Nebraska Social Studies Standards Grades 6 8

Transcription

1 A Correlation of Prentice Hall America History of Our Nation Survey Edition 2014 To the Grades 6 8

2 Introduction This document demonstrates how 2014 Survey Edition meets the Correlation page references are Student and Teacher s Editions. is the key to unlocking the exciting story of our nation s history for all middle grade students. Engaging narrative, digital multimedia, and hands-on activities expand students understanding of U.S. history and why it remains important to us today. The new offers a highly visual, engaging current events update providing a snapshot of significant events, such as the 2012 national elections and events in the Middle East that have the potential to shape the national and international landscapes. Research-based reading instruction is embedded in Student Edition, and supported in the Teacher s Edition, the Interactive Reading, and Note taking Study Guide. Connect: Students connect to our country s history through PBS videos embedded within the online course. Experience: Students fully participate and experience the content through hands-on activities found within the Historian s Apprentice Activity Kit. Understand: Informal and formal assessment options provide student with multiple ways to demonstrate mastery of important concepts. 2

3 Table of Contents Civics... 4 Economics... 8 Geography History: (United States: Colonial America Progressive Era)

4 Civics SS Students will summarize the foundation, structure, and function of the United States government. SS a Identify and describe different forms of government via the study of early and current civilizations (e.g., tribal, monarchy, democracy, republic, theocracy, and oligarchy) SE/TE: Iroquois government, 14; Influences on U.S. government, 24, 25, ; Magna Carta, , 172, 252, 614; The Spread of New Ideas, ; Self Government, 132; Enlightenment, 133; Bill of Rights, 135, , 222, 227, , 265; Declaration of Independence, , , 273; Articles of Confederation, , , 209, 212, 217, 225; United States Constitution, , , , 275; Ideas Behind the Constitution, ; Dictatorship, 455, ; Communist nations, 719, , 802, , ; fears of communism, 727, 736, , 852, 853; increasing role of government, , 892; distrust of government, 922, ; Reagan on communism, 938, 943,

5 SS d Explain how various government decisions impact people, places, and history SS e Describe important government principals (e.g., freedom, democracy, equality, rule of law, popular sovereignty, justice) SS f Describe the history of political parties in the United States SE/TE: The actions and decisions of governments and the effects of those decisions are covered throughout the program. For a representative sampling of this coverage, see the following references: Governing a New Nation, ; The Alien and Sedition Acts, ; The Louisiana Purchase, ; The War of 1812, ; Dealing With Other Nations, ; Indian Removal, ; Conflict With Mexico, ; The Mexican American War, 475; The Emancipation Proclamation, ; Reconstruction and the New South, ; The Battle Over Reconstruction, ; The Progressive Presidents, ; The United States and Latin America, ; Hoover and the Crash, ; Roosevelt and the New Deal, ; Legacy of the New Deal, ; Aggression Leads to War, ; Roots of the Cold War, ; An Expanding Role for Government, ; A Conservative Surge, ; also see: Historian s Apprentice Workshop, , , , SE/TE: Citizenship Handbook, ; also see: Greek and Roman Traditions, 24, 25; Magna Carta, 102; English Bill of Rights, 103; Colonial Self Government, 104; Freedom of the Press, 105; The Spread of New Ideas, ; Bill of Rights, 135, , 222, 227, ; Declaration of Independence, , , 273; United States Constitution, , , 275 SE/TE: Political Parties: Democrats, 292, 352, 366, 483, 499, , 559, , 755, 776, 844, 918, 926, 940, 941, 973; Republicans, , 340, 494, 499, 547, 556, 559, 599, 652, , 843, 918, 924, , , 973; Federalist Party, , 331, 340; also see: Abolitionists, 377, , , 425, 436, 437, , , 527, 568 5

