Prentice Hall. Civics: Government and Economics in Action Kentucky 4.0 Core Content for Social Studies, High School, Government.

Transcription

1 Prentice Hall Civics: Government and Economics in Action 2007 Grades 9-12 C O R R E L A T E D T O Kentucky 4.0 Core Content for Social Studies, High School, Government Grades 9-12

2 GOVERNMENT & CIVICS The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy including its fundamental principles, structure, and the role of citizens. Academic Expectation 2.14: Students should understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations. Academic Expectation 2.15: Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. People form governments to establish order, provide security, and accomplish common goals. SS-HS Students will compare and contrast SE/TE: 47, 48, 84, 91, 92, 93, 124, 681, 682 (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals. TR: Issues in the Law: The Patriot Act, p. 3, Reading and Vocabulary Study Guide, Ch. 2, Sec. 4, Section Reading Support Transparency System (SRSTS): B19, B3 TECH: Student Edition on Audio CD, Ch. 2, Sec. 4, Civics Interactive, Web Code (WC): mpp-9253 SS-HS Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). SE/TE: 121, 160, 162, , , 171, 515 TE: 158f TR: Ch. 6, Section 1, Reading and Vocabulary Study Guide, pg , Color Transparencies with Activities (CTw/A): 6, p. 10, Interpreting Political Cartoons, Political Cartoon 6: Free Speech, p. 8;, Issues in the Law: The Death Penalty, the U.S., p. 4, Reading and Vocabulary Study Guide, Ch. 6, Sec. 2, pp , Simulation and Debates, pp. 7-9, Constitution Activities: The Bill of Rights: Comparing Two Points of View, p. 5 1

3 TECH: Civics Interactive, WC: mpp-2061, mpp SS-HS Students will evaluate how the U.S. SE/TE: Education: 32, 38-39, 180, , 200- government's response to contemporary issues 201, 305, 328, 503, Health Insurance: 414, 415, and societal problems (e.g., education, welfare Crime: 525, 526, 536, , Welfare: 180, system, health insurance, childcare, crime) reflects 328, 440, 450, 503, Political Parties: 591, 597, the needs, wants, and demands of its citizens , 609, 610, PACs: , 634 (e.g., individuals, political action committees, special interest groups, political parties). SS-HS Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). TE: 28h, 588f TR: SRSTS: 2.2, Enrichment: Unit Booklet, Unit 1-2, Issues in the Law: High School Exit Exams, p. 6, Enrichment: Unit Booklet, Unit 5-6, p. 75, Volunteering in Your Local Hospital, Active Citizen Projects, pp ; Supporting a Political Party, Active Citizen Projects, pp , CTw/A: 22, p. 26 TECH: Civics Interactive, WC: mpp-2063, mpp- 8221, mpp-8222; mpd-8222 The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. SE/TE: 112, 114, , 127, 129, 130, 131, , 220, 221, 240, 247, , 255, 268, 271, 274, 295, , TE: 210g TR: Constitution Activities: Checks and Balances, p. 17, CTw/A: 5, p. 9, Enrichment: Unit Booklet, Unit 1-2, p. 64, Political Cartoon 9: Hold it, fella..., Interpreting Political Cartoons, p. 11 TECH: Civics Interactive, WC: mpp-2053, mpp- 3091, mpp

4 SS-HS Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good. SE/TE: 21, 61, 94, 99, 112, 124, 130, 131, 190, 221, 241, 259, 284, , 313, 570 TE: 28h, 292g TR: Issues in the Law: Civil Rights and Guantanamo Bay Detainees, pp , CTw/A: 5, p. 9, SRSTS: B17, 5.3, SRSTS: The Principle of Federalism, Constitution, 11.1 TECH: Civics Interactive, WC: mpa-2053 All citizens of the United States have certain rights and responsibilities as members of a democratic society. SS-HS Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. SE/TE: 19-23, 30-39, TE: 28h TR: SRSTS: B3, 1.3, B17 TECH: Civics Interactive, WC: mpp-2061 SS-HS Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). SE/TE: 59-67, , , TE: 428f TR: SRSTS: B17, Simulations and Debates: pp , TECH: Civics Interactive, WC: mpp-6161, mpp

