A Correlation of Prentice Hall United States History Survey Edition 2013

Size: px
Start display at page:

Download "A Correlation of Prentice Hall United States History Survey Edition 2013"

Transcription

1 A Correlation of Prentice Hall United States History Survey Edition 2013 and the Constitution Standards

2 Introduction This document demonstrates how Prentice Hall United States History 2013 Survey Edition meets the Correlation page references are Student Edition. Social Studies Skills for the 21 st Century are included in the correlation with each respective standard. Connect, Experience, and Succeed! allows students to experience dynamic, interactive technology that brings history to life with exciting sights and sounds, personal accounts, and dramatic human emotions. The program s updated content includes the global economic crisis, Barack Obama s first two years as President, the Tea Party Movement, the 2010 midterm elections, and the Gulf Coast oil spill. Experience exciting technology: Students experience stunning visuals and lively presentations through PresentationEXPRESS Premium DVD-Rom while engaging in chapterby-chapter, project-based learning with the Experience It! Multimedia Pack. Connect with Essential Questions: Students explore the big ideas and enduring issues of American history through the American Issues Connector, Web Quests, Journal, and Essential Questions Videos. All students succeed: Use a variety of progress monitoring tools, chapter assessments, interactive quiz games, and Success Tracker benchmark testing and remediation to ensure all students succeed. Survey Edition Units: Era 1: Origins of a New Nation (Prehistory-1765) Era 2: Creating the American Republic ( ) Era 3: Expansion and Reform ( ) Era 4: Civil War and Reconstruction ( ) Era 5: Industrialization of the United States ( ) Era 6: Emergence of the Modern United States ( ) Era 7: Prosperity and Depression ( ) Era 8: World War II and Postwar America ( ) Era 9: Challenges and Change ( ) Era 10: Changing and Enduring Issues (1980-Today) Key: SE = Student Edition 2

3 Table of Contents Standard USHC Standard USHC Standard USHC Standard USHC Standard USHC Standard USHC Standard USHC Standard USHC Key: SE = Student Edition 3

4 3 A Correlation of UNITED STATES HISTORY AND THE CONSTITUTION Standard USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States. USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development of British North America, including religious, social, political, and economic differences. USHC-1.2 Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the rule of law as written in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War. USHC-1.3 Analyze the impact of the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic. USHC-1. Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached at the Philadelphia Convention and the ratification of the Constitution. USHC-1.5 Explain how the fundamental principle of limited government is protected by the Constitution and the Bill of Rights, including democracy, republicanism, federalism, the separation of powers, the system of checks and balances, and individual rights. SE: England s Southern Colonies, 44 49; The New England Colonies, 50 54; New York Becomes an English Colony, 56 57; Chart and Timeline of 13 British Colonies, 60; Migration from England, 66 67; Comparing Regional Cultures, 80 84; Documents of Our Nation: The Mayflower Compact, 1173 SE: House of Burgesses, 46 47; Government in the Colonies, 72 73, 75; Infographic: Roots of Democracy, 74; Chart: English Ideas Influence the Colonies, 90; Causes of the Revolution, ; American Experience (History Interactive): The Road to Revolution, ; Documents of Our Nation: Patrick Henry, Liberty or Death, 1173 SE: Declaring Independence, ; Declaration of Independence, ; The Revolution Impacts Society, ; Documents of Our Nation: John Adams, Free and Independent States, 1175 SE: A Confederation of States, ; Drafting the Constitution, ; Primary Sources: John Locke: Two Treatises of Government, 149; Ratifying the Constitution, ; Primary Sources: James Madison: The Federalist, No. 10, 157; Chart: Comparing Plans for the Representation in the New Federal Government, 158; Writing About History, 160; Documents of Our Nation: The Federalist, No. 51, 1176 SE: Ratifying the Constitution, , (see in particular page 155 for definitions of limited government, federalism and checks and balances); Primary Sources: James Madison: The Federalist, No. 10, 157; Chart of the Bill of Rights, 158; American Issues Connector: Checks and Balances, 159; Document-Based Assessment: Religious Freedom in Early America, 161; United States Constitution and commentary, Key: SE = Student Edition 4

5 USHC-1.6 Analyze the development of the twoparty system during the presidency of George Washington, including controversies over domestic and foreign policies and the regional interests of the Democratic-Republicans and the Federalists. USHC-1.7 Summarize the expansion of the power of the national government as a result of Supreme Court decisions under Chief Justice John Marshall, such as the establishment of judicial review in Marbury v. Madison and the impact of political party affiliation on the Court. SE: A Two-Party System Emerges, ; The Parties Debate Foreign Policy, SE: John Marshall s Supreme Court, 206, 208; Landmark Decisions of the Supreme Court: Marbury vs. Madison, 207; Marshall and the Supreme Court Boost Federal Power, 243; Supreme Court Cases: Gibbons v. Ogden, 1166; Marbury v. Madison, 1167; McCulloch v. Maryland, 1167 Social Studies Literacy Skills for the Twenty-First Century Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places. Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Trace and describe continuity and change across cultures. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. SE: Maps, 36, 49, 54, 59, 60, 67, 77, 82, 87, 88, 121, 125, 126, 138; Focus on Geography, 82, 138 SE: American Issues Connector, 61, 91, 129, 154, 159 SE: England s Southern Colonies, 44 49; The New England Colonies, 50 54; The Middle Colonies, 55 59; Comparing Regional Cultures, SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 37, 47, 49, 58, 59, 71, 74, 84, 89, 130, 145, 156, 160; Draw Inferences, 43, 47, 92, 111, 112, 127, 149; Synthesize Information, 30, 69, 92, 130, 141 SE: Causes of the Revolution, ; Declaring Independence, ; Shays Rebellion, 141; Drafting the Constitution, Key: SE = Student Edition 5