6 SS g Compare civic life in the United States with other countries (e.g. England, China, Nigeria, India, Honduras SS h Explain the ways in which governments meet the needs of citizens, manage conflict, and establish order and security SE/TE: Opportunity to address this material may be found with the following: Citizenship Handbook, ; Fighting Leftists in Central America, 944; The Soviet Union in Decline, ; A New Role in the World, ; Conflict in the Middle East, ; A Changing Society, ; Historian s Apprentice: How did the United States strive to strengthen democracy at home and to foster democracy abroad?, SE/TE: The role of governments in the lives of their citizens are covered throughout the program. For a representative sampling of this coverage, see the following references: Iroquois government, 14; Self Government, 132; Governing a New Nation, ; United States Constitution, , , , 275; The War of 1812, ; Dealing With Other Nations, ; Conflict With Mexico, ; Reconstruction and the New South, ; The Battle Over Reconstruction, ; The Progressive Presidents, ; Communist nations, 719, , 802, , ; Hoover and the Crash, ; Roosevelt and the New Deal, ; Legacy of the New Deal, ; An Expanding Role for Government,

7 SS Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. SS a Describe ways individuals participate in the political process (e.g., registering and voting, contacting government officials, campaign involvement) SS b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", celebration of Memorial Day, Independence Day, Veteran s Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day) SS 8.1.2c Demonstrate civic engagement (e.g., service learning projects, volunteerism) SE/TE: Citizenship Handbook: Responsibilities of Citizenship, 271; Civics Handbook: How to Cast Your Vote, 1024, How to Evaluate Leadership, 1025, How to Work on a Political Campaign, 1026, How to Write a Letter to a Public Official, 1030, How to Identify Your Political Roots and Attitudes, 1033, How to Participate in Public Debate, 1034; also see: The Birth of Political Parties, ; The Historic Election of 2008; Historian s Apprentice: How did the United States strive to strengthen democracy at home and to foster democracy abroad?, ; also see: Improving Society, ; The Fight Against Slavery, ; A Call for Women s Rights, ; The Rights of Women, ; Struggles for Justice, ; Civil Rights Movement, , , ; Other Americans Seek Rights, SE/TE: "Star Spangled Banner," 330; Douglass Independence Day Speech, 436; Veterans Day, 721 TE: Martin Luther King Day, plan, 870h SE/TE: For related material see: Citizenship Handbook: Responsibilities of Citizenship, 271; Citizenship Handbook: How to Volunteer, 1023, How to Write a Letter Editor, 1027, How to Write a Letter to a Public Official, 1030, How to Participate in Public Debate,

8 SS d Evaluate how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States SS e Identify the roles and influences of individuals, groups, and the media on governments (e.g., Seneca Falls Convention, Underground Railroad, Horace Greeley, Harriet Beecher Stowe, Jane Addams, Muckrackers, Booker T. Washington) SE/TE: Cooperation and conflict among people are covered throughout the program. For a representative sampling of this coverage, see the following references: Debating the Constitution, ; The Birth of Political Parties, ; Indian Removal, ; Improving Society, ; The Fight Against Slavery, ; A Call for Women s Rights, ; Growing Tensions Over Slavery, ; Native Americans Struggle to Survive, ; Big Business and Organized Labor, ; The New Immigrants, ; The Rights of Women, ; Struggles for Justice, ; Changes in American Society, ; Civil Rights Movement, , , ; Other Americans Seek Rights, SE/TE: Improving Society, ; The Fight Against Slavery, ; A Call for Women s Rights, ; Growing Tensions Over Slavery, ; The Rights of Women, ; Struggles for Justice, ; Civil Rights Movement, , , ; Other Americans Seek Rights, Economics SS Students will explain the interdependence of producers and consumers in a market economy. SS a Understand the relationship between consumers and producers in a market economy (e.g., circular flow) SS b Illustrate how individuals are both consumers and producers (buyers and sellers) in a market economy SE/TE: For related material see: Economics Handbook: Basic Economic Questions (producers and consumers), 1010, The Market Economy, 1012, Factors of Production, 1015, Consumer Demands, 1016, The Supply of Goods and Services, 1017; also see: The Industrial Revolution, SE/TE: Economics Handbook: The Market Economy (individuals buy and sell), 1012, Economics at Work (The Marketplace), 1015, Consumer Demands, 1016, The Supply of Goods and Services,

