A Correlation of
Prentice Hall
World History From 1300: The Making of the Modern World South Carolina Edition ©2015
To the
South Carolina Social Studies Academic Standards World History High School
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School
Table of Contents Standard MWH-1: ................................................................................................... 3 Standard MWH-2: ................................................................................................... 6 Standard MWH-3: ................................................................................................. 10 Standard MWH-4: ................................................................................................. 13 Standard MWH-5: ................................................................................................. 16 Standard MWH-6: ................................................................................................. 21 Standard MWH-7: ................................................................................................. 25 Standard MWH-8: ................................................................................................. 28
2 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Europeans Look Outward, 29; A Spirit of Adventure, 49; The Printing Revolution, 56–57; The Search for Spices, 84–89; Turbulent Centuries in Africa, 90– 94; Concept Connector, 105; DocumentBased Assessment: Why did Europeans Explore the Seas?, 107; Conquest in the Americas, 110–114; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135
South Carolina Social Studies Academic Standards World History Standard MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and fifteenth centuries.
Enduring Understanding Physical geography, ideas, warfare, and financial institutions have shaped the interaction within and among regions around the world. To understand how the interaction of these forces in the fourteenth and fifteenth centuries led to the development of modern societies, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-1.1 Describe the diffusion of people SE/TE: Europeans Look Outward, 29; and goods between Europe, Asia, and Golden Age of Muslim Civilization, 32–33; A Africa during the fourteenth and fifteenth Spirit of Adventure & Italy’s History and centuries to show the networks of economic Geography, 49; The Printing Revolution, interdependence and cultural interactions. 56–57; The Search for Spices, 84–89; Turbulent Centuries in Africa, 90–94; Concept Connector, 105; Document-Based Assessment: Why did Europeans Explore the Seas?, 107; Conquest in the Americas, 110–114; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135 MWH-1.2 Explain the impact of the Crusades and the Renaissance on European exploration, including the significance of humanism, the revival of learning, and the transfer of knowledge about sailing and ancient philosophy from the Arabs to the Europeans.
SE/TE: Europeans Look Outward, 29; Golden Age of Muslim Civilization, 32–33; The Renaissance in Italy, 48–55; The Renaissance in the North, 56–60; Age of Exploration, 82–83; The Search for Spices, 84–89
MWH-1.3 Analyze the reasons for European interest in Africa, including the significance of the struggle between Muslim and Christian leaders in the Mediterranean and European interest in finding new trade routes to Asia.
SE/TE: Europeans Look Outward, 29; Golden Age of Muslim Civilization, 32–33; Turbulent Centuries in Africa, 90–94; European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99– 103; Quick Study Guide and Assessment, 104; Concept Connector, 105
3 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School
MWH-1.4 Evaluate the impact of the collapse of European feudal institutions and the spread of towns on the transmission of goods, people, and ideas in Europe.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Economic Expansion and Change, 27; Effects of the Crusades, 29; Learning, Literature, and the Arts, 29; Italy’s History and Geography, 49; A Commercial Revolution, 130–131
MWH-1.5 Explain how the development of banks in Europe influenced the transfer of goods throughout Europe.
SE/TE: For related material see: Italian Bankers, 50; A Commercial Revolution, 130–131
MWH-1.6 Evaluate the role the Ming emperors played in extending Chinese influence East Asia.
SE/TE: Ming dynasty, 36–37, 99–100, 102, 104
South Carolina Social Studies Academic Standards World History
Social Studies Literacy Skills for the Twenty-First Century · Examine the relationship of the present SE/TE: Concept Connector (Throughout to the past and use knowledge of the History & Continuing Today): Belief past to make informed decisions in the Systems: How do religions and belief present and to extrapolate into the future. systems affect society?, 11; Geography’s Impact: How do geography and people affect one another?, 23; Conflict: When, if ever, should people go to war?, 41; Cultural Diffusion: How does cultural diffusion occur?, 42; Trade: What are the intended and unintended effects of trade?, 43 · Trace and describe continuity and change across cultures.
SE/TE: Concept Connector (Throughout History & Continuing Today): Belief Systems, 11; Geography’s Impact, 23; Conflict, 41; Cultural Diffusion, 42; Trade, 43; Timelines, 24–25, 78–79, 104–105; Infographics: The Discovery of Perspective, 52–53, Realism in Northern European Art, 58–59, Major Events of the English Reformation, 68–69, Navigating the World, 86–87, Trade Among Europe, Africa, and Asia, 100–101; Document Based Assessment: The Impact of the Printing Press, 81, Why Did Europeans Explore the Seas?, 107
4 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Maps, 35, 39, 51, 81, 85; Charts and Graphs, 38, 39, 40; Infographics, 52– 53, 58–59, 68–69, 86–87, 100–101
South Carolina Social Studies Academic Standards World History · Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satelliteproduced images, and geographic information systems. · Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
SE/TE: Kingdoms and Trading States of Africa (730 B.C.-A.D. 1591), 34–35; The Search for Spices, 84–89; A Commercial Revolution, 130–131; History Interactive: The Columbian Exchange, 134; Concept Connector: Geography’s Impact: How do geography and people affect one another?, 23; Trade: What are the intended and unintended effects of trade?, 43
5 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: The Ottoman and Safavid Empires, 33; The Mongol and Ming Empires, 36–37; Turbulent Centuries in Africa, 90–94; European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99– 103; Quick Study Guide and Assessment, 104; Concept Connector, 105; Conquest in the Americas, 110–114; Spanish and Portuguese Colonies in the Americas, 115– 119; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135; Quick Study Guide and Assessment, 136; Concept Connector, 137
South Carolina Social Studies Academic Standards World History Standard MWH-2: The student will demonstrate an understanding of the benefits and costs of the growth of kingdoms into empires from the fourteenth through the sixteenth centuries.