6 Create a thesis supported by research to convince an audience of its validity. SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 149, 157; Section Assessment Writing About History Activities, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156; Connect to Your World Activities, 29, 61, 91, 129, 159; History Interactive, 60, 74, 90, 106, 125, 144, 158; Critical Thinking: Evaluate Credibility of Sources, 92; Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-2: The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century. USHC-2.1 Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states rights and federal power during the era of Jacksonian democracy as the result of major land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession. SE: The Louisiana Purchase, 209; American Experience (History Interactive): Experience Lewis and Clark, ; The Nation Continues to Grow, 219; Chart of U.S. Territorial Expansion, 220; American Issues Connector: Sectionalism and National Politics, 239; An Era of Nationalism, , ; Democracy and the Age of Jackson, ; Constitutional Disputes and Crises, USHC-2.2 Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War. SE: The Monroe Doctrine, 246; Document-Based Assessment: The Monroe Doctrine, 263; Migrating West, ; Texas and the Mexican-American War, ; Effects of Territorial Expansion, ; Document-Based Assessment: New Settlement in the Mexican Session, 319 USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies. SE: Sectional Differences, ; American Issues Connector: Sectionalism and National Politics, 239; Nationalist Economic Policies, ; The Nullification Crisis, 255; The Bank War, Key: SE = Student Edition 6

7 USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women s rights. SE: Sectional Differences, ; American Issues Connector: Sectionalism and National Politics, 239; A Reforming Society, ; The Antislavery Movement, ; The Women s Movement, ; Document-Based Assessment: Nat Turner s Revolt Shakes the South, 295; Effects of Territorial Expansion, ; Slavery, States Rights, and Western Expansion, ; A Rising Tide of Protest and Violence, ; Documents of Our Nation: Frederick Douglass, Independence Day Speech, ; Documents of Our Nation: Sojourner Truth, Ain t I a Woman, 1179; Documents of Our Nation: Elizabeth Cady Stanton, Address Legislature of New York, 1179 Social Studies Literacy Skills for the Twenty-First Century Assess the relative importance of multiple causes on outcomes. Represent and interpret Earth s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.* SE: Analyze Cause and Effect, SH27; Cause and Effect Charts, 219, 260, 316; Events That Changed America, 237; Critical Thinking Skills: Recognize Effects, 271, 304; Recognize Causes and Effects, 211, 238, 259, 277, 285, 294; Explain Effects, 222, 318; Explain Causes, 262; Recognize Causes, 281, 291, 310; Reading Skills: Identify Causes and Effects, 228, 232, 286, 290; Understand Effects, 242, 247, 249, 254, 274, 277, 311 SE: Maps: Geography Interactive, 203, 208, 210, 213, 217, 220, 223, 230, 239, 247, 252, 259, 269, 271, 300, 302, 309, 312; Focus on Geography, 230, 302; Analyze Maps, SH22 * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them. SE: Industry and Transportation, ; Sectional Differences, ; Economics Handbook, Key: SE = Student Edition 7

8 Analyze, interpret, and synthesize social studies information to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Create a thesis supported by research to convince an audience of its validity. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 197, 222, 238, 241, 247, 254, 262, 273, 294, 310, 314, 315; Draw Inferences, 196, 203, 204, 253, 272, 277, 281, 285, 290, 314; Synthesize Information, 204, , 219, 259, 262, 290, 291 SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 204, 291; Section Assessment Writing About History Activities, 203, 211, 219, 232, 238, 247, 254, 259, 272, 277; Connect to Your World Activities, 221, 261, 293, 317; History Interactive, 212, 220, 240, 260, 288, 292, 314, 316; Writing Task, 295; Critical Thinking: Evaluate Information, 315; Credit Primary Sources, 907; Analyze Primary Sources, SH24; Evaluate Information, 315; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-3: The student will demonstrate an understanding of how regional and ideological differences led Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America. USHC-3.1 Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America. USHC-3.2 Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, and political factors in the defeat of the Confederacy; and the ultimate defeat of the idea of secession. SE: Slavery, States Rights, and Western Expansion, ; A Rising Tide of Protest and Violence, ; Political Realignment Deepens the Crisis, ; Landmark Decisions of the Supreme Court: Dred Scott v. Sandford, 342; Lincoln, Secession and War, ; Document-Based Assessment: John Brown s Raid, 357 SE: Resources, Strategies, and Early Battles, ; African Americans and the War, ; Life During the War, ; Turning Points of the War, ; The War s End and Impact, ; Document-Based Assessment: Total War, 399; Documents of Our Nation: Abraham Lincoln, The Gettysburg Address, 1180; Documents of Our Nation: Abraham Lincoln, Second Inaugural Address, 1181 Key: SE = Student Edition 8

9 USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans. SE: Rival Plans for Reconstruction, ; Reconstruction in the South, ; The End of Reconstruction, ; Document-Based Assessment: The Freedman s Bureau, 431; also see additional pages for the amendments: thirteenth, 391; fourteenth, , 527; fifteenth, , 527 USHC-3.4 Summarize the end of Reconstruction, including the role of anti African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post- Reconstruction era. USHC-3.5 Evaluate the varied responses of African Americans restrictions imposed on them in the post-reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett. SE: Violence Undermines Reform Efforts, ; The End of Reconstruction, ; The New South, ; Segregation and Social Tensions, SE: United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Black Southerners Gain and Lose, 495; Segregation and Social Tensions, (all three historical figures mentioned in these chapters and in addition found on the following pages: Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells- Barnett, 559, 567) Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. SE: American Issues Connector, 330, 355, 397, 408, 429 SE: Cause and Effect Charts, 350, 428; Events That Changed America, 348, 384; Critical Thinking Skills: Recognize Effects, 337, 345, 353; Recognize Causes and Effects, 427; Explain Effects, 318, 372; Explain Causes, 356; Recognize Causes, 353; Identify Effects, 366, 371; Reading Skills: Identify Causes and Effects, 346, 353, 417; Understand Effects, 331, 334, 337, 393 Key: SE = Student Edition 9

10 Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places. Explain contemporary patterns of human behavior, culture, and political and economic systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. Create a thesis supported by research to convince an audience of its validity. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 329, 332, 356, 363, 389, 395, 398, 409, 421; Decision Point, 406; Draw Inferences, 314, 371, 387; Synthesize, 337; Synthesize Information, 372; Analyzing Political Cartoons, 411 SE: Maps, 332, 335, 335, 335, 336, 348, 351, 51, 365, 369, 381, 384, 386, 394, 396, 407, 417, 424, 428; Focus on Geography, 351, 382 SE: Section Assessment: Terms and People, 329, 336, 345, 353, 366, 371, 378, 387, 395, 409, 418, 427; Chapter Assessments, 356, 398, 430 SE: Slavery, States Rights, and Western Expansion, ; A Rising Tide of Protest and Violence, ; Political Realignment Deepens the Crisis, ; United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells-Barnett, 559, 567 SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 372; History Interactive, 354, 384, 420; Writing Task, 399; Critical Thinking: Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Key: SE = Student Edition 10

