Prentice Hall World Explorer: People, Places, and Cultures 2005 Correlated to: Pennsylvania Academic Standards for Social Studies (Grade 9)

Transcription

1 Pennsylvania Academic Standards for Social Studies (Grade 9) ACADEMIC STANDARDS FOR GEOGRAPHY Basic Geographic Literacy Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain geographic tools and their uses. Development and use of geographic tools Geographic information systems [GIS] Population pyramids Cartograms Satellite-produced images Climate graphs Access to computer-based geographic data (e.g., Internet, CD-ROMs) Construction of maps Projections Scale Symbol systems Level of generalization Types and sources of data Geographic representations to track spatial patterns Weather Migration Environmental change (e.g., tropical forest reduction, sea-level changes) SE/TE: Using the Tools of Geography, 19 22; Understanding Charts, 37; Vertical Climate Zones (graph), 174; Using Reliable Information, 179; Take It to the NET, 227; Interpreting Graphs, 271; Using Models, 415; Mumbai A Monsoon City, 457 TE: Warm-Up Activity, 11; Making a Circle Graph, 29; Organizing Information, 453 SE/TE: Using Maps, 10; Making Maps, 20 21; Studying Distribution Maps, 23; Take It to the NET, 25, 36, 264, 563; Using Special Purpose Maps, 57; Understanding Special Purpose Maps, 137; Making a Cultural Map, 202 TE: Warm-Up Activity, 19; Making Maps, 21; Map Perspectives, 21; Creating a Model of the Earth, 60; Using a Map Key, 123; Using Regional Maps, 127; Latin American Physical Geography, 159; Making a Puzzle Map, 171; Geography Quilt, 258; The Nations of Asia, 449; Geography of the Pacific, 541; Creating Trade and Industry Maps, 580; Tracing Trade Routes, 581 SE/TE: The World: Precipitation (map), 35; Temperature and Precipitation in Charleston (map), 37; Cuba and Florida: Climate Regions (map), 45; Urban Migration and the Growth of Mexico City (map), 215 TE: Interpreting Data, 456 Mental maps to organize and understand the human and physical features of the United States SE/TE: TE: Regional Characteristics, 3; Warm-Up Activity, 4 TR = Teaching Resources TECH = Technology 1

2 B. Explain and locate places and regions. How regions are created to interpret Earth's complexity (i.e., the differences among formal regions, functional regions, perceptual regions) How characteristics contribute to regional changes (e.g., economic development, accessibility, demographic change) How culture and experience influence perceptions of places and regions SE/TE: Regions, 18 TE: Regional Characteristics, 3 SE/TE: Geographic Factors and Natural Resources, 80 82, , , , , ; The Northeast, ; The South, ; Southern Cities and Industries, ; The Midwest, ; The West, ; British Columbia Today, 152; Changing Population Patterns, 198; Building the Panama Canal: Geographic and Political Challenges, ; Economic Challenges, ; Using Technology to Protect the Rain Forest, 235; Agriculture and the Economy, 237; A Land Made Wealthy by Oil, ; River Resources and Transportation Corridors, 263; Resources and Industry, ; Life in Siberia, ; The Nile River, 359; Economic Influence, ; Mining and Other Natural Resources, 427; Life Giving Rivers, ; Oil and the Economy, ; Tourism: A Growing Industry, TE: Using a Map Key, 123; Identifying Central Issues, 235; Recognizing Cause and Effect, 263; Barges on the Rhine, 263; Early Egyptian Civilization, 359; Creating Charts, 460 SE/TE: Setting the Scene, 121; New York City, 124 TE: Beantown, 123; Weekend Getaway, 123; Warm-Up Activity, 129; Culture, 393 2

3 How structures and alliances impact regions Development (e.g., First vs. Third World, North vs. South) Trade (e.g., NAFTA, the European Union) International treaties (e.g., NATO, OAS) SE/TE: Growing Needs and the Search for New Supplies, 33; Developed and Developing Countries, 54; Canada and the United States Trading Partners and Friends, 100; Treaty of Tordesillas, 187; The Influence of the European Union, ; Yugoslavia: Violent Division, 298; The European Union, 314 TE: Oil Cartel, 239 How regions are connected (e.g., watersheds and river systems, patterns of world trade, cultural ties, migration) SE/TE: Trade Routes Across the Pacific Ocean (map), 7; Cuba and Florida: Climate Regions (map), 45; A Region of Cities, ; Farming in the South, ; Quebec, ; Analyze the Migration of People by Their Languages, 163; The Rivers of Latin America, 172; Europe: Major Railroad Lines (map), 257; River Resources and Transportation Corridors, 263; Setting the Scene, 295; Nile River Valley (map), 356; Sharing the Jordan River, ; Analyze the Movement of Historical Societies, 545 TE: Barges on the Rhine, 263; Expressing Problems Clearly, The Physical Characteristics of Places and Regions Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain the physical characteristics of places and regions including spatial patterns of Earth s physical systems. 3