5 SS-HS Students will evaluate the impact SE/TE: 7, 54-68, 69-76, 177, 202, 230, 256, 301, citizens have on the functioning of a democratic 330, 368, 389, , 441, , 502, 512- government by assuming responsibilities (e.g., 516, 553, 575, 593, , , 633, 655, seeking and assuming leadership positions, voting) 661, 690 and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). TE: 54e, 54f, 428f, 614f TR: SRSTS: B3, 3.2, Interpreting Political Cartoons: Political Cartoon 3, With Jury Duty for All, p. 5 TECH: Civics Interactive, WC: mpp-1033, mpp CULTURE & SOCIETY Culture is the way of life shared by a group of people, including their ideas and traditions. Students need to understand that culture influences viewpoints, social interactions, and social institutions. Academic Expectation 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. SE/TE: 34-40, TE: 28g, 28h TR: SRSTS: 2.2, Enrichment: Unit Booklet, Unit 1-2, p. 24;, Simulation and Debate, pp TECH: Civics Interactive, WC: mpp-1022 Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverse ethnic and cultural groups of our nation and world. SE/TE: 7, 64, 177, 202, 230, 330, 368, 389, 502, 661, 690 TE: 9, 11, 66, 69, 71 TR: Active Citizens Projects: Lobbying to Benefit Your Legislative District, pp , Active Citizens Projects, Helping the Homeless, pp , Active Citizens Projects, Preserving Historic Places, pp , Active Citizens Projects, Assisting Children in Need, pp , Active Citizens Projects, Advocating on Behalf of Child Laborers, pp , Active Citizens Projects, Enhancing Our Environment, pp

6 Culture is a system of beliefs, knowledge, institutions, tradition, and skills shared by a group. SS-HS Students will explain how belief systems, knowledge, technology, and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE/TE: , 94 TE: 82f TR: Political Cartoon 4: Taxation With Representation, p. 6 Social institutions (government, economy, education, religion, family) respond to human needs, structure society, and influence behavior within different cultures. SS-HS Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). Social interactions among individuals and groups assume various forms (compromise, cooperation, conflict, competition). SE/TE: 4-23, 30-49, 50 SS-HS Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). TE: 2f, 28g, 28h TR: Enrichment: Unit Booklet, Unit 1-2, p. 10, SRSTS: B19, 2.2, B6, 2.3, B17, 2.4, CTw/A: 2, p. 6, Enrichment: Unit Booklet, Unit 1-2, p. 24, Simulations and Debates, pp , Issues in the Law: The Patriot Act, p. 3, Political Cartoon 2: Democracy Stew, p. 4, Skills for Life: Identifying Points of View, Unit Booklet, Unit 1-2, p. 23 TECH: Civics Interactive, WC: mpp-1012, mpp SE/TE: 14, 15, 16, , , 219, 244,

7 TR: SRSTS: B17, 72, B5 SS-HS Students will explain and give SE/TE: examples of how compromise and cooperation are characteristics that influence social interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). TECH: Civics: Government and Economics in Action, Unit 2, Up Close and Economic Impact, Civics Interactive, WC: mpp-3092, mpp-9242 TE: 670f TR: Issues in the Law: Democracies Around the World, p. 11, SRSTS: B3, 25.2; B17, 25.3, CTw/A 25, p. 29, Political Cartoon 25: Mountain Climber, Interpreting Political Cartoons, p. 27, Enrichment: Unit Booklet, Unit 7-9, p. 88 ECONOMICS Academic Expectation 2.18: Students understand economic principles and are able to make economic decisions that have consequences in daily living. TECH: Civics Interactive, WC: mpp-9253, mpp Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation, and the world. SE/TE: 349, , , 366, 371, , 375, , 397, TE: 348f TR: CTw/A: 13, p.17, SRSTS: B7, 13.1; B3, 14.1 TECH: Civics Interactive, WC: mpp -5131, mpp- 5141; mpa-5133, mpa-5141 The basic economic problem confronting individuals and societies is scarcity (imbalance between unlimited wants and limited resources available for satisfying those wants). 6