11 Standard USHC-4: The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries. USHC 4.1 Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples. USHC-4.2 Analyze the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets. USHC-4.3 Evaluate the role of capitalism and its impact on democracy, including the ascent of new industries, the increasing availability of consumer goods and the rising standard of living, the role of entrepreneurs, the rise of business through monopoly and the influence of business ideologies. USHC-4.4 Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor unions, and the Populist movement and the ways that these groups and the government responded economic problems caused by industry and business. SE: Technology and Transportation, 440; Focus on Geography: The Railroads: Shaping American Cities, 441; The Government Imposes Regulations, 448; Westward Expansion and the American Indians, ; Railroaders Open the West, ; Farmers Settle on Homesteads, 510; Chart: Key Events in the Indian Wars, 514; American Issues Connector: American Indian Policy, 515; Document-Based Assessment: U.S. Indian Policy, 517; Documents of Our Nation: Chief Joseph, I Will Fight No More Forever, 1182 SE: Technology and Industrial Growth, ; The Rise of Big Business, ; The Organized Labor Movement, ; Railroaders Open the West, ; Farmers Settle on Homesteads, 510; Imperialists Seek Economic Benefits, SE: Technology and Industrial Growth, ; The Rise of Big Business, ; Primary Source: Andrew Carnegie, 449; Social and Cultural Trends, ; Documents of Our Nation: Theodore Roosevelt, The New Nationalism, SE: The Workforce Grows, 437; Changing American Society, 442; The Government Imposes Regulations, 448; The Organized Labor Movement, ; Chart: Influential Labor Unions, 458; Document-Based Assessment: Attitudes Toward Organized Labor, 461; Push and Pull Factors, 465; Opportunities and Challenges in America, 467; Farmers Migrate From Country to City, 474; Industries and Cities Grow, ; Railroaders Open the West, ; Farmers Settle on Homesteads, 510; Farmers and Populism, ; Chart: The Business Cycle, 1158; Documents of Our Nation: Preamble Constitution of the Knights of Labor, 1182; Documents of Our Nation: Preamble Platform of the Populist Party, 1183 Key: SE = Student Edition 11

12 USHC-4.5 Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, the role of political machines, and the migration of African Americans North, Midwest, and West. SE: Changing American Society, 442; The New Immigrants, ; Cities Expand and Change, , 478; American Issues Connector: Migration and Urbanization, 477; American Architecture: Skyscrapers, 479; Chart: Rural and Urban Population, 486; American Issues Connector: Migration and Urbanization, 487; Document-Based Assessment: The Impact of Immigration, 489; Industries and Cities Grow, ; Exodusters, 510 USHC-4.6 Compare the accomplishments and limitations of the women s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and presidents Theodore Roosevelt and Woodrow Wilson. Social Studies Literacy Skills for the Twenty-First Century SE: Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; The Drive for Reform, ; Women Make Progress, ; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, ; Roosevelt s Square Deal, ; Wilson s New Freedom, ; Chart: Effects of Social Progressivism, 580 Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze how a scarcity of productive resources affects economic choice. Analyze the role of government in promoting entrepreneurial activity. SE: American Issues Connector, 452, 459, 477, 487, 501, 515, 526, 541, 563, 581 SE: Events That Changed America, 446, 560; Critical Thinking Skills: Analyze Causes and Effects, 460; Recognize Causes and Effects, 457, 495, 504, 506, 512, 516, 527, 555; Explain Effects, 460, 582; Explain Causes, 488; Recognize Causes, 575; Reading Skills: Identify Causes and Effects, 436, 533, 539 SE: Technology and Industrial Growth, ; The Rise of Big Business, ; Primary Source: Andrew Carnegie, 449; Imperialists Seek Economic Benefits, ; Economics Handbook: Key Economic Questions, 1152 SE: Technology and Industrial Growth, ; The Rise of Big Business, ; Primary Source: Andrew Carnegie, 449; Railroaders Open the West, ; Chart: Constitutional Protections of Free Enterprise, 1154 Key: SE = Student Edition 12

13 Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 430, 469, 482, 488, 503, 506, 525, 527, 551, 562, 579; Draw Inferences, 448, 460, 478, 516, 532, 568, 582; Synthesize Information, 449, 488, 503, 534, 539 SE: The Organized Labor Movement, ; Changing American Society, 442; The New Immigrants, ; Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; Farmers and Populism, ; The Drive for Reform, ; Women Make Progress, ; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, ; African Americans Demand Reform, ; Reducing Prejudice and Protecting Rights, ; Roosevelt s Square Deal, ; Wilson s New Freedom, Standard USHC-5: The student will demonstrate an understanding of domestic and foreign developments that contributed emergence of the United States as a world power in the twentieth century. USHC-5.1 Analyze the development of American expansionism, including the change from isolationism to intervention and the rationales for imperialism based on Social Darwinism, expanding capitalism, and domestic tensions. USHC-5.2 Explain the influence of the Spanish- American War on the emergence of the United States as a world power, including the role of yellow journalism in the American declaration of war against Spain, United States interests and expansion in the South Pacific, and the debate between pro- and anti-imperialists over annexation of the Philippines. SE: The Roots of Imperialism, ; The Spanish American War, ; The United States and East Asia, ; The United States and Latin America, ; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615 SE: The Spanish American War, ; Filipinos Rebel Against U.S. Rule, 599; American Issues Connector: America Goes to War, 613 Key: SE = Student Edition 13

