Nebraska Social Studies Standards High School

Transcription

1 A Correlation of Prentice Hall Magruder s American Government To the Nebraska Social Studies Standards

2 Introduction This document demonstrates how, meets the 2012 for. Correlation page references are to the Student and Teacher s Editions. Hailed as a stellar educational resource since 1917, is updated annually so students can explore the most current, authoritative American government content. Its clear, appealing narrative and engaging technology are enhanced with Essential Questions, numerous primary sources, interactive online activities and current event updates including the 2012 national elections. Connect: Each unit and chapter introduces students to Essential Questions of American government and guides them through an exploration across topics connecting them content. Experience: Experience government by engaging in hands-on activities using primary sources, maps, posters, role-playing cards, and photographs with the American Government: Experience It! Activity Pack. Understand: Students solidify their understanding of the material through the digital courseware with Government on the Go. 2

3 Table of Contents Civics... 4 Economics... 7 Geography History

4 Civics K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. Forms and Functions of Government (United States/World) SS Students will analyze and evaluate the foundation, structures, and functions of the United States government as well as local, state, and international governments. SS a Summarize the historical foundation that influenced the creation of the United States Constitution (e.g., philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalist Papers) SE/TE: Basic Concepts of Democracy, 20 24; Our Political Beginnings, 30 34; The Coming of Independence, 36 42; The Critical Period, 4 51; Creating the Constitution, 52 58; Ratifying the Constitution, 59 62; Quick Study Guide and Assessment, SS b Analyze and evaluate the structure of American constitutional government (e.g., federalism, democracy, representative government, branches of the government, separation of powers, checks and balances, amendment process, concurrent/enumerated/implied powers, electoral college) SS c Analyze and evaluate the functions of United States government (e.g., national security, legislative lawmaking, executive implementation, judicial interpretation, constitutionalism, taxation, naturalization of citizens) SE/TE: Basic Concepts of Democracy, 20 24; Supreme Power of the Land, ; Federalism, 71, 74 75, 80, 94 96, , 143, 269, 378, 522, ; Checks and Balances, 57, 71, 72 73, 245, 417, ; Separation of Powers, 57, 70 72, 523, 653, 815; Powers of the Federal Government, 96 97; Powers Denied Federal Government, 98; Formal Amendment, 78 83; Changes by Other Means, SE/TE: National Security, ; Powers of Congress, ; Congress in Action, ; Judicial Review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710; The Constitution, 66 91; Taxes, 140, , 316, , 460, 474, 687, 745, 760, ; The President s Job Description, ; The Growth of Presidential Power, ; The Executive Powers, ; Diplomatic and Military Powers, ; Legislative and Judicial Powers,

5 SS d Analyze and evaluate the foundation, structures, and functions of local government (e.g., city council, school board, county government, regional boards) SS e Analyze and evaluate the foundation, structures, and functions of state government (e.g., bicameral/ unicameral, reapportionment/redistricting, branches of government) SS f Analyze and evaluate the foundation, structures, and functions of supranational organizations (e.g., United Nations, NATO, European Union, treaties, trade organizations) SS g Analyze and evaluate the roles that political parties have played in the United States SS h Analyze and evaluate United States foreign policy issues (e.g. methods, approaches, events) SE/TE: Local Government and Finance, ; Counties, Towns, and Townships, ; Cities and Metropolitan Areas, ; Providing Vital Services, ; Financing State and Local Government, ; Quick Study Guide and Assessment, SE/TE: Governing the States, ; State Constitutions, ; State Legislatures, ; The Governor and State Administration, ; In the Courtroom, ; State Courts and Their Judges, ; Quick Study Guide and Assessment, SE/TE: International Law, 309; North American Free Trade Agreement (NAFTA), 323, 672, 692, 695, 697, 700; North Atlantic Treaty Organization (NATO), 416, 486; United Nations, 498, 500, ; North Atlantic Treaty Organization, ; United Nations Educational, Scientific, and Cultural Organization (UNESCO), 510; European Union, 17, 35, 698, 700 SE/TE: Political Parties, ; Parties and What They Do, ; Two-Party System in American History, ; The Minor Parties, ; Party Organizations, ; Quick Study Guide and Assessment, SE/TE: Foreign Policy, 304, 365; Foreign Policy and National Defense, ; Foreign Affairs and Diplomacy, ; National Security, ; American Foreign Policy Overview, ; Foreign Aid and Alliances, ; Quick Study Guide and Assessment, 513, ; Foreign Trade, 56, , 698 5

