans Booklet; Guided



• tension and cooperation between religion and

new scientific discoveries SE/TE: See page 8 for related information. TR: Learning Styles Lesson Plans Booklet; Guided



• impact of Galileo’s ideas and the introduction

of the scientific method as a means of understanding the universe

SE/TE: See page 8 for related information. TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet






• events and ideas that led to parliamentary government ( English Civil War, Glorious Revolution)




• Enlightenment philosophies used to support

events leading to American and French Revolutions




• Napoleonic Era ( e.g., codification of law) SE/TE: For related information see pages 106-115.

TR: Learning Styles Lesson Plans Booklet; Guided Reading and Review Booklet


• Latin America’s wars of independence. SE/TE: See pages 372-375 for related information.



4. Analyze the pattern of historical change as

evidenced by the Industrial Revolution, to include:

• conditions that promoted industrialization SE/TE: 226-236, 237-242, 243-246, 247-253 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet , Ch. 6 TECH: Section Reading Support Transparencies, Ch.

6; Guided Reading Audiotapes; Student Edition on Audio CD, Ch. 6; Prentice Hall Presentation Pro CD-ROM, Ch. 6

• how scientific and technological innovations

brought about change SE/TE: 272-279, 456-466

g Styles Lesson Plans Booklet; Guided Reading and Review Booklet , Ch. 6 TECH: Section Reading Support Transparencies, Ch.







• impact of population changes ( e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe)

SE/TE: 243-246, 297-303, 304-309 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet , Ch. 6, 8 TECH: Section Reading Support Transparencies, Ch.

6, 8; Guided Reading Audiotapes; Student Edition on Audio CD, Ch. 6, 8; Prentice Hall Presentation Pro CD-ROM, Ch. 6, 8

• evolution of work/business and the role of

labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration)

SE/TE: 243-246, 247-253 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet , Ch. 6 TECH: Section Reading Support Transparencies, Ch.


• political and economic theories of capitalism

and socialism ( e.g., Adam Smith, Karl Marx) SE/TE: 240, 340, 885 TR: Learning Styles Lesson Plans Booklet; Guided



• status and roles of women and minorities. SE/TE: 243-246, 304-309, 311-315, 332-336, 337-341

TR: Learning Styles Lesson Plans Booklet; Guided Reading and Review Booklet , Ch. 6

TECH: Section Reading Support Transparencies, Ch. 6; Guided Reading Audiotapes; Student Edition on Audio CD, Ch. 6; Prentice Hall Presentation Pro CD-ROM, Ch. 6

5. Analyze and evaluate the impact of 19th century

imperialism from varied perspectives, to include:

• clash of cultures SE/TE: 450-475 TR: Learning Styles Lesson Plans Booklet; Guided



• British Empire expands around the world SE/TE: See 350-377 for related information.

TR: Learning Styles Lesson Plans Booklet; Guided Reading and Review Booklet, Ch. 17

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes; Student Edition on Audio CD; Prentice Hall Presentation Pro CD-ROM, Ch. 17






• nationalism ( e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).

SE/TE: See 350-377 for related information. TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet, Ch. 17 TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes; Student Edition on Audio CD; Prentice Hall Presentation Pro CD-ROM, Ch. 17

6. Describe and analyze the geographic, political,

economic, religious, and social structures of the civilizations of East Asia.




7. Analyze and evaluate the causes, events, and

effects of World War I, to include:

• rise of nationalism ( e.g., unification of Germany, Otto Von Bismarck’s leadership)


Reading and Review Booklet, Ch. 12 TECH: Section Reading Support Transparencies, Ch.


• rise of ethnic and ideological conflicts ( e.g.,

the Balkans, Austria-Hungary, decline of the Ottoman Empire)




• major turning points and the importance of

geographic, military, and political factors in decisions and outcomes




• human costs of the mechanization of war (e.g.,

machine-gun, airplane, poison gas, submarine, trench warfare, tanks)









• effects of loss of human potential through devastation of populations and their successive generations




• effects of the Russian Revolution and the

implementation of communist rule. SE/TE: 424, 427, 481 TR: Learning Styles Lesson Plans Booklet; Guided



8. Analyze and evaluate the causes, events, and

impacts of World War II from various perspectives, to include:

• failures and successes of the Treaty of Versailles and the League of Nations

SE/TE: 568-574, 575-580 Learning Styles Lesson Plans Booklet; Guided Reading

and Review Booklet, Ch. 17 TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes, Ch. 17; Student Edition on Audio CD; Prentice Hall Presentation Pro CD-ROM, Ch. 17

• rise of totalitarianism ( e.g., Nazi Germany’s policies of European domination, Holocaust)

SE/TE: 568-574, 575=580, 581-584 Learning Styles Lesson Plans Booklet; Guided Reading

and Review Booklet, Ch. 17 TECH: Section Reading Support Transparencies;


• political, diplomatic, and military leadership

(e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco)

SE/TE: 594-599, 600-608, 609-613, 614-622 TR: Learning Styles Lesson Plans Booklet; Guided

Reading and Review Booklet, Ch. 17 TECH: Section Reading Support Transparencies;


• principal theaters of battle, major turning points, and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “ island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan).

SE/TE: 594-599, 600-608, 609-613, 614-622, 623-631 TR: Learning Styles Lesson Plans Booklet; Guided








9. Analyze and evaluate international developments following World War II, the Cold War, and post-Cold War, to include:

• war crime trials SE/TE: 613 TR: Learning Styles Lesson Plans Booklet; Guided



• creation of the state of Israel and resulting conflicts in the Middle East




• rebuilding of Western Europe ( e.g., Marshall

Plan, NATO) SE/TE: 362, 634, 635, 644-648, 902, 904 TR: Learning Styles Lesson Plans Booklet; Guided



• Soviet control of Eastern Europe ( e.g.,

Warsaw Pact, Hungarian Revolt) SE/TE: 635, 648 TR: Learning Styles Lesson Plans Booklet; Guided



• creation and role of the United Nations SE/TE: 637, 649, 654, 856, 886, 905, 907 TR: Learning Styles Lesson Plans Booklet; Guided



• Mao Zedong and the Chinese Revolution ( e.g., Long March, Taiwan, Cultural Revolution)

SE/TE: 648, 654 TR: Learning Styles Lesson Plans Booklet; Guided








• national security in the changing world order SE/TE: 901-909 TR: Learning Styles Lesson Plans Booklet; Guided



• technology’s role in ending the Cold War SE/TE: 882-887



• fluidity of political alliances SE/TE: 882-887, 901-909



• new threats to peace SE/TE: 901-909 TR: Learning Styles Lesson Plans Booklet; Guided



• reasons for the collapse of the Soviet Union and the end of the Cold War




• use of technology in the Information Age. SE/TE: 913-914 TR: Learning Styles Lesson Plans Booklet; Guided



10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:






• French Indochina and the Vietnam War ( e.g., the role of Ho Chi Minh)


Reading and Review Booklet , Ch. 24 TECH: Section Reading Support Transparencies;

Guided Reading Audiotapes; Student Edition on Audio CD, Ch. 24; Prentice Hall Presentation Pro CD-ROM, Ch. 24

• Mohandas Gandhi’s non-violence movement

for India’s independence SE/TE: 706-707 TR: Learning Styles Lesson Plans Booklet; Guided



• apartheid in South Africa and evolution from

white minority government ( e.g., Nelson Mandela, Desmond Tutu)




• Middle East conflicts (Israel, Palestine, Egypt).




11. Analyze historical and modern-day policies of the Western Hemisphere, with emphasis on Mexico and Canada, to include:

• expansion of democracy in Western Hemisphere

SE/TE: 901, 902 TR: Learning Styles Lesson Plans Booklet; Guided



• immigration and migration issues SE/TE: 910, 911








• changes in foreign policy brings spiraling impact on each nation and international relations




• trade. SE/TE: 915-917



12. Explain how world history presents a framework

of knowledge and skills within which to understand the complexity of the human experience, to include:


SE/TE: 187, 354, 483, 549, 639, 749

• describe ways historians study the past SE/TE: 13, 99, 145, 177, 217, 236, 283, 310, 326, 365, 388, 420, 466, 490, 519, 552, 580, 622, 643, 687, 715, 742, 770, 797, 845, 869, 900



362, 383, 430, 453, 499, 526, 557, 584, 604, 660, 670, 702, 758, 782, 807, 829, 866

9-12 Benchmark I-D—Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. Performance Standards 1. Understand how to use the skills of historical

analysis to apply to current social, political, geographic, and economic issues.