14 USHC-5.3 Summarize United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt s big stick diplomacy, William Taft s dollar diplomacy, and Woodrow Wilson s moral diplomacy and changing worldwide perceptions of the United States. USHC-5.4 Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow Wilson s leadership in the Treaty of Versailles and the creation of the League of Nations. USHC-5.5 Analyze the United States rejection of internationalism, including postwar disillusionment, the Senate s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United States in international affairs in the 1920s. SE: Hay Reaffirms the Open Door Policy, 602; Witness History: Dollars for Bullets, 604; Roosevelt Pursues Big Stick Diplomacy, ; Taft Switches to Dollar Diplomacy, 609; Wilson Pursues Moral Diplomacy, ; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615 SE: Neutrality Gives Way to War, ; The Home Front, ; Wilson, War, and Peace, ; Primary Source: Woodrow Wilson: The Fourteen Points, 646; Effects of the War, ; Document-Based Assessment: Americans For and Against the War, 655; Documents of Our Nation: Woodrow Wilson, Peace Without Victory, 1185 SE: America Rejects the Treaty, ; Americans Embrace Normalcy, ; America s Role in the World, Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present SE: American Issues Connector, 590, 613, 626, past and use knowledge of the 653 past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Cause and Effect Charts, 652; Events That Changed America, 560; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 625; Explain Effects, 601; Recognize Causes, 654; Reading Skills: Identify Causes and Effects, 592, 598; Identify Causes, 627; Recognize Causes, 702 SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 598, 610, 611, 614, 627, 631, 645; Draw Inferences, 582, 651; Synthesize, 627; Synthesize Information, 595, 646 Key: SE = Student Edition 14

15 Represent and interpret Earth s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.* SE: Maps: Geography Interactive, 589, 597, 606, 608, 610, 612, 620, 624, 634, 639, 643, 648; Focus on Geography, 606, 634; Analyze Maps, SH22 * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how an interdependent, specialized, and voluntary worldwide trade network affects standards of living and economic growth. SE: The Roots of Imperialism, ; The Spanish American War, ; The United States and East Asia, ; The United States and Latin America, Create a thesis supported by research to convince an audience of its validity. SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 646; History Interactive, 600, 640, 662; Critical Thinking: Evaluate Information, 591, 670; Credit Primary Sources, 907; Analyze Primary Sources, SH24, 1014; Evaluate Information, 591; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-6: The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response economic crisis in the 1930s. USHC-6.1 Explain the impact of the changes in the 1920s on the economy, society, and culture, including the expansion of mass production techniques, the invention of new home appliances, the introduction of the installment plan, the role of transportation in changing urban life, the effect of radio and movies in creating a national mass culture, and the cultural changes exemplified by the Harlem Renaissance. USHC-6.2 Explain the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the Red Scare, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial. SE: A Booming Economy, ; Social and Cultural Tensions, , ; A New Mass Culture, ; The Harlem Renaissance, ; Document-Based Assessment: Scientific Management and Mass Production, 699 SE: The Red Scare, 649; Social and Cultural Tensions, ; American Issues Connector: U.S. Immigration Policy, 674; Women Assume New Roles, Key: SE = Student Edition 15

16 USHC-6.3 Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people. SE: Causes of the Depression, ; Americans Face Hard Times, ; Hoover s Response Fails, ; Document-Based Assessment: Worldwide Depression, 729 USHC-6.4 Analyze President Franklin Roosevelt s New Deal as a response economic crisis of the Great Depression, including the effectiveness of New Deal programs in relieving suffering and achieving economic recovery, in protecting the rights of women and minorities, and in making significant reforms to protect the economy such as Social Security and labor laws. SE: FDR Offers Relief and Recovery, ; The Second New Deal, ; Effects of the New Deal, , ; American Issues Connector: Government s Role in the Economy, 753; The New Deal and the Arts, 761; Document-Based Assessment: The Tennessee Valley Authority; Documents of Our Nation: Franklin D. Roosevelt, First Inaugural Address, 1186 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze how a scarcity of productive resources affects economic choices. Analyze the role of fiscal and regulatory policies in a mixed economy. SE: American Issues Connector, 674, 697, 727, 753, 765 SE: Cause and Effect Charts, 726, 756; Events That Changed America, 742; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 724; Recognize Causes and Effects, 757; Explain Causes, 708; Recognize Causes, 728; Identify Effects, 762; Reading Skills: Recognize Multiple Causes, 708; Recognize Causes, 702 SE: Causes of the Depression, ; Americans Face Hard Times, ; Economics Handbook: Key Economic Questions, 1152 SE: FDR Offers Relief and Recovery, ; The Second New Deal, ; Effects of the New Deal, , ; American Issues Connector: Government s Role in the Economy, 753; Economics Handbook: Tools for Monitoring the Business Cycle, Key: SE = Student Edition 16

17 Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth. Explain contemporary patterns of human behavior, culture, and political and economic systems. SE: Hoover s Response Fails, ; FDR Offers Relief and Recovery, ; The Second New Deal, ; Effects of the New Deal, , ; American Issues Connector: Government s Role in the Economy, 753 SE: Section Assessment: Terms and People, 665, 670, 678, 687, 694, 708, 717, 724, 739, 747, 757, 762; Chapter Assessments, 698, 728, 766 Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 665, 670, 678, 683, 689, 708, 719, 728; Draw Inferences, 651, 698, 717, 725, 739; Synthesize, 627; Synthesize Information, 646, 728, 757 Standard USHC-7: The student will demonstrate an understanding of the impact of World War II on the United States and the nation s subsequent role in the world. USHC-7.1 Analyze the decision of the United States to enter World War II, including the nation s movement from a policy of isolationism to international involvement and the Japanese attack on Pearl Harbor. USHC-7.2 Evaluate the impact of war mobilization on the home front, including consumer sacrifices, the role of women and minorities in the workforce, and limits on individual rights that resulted in the internment of Japanese Americans. USHC-7.3 Explain how controversies among the Big Three Allied leaders over war strategies led to post-war conflict between the United States and the USSR, including delays in the opening of the second front in Europe, the participation of the Soviet Union in the war in the Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki. SE: From Isolation to Involvement, ; Primary Source: Franklin Delano Roosevelt: The Four Freedoms Speech, 787; America Enters the War, SE: The Home Front, ; Landmark Decisions of the Supreme Court: Korematsu v. United States, 815; American Experience: Experience the Home Front, SE: Planning Germany s Defeat, ; The Atomic Bomb Ends the War, ; Allies Set Postwar Goals, Key: SE = Student Edition 17