Enduring Understanding As rulers consolidate their power, they often expand their territory, creating empires that have an impact on both the mother country and its colonies. To understand the impact of the creation of empires on the development of modern societies, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-2.1 Evaluate the consequences of SE/TE: Maps: Growth of Russia 1300the changing boundaries of kingdoms in 1584, 31, The Arabian Peninsula, 33, Europe, Asia, the Americas, and Africa. African Kingdoms and Trading States, 35, The Byzantine Empire, Eastern Europe, and Russia in 1300, 39, The World in 1700, 44, Political Europe About 1500, 51, Major African States About 1700, 92, Land Claims in the Americas, About 1700, 123, The Wars of Philip II, 1571-1588, 143, European Nation-States, 1700, 164
6 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Maps: Early Voyages of European Exploration, 1487-1609, 85, Route of Hernan Cortes, 113, Routes of the Triangular Trade, 127, Triangular Trade Routes, 136; also see: The Search for Spices, 84–89; Conquest in the Americas, 110–114; Spanish and Portuguese Colonies in the Americas, 115–119; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135
South Carolina Social Studies Academic Standards World History MWH-2.2 Describe the principle routes of exploration and trade between Europe, Asia, Africa, and the Americas from the late fifteenth century through the sixteenth century.
MWH-2.3 Explain the competition between European kingdoms for space and resources, including the Hundred Years’ War between France and England, the rise of the Holy Roman Empire in Central Europe, and the response to Islam on the Iberian Peninsula.
SE/TE: Christendom and Islam, 24–25; The Holy Roman Empire and the Church, 28–29; Europeans Look Outward, 29; Golden Age of Muslim Civilization, 32–33; Battles in the Mediterranean and the Netherlands & the Armada Sails Against England, 145; Waging Costly Wars, 152; The Thirty Year’s War, 163–165; The Rivalry of Great Powers, 167; Hundred Years' War, 789
MWH-2.4 Analyze the influence of the Mughal empire on the development of India, including the influence of Persian culture and the Muslim religion on the Hindu culture.
SE/TE: Review Unit: Muslims in India, 33
MWH-2.5 Evaluate the impact of the expansion of the Ottoman Empire into Eastern Europe.
SE/TE: Review Unit: The Ottoman and Safavid Empires, 33
7 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Turbulent Centuries in Africa, 90– 94; Quick Study Guide and Assessment, 104; Concept Connector, 105; Conquest in the Americas, 110–114; Spanish and Portuguese Colonies in the Americas, 115– 119; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135; Quick Study Guide and Assessment, 136; Concept Connector, 137
South Carolina Social Studies Academic Standards World History MWH-2.6 Describe the impact of the competition among European countries on the various kingdoms of the Americas and Africa, including the Columbian Exchange and the slave trade.
Social Studies Literacy Skills for the Twenty-First Century · Trace and describe continuity and change SE/TE: Concept Connector: Trade, 43, across cultures. Science and Technology, 77, Political Systems, 153; Timelines, 68–69, 78–79, 104–105, 136–137, 174–175; Infographics: Navigating the World, 86–87, Trade Among Europe, Africa, and Asia, 100–101, The Middle Passage: A Forced Journey, 126– 127, Philip II and the Rise of Spain, 144– 145 · Assess the relative importance of multiple causes on outcomes.
SE/TE: Feature: Cause and Effect, 78; Effects of Global Contact, 129–133; Events That Changed the World, 134–135; also see: Critical Thinking: recognize cause and effect, 80, 106, understand cause and effect, 144, 176; Reading Skills: recognize sequence, 110, 115, identify causes and effects, 84, 95, understand effects, 99
8 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Concept Connector: 21st Century Skills: Trade, 43, Science and Technology, 77, Political Systems, 153; Comparing Viewpoints: Who Loses in a Trade War?, 132; History Interactive: Events That Changed the World: The Columbian Exchange, 134–135; Document Based Assessment, 81, 107, 139, 177
South Carolina Social Studies Academic Standards World History · Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satelliteproduced images, and geographic information systems. · Construct and interpret maps, mental maps, and geographic models to solve problems.
SE/TE: Maps, 51, 70, 81, 85, 92, 113, 123, 127, 136, 143, 164, 164, 170; Charts and Graphs, 104, 118, 131, 134, 135, 136
· Explain how an interdependent, specialized, and voluntary worldwide trade network affects a nation’s standard of living and economic growth.
SE/TE: Trade, 43; The Search for Spices, 84–89; Turbulent Centuries in Africa, 90– 94; European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99–103; Conquest in the Americas, 110–114; Spanish and Portuguese Colonies in the Americas, 115–119; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135
9 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Concept Connector: Belief Systems, 11; The Ottoman and Safavid Empires, 33; The Protestant Reformation, 61–65; Reformation Ideas Spread, 66–71; Seeking Converts, 100; Spreading Christianity, 115– 116; Explorers and Missionaries, 120–121
South Carolina Social Studies Academic Standards World History Standard MWH-3: The student will demonstrate an understanding of the impact of religious movements throughout the world in the fourteenth through the sixteenth centuries.