6 Civic Participation SS Students will address local, state, national or international issues and policies through meaningful civic participation. SS a Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy (e.g., lobbying, voting, contacting government officials, petitioning) SE/TE: Citizenship 101, You Try It, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; also see: Voters and Voter Behavior, ; Interest Groups, SS b Analyze the significance and benefits of patriotic symbols, songs, holidays, and activities (e.g. Pledge of Allegiance, "The Star Spangled Banner", "America", Veteran's Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day) SS c Engage in civic activities (e.g., discussing current issues, advocating for personal rights and the rights of others, influencing governmental actions, participating in civil discourse, registering for selective service, participating in community improvement activities, service learning) SS d Analyze an issue and determine which level of government is most appropriate to utilize in addressing the issue SS e Describe the roles and influences of individuals, groups, and the media as checks on governmental practices (e.g., interest groups, political action committees, lobbyists, public opinion polls) SS f Critique various media sources for accuracy and perspective SE/TE: National Anthem, 552; Pledge of Allegiance, 546; also see: Flag Issues, 558, , 815 SE/TE: Citizenship 101, You Try It, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731 SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692 SE/TE: The Formation of Public Opinion, ; Measuring Public Opinion, ; The Mass Media, ; also see: Interest groups, , , , 253, ; Lobbyists, 253, , 263, 331, 341, 470 SE/TE: Mass Media and Public Opinion, ; The Mass Media, ; Chapter Assessment,

7 Economics K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. Markets SS Students will assess how market forces guide the owners of land, labor, and capital and determine the allocation of wealth in the economy. SS a Explain how the factors of SE/TE: Factors of Production, production are bought and sold in the market SS b Analyze the role of the product market and the resource market SS c Understand productivity as a measure of the quantity of goods and services produced with a given amount of resources (e.g., Gross Domestic Product) SS d Analyze how market forces determine what producers choose to produce and which combination of productive resources will be most productive SS e Explain how wages/earnings are affected by the market (e.g., value of products, supply and demand of labor, worker skills and qualifications) SS f Explain the role and importance of profit and return on investments to producers. (e.g. increase in supply and expansion of industries) SE/TE: Opportunities to address this issue may be found with the following: Capitalism, SE/TE: For related material see: Factors of Production, SE/TE: Opportunities to address this issue may be found with the following: Free Enterprise System, SE/TE: For related material see: Labor and Labor Unions, , 464, 679, 688 SE/TE: Profit, 681; Profit and Loss, 684 SS Students will illustrate how markets determine prices and allocate goods and services. SS a Understand demand, quantity SE/TE: Law of Supply and Demand, 681, demanded, and changes in demand 683 SS b Understand supply, quantity supplied, and changes in supply SS c Understand that equilibrium price and quantity are determined by supply and demand SS d Hypothesize how competition between sellers could results in lower prices, higher quality products, and better customer service SE/TE: Law of Supply and Demand, 681, 683 SE/TE: How Are Prices Set in a Free Market? 683 SE/TE: For related material see: How Are Prices Set in a Free Market? 683 7