18 USHC-7.4 Summarize the economic, humanitarian, and diplomatic effects of World War II, including the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel. SE: The Holocaust, ; Effects of the War, USHC-7.5 Analyze the impact of the Cold War on national security and individual freedom, including the containment policy and the role of military alliances, the effects of the Red Scare and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the Berlin Wall, the Cuban missile crisis, and the nuclear arms race. USHC-7.6 Analyze the causes and consequences of social and cultural changes in postwar America, including educational programs, the consumer culture and expanding suburbanization, the advances in medical and agricultural technology that led to changes in the standard of living and demographic patterns, and the roles of women in American society. SE: The Cold War Begins, ; Primary Source: The Truman Doctrine, 853; The Korean War, ; The Cold War Expands, ; The Cold War at Home, ; Document-Based Assessment: Analysis of Senator McCarthy, 879; Documents of Our Nation: George Kennan, The Sources of Soviet Conduct, SE: An Economic Boom, ; A Society on the Move, ; Mass Culture and Family Life, ; Dissent and Discontent, ; Document-Based Assessment: Impact of the Suburbs, 911 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. SE: American Issues Connector, 796, 841, 872, 877, 909 SE: Cause and Effect Charts, 838; Events That Changed America, 790, 820; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 778, 842; Recognize Causes and Effects, 839, 853, 871, 871, 891; Explain Effects, 878, 910; Explain Causes, 878; Recognize Causes, 786, 798; Identify Effects, 762; Analyze Causes, 808; Reading Skills: Identify Causes and Effects, 788, 795, 868, 891; Understand Effects, 834, 882, 887 Key: SE = Student Edition 18

19 Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Draw Conclusions, 795, 798, 814, 817, 830, 852, 867, 871, 871, 875, 887, 891, 895, 899, 907, 910; Draw Inferences, , 798, 807; Synthesize, ; Synthesize Information, 807, 842, 887, 907, 910 Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. USHC-8.1 Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality. USHC-8.2 Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics. USHC-8.3 Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition war, the role of the media, the policies of the Nixon administration, and the growing credibility gap that culminated in the Watergate scandal. SE: Early Demands for Equality, ; Landmark Decisions of the Supreme Court: Brown v. Board of Education, 924; The Movement Gains Ground, ; Primary Source: I Have a Dream, 933; New Successes and Challenges, , ; Document- Based Assessment: Civil Disobedience, 949; The Women s Rights Movement, ; The Rights Revolution Expands, ; Document-Based Assessment: The Voting Rights Act, 1043; Documents of Our Nation: Martin Luther King, Jr., Letter from Birmingham Jail, SE: Johnson's Great Society, , ; Document-Based Assessment: The Effectiveness of President Johnson s Great Society Programs, 977; Nixon s Policies Target Middle America, ; Nixon Follows a Southern Strategy, ; Documents of Our Nation: Lyndon Johnson, Voting Rights, 1190 SE: Origins of the Vietnam War, ; U.S. Involvement Grows, ; The War Divides America, ; The War's End and Impact, , 1007; Nixon and the Cold War, ; Document-Based Assessment: The 1968 Presidential Race, 1015; Nixon and the Watergate Scandal, ; Document- Based Assessment: Anatomy of a Scandal, 1071; Documents of Our Nation: Richard Nixon, Resignation Speech, 1190 Key: SE = Student Edition 19

20 USHC-8.4 Analyze the causes and consequences of the resurgence of the conservative movement, including social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and abortion, the economic and social policies of the Reagan administration, and the role of the media. SE: The Counterculture, ; The Women's Rights Movement, ; The Rights Revolution Expands, ; The Environmental Movement, , 1039; Changing Values Stir Unease, ; The Conservative Movement Grows, ; The Reagan Revolution, USHC-8.5 Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and USHC-8.6 Summarize America s role in the changing world, including the dissolution of the Soviet Union, the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global terrorism. SE: Document-Based Assessment: Is the National Debt a Problem, 1101; A Changing American Economy, ; The Clinton Presidency, ; Global Politics and Economics, ; The Bush and Obama Presidencies ; Americans Look Future, SE: The End of the Cold War, ; Foreign Policy After the Cold War, ; Global Politics and Economics, ; America s War on Terror, ; Documents of Our Nation: George W. Bush, War on Terror Speech, 1192 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: American Issues Connector, 947, 975, 1013, 1041, 1069, 1099, 1133 SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 922, 932, 935, 958, 963, 997, 999, 1005, 1007, 1011, 1066, 1080, 1084, 1085, 1097; Draw Inferences, 933, 963, 969, 1020, 1026, 1033, 1053, 1061, 1066, 1092, 1097, 1100, 1108, 1116, 1123, 1126, 1131, 1134; Synthesize, 945, 1005; Synthesize Information, 923, 958, 1007, 1031, 1053, 1067, 1070, 1092, 1100, 1107, 1113, 1134 Key: SE = Student Edition 20

21 Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth. SE: Early Demands for Equality, ; The Movement Gains Ground, ; New Successes and Challenges, , ; The War Divides America, ; The Counterculture, ; The Women's Rights Movement, ; The Rights Revolution Expands, ; The Environmental Movement, , 1039; Changing Values Stir Unease, ; The Conservative Movement Grows, ; The Reagan Revolution, SE: Johnson's Great Society, ; Americans Look Future, ; Economic Policy, 961, , , , 1112 Key: SE = Student Edition 21

SOCIAL STUDIES AP American History Standard: History

SOCIAL STUDIES AP American History Standard: History A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and

More information

US History & Constitution CP and Honors Curriculum Pacing Guide

US History & Constitution CP and Honors Curriculum Pacing Guide Unit 1 Colonization Unit 2 American Revolution and Government Pacing 6 blocks 11 blocks SC Standards/ USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development

More information

GRADE 5. United States Studies: 1865 to the Present

GRADE 5. United States Studies: 1865 to the Present Standard 5-1: The student will demonstrate an understanding of Reconstruction and its impact on the United States. Reconstruction was a period of great hope, incredible change, and efforts at rebuilding.

More information

Social Studies. Smyth County Schools Curriculum Map. Grade:11 Subject:History U. S.