8 SS-HS Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. SE/TE: , 359, , 365, 366, 367, 371, 372 TE: 348f TR: SRSTS: B3, 13.2; B19, 13.3 TECH: Civics Interactive, WC: mpa-5133 SS-HS Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects. SE/TE: , , 334, , , , 451, , 445, , 451, , , , , 505 TE: 480f TR: SRSTS: B19, 12.3, B19, 16.3, B5, 18.1; B17, 18.3, Simulations and Debates, pp , Civics Interactive, WC: mpd-1011, mpd-1012, mpd- 5143; mpa-1013; mpp-2071, mpp-2072, mpp- 5143, Enrichment: Planning with the Federal Budget, Unit Booklet, Unit 5-6, p. 49 TECH: Civics Interactive, WC: mpa-6163, mpa- 6181, mpp-6163; mpd-6181, Close Up Foundations Videos (CUFV): The Taxes You Pay To deal with the problem of scarcity, people and societies create economic systems and institutions. SS-HS Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. SE/TE: 43, , , TE: 348f TR: CTw/A: B19, 13.3, Enrichment: Guiding Tourists Through Three Economic Systems, Unit Booklet, Unit 5-6, p. 6 TECH: Civics Interactive, WC: mpd-5133; mpp

9 SS-HS Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives, and partnerships. SE/TE: 42, , , , , , 412, 413, 414, 432, 435, , , 477, TE: 28g TR: Personal Finance Activities, pp. 5-6, 17-18, 23-25, Enrichment: Memories of a Union Organizer, Unit Booklet, Units 5-6, p.23, CTw/A: 17, p. 21, SRSTS: B3, 14.2; B5, 14.3; B13, 17.2; B17, 17.3, Simulations and Debates, pp TECH: CUFV: Today in Business: Three American Companies, WC: mpa-5141, mpa-6173; mpd- 5143, mpd-6172; mph-6161; mpp-5143, mpp- 6161, mpp-6173, mpp-6174 SS-HS Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). SE/TE: , , 367, 369, , , 394, 397, , , , 415, 464 TE: 400f TR: SRSTS: B3, 15.1, Personal Finance Activities: PA2-4, 11-12, TECH: Civics Interactive, WC: mpa-5141, mpa- 5153; mpp-5131, mpp-5143, mpp-5152 Markets are institutional arrangements that enable buyers and sellers to exchange goods and services. SS-HS Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply technology, cost of inputs, number of sellers: demand income, utility, price of similar products consumers' preferences) SE/TE: , 366, 367, 373, , 436 TR: CTw/A: 13, p.17, SRSTS: B17, 13.1 TECH: Civics Interactive, WC: mpa-5133; mpp

10 SS-HS Students will describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SE/TE: 44, 367, 375, 379, 381, 405, , 413, 423, 708, 709, , TE: 400f TR: SRSTS: B17, 15.2, Personal Finance Activities: pp TECH: Civics Interactive, WC: mpa-5153 SS-HS Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SE/TE: 42-43, 52, 366, 375, TR: SRSTS: B3, 14.1 TECH: Civics Interactive, WC-mpp-5141 SS-HS Students will explain how laws and SE/TE: 234, 253, 434, , 448, 451, 453, government mandates (e.g., anti-trust legislation, , 646, 647, 648, , 654, , tariff policy, regulatory policy) have been adopted 667, , 683 to maintain competition in the United States and in the global marketplace. TE: 374f, 454f, 510f, 560f TR: SRSTS: B6, 16.2; B19, 24.1, Enrichment: A Foreign Policy Issue, Unit Booklet, Units 7-9, p. 75 SS-HS Students will analyze the changing relationships among business, labor, and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States. TECH: Civics Interactive, WC: mpa-6163, mpa All societies deal with questions about production, distribution, and consumption. SE/TE: , 377, , 387, , 390, , , 397, , , , , 496, , 506, 521 TR: SRSTS: B5, 14.3; B6, 16.2; B17, 16.1; B17, 18.3, Simulations and Debates, pp ,