8 SS e Hypothesize how producers and consumers affect market prices and quantities through the goods and services they produce and buy (e.g., shifts in supply and demand, price elasticity) SE/TE: How Are Prices Set in a Free Market? 683; also see: Price Stability, 474 Institutions SS Students will analyze how economic institutions impact individuals and groups. SS a Analyze how various economic institutions have played a role in United States economic policy and practice (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships) SE/TE: Federal Reserve Act (1913), 311; Federal Reserve System, 447, 462, ; Federal Reserve Board, ; Labor and labor unions, , 464, 679, 688; Taft-Hartley Act, 200 SS b Describe how measures used by economic institutions are calculated (e.g., trends and business cycles using GDP, unemployment rates, inflation rates) SS c Explain how banks and a sound monetary system are critical to a functioning economy SS d Describe the functions and role of the Federal Reserve System and its influence through monetary policy (e.g., balancing inflation and unemployment) SS e Understand how financial markets determine the cost of borrowing and influence the level of economic activity SE/TE: GDP, ; Inflation, 474, 475; Unemployment Compensation, SE/TE: Banks and Banking, 140, , SE/TE: Federal Reserve Act (1913), 311; Federal Reserve System, 447, 462, ; Federal Reserve Board, SE/TE: For related material see: Monetary Policy, Institutions SS Students will assess how private ownership of property is a basic institution of a market economy. SS a Assess how property rights are defined, enforced, and limited by government (e.g., zoning laws, eminent domain, Homestead Act, copyright laws, patents, and intellectual property) SE/TE: Private Ownership, 680; Private Property, 32, 309,

9 SS b Describe the role of market economy in United States history (e.g., periods of prosperity, recessions, and overall growth) SE/TE: Great Depression, 133, 135, 219, 301, , , 693, 694; Labor and labor unions, , 464, 679, 688; Taft-Hartley Act, 200; Monopolies and trusts, Financial Literacy SS Students will recognize and predict the impact that various economic systems will have on people. SS a Develop a logical argument debating the merits of various economic systems (e.g., traditional, command, market, mixed) SE/TE: Comparative Economic Systems, ; Capitalism, ; Socialism and Communism, ; The U.S. in a Global Economy, ; Quick Study Guide and Assessment, SS b Evaluate the historical use of various economic systems SE/TE: Comparative Economic Systems, SS c Compare the standard of living with other countries (Germany, Brazil, Russia, India, China) SE/TE: For related material see: Top U.S. Trade Partners, SS Students will understand economic concepts that support rational decision making SS a Explore employment trends SE/TE: Employment and the Economy, and reasons for growth and decline in ; Employment, employment SS b Make career decisions by systematically considering alternatives and consequences through the use of cost benefit analysis SS c Assess the incentives for investing in personal education, skills, and talents SS d Identify various ways people earn a living by using career programs to explore opportunities (e.g., Nebraska Career Education) SE/TE: For related material see: Employment and the Economy, SE/TE: For related material see: Local Government and Education, SE/TE: For related material see: Employment and the Economy, ; Employment, SS Students will apply effective money management concepts. SS a Organize personal finances and SE/TE: Opportunities to address this issue use a budget to manage cash flow may be found with the following: Free Enterprise System,

10 SS b Compare and contrast checking and savings accounts SS c Assess the effects of taxes on personal income SE/TE: Opportunities to address this issue may be found with the following: Banks and Banking, , SE/TE: Opportunities to address this issue may be found with the following: State and Local government, ; Income Tax, , 300, SS Students will critique strategies used to establish, build, maintain, monitor, and control credit. SS a Analyze factors that affect the SE/TE: For related material see: Consumer choice of credit, the cost of credit, and the Financial Protection Bureau, 429, 447, 448 legal aspects of using credit SS b Identify strategies of establishing and maintaining a good credit rating for effective credit management (e.g., credit cards, auto loans, mortgages) SS c Compare and contrast the cost and benefits of various lending institutions (e.g., banks, credit unions, paycheck advance businesses, pawn shops) SS d Students will identify situations when borrowing money and paying interest may be a wise or unwise decision SE/TE: For related material see: Consumer Financial Protection Bureau, 429, 447, 448 SE/TE: For related material see: Consumer Financial Protection Bureau, 429, 447, 448; Banks and Banking, , SE/TE: Opportunities to address this issue may be found with the following: Consumer Financial Protection Bureau, 429, 447, 448 SS Students will evaluate savings, investment, and risk management strategies to achieve financial goals. SS a Explain the importance of SE/TE: Opportunities to address this issue saving to ensure financial security may be found with the following: Social security, ; Stock Market, 694 SS b Implement an investment strategy that is compatible with personal goals (e.g., stocks, bonds, mutual funds, retirement plans) SS c Analyze appropriate and cost effective risk management strategies (e.g., health, disability, life, auto insurance) SE/TE: For related material see: Social security, ; Stock Market, 694; Banks and Banking, , SE/TE: Opportunities to address this issue may be found with the following: Stock Market,