Social Studies. Smyth County Schools Curriculum Map. Grade:11 Subject:History U. S. Standards VUS.1- Skills Grade:11 Subject:History U. S. 1st Quarter VUS.2- Early America: Claims & Conflicts 2nd Quarter VUS.1- Skills VUS.5- Principles of Government VUS.6- Middle Period VUS.7- Civil War

More information

GRADE 5. United States Studies: 1865 to the Present

GRADE 5. United States Studies: 1865 to the Present Students continue their study of the history of the United States in grade five, beginning with Reconstruction and continuing through the present day. They learn about the renewal of the country after

More information

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced

More information

Prentice Hall. Out of Many North Carolina Course of Study for Advanced Placement to United States History

Prentice Hall. Out of Many North Carolina Course of Study for Advanced Placement to United States History Prentice Hall Out of Many 2007 C O R R E L A T E D T O North Carolina Course of Study for Advanced Placement to United States History ADVANCED PLACEMENT UNITED STATES Advanced Placement United States History

More information

History and Social Science Standards of Learning for Virginia Public Schools March 2015

History and Social Science Standards of Learning for Virginia Public Schools March 2015 History and Social Science Standards of Learning for Virginia Public Schools March 2015 Virginia and United States History The standards for Virginia and United States History expand upon the foundational

More information

2. Transatlantic Encounters and Colonial Beginnings,

2. Transatlantic Encounters and Colonial Beginnings, 1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the

More information

America Past and Present 9 th Edition, AP* Edition 2011

America Past and Present 9 th Edition, AP* Edition 2011 A Correlation of America Past and Present 9 th Edition, AP* Edition 2011 To the ADVANCED PLACEMENT U.S. HISTORY TOPIC OUTLINE *, Program, AP, and Pre-AP are registered trademarks of the College Board,

More information

Question of the Day Schedule

Question of the Day Schedule Question of the Day Schedule 2012-2013 Question Dates Topics Subtopics September 3-7 1. Pre-Columbian Societies Early inhabitants of the Americas American Indian empires in Mesoamerica, the Southwest,

More information

OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~

OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~ OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~ History Students use materials drawn from the diversity of human experience to analyze and interpret

More information

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era These two (2) 1. 2. geographic features protect and isolate the United States geographically today? This was the political 3. border

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated

More information

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8) FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United

More information

7th Grade Social Studies GLEs

7th Grade Social Studies GLEs 7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical

More information

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6 Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

More information

Tenth Grade Social Studies Indicators Class Summary

Tenth Grade Social Studies Indicators Class Summary History Standard Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Explain the social, political, and economic effects

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

AGS United States Government Michigan Grade 8 Grade Level Content Expectations

AGS United States Government Michigan Grade 8 Grade Level Content Expectations Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1

More information

Pacing Guide for Virginia/United States History

Pacing Guide for Virginia/United States History Pacing Guide for Virginia/United States History STANDARD VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and

More information

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War.

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War. Quarter 1 Chapter 9 Expanding Markets and Moving Westward Time Period: 1825-1847 Pages: 272-300 Chapter Objective: To understand the causes and consequences of western settlement and to summarize the events

More information

US Survey Course. Introduction. Essential Questions

US Survey Course. Introduction. Essential Questions US Survey Course Introduction I. Balancing Liberty and Order 1753 1820 (4 5 II. An Emerging New Nation 1783 1855 (6 9) III. Division and Uneasy Reunion 1846 1877(10 12) IV. Expansion: Rewards and Costs

More information

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

Identify and extrapolate meanings of founding fathers key documents

Identify and extrapolate meanings of founding fathers key documents Quarter Academic Year 2016 2017 3 weeks USH.1.1 Read key documents from the Founding Era and analyze major ideas about government, individual rights and the general welfare embedded in these documents

More information

Granite School District U.S. History II: 11 th Grade Curriculum Map

Granite School District U.S. History II: 11 th Grade Curriculum Map 1 st Quarter : America s early history directs the nation s course in the 19 th and 20 th centuries. Note: The first standard of the U.S. History II core is designed to apply 8 th grade content in more

More information

U.S. TAKS Review. 11th

U.S. TAKS Review. 11th 11th U.S. TAKS Review Add a background color or design template to the following slides and use as a Power Point presentation. Print as slides in black and white on colored paper to use as placards for

More information

US HISTORY 11 (MASTER MAP)

US HISTORY 11 (MASTER MAP) Page 1 of 6 Close Window Print Page Layout Show Standards View Paragraph Format View Course Description US HISTORY 11 (MASTER MAP) School: Binghamton High School Course #: 104 : Master Map Email: Grade

More information

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. I Can Checklist Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. I Can Checklist Office of Teaching and Learning Curriculum Division SOCIAL STUDIES AMERICAN HISTORY GRADE 10 I Can Checklist 2018-2019 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division 1 2 _ I can analyze a historical

More information

8 th grade American Studies sample test questions

8 th grade American Studies sample test questions 8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary

More information

Curriculum Map for U.S. Studies. Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources

Curriculum Map for U.S. Studies. Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources Unit 1 1. Analyze and interpret significant events, patters, and themes in history in order to be judicious decision makers. 2. Make social economic and political decisions as active, informed, citizens.

More information

Army Heritage Center Foundation. PO Box 839, Carlisle, PA ;

Army Heritage Center Foundation. PO Box 839, Carlisle, PA ; Army Heritage Center Foundation PO Box 839, Carlisle, PA 17013 717-258-1102; www.armyheritage.org Lorraine Luciano, Education Director, Lluciano@armyheritage.org Casandra Jewell, Education Assistant cjewell@armyheritage.org

More information

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork Course Description: Class Policies: 8 TH GRADE AMERICAN HISTORY CURRICULUM MAP Unit One: Development of Industrial America Unit Two: The Emergence of Modern America Unit Three: The Depression and World

More information

Prentice Hall US History: Reconstruction to the Present 2010 Correlated to: Minnesota Academic Standards in History and Social Studies, (Grades 9-12)

Prentice Hall US History: Reconstruction to the Present 2010 Correlated to: Minnesota Academic Standards in History and Social Studies, (Grades 9-12) Minnesota Academic in History and Social Studies, (Grades 9-12) GRADES 9-12 I. U.S. HISTORY A. Indigenous People of North America The student will demonstrate knowledge of indigenous cultures in North

More information

American History: A Survey

American History: A Survey National ADVANCED PLACEMENT* Traditional and Thematic CORRELATION GUIDE to accompany Brinkley American History: A Survey 12e *AP and Advanced Placement Program are registered trademarks of the College

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

Time Frame Lesson Topic Objective (Benchmark) Suggested Teaching Strategies First Nine Weeks

Time Frame Lesson Topic Objective (Benchmark) Suggested Teaching Strategies First Nine Weeks Eleventh Grade U.S. History Time Frame Lesson Topic Objective (Benchmark) Suggested Teaching Strategies First Nine Review Pre- 1877 History All objectives and strands will be used in this review Maps,

More information

Content Connector. USH.2.4.a.1: Explain how the lives of American Indians changed with the development of the West.