4 Climate regions SE/TE: The World: Climate Regions (map), 8; Climate and Vegetation, 34 36; Cuba and Florida: Climate Regions (map), 45; United States and Canada: Climate (map), 70; Humans and the Physical Environment, 77 79, , , , , ; Europe and Russia: Climate Regions (map), 255; Africa: Climate Regions (map), 362; Climate, Vegetation, and Natural Resources, TE: Warm-Up Activity, 34; Changing Climates, 251; Rainfall in Asia, 447; Climate and the Equator, 547 Landform regions SE/TE: World: Physical (map), 4 5; United States and Canada: Physical (map), 69; Physical Features, (United States and Canada), (Latin America), (Europe and Russia), (Africa), (Asia), (Australia, New Zealand, and the Pacific Islands); Latin America: Physical (map), 164; Europe: Land Regions (map), 262; Africa: Physical (map), 352, 595; Asia: Physical (map), 446, 597; East Asia: Physical (map), 452; Taiwan: Physical (map) 503; Australia and New Zealand: Physical (map) 552; The World: Physical (map), ; North and South America: Physical (map), 591; Europe: Physical (map), 593; Australia, New Zealand, and the Pacific Islands: Physical-Political (map), 598; The Arctic and Antarctica (maps), 599 TE: The Geography of the Earth, 60; Asia s Mighty Himalaya Mountains, 171; Exploring Asia, 453 4

5 B. Explain the dynamics of the fundamental processes that underlie the operation of Earth s physical systems. Wind systems SE/TE: The Impact of Wind and Water, 35; What Factors Affect Climate?, Water cycle SE/TE: chart, 30; Three Kinds of Resources, 32 Erosion/deposition cycle SE/TE: Physical Processes on the Earth s Surface, 29 TE: Physical Processes, 3 Plate tectonics SE/TE: Pangaea: The Supercontinent, 28; Volcanoes, Earthquakes, and Shifting Plates, 28 29; Plate Boundaries (map), 29; Mexico: Volcanoes and Earthquake Faults (map), 214; Powerful Physical Processes, 452; Analyze Physical Processes, 546; tectonic plates, 552; Steam Heat, 553; chart, 553 TE: Physical Processes, 3; Impact of Physical Processes on the Environment, 7; Questions for Discussion, 28; Drawing Conclusions, 29; All Earth, 453; A New Hawaiian Island, 553 Ocean currents SE/TE: The Impact of Wind and Water, 35; Ocean Patterns and Processes, 264 Natural hazards SE/TE: volcanoes, 27 (picture), 28, 29 (map), 37 (chart), 171, 276, 452, 546, 553, 554, 573; earthquakes, 28 29, 452; tornadoes, 34 (picture); floods, 456, 457, 521; typhoons, 457 TE: Influences from the Past, 29; Earthquakes in Urban Centers The Human Characteristics of Places and Regions Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain the human characteristics of places and regions by their population characteristics. \ 5

6 Spatial distribution, size, density and demographic characteristics of population at the state and national level SE/TE: Studying Distribution Maps, 23; What Is Population Distribution?, 41 42; What Is Population Density?, 42; A Region of Cities, ; The Northeast (map/graphs), 122; The South (map/graphs), 126; The Midwest (map/graphs), 130; The West (graphs), 134; Quebec (map/graphs), 142; Ontario (map), 146; British Columbia (map/graphs), 151; Mexico (map/graphs), 198; Guatemala (map/graphs), 218; Panama (map/graphs), 222; Brazil (graphs), 234; Venezuela (graphs), 239; Argentina (map/graphs), 242; Europe and Russia: Population Density (map), 256; United Kingdom (map/graphs), 309; Belgium and the Netherlands (map/graphs), 312; Germany (map/graphs), 316; France (map/graphs), 320; Poland (graphs), 328; Czech Republic (map/graphs), 335; Russia (map/graphs), 338; Egypt (map/graphs), 402; Algeria (map/graphs), 406; Nigeria (map/graphs), 409; Ghana (map/graphs), 412; Rwanda and Burundi (map/graphs), 420; Kenya (graphs), 424; The Democratic Republic of the Congo (graphs), 428; South Africa (graphs), 432; China (map/graphs), 502; Japan (map/graphs), 506; North Korea and South Korea (graphs), 510; Vietnam (map/graphs), 513; Pakistan (graphs), 520; India, ; India (map/graphs), 524; Saudi Arabia (graphs), 528; Israel (graphs), 532; Australia (graphs), 570 Demographic structure of a population (e.g., life expectancy, fertility rate, mortality rate, infant mortality rate, population growth rate, the demographic transition model) Effects of different types and patterns of human movement Mobility (e.g., travel for business) Migration (e.g., rural to urban, short term vs. long term, critical distance) SE/TE: Population Growth, 43; Quality of Life (chart), 245 SE/TE: The Influences of Human Migration, 44 46; A Gateway for Immigrants, 124; Immigration, ; Analyze the Movement of Historical Societies, 545 B. Explain the human characteristics of places and regions by their cultural characteristics. 6

7 Ethnicity of people at national levels (e.g., customs, celebrations, languages, religions) SE/TE: Culture and Cultural Institutions, 47 50; Major Language Groups (map), 57; Canada: Ethnic Groups (graph), 106; Religious Diversity in North America, ; Setting the Scene, 141; British Columbia Today, 152; The Cultures of Mexico, ; The Cultures of Central America, ; The Cultures of the Caribbean, ; The Cultures of South America, ; Two Distinct Cultures, 243; The Cultures of Western Europe, ; The Cultures of Eastern Europe, ; The Cultures of Russia, ; Religion in Italy, 321; chart, 331; The Cultures of North Africa, ; The Cultures of West Africa, ; The Cultures of East Africa, ; The Cultures of South Africa, ; Egypt, ; Algeria s Ethnic Groups, ; Nigeria, ; Korea and Japan: Few Minorities, 486; South Asia, ; Southwest Asia, ; Cultural Influences, 566; Present-Day Cultures of Australia and New Zealand, ; The Cultures of the Pacific Islands, 567 TE: The Maasai, 392; Cowboy Songs, 243; Feast of Eid-ul-Fitr, 403; Congolese Cuisine, 429; Vietnam and the United States, 514 Culture distribution (e.g., ethnic enclaves and neighborhoods) SE/TE: The Quebec Question, 115; Quebec, ; Brazil s African Heritage (picture), 235; An Argentine Cultural Center, ; Cultural Differences in Northern and Southern Italy, 322; The Balkans, ; Distinct Cultural Groups, 331; Rwanda and Burundi, ; South Africa (map), 432 TE: Language Issues, 115; Warm-Up Activity, 141; go North, Young Man, 321; A Papal Division, 321 7