11 Government SS Students will analyze the roles and responsibilities of government in various economic systems. SS a Examine how governments utilize taxation to provide goods and services to society (e.g., disaster relief, flood control, police protection) SE/TE: Opportunities to address this issue may be found with the following: Taxes, 140, , 316, , 460, 474, 687, 745, 760, SS b Investigate multiple roles of government in a market economy (e.g., forms of taxation, enforcing private property and zoning laws, collecting sales tax) SS c Explore various forms of taxation (earning, consumption, or wealth) and discuss outcomes of various tax philosophies as drivers of economic activity SS d Research the role of government in the development of economic systems (e.g., historic and current examples of command, market, traditional, mixed systems) SE/TE: Private Property, 32, 309, , 680; Commerce Power, ; Taxes, 140, , 316, , 460, 474, 687, 745, 760, SE/TE: Taxes, 140, , 316, , 460, 474, 687, 745, 760, SE/TE: Comparative Economic Systems, ; Capitalism, ; Socialism and Communism, ; The U.S. in a Global Economy, ; Quick Study Guide and Assessment, SS e Analyze government policies and regulations in areas of market failure (e.g., monopolies, externalities, nonenforcement of property rights) SE/TE: Monopolies, ; Private Property, 32, 309, , 680; Commerce Power, SS Students will examine the government s influence on economic systems through fiscal policy. SS a Examine how governments SE/TE: Taxes, 140, , 316, 456 can use taxing and spending policies to 458, 460, 474, 687, 745, 760, influence behavior (e.g., alcohol tax, home mortgage interest deduction) SS b Examine the impact of fiscal policy on budget deficits\surpluses and national debt SS c Examine the impact of the unemployment rate on the economy (frictional, structural, cyclical) SE/TE: Fiscal Policy, 456, , , 487 SE/TE: For related material see: Unemployment Compensation, ,

12 Globalization SS Students will evaluate how international trade benefits individuals, organizations, and nations SS a Analyze the effects of various trade policies (e.g., identify short term/long term impacts) SS b Identify goods which are available at a lower price because of international trade SE/TE: Issues of Our Time: Globalization and Free Trade, 692; Critical Thinking: NAFTA and WTO, 700; also see: Tariffs, 457, 696; World Trade Organization & North American Free Trade Agreement (NAFTA), 672, 695; Trade barrier/embargo, 697 SE/TE: For related material see: Issues of Our Time: Globalization and Free Trade, 692; Critical Thinking: NAFTA and WTO, 700 SS c Explain how trade barriers impact the prices and quantity of goods in the domestic market SE/TE: World Trade Organization & North American Free Trade Agreement (NAFTA), 672, 695; Trade barrier/embargo, 697; Critical Thinking: NAFTA and WTO, 700 SS Students will evaluate how international trade affects the domestic economy. SS a Identify goods which are SE/TE: For related material see: Trade, available at a lower price because of 488, international trade SS b Explain how trade barriers impact the prices and quantity of goods in the domestic market SE/TE: Opportunities to address this objective may be found with the following: World Trade Organization & North American Free Trade Agreement (NAFTA), 672, 695; Trade barrier/embargo, 697; Critical Thinking: NAFTA and WTO, 700 Geography K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. The World in Spatial Terms SS Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface. SS a Analyze geographical information sources (e.g., map, globe, atlas, remote sensing, GPS, and GIS) SE/TE: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746, ,