11 TECH: CUFV: The Taxes You Pay, WC: mpp-5134, mpp-6161, mpp-6162; mph-5142; mpa-5141, mpa-6181 SS-HS Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. SE/TE: , 360, 649, 676, 677 TE: 374f SS-HS Students will explain and give SE/TE: 649, 654, 655, , examples of how interdependence of personal, national, and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). TR: SRSTS: B5, 24.3, Simulations and Debates, pp , Active Citizens Projects, Advocating on Behalf of Child Laborers, pp GEOGRAPHY TECH: Civics Interactive, WC: mpp-9241; mpa Geography is the study of people, places, and environments. Students need geographic knowledge to understand the world and their relationship to it. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectation 2.19: Students recognize and understand the relationship between people and geography and apply their knowledge in reallife situations. SE/TE: 4-5, , 334, 432 Patterns on Earth s surface can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. SS-HS Students will use a variety of SE/TE: 4, 5, 6, 10-17, 24, 25, 26, 27, 76, 314, geographic tools (e.g., maps, globes, photographs, 666, 673, 692 models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. 10

12 SS-HS Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study, and the media bring new geographic information. TE: 2f; TR: SRSTS: B5, 1.2; TECH: Civics Interactive WC: mpp-1013, WC: mpa-1013 SE/TE: 314, 666, 672, 673, , , 692 TECH: Civics Interactive WC: mpp-9251 SS-HS Students will use geographic tools SE/TE: 5-6, 8, 12, 15, 195, (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based. Earth is vastly complex with each place on its surface having human and physical characteristics; to deal with this complexity, people create regions. SS-HS Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SE/TE: 16, 20, 187, 337, 389 TR: Active Citizens Projects, Preserving Historic Places, pp SS-HS Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. SS-HS Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). TECH: Civics Interactive, mpp-1013 SE/TE: 5, 332 SE/TE:

13 SS-HS Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE/TE: 679, , SS-HS Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). TR: SRSTS: B3, 25.2 Patterns emerge as humans move, settle, and interact on Earth s surface. SE/TE: 5, 11, 12, 13-16, 23, 87 TR: SRSTS: B5, 1.2, CTw/A: 1, p.5 TECH: CUFV: Portrait of a Citizen, WC: mpp-1013 SS-HS Students will explain how technology has facilitated the movement of goods, services, and populations; increased economic interdependence at all levels; and influenced development of centers of economic activity (e.g., cities, interstate highways, airports, rivers, railroads, computers, telecommunications). SE/TE: 360, , 417 Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities. SS-HS Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. SE/TE:

14 SS-HS Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). HISTORY SE/TE: 340, 432, 442, 515 SE/TE: 331, 332, 338, 340 History is the interpretation of events, people, ideas, and their interaction over time. In order for students to understand the present and make plans for their future, they must understand the past. Academic Expectation 2.20: Students understand, SE/TE: 5, 6, 7, 8, 12-13, 17, 26, 35, , analyze, and interpret historical events, conditions, , , , 398, , 448 trends, and issues to develop historical perspective. History is an account of human activities that is interpretive in nature. SS-HS Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). SS-HS Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. TR: SRSTS: B5, 14.3, Enrichment: Speaking Out for Women and Blacks, Unit Booklet, Units 1-2, p. 89, CTw/A: 1, p.5 TECH: Civics Interactive, WC: mpd-1011, mpd- 1012, mpd-5143; mpa-1013; mpp-2071, mpp- 2072, mpp-5143 SE/TE: T34, T35, 66, 90, 176, 179, 191, 193, 257, 275, 277, 296, 342, 362, 420, 490, 517, 522, 541, 571, 610, 632, 689 SE/TE: , 234, , , 570, ,