8 Cultural diffusion (e.g., acculturation and assimilation, cultural revivals of language) SE/TE: Cultural Diversity in the United States and Canada, ; Religion and Citizenship, 201; Spread of Greek Culture, 276; The Fall of Rome, 276; The Bantu Migrations, 373; An East African Kingdom, 374; Mali and the Spread of Islam, 375; How Culture Spreads, 387; Culture Traits Spread, 467; Religion, 470; The Mughal Empire, 474; Setting the Scene, 490; The Challenge of Diversity, 492 TE: Mobile Words, 107; Capoeira, 235; Painting and Culture, 344; Buddhism, 467; Korean Contributions, 467 C. Explain the human characteristics of places and regions by their settlement characteristics. Current and past settlement patterns in Pennsylvania and the United States Forces that have re-shaped modern settlement patterns (e.g., central city decline, suburbanization, the development of transport systems) Internal structure of cities (e.g., manufacturing zones, inner and outer suburbs, the location of infrastructure) SE/TE: The English Colonists Grow Powerful, 88; The Northeast (map/graph), 122; The South (map/graph), 126; Southern Cities and Industries, 127; The Midwest (map/graph), 130; The Midwest Grows Cities, 132; The West (graphs), 134 SE/TE: The Northeast (map/graph), 122; United States: Railroad Routes of the Late 1800s (map), 137; Urban Issues (Brasília), 208; Analyze Population and Transportation, 256; Europe: Major Railroad Lines (map), 257 This standard is covered in Prentice Hall World Geography: Building a Global Perspective. D. Explain the human characteristics of places and regions by their economic activities. Spatial distribution of economic activities in Pennsylvania and the United States (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) SE/TE: Philadelphia and Boston, 123; New York City, 124; The South, ; The Midwest, ; The West, ; Take It to the NET, 139 8

9 Factors that shape spatial patterns of economic activity both nationally and internationally (e.g., comparative advantage in location of economic activities; changes in resource trade; disruption of trade flows) Technological changes that affect the definitions of, access to, and use of natural resources (e.g., the role of exploration, extraction, use and depletion of resources) SE/TE: picture (top, left), 5; Trade Routes Across the Pacific Ocean (map), 7; World Economic Activity (map), 9; A Scarce Natural Resource: Energy, 33; A Gateway for Immigrants, 124; The Varied Land of the South, 125; The Midwest Grows Cities, 132; Resources and Population, 135; Using and Preserving Resources, 136; A Wealth of Resources, ; Economics and Emigration, 199; Economic Challenges, ; Explore the Influence of Geography on the Economy, 351; Mineral and Energy Resources, 365 (map) 366; East African Trade Routes (map), 376; Compare Land Use to Physical Features, 548 TE: Effects of the Physical Environment, 8; Cotton, 127; Activating Prior Knowledge, 129 SE/TE: Science, Technology, and Society, 3, 349, 443; Setting the Scene, 31; People and Their Land, 48; Water, 80 81; Science and Technology, 81; Textiles and Technology, ; Inventions in Industry, 274; Industrial Revolution and Nationalism, ; Technological Innovation, TE: Warm-Up Activity, 186 E. Explain the human characteristics of places and regions by their political activities. Spatial pattern of political units in the United States Geographic factors that affect decisions made in the United States (e.g., territorial expansion, boundary delineation, allocation of natural resources) Political and public policies that affect geography (e.g., open space, urban development) SE/TE: United States and Canada: Political (map), 67; United States: Political (map), ; North and South America: Political (map), 590 TE: Pineapple Politics, 575 SE/TE: Setting the Scene, The Interactions Between People and Places Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain the impacts of physical systems on people. 9

10 How people depend on, adjust to and modify physical systems on a national scale (e.g., soil conservation programs, projects of The Corps of Engineers) Ways in which people in hazard-prone areas adjust their ways of life (e.g., building design in earthquake areas, dry-farming techniques in drought-prone areas) SE/TE: Predict the Effect of Climate on How People Live, 255; Humans Adapt to the Physical Environment, ; Tundra, 267; Design a House, 267; Belgium and the Netherlands, ; The Nile River, 359; The Zambezi River, 360; Adapting to the Land, ; A Desert Lifestyle, 405; picture, 429; Examine the Effect of Physical Processes, 447; Setting the Scene, 455; Adapting to Harsh Conditions, 456 TE: Adapting to the Environment, 49; Inuits in Greenland, 115; Latin American Physical Geography, 159; Canals Change the World, 223; Activating Prior Knowledge, 265; Early Egyptian Civilization, 359; Rainfall in Asia, 447; Language Arts, 492 SE/TE: Technology Alters Geography, 531 TE: Influences from the Past, 29; Science, 448 B. Explain the impacts of people on physical systems. 10