9 SS c Describe the development and effects of technology in economic history (e.g., increased productivity, increased standard of living, increased employment) SS d Identify the role of entrepreneurs and profit in a market economy SE/TE: The Industrial Revolution, ; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; The West, ; Trails West, ; Conflict With Mexico, ; A Rush West, SE/TE: New Ways of Doing Business (entrepreneur), 614; Growth of Big Business, ; also see: American Industry Grows, ; An Information Revolution (Biography: Bill Gates), 983 SS Students will describe the relationship between supply and demand. SS a Explain how the relationship between supply and demand determines price (market clearing price) SS b Illustrate how consumers will demand more at lower prices and suppliers will produce more at higher prices (law of supply and demand) (e.g., Adam Smith, Invisible Hand) SE/TE: Economics Handbook: Consumer Demands, 1016, The Supply of Goods and Services, 1017 SE/TE: Economics Handbook: Consumer Demands, 1016, The Supply of Goods and Services, 1017 SS Students will identify economic institutions and describe how they interact with individuals and groups. SS a Describe the purpose and role of economic institutions (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships) SS b Recognize how inflation and deflation impacts purchasing power (e.g., track GDP in various years, compare consumer purchasing power) SE/TE: Bank of the United States, , , 342, ; Big Business and Organized Labor, ; banking, 653, 772, 777, 779; stock market, 753, , , ; Economics Handbook: The Market Economy (stock exchange), 1012 SE/TE: Economics Handbook: Measuring the Economy, 1022; also see: Inflation, 531, 599, 842, 924, 927, 936, 939 9

10 SS Students will identify how private ownership of property is a basic institution of a market economy. SS a Define and distinguish private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings). SE/TE: Growth of Big Business (Gospel of Wealth), 615; National parks, ; Conserving Natural Resources, 651; also see: Machines and factories, ; The Lowell Mills, ; Social Reformers at Work, ; Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012 SS Students will identify the basic economic systems in the global economy. SS a Compare and contrast characteristics of different economic systems. (e.g., traditional, command, market, mixed) SS b Discuss various philosophies regarding governments' role in an economy (e.g., capitalism, socialism) SE/TE: Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012, Centrally Planned Economies, 1013, Mixed Economies, 1014 SE/TE: For related material see: Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012, Centrally Planned Economies, 1013, Mixed Economies, 1014 SS Students will identify the roles and responsibilities of government in economic systems. SS a Identify various goods and services provided by the government (e.g., disaster relief, public works, postal service, roads) SS b Explain how governments provide economic assistance (e.g., social security, Medicare, Medicaid, farm subsidies, disaster relief) SE/TE: Citizenship Handbook: State and Local Governments, ; Roads and Turnpikes, ; Social Reformers at Work, 416; Education Reform, ; Government Aid, ; The New Deal, ; Legacy of the New Deal, ; Reducing Government, 939; Governments Role in the Economy, SE/TE: Social Reformers at Work, 416; Education Reform, ; Government Aid, ; The New Deal, ; Legacy of the New Deal,

11 SS Students will explain how tax revenues are collected and distributed. SS a Identify taxes paid by individuals (e.g., income taxes, sales tax, property taxes) SS b Identify institutions supported by tax dollars (e.g., schools, roads, police protection) SE/TE: Taxation, 208, , 531, 790, 939, 940, 942; income tax, 245, 531, 647, 652; poll tax, 248, 560 SE/TE: Citizenship Handbook: State and Local Governments, ; Governments Role in the Economy, ; also see: Roads and Turnpikes, ; Social Reformers at Work, 416; Education Reform, ; Government Aid, ; The New Deal, ; Legacy of the New Deal, ; Reducing Government, 939 SS Students will illustrate how international trade benefits individuals, organizations, and nations. SS a Differentiate between exports and imports SS b Explain how individuals gain through specialization and voluntary trade SE/TE: Organization of Petroleum Exporting Countries (OPEC), 953, 958, ; Economics Handbook: Why Nations Trade, ; also see: Trade: in 1700s, 208, 286, 295, , in 1800s (early), , 347, 1800s 1900s, , , in 2000s, SE/TE: Economics Handbook: Why Nations Trade, ; also see: Trade: in 1700s, 208, 286, 295, , in 1800s (early), , 347, 1800s 1900s, , , in 2000s, SS Students will identify how international trade affects the domestic economy. SS a Explain that currency must be converted to make purchases in other countries SS b Explain how prices of goods change as exchange rates go up and down SE/TE: For related material see: Bank of the United States, , , 342, ; Money, printing of, 531, 550; Federal Reserve Act of 1913, 653 SE/TE: For related material see: Prices and factors that affect them, 599; Consumer Demands and Supply, ; Measuring the Economy, 1022; also see: Inflation, 531, 599, 842, 924, 927, 936,

