State of New Jersey Core Curriculum Standards Middle Grades. Passwords: Social Studies Vocabulary United States History

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1 Vocabulary CURRICULUM ASSOCIATES, Inc.

2 Vocabulary STANDARD 6.2 (Civics) All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. A. Civic Life, Politics, and Government 1. Discuss the sources, purposes, and functions of law and the importance of the rule of law for the preservation of individual rights and the common good. 2. Describe the underlying values and principles of democracy and distinguish these from authoritarian forms of government. 3. Discuss the major characteristics of democratic governments. 5. Discuss examples of domestic policies and agencies that impact American lives, including the Environmental Protection Agency (e.g., clean air and water), the Department of Labor (e.g., minimum wage) and the Internal Revenue Service (e.g., Social Security, income tax). 5: The New Nation and the Constitution 5: The New Nation and the Constitution 8: Creating a Nation 13: The 1960s Civil War to the Present 8: Creating a Nation 11: World War II 5: The New Nation and the 8: Creating a Nation Constitution 15: Modern Times 10: The Great Depression 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

3 Vocabulary B. American Values and Principles 1. Analyze how certain values including individual rights, the common good, self-government, justice, equality and free inquiry are fundamental to American public life. 2. Describe representative government and explain how it works to protect the majority and the minority. 3. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled. C. The Constitution and American Democracy 1. Discuss the major principles of the Constitution, including shared powers, checks and balances, separation of church and state, and federalism. 3. Discuss the role of political parties in the American democratic system including candidates, campaigns, financing, primary elections, and voting systems. 6. Research contemporary issues involving the constitutional rights of American citizens and other individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the Patriot Act. 5: The New Nation and the Constitution 5: The New Nation and the Constitution 14: The United States After World War II 5: The New Nation and the Constitution 14: The United States After World War II 8: Creating a Nation 8: Creating a Nation 13: The Road to War 14: The Civil War 15: Reconstruction 8: Creating a Nation Civil War to the Present 6: The Age of Reform 13: The 1960s 2: Reconstruction 13: The 1960s 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

4 Vocabulary D. Citizenship 3. Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women s rights) and discuss how the conflicts have been addressed. 4. Explain the benefits, costs, and conflicts of a diverse nation. 5. Discuss basic contemporary issues involving the personal, political, and economic rights of American citizens (e.g., dress codes, sexual harassment, fair trial, free press, minimum wage). 2: European Explorers 6: Settling the West 7: The Road to War 8: The Civil War and Reconstruction 12: The Roaring 20s and the Great Depression 14: The United States After World War II 2: European Explorers 6: Settling the West 7: The Road to War 8: The Civil War and Reconstruction 12: The Roaring 20s and the Great Depression 14: The United States After World War II 15: Modern Times 14: The United States After World War II 2: European Explorers 5: The Middle and Southern 13: The Road to War 14: The Civil War 15: Reconstruction 5: The Middle and Southern 13: The Road to War 14: The Civil War 15: Reconstruction Civil War to the Present 2: Reconstruction 3: Settling the West 6: The Age of Reform 13: The 1960s 2: Reconstruction 3: Settling the West 6: The Age of Reform 13: The 1960s 15: The Twenty-First 15: The Twenty-First 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

5 Vocabulary E. International Education: Global Challenges, Cultures, and Connections 1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force. 2. Discuss factors that lead to a breakdown of order among nation-states and describe the consequences of the breakdown of order. 3. Compare and contrast the powers the Constitution gives to Congress, the President, and the federal judiciary regarding foreign affairs. 4. Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world. 8. Discuss how global challenges are interrelated, complex, and changing and that even local issues may have a global dimension. 11. Discuss the impact of the Internet and technology on global communication. 13. Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for the purposes of subjugation and exploitation. 15: Modern Times 7: Fighting the American Revolution Civil War to the Present 7: Becoming a World Power 8: World War I 11: World War II 15: The Twenty-First 15: Modern Times 8: World War I 11: World War II 15: The Twenty-First 15: The Twenty-First 15: Modern Times 15: The Twenty-First 15: Modern Times 15: The Twenty-First 13: World War II 14: The United States After World War II 15: Modern Times 15: The Twenty-First 13: The Road to War 13: The 1960s 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