11 Forces by which people modify the physical environment (e.g., increasing population; new agricultural techniques; industrial processes and pollution) Spatial effects of activities in one region on another region (e.g., scrubbers on power plants to clean air, transportation systems such as Trans-Siberian Railroad, potential effects of fallout from nuclear power plant accidents) SE/TE: Smog, 35; Changing the Earth s Physical Environment, 43; picture, 95; Drilling and Mining in the South, 127; Technology Brings Changes to the Midwest, 129; Corporate Farms Expand, 131; Mining, 148; The Canadian Plains, 150; Latin America: Major Hydroelectric Plants (map), 166; Urban Growth and the Environment, 216; Protecting the Environment, 238; Modifying the Physical Environment, 266; Forests and Grasslands, 267; picture, 314, 427, 519, 558; Siberian Industry: A Mixed Blessing, 339; Africa: Deforestation (map), 354; Climate and Farming, 362; terraces, 406; Examine the Impact of People on the Environment, 448; Mesopotamia, 476; Irrigation Produces Larger Crops, 521; Technology Alters Geography, 531; Strip Mining, 580 TE: Science, 448, 521 SE/TE: Trans-Siberian Railroad, 260 (map), 338 TE: Acid Rain, 69; Pipelines, 270 ACADEMIC STANDARDS FOR HISTORY Historical Analysis and Skills Development Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Analyze chronological thinking. Difference between past, present and future SE/TE: History, 2 TE: Africa in the Future, 347 Sequential order of historical narrative SE/TE: Sequencing, xxvii; Sequencing Events on a Timeline, 101; Organizing by Sequence and Category, 381; Applying Your Skills,

12 Data presented in time lines SE/TE: Sequencing Events on a Timeline, 101; Exploration in the Americas, 102; Applying Your Skills, 103; Take It to the NET, 103, 224, 286; Using Timelines, 274, 370; Major Dynasties of China, 466; Events in Japanese History, 467 TE: Organizing Your Time, 16; Make a Timeline of Local History, 63; Using a Timeline, 96, 467; Organizing Information, 433; Creating a Timeline, 439 Continuity and change SE/TE: The Europeans Arrive, 87 88; The Break With Britain, 89; Conflict Erupts Into War, 93; The World at War, 96; European Exploration, ; Independence in Mexico, ; South American Independence, ; Achievements of the Ancient Greeks and Romans, ; The Russian Monarchy and Soviet Communism, ; Years of Japanese Isolation, 466; Events in Japanese History (timeline), 467; Conflict and Communism, 468; Southeast Asia, ; South Asia, ; Political Boundaries Intensify Conflicts and Challenges, ; Cultural Influences, 566; From Colonies to Independence, Context for events This standard is covered in Prentice Hall World History: Connections to Today, America: Pathways to the Present, and The American Nation. 12

13 B. Analyze and interpret historical sources. Literal meaning of historical passages SE/TE: Drawing Inferences, 341 TE: Data in historical and contemporary maps, graphs, and tables SE/TE: Compare the Continents, 6; Explore Transportation Corridors, 7; Using Maps, 10, 26, 40, 72, 260, 356, 550; Chart Study, 12, 13, 30, 32, 106, 107, 122, 131, 174, 218, 292, 329, 331, 425, 457, 466, 467, 553, 574; Map Study, 16, 17, 20, 22, 28, 35, 45, 52, 78, 88, 92, 114, 123, 146, 198, 214, 222, 223, 230, 234, 239, 242, 262, 269, 276, 282, 296, 309, 312, 316, 328, 335, 359, 362, 365, 376, 409, 452, 453, 459, 470, 473, 477, 485, 503, 552; Map Activity, 25, 39, 59, 85, 103, 119, 139, 155, 181, 195, 211, 227, 247, 273, 289, 305, 325, 343, 369, 383, 399, 417, 437, 463, 481, 499, 517, 537, 563, 579; World Petroleum Production and Consumption, 32; Understanding Charts, 37; Applying Your Skills, 39, 59, 139, 247, 273; Interpreting Maps, 40; chart, 42; Using Special Purpose Maps, 57; Compare Land Use in the United States and Canada, 68; Identify Relative Location, 69; Compare Climates, 70; Compare Physical Features, 71, 355, 449, 549; Map and Chart Study, 126, 130, 134, 142, 151, 338, 402, 406, 412, 424, 428, 432, 502, 506, 510, 513, 520, 524, 528, 532, 570; Understanding Special Purpose Maps, 137; Using a Map, 182; Understanding Graphs, 228; Making Generalizations, 245; Compare Physical Features, 259; Interpreting Graphs, 271, 293; Comparing and Contrasting, 367 TE: Assessing Your Understanding, 21; Interpreting Graphs, 32, 150, 239, 293; Science, 70; Scouting Locations, 71; Using Regional Maps, 127; Reading Tables and Analyzing Statistics, 131, 409, 524; Organizing Information, 453; Creating Charts, 460; Using Distribution Maps, 520 Different historical perspectives SE/TE: Identifying Frame of Reference and Point of View, 530; Identifying Frame of Reference, 577 TE: Applying Your Skills,

