Prentice Hall: The American Nation, Survey Edition 2003 Correlated to: Arizona Academic Content Standards for Social Studies, History (Grades 6 8)

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1 Arizona Academic Content Standards for Social Studies, History (Grades 6 8) ESSENTIALS (Grades 6-8) Students know and are able to do all of the above and the following: 1SS-E8. Demonstrate and apply the basic tools of historical research, including how to construct timelines, frame questions that can be answered by historical study and research, and analyze and evaluate historical materials offering varied perspectives with emphasis on: (Note: Historical research skills and analytical skills. These are to be learned and applied to the content standards for grades 6-8) constructing and interpreting graphs and charts using historical data constructing various timelines of key events, people, and periods of the historical era being studied framing questions that can be answered by historical study and research describing the difference between a primary source document and a secondary source document and the relationships between them assessing the credibility of primary and secondary sources and drawing sound conclusions from them Students interpret graphs and charts in Prentice Hall: The American Nation, see: Contents, Charts and Graphs, pp. XXIV-XXV SE/TE: 17, 32, 33, 46, 62, 98, 133, 196, 220, 221, 258, 270, 271, 296, 297, 315, 326, 376, 404, 405, 428, 429, 450, 452, 482, 483, 513, 534, 568, 622, 645, 654, 655, 683, 691, 710, 742, 770, 800, 839, 849, 869, 900, TE: 15, 79, 123, 148, 227, 253, 261, 391 The foundation of this objective is found in Prentice Hall: The American Nation SE/TE: 2-3, 34-35, 66-67, , , , , , , , , , , , , , , , , , , , , , , , , 128, 352, 512, 532, 596 TE: 57, 128, 153, 169, 183, 493, 885 SE/TE: 14, 31, 38, 41, 44, 47, 49, 52,53, 57, 70, 76, 79, 89, 129, 180, 209, 263, 304, 323, 371, 549, 586, 595, 609, 665, 677, 753, 781, 818, 853, TE: 665 SE/TE: 20-21, 25, 219, 929, 931 TE: 229 SEE: Prentice Hall: The American Nation, Table of Contents, Primary Sources, pp. XVIII-XX SE/TE: 20-21, 25, 33, 99, 133, 163, 175, 176, 197, 214, 219, 221, 251, 271, 281, 290, 293, 319, 321, 377, 405, 429, 453 TE: 177, 229 1

2 PO 6. analyzing a historical source and identifying the author s main points, purpose, opinions versus facts, and what other authors say about the same topic SEE: Prentice Hall: The American Nation, Table of Contents, Primary Sources, pp. XVIII-XX SE/TE: 20-21, 63, 99, 133, 163, 172, 221, 271, 297, 305, 339, 348, 353, 377, 429, 452, 483, 499, 513, 534, 556, 569, 596, 622, 655, 683, 743, 771, 801, 855, 869, 900 TE: 173, 177, 179, 181, 671, 835, 839 PO 7. PO 8. examining different points of view on the same historical events and determining the context in which the statements were made, including the questions asked, the sources used, and the author s perspectives recognizing the difference between cause and effect and a mere sequence of historical events SE/TE: 21,172, , , 282, 286, 288, 290, 295, , , 326, 343, 351, 369, 377, 382, 386, , , , , , 475, , , 595 TE: 23, 83, 173, 177, 179, 181, 208, 297, 323, 343, 347, 471, 863, SE/TE: 63, 85, 161, 163, 189, 193, 217, 345, 352, 399, 404, 411, 435, 503, 549, 581, 677, 764, 833 TE: 25, 193, 331 FOCUS: World History (Ancient Civilizations through the Age of Exploration) 1SS-E9. Describe the geographic, political, economic, and social characteristics of the ancient civilizations of Egypt, Mesopotamia, and China and their contributions to later civilizations, with emphasis on: the importance of river valleys to their development and, specifically, the Nile, Tigris and Euphrates, and the Huang the forms of government they created, including the theocracies in Egypt and the dynasties in China the religious traditions and how they shaped culture the impact of irrigation, agriculture, and the domestication of animals the cultural and scientific contributions, including writing systems, calendars, and building of monuments such as the Pyramids SE/TE: 4-6, SE/TE: 22, 23 SE/TE: 15, SE/TE:

3 1SS-E10. Describe the geographic, political, economic, and social characteristics of the Aztecs, Mayas, and Mound Builders and their contributions to later civilizations, with emphasis on: their locations, landforms, and climate, and their affect on the economies and trade systems SE/TE: 35, 36, 37, 38, 39, 63 Prentice Hall: American History Historical Outline Map Book: Great Empires of the Americas, p. 5 TECH: Prentice Hall: standard is addressed in Prentice Hall: World Explorer, Latin America their forms of government SE/TE: 38, 40, 63 their traditions, customs and beliefs SE/TE: 38, 39, 41, 42, 63 Prentice Hall: American History Historical Outline Map Book: Great Empires of the Americas, p. 5 TECH: Prentice Hall: standard is addressed in Prentice Hall: World Explorer, Latin America Prentice Hall: American History Historical Outline Map Book: Great Empires of the Americas, p. 5 TECH: Prentice Hall: Explorer, Latin America the ways agriculture developed SE/TE: 37, 38, 39, 40, 63, 72 Prentice Hall: (Classroom Resources) Voices of Freedom: Farming Methods of the Incas, p. 21 Prentice Hall: American History Historical Outline Map Book: Great Empires of the Americas, p. 5 TECH: Prentice Hall: Explorer, Latin America the cultural and scientific contributions, including advances in astronomy, mathematics, and architecture; artistic and oral traditions; and development of writing systems and calendars SE/TE: 38, 40, 63 Prentice Hall: American History Historical Outline Map Book: Great Empires of the Americas, p. 5 TECH: Prentice Hall: Explorer, Latin America 1SS-E11. Describe the major religions, including Hinduism, Buddhism, Judaism, Christianity, and Islam, with emphasis on: their geographic origins SE/TE: 4-6, 18-19, 50-51, 55 3

4 the founding leaders and their teachings SE/TE: 50-51, 55, 56 their traditions, customs, and beliefs SE/TE: 50-52, 55, 56, 58 TE: 59 1SS-E12. Describe the geographic, political, economic, and social characteristics of the Ancient Greek and Roman civilizations and their enduring impact on later civilizations, with emphasis on: the influence of the geography of the Mediterranean on the development and expansion of the civilizations the development of concepts of government and citizenship, specifically democracy, republics, and codification of law scientific and cultural advancements, including networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, and philosophy the contributions and roles of key figures, including Socrates, Alexander the Great, Cleopatra, Julius Caesar, and Augustus TE: 52 SE/TE: 56, 57, 211, 212 and Prentice Hall: World Explorer, Europe and Russia SE/TE: 35, 56, 57, 212 SE/TE: 56 1SS-E13. Describe the political and economic events and the social and geographic characteristics of Medieval European life and their enduring impacts on later civilizations, with emphasis on: the creation and expansion of the Byzantine empire and the reasons for the fall of Rome the new forms of government, feudalism, and the beginning of limited government with the Magna Carta the role of the Roman Catholic church and its monasteries, including the affect on education and the arts SE/TE: 57 SE/TE: 58, 124, 213, 925, 928 TE: 125 Collections: Vol.1 Ch.13, Europe Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: Magna Carta 4

5 the Crusades, including how they helped to introduce Muslim ideas and products to Europe SE/TE: 923 PO 6. the impact of the Black Plague, including how it contributed to an end to the feudal system contributions and roles of key figures, including Charlemagne, Joan of Arc, and Marco Polo 1SS-E14. Describe how the Renaissance and Reformation influenced education, art, religion, and government in Europe, with emphasis on: the revival of classical learning and humanism SE/TE: 34 PO 6. the commerce developed by the Italian citystates the development of Renaissance artistic and literary traditions, including the works of Michelangelo, Leonardo da Vinci, and Shakespeare the impact of Gutenberg s invention of the printing press the development of Protestantism through the ideas and actions of Martin Luther and John Calvin religious conflicts and persecutions, including the Inquisition and Prentice Hall: World Explorer, Europe and Russia SE/TE: 59 SE/TE: 66, 83 1SS-E15. Analyze the origins, obstacles, and impacts of the Age of Exploration, with emphasis on: improvements in technology, including the compass and the work of Prince Henry the Navigator the voyages of Columbus to the New World and the subsequent searches for the Northwest Passage SE/TE: 60 SE/TE: 66, 67, 68-72, 73, 74-80, Prentice Hall: Historical Outline Map: Voyages of Discovery, p. 8, Search for a Northwest Passage, p. 10 Collections, Vol. 1, Ch. 13, Europe, Vol. 1, Ch. 25, Europe and North America ; Vol. 1, Ch. 22, Conquest and Colonization, 5