12 Geography SS Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface. SS a Use and interpret different types of maps/charts/diagrams/timelines (primary sources where available) SE/TE: Infographic Features, 13, 38, 72, 109, 160, 194, 216, 286, 328, 350, 398, 425, 432, 450, 502, 519, 560, 596, 610, 651, 695, 708, 748, 773, 810, 839, 878, 914, 947, 984; Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 404, 409, 500, 507, 514, 554, 560, 582, 603, 626, 633, 639, 647, 667, 731, 753, 756, 759, 773, 797, 845, 848, 882, 894, 912, 917, 931, 941, 980, 987, 988, 992, 994; Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 576, 580, 582, 587, 591, 600, 602, 606, 609, 642, 657, 678, 679, 686, 691, 698, 704, 707, 719, 725, 734, 768, 779, 800, 805, 810, 812, 823, 825, 834, 839, 40, 851, 872, 904, 907, 919, 934, 941, 951, 954, 963, 966, 977 SS b Use and interpret the results of mapping technologies, parts of a map and map projections (e.g., cartography/ Geographic Information Systems) SS c Compare world views using mental maps (e.g., students sketch a map to demonstrate their personal perception of the world and compare it to previous personal maps) SE/TE: For related material see: Build Geography Skills (how to read maps), HT 10 HT 13; Skills for Life (21 st Century Learning): Compare Maps, 196, Analyze Migration Map, 564, Interpret Climate Map, 600 SE/TE: For related material see: Build Geography Skills (how to read maps), HT 10 HT 13; Skills for Life (21 st Century Learning): Compare Maps, 196, Analyze Migration Map, 564, Interpret Climate Map,

13 SS Students will examine how regions form and change over time. SS a Analyze physical and human characteristics of places and regions (e.g., climate, language) SS b Analyze impact of land and water features on human decisions (e.g., location of settlements and transportation systems with respect location of river valleys, mountains, deserts, plains, oceans) SE/TE: Geography and History, 20 21, 82 83, , , , , , , , , ; Build Geography Skills, HT10 HT13; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564, Interpret a Climate Map, 600; Immigration, , 401, 407, 579, 581, 595, 606, 637, , , 670, , 714, 740, 758, 965, ; also see: Puritans, 64 65, 72 73, 76, 118, 417, 434; Quakers, 64 65, 78 79, , 419, 423, 424, 427; Christianity in the Colonies, ; Spanish Missions, 47, 92; Spreading Christian Values, 683; Great Awakening, ; Second Great Awakening, ; Roman Catholics, 86, 394, 454, 626, 665, 745, 755, 950; Church of Jesus Christ of Latter day Saints, 462; Jewish Immigrants, , 628, 665, 803, 826, 954, 941; Transcendentalism, 432, 437; Utopian communities, , 416, 437; Anne Hutchinson, 74 SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Geography and History, 20 21, 82 83, , , , , , , , , ; also see: Trade Networks of Asia and Africa, 16 19; Europeans Compete in North America, 49 52; The Louisiana Purchase, ; The Industrial Revolution, ; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; Trails West, ; A Rush West, ; Mining and Railroads, ; The Cattle Kingdom, ; Farming in the West, ; Industry and Urban Growth, ; Economy and the Environment,