Enduring Understanding Religion shaped (and continues to shape) the values and priorities of people, thus influencing political, economic, social, and aesthetic elements of culture. To understand the continuing role that religion plays in modern political, economic, and social issues, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-3.1 Describe the proliferation of SE/TE: Concept Connector: Belief Systems, religious ideas, including the expansion of 11; The Ottoman and Safavid Empires, 33; Islam, the competition between Protestants The Protestant Reformation, 61–65; and Catholics throughout Europe, and the Reformation Ideas Spread, 66–71; Seeking spread of Buddhism through East and Converts, 100; Spreading Christianity, 115– Southeast Asia. 116; Explorers and Missionaries, 120–121 MWH-3.2 Evaluate the impact of religious dissent on the development of European kingdoms during the sixteenth century, including the warfare between peasants and feudal lords in German principalities, the conflict between the nobility of the Holy Roman Empire and the Hapsburg emperors, the creation of the Church of England, and the dynastic and religious competition in France.
SE/TE: The Protestant Reformation (includes The Peasants’ Revolt & The Peace of Augsburg), 61–65; Switzerland’s Reformation, 65; Reformation Ideas Spread, 66–71; Religious Strife, 148; Church of England, 154
MWH-3.3 Explain the role of Islam on the cultures of the Middle East, North Africa, and Asia, including its methods of expansion, its impact on religious diversity, and reactions to its expansion.
SE/TE: Review Unit: Mughal India & The Ottoman and Safavid Empires, 33; Kingdoms of West Africa & Trade Routes of East Africa, 34–35; Stresses in Muslim Regions, 400
MWH-3.4 Explain the role of Buddhism and its impact on the cultures throughout East and Southeast Asia, including Buddhism’s basic tenets, the impact of the local rulers on religious conversion, and the religion’s enduring traditions.
SE/TE: For related material see: Buddhism, 11, 14, 42, 409, 624, 805
10 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History MWH-3.5 Compare the spread of religion and the development of trade routes and diplomatic connections, including Christian missionary work, Buddhist and Islamic pilgrimages, and the competition between Muslims and Christians for territory.
MWH-3.6 Analyze various indigenous religions practiced in Africa and the Americas and their impact on the culture of the region, including animism and polytheism.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Review Unit: Mughal India & The Ottoman and Safavid Empires, 33; Kingdoms of West Africa & Trade Routes of East Africa, 34–35; Trade, 43; The Search for Spices, 84–89; Turbulent Centuries in Africa, 90–94; European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99–103; Conquest in the Americas, 110–114; Spanish and Portuguese Colonies in the Americas, 115– 119; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135 SE/TE: For related material see: Civilizations of the Americas (1400 B.C.A.D. 1570), 20–21; Kingdoms and Trading States of Africa (730 B.C.-A.D. 1591), 34– 35; Missionaries Follow Explorers, 394
Social Studies Literacy Skills for the Twenty-First Century · Trace and describe continuity and change SE/TE: Concept Connector: Belief Systems, across cultures. 11; The Ottoman and Safavid Empires, 33; The Protestant Reformation, 61–65; Reformation Ideas Spread, 66–71; Seeking Converts, 100; Spreading Christianity, 115– 116; Explorers and Missionaries, 120–121 · Assess the relative importance of multiple causes on outcomes.
SE/TE: Feature: Cause and Effect, 78; Effects of Global Contact, 129–133; Events That Changed the World, 134–135; also see: Critical Thinking: recognize cause and effect, 80, 106, understand cause and effect, 144, 176; Reading Skills: recognize sequence, 110, 115, identify causes and effects, 84, 95, understand effects, 99
· Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning
SE/TE: History Interactive: Events That Changed the World: The Columbian Exchange, 134–135; Document Based Assessment, 81, 107, 139, 177
11 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History · Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.*
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Maps, 51, 70, 81, 85, 92, 113, 123, 127, 136, 143, 164, 164, 170; Charts and Graphs, 104, 118, 131, 134, 135, 136
* Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. · Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
SE/TE: The Protestant Reformation (includes The Peasants’ Revolt & The Peace of Augsburg), 61–65; Switzerland’s Reformation, 65; Reformation Ideas Spread, 66–71; Religious Strife, 148; Church of England, 154
12 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History Standard MWH-4: The student will demonstrate an understanding of the conflicts of the seventeenth and eighteenth centuries in Europe, America, Africa, and Asia.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: The Slave Trade Explodes, 91–92; Spain Seizes the Philippines, 97; A Great Empire Shatters, 98; The Manchu Conquest, 100–101; Conquest in the Americas, 110–114; Struggle for North America, 120–124; The Atlantic Slave Trade, 125–128; Battles in the Mediterranean and the Netherlands & the Armada Sails Against England, 145; Religious Strife, 148; Waging Costly Wars, 152; Fighting a Civil War, 156–157; The Thirty Year’s War, 163–165; The War of Austrian Succession, 166; The Rivalry of Great Powers, 167; Peter Expands Russia’s Borders, 169–170; The Partitions of Poland, 173; Birth of the American Republic, 195– 201; Events That Changed the World: Spreading the Word of Revolution, 202– 203; On the Eve of Revolution, 210–215; The French Revolution Unfolds, 216–222; Radical Days of the Revolution, 223–229
Enduring Understanding Competition for imperial conquest met with varying degrees of success and resistance in the1600s and 1700s. To understand the significant role that imperialism played in the development of many modern nation-states during this time period, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-4.1 Explain the changing boundaries SE/TE: Maps: The Wars of Philip II, 1571in Europe and Asia as a result of the 1588, 143, European Nation-States, 1700, competition between nation-states during 164, Europe After the Thirty Years' War, the seventeenth and eighteenth centuries. 164, Expansion of Russia, 1689-1796, 170, Partitions of Poland, 1701-1795, 174; also see: The European Presence Expands, 93; European Footholds in South and Southeast Asia, 95–98; Battles in the Mediterranean and the Netherlands & the Armada Sails Against England, 145; Religious Strife, 148; Waging Costly Wars, 152; Fighting a Civil War, 156–157; The Thirty Year’s War, 163– 165; The War of Austrian Succession, 166; The Rivalry of Great Powers, 167; Peter Expands Russia’s Borders, 169–170; The Partitions of Poland, 173
13 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School
MWH-4.2 Explain the changes in European overseas empires during this period, including the waning of the Spanish and Portuguese empires and the struggle between empires and colonists.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Birth of the American Republic, 195–201; Events That Changed the World: Spreading the Word of Revolution, 202– 203; An Age of Ideologies, 272–275; Revolutions of 1830 and 1848, 276–281; Concept Connector: Revolution, 282; Revolts in Latin America, 283–289; Quick Study Guide and Assessment, 290; Concept Connector, 291; Nationalism Threatens Old Empires, 343–346
MWH-4.3 Explain the similarities between the Qin and Ming dynasties in China, including foreign relations, culture, and economic practices.