6 the voyages of Columbus to the New World and the subsequent searches for the Northwest Passage Collections: Vol. 2, Ch. 7, Europe s North American Colonies the introduction of disease and the resulting population decline, especially to New World peoples Columbian exchanges of technology, ideas, agricultural products and practices SE/TE: 72, 76, 79, 85, 86 SE/TE: 70-72, 85, TECH: Prentice Hall United states Video Collection, Vol. 1, Ch. 19, The Columbian Exchange FOCUS: United States and Arizona History (the American Revolution through Reconstruction) 1SS-E16. Explain the economic and political reasons for the American Revolution, with emphasis on: the attempts to regulate colonial trade, including the Tea Act, Stamp Act, and Intolerable Acts the colonists reaction to British policy, including the boycotts, the Sons of Liberty, and petitions and appeals to Parliament the ideas expressed in the Declaration of Independence SE/TE: 120, 121, 122, 139, 146, , 151, , 161 Prentice Hall: Cooperative Learning in the Middle Grades, pp Prentice Hall: History Challenges: King George III on Trial, p. 9 SE/TE: 121, 122, 148, 149, , 152, 154, 155, , 161, 163, 168, 172 Prentice Hall: Connecting with Growing Tensions with Britain, pp TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: The Bloody Massacre, 1770 SE/TE: TE: 181 Collection, Vol. 4, Ch.19, The Declaration of Independence 1SS-E17. Describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, with emphasis on: the Articles of Confederation and the Constitution, and the success of each in implementing the ideals of the Declaration of Independence SE/TE: 198, , , , Prentice Hall: Cooperative Learning in the Middle Grades, p. 38 Prentice Hall: Voices of Freedom: Articles of Confederation, pp Prentice Hall: Citizenship for Life: Preamble p. 19, Article 1: The Legislative Branch, p. 21 6

7 the Articles of Confederation and the Constitution, and the success of each in implementing the ideals of the Declaration of Independence Amendments 1-10: The Bill of Rights, p. 31 Prentice Hall: Constitutional Study Guide: Constitutional Principles, p. 39, The Constitution of the United Sates of America, p. 79 TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: Articles of Confederation, U.S. Constitution: The Bill of Rights the major debates of the Constitutional Convention and their resolution the contributions and roles of major individuals in the writing and ratification of the Constitution, including George Washington, James Madison, Alexander Hamilton, and John Jay Struggles over ratification of the Constitution and the creation of the Bill of Rights SE/TE: TE: 198D, 236 Prentice Hall: Cooperative Learning in the Middle Grades, p. 40 Prentice Hall: Selection Reading Support Transparencies, History Happened Here: Independence Hall, p. G- 13 Collection: Vol. 5, Ch. 16, The Constitutional Convention SE/TE: 206, 207, 208, 209, 210, 211, 216, 221, 221 Prentice Hall: Voices of Freedom: Franklin Asks Support for the Constitution, p. 69 TECH: Prentice Hall: Exploring primary Sources in U.S. History CD-ROM: The Federalist Papers, No. 1, Alexander Hamilton Prentice Hall: SE/TE: , 219, Prentice Hall: Cooperative Learning in the Middle Grades, p. 42 TECH: Prentice Hall: Exploring primary Sources in U.S. History CD-ROM: The Federalist Papers, No. 1, Alexander Hamilton, Objections to the Constitution, George Mason, U.S. Constitution: The Bill of Rights 1SS-E18. Describe the actions taken to build one nation from thirteen states, with emphasis on: the precedents established by George Washington, including the cabinet and two terms of the presidency Alexander Hamilton s actions to create a financially strong nation, including the creation of a National Bank and payment of debts SE/TE: Prentice Hall: Cooperative Learning in the Middle Grades, p. 48 SE/TE: , 288 Prentice Hall: Voices of Freedom, Jefferson Opposes the National Bank, pp , Hamilton Supports the Bank, pp