6 Vocabulary STANDARD 6.3 (World History) All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future. D. The Age of Global Encounters ( ) 1. Discuss factors that contributed to oceanic travel and exploration in the 15th and 16th centuries, including technological innovations in ship building navigation, naval warfare, navigational inventions such as the compass, and the impact of wind currents on the major trade routes. 3. Compare the social and political elements of Incan and Aztec societies, including the major aspects of government, the role of religion, daily life, economy, and social organization. 2: European Explorers 2: European Explorers 1: The First Americans 1: The First Americans Civil War to the Present STANDARD 6.4 (United States and New Jersey History) All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future. C. Many Worlds Meet (to 1620) 1. Discuss factors that stimulated European overseas 2: European Explorers 2: European Explorers explorations between the 15th and 17th centuries and the impact of that exploration on the modern world. 2. Trace the major land and water routes of the 2: European Explorers 2: European Explorers explorers. 8. Discuss how millions of Africans, brought against their will from Central Africa to the Americas, including Brazil, Caribbean nations, North America and other destinations, retained their humanity, their families, and their cultures during enslavement. 3: The 13 7: The Road to War 5: The Middle and Southern 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

7 Vocabulary D. Colonization and Settlement ( ) 1. Analyze the political, social, and cultural characteristics of the English colonies. 2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherlands and colonial New Jersey. 3. Explain the differences in colonization of the Americas by England, the Netherlands, France, and Spain, including governance, relation to the mother countries, and interactions with other colonies and Native Americans. 4. Examine the interactions between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances and conflicts. 5. Describe Native American resistance to colonization, including the Cherokee War against the English, the French and Indian War, and King George s War. 3: The 13 3: Early Settlements in the Americas 4: The New England 5: The Middle and Southern 6: The and Great Britain 3: The 13 3: Early Settlements in the Americas 4: The New England 5: The Middle and Southern 6: The and Great Britain 3: The 13 4: The New England 5: The Middle and Southern 6: The and Great Britain 4: The War for Independence 4: The War for Independence 1: The First Americans 2: European Explorers 3: Early Settlements in the Americas Civil War to the Present 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

8 Vocabulary 6. Identify factors that account for the establishment of African slavery in the Americas. 7. Discuss Spanish exploration, settlement, and missions in the American Southwest. E. Revolution and the New Nation ( ) 1. Discuss the background and major issues of the American Revolution, including the political and economic causes and consequences of the revolution. 2. Discuss the major events (e.g. Boston Tea Party, Battle of Trenton) and personalities (e.g., George Washington, John Adams, John Witherspoon, William Franklin, Benjamin Franklin, Thomas Jefferson) of the American Revolution. 3. Identify major British and American leaders and describe their roles in key events, such as the First and Second Continental Congresses, drafting and approving the Declaration of Independence (1776), the publication of "Common Sense," and major battles of the Revolutionary War. 5. Discuss the political and philosophical origins of the United States Constitution and its implementation in the 1790s. 7: The Road to War 5: The Middle and Southern 1: The First Americans 2: European Explorers 3: The 13 4: The War for Independence 4: The War for Independence 4: The War for Independence 5: The New Nation and the Constitution 6: The and Great Britain 7: Fighting the American Revolution 7: Fighting the American Revolution 7: Fighting the American Revolution 8: Creating a Nation Civil War to the Present 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

9 Vocabulary 6. Describe and map American territorial expansions and the settlement of the frontier during this period. 8. Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native Americans). F. Expansion and Reform ( ) 1. Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War, including the early stages of industrialization, the growth of cities, and the political, legal, and social controversies surrounding the expansion of slavery. 2. Discuss American cultural, religious, and social reform movements in the antebellum period (e.g., abolitionists, the Second Great Awakening, the origins of the labor and women s movements). 3. Explain the concept of the Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War ( ). 4. Explain the characteristics of political and social reform movements in the antebellum period in New Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement, and the women s rights movement. 6. Discuss the economic history of New Jersey, including growth of major industries and businesses, the lives of factory workers, and occupations of working people. 3: The 13 6: The and Great Britain 10: The New Nation and the World Civil War to the Present 7: The Road to War 9: The Early Years of the United States 10: The New Nation and the World 11: Settling the West 12: The Expanding Nation 7: The Road to War 13: The Road to War 6: The Age of Reform 6: Settling the West 11: Settling the West 13: The Road to War 3: The 13 5: The Middle and Southern 4: Industrialization 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

10 Vocabulary 7. Compare political interests and views regarding the War of 1812 (e.g., US responses to shipping harassment, interests of Native Americans and white settlers in the Northwest Territory). 8. Discuss sectional compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820) and the continued resistance to slavery by African Americans (e.g., Amistad Revolt). 9. Describe and map the continuing territorial expansion and settlement of the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark expedition, and the California gold rush. 11. Understand the institution of slavery in the United States, resistance to it, and New Jersey s role in the Underground Railroad. 10: The New Nation and the World 7: The Road to War 13: The Road to War Civil War to the Present 6: Settling the West 11: Settling the West 3: Settling the West 7: The Road to War 5: The Middle and Southern 13: The Road to War 1: The Civil War G. Civil War and Reconstruction ( ) 1. Explain the major events, issues, and personalities of the American Civil War 2. Explain Reconstruction as a government action, how it worked, and its effects after the war. 3. Discuss the impact of retaliatory state laws and general Southern resistance to Reconstruction. 8: The Civil War and Reconstruction 8: The Civil War and Reconstruction 8: The Civil War and Reconstruction 13: The Road to War 1: The Civil War 14: The Civil War 15: Reconstruction 2: Reconstruction 15: Reconstruction 2: Reconstruction 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

