Social Science Content Standards for California Public...

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World History © 2001

correlated to

Social Science Content Standards for California Public Schools

History/Social Science Content Standards Grade 7

American Guidance Service, Inc. World History ©2001correlated to the

California History/Social Science Content StandardsPre-Publication Version

Grade 7

January 24, 2001 Page 1

WORLD HISTORY AND GEOGRAPHY:

MEDIEVAL AND EARLY MODERN TIMES

Students in grade seven study the social, cultural, and technological changes thatoccurred in Europe, Africa, and Asia from 500-1789 AD. After reviewing the ancientworld and the ways in which archaeologists and historians uncover the past, studentsstudy the history and geography of great civilizations that were developing concurrentlythroughout the world during medieval and early modern times. They examine thegrowing economic interaction among civilizations as well as the exchange of ideas,beliefs, technologies and commodities. They learn about the resulting growth ofEnlightenment philosophy and the new examination of the concepts of reason andauthority, the natural rights of human beings and the divine right of kings,experimentalism in science and the dogma of belief. Finally, students assess the politicalforces let loose by the Enlightenment, particularly the rise of democratic ideas, and theylearn about the continuing influence of these ideas in the world today.

7.1 Students analyze the causes and effects of the vast expansion and ultimatedisintegration of the Roman Empire, in terms of:

1. the early strengths and lasting contributions of Rome (e.g., significance ofRoman citizenship; rights under Roman law; Roman art, architecture,engineering and philosophy; preservation and transmission of Christianity)and its ultimate internal weaknesses (e.g., rise of autonomous military powerswithin the empire, undermining of citizenship by the growth of corruption andslavery, lack of education and distribution of news)

SE: 170-173, 174-176, 177-179, 180-182, 183-184, 190-193, 194-198, 204-205, 206-209

2. the geographic borders of the empire at its height and the factors thatthreatened its territorial cohesion

SE: 177-179, 191-197, 202, 204-205

3. the establishment by Constantine of the new capital in Constantinople and thedevelopment of the Byzantine Empire with an emphasis on the consequencesof the development of two distinct European civilizations, Eastern Orthodoxand Roman Catholic, with two distinct views on church-state relations

SE: 204-205, 210-211, 222, 227



Grade 7


7.2 Students analyze the geographic, political, economic, religious, and socialstructures of civilizations of Islam in the Middle Ages, in terms of:

1. the physical features and climate of the Arabian peninsula, its relationship tosurrounding bodies of land and water and the relationship between nomadicand sedentary ways of life

SE: 268, 269

2. the origins of Islam and the life and teachings of Muhammad, includingIslamic teachings on the connection with Judaism and Christianity

SE: 262, 263, 264-267, 268-271

3. the significance of the Qur'an and the Sunnah as the primary sources ofIslamic beliefs, practice and law, and their influence in Muslims’ daily life

SE: 265, 266

4. the expansion of Muslim rule through military conquests and treaties,emphasizing the cultural blending within Muslim civilization and the spreadand acceptance of Islam and the Arabic language

SE: 268-271, 285, 401

5. the growth of cities and the trade routes created among Asia, Africa andEurope, the products and inventions that traveled along these routes (e.g.,spices, textiles, paper, steel, new crops), and the role of merchants in Arabsociety

SE: 268-271

6. the intellectual exchanges among Muslim scholars of Eurasia and Africa andthe contributions Muslim scholars made to later civilizations in the areas ofscience, geography, mathematics, philosophy, medicine, art, and literature

SE: 269-271



Grade 7


7.3 Students analyze the geographic, political, economic, religious, and socialstructures of the civilizations of China in the Middle Ages in terms of:

1. the reunification of China under the Tang Dynasty and reasons for the spreadof Buddhism in Tang China, Korea, and Japan

SE: 291, 292, 297

2. agricultural, technological, and commercial developments during the Tangand Sung periods

SE: 297-300

3. the influences of Confucianism and changes in Confucian thought during theSung and Mongol periods

SE: 298

4. the importance of both overland trade and maritime expeditions betweenChina and other civilizations in the Mongol Ascendancy and Ming Dynasty