14 SS c Analyze changes in places and regions over time (e.g., irrigation, growth of cities, Manifest Destiny) SS d Analyze how humans group and label environments and how those groupings/labels impact human societies (e.g., Dixie, Midwest, Ring of Fire) SS e Identify the location of major world regions (e.g., Arctic, Caribbean, Central America, Balkans, Horn of Africa, East Asia, South Asia), countries, and cities SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: The Industrial Revolution, ; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; Trails West, ; A Rush West, ; Mining and Railroads, ; The Cattle Kingdom, ; Farming in the West, ; Industry and Urban Growth, ; Economy and the Environment, SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Geography and History: Landscapes of the 13 Colonies, , Settling the Northwest Territory, ; also see: The New England Colonies, 71 76; The Middle Colonies, 77 73; The Southern Colonies, 84 89; The Louisiana Purchase, ; The Plantation South, ; Indian reservations, 586; The West, ; Trails West, ; A Rush West, ; Bleeding Kansas, , ; The Cattle Kingdom, ; Farming in the West, SE/TE: Build Geography Skills, HT10 HT13; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564, Interpret a Climate Map, 600; also see: Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 576, 580, 582, 587, 591, 600, 602, 606, 609, 642, 657, 678, 679, 686, 691, 698, 704, 707, 719, 725, 734, 768, 779, 800, 805, 810, 812, 823, 825, 834, 839, 40, 851, 872, 904, 907, 919, 934, 941, 951, 954, 963, 966,

15 SS Students will investigate how natural processes interact to create and change the natural environment SS a Compare and contrast various biomes/climates (e.g., rainforest, grasslands, forests) SS b Analyze the impact of natural events on biomes, climates and wind and water systems (e.g., rivers/floods/ precipitation/drought) SS c Use physical processes to explain patterns in the physical environment (e.g., volcanoes creating islands, faulting changing mountains, glaciation creating the Great Lakes) SE/TE: Skills for Life: Interpret a Climate Map, 600; also see: The Land Bridge Theory (glaciers), 6; Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13 TE: A Changing World Climate, 932a SE/TE: Geography and History: The Dust Bowl, ; Hurricane Katrina, , 979; The Question of Global Warming, 981; also see: The Land Bridge Theory (glaciers), 6; Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13 SE/TE: For related material see: The Land Bridge Theory (glaciers), 6; Geography and History: The Dust Bowl, SS Students will analyze and interpret patterns of culture around the world. SS a Compare and contrast characteristics of groups of people/settlements (e.g., population density, distribution and growth, migration patterns, diffusion of people, places, and ideas, westward expansion of immigrants, Homestead Act) SS b Analyze purpose of population centers, (e.g., function of cities as providers of goods and services, economic activities and interdependence, trade and transportation) SE/TE: Infographic: Homes of Native Americans, 13, Plantation Life, 398, Sodbusters, 596, Roosevelt and Conservation, 651; Geography and History: Landscapes of the 13 Colonies, , Settling the Northwest Territory, ; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564; also see: The New England Colonies, 71 76; The Middle Colonies, 77 73; The Southern Colonies, 84 89; The Louisiana Purchase, ; The Plantation South, ; Indian reservations, 586; The West, ; Trails West, ; A Rush West, ; The Cattle Kingdom, ; Farming in the West, SE/TE: Urbanization: in early 1800s, , in late 1800s, 605, , in early 1900s, 641, 646, 648, 666; Cities: during 1930s, 773, during 1950s, , 846p 15

16 SS c Analyze and explain components and diffusion of cultures (e.g., religion spread of various belief systems, popular culture, spread of fast food chains, language spread of English, technology adoption of agricultural advancements, railroads, people as carriers and physical and cultural barriers, expansion and relocation, hierarchical expansion diffusion of fashion from Paris and London to communities, ) SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13; Culture: of 1800s (late), , of 1900s (early), 675, , 746, 750, 751, 757, of 1950s, , , during Depression, ; Immigration Affects Society, ; Immigration, , 401, 407, 579, 581, 595, 606, 637, , , 670, , 714, 740, 758, 965; also see: also see: Global Trade in the Fifteenth Century, 20 21; The Age of Exploration, 36 41; Colonial Society, ; Slavery in the Colonies, ; The Spread of New Ideas, ; American Literature and the Arts, ; Trails West, ; A Rush West, SS Students will analyze how humans have adapted to different physical environments. S a Describe the impact of extreme natural events on the human and physical environment globally (e.g., earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides) SS b Identify and evaluate how humans utilize the physical environment (e.g., irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use) SS c Analyze issues related physical environment globally (e.g., water supply, air quality in cities, solid waste disposal, availability of arable land) SE/TE: Geography and History: The Dust Bowl, ; Hurricane Katrina, , 979; The Question of Global Warming, 981; also see: The Land Bridge Theory (glaciers), 6 SE/TE: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, , 601, and cattle industry, 594, during 1920s, 754, during Depression, , 788, 789; also see: Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, , during Depression, 770, , during World War I, 714, 716 SE/TE: The Environment, ; The Energy Supply, 980; Global Warming,