13 SS b Apply map scale as a geographical tool and evaluate the strengths and weaknesses of projections (e.g., large scale/small scale, Peters, Mercator, plane, conical, cylindrical) SS c Analyze mental maps and spatial relationships. (e.g., city development, urban planning based on railroads, location of natural resources) SE/TE: Opportunities to address this objective may be found with the following: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746 SE/TE: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746, , SS d Apply spatial thinking to investigate issues and justify decisions. (e.g., consolidation of schools, closing of post offices) SE/TE: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746, , Places and Regions SS Students will examine how regions form and change over time. SS a Analyze physical and human SE/TE: The U.S. in a Global Economy, processes that shape places and regions ; Immigration and Immigrants, 97, (e.g., erosion, international trade, 137, 406, 612, 616, 634, , 637 weathering, climate, migration, international trade) SS b Examine the importance of places and regions to individual and social identity (e.g., nationalism, national monuments, local legends, parks, subcultures, nationalism, territoriality, iconography) SE/TE: Opportunities to address this objective may be found with the following: Immigration and Immigrants, 97, 137, 406, 612, 616, 634, , 637 SS c Analyze the changes in places and regions over time (e.g., migration, urbanization, fertility and mortality, industrialization) SE/TE: Opportunities to address this objective may be found with the following: Immigration and Immigrants, 97, 137, 406, 612, 616, 634, , 637; Counties, Towns, and Townships, ; Cities and Metropolitan Services,

14 SS d Analyze the interdependence of places and regions. (e.g., international trade, NAFTA, EU) SS e Analyze critical issues and problems of places and regions. (e.g., current events) SS f Apply regional analysis of geographic issues and questions. (e.g., discussing current events and issues of the day in a geographical context) SE/TE: North American Free Trade Agreement (NAFTA), 323, 672, 692, 695, 697, 700; North Atlantic Treaty Organization (NATO), 416, 486; United Nations, 498, 500, ; North Atlantic Treaty Organization, ; European Union, 17, 35, 698, 700 SE/TE: Issues Of Our Time: The Environment and States Rights, 110; Globalization and Free Trade, 692 SE/TE: Opportunities to address this objective may be found with the following: Issues Of Our Time: The Environment and States Rights, 110; Globalization and Free Trade, 692 Physical Systems SS Students will interpret how natural processes interact to create the natural environment SS a Identify and explain components of Earth s physical system (i.e., atmosphere, lithosphere, biosphere, and hydrosphere) SS b Explain plate tectonics/ continental drift and predict changes over time earth s land and oceans SE/TE: For related material see: Environmental Protection Agency, 110, 430, 438, 442, 443 SE/TE: Opportunities to address this objective may be found with the following: Natural Disasters, 104; Federal Emergency Management System, 494 SS c Identify and explain world patterns of extreme events SS d Identify and explain global ocean and atmospheric systems SS e Compare and contrast world climate regions SE/TE: For related material see: Natural Disasters, 104; Federal Emergency Management System, 494 SE/TE: Opportunities to address this objective may be found with the following:: Intergovernmental Panel on Climate Change, 512; Environmental Protection Agency, 110, 430, 438, 442, 443 SE/TE: For related material see: Intergovernmental Panel on Climate Change, 512; Environmental Protection Agency, 110, 430, 438, 442,