SE/TE: 34–35, 100–101, 146–147, 194–195, 222–223, 254–255, 284–285, 316–317, 342–343, 376–377, 408–409, 442–443, 474–475, 502–503, 530–531, 560–561, 590–591, 630–631, 662–663, 688–689, 728–729, 760–761, 786–787, 818–819, 858–859, 888–889, 918–919; Skills for Life, 13, 99, 145, 177, 217, 236, 283, 310, 326, 365, 388, 420, 466, 490, 519, 552, 580, 622, 643, 687, 715, 742, 770, 797, 845, 869, 900






2. Apply chronological and spatial thinking to understand the importance of events.

SE/TE: Timelines, 2–3, 38–39, 104–105, 154–155, 198–199, 224–225, 256–257, 288–289, 318–319, 350–351, 380–381, 412–413, 450–451, 478–479, 506–507, 534–535, 566–567, 592–59, 634–635, 666–667, 696–697, 734–735, 762–763, 790–791, 824–825, 862–863, 892–893; Cause/Effect Chart, 106, 116, 206, 352, 376, 414, 480, 508, 530, 652, 792, 838

3. Describe primary and secondary sources and their

uses in research. SE/TE: Comparing Primary Sources, 31, 56, 120, 157,

209, 250, 279, 300, 338, 373, 405, 439, 468, 528, 586, 625, 678, 713, 759, 767, 814, 842, 853, 877, 916; Analyzing Primary Sources, 35, 101, 144, 147, 223, 317, 343, 475, 503, 529, 561, 591, 599, 631, 663, 703, 721, 729, 761, 787, 811, 819, 868, 875; Key Documents, 7, 20, 44, 45, 59, 60, 91, 94, 122, 202, 207, 368, 640, 683, 718, 768

4. Explain how to use a variety of historical research

methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas).

SE/TE: Focus on Daily Life, 184, 315, 321, 579, 598, 674, 677; Focus on Culture, 8, 121, 204, 249, 323, 341, 375, 418, 464, 521, 547, 556, 571, 649, 705, 740, 766, 779, 801, 809, 898, 912

5. Distinguish “ facts” from authors’ opinions and

evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about the subject.

SE/TE: 64, 275, 376, 484, 529, 561, 595, 727

6. Interpret events and issues based upon the historical, economic, political, social, and geographic context of the participants.

SE/TE: Focus on Economics, 16, 175, 227, 242, 278, 294, 330, 509, 550, 725, 871, 885, 909; Focus on Geography, 55, 131, 179, 306, 440, 514, 540; Focus on Government, 5, 19, 140, 158, 169, 203, 207, 262, 390, 441, 471, 481, 527, 615, 683, 745, 795, 813, 830, 837, 848; Focus on Technology, 107, 187, 244, 328, 417, 460, 879; Focus on Daily Life, 184, 315, 321, 579, 598, 674, 677; Focus on World Events, 7, 133, 167, 218, 300, 353, 358, 371, 435, 603, 611, 647, 653, 757, 772, 856, 867, 897; Focus on Culture, 8, 121, 204, 249, 323, 341, 375, 418, 464, 521, 547, 556, 571, 649, 705, 740, 766, 779, 801, 809, 898, 912; Focus on Citizenship, 28, 44, 215, 273, 299, 405, 424, 426, 703, 719, 806






7. Analyze the evolution of particular historical and contemporary perspectives.

SE/TE: Fast Forward, 30, 60, 143, 182, 191, 230, 294, 301, 339, 362, 383, 430, 453, 499, 526, 557, 584, 604, 660, 670, 702, 758, 782, 807, 829, 866; Bias, 12, 316, 342, 385, 432, 502, 524, 627, 629, 674, 787, 831; Comparing Historians’ Viewpoints, 354, 483, 549, 639, 749; Comparing Primary Sources, 31, 56, 120, 157, 209, 250, 279, 300, 338, 373, 405, 439, 468, 528, 586, 625, 678, 713, 759, 767, 814, 842, 853, 877, 916

8. Explain how to use technological tools to research

data, verify facts and information, and communicate findings.

SE/TE: Go Online: Review and Assessment, 35, 101, 147, 195, 223, 255, 285, 317, 343, 377, 409, 443, 475, 503, 531, 561, 591, 631, 663, 689, 729, 761, 787, 819, 859, 889, 919; Section Assessment, 12, 23, 33, 49, 64, 98, 115, 144, 165, 176, 185, 193, 205, 211, 216, 221, 235, 242, 246, 247, 253, 260, 267, 276, 282, 295, 303, 309, 341, 356, 364, 371, 387, 395, 402, 419, 424, 431, 436, 441, 458, 465, 473, 489, 497, 501, 512, 518, 523, 529, 544, 551, 559, 574, 584, 589, 599, 608, 613, 621, 642, 651, 661, 674, 679, 686, 703, 708, 714, 727, 741, 750, 759, 769, 776, 780, 785, 796, 804, 811, 817, 831, 837, 844, 850, 857, 868, 875, 881, 901, 910, 917

Reference: http://164.64.166.11/cilt/downloads/standards/stand_ss.pdf