14 Data from maps, graphs and tables SE/TE: Compare the Continents, 6; Explore Transportation Corridors, 7; Using Maps, 10, 26, 40, 72, 260, 356, 550; Chart Study, 12, 13, 30, 32, 106, 107, 122, 131, 174, 218, 292, 329, 331, 425, 457, 466, 467, 553, 574; Map Study, 16, 17, 20, 22, 28, 35, 45, 52, 78, 88, 92, 114, 123, 146, 198, 214, 222, 223, 230, 234, 239, 242, 262, 269, 276, 282, 296, 309, 312, 316, 328, 335, 359, 362, 365, 376, 409, 452, 453, 459, 470, 473, 477, 485, 503, 552; Map Activity, 25, 39, 59, 85, 103, 119, 139, 155, 181, 195, 211, 227, 247, 273, 289, 305, 325, 343, 369, 383, 399, 417, 437, 463, 481, 499, 517, 537, 563, 579; World Petroleum Production and Consumption, 32; Understanding Charts, 37; Applying Your Skills, 39, 59, 139, 247, 273; Interpreting Maps, 40; chart, 42; Using Special Purpose Maps, 57; Compare Land Use in the United States and Canada, 68; Identify Relative Location, 69; Compare Climates, 70; Compare Physical Features, 71, 355, 449, 549; Map and Chart Study, 126, 130, 134, 142, 151, 338, 402, 406, 412, 424, 428, 432, 502, 506, 510, 513, 520, 524, 528, 532, 570; Understanding Special Purpose Maps, 137; Using a Map, 182; Understanding Graphs, 228; Making Generalizations, 245; Compare Physical Features, 259; Interpreting Graphs, 271, 293; Comparing and Contrasting, 367 TE: Assessing Your Understanding, 21; Interpreting Graphs, 32, 150, 239, 293; Science, 70; Scouting Locations, 71; Using Regional Maps, 127; Reading Tables and Analyzing Statistics, 131, 409, 524; Organizing Information, 453; Creating Charts, 460; Using Distribution Maps, 520 Visual data presented in historical evidence SE/TE: Synthesizing Information, 303 C. Analyze the fundamentals of historical interpretation. Fact versus opinion SE/TE: Distinguishing Fact and Opinion, 561; Applying Your Skills, 563 TE: Distinguishing Facts From Opinions, 135, 406; Distinguishing Fact From Opinion, 185,

15 Reasons/causes for multiple points of view SE/TE: Supporting a Point of View, 144, 236; Explaining Points of View, 497; Applying Your Skills, 499 TE: Expressing Problems Clearly, 222 Illustrations in historical documents and stories SE/TE: Analyzing Images, 209, 461; Applying Your Skills, 211, 463; Take It to the NET, 211 Causes and results SE/TE: Identifying Cause and Effect, xxix, 93, 283, 479, 486, 557, 560; Recognizing Cause and Effect, 30, 39, 59, 85, 89, 97, 136, 155, 178, 195, 202, 208, 211, 289, 298, 369, 383, 396, 407, 414, 437, 457, 463, 537, 563; Cause and Effect, 410; Applying Your Skills, 481 TE: Identifying Cause-and-Effect Relationships, 3; Recognizing Cause and Effect, 88, 201, 263, 273, 413, 503, 556; Science, 448 Author or source used to develop historical narratives This standard is covered in Prentice Hall World History: Connections to Today, America: Pathways to the Present, and The American Nation. Central issue SE/TE: Identifying Central Issues, 39, 103, 152, 305, 366, 369, 373, 399; Exploring the Main Idea, 14, 18, 22, 30, 33, 36, 43, 46, 50, 56, 76, 79, 82, 89, 93, 97, 100, 108, 112, 132, 136, 144, 148, 152, 172, 175, 178, 185, 188, 192, 199, 202, 205, 208, 216, 220, 224, 232, 236, 240, 244, 264, 267, 270, 277, 280, 283, 286, 294, 298, 302, 310, 314, 318, 322, 329, 333, 336, 340, 360, 363, 366, 373, 376, 380, 387, 390, 393, 396, 404, 407, 410, 414, 422, 426, 430, 434, 454, 457, 460, 468, 471, 475, 478, 486, 489, 493, 496, 504, 508, 511, 514, 522, 526, 530, 534, 554, 557, 560, 568, 572, 576 TE: Identifying Central Issues, 39, 132, 231, 235, 309, 395, 403 D. Analyze and interpret historical research. Historical event (time and place) This standard is covered in Prentice Hall World History: Connections to Today, America: Pathways to the Present, and The American Nation. 15

16 Facts, folklore and fiction SE/TE: Folklore and Culture Corner, 251; Using Literature, 290; Exploring Japanese Legends, 482 TE: Atlas s Task, 20; Language Arts, 267; Teacher and Novelist, 301 Historical questions SE/TE: Guiding Questions, 2 3, 64 65, , , , , ; Asking Good Questions, 144; Talking With Liberators, 191; Writing Interview Questions, 437 Primary sources SE/TE: Using Primary Sources, 86, 97, 103, 139, 247, 273, 289, 305, 325, 343, 517; Using Primary and Secondary Sources, 104; Identifying Primary and Secondary Sources, 117; Applying Your Skills, 119; Understanding Song, 120; Using Literature, 326; Using Autobiographies, 418; Using Speeches, 464 TE: Using Primary and Secondary Sources, 65, 161, 253, 349, 443, 543; Locating Information, 107, 317, 375; Using Primary Sources, 359, 376 Secondary sources SE/TE: Using Primary and Secondary Sources, 104; Identifying Primary and Secondary Sources, 117; Applying Your Skills, 119 TE: Locating Information, 107, 317, 375; Using Primary and Secondary Sources, 161, 253, 349, 443, 543 Conclusions (e.g., History Day projects, mock trials, speeches) SE/TE: Drawing Conclusions, 240, 325, 360, 390, 400, 430, 435, 463, 478, 537, 554, 572; Applying Your Skills, 437; Making Inferences and Drawing Conclusions, 468, 508; Delivering a Speech, 471; Writing a Speech, 537 TE: Drawing Conclusions, 29, 45, 115, 143, 300, 339, 425, 429 Credibility of evidence SE/TE: Research for Writing, xxxvi; Recognizing Bias, 155, 188, 515; Using Reliable Information, 179; Applying Your Skills, 181, 517 TE: Recognizing Bias, 53, 143, 187, 332,