SE: 301-302

5. the historic influence of such discoveries as tea, the manufacture of paper,wood block printing, the compass, and gunpowder

SE: 297-298, 300, 301, 308

6. the development of the imperial state and the scholar-official class

SE: 297-300, 305-310

7.4 Students analyze the geographic, political, economic, religious, and socialstructures of the Sub-Saharan civilizations of Ghana and Mali in Medieval Africa,in terms of:

1. the Niger River and the vegetation zones of forest, savannah and desert andthe relationship of these features to the trade in gold, salt, food, and slaves;the growth of the Ghana and Mali empires

SE: 263, 272-273, 274-276



Grade 7


2. the importance of family, labor specialization, and regional commerce in thedevelopment of states and cities in West Africa

SE: 272, 273

3. the role of the trans-Saharan caravan trade in the changing religious andcultural characteristics of West Africa, and the influence of Islamic beliefs,ethics and law

SE: 272-274, 275-276

4. the growth of Arabic as a language of government, trade, and Islamicscholarship in West Africa

SE: 274, 275

5. the importance of written and oral traditions in the transmission of Africanhistory and culture

The opportunity to address this objective is available on the following pages:SE: 272-274, 275, 276

7.5 Students analyze the geographic, political, economic, religious, and socialstructures of the civilizations of Medieval Japan, in terms of:

1. the significance of Japan’s proximity to China and Korea and the intellectual,linguistic, religious and philosophical influence of those countries on Japan

SE: 303-304, 305, 308, 309-310

2. the reign of Prince Shotoku of Japan and the characteristics of Japanesesociety and family life

The opportunity to address this objective is available on the following pages:SE: 309, 310

3. the values, social customs, and traditions prescribed by the lord-vassal systemconsisting of shogun, daimyo and samurai and the lasting influence of thewarrior code in the 20th century

SE: 305, 306



Grade 7


4. the development of distinctive forms of Japanese Buddhism

SE: 304

5. the ninth and tenth century golden age of literature, art and drama, and itslasting effects on culture today, including Murasaki Shikibu’s Tale of Genji

SE: 307

6. the rise of a military society in the late twelfth century and the role of thesamurai

SE: 306

7.6 Students analyze the geographic, political, economic, religious, and socialstructures of the civilizations of Medieval Europe, in terms of:

1. the geography of the Europe and the Eurasian land mass, including itslocation, topography, waterways, vegetation and climate and relationship toways of life in ancient Europe and during the Roman Empire

SE: 224, 227, 233, 240-244, 246-248, 249-252, 325-326

2. the spread of Christianity north of the Alps and the role played by the earlyChurch and by monasteries in its diffusion after the fall of Rome

SE: 199-203, 242-245

3. the development of feudalism, its operation in the medieval Europeaneconomy, the way in which it was influenced by physical geography (the roleof the manor and the growth of towns) and how feudal relationships providedthe foundation of political order

SE: 246-248, 249-252

4. the conflict and cooperation between the Papacy and European monarchs(e.g., Charlemagne, Gregory VII, Emperor Henry IV)

SE: 220-221, 237, 355-356



Grade 7


5. the significance of developments in medieval English legal and constitutionalpractice and their importance in the rise of modern democratic thought andrepresentative institutions (e.g., Magna Carta, parliament, development ofhabeas corpus, an independent judiciary in England)

SE: 255-256, 258-259, 406, 407, 408-412

6. the causes and course of the Religious Crusades and the effects on Christian,Muslim and Jewish populations in Europe with emphasis on the increasingcontact with the cultures of the Eastern Mediterranean world

SE: 240-241, 243, 244, 257-259

7. mapping the spread of the Bubonic Plague from Central Asia to China, theMiddle East, and Europe and its impact on global population

SE: 324-325

8. the importance of the Catholic church as a political, intellectual and aestheticinstitution (e.g., founding of universities, the political and spiritual role of theclergy, creation of monastic and mendicant religious orders, preservation ofLatin language and religious texts, St. Thomas Aquinas’ synthesis of classicalphilosophy with Christian theology and the concept of "natural law")

SE: 242-245, 253-255, 361, 362

9. the history of the decline of Muslim rule in the Iberian Peninsula thatculminated in the "Reconquista" and the rise of Spanish and Portuguesekingdoms

SE: 401-405

7.7 Students compare and contrast the geographic, political, economic, religious, andsocial and structures of the Mesoamerican and Andean civilizations, in terms of:

1. the locations, landforms and climates of Mexico, Central America and SouthAmerica and their effects upon Mayan, Aztec, and Incan economies, trade,and development of urban societies

SE: 276-278, 279-281, 285



Grade 7


2. the roles of people in each society, including class structures, family life,warfare, religious beliefs and practices, and slavery

SE: 277-278, 279-280

3. how and where each empire arose and how the Aztec and Inca empires weredefeated by the Spanish

SE: 281, 433-436

4. the artistic and oral traditions and architecture in the three civilizations

SE: 278, 279, 280

5. the Mesoamerican achievements in astronomy and mathematics, including thedevelopment of the calendar and the Mesoamerican knowledge of seasonalchanges to the civilizations’ agricultural systems

SE: 277-285

7.8 Students analyze the origins, accomplishments and geographic diffusion of theRenaissance, in terms of:

1. the way in which the revival of classical learning and the arts affected a newinterest in "humanism" (i.e., a balance between the intellect and religiousfaith)

SE: 326-328

2. the importance of Florence in the early stages of the Renaissance and thegrowth of independent trading cities (e.g., Venice) with emphasis on theirimportance in the spread of Renaissance ideas

SE: 322, 329-331

3. the effects of re-opening of the ancient "Silk Road" between Europe andChina, including Marco Polo’s travels and the location of his routes

SE: 297, 311



Grade 7


4. the growth and effect of ways of disseminating information (e.g., the ability tomanufacture paper, translation of the Bible into the vernacular, printing)

SE: 301, 322, 334-335, 343

5. advances in literature, the arts, science, mathematics, cartography,engineering, and the understanding of human anatomy and astronomy (e.g.biographies of Dante, da Vinci, Michelangelo, Gutenberg, Shakespeare)

SE: 317, 322, 333-334, 336-340, 343

7.9 Students analyze the historical developments of the Reformation, in terms of:

1. the causes for the internal turmoil and weakening of the Catholic church (e.g.,tax policies, selling of indulgences)

SE: 346-349, 350-352, 353-354, 355-357, 358-360

2. the theological, political, and economic ideas of the major figures during theReformation (e.g., Erasmus, Martin Luther, John Calvin, William Tyndale)

SE: 346, 350-355, 358-360, 364, 365

3. the influence of new practices of church self-government among Protestantson the development of democratic practices and ideas of federalism

SE: 354, 356-362

4. the location and identification of European regions that remained Catholic andthose that became Protestant and how the division affected the distribution ofreligions in the New World

SE: 347, 362, 429

5. how the Counter-Reformation revitalized the Catholic church and the forcesthat propelled the movement (e.g., St. Ignatius of Loyola and the Jesuits, theCouncil of Trent)

SE: 346, 361-365, 391



Grade 7


6. the institution and impact of missionaries on Christianity and the diffusion ofChristianity from Europe to other parts of the world in the medieval and earlymodern periods, including their location on a world map

SE: 428, 429, 433-436, 437-438, 443

7. the "Golden Age" of cooperation between Jews and Muslims in MedievalSpain which promoted creativity in art, literature and science, including howit was terminated by the religious persecution of individuals and groups (e.g.,the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in1492)

SE: 268-270, 401-405

7.10 Students analyze the historical developments of the Scientific Revolution and itslasting effect on religious, political and cultural institutions, in terms of:

1. the roots of the scientific revolution (e.g., Greek rationalism; Jewish,Christian and Muslim science; Renaissance humanism, new knowledge fromglobal exploration)

SE: 368-371, 372-374, 375-377, 378-380, 381-386

2. the significance of the new scientific theories (e.g., Copernicus, Galileo,Kepler, Newton) and the significance of inventions (e.g., telescope,microscope, thermometer, barometer)