SE/TE: Major Asian Dynasties and Empires, 104; also see: Encounters in East Asia: Qing dynasty, 101–102; Ming dynasty, 99– 100, 102
MWH-4.4 Evaluate the success of the Ming dynast in sustaining a prosperous Chinese empire and strengthening Chinese hegemony in Asia.
SE/TE: Ming dynasty, 36–37, 99–100, 102, 104
MWH-4.5 Analyze the factors that contributed to the collapse of the Mughal empire in India, including the role of religious intolerance.
SE/TE: Mughal empire, 33; A Great Empire Shatters, 98; Major Asian Dynasties and Empires, 104
MWH-4.6 Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their peripheries.
SE/TE: Mercantilism, 133, 186, 196, 267, 442
MWH-4.7 Explain the disruption within West African kingdoms as a result of the competition between European countries over slave trade.
SE/TE: Turbulent Centuries in Africa, 90– 94; The Atlantic Slave Trade, 125–128; The Partition of Africa, 392–399
South Carolina Social Studies Academic Standards World History
14 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition Social Studies Literacy Skills for the Twenty-First Century · Explain how groups work to challenge SE/TE: Birth of the American Republic, traditional institutions and effect change 195–201; Events That Changed the World: to promote the needs and interests of Spreading the Word of Revolution, 202– society. 203; An Age of Ideologies, 272–275; Revolutions of 1830 and 1848, 276–281; Concept Connector: Revolution, 282; Revolts in Latin America, 283–289; Quick Study Guide and Assessment, 290; Concept Connector, 291; Nationalism Threatens Old Empires, 343–346 South Carolina Social Studies Academic Standards World History
· Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
SE/TE: The Slave Trade Explodes, 91–92; A Rim of Trading Outposts, 95; Rise of the Dutch, 96–97; Mughal India and European Traders, 98; Infographics: Trade Among Europe, Africa, and Asia, 100–101; Foreign Traders in Japan, 102–103; Spanish and Portuguese Colonies in the Americas, 115– 119; Furs, Trapping, and Fishing, 121; The Atlantic Slave Trade, 125–128; Effects of Global Contact, 129–133; Events That Changed the World: Transforming the World: The Columbian Exchange, 134–135; Colbert Builds France’s Finances, 150; Modernizing With Force, 169; Britain Becomes a Global Power, 195–196
· Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
SE/TE: Maps, 51, 70, 81, 85, 92, 113, 123, 127, 136, 143, 164, 164, 170, 174; Quick Study Guide and Assessment, 104 Concept Connector, 105, 137, 175, 205, 241, 267, 291; Quick Study Guide and Assessment, 136, 174, 204, 240, 266, 290
15 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History Standard MWH-5: The student will demonstrate an understanding of the influence of ideas and technology on the development of nation-states and empires in the sixteenth through the nineteenth centuries.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: The Protestant Reformation, 61– 65; Reformation Ideas Spread, 66–71; The Scientific Revolution, 72–76; Concept Connector: Science and Technology, 77; Quick Study Guide and Assessment, 78; Concept Connector, 79; Mapping the African Coast, 85; Guns, Horses, and Disease, 111; Emphasizing Education, 118; A Commercial Revolution, 130–132; Mercantilism, 133, 186, 196, 267, 442; The Industrial Revolution Spreads, 298–304; The Rise of the Cities, 305–309; Events That Changed the World: Electricity's Impact on Daily Life, 310–311; Changing Attitudes and Values, 312–318; Arts in the Industrial Age, 319–323; Nationalism Threatens Old Empires, 343–346; Concept Connector: Nationalism, 347; Russia: Reform and Reaction, 348–353; Democratic Reform in Britain, 360–363; Social and Economic Reform in Britain, 364–369; Division and Democracy in France, 371– 376; The Partition of Africa, 392–399; Concept Connector: Technology, 410; Imperialism in Southeast Asia and the Pacific, 429–433; Self-Rule for Canada, Australia, and New Zealand, 434– 438; Economic Imperialism in Latin America, 439–445; also see: Infographics, 86–87, 156–157, 200–201, 262–263, 278–279, 287–288, 341–342, 350–351, 350–351, 362–363, 362–363, 403–404, 432–433
Enduring Understanding New ideas and technological developments during this period led to changes in how people viewed the world and how people, in turn, changed their social, economic, and political circumstances. To understand how ideas and technology led to the development of modern society, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-5.1 Explain how the scientific revolution in Europe led to the questioning of orthodox ideas.
SE/TE: The Scientific Revolution, 72–76; Concept Connector: Science and Technology, 77; Quick Study Guide and Assessment, 78; Concept Connector, 79
16 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History MWH-5.2 Analyze the ideas of social equality, democracy, constitutionalism, and nationalism brought about by the Enlightenment and their effects on institutions.