17 SS d Examine world patterns of resource distribution and utilization (e.g., major source regions for coal, iron ore, oil, natural gas, and the major industrial regions in which they are utilized) SS e Identify and evaluate human adaptations environment from the local international levels (e.g., clothing, sewage systems, transportation systems, natural disasters, scarcity of resources ) SE/TE: Geography and History: Global Trade, 20 21, Landscapes of the 13 Colonies, 82 83, Economic Interests in the Pacific, , Global Oil Resources, ; also see: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, , 601, and cattle industry, 594, during 1920s, 754, during Depression, , 788, 789; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, , during Depression, 770, , during World War I, 714, 716 SE/TE: Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13; Landscapes of the 13 Colonies, 82 83; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; Trails West, ; A Rush West, ; Mining and Railroads, ; The Cattle Kingdom, ; Farming in the West, ; Industry and Urban Growth, ; Cities Grow and Change, ; Economy and the Environment,

18 SS Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. SS a Analyze the physical or human geographic factors explaining the spatial pattern of world events. (e.g., water scarcity and conflict in the Middle East, contrasting demographic trends in developed and developing countries) SS b Describe and analyze the role of geographic factors in determining the spatial arrangement of humans and their activity (e.g., geographic concentration of manufacturing, banking, or high tech industries; urbanization; availability of arable land, water and suitable climate for farming; access to resources for development, surveying, mapping, public land survey system, drawing of state and county boundaries) SE/TE: Global Trade in the Fifteenth Century, 20 21; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; Trails West, ; A Rush West, ; Mining and Railroads, ; The Cattle Kingdom, ; Farming in the West, ; Industry and Urban Growth, ; Economy and the Environment, ; also see: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, , 601, and cattle industry, 594, during 1920s, 754, during Depression, , 788, 789; Urbanization: in early 1800s, , in late 1800s, 605, , in early 1900s, 641, 646, 648, 666; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, , during Depression, 770, , during World War I, 714, 716 SE/TE: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, , 601, and cattle industry, 594, during 1920s, 754, during Depression, , 788, 789; Urbanization: in early 1800s, , in late 1800s, 605, , in early 1900s, 641, 646, 648, 666; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, , during Depression, 770, , during World War I, 714, 716; The Environment, ; The Energy Supply, 980; Global Warming, 981; also see: The Industrial Revolution, ; The North Transformed, ; The Plantation South, ; The Challenges of Growth, ; Trails West, ; A Rush West, ; Mining and Railroads, ; The Cattle Kingdom, ; Farming in the West, ; Industry and Urban Growth, ; Economy and the Environment,