15 Human Systems SS Students will analyze and interpret patterns of culture around the world. SS a Distinguish population characteristics by world regions, country, and regions within countries (e.g., demographic transition, fertility, mortality, migration rates, population pyramids) SS b Analyze the push and pull factors (economic, political, and cultural) driving human migration and the impacts on the source regions and destinations (e.g., the impact of migration to North America, South America, Australia and New Zealand) SS c Compare and contrast changes in human settlement patterns over time SE/TE: For related material see: Population, 250, 612, 635, 749, 754, SE/TE: Immigration and Immigrants, 97, 137, 406, 612, 616, 634, , 637 SE/TE: For related material see: Counties, Towns, and Townships, ; Cities and Metropolitan Services, SS d Compare and contrast internal structures of cities in developed and developing countries SS e Evaluate the spread of cultural traits to distinguish between convergence and divergence of cultures (e.g., convergence: spread of democratic ideas, patronage of chain coffee houses, introduction of fast food restaurants worldwide; divergence: restrictions on the change of local language) SS f Determine the level of development and standard of living in nations using economic, social, and demographic indicators (e.g., gross domestic product per capita, life expectancy, literacy, infant mortality) SE/TE: For related material see: City Government, SE/TE: For related material see: Transitions to Democracy, ; Case Studies in Democracy, SE/TE: For related material see: The U.S. in a Global Economy, SS g Evaluate the benefits and challenges of globalization (e.g., regional specialization, trade, multinational businesses, pandemics, loss of local cultures) SE/TE: Issues of Our Time: Globalization and Free Trade, 692; The U.S. in a Global Economy,

16 SS h Identify and analyze patterns of power and influence of sovereign nations and organized nation groups (e.g., NATO, United Nations, European Union) SS i Identify and explain the factors that contribute to cooperation and conflict within and between countries. SE/TE: North Atlantic Treaty Organization (NATO), 416, 486; United Nations, 498, 500, ; North Atlantic Treaty Organization, ; European Union, 17, 35, 698, 700 SE/TE: Foreign Policy, 304, 365; Foreign Policy and National Defense, ; Foreign Affairs and Diplomacy, ; National Security, ; American Foreign Policy Overview, ; Foreign Aid and Alliances, ; Quick Study Guide and Assessment, 513, ; Foreign Trade, 56, , 698 Human/Environment Interaction SS Students will evaluate interrelationships between people and the environment. SS a Analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, droughts, and volcanoes SE/TE: For related material see: Natural Disasters, 104; Federal Emergency Management System, 494 SS b Evaluate ways that humans depend on, adapt to, and modify the physical environment (e.g., agriculture, water supply, raw materials for economic development, land use practices, the use of technology to overcome climate, terrain, distances, and resource availability) SE/TE: For related material see: Issues Of Our Time: The Environment and States Rights, 110; Tennessee Valley Authority, 448, 449 SS c Evaluate successful solutions and problems related physical environment from a geographical perspective (e.g., the role of irrigation, contour farming and hybrid seeds in expansion of agriculture in the Midwest; the role of air conditioning in the industrialization of the South; recent global climate change theories, and evidence that supports and refutes such theories) SE/TE: For related material see: Issues Of Our Time: The Environment and States Rights, 110; Globalization and Free Trade,

17 SS d Investigate the role of technology in the supply of, and substitution for, natural resources (e.g., PVC replacing copper pipes, synthetics for natural rubber, horizontal drilling, fracking, and the use of tar sands in oil recovery) SS e Analyze the impacts of technological innovations in shaping human interaction on the physical environment (e.g., agriculture, air conditioning, desalinization) SE/TE: For related material see: Issues Of Our Time: The Environment and States Rights, 110; Tennessee Valley Authority, 448, 449; Environmental Protection Agency, 110, 430, 438, 442, 443; The U.S. in a Global Economy, SE/TE: Opportunities to address this objective may be found with the following: Issues Of Our Time: The Environment and States Rights, 110; Tennessee Valley Authority, 448, 449; Environmental Protection Agency, 110, 430, 438, 442, 443; The U.S. in a Global Economy, Application of Geography to Issues and Events SS Students will analyze issues and/or events using the geographic knowledge and skills to make informed decisions. SS a Apply geographic knowledge and skills (e.g., ask geographic questions, acquire, analyze, and present geographic information) SS b Identify and evaluate how geographic knowledge and geographic techniques are applied to improve our lives or solve problems (e.g., use global information systems (GIS), global positioning systems (GPS), satellite images, and maps to find the best location for a new store, identify potential customers, or determine the optimum usage of irrigation and fertilizers, mapping cases of cholera to determine that city water supply was contaminated) SE/TE: For related material see: Issues Of Our Time: The Environment and States Rights, 110; Globalization and Free Trade, 692 SE/TE: Opportunities to address this issue may be found with the following: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746, ,