MWH-5.3 Identify the major technological and social characteristics of the Industrial Revolution.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Philosophy in the Age of Reason, 182–187; Enlightenment Ideas Spread, 188–194; Birth of the American Republic, 195–201; Events That Changed the World: Spreading the Word of Revolution, 202– 203; Quick Study Guide and Assessment, 204; Concept Connector, 205 SE/TE: The Industrial Revolution Begins (1750-1850) 244–245; Dawn of the Industrial Age, 246–249; Britain Leads the Way, 250–253; Social Impact of the Industrial Revolution, 254–259; New Ways of Thinking, 260–264; Concept Connector: Economic Systems, 265; Quick Study Guide and Assessment, 266; Concept Connector, 267; The Industrial Revolution Spreads, 298–304; The Rise of the Cities, 305–309; Events That Changed the World: Electricity's Impact on Daily Life, 310–311; Changing Attitudes and Values, 312–318; Arts in the Industrial Age, 319–323; Quick Study Guide and Assessment, 324; Concept Connector, 325
17 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History MWH-5.4 Analyze the relationship between the expanding world market economy and the development of industrialization in Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and changing class and race relations.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: A Commercial Revolution, 130– 132; Effects of Global Contact, 129–133; Dawn of the Industrial Age, 246–249; Britain Leads the Way, 250–253; Social Impact of the Industrial Revolution, 254– 259; New Ways of Thinking, 260–264; Concept Connector: Economic Systems, 265; The Industrial Revolution Spreads, 298–304; The Rise of the Cities, 305–309; Events That Changed the World: Electricity's Impact on Daily Life, 310–311; Changing Attitudes and Values, 312–318; Arts in the Industrial Age, 319–323; Social and Economic Reform in Britain, 364–369; Expansion of the United States, 377–381; Building Overseas Empires, 388–391; Concept Connector: Technology, 410; Japan Modernizes, 422–428; Imperialism in Southeast Asia and the Pacific, 429–433; Economic Imperialism in Latin America, 439–445
MWH-5.5 Compare capitalism with other forms of political and economic ideologies, including socialism, communism, and anarchism.
SE/TE: A Commercial Revolution, 130– 132; Capitalism, 261, 264, 273, 479, 483, 610, 643, 710, 793; The Communist Manifesto (Marx and Engels), 259, 260, 264; Socialism, 263–265, 267, 336, 367, 479, 483, 530, 710, 793, 795; Communism, 264, 265, 473, 480, 482–483, 540, 542–549, 564, 593, 610, 623–629, 635, 636–637, 642–644, 684, 715, 793, 794, 803
MWH-5.6 Analyze Asia’s relationship with European states through 1800, including Japan’s policy of limiting contacts with foreigners.
SE/TE: European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99–103; The Rapid Spread of Western Imperialism, 390–391; European Footholds in South and Southeast Asia, 95–98; Encounters in East Asia, 99–103; The British Take Over India, 405–409; Imperialism in Southeast Asia and the Pacific, 429–433
18 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition Social Studies Literacy Skills for the Twenty-First Century · Examine the relationship of the present SE/TE: Concept Connector (Throughout to the past and use a knowledge of the History & Continuing Today): Geography's past to make informed decisions in the Impact, 239; Economic Systems, 265; present and to extrapolate into the future. Revolution, 282; Nationalism, 347; Migration, 370; Technology, 410; Dictatorship, 541; Genocide, 595; Cooperation, 613; Democracy, 709; People and the Environment, 743 South Carolina Social Studies Academic Standards World History
· Trace and describe continuity and change across cultures.
SE/TE: Timelines, 240–241, 266–267, 290–291, 324–325, 354–355, 382–383, 416–417, 446–447; also see: Concept Connector, 77, 153, 239, 265, 282, 347, 370, 410, 541, 595, 613, 709, 743
· Assess the relative importance of multiple causes on outcomes.
SE/TE: Feature: Cause and Effect, 240, 280, 308, 484; Events That Changed the World, 202–203, 310–311; Britain Leads the Way, 250–253; New Ways of Thinking, 260–264; An Age of Ideologies, 272–275; Changing Attitudes and Values, 312–318; also see: Critical Thinking: recognize cause and effect, 242, 280, 292, 308, 384, 448, understand cause and effect, 144, 176; Reading Skills: recognize sequence, 330, 334, 338, 343, 348, 371, identify causes and effects, 280, 392, 405, 422, 429, 434, recognize multiple causes, 246, 388, 411, 439, understand effects, 254, 400
· Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.*
SE/TE: Document-Based Assessment: Writing Task, 243, 269, 293, 327, 357, 385, 419, 449; Primary Sources, 259, 289; Humanities, 323, 399; Comparing Viewpoints, 390, 427; also see: Chapter Assessment: Writing About History, 242, 268, 292, 326, 356, 384, 418, 448
* Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satelliteproduced images, and geographic information systems.
19 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History · Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
· Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Concept Connector: Geography's Impact, 239; Economic Systems, 265; Migration, 370; Infographics: Voyage of the HMS Beagle, 316–317; Suez Canal, 403– 404; The Effects of Imperialism, 432–433; An Epic Undertaking: Panama Canal, 444– 445; also see: Maps, 285, 287, 294, 299, 316, 331, 341, 345, 354, 373, 380, 395, 403, 407, 412, 416, 431, 435, 437, 442, 450 SE/TE: Comparing Viewpoints, 224, 390, 427; Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669, recognize ideologies, 152, 157, 229, 268, 287, 539; Document Based Assessment, 243, 269, 293, 327, 357, 385, 419, 449
20 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History Standard MWH-6: The student will demonstrate an understanding of the creation of nation- states in Europe and the struggle by non-European nations to gain and/or maintain sovereignty.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Birth of the American Republic, 195–201; Events That Changed the World: Spreading the Word of Revolution, 202– 203; The French Revolution Unfolds, 216– 222; An Age of Ideologies, 272–275; Revolutions of 1830 and 1848, 276–281; Concept Connector: Revolution, 282; Revolts in Latin America, 283–289; Nationalism Triumphs in Europe, 328–329; Building a German Nation, 330–333; Germany Strengthens, 334–337; Unifying Italy, 338–342; Nationalism Threatens Old Empires, 343–346; Concept Connector: Nationalism, 347; Russia: Reform and Reaction, 348–353; Nationalism Triumphs in Europe (1800-1914) 328–329; Building a German Nation, 330–333; Germany Strengthens, 334–337; Unifying Italy, 338– 342; Nationalism Threatens Old Empires, 343–346; Russia: Reform and Reaction, 348–353; The New Imperialism (18001914), 386–387; Building Overseas Empires, 388–391; The Partition of Africa, 392–399; European Claims in Muslim Regions, 400–404; The British Take Over India, 405–409; China and the New Imperialism, 411–415; Imperialism in Southeast Asia and the Pacific, 429–433; India Seeks Self-Rule, 503–506
Enduring Understanding The self-determination of national groups became an ideal in Western Europe that expanded gradually to Central and Eastern Europe and eventually to colonized peoples. To understand the development of democracy across the globe and the continuing struggle for this ideal in many nations, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-6.1 Explain the impact of English SE/TE: Birth of the American Republic, political institutions and attitudes on their 195–201; Events That Changed the World: North American colonies, and the American Spreading the Word of Revolution, 202– Revolution. 203; Quick Study Guide and Assessment, 204; Concept Connector, 205
21 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School
MWH-6.2 Analyze the reasons for independence movements as exemplified by the French and Haitian revolutions and eighteenth-century South American rebellions.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: On the Eve of Revolution, 210– 215; The French Revolution Unfolds, 216– 222; Revolutions in Europe and Latin America, 270–271; An Age of Ideologies, 272–275; Revolutions of 1830 and 1848, 276–281; Concept Connector: Revolution, 282; Revolts in Latin America, 283–289; Quick Study Guide and Assessment, 290; Concept Connector, 291
MWH-6.3 Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for women’s rights.
SE/TE: Women, rights of, 117, 185, 312, 314, 314, 367, 378, 379, 437, 469, 617, 747–748; Slavery, revolts against, 228; Emancipation and Stirrings of Revolution, 349–351; Abolitionist movement, 365, 378–379
MWH-6.4 Explain the causes of the revolutions of 1820, 1830, and 1848 and the reasons why these revolutions failed to achieve nationalist and democratic objectives.
SE/TE: Revolutions in Europe and Latin America, 270–271; An Age of Ideologies, 272–275; Revolutions of 1830 and 1848, 276–281; Concept Connector: Revolution, 282; Revolts in Latin America, 283–289; Quick Study Guide and Assessment, 290; Concept Connector, 291
MWH-6.5 Analyze the successes and limitations of movements for national unity, including the unification of Germany and Italy and the American Civil War.
SE/TE: Building a German Nation, 330– 333; Germany Strengthens, 334–337; Unifying Italy, 338–342; The Civil War and Its Aftermath, 379; Economic Growth and Social Reform, 381
MWH-6.6 Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist movement, the Meiji era in Japan, and the Manchu dynasty in China.
SE/TE: The Manchu Conquest, 100–102; Meiji Restoration, 422, 424–427, 426; India, nationalism in, 408, 409
MWH-6.7 Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government progressed from moderate to radical.
SE/TE: Revolution and Civil War in Russia, 477–483
South Carolina Social Studies Academic Standards World History
22 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition Social Studies Literacy Skills for the Twenty-First Century · Examine the relationship of the present SE/TE: Concept Connector (Throughout to the past and use knowledge of the History & Continuing Today): Geography's past to make informed decisions in the Impact, 239; Economic Systems, 265; present and to extrapolate into the future. Revolution, 282; Nationalism, 347; Migration, 370; Technology, 410; Dictatorship, 541; Genocide, 595; Cooperation, 613; Democracy, 709; People and the Environment, 743 South Carolina Social Studies Academic Standards World History
· Assess the relative importance of multiple causes on outcomes.
SE/TE: Feature: Cause and Effect, 240, 280, 308, 484; Events That Changed the World, 202–203, 310–311; Britain Leads the Way, 250–253; New Ways of Thinking, 260–264; An Age of Ideologies, 272–275; Changing Attitudes and Values, 312–318; also see: Critical Thinking: recognize cause and effect, 242, 280, 292, 308, 384, 448, understand cause and effect, 144, 176; Reading Skills: recognize sequence, 330, 334, 338, 343, 348, 371, identify causes and effects, 280, 392, 405, 422, 429, 434, recognize multiple causes, 246, 388, 411, 439, understand effects, 254, 400
· Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
SE/TE: Comparing Viewpoints, 224, 390, 427; Critical Thinking: identify points of view, 212, 227, 229, 326, 425, 438, 460, 558, 645, 669, recognize ideologies, 152, 157, 229, 268, 287, 539; Document Based Assessment, 243, 269, 293, 327, 357, 385, 419, 449
23 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History · Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satelliteproduced images, and geographic information systems. · Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Document-Based Assessment: Writing Task, 243, 269, 293, 327, 357, 385, 419, 449; Primary Sources, 259, 289; Humanities, 323, 399; Comparing Viewpoints, 390, 427; also see: Chapter Assessment: Writing About History, 242, 268, 292, 326, 356, 384, 418, 448
SE/TE: Concept Connector: Geography's Impact, 239; Economic Systems, 265; Migration, 370; Infographics: Voyage of the HMS Beagle, 316–317; Suez Canal, 403– 404; The Effects of Imperialism, 432–433; An Epic Undertaking: Panama Canal, 444– 445; also see: Maps, 285, 287, 294, 299, 316, 331, 341, 345, 354, 373, 380, 395, 403, 407, 412, 416, 431, 435, 437, 442, 450
24 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History Standard MWH-7: The student will demonstrate an understanding of the causes and consequences of global warfare in the first half of the twentieth century.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: The Great War Begins, 454–459; A New Kind of War, 460–466; Winning the War, 467–471; Making the Peace, 472– 476; The Rise of Totalitarianism, 520–521; Postwar Social Changes, 522–528; The Western Democracies Stumble, 529–535; Fascism in Italy, 536–540; Concept Connector: Dictatorship, 541; The Soviet Union Under Stalin, 542–549; Hitler and the Rise of Nazi Germany, 550–555; World War II and Its Aftermath, 560–561; From Appeasement to War, 562–567; The Axis Advances, 568–576; The Allies Turn the Tide, 577–583; Events That Changed the World: D-Day, 584–585; Victory in Europe and the Pacific, 586–589; The End of World War II, 590–594
Enduring Understanding World War I (the Great War) and World War II resulted in the destruction of long-standing empires and the realignment of the relationships between former colonies and former empires. To understand the impact of global warfare on the development of social, economic, and political institutions in modern times, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-7.1 Analyze the relative importance SE/TE: The Great War Begins, 454–459; A of economic and political rivalries, ethnic New Kind of War, 460–466; Winning the and ideological conflicts, social class, War, 467–471; Making the Peace, 472– militarism, and imperialism as underlying 476; The Rise of Totalitarianism, 520–521; causes of World War I and World War II, Postwar Social Changes, 522–528; The including the role of nationalism and Western Democracies Stumble, 529–535; propaganda in mobilizing civilian Fascism in Italy, 536–540; Concept populations around the world to support the Connector: Dictatorship, 541; The Soviet two world wars. Union Under Stalin, 542–549; Hitler and the Rise of Nazi Germany, 550–555; World War II and Its Aftermath, 560–561; From Appeasement to War, 562–567; The Axis Advances, 568–576; The Allies Turn the Tide, 577–583; Events That Changed the World: D-Day, 584–585; Victory in Europe and the Pacific, 586–589; The End of World War II, 590–594
25 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Making the Peace, 472–476; Postwar Social Changes, 522–528; The Western Democracies Stumble, 529–535; Fascism in Italy, 536–540; Concept Connector: Dictatorship, 541; Hitler and the Rise of Nazi Germany, 550–555; From Appeasement to War, 562–567
South Carolina Social Studies Academic Standards World History MWH-7.2 Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and political challenges of the 1920s and1930s contributed to the renewal of international hostilities in the years leading to World War II. MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States in international affairs and the move from isolationism to an increased role as a world power.
SE/TE: Building Overseas Empires, 388– 391; The Partition of Africa, 392–399; European Claims in Muslim Regions, 400– 404; The British Take Over India, 405–409; China and the New Imperialism, 411–415; Imperialism in Southeast Asia and the Pacific, 429–433; Economic Imperialism in Latin America, 439–445
MWH-7.4 Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and Ottoman empires after World War I and the creation of the state of Israel after World War II.
SE/TE: The Mandate System, 475–476; Arab Nationalism in the Middle East, 500– 502; Israel Is Founded, 671–672
MWH-7.5 Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
SE/TE: Infographic: The Sepoy Rebellion, 406–407; India, nationalism in, 408, 409; Nationalism in Africa and the Middle East, 496–502; India Seeks Self-Rule, 503–506; Indochina After World War II, 630–631
Social Studies Literacy Skills for the Twenty-First Century · Examine the relationship of the present SE/TE: Concept Connector (Throughout to the past and use knowledge of the History & Continuing Today): Dictatorship, past to make informed decisions in the 541, Genocide, 595; History Interactive: present and to extrapolate into the future. Events That Changed the World, 584–585 · Assess the relative importance of multiple causes on outcomes.
SE/TE: Feature: Cause and Effect, 484, 556; Events That Changed the World, 584– 585; also see: Critical Thinking: recognize cause and effect, 518, 558; Reading Skills: recognize sequence, 562, 568, 577, 586, 590, identify causes and effects, 490, 496, 503, recognize multiple causes, 507
26 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School South Carolina Social Studies Academic Standards World History · Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social Studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satelliteproduced images, and geographic information systems.
Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Primary Sources, 506; Document Based Assessment, 487, 519, 559; Comparing Viewpoints, 509; Critical Thinking: analyze primary sources, SH31, analyze cartoons, 598, compare points of view, 558
· Analyze and evaluate evidence, arguments, claims, and beliefs.
SE/TE: Comparing Viewpoints, 509; Critical Thinking: compare points of view, 558; also see: Document Based Assessment, 487, 519, 559; Skills Handbook: Distinguish Between Facts and Opinion and Recognize Bias, SH6; Comparing Viewpoints, SH32; also see: Critical Thinking: identify points of view, 460, 558
· Analyze how a scarcity of productive resources affects economic choices.
SE/TE: Capitalism, 479, 483; The Socialism, 479, 483, 530; Communism, 473, 480, 482–483, 540, 542–549, 564, 593
27 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: Indochina After World War II, 630– 631; Independent Nations of South Asia, 652–657; New Nations of Southeast Asia, 658–661; African Nations Gain Independence, 662–669; The Modern Middle East, 670–675; The Challenges of Development, 704–708; Concept Connector: Democracy, 709; Africa Seeks a Better Future, 710–713; China and India: Two Giants of Asia, 714–719; Latin America Builds Democracy, 720–727
South Carolina Social Studies Academic Standards World History Standard MWH-8: The student will demonstrate an understanding of the causes and consequences of decolonization in the second half of the twentieth century and the beginning of the twenty-first century.
Enduring Understanding Newly independent countries sought partners for economic and political alliances as technological developments of the past sixty years made the world more interconnected. To understand the effects of the economic, political, social, and technological changes that shape his or her place in the world, the student will utilize the knowledge and skills set forth in the following indicators: Indicators MWH-8.1 Evaluate the relative importance SE/TE: Indochina After World War II, 630– of factors such as world war, economic 631; Independent Nations of South Asia, depression, nationalist ideology, labor 652–657; New Nations of Southeast Asia, organizations, communism, and liberal 658–661; African Nations Gain democratic ideals in the emergence of Independence, 662–669; The Modern movements for national self-rule or Middle East, 670–675; The Challenges of sovereignty in Africa and Asia. Development, 704–708; Concept Connector: Democracy, 709; Africa Seeks a Better Future, 710–713; China and India: Two Giants of Asia, 714–719; Latin America Builds Democracy, 720–727 MWH-8.2 Explain the rationale for the development of supranational organizations (e.g., the United Nations, the European Union, the African Union, the Organization of American States).
SE/TE: European Union (EU), 132, 613, 734, 735, 741, 764, 790, 795; United Nations, 241, 591–592, 597, 614, 626, 628, 671, 685, 740–741, 748, 791, 791; Organization of American States (OAS), 724, 791; African Union (AU), 742, 791
28 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition SE/TE: The Cold War, 602–603; The Cold War Unfolds, 604–612; Concept Connector: Cooperation, 613; The Industrialized Democracies, 614–622; Communism Spreads in East Asia, 623–629; War in Southeast Asia, 630; Events That Changed the World: The Fall of the Soviet Union, 636–637; The End of the Cold War, 638– 645
South Carolina Social Studies Academic Standards World History MWH-8.3 Illustrate the impact of the Cold War on developing and newly independent countries including Soviet, United States and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea, Chile, Cuba, Guatemala, and the Congo.
MWH-8.4 Describe the diffusion of aspects of popular cultures, including music, film, art forms, and foodways.
SE/TE: cultural diffusion, 39, 42, 42p, 137, 151, 765; also see: Arts in the Industrial Age, 319–323
MWH-8.5 Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the varying reactions around the world to equity issues.
SE/TE: Democracy Expands Opportunities, 616–617; Kurds Seek Rights, 670–671; War in Sri Lanka, 682; South Africa Struggles for Freedom, 686–688; Human Rights, 747–748
MWH-8.6 Analyze the impact that the collapse of the Soviet Union and communist governments in Eastern Europe had on the people and geopolitics of Eurasia, including the balkanization of Yugoslavia, the reunification of Germany, and the creation of the new republics in Central Asia.
SE/TE: Events That Changed the World: The Fall of the Soviet Union, 636–637; The End of the Cold War, 638–645; Quick Study Guide and Assessment, 646; Concept Connector, 647
MWH-8.7 Evaluate the benefits and costs of increasing worldwide trade and technological growth, including the movement of people and products, the growth of multi-national corporations, the increase in environmental concerns, and the increase in cultural exchanges.
SE/TE: In the News: Technology, 19–21; The World Today, 732–733; Industrialized Nations After the Cold War, 734–735; Globalization, 738–742; Concept Connector: People and the Environment, 743; Social and Environmental Challenges, 744–752; Security in a Dangerous World, 753–757; Advances in Science and Technology, 758–763; Quick Study Guide and Assessment, 764; Concept Connector, 765
29 SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall World History, From 1300: The Making of the Modern World, South Carolina Edition, ©2015 to the South Carolina Social Studies Academic Standards, World History High School Prentice Hall World History From 1300: The Making of the Modern World, ©2015 South Carolina Edition Social Studies Literacy Skills for the Twenty-First Century · Examine the relationship of the present SE/TE: Concept Connector (Throughout to the past and use knowledge of the History & Continuing Today): Democracy, past to make informed decisions in the 709, People and the Environment, 743 present and to extrapolate into the future. South Carolina Social Studies Academic Standards World History
· Trace and describe continuity and change across cultures.
SE/TE: Timelines, 728–729, 764–765
· Assess the relative importance of multiple causes on outcomes.
SE/TE: Critical Thinking: recognize cause and effect, 700, 727, 730, 766
· Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
SE/TE: In the News: Middle East in Crisis, 14–18; In the News: Environment, 26–29; Concept Connector: People and the Environment, 743; also see: Social and Environmental Challenges, 744–752; Security in a Dangerous World, 753–757
· Explain how an interdependent, specialized, and voluntary worldwide trade network affects a nation’s standard of living and economic growth.
SE/TE: The Challenges of Development, 704–708; Globalization, 738–742
· Explain how investment in human capital such as health, education, and training leads to economic growth.
SE/TE: In the News: Technology, 19–21; In the News: World Population, 24–25; The World Today: Social and Environmental Challenges, 744–752; Advances in Science and Technology, 758–763
30 SE = Student Edition
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