17 8.2.9 Pennsylvania History Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin) Military Leaders (e.g., George Meade, George McClellan, John Hartranft) Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster) Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott) This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. SE/TE: picture, 81 B. Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to Documents, Writings and Oral Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The Gettysburg Address, The Pittsburgh Survey) Artifacts, Architecture and Historic Places (e.g., Gettysburg, Eckley Miners Village, Drake s Well) SE/TE: Constitution, 89, 123 This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. C. Identify and analyze how continuity and change have influenced Pennsylvania history from the 1787 to Belief Systems and Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences) Commerce and Industry (e.g., mining coal, producing iron, harvesting timber) Innovations (e.g., John Roebling s steel cable, steel-tipped plow, improved techniques for making iron, steel and glass) This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. 17

18 Politics (e.g., Fugitive Slave Act reaction, canal system legislation, The Free School Act of 1834) Settlement Patterns (e.g., farms and growth of urban centers) Social Organization (e.g., the Philadelphia Centennial Exposition of 1876, prohibition of racial discrimination in schools) Transportation (e.g., canals, National Road, Thompson s Horseshoe Curve) Women s Movement (e.g., work of the Equal Rights League of Pennsylvania) This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. SE/TE: United States: Railroad Routes of the Late 1800s (map), 137 This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. D. Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history from 1787 to Domestic Instability (e.g., impact of war, 1889 Johnstown Flood) Ethnic and Racial Relations (e.g., Christiana riots, disenfranchisement and restoration of suffrage for African-Americans, Carlisle Indian School) Labor Relations (e.g., National Trade Union, the Molly Maguires, Homestead steel strike) Immigration (e.g., Anti-Irish Riot of 1844, new waves of immigrants) Military Conflicts (e.g., Battle of Lake Erie, the Mexican War, the Civil War) This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. SE/TE: picture (top), 156 SE/TE: Conflict Erupts into War, 93 18

19 8.3.9 United States History Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to Political Leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson) Military Leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant) Cultural and Commercial Leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington) Innovators and Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass) SE/TE: Thomas Jefferson, 90; Andrew Jackson, 91; Abraham Lincoln, 92, 93; William Seward, 95 SE/TE: Sam Houston, 91 SE/TE: Jacob Riis, 94; Jane Addams, 95; Mary Harris Jones, 95; Willa Cather, 109; Herman Melville, 110; Mark Twain, 110; Walt Whitman, 110 This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation) 19 th Century Writings and Communications (e.g., Stowe s Uncle Tom s Cabin, Brown s Washed by Blood, Key s Star Spangled Banner ) Historic Places (e.g., The Alamo, Underground Railroad sites, Erie Canal) SE/TE: Constitution, 89, 108, 123; Causes of Conflict, 92 SE/TE: America the Beautiful, 120 SE/TE: More Room to Grow (the Alamo), 91; Our Nation s Capital, 128 TE: Canals Change the World, 223 C. Analyze how continuity and change has influenced United States history from 1787 to Belief Systems and Religions (e.g., 19 th century trends and movements) Commerce and Industry (e.g., growth of manufacturing industries, economic nationalism) This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. SE/TE: The Industrial Revolution, 91 19

20 Innovations (e.g., Brooklyn Bridge, refrigerated shipping, telephone) Politics (e.g., election of 1860, impeachment of Andrew Johnson, Jim Crow laws) Settlement Patterns and Expansion (e.g., Manifest Destiny, successive waves of immigrants, purchase of Alaska and Hawaii) Social Organization (e.g., social class differences, women s rights and antislavery movement, education reforms) Transportation and Trade (e.g., Pony Express, telegraph, Transcontinental Railroad) Women s Movement (e.g., roles in the Civil War, medical college for women, Seneca Falls Conference) SE/TE: The Civil War and Reconstruction, 91; picture, 95 SE/TE: Causes of Conflict, 92 93; Reconstructing the Union, 93 SE/TE: A Growing Nation, 90; More Room to Grow, 91; Growth of the United States From 1783 (map), 92; The United States From 1865 to 1914, 95; The United States Expands Beyond Its Shores, 95; Immigration and Cultural Exchange, 106; A Gateway for Immigrants, 124; Stephen F. Austin, Patriot and Pioneer, 127; Immigration, TE: Math, 92; Mobile Words, 107 SE/TE: Causes of Conflict, 92; The United States From 1865 to 1914, 95 SE/TE: United States: Railroad Routes of the Late 1800s (map), 137; Chinese Immigration, 157; Building the Panama Canal, 222 This standard is covered in Prentice Hall America: Pathways to the Present, and The American Nation. D. Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to Domestic Instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction) Ethnic and Racial Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots) Immigration and Migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act) Labor Relations (e.g., female and child labor, trade unionism, strike breakers) SE/TE: Causes of Conflict, 92; Reconstructing the Union, 93 SE/TE: Causes of Conflict, 92; Native Americans and the United States Government, 115; Citizens and Immigrants in the United States, 116 TE: Harriet Tubman, 92; Immigration Laws, 156 SE/TE: Immigration and Cultural Exchange, 106; Citizens and Immigrants in the United States, 116; A Gateway for Immigrants, 124; Immigration, TE: Immigration Laws, 156 SE/TE: The United States From 1865 to 1914, 95 20