18 History K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels. Chronological Thinking (United States: Progressive Era to Present) 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., Progressive Era, Expansion, World War I, The Depression, The New Deal, World War II, Cold War, Civil Rights Era, Space Exploration, Economic Boom and Recessions, Contemporary United States) SS b (US) Select, record, and interpret key national and global events in chronological order (e.g., timelines with eras and selected key event) SE/TE: Analyze Timelines, S29; Timelines, 38 39, 80 81, , , , , 504, , 734, 754 SE/TE: Opportunities to address this issue may be found with the following: Analyze Timelines, S29; Timelines, 38 39, 80 81, , , , , 504, , 734, 754 SS c (US) Examine the chronology of historical events in the United States and throughout the world to evaluate their impact on the past, present, and future SE/TE: Opportunities to address this issue may be found with the following: Origins of American Government, 28 65; American Foreign Policy Overview, ; Civil Rights, ; also see: Timelines, 80 81, , , , , 504, 734,

19 Historical Comprehension SS (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States (e.g., 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; Progressive Era: Teddy Roosevelt, The Jungle, Elizabeth Cady Stanton, suffrage; World War I: Woodrow Wilson, League of Nations, Harlem Renaissance, Jazz, Prohibition, The Depression: Franklin Delano Roosevelt; World War II: Dwight Eisenhower, internment camps, Holocaust; Cold War: Marshall Plan, John F. Kennedy, Eleanor Roosevelt, Korea, Vietnam, Ronald Reagan; Civil Rights Era: Martin Luther King, Jr., Malcolm X, NAACP, AIM, Cesar Chavez, Supreme Court decisions such as Brown v. Board of Education, key legislation; Contemporary United States: patriotism, Watergate, Sandra Day O'Connor, Clarence Thomas, fall of the Berlin Wall, Colin Powell, 9/11, Steve Jobs, Bill Gates) SS b (US) Analyze and evaluate how the United States has changed over the course of time, using maps, documents, and other artifacts SE/TE: Section Assessment questions, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 405, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 672, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738, 768 SE/TE: Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746, , ; Analyze Timelines, S29; Timelines, 38 39, 80 81, , , , , 504, , 734, 754; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739,

20 SS c (US) Analyze and evaluate the appropriate uses of primary and secondary sources SE/TE: Analyze Sources, S14; Compare Viewpoints, S15; Analyze Images (consider context), S28; Political Cartoons, 9, 11, 22, 26, 37, 38, 61, 64, 70, 83, 90, 101, 116, 129, 131, 133, 143, 148, 149, 172, 176, 180, 181, 185, 207, 210, 218, 222, 234, 238, 239, 243, 260, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 327, 336, 348, 358, 359, 360, 372, 380, 393, 396, 397, 402, 408, 422, 427, 448, 452, 475, 478, 483, 497, 514, 516, 533, 539, 542, 574, 575, 580, 603, 608, 609, 616, 638, 640, 642, 650, 658, 674, 687, 702, 703, 722, 735, 738, 739, 768, 769; Document- Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 Multiple Perspectives SS (US) Students will analyze and evaluate historical and current events from multiple perspectives. SS a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history (e.g., Immigration, early 20th Century African American leaders, World Wars, international trade agreements, women s rights) SE/TE: The Federalist/Anti-Federalist Argument, 60; Analyze Sources, S14; Compare Viewpoints, S15; Document- Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 SS b (US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Equal Rights Amendment, Martin Luther King, Jr.'s "I Have a Dream" speech, Franklin Delano Roosevelt's Declaration of War speech, the Pentagon Papers) SE/TE: Analyze Sources, S14; Compare Viewpoints, S15; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739,

