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TR: Unit 1: p. 3; CT: 3; Reading and Note Taking Study Guide (RNT): p. 11
2. Stone and wood tools, fire, language, art, agriculture, role of women, pottery, cloth (wool/flax), specialization
SE/TE: 8, 9, 11, 15
TR: Unit 1: p. 5, 9, 10
TECH: WHA: The World’s First Revolution
GRADES 9-12
III. WORLD HISTORY
CHAPTER 1 A. Beginnings of Human Society and Early Civilizations, to 1000 BC
The student will demonstrate knowledge of the earliest human societies and the processes that led to the emergence of agricultural societies around the world.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
1. Students will locate various civilizations of the era in time and place, and describe, and, Israel compare the cultures of these various civilizations.
TR: Unit 1: p. 21-23, 25, 27, 29, 31, 68; SH: p. 3; NTT: 53, 55; CT: 8, 10, 11, 12
TECH: WHA: Establishing the Law; WHA: Book of the Dead; WHA: The Greatest of Gods; WC: 0241
2. Mycenaean, Israel, and various others, Mesopotamia, Egypt, Indus River, China, and the later civilizations of the Middle East, including ancient Israel I
SE/TE: 30-35, 44-48, 68-71, 84-86, 92-93, 115-116
TR: Unit : p. 20, 28, 33, 34; NTT: 54, 57, 70
TECH: WHA: Forgotten Civilization Discovered; WHA: The Gift of the Nile; WC: nap-0311
CHAPTER 4 Standards
Benchmarks
Examples
CHAPTER 3 A. Beginnings of Human Society and Early Civilizations, to 1000 BC
The student will demonstrate knowledge of the major characteristics of civilization and the process of its emergence.
TR: Unit 1: p. 42, 43, 44, 46, 52, 53; SH: p. 3; NTT: 58, 60; CT: 13, 16
TECH: WC: nap-0331, nap-0351
1. Aryan civilization, Mohenjo-daro, Ashoka, Zhou, Qin and Han dynasties, Yamato, Vedas, Hinduism, Buddha, Buddhism, caste system, Confucius, Confucianism, Laozi, Daoism, precursors to the Great Wall; cultural universals of economic, political, social, religious, philosophical, and technological characteristics
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
1. Students will analyze the influence of geography on Greek economic, social, and political development, and compare the social and political structure of the Greek city-states with other contemporary civilizations.
2. Students will analyze the influence of Greek civilization beyond the Aegean including the conflicts with the Persian empire, contacts with Egypt and South Asia, and the spread of Hellenistic culture throughout the Mediterranean.
1. Mediterranean Sea, mountain barriers, coastal colonies, Black Sea, Trojan War, role of slavery, significance of citizenship, democracy, Solon, Lycurgus
SE/TE: 114-115, 116, 118-119, 120-123
TE: 112c, 112d
TR: Unit 1: p. 67, 68, 74; SH: p. 3
TECH: WC: nap-0421, nap-0431, nap-0451
2. Marathon, Salamis, Platea, Thermopylae, Persian and Peloponnesian Wars, Alexander the Great, Greek drama, philosophy, poetry, history, sculpture, architecture, science, mathematics, politics and ethics, Plato, Socrates, Aristotle, Philip II, Euclid, Eratosthenes, Ptolemy, Hippocrates, Zeno I
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: p. 63-65, 69-73, 75, 76; NTT: 63, 64, 65, 66; CT: 19, 20, 22, 24
TECH: WHA: The Highest Good; WHA: Athens Demands Action; WHA: Alexander Shares Rewards; WHA: Aristotle Meditates on Thought; WC: naa-0461
1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations.
2. Students will compare Roman military conquests and emp ire building with those of other contemporary civilizations.
SE/TE: 101-103, 137-139, 155-156, 160, 180-181
TR: CT: 26
TECH: WC: nap-0451, nap-0521
3. Students will analyze the influence of Roman civilization, including the contacts and conflicts with it and other peoples and civilizations in Eurasia, Africa and the Near East.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: 0p. 83, 95; CT: 25
TECH: WHA: A Plea for Reform; WC: 0611
2. Marius, Sulla, Cicero, Julius and Augustus Caesar, Livia, Cleopatra, Bouddica, Punic Wars, Great Jewish War, Constantine
SE/TE: 155-156, 158-159, 167, 174-175
TR: Unit 1: p. 84, 90, 91
3. Hellenism, Latin, Art and architecture, engineering and science, medicine, literature and history, language, religious institutions, and law. Roman interactions with Hispania, Carthage, Gaul, Egypt, the Germanic peoples of Europe
TR: Unit 1: p. 84, 85; NTT: 69; CT: 26, 27, 28, 31, 32
TECH: WHA: The Glory That Would Be Rome; WHA: Safety Under the Law
4. Migration, cultural assimilation and conflict, religious tensions, population decline, tax problems, over-extended empire, greed and corruption, mercenary army
TR: Unit 1: p. 87, 88, 90, 91; SH: p. 3; NTT: 68, 71
TECH: WHA: The Exhausted Empire; WC: nap-0551, nap-0561
1. Students will understand the history, geographic locations, and characteristics of major world religions, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, as well as indigenous religious traditions.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TR: Unit 1: p. 42, 93; Unit 2: p. 61, 66, 69, 73; SH: p. 3; NTT: 55, 56, 87B, 88B; CT: 11, 12, 29, 31, 32, 57, 60, 63
TECH: WHA: The Greatest of Gods; WHA: The One God of Judaism; WHA: Roman Emperor Accepts Christianity; WHA: Messenger of God; WC: nap-0321
1. Students will describe the events leading to the establishment of Constantinople as the capital of the Eastern Roman Empire and analyze the significance of this event.
SE/TE: 175, 281, 286, 287
TE: 280c
TR: Unit 2: p. 456, 50; NTT: 84; CT: 54
2. Students will describe Byzantine culture and examine disputes and why they led to the split between Eastern and Western Christianity.
2. Vassals, Fiefs, Manor Serf, Knight, Investiture, Lords, homage, Frankish kings, and Age of Charlemagne
SE/TE: 214-218, 219, 220-221, 222-224
TR: Unit 2: p. 8, 9, 10, 122-125; NTT: 75A, 75B; CT: 40, 41
TECH: WHA: Tests of Skill and Courage; WHA: A King Converts to Christianity; WHA: Being Knighted on the Battlefield; DSV: A Knight’s Armor and Weapons
1. Students will identify historical turning points that affected the spread and influence of Islamic civilization, including disputes that led to the split between Sunnis and Shi’ah (Shi’ites).
SE/TE: 305, 310-312, 314-315, 316, 324-325
CHAPTER 21 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 ADCHAPTER 22 StandardsThe student will demonstrate knowledge of Islamic civilization from about 600 to 1000 AD.Benchmarks
CHAPTER 20 Standards
The student will demonstrate knowledge of Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization.
Benchmarks
Examples
CHAPTER 19 D. Early Medieval & Byzantium, 400 AD-1000 AD
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
1. Sui dynasty, Tang dynasty, Nara, Heian, Silla, , Samurai, bushido, shogun, Shinto, Genghis Khan, Kublai Khan, Song, Ming, Delhi Sultanate, Tamerlane, Sikhs, Khmer kingdom, Pagan in Burma, Majapahit on Java, Angkor Wat, Mahayana Buddhism, Theravada Buddhism, Tale of Genji; Silk Road, Marco Polo
TR: Unit 1: p. 52; Unit 2: p. 107, 108, 111, 116-121; RNT: pp. 115-116; NTT: 90, 97; CT: 59, 72, 96
TECH: WHA: Buddhism in Burma; WHA: Kublai Khan’s Fleet; DSV: The Samurai of Japan; WC: nap-0321
2. Kush, King Ezana, Swahili, Ibn Battuta, gold/salt economy, slavery, Mansa Musa, Great Zimbabwe, Axum, Bantu migrations, Sahara salt caravans, Timbuktu I
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TECH: WC: nap-0711, nap-0712, nap-0851, nap-0912
2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers.
4. Students will analyze the emergence of the Ottoman Empire and its implications for Christendom, the Islamic World, and other polities.