21 Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War) SE/TE: Conflict Erupts Into War, 93; The United States Expands Beyond Its Shores, 95; Native Americans and the United States Government, World History Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Analyze the significance of individuals and groups who made major political and cultural contributions to world history before Political and Military Leaders (e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror) Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco Polo) Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui, Johannes Gutenberg) SE/TE: Alexander the Great, 276; Augustus, 276; Constantine, 276; Chandragupta Maurya, 473; Asoka, ; Hammurabi, 476; Sui Wendi, 479; Buddhism in India (caption), 491 TE: Hadrian, 276; Genghis Khan, 485 SE/TE: Christopher Columbus, 87, , 204, 278; Marco Polo, 278 TE: Prince Henry the Navigator, 61 SE/TE: Aristarchus, 61; Aristotle, 275; Jesus, 276, 495; Leonardo da Vinci (picture), 279; Plato (picture), 438; Confucius, 465; Siddhartha Gautama, 491; Abraham, 495; Muhammad, 496 TE: Original Renaissance Man, 279 B. Analyze historical documents, material artifacts and historic sites important to world history before Documents, Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta) SE/TE: Science, Technology, and Religion, 184; Aztec Science and Technology, 184; Ancient Civilizations, 248, 249; The Roman Empire, 276; A Democratic History, 307; Ancient Writing System, 476; Setting the Scene, 476; Arts and Religion in Cambodia, ; Torah, 495; Bible, 495; Quran, 496 TE: Hieroglyphics, 184; Creating a Writing System,

22 Artifacts, Architecture and Historic Places (e.g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge) Historic districts (e.g., Memphis and its Necropolis, Sanctuary of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the Holy See) SE/TE: Mayan Civilization and Culture, 183; picture, 184, 185, 248, 249, 277, 344, 347, 348, 371, 372, 373, 469, 565; Take It to the NET, 185, 211, 499; The Glory That Was China, ; Setting the Scene, 469 TE: Ancient Civilizations, 248; Exploring Artifacts, 249; Math, 276; Huge Monuments, 567 SE/TE: Vatican City, 321; Jerusalem, 495; Holy Pilgrimage (picture), 527 TE: C. Analyze how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women before Africa SE/TE: Africa s First People, ; Kingdoms and Empires, ; Algeria s Ethnic Groups, ; Rule by Few, 431 TE: Write a Tribute, 376; Women in Ancient Egypt, 403 Americas SE/TE: Religious Diversity in North America, ; Science, Technology, and Religion, 184; Aztec Science and Technology, 184; Incan Accomplishments, 185; The First People of the Caribbean, 204; Ancient Civilizations, TE: Ancient Civilizations, 248 Asia SE/TE: East Asia s Achievements, ; Major Dynasties of China (timeline), 466; Events in Japanese History (timeline), 467; Culture and Conquest, ; Important Groups and People, ; Decimal Numbers, 473; Mesopotamia, 476; Sui Wendi, 479; Religions of South Asia, ; Birthplace of Three Religions, TE: Buddhism, 476; Korean Contributions, 467; Writing a Law, 474 Europe SE/TE: Achievements of the Ancient Greeks and Romans, ; The Age of Discovery, ; A Democratic History,

23 D. Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 in Africa, Americas, Asia and Europe. Domestic Instability SE/TE: The Volcano and the City of Pompeii, 276 Ethnic and Racial Relations SE/TE: The Age of Discovery (slavery), 278; picture, 378 Labor Relations This standard is covered in Prentice Hall World History: Connections to Today. Immigration and Migration SE/TE: Immigration, ; Movement, 163; Spread of Greek Culture, 276; Migration Influences Korea, 467; Culture Traits Spread, 467; Take It to the NET, 468; Setting the Scene, 490; Cultural Diversity, 494; Analyze the Movement of Historical Societies, 545; Early Settlers in Australia and New Zealand, 565; Cultural Influences, 566 Military Conflicts SE/TE: The Aztecs Expand Their Empire, 184; The Fall of Rome, 276; Years of Japanese Isolation, 466; Culture and Conquest, 469; The Aryan Invasion, ; The Maurya Empire, 473 ACADEMIC STANDARDS FOR ECONOMICS Economic Systems Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Analyze the similarities and differences in economic systems. B. Explain how traditional, command and market economies answer the basic economic questions. SE/TE: Economic Systems, 52 54; Changes in the Towns and Economy, 327 SE/TE: Economic Systems, 52 54; Postwar Responsibilities, 97; Changes in the Towns and Economy, ; Restoring a Free Enterprise System, 335; Meeting New Economic Challenges, 336; Life in Moscow, ; Improvement Through Entrepreneurship, 503; South Korea: An Asian Economic Tiger?, 509; Find Main Ideas, 510; North Korea: A Command Economy,

24 C. Explain how economic indicators reflect changes in the economy. Consumer Price Index (CPI) Gross Domestic Product (GDP) Unemployment rate D. Describe historical examples of expansion, recession and depression in the United States. SE/TE: The World at War, 96; Postwar Responsibilities, 97; Family Farms Dwindle, Markets and the Functions of Governments Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain the flow of goods, services and resources in a mixed economy. TE: Mixed Economic Systems, 55 B. Analyze how the number of consumers and producers affects the level of competition within a market. C. Explain the structure and purpose of the Federal Reserve System. D. Analyze the functions of economic institutions (e.g., corporations, not-for-profit institutions). E. Explain the laws of supply and demand and how these affect the prices of goods and services. F. Analyze how competition among producers and consumers affects price, costs, product quality, service, product design, variety and advertising. SE/TE: Depending on Oil, 178; A Land Made Wealthy by Oil, G. Contrast the largest sources of tax revenue with where most tax revenue is spent in Pennsylvania. H. Analyze the economic roles of governments in market economies. Economic growth and stability SE/TE: The World at War, 96; The Influence of the European Union, ; The Growth of Taiwan, ; World War II and Beyond,