15 TE: 110f TR: SRSTS: B5, 5.1 TECH: Civics Interactive, WC: mpp-2051, mpp- 4121, mpp-5143, mpp-7212, mpp-9242, mpp The history of the United States (Reconstruction to Present) is a chronicle of a diverse people and the nation they formed. SS-HS Students will compare and contrast the ways in which Reconstruction was approached and evaluate the success of Reconstruction programs. SS-HS Students will explain how the rise of big business, factories, mechanized farming, and the labor movement impacted the lives of Americans. SE/TE: None cited SE/TE: , , , , 396, 397, TR: Enrichment: Memories of a Union Organizer, Unit Booklet, Units 5-6, p. 23, SRSTS: B5, 14.3 TECH: CIVICS INTERACTIVE, WC: mpp-5143; mpd-5143; mpa-5141 SS-HS Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. SE/TE: 3, 8, 10, 11-13, 14-15, 16, 17, 18, 19-22, 23, 15, TE: 2f TR: SRSTS: B5, 1.2, Simulations and Debates, pp. 3-6 TECH: Civics Interactive, WC: mpp-1012; mpp- 1013; mpa-1013 SS-HS Students will explain and evaluate the impact of significant social, political, and economic changes (e.g., imperialism to isolationism, industrial capitalism, urbanization, political corruption, initiation of reforms) during the Progressive Movement, World War I, and the Twenties. SE/TE: 325, , 430, , 434, , 438, 453, 469, , 665,

16 TE: 374f TR: SRSTS: B5, 24.3; B17, 16.1 SS-HS Students will evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower). SE/TE: 201, , 385, , 435, , 439, , 450, , , SS-HS Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). SS-HS Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts. TE: 428f, 454f TR: Simulations and Debates, pp TECH: Civics Interactive, WC: mpp-6161, mpp SE/TE: , , 203, 205, , 422, , 659 TR: SRSTS: B17, 7.2, Enrichment: Speaking Out for Women and Blacks, Unit Booklet, Units 1-2, p. 89 TECH: Civics Interactive, WC: mpp-2072; mpd- 2072; mpa-2072, CUFV: Liberty and Equality: Achieving Civil Liberties SE/TE: , , 667, , , , 691, 693, TR: SRSTS: B5, 24.5; B17, 25.3, Simulations and Debates, pp

17 TECH: Civics Interactive, WC: mpp-92 42; mpd- 9243, mpd-9253; mpa-9244, mpa-9253 The history of the world (1500 A.D. to Present) is a chronicle of human activities and human societies. SS-HS Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) and to question their place in the universe during the Renaissance and Reformation. SS-HS Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. SE/TE: 91, 92, 93, 94 TR: SRSTS: B19, 4.2 SE/TE: 94, 97, 98, 99, 103, TECH: Civics Interactive, WC: mpa-2043 SS-HS Students will analyze how an Age of SE/TE: 94, 95-96, 97-98, 99, , 102, 103, Revolution brought about changes in science, , 647, 676 thought, government, and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. TE: 82f TR: SRSTS: B19, 4.2, B5, 4.3, Simulations and Debates, pp , TECH: Civics Interactive, WC: mpp-2043; mpa SS-HS Students will analyze how SE/TE: 175, , , nationalism, militarism, and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism). TR: SRSTS: B5,

18 SS-HS Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East, and evaluate the impact of these events on the global community. SE/TE: , , 665, 666, , , TR: SRSTS: B5, 24.3; B19, 25.1, Issues in the Law: Democracies Around the World, p. 11 TECH: Civics Interactive, WC: mpp-9242 SS-HS Students will explain how the second SE/TE: 417, , , , 680, half of the 20th century was characterized by rapid social, political, and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. TR: Active Citizens Projects, Advocating on Behalf of Child Laborers, Active Citizen Project, pp , CTw/A: 25, p.29 17