19 History: United States: Colonial America Progressive Era) SS (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. SS a (US) Describe concepts of time and chronology (e.g., Three Worlds Meet, Colonial America, Establishing a Nation, Expansion and Reform, Civil War & Reconstruction, Industrialization) SS b (US) Classify key national events in chronological order (e.g., timelines with eras and selected key events) SS c (US) Examine the chronology of historical events in the United States analyze their impact on the past, present, and future SE/TE: Prentice Hall s America: History of Our Nation explores American history through analyzing broad periods of time. See Beginnings of American History, 2 31, 32 61, 62 97, ; Forming a New Nation, , , ; The New Republic, , , ; The Nation Expands and Changes, , , ; Civil War and Reunion, , , ; An Age of Industry, , , ; A New Role in the World, , , ; Depression and War, , , ; Moving Toward the Future, , , , SE/TE: Timelines, 4 5, 34 35, 64 65, , , , , , , , 364, , , , , , , ; also see: Reading Skills: sequence of events, HT 7, 310, 313, 512, 513, 517, distinguish events in sequence, 314, 319, 518, 521, understand sequence, 540 SE/TE: Reading Skills: sequence of events, HT 7, 310, 313, 512, 513, 517, distinguish events in sequence, 314, 319, 518, 521, understand sequence, 540; also see: Timelines, 4 5, 34 35, 64 65, , , , , , , , 364, , , , , , ,

20 SS (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS a (US) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States by era (e.g., Establishing a Nation: Revolutionary War: Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, George Washington, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols; Expansion and Reform: land acquisition, Manifest Destiny, Standing Bear, Indian Removal Acts; Civil War/Reconstruction: Dred Scott, secession, acts and legislations, Civil War leaders; Industrialism: rise of corporations, growth of organized labor, assembly line, immigration; Transportation and Technology: Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, Orville and Wilbur Wright) SS b (US)Analyze how the United States has changed over the course of time, using maps, documents, and other artifacts SE/TE: Section Assessment: Key Terms & Comprehension and Critical Thinking, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 386, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 520, 527, 532, 534, 549, 556, 563, 581, 589, 594, 599, 613, 624, 629, 635, 648, 653, 659, 665, 685, 692, 697, 711, 715, 722, 727, 740, 745, 750, 755, 775, 781, 787, 793, 807, 813, 820, 827, 841, 847, 854, 859, 879, 885, 892, 897, 909, 915, 923, 927, 942, 948, 952, 957, 973, 981, 985, 991; Chapter Review and Assessment: Key Terms & Comprehension and Critical Thinking, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Historian s Apprentice Workshop: Synthesis Activities, , 275, 375, 475, 571, 673, 763, 867, 999; Biography Quest, 18, 37, 87, 120, 147, 192, 285, 330, 352, 392, 428, 457, 495, 532, 555, 586, 615, 658, 683, 720, 747, 784, 824, 837, 922, 957, 983 SE/TE: Chapter Review and Assessment: Key Terms & Comprehension and Critical Thinking, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Cause and Effect Charts, 146, 222, 429, 536, 623, 682, 792, 891; Timelines, 4 5, 34 35, 64 65, , , , , , , , 364, , , , , , ,

21 SS c (US) Analyze the appropriate uses of primary and secondary sources SE/TE: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, ; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, , 185, , , , , 751, , ; Historian s Apprentice Workshop, , , , , , , , , ; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944, 995; Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548, 579, 621, 651, 689, 710, 748, 789, 817, 858, 888, 912, 938, 975 SS (US) Students will analyze and interpret historical and current events from multiple perspectives. SS a (US) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of US history (e.g., Dawes Act, Chinese Exclusion Act, Treaty of Guadalupe Hidalgo, The Emancipation Proclamation, Organized Labor, Women's Suffrage) SE/TE: Voting rights of women, 205, 246, 255, 352, , 713; Treaty of Guadalupe Hidalgo, 459; Emancipation Proclamation, , 539, 569; Dawes Act of 1887, 589; Labor Unions, , 639, 650, 727, 736, 791, 843, 895; Chinese Exclusion Act of 1882, 629, 664; also see: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, ; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, , 185, , , , , 751, , ; Historian s Apprentice Workshop, , , , , , , , , ; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944,