SE/TE: 329-3333, 336
TR: Unit 2: p. 65, 72; CT: 62; NTT: 91
TECH: WC: nap-1051
1. England, France, Spain and Russia, Battle of Tours, Charlemagne, William the Conqueror, Peter Abelard, Heloise, 100 Years War, Joan of Arc, Mongol conquests, Constantinople & the Turks
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
2. The Arab caliphates, the Mughals in India, Islamic states in the Indian ocean, the Moors in Iberia, Arab learning, trade and migration within the Islamic world
3. The Islamic conquest of Jerusalem, jihad and Islam, the European Crusades, Jews in Christendom and the Islamic world, Muslim conflicts with Hindus in India, heresies in Europe, the inquisition, the Spanish “reconquista”
4. The Byzantine Empire, Orthodox Christianity, Constantinople, Istanbul, the Battle of Lepanto, Russia and Austria-Hungary, Greek and Latin learning in Christendom and the Islamic World, the Byzantine diaspora, Venice, Italy, the Balkan Peninsula, the Middle East and Asia
TR: Unit 2: p. 45, 49, 52, 53, 54; SH: p. 3; CT: 54, 55
TECH: WHA: The Third Rome; WC: nap-1051
1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE.
The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD.
Benchmarks
CHAPTER 27 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TECH: WC: nap-0741, nap-1131
2. Students will compare Chinese exploration and expansion in the Indian Ocean and East Africa with European exploration and expansion in the Atlantic Ocean and West Africa.
3. Students will analyze the economic, political, and cultural impact of maritime exploration and expansion.
SE/TE: 258, 264, 319, 320, 322, 375, 413
TR: CT: 79, 84
1. The Levant, spice trade, silks, Indian oceantrade networks, Venice, Genoa, and Italian trade with the East, in-land trade networks in Europe and Asia, the Silk Road, the Low Countries and Italy, banking and finance in Europe and Asia, the Fugger’s and Medici
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
3. Artistic interactions (i.e., the non-European in European art), Arab learning in Christendom and elsewhere, the spread and influence of Classical Arab, Chinese, Greek, and Latin civilization, scientific and technological exchanges (i.e., algebra, gunpowder, paper, the compass, etc.) I
1. Students will compare the emergence, expansion and structures of Mayan, Incan, and Aztec civilizations.
SE/TE: 188-189, 192, 194, 195, 196, 199
TE: T23
TECH: WC: nap-0611, nap-0612
2. Students will analyze patterns of long distance trade centered in Mesoamerica.
SE/TE: 189, 199
1. Yucatan Peninsula, Mayan mathematics (the use of zero), astronomy, and calendar making; the Mayan city states; commerce, agriculture, pottery and textiles, civil war and relations with other Mesoamerican peoples; Chichen Itza and Uxmal;Aztec migration from North; Tenochtitlan, Triple Alliance, poetry, gold, silver, pottery, textiles, maize cultivation, chinampas (“floating gardens”), religion, law, bureaucracy, Aztec monarchy versus Mayan city-states, glyphic writing; limits to expansion such as Tlaxcala. Cuzco, Pachacuti; Huayna Capac, solar religion, gender complementarity; mathematics, astronomy, engineering, terraced agriculture; camelid herding; textiles, quipu record keeping; bureaucracy
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TE: T23
TR: Unit 1: p. 107, 109, 110, 111, 115; SH: p. 3; NTT: 72B, 73; CT: 33, 34
TECH: WHA: Rediscovering the Ancient Maya; WHA: Impressive Incan Roads
2. Aztec expansion and colonization in central Mexico and Central America; Mayan causeways in the Yucatan Peninsula and Central America; trade and cultural exchange between the Andes region, Yu catan, Central America, and Mexico
SE/TE: 186-187, 188, 189, 192, 195-197, 199
TE: 184c, 184d
TECH: WHA: Elite Warriors Uphold an Empire
1. Students will describe the emergence of European states and analyze the impact.
SE/TE: 214, 215, 216, 218, 240, 244-247, 248, 254
TE: 212c, 242c, T23
TR: Unit 2: p. 13; NTT: 75A, 75B; CT: 39, 46, 54
TECH: WC: nap-0712
2. Students will explain conflicts among Eurasian powers.
SE/TE: 254, 256, 257, 259, 260, 291
TR: Unit 2: p. 29, 30, 33; NTT: 85
TECH: WC: nap-0921
3. Students will identify patterns of crisis and recovery related to the Black Death, and evaluate their impact.
SE/TE: 269, 270, 273, 274, 277
TE: T20
TECH: WC: nap-0852
4. Students will explain Greek, Roman, and Arabic influence on Western Europe.
SE/TE: 145, 146, 164, 165, 288, 320, 321, 322
Benchmarks
CHAPTER 31 E. Global Encounters, Exchanges, and Conflicts, 500 AD-1500 AD
CHAPTER 32 Standards
The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period.
1. Students will explain why European powers were able to extend political control in some world regions and not others, in the 15th and 16th Centuries.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TE: 444c
TR: NTT: 114B
TECH: WC: nae-1401
4. Slavery in Christian Europe, in Islamic world practices, in the Americas; the Triangle Trade; Middle Passage; organization of plantation labor and slave resistance I
The student will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms of its impact on Western civilization.
Benchmarks
CHAPTER 35 F. Emergence of a Global Age, 1450 AD-1800 AD
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
1. Johann Gutenberg, printing press, growth of cities, destruction of feudal/manoral system, growth of monetary economy, rise of capitalism, commercial revolution
TECH: WHA: Painting a Renaissance Marvel; WHA: An Artist Becomes a Biographer; WC: nap-1312
4.The views and actions of: Martin Luther, John Calvin; Henry VIII, Elizabeth I, Mary Tudor, and Mary, Queen of Scots inquisition, Thirty Years’ War, Treaty of Westphalia
2. East Indian spice trade, Siberian fur trade, China tea trade, African slave trade, growth of London and Amsterdam, development of plantation agriculture, cotton industry in India
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
5. Russian expansion into Siberia, spread of the Spanish language in the Americas, resettlement policies under the British Empire Mogul Emp ire in South Asia, Safavid Empire in Iran, Qing Empire in East Asia, Iberian Empires in the Americas and Asia, British, French or Dutch colonial Empires, Russian Empire, Tokugawa Shogunate in Japan.
TECH: WHA: A Working Monarch; WC: nae-1601, nae-1611
3. Students will identify the leaders and analyze the impacts of the English Civil War and the Glorious Revolution on the development of English constitutionalism.
SE/TE: 519-520, 521, 522-523; CCH: p. 1151
The student will demonstrate knowledge of scientific, political, philosophical, economic and religious changes during the 17th and 18th Centuries.
Benchmarks
CHAPTER 41 G. Age of Empires and Revolutions, 1640 AD-1920 AD
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TR: NTT: 117
4. Students will explain the ideas of the Enlightenment contrasted with ideas of medieval Europe, and identify important historical figures and their contributions.
TR: Unit 3: p. 67, 68, 69, 71; SH: p. 3; NTT: 115, 116; CT: 96, 100
TECH: WHA: A Working Monarch; WHA: A Child Becomes King; WHA: Life at Versailles; WHA: A Foreign Princess Takes the Throne; WHA: Pushkin; DSV: Peter the Great; WC: nae-1601, nae-1611
3. Cromwell, Roundheads/Cavaliers, Charles I, rump parliament, Restoration, Charles II, James II, William and Mary
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TE: 408c
TR: Unit 4: p. 6, 10; CT: 101, 102; NTT: 120, 121A
TECH: WHA: Rousseau Stirs things Up; WHA: Pens to Inspire Revolution
5. Thomas Paine, Thomas Jefferson, Estates, Louis XVI, Marie Antoinette, Bastille, Rights of Man, radicals, Marat, Danton, guillotine, Robespierre, Directory
TR: Unit 4: p. 11, 21, 23, 27; CT: 104, 109, 110; NTT: 75, 76, 77, 122
TECH: WHA: Paine’s Common Sense; WHA: Inciting Revolution; WHA: Parisian Women Storm Versailles; WHA: The Engine of Terror; DSV: The Enlightenment and the American Revolution
1. Students will analyze the Napoleonic Wars and the Concert of Europe.
SE/TE: 593-600, 601, 603, 604-605; CCH: p. 1151
TE: T21
TR: Unit 4: p. 28, 32, 33, 34; CT: 111, 112; NTT: 78
2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe.
TR: Unit 4: p. 28, 32, 33, 34; Unit 5: p. 27, 35; CT: 11, 112, 131; NTT: 78, 138
TECH: WHA: Enter Napoleon Bonaparte; WHA: Blood and Iron; DSV: Napoleon’s Lost army; WC: nap-1841, nap-1842, nap-2211
2. Paris uprising, Charles X, Louis Philippe, Conservatism, Liberalism, Radicalism, Great Reform Bill; Socialis m, Marxism, Anarchism, Napoleon III, Balkan Problem, Geanne Deroin, Pauline Roland
TR: Unit 5: p. 94, 96, 97; CT: 151; NTT: 167BTECH: WC: nap-2541
2. Markets, tropical products and raw materials, national rivalries, domestic political aims; British in India and Africa; Dutch in Indonesia; France in North Africa; impact of new weapons and transportation; rise of Japan as a world power; imperialism and the ‘scramble’ for colonies in Africa; treaty ports, ‘unequal treaties’ in China
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TE: 748c, 782c
TR: Unit 5: p. 69, 70, 73, 76, 89, 92; CTT: 143, 144, 147, 149, 150, 151; NTT: 147, 150, 164, 165;RNT: p. 224
TECH: WHA: Resisting Imperialism; WHA: Empire Builders; WHA: The White Man’s Burden; WHA: A New Pattern; DSV: The Scramble for African Colonies; WC: nap-2421
3. Compare French colonization of Algeria to the British in India and the French in Indochina to the British in Hong Kong and China; French and British colonies in sub-Saharan Africa; Japanese and American colonial expansion in Western Pacific
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
5. Students will examine events related to the rise and aggression of dictatorial regimes in the Soviet Union, Germany, Italy and Japan, and the human costs of their actions.
TR: Unit 6: p. 53, 54, 55, 56, 57; CT: 170, 173; NTT: 168A, 168B, 169, 170
TECH: WHA: Japan in the Midst of Change; WHA: Nazi Germany; WHA: A New Leader: Mussolini; WHA: The Nazis in Control of Germany; WHA: The Heart of the Party; WHA: Anna Akhmatova; WC: nap-2841
1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership.
3. Harold Stassen, San Francisco Conference, Security Council, General Assembly, UNESCO, FAO, WHO, UNICEF
SE/TE: 953, 956, 959
1. Students will explain how Western Europe and Japan recovered after World War II.
SE/TE: 980-981, 983-984, 1001, 1097
TR: Unit 7: p. 88; CT: 183
TECH: WHA: The Nations of Europe Unite
2. Students will explain key events and revolutionary movements of the Cold War period and analyze their significance, including the Berlin Wall, the Berlin airlift, Korean War, Cuban Missile Crisis, Sputnik, the Vietnam War, and the roles of the U.S. and Soviet Union in ending the Cold War.
TR: Unit 7: p. 5, 7, 8, 9, 11, 14, 16; SH: p. 3; CT: 185; NTT: 176, 180, 181
TECH: WHA: An Iron Curtain; WHA: Berlin Is Walled In; DSV: Showdown: The Cuban Missile Crisis; DSV: The Rise and Fall of the Berlin Wall; WC: nae-3001, nap-3011, nap-3031, nap-3461
CHAPTER 53 I. The Post-War Period, 1945 AD-Present
CHAPTER 54 Standards
The student will demonstrate knowledge of major events and outcomes of the Cold War.
TR: Unit 7: p. 46, 49, 50, 55; SH: 3; NTT: 187; CT: 198
TECH: WHA: Two Peoples Claim the Same Land; WC: nap-3231, nap-3241
4. Students will analyze how Middle Eastern protectorate states achieved independence from England and France in the 20th Century, and the current day significance of the oil reserves in this region.
2. Students will describe and analyze processes of “globalization” as well as persistent rivalries and inequalities among the world’s regions, and assess the successes and failures of various approaches to address these.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
1. Students will demonstrate knowledge of the continuing impact of September 11, 2001.
SE/TE: 1115-1116, 1117-1118, 1119
TR: Unit 7: p. 85, 87, 92; NTT: 207
TECH: WHA: Taking a Stand; WC: nap-3441
1. New clashes of economic, political, and religious world views
SE/TE: 1104, 1113, 1115-1116, 1117-1118, 1119
TECH: WC: nap-3461
The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
3. Students will demonstrate the ability to use geographic information from a variety of sources to determine feasible locations for economic activities and examine voting behavior.
The student will understand the regional distribution of the human population at local to global scales and its patterns of change.
NA
1. Students will describe the pattern of human population density in the United States and major regions of the world.
SE/TE: 1068, 1070, 1107, 1124, 1148
TR: CT: 210
2. Students will provide examples that illustrate the impact changing birth and death rates have on the growth of the human population in the major regions of the world.
3. Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.
SE/TE: 1077
4. Students will use the concepts of push and pull factors to explain the general patterns of human movement in the modern era, including international migration, migration within the United States and major migrations in other parts of the world.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
The student will describe and provide examples of the primary factors behind the regional pattern of culture groups in the United States and the world.
NA
1. Students will use regions to analyze the locational patterns of culture groups at various scales.
TR: Unit 1: 33, 114, 116; Notetaking Transparencies (NTT): 72A, 74; Reading and Note Taking Study Guide (RNT): 62; Color Transparencies (CT): 21, 36, 37
TECH: Webcode (WC): nap-0131, nap-0211, nap-0231, nap-0311, nap-0331, nap-0341, nap-0421, nap-0611, nap-0631, nae-0701; Witness History Discovery School Video (DSV): Discovering Ancient Shang China; Witness History Audio (WHA): The Gift of the Nile; WHA: Birth of Diverse Cultures
2. Students will use concepts and models of the process of diffusion to interpret the spread of culture traits.
TECH: WC: nap-0321, nap-0611, nap-0641, nap-1021, nap-1111, nap-1251; DSV: A Changing World
3. Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change.
TECH: WHA: Fleeing Amid Religious Violence; WHA: The Nations of Europe Unite
3. Students will understand the patterns of colonialism and how its legacy affects emergence of independent states in Africa, Asia, and Latin America as well as the tensions that arise when boundaries of political units do not correspond to nationalities of people living within them.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TECH: WHA: White Man’s Burden; WHA: Resisting Imperialism; WHA: Independence in Eritrea; DSV: The Scramble for African Colonies; WC: nae-2401, nae-3101, nap-2421, nap-2521, nap-2541, nap-3131
4. Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet.
NA
The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.
NA
1. Students will describe the contemporary patterns of large cities.
SE/TE: 977, 1064-1065, 1070, 1073, 1078
2. Students will describe the processes that have produced this pattern of cities.
3. Students will describe how changes in transportation and communication technologies affected the urbanization of the United States.
SE/TE: 664, 665, 887
4. Students will describe how changes in transportation technology, government policies, lifestyles, and cycles in economic activity impact the suburbanization of the United States.
SE/TE: 977
5. Students will explain the internal spatial structure of cities in the United States.
SE/TE: 664, 670
6. Students will provide examples of how the internal structure of cities varies around the world.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
The student will use regions and the interaction among them to analyze the present patterns of economic activity in the United States and around the world at various scales.
NA
1. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the United States.
SE/TE: 661, 662
TECH: WC: nap-2111
2. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the primary industrial regions of the world.
3. Students will describe how the technological and managerial changes associated with the third agricultural revolution have impacted the regional patterns of crop and livestock production.
Minnesota Academic Standards in History and Social Studies(Grades 9-12)
MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES
PAGE(S) WHERE TAUGHT(If submission is not a text, cite
appropriate resource(s))
TECH: nap-3421
7. Students will describe how geographic models can help to explain the location of commercial activities and land use patterns in the United States and the world.
SE/TE: 661, 1083
TECH: WC: nap-2111, nap-3341
8. Students will explain the variations in economic activity and land use within the state of Minnesota analyze issues related to land use and reach conclusions about the potential for change in various regions.
NA
9. Students will describe changes in common statistical measures of population or economy that occur as countries develop economically.
SE/TE: 1035, 1057, 1067, 1078, 1079, 1090, 1111
TR: CT: 200, 202
TECH: WC: nap-3311, nap-3431
10. Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle.
The student will describe how humans influence the environment and in turn are influenced by it.
NA
1. Students will provide a range of examples illustrating how types of government systems and technology impact the ability to change the environment or adapt to it.