8 Alexander Hamilton s actions to create a financially strong nation, including the creation of a National Bank and payment of debts Collection, Vol. 5, Ch. 28, Divisions within the Government, Vol. 5, Ch. 34, The Many or the Few? the creation of political parties, including the ideals of the Democratic Republicans and the Federalists SE/TE: , 287, , 297, 924, 924 Prentice Hall: Cooperative Learning in the Middle Grades, p. 50 Collection, Vol. 5 Ch. 10, To Be a Republican 1SS-E19. Describe the successes and failures of the reforms during the Age of Jacksonian Democracy, with emphasis on: the extension of the franchise to all white men SE/TE: 358, Collection, Vol. 7 Ch. 13, The Age of Jackson Indian removal, including the Trail of Tears SE/TE: 358, , 932 Prentice Hall: Historical Outline Book Map: Indian Removal, , p. 37 Prentice Hall: Voices of Freedom, Jackson Warns the Seminoles, pp TECH: Prentice Hall United States Video Collection, Vol.6, Ch. 19, Indian Removal Suffrage for women, including Seneca Falls and Elizabeth Cady Stanton SE/TE: 433, 441, 444, , 931 Prentice Hall: Voices of Freedom, A New Approach to Raising Girls, p. 109 Prentice Hall: Cooperative Learning in the Middle Grades, p. 75 TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM, Seneca Falls Declaration of Sentiments Prentice Hall United States History Video Collection, Vol. 7 Ch. 22, Votes for Women 1SS-E20. Describe the aims and impact of the Western expansion and settlement of the United States, with emphasis on: how and from whom the United States acquired the Northwest Territory, Louisiana Territory, Florida, Texas, Oregon Country, the Mexican Cession and the Gadsden Territory SE/TE: 198, 203, 300, , 380, 385, 386, 394, 395, 920 Prentice Hall: Connecting with Western Lands, pp , Connecting with Louisiana Purchase, pp ; Prentice Hall: Historical Outline Map Book, Exploring the Louisiana Purchase. p. 30 8

9 how and from whom the United States acquired the Northwest Territory, Louisiana Territory, Florida, Texas, Oregon Country, the Mexican Cession and the Gadsden Territory Prentice Hall: Cooperative Learning in the Middle Grades, pp Collection, Vol. 6, Ch.7, The Louisiana Purchase, Vol. 6 Ch. 22, The Prentice Hall: Section Reading Support Transparencies, Expansion in the United States, pp. A-9, A-11, A-13 how geography and economic incentives influenced early American explorations, including those of Lewis and Clark, James O. Pattie and the fur trade the American belief in Manifest Destiny, including how it led to the Mexican War reasons for, and destination of, the major westward migrations, including Oregon, California, and the Mormon settlements of Utah and Arizona the impact of westward expansion on American Indian nations, including broken treaties and the Long Walk of the Navajos SE/TE: 205, , 378, 379, , 385, 391, 392, 395, 399 TECH: Prentice Hall: Section Reading Support Transparencies, Expansion in the United States, pp. A-9, A-11, A-13 Prentice Hall: Exploring Primary Sources in U.S. History, The Journals of Lewis and Clark SE/TE: , , 399, 405 Prentice Hall: Historical Outline Map Book, War with Mexico, , p. 41 Prentice Hall: Cooperative Learning in the Middle Grades, p. 65 TECH: Prentice Hall: Color Transparencies, Expansion of the United states to 1853, pp. A- 9, A-11, A-13 SE/TE: 205, 306, 307, 380, 381, 382, 383, 384, 385, 398, , 403 Prentice Hall: Connecting with The California Gold Rush, pp Collection, Vol. 6, Ch.7, The Louisiana Purchase, Vol. 6 Ch. 22, The Move West, Vol. 6, Ch. 31, The Mexican-American War SE/TE: 372, 381, 382, 383, 384, 390, 392, 397, 401 Prentice Hall: Voices of Freedom, Jackson Warns the Seminoles, pp Collection, Vol. 6, Ch. 19, Indian Removal 1SS-E21. Explain how sectionalism caused the Civil War, with emphasis on: the different natures of the economies of the North, South, and West SE/TE: 347, , 381, , , 487, 488, , 554 Voices of Freedom, Inventing the Cotton Gin Prentice Hall: Historical Outline Map Book, The Northern States, p. 43, The Southern States, p. 44 9