22 SS b (US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Bill of Rights, slavery, Gettysburg Address, The New Colossus Poem, images, political cartoons, photographs, newspapers) SE/TE: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, ; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, , 185, , , , , 751, , ; Historian s Apprentice Workshop, , , , , , , , , ; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944, 995 SS (US) Students will identify causes of past and current events, issues, and problems. SS a (US) Analyze sources on Nineteenth Century American History through determination of credibility, contextualization, and corroboration SS b (US) Evaluate alternative courses of action in United States history (e.g., Why and how was land acquired?) SE/TE: Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, ; Document Based Questions, 371, 409, 439, 471, 507, 541, 567, 603; Literature, , , , ; Historian s Apprentice Workshop, , , , ; Political Cartoons, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652 SE/TE: Critical Thinking Skills: identify costs and benefits, 30, 501, 128, 425, 450, 638, 820, identify alternatives, 70, 153, 198, 334, 426, 445, 467, 711, 715, 827, 981, 994, explain how events are related in time, 524, 526, 527, economic alternatives, 579, identify central problems from the past, 661, make decisions, 994; Skills for Life: analyze cause and effect, 224, conduct a cost benefit analysis, 636, 638, identify alternatives, 860, 862, make decisions, 898, 900; Analyze: multiple causes or effects, 499, 503, underlying causes, 836, 838, 841, long term effects, 842, 845,

23 SS c (US) Analyze how decisions affected events in the United States (e.g., Supreme Court decisions, immigration, declaration of war) SS d (US) Identify and analyze multiple causes and effects upon key events in US history (e.g., Antebellum, Kansas Act, Civil War/Reconstruction, Wounded Knee Massacre) SS e (US) Analyze the relationships among historical events in the United States and the students' lives today (i.e., current events) SE/TE: Skills for Life: analyze cause and effect, 224, conduct a cost benefit analysis, 636, 638, identify alternatives, 860, 862, make decisions, 898, 900; Critical Thinking Skills: make decisions, 994; also see: Supreme Court: on growth/government, , 369, on Indian removal, 357, on segregation of facilities, 560, 562, 875, 895, on New Deal, 780, on school desegregation, , on individual rights, , on election of 2000, ; The War of 1812, ; A New Wave of Immigrants, ; The Mexican American War, 475; The Coming of the Civil War, ; The Civil War, ; The Call to Arms, ; The New Immigrants, SE/TE: Reading Skills: cause and effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506, 776, 779, 781, 796, 850, 854, 862, multiple causes or effects, 345, 348, 499, 503, long term effects, 355, 359, 790, 792, 793, 842, 845, 847, 855, 856, 857, 859, causes, 362, 367, 482, 484, 485, 770, 772, 775, 836, 838, 841, effects, 486, 488, 491, 782, 786, 787, evaluate causes and effects, 776, 779, 781; Cause and Effect Charts, 146, 222, 429, 536, 623, 682, 792, 891; Skills for Life: Analyze Cause and Effect, 222; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429c, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566, 589, 591, 613, 623, 638, 648, 692, 730, 740, 775, 792, 796, 830, 858, 879, 891, 900, 915, 921, 938, 948, 960, 972, 979 SE/TE: Links Across Time (Link to Today), 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 588, 721, 826, 852, 887,

24 SS Students will develop historical research skills. SS a (US) Develop questions about United States history SS b Obtain, analyze and cite appropriate sources for research about Nineteenth Century U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format) SS c (US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews) SS d (US) Present an analysis of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations) SE/TE: Reading Skills (ask questions): analytical questions, 444, 445, 447, 688, 692, 906, 907, 909, inferential questions, 448, 451, 453, 910, 912, 915, extension questions, 680, 682, 685, questions, 16, 17, 19, 904, 930, questions that go beyond the text, 462, 467, 918, 921, 923, questions to synthesize information, 454, 456, 459, 924, 926, 927 SE/TE: Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, ; Document Based Questions, 371, 409, 439, 471, 507, 541, 567, 603; Literature, , , , ; Historian s Apprentice Workshop, , , , ; Political Cartoons, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652 SE/TE: Evaluate Internet Sources, HT17; Research Papers, HT19; Frame research questions, 470, 698; Focus research topics, 693, 694, 697; Multimedia research report, 698, ; also see: History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 342, 383, 420, 460, 502, 516, 561, 583, 611, 661, 695, 709, 753, 777, 810, 839, 878, 917, 947, 987 SE/TE: Write Like a Historian, HT18 HT20; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Document Based Questions: Task, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Historian s Apprentice Workshop: Activity, 133, 275, 375, 475, 571, 673, 763, 867,