25 Legal frameworks Other economic goals (e.g., environmental protection, competition) SE/TE: Limiting Government s Role, 507 I. Explain how government provides public goods. J. Contrast the taxation policies of the local, state and national governments in the economy. K. Interpret how media reports can influence perceptions of the costs and benefits of decisions. L. Explain how the price of one currency is related to the price of another currency (e.g., Japanese yen in American dollar, Canadian dollar in Mexican nuevo peso) Scarcity and Choice Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Describe ways to deal with scarcity. Community Pennsylvania United States B. Analyze how unlimited wants and limited resources affect decision-making. C. Explain how resources can be used in different ways to produce different goods and services. SE/TE: Water, 80 81; Take It to the NET, 148 D. Explain marginal analysis and decisionmaking. E. Explain the opportunity cost of a public choice from different perspectives. 25

26 F. Explain how incentives affect the behaviors of workers, savers, consumers and producers. SE/TE: Japan s Workers, Economic Interdependence Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Explain why specialization may lead to increased production and consumption. B. Explain how trade may improve a society's standard of living. C. Explain why governments sometimes restrict or subsidize trade. D. Explain how the location of resources, transportation and communication networks and technology have affected United States economic patterns. Labor markets (e.g., migrant workers) Interstate highway system and sea and inland ports (e.g., movement of goods) Communication technologies (e.g., facsimile transmission, satellite-based communications) SE/TE: Technology, E. Analyze how Pennsylvania consumers and producers participate in the global production and consumption of goods or services. F. Explain how opportunity cost can be used to determine the product for which a nation has a comparative advantage. G. Describe geographic patterns of economic activities in the United States. Primary extractive industries (i.e., farming, fishing, forestry, mining) SE/TE: Soil, 80; A Wealth of Trees, 81; The Varied Land of the South, ; Southern Cities and Industries, ; Technology Brings Changes to the Midwest, ; A Wealth of Resources,

27 Secondary materials processing industries (i.e., manufacturing) SE/TE: Philadelphia and Boston, 123; Chicago: At the Center of Things, 132; Other Cities, 132; Portland, Oregon, 136 Tertiary service industries (e.g., retailing, wholesaling, finance, real estate, travel and tourism, transportation) SE/TE: Transportation and Tourism, 128; Philadelphia and Boston, 123; New York City, 124; Chicago: At the Center of Things, 132; San Jose, California, Work and Earnings Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to.. A. Define wages and explain how wages are determined by the supply of and demand for workers. B. Describe how productivity is measured and identify ways in which a person can improve his or her productivity. C. Identify and explain the characteristics of the three types of businesses. Sole proprietorship Partnership Corporation D. Analyze how risks influence business decisionmaking. E. Define wealth and describe its distribution within and among the political divisions of the United States. F. Identify leading entrepreneurs in Pennsylvania and the United States and describe the risks they took and the rewards they received. G. Explain the differences among stocks, bonds and mutual funds. 27

28 H. Explain the impact of higher or lower interest rates for savers, borrowers, consumers and producers. ACADEMIC STANDARDS FOR CIVICS AND GOVERNMENT Principles and Documents of Government Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Identify and explain the major arguments advanced for the necessity of government. SE/TE: Organizing to Govern, 438 B. Describe historical examples of the importance of the rule of law. Sources SE/TE: The Roman Empire, 276; Setting the Scene, 476 Purposes Functions C. Analyze the principles and ideals that shape government. Constitutional government SE/TE: The Break With Britain, 89; Limited Power, 308 Liberal democracy SE/TE: Direct Democracy, 55; Representative Democracy, 55 56; Origins of Democracy, 275 TE: Drawing Conclusions, 429 Classical republicanism SE/TE: Organizing to Govern, 438 Federalism D. Interpret significant changes in the basic documents shaping the government of Pennsylvania. 28

29 The Great Law of 1682 Constitution of 1776 Constitution of 1790 Constitution of 1838 Constitution of 1874 Constitution of 1968 E. Analyze the basic documents shaping the government of the United States. Magna Carta SE/TE: A Democratic History, 307 English Bill of Rights Mayflower Compact Articles of Confederation Declaration of Independence SE/TE: The Break With Britain, 89 Federalist papers Anti-federalist writings United States Constitution SE/TE: The Break With Britain, 89; Religious Diversity in North America, TE: Understanding the Bill of Rights, 157 F. Contrast the individual rights created by the Pennsylvania Constitution and those created by the Constitution of the United States. 29

30 G. Describe the procedures for proper uses, display and respect for the United States Flag as per the National Flag Code. H. Explain and interpret the roles of framers of basic documents of government from a national and Pennsylvania perspective. I. Explain the essential characteristics of limited and unlimited governments and explain the advantages and disadvantages of systems of government. Confederal Federal SE/TE: The Break With Britain, 89 Unitary J. Explain how law protects individual rights and the common good. K. Explain why symbols and holidays were created and the ideals they commemorate. L. Interpret Pennsylvania and United States court decisions that have impacted the principles and ideals of government. M. Interpret the impact of famous speeches and writings on civic life (e.g., The Gospel of Wealth, Declaration of Sentiments). SE/TE: The Break With Britain, 89 TE: Understanding the Bill of Rights, 157; The Civil Rights Movement, 474 SE/TE: Setting the Scene, 94; picture, Rights and Responsibilities of Citizenship Pennsylvania s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... A. Contrast the essential rights and responsibilities of citizens in systems of government. Autocracy SE/TE: Dictatorship, 56; Independence and Political Changes, 220; Iron Curtain, 286; Organizing to Govern, 438 TE: 30