Content Connector. USH.2.4.a.1: Explain how the lives of American Indians changed with the development of the West. Standard 1: Early National Development: 1775 to 1877 Students review and summarize key ideas, events, and developments from the Founding Era through the Civil War and Reconstruction from 1775 to 1877.

More information

Writing Prompts US History

Writing Prompts US History Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider

More information

GRADE 7 Contemporary Cultures: 1600 to the Present

GRADE 7 Contemporary Cultures: 1600 to the Present Contemporary Cultures: 1600 to the Present Social studies in the seventh grade is a course in contemporary cultures that continues from the examination of early cultures in grade six. In grade seven, students

More information

UNITED STATES HISTORY (1877 to Present)

UNITED STATES HISTORY (1877 to Present) UNITED STATES HISTORY (1877 to Present) United States History is a two-semester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the

More information

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities

More information

United States History Georgia

United States History Georgia Tutorial Outline Georgia Tutorials are designed specifically for the Georgia Standards of Excellence and the Georgia Performance Standards to prepare students for the Georgia Milestones. U.S. History Tutorials

More information

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME Grade 5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME + + + 200 MINUTES PER WEEK + + + Grade 5 United States: Continuing Development of the United States Social Studies in grade five concentrates on the development

More information

Academic Calendar: (In alignment with Civics Content Expectations)

Academic Calendar: (In alignment with Civics Content Expectations) Academic Calendar: (In alignment with Civics Content Expectations) 1st Quarter Marking Period: 6.1 Growth of an Industrial and Urban America Explain the causes and consequences both positive and negative

More information

Curriculum Map-- Kings School District- Honors U.S. Studies

Curriculum Map-- Kings School District- Honors U.S. Studies Unit 1 1. Analyze and interpret significant events, patterns, and themes in history in order to be judicious decision makers. 2. Make social economic and political decisions as active, informed, citizens.

More information

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 Essential Questions: 1. How did life in colonial America make Americans more prone to self-government? 2.

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.

More information

U.S. History Course Outline Page 1 of 5

U.S. History Course Outline Page 1 of 5 Course Outline Page 1 of 5 0 1 ACT Course Standards A. Exploring the Skills and Strategies Underlying 1. Process Skills a. Apply terms relevant to the content appropriately and accurately b. Identify and

More information

The US faced profound domestic and global challenges as the country battled through the Great Depression and world wars.

The US faced profound domestic and global challenges as the country battled through the Great Depression and world wars. 1890 1945 The US faced profound domestic and global challenges as the country battled through the Great Depression and world wars. 1. Continued growth of large corporations a. Dominated the US economy

More information

U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Honors

U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Honors Honors traces the nation's history from the pre-colonial period to the present. Students learn about the Native American, European, and African people who lived in America before it became the United States.

More information

DIOCESE OF HARRISBURG SOCIAL STUDIES CURRICULUM GRADE 7/8 United States History: Westward Expansion to Present Day

DIOCESE OF HARRISBURG SOCIAL STUDIES CURRICULUM GRADE 7/8 United States History: Westward Expansion to Present Day 5.1.9 Identify the goals of the constitution and the basic principles of American government. Recognize the Preamble to the Constitution and briefly explain how our government meets each goal. List and

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

American History I Can Statements

American History I Can Statements American History I Can Statements I can recognize important figures in big business, such as Rockefeller and Carnegie, and describe their impact on the American economy. I can identify major labor unions

More information

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8 A Correlation of 2016 to the for Introduction This document demonstrates how Pearson, 2016 meets the for History, Grades 6, 7, 8. Pearson is excited to announce its NEW program for middle grades! The program

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core U.S. History II This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

U nited S tates H istory- B

U nited S tates H istory- B USH-B - Scope & Sequence U nited S tates H istory- B misssmolar.weebly.com January 17-20 Tuesday, Jan 17: Intro to class!/syllabus Wednesday, Jan 18: Suspended Curriculum Thursday, Jan 19: Suspended Curriculum:

More information

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions).

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions). U. S. History Survey Study Guide Test #2 Please bring a Green Scantron form for this test, (available in the GPC bookstore) along with a number 2 pencil. The professor will not provide them. If you forget

More information

Pearson Reading Street Grade 5

Pearson Reading Street Grade 5 A Correlation of myworld Social Studies to SC Social Studies and Grade 5 Dear SC K-5 Educators, At, our mission is to fulfill the educational needs of all students by providing a spectrum of personalized

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core U.S. History II This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes

More information

American History Pacing Guide

American History Pacing Guide Term 1 9 weeks Lessons General Assessments Unit 2: Emergence of Modern United States Chapter 4: The Progressive Era Chapter 5: An Emerging World Power Chapter 6: World War I and Beyond Chapter 7: The Twenties

More information

Advanced Placement United States History

Advanced Placement United States History Advanced Placement United States History Description The United States History course deals with facts, ideas, events, and personalities that have shaped our nation from its Revolutionary Era to the present

More information

Advanced Placement United States History Curriculum Alignment Tyler George

Advanced Placement United States History Curriculum Alignment Tyler George Advanced Placement United States History Curriculum Alignment Tyler George Unit I: Settlement and Expansion of Colonial America Major Themes: ID, WXT, PEO, WOR, ENV Chapter 1: The Collision of Cultures

More information

United States History I

United States History I PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

More information

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Our Country s Geography Apply critical thinking skills to organize and analyze information Use primary sources to acquire information

More information

Golden Triangle Cooperative

Golden Triangle Cooperative Golden Triangle Cooperative Grades 9-12 U. S. History Objectives Preface: Objectives based on U.S. Standards referenced in Bring History Alive (ed. Kirk Ankeny et al). Each era includes a guideline of

More information

Answers to Review Timeline

Answers to Review Timeline Answers to Review Timeline Colonial History 1607 Jamestown 1619 VA House of Burgesses & first African Slaves 1620 Mayflower compact 1636 Harvard 1639 Fundamental Orders of Connecticut 1647 Massachusetts

More information

APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT

APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT Standard 1 Social Studies Skills Use research and inquiry skills to analyze U.S. History using primary and secondary sources.