10 the different natures of the economies of the North, South, and West Prentice Hall: Cooperative learning in the Middle Grades, pp. 69, 71, 82, 92 Collection, Vol. 8 Ch. 4, The Industrial North, Vol.8, Ch.10, The Agricultural South the addition of new states to the Union and the balance of power in the Senate, including the Missouri and 1850 Compromises the extension of slavery into the territories, including the Dred Scott Decision, the Kansas-Nebraska Act, and the role of abolitionists such as Frederick Douglass and John Brown the emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates the presidential election of 1860, Lincoln s victory, and the South s Secession SE/TE: 401, 458, 460, Prentice Hall: Historical Outline Map Book, The Missouri Compromise, 1820, p. 45, The Compromise of 1850, p. 46 Prentice Hall: Cooperative learning in the Middle Grades, p. 77 SE/TE: 440, 453, 459, 460, , , 477 TE: 497 Prentice Hall: Historical Outline Map Book, The Kansas-Nebraska Act, 1854, p. 47, Prentice Hall: Voices of Freedom, Singing the Praises of John Brown, pp Prentice Hall: Cooperative learning in the Middle Grades, pp. 79, 80 Collection, Vol.8, Ch. 31 Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM, Meaning of July Fourth for the Negro, Frederick Douglas, Dred Scott v. Sanford SE/TE: SE/TE: Collection, Vol. 9 Ch. 7, 1861 Crisis at Fort Sumter ; Prentice Hall: Transparencies, History; Happened here, Fort Sumter, p. G-31 1SS-E22. Explain the course and consequences of the Civil War and how it divided the American people, with emphasis on: the unique nature of the Civil War, including the impact of Americans fighting Americans, the high casualties caused by disease and the type of warfare, and the widespread destruction of American property SE/TE: , , 510, 511 Prentice Hall: Historical Outline Map Book, Major Battles of the Civil War, p. 50, The Civil War in the East, p. 51, Union Advances, p. 52 Prentice Hall: Cooperative Learning in the Middle Grades, p. 85, Prentice Hall Literature Library: Southern Writers, Ode on the Confederate Dead, p. 9 10

11 the unique nature of the Civil War, including the impact of Americans fighting Americans, the high casualties caused by disease and the type of warfare, and the widespread destruction of American property TECH: Prentice Hall United States Video Collection, Vol. 9 Ch 13, The Harsh Face of War, Vol. 9, Ch 19, 1862 at Home, Vol. 9, Ch. 22, Angels of the Battlefield Prentice Hall: Exploring Primary Sources in U.S. History CD-Rom, Beat! Beat! Drums, Walt Whitman, Civil War Photographs, Matthew Brady, p. 26 contributions and significance of key individuals, including Abraham Lincoln, Robert E. Lee, William Tecumseh Sherman, and Ulysses S. Grant the major turning points of the Civil War, including Gettysburg SE/TE: 481, 485, , , Prentice Hall: Voices of Freedom, Lee and Grant Meet at Appomattox p. 125 SE/TE: 484, , 495, Prentice Hall: Historical Outline Map Book, Major Battles of the Civil War, p. 50, The Civil War in the East, p. 51, Union Advances, p. 52 Prentice Hall: Cooperative learning in the Middle grades, p. 83 TECH: Prentice Hall: Color Transparencies, History Happened Here: The Battle of Antietam, p. G- 33 the role of African-Americans SE/TE: , 502 Prentice Hall: Map Mystery: African- Americans Join the War, p. 24 PO 6. the purpose and effect of the Emancipation Proclamation the strategic importance of the Southwest as both sides attempted to secure a route to California SE/TE: 485, , 924 Prentice Hall: Cooperative Learning in the Middle Grades, p. 84 Prentice Hall: Cooperative Learning in the Middle Grades, Connecting History and Literature: Speech About the Emancipation Proclamation, Robert Purvis, p. 25 TECH: Prentice Hall Color Transparencies: Slavery and the Civil War, pp. A-15, A-17, A-19, A- 21 Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM, Emancipation Proclamation The foundation of this objective is found on pages: SE/TE: SS-E23. Analyze the character and lasting consequences of Reconstruction, with emphasis on: Lincoln s plans for reconstruction of the South SE/TE: 514, TECH: Prentice Hall United States Video Collection, Vol. 10, Ch. 7, Presidential Reconstruction 11

12 Lincoln s assassination and the ensuing struggle for control of Reconstruction, including the impeachment of Andrew Johnson SE/TE: , TECH: Prentice Hall: Color Transparencies, History Happened Here: Ford s Theatre, p. G-35 attempts to protect the rights of, and enhance opportunities for, the freedmen, including the basic provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments to the United States Constitution the rise of the Ku Klux Klan and the development of Jim Crow laws following Reconstruction SE/TE: 515, , 520, , 525, 529 Prentice Hall: Voices of Freedom, From the Black Codes, pp Prentice Hall: Connecting with Reconstruction, pp Prentice Hall: Voices of Freedom, A Former Slave on Reconstruction, pp TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM, The Freedmen s Bureau, W.E.B. Du Bois Prentice Hall United States History Video Collection: Vol. 10, Ch 10, Radical Reconstruction SE/TE: TECH: Prentice Hall: Color Transparencies, The Ku Klux Klan, pp. I-37, I-39 12

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