21 Historical Analysis and Interpretation SS (US) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems. SS a (US) Compare and evaluate contradictory historical narratives of Twentieth-Century U.S. History through determination of credibility, contextualization, and corroboration SE/TE: The Federalist/Anti-Federalist Argument, 60; Analyze Sources, S14; Compare Viewpoints, S15; Document- Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 SS b (US) Evaluate and formulate a position on alternative courses of action in United States and around the globe (e.g., What are the possible outcomes of peace treaties?) SS c (US) Evaluate how decisions affected events in the United States (e.g., Supreme Court Decisions, revolutions, alliances, treaties) SS d (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I and II, Korean Conflict, Cuban Missile Crisis, assassination of political leaders, Vietnam Conflict, Middle East Peace Efforts, 9/11 and other acts of terrorism) SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 SE/TE: Landmark Decisions of the Supreme Court, xvii, 76 77, , , , ; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619; The Supreme Court, ; also see: Supreme Court Cases, 21, 22, 76 77, 77, 80, 82 83, 87, 96, , 104, 107, 112, , 114, 155, 157, 161, 162, 163, 165, 166, 167, 168, 207, 250, 276, 278, 280, , 299, 303, 304, 308, , 314, 315, 316, 356, 390, 402, , , 413, 419, 420, 458, 527, , 539, 547, 548, 550, 552, 553, , 556, 557, 558, 559, 560, 561, 562, 563, 564, , 569, , 572, 579, , 585, , 588, 589, 593, 595, 596, 599, , 602, 603, , , 624, 628, 706, , 716, 753, 761, 809, 811, 812 SE/TE: Opportunities to address this issue may be found with the following: Origins of American Government, 28 65; American Foreign Policy Overview, ; Civil Rights,

22 SS e (US) Evaluate the relationships among historical events in the United States and the students' lives today (i.e., current events) SE/TE: Apply What You ve Learned, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738, 768; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 Historical Research Skills SS (US) Students will develop historical research skills. SS a (US) Develop questions about SE/TE: Opportunities to address this issue United States history may be found with the following: Apply What You ve Learned, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738, 768 SS b (US) Obtain, analyze, evaluate, and cite appropriate sources for research about Twentieth-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) SE/TE: Analyze Sources, S14; Compare Viewpoints, S15; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Historical Documents (Analyzing), 780, 781, 782, 783, 784, 786, 790, 794, 796, 800, 801, 803, 804 SE/TE: Analyze Sources, S14; Compare Viewpoints, S15; Analyze Images (consider context), S28; Political Cartoons, 9, 11, 22, 26, 37, 38, 61, 64, 70, 83, 90, 101, 116, 129, 131, 133, 143, 148, 149, 172, 176, 180, 181, 185, 207, 210, 218, 222, 234, 238, 239, 243, 260, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 327, 336, 348, 358, 359, 360, 372, 380, 393, 396, 397, 402, 408, 422, 427, 448, 452, 475, 478, 483, 497, 514, 516, 533, 539, 542, 574, 575, 580, 603, 608, 609, 616, 638, 640, 642, 650, 658, 674, 687, 702, 703, 722, 735, 738, 739, 768, 769; Document- Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692,

23 SS d (US) Present an evaluation of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations) SE/TE: Expository Writing, S3 S5; Research writing, S6 S8; Persuasive essay, S9 S10; Assessment writing, S11 S12; Apply What You ve Learned, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738,