SE: 368, 372-374, 375-377, 378-380, 386-387, 454, 455

3. the scientific method advanced by Bacon and Descartes, the influence of newscientific rationalism on the growth of democratic ideas and the coexistenceof science with traditional religious beliefs

SE: 351, 370-371, 383, 385-387



Grade 7


7.11 Students analyze political and economic change in the sixteenth, seventeenth, andeighteenth centuries (Age of Exploration, the Enlightenment, and the Age ofReason), in terms of:

1. the great voyages of discovery, the location of the routes, and the influence ofcartography in developing a new European world view

SE: 424-427, 428-432, 443-446, 449

2. the exchanges of plants, animals, technology, culture, and ideas amongEurope, Africa, Asia, and the Americas in the 15th and 16th centuries and themajor economic and social effects on each continent

SE: 424-427, 433-436, 437-439, 440-443, 444-446, 452-456, 457-460, 461-464

3. the origins of modern capitalism, the influence of mercantilism and cottageindustry, the elements and importance of a market economy in seventeenth-century Europe, and the changing international trading and marketingpatterns, including their location on a world map and the influence ofexplorers and map makers

SE: 480-482, 483-484, 485-489, 491-493, 494-499

4. how the main ideas of the Enlightenment can be traced back to suchmovements as the Renaissance, the Reformation, and the ScientificRevolution and to the Greeks, Romans, and Christianity

SE: 455, 461-464, 465-469, 471

5. how democratic thought and institutions were influenced by Enlightenmentthinkers (e.g., Locke, Montesquieu, American founders)

SE: 452-453, 457-460, 461-464, 465-470, 506-509, 510-511

6. how the principles in the Magna Carta were embodied in such documents asthe English Bill of Rights and the American Declaration of Independence

SE: 258, 411-412, 421, 509, 510-512



Grade 10


The intellectual skills noted below are to be learned through, and applied to, the contentstandards for grades 9-12. They are to be assessed only in conjunction with the contentstandards in grades 9-12 and are not to be assessed in isolation.

Historical and Social Sciences Analysis Skills

In addition to the standards for grades 9-12, students demonstrate thefollowing intellectual, reasoning, reflection and research skills:

Grades 9-12

Chronological and Spatial Thinking

1. students compare the present with the past, evaluating the consequences of pastevents and decisions and determining the lessons learned

SE: 53, 135, 213, 287, 345, 393, 423, 531, 609, 673, 699, 757

2. students analyze how change happens at different rates at different times; that someaspects can change while others remain the same; that change is complicated andaffects not only technology and politics, but also values and beliefs

SE: 56, 142, 221, 262, 288, 368, 452, 504, 591, 650, 702, 758

3. students use a variety of maps and documents to interpret human movement,including major patterns of domestic and international migration; changingenvironmental preferences and settlement patterns; the frictions that developbetween population groups; and the diffusion of ideas, technological innovations,and goods

SE: 62, 99, 163, 224, 275, 331, 446, 542, 661, 749, 771

4. students relate current events to the physical and human characteristics of placesand regions

SE: 96-97, 297-304, 687-690, 711-715, 734-737, 749



Grade 10


Historical Research, Evidence and Point of View

1. students distinguish valid arguments from fallacious arguments in historicalinterpretations

SE: 73, 131, 209, 283, 363, 385, 419, 469, 553, 645, 777

2. students identify bias and prejudice in historical interpretations

SE: 91, 109, 165, 235, 257, 311, 499, 579, 627, 691, 753

3. students evaluate major debates among historians concerning alternativeinterpretations of the past, including an analysis of authors' use of evidence and thedistinctions between sound generalizations and misleading oversimplifications

SE: 39, 108, 156, 245, 328, 415, 484, 541, 615, 682, 741

4. students construct and test hypotheses; collect, evaluate and employ informationfrom multiple primary and secondary sources; and apply it in oral and writtenpresentations

SE: 71, 85, 175, 232, 377, 463, 536, 622, 635, 652, 774

Historical Interpretation

1. students show the connections, causal and otherwise, between particular historicalevents and larger social, economic and political trends and developments

SE: 154, 197, 240, 300-301, 330, 411-412, 508-512, 515, 639-640, 667-668, 716-717

2. students recognize the complexity of historical causes and effects, including thelimitations on determining cause and effect

SE: 198, 232-233, 240-241, 246-249, 364, 404-405, 590-593, 722-723

3. students interpret past events and issues within the context in which an eventunfolded rather than solely in terms of present day norms and values

SE: 89, 156, 194, 276, 328, 384, 464, 508, 615, 663, 707



Grade 10


4. students understand the meaning, implication, and impact of historical events whilerecognizing that events could have taken other directions

SE: 177, 184, 204, 235, 356-358, 390, 417, 507-509, 515, 534-537, 629

5. students analyze human modifications of a landscapes, and examine the resultingenvironmental policy issues

SE: 667-668, 758, 765, 773-776, 779

6. students conduct cost/benefit analyses and apply basic economic indicators toanalyze the aggregate economic behavior of the U.S. economy

The opportunity to address this objective is available on the following pages:SE: 760-764, 765-768, 769-772

GRADE 10

WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD

Students in grade ten study major turning points that shaped the modern world, from thelate 18th century through the present, including the cause and course of the two worldwars. They trace the rise of democratic ideas and develop an understanding of thehistorical roots of current world issues, especially as they pertain to internationalrelations. They extrapolate from the American experience that democratic ideals areoften achieved at a high price, remain vulnerable and are not practiced everywhere in theworld. Students develop an understanding of current world issues and relate them to theirhistorical, geographic, political, economic, and cultural contexts. Students considermultiple accounts of events in order to understand international relations from a varietyof perspectives.

10.1 Students relate the moral and ethical principles in ancient Greek and Romanphilosophy, in Judaism and in Christianity to the development of Westernpolitical thought, in terms of:

1. the similarities and differences in Judeo-Christian and Greco-Roman views oflaw; reason and faith; duties of the individual

SE: 158-161, 199-203, 206-211



Grade 10


2. the development of the Western political ideas of the rule of law andillegitimacy of tyranny, drawing from selections from Plato’s Republic andAristotle’s Politics economy

The opportunity to address this objective is available on the following pages:SE: 159-160, 167, 215, 453-456, 457-460

3. the influence of the U.S. Constitution on political systems in thecontemporary world

SE: 509-512, 513-515, 516-519

10.2 Students compare and contrast the Glorious Revolution of England, the AmericanRevolution, and the French Revolution and their enduring effects on theworldwide political expectations for self-government and individual liberty, interms of:

1. the major ideas of philosophers and their effect on the democratic revolutionsin England, the United States, France, and Latin America (e.g., biographies ofJohn Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Sim—nBol’var, Thomas Jefferson, James Madison)

SE: 452, 456, 457, 458, 459-462, 471, 532, 540-541

2. the principles of the Magna Carta, the English Bill of Rights (1689), theAmerican Declaration of Independence (1776), the French Declaration of theRights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)

SE: 258, 459, 461, 462, 510-512

3. the unique character of the American Revolution, its spread to other parts ofthe world, and its continuing significance to other nations

SE: 509-512

4. how the ideology of the French Revolution led France to develop fromconstitutional monarchy to democratic despotism to the Napoleonic empire

SE: 513-515, 516-519, 520-521



Grade 10


5. how nationalism spread across Europe with Napoleon, was repressed for ageneration under the Congress of Vienna and Concert of Europe until theRevolutions of 1848

SE: 516-519, 520-526, 534-536, 537-538, 544-547, 548-551

10.3 Students analyze the effects of the Industrial Revolution in England, France,Germany, Japan and the United States, in terms of:

1. why England was the first country to industrialize

SE: 481-484, 485-488

2. how scientific and technological changes and new forms of energy broughtabout massive social, economic, and cultural change (e.g., biographies ofJames Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison,)

SE: 448, 480, 487, 488, 491, 497, 501

3. the growth of population, rural to urban migration and growth of citiesassociated with the Industrial Revolution

SE: 482-483, 494-499

4. the evolution of work and labor, including the demise of the slave trade andeffect of immigration, mining and manufacturing, division of labor, and theunion movement

SE: 486-487, 494, 495, 496-497

5. the connections among natural resources, entrepreneurship, labor and capitalin an industrial economy

SE: 483, 484

6. the emergence of capitalism as a dominant economic pattern and theresponses to it, including Utopianism, Social Democracy, Socialism, andCommunism

SE: 483-484, 548-551, 553, 554



Grade 10


7. the emergence of the Romantic impulse in art and literature (e.g., the poetryof William Blake and William Wordsworth), social criticism (e.g., CharlesDickens’ novels) and the move away from Classicism in Europe

SE: 500, 538

10.4 Students analyze patterns of global change in the era of New Imperialism in atleast two of the following regions or countries: Africa, Southeast Asia, China,India, Latin America and the Philippines, in terms of:

1. the rise of industrial economies and their link to imperialism and colonialism(e.g., the role played by national security and strategic advantage; moralissues raised by search for national hegemony, Social Darwinism and themissionary impulse; material issues such as land, resources and technology

SE: 443-447, 558-559, 570-578

2. the location of the colonial rule of such nations as England, France, Germany,Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States

SE: 570-571, 572-575, 576-578, 579-581

3. imperialism from the perspective of the colonizers and the colonized and thevaried immediate and long-term responses by the people under colonial rule

SE: 570-571, 573-574, 578, 581

4. the independence struggles of the colonized regions of the world, includingthe role of leaders, such as Sun Yat-sen in China, and the role of ideology andreligion

SE: 539-543, 632, 641, 647, 702, 716-717, 726-727

10.5 Students analyze the causes and course of the First World War, in terms of:

1. the arguments for entering into war presented by leaders from all sides of theGreat War and the role of political and economic rivalries, ethnic andideological conflicts, domestic discontent and disorder, and propaganda andnationalism in mobilizing civilian population in support of "total war"

SE: 588-593, 606



Grade 10


2. the principal theaters of battle, major turning points and the importance ofgeographic factors in military decisions and outcomes (e.g., topography,waterways, distance, climate)

SE: 591, 594-598, 601

3. how the Russian Revolution and the entry of the United States affected thecourse and outcome of the war

SE: 597, 614-615, 617

4. the nature of the war, the human costs (military and civilian) on all sides ofthe conflict, including how colonial peoples contributed to the war effort

SE: 592-593, 596, 601

5. human rights and genocide, including the Ottoman government’s actionsagainst Armenian citizensThe opportunity to address this objective is available on the following page:SE: 594

10.6 Students analyze the effects of the First World War, in terms of:

1. the aims and negotiating roles of world leaders, the terms and influence of theTreaty of Versailles and Woodrow Wilson's Fourteen Points, and the causesand effects of U.S. rejection of the League of Nations on world politics

SE: 600-601, 602-607, 634, 636-637, 646

2. the effects of the war and resulting peace treaties on population movement,the international economy, and shifts in the geographic and political bordersof Europe and the Middle East

SE: 599-602, 603-607

3. the widespread disillusionment with prewar institutions, authorities, andvalues that resulted in a void that was later filled by totalitarians

SE: 632-636, 637-640, 641-642, 643-646, 650-654



Grade 10


4. the influence of World War I on literature, art, and intellectual life in the West(e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, ErnestHemingway)

The opportunity to address this objective is available on the following pages:SE: 603-606

10.7 Students analyze the rise of totalitarian governments after World War I, in termsof:

1. the causes and consequences of the Russian Revolution, including Lenin's useof totalitarian means to seize and maintain control (e.g., the Gulag)

SE: 619-622, 623-628

2. Stalin's rise to power in the Soviet Union and the connection betweeneconomic policies, political policies, the absence of a free press, andsystematic violations of human rights (e.g., the Terror Famine in Ukraine)

SE: 623-629

3. the rise, aggression, and human costs of totalitarian regimes (Fascist andCommunist) in Germany, Italy, and the Soviet Union noting their commonand dissimilar traits

SE: 632-633, 634-636, 637-640, 641-642, 643-646

10.8 Students analyze the causes and consequences of the Second World War, in termsof:

1. the German, Italian, and Japanese drives for empire in the 1930's, includingthe 1937 Rape of Nanking and other atrocities in China and the Stalin-HitlerPact of 1939

SE: 650-654, 655-657

2. the role of appeasement, nonintervention (isolationism), and the domesticdistractions in Europe and the United States prior to the outbreak of WorldWar II

SE: 653-654, 656, 659



Grade 10


3. the identification and location of the Allied and Axis powers; the majorturning points of the war, the principal theaters of conflict, key strategicdecisions; and the resulting war conferences and political resolutions withemphasis on the importance of geographic factors

SE: 658-662, 663-669

4. the political, diplomatic and military leadership (e.g., biographies of WinstonChurchill, Franklin Delano Roosevelt, Hirohito, Adolf Hitler, BenitoMussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower)

SE: 644-647, 652-657, 658-660, 666-668, 670-671, 688, 692-693, 754-755

5. the Nazi policy of pursuing racial purity, especially against the EuropeanJews, its transformation into the Final Solution and the Holocaust resulting inthe murder of six million Jewish civilians

SE: 677, 693

6. the human costs of the war, with particular attention to the civilian andmilitary losses in Russia, Germany, Britain, United States, China, and Japan

SE: 676-677

10.9 Students analyze the international developments in the post-World War II world,in terms of:

1. the economic and military power shifts caused by the war, including the YaltaPact, the development of nuclear weapons, Soviet control over EasternEuropean nations, and the economic recovery of Germany and Japan

SE: 667-668, 671, 674, 678, 683-685, 686-690, 693

2. the causes of the Cold War, with the free world on one side and Soviet clientstates on the other, including competition for influence in such places asEgypt, the Congo, Vietnam, and Chile

SE: 683-685, 686-692



Grade 10


3. the importance of the Truman Doctrine and Marshall Plan which establishedthe pattern for the postwar American policy of supplying economic andmilitary aid to prevent the spread of communism and the resulting economicand political competition in arenas such as Southeast Asia (i.e., Korean War,Vietnam War), Cuba, and Africa

SE: 674, 683-684, 687-690, 693, 702-703, 722-726, 751

4. the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent politicaland economic upheavals in China (e.g., the Great Leap Forward, the CulturalRevolution, and the Tiananmen Square uprising)

SE: 642, 719-721, 727, 730, 739, 755

5. uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) andtheir resurgence in the 1970's and 1980's as people in Soviet satellites soughtfreedom from Soviet control

The opportunity to address this objective is available on the following pages:SE: 742-745, 746-747

6. how the forces of nationalism developed in the Middle East, how theHolocaust affected world opinion regarding the need for a Jewish state, thesignificance and effects of the location and establishment of Israel on worldaffairs

SE: 711-715

7. the reasons for the collapse of the Soviet Union, including the weakness of thecommand economy, burdens of military commitments, and growingresistance to Soviet rule by dissidents in satellite states and the non-RussianSoviet republics

SE: 742-745, 746-750

8. the establishment and work of the United Nations, the Warsaw Pact, SEATO,and NATO, Organization of American States and their purposes and functions

SE: 674-675, 680-682, 685, 693, 748-749



Grade 10


10.10 Students analyze instances of nation-building in the contemporary world in two ofthe following regions or countries: the Middle East, Africa, Mexico and otherparts of Latin America, or China, in terms of:

1. challenges in the region, including its geopolitical, cultural, military, andeconomic significance and the international relationships in which it isinvolved

SE: 732-733, 739-741, 751-754

2. the recent history of the region, including the political divisions and systems,key leaders, religious issues, natural features, resources, and populationpatterns

SE: 730-733, 734-738, 739-741, 746-750

3. the important trends in the region today and whether they appear to serve thecause of individual freedom and democracy

SE: 737-738, 739-740, 744-745, 752

9.11 Students analyze the integration of countries into the world economy, and theinformation, technological and communications revolutions (e.g., television,satellites, computers)

SE: 752, 758, 760-764, 765-768, 769-772, 779

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