More information

MIDDLE GRADES SOCIAL SCIENCE

MIDDLE GRADES SOCIAL SCIENCE MIDDLE GRADES SOCIAL SCIENCE Content Domain Range of Competencies l. History 0001 0008 50% ll. Geography and Culture 0009 0011 19% lll. Government 0012 0014 19% lv. Economics 0015 0016 12% Approximate

More information

US History Georgia Standards of Excellence. by Semester/Unit. US History (Fall Semester)

US History Georgia Standards of Excellence. by Semester/Unit. US History (Fall Semester) US History Georgia Standards of Excellence by Semester/Unit US History (Fall Semester) 1 Colonization (1607-1763) 2 Achieving Independence (1754-1783) 3 Implementing the Constitution (1787-1825) 4 Age

More information

Social Studies Georgia Standards of Excellence Georgia Department of Education United States History

Social Studies Georgia Standards of Excellence Georgia Department of Education United States History SSUSH1 Compare and contrast the development of English settlement and colonization during the 17th Century. a. Investigate how mercantilism and trans-atlantic trade led to the development of colonies.

More information

College, Career & Civic Life (C3) Frameworks for Social Studies State Standards

College, Career & Civic Life (C3) Frameworks for Social Studies State Standards A Correlation of To the College, Career & Civic Life (C3) Frameworks for Social Studies State Standards Introduction This document demonstrates how, 2016 meets the College, Career & Civic Life Frameworks

More information

Globe Fearon American History. New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12

Globe Fearon American History. New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 Globe Fearon American History CORRELATED TO New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 For More Information Contact Laura McDonald, Sales

More information

David Miller American History Curriculum Map & Pacing Guide

David Miller American History Curriculum Map & Pacing Guide David Miller American History 2016-2017 Curriculum Map & Pacing Guide QUARTER 1: WHAT Made America? Week 1 (August 15-1): Introduction to Course, Pre- Columbian Native Culture & Lifestyle, and European

More information

11 th Grade Social Studies

11 th Grade Social Studies 1. The student will demonstrate an understanding of issues and events in U. S. history. 8.1C explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865 8.4B explain the roles

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan The Research- Driven Solution to Raise the Quality of High School Core Courses U.S. History Instructional Units Plan Instructional Units Plan U.S. History This set of plans presents the topics and selected

More information

AP U.S. History Essay Questions, 1994-present. Document-Based Questions

AP U.S. History Essay Questions, 1994-present. Document-Based Questions AP U.S. History Essay Questions, 1994-present Although the essay questions from 1994-2014 were taken from AP exams administered before the redesign of the curriculum, most can still be used to prepare

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

Period 1: Period 2:

Period 1: Period 2: Period 1: 1491 1607 Period 2: 1607 1754 2014 - #2: Explain how intellectual and religious movements impacted the development of colonial North America from 1607 to 1776. 2013 - #2: Explain how trans-atlantic

More information

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7 A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level

More information

Revised February 23, 2017

Revised February 23, 2017 Revised February 23, 2017 I-A-1 II-B-1* III-B-1* IV-A-3 Compare and contrast the settlement patterns Describe how individual and cultural Explain how the development of symbols, Explain that tension between

More information

U nited S tates H istory- A

U nited S tates H istory- A August 15 19 2016-2017 USH-A Scope & Sequence U nited S tates H istory- A misssmolar.weebly.com Monday, Aug 15: NO SCHOOL Tuesday, Aug 16: NO SCHOOL Wednesday, Aug 17: Introduction/Syllabus Thursday, Aug

More information

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History Strand 1: American History Concept 1: Research Skills for History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By

More information

Grade 8 Social Studies

Grade 8 Social Studies Standard 1: History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the

More information

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present Prentice Hall Grades 9-12 African-American History 2006 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12 UNITED STATES HISTORY 1850 to the Present High School The focus of the

More information

Missouri Social Studies Grade and Course Level Expectations 2.0 U.S. History-High School

Missouri Social Studies Grade and Course Level Expectations 2.0 U.S. History-High School A Correlation of, Realize Platform To the Missouri Social Studies Grade and Course Level Expectations 2.0 -High School Introduction This document demonstrates how Pearson, meets the Missouri Social Studies

More information

COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 114 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS

COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 114 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS DEPARTMENT: SOCIAL STUDIES GRADE(S): 10 12 COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 11 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS UNIT LENGTH CONTENT SKILLS METHODS

More information

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE Mississippi Social Studies Frameworks, Mississippi Social Studies Frameworks, United States History to 1877 (Grade 8) EIGHTH GRADE (United States History to 1877) STRANDS: (C-Civics); (H-History); (G-Geography);

More information

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Social Studies Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Social Studies Assessment Based on Revised Curriculum Reporting Category 1: History The student will demonstrate

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: LESSON 1: THINKING LIKE A HISTORIAN

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: LESSON 1: THINKING LIKE A HISTORIAN Advanced Placement AP U.S. History In AP* U.S. History, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research,

More information

Eighth Grade, page 1 rev. May 10, 2011

Eighth Grade, page 1 rev. May 10, 2011 Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political

More information

2. How does the Transcontinental Railroad help with the rapid settlement of the West? (p.124)

2. How does the Transcontinental Railroad help with the rapid settlement of the West? (p.124) U.S. History Fall Semester Exam Review 2015 December 15 th 3 rd and 4 th periods December 16 th 7 th and 8 th periods December 17 th 1 st and 2 nd periods December 18 th 5 th and 6 th periods Westward

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

TEKS Snapshot - Grade 8 Social Studies

TEKS Snapshot - Grade 8 Social Studies Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies

More information