11 Vocabulary STANDARD 6.5 (Economics) All students will acquire an understanding of key economic principles. A. Economic Literacy 7. Discuss how innovation, entrepreneurship, competition, customer satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies. 9. Explain what taxes are, how they are collected, and how tax dollars are used by local, state, and national governments to provide goods and services. B. Economics and Society 3. Discuss how societies have been affected by industrialization and by different political and economic philosophies. 4. Describe how inventions and innovations have improved standards of living over the course of history. Civil War to the Present 9: Cities and Industry 12: The Expanding Nation 4: Industrialization 4: The War for Independence 6: The and Great Britain 4: Industrialization 9: Cities and Industry 12: The Expanding Nation 4: Industrialization 9: Cities and Industry 12: The Expanding Nation 4: Industrialization 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

12 Vocabulary STANDARD 6.6 (Geography) All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. Civil War to the Present B. Places and Regions 1. Compare and contrast the physical and human characteristics of places in regions in New Jersey, the United States, and the world. C. Physical Systems 5. Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation). D. Human Systems 1. Discuss how technology affects the ways in which people perceive and use places and regions. 3. Compare and contrast the primary geographic causes for world trade. 5. Discuss how and why people cooperate, but also engage in conflict, to control the Earth s surface. 6. Compare the patterns and processes of past and present human migration. 7. Explain and identify examples of global interdependence. E. Environment and Society 2. Analyze the impact of various human activities and social policies on the natural environment and describe how humans have attempted to solve environmental problems through adaptation and modification. 3: The 13 5: The Middle and Southern 3: The 13 5: The Middle and Southern 5: The Growth of Cities 9: Cities and Industry 12: The Expanding Nation 4: Industrialization 5: The Growth of Cities 2: European Explorers 2: European Explorers 15: The Twenty-First 15: Modern Times 2: European Explorers 2: European Explorers 1: The First Americans 1: The First Americans 3: Settling the West 15: The Twenty-First 15: Modern Times 15: The Twenty-First 9: Cities and Industry 12: The Expanding Nation 4: Industrialization 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

13 Vocabulary Language Arts Literacy Curriculum Standard 3.1: Reading A. Concepts About Print/Text 1. Use a text index and glossary appropriately. Grade 5 C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Interpret new words correctly in context. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 4. Use a grade-level appropriate dictionary independently to define unknown words. Standard 3.2: Writing A. Writing as a Process 1. Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. 2. Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 3. Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. B. Writing as a Product 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). 3. Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). D. Writing Forms, Audiences, and Purposes 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). 13. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

14 Vocabulary Language Arts Literacy Curriculum Standard 3.1: Reading A. Concepts About Print/Text 1. Use a text index and glossary independently and appropriately. Grade 6 C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Apply knowledge of new words correctly (refer to word parts and word origin). E. Reading Strategies (before, during, and after reading) 5. Use reference aids for word meanings when reading. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 4. Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech). Standard 3.2: Writing A. Writing as a Process 1. Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary. 2. Generate ideas for writing through reading and making connections across the curriculum and with current events. B. Writing as a Product 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). 3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). D. Writing Forms, Audiences, and Purposes 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). 4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. 5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution. 11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

15 Vocabulary Language Arts Literacy Curriculum Standard 3.1: Reading A. Concepts About Print/Text 1. Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. Grade 7 C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words. F. Vocabulary and Concept Development 2. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. Standard 3.2: Writing A. Writing as a Process 1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. 2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. B. Writing as a Product 3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page. 4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. D. Writing Forms, Audiences, and Purposes 1. Gather, select, and organize information appropriate to a topic, task, and audience. 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. 4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

16 Vocabulary Language Arts Literacy Curriculum Standard 3.1: Reading A. Concepts About Print/Text 1. Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text). Grade 8 C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words. F. Vocabulary and Concept Development 1. Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading. 2. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. Standard 3.2: Writing A. Writing as a Process 2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. B. Writing as a Product 3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works cited page. 4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. D. Writing Forms, Audiences, and Purposes 1. Gather, select, and organize the most effective information appropriate to a topic, task, and audience. 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. 4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax