Prentice Hall World History: Connections To Today Survey Edition 2005 New Jersey Core Curriculum Content Standards for Social Studies (By the End of Grade 8) STANDARD 6.1 (CIVICS) All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in our democratic society. Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. They must also understand how representative democracy works and the value of citizen participation in the nation, state and local communities. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. Civic Life, Politics, and Government 1. Understand the sources, purposes, and functions of law and the importance of the rule of law for the preservation of individual rights and the common good. 2. [Compare and contrast] Identify the major characteristics of democratic governments. 3. Compare and contrast democratic and authoritarian or totalitarian systems of government. 4. Analyze the sources and effects of and ways to combat prejudice and discrimination. 5. Describe the [role] contributions of voluntary associations and organizations [in social welfare and education.] in helping government provide for its citizens. 6. Understand how non-governmental organizations can assist and influence legislation and policies at the federal, state and local levels. 1
B. American Values and Principles 1. Demonstrate understanding of the major historical and contemporary conflicts over United States and New Jersey constitutional principals. 2. Understand the concept of representative government and how it works to protect the majority and the minority. C. The Constitution and American Democracy 1. Understand the purposes, organization, functions, and interactions of the legislative, executive and judicial branches of national and state governments and independent regulatory agencies. 2. Describe the role of law within the American constitutional system and the judicial struggle to balance individual rights and public needs. 3. Compare the roles of the individual, political parties, campaigns, elections, interest groups and the media in American politics. 4. Illustrate the importance of politics, public service, and a knowledgeable citizenry in American constitutional democracy. 5. Understand the importance of the traditions, values and beliefs, which form a common American heritage in an increasingly diverse American society. D. Citizenship 1. Understand that American citizenship is full membership in a self-governing community that confers certain rights, privileges and personal and civic responsibilities. 2. [Understand issues regarding personal, political and economic rights of Americans.] 2
3. Research contemporary issues involving the constitutional rights of American citizens and others residing in the United States. 4. Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government activities of their school. E. International Relations 1. Understand that the world is made up of nation states which claim sovereignty over a defined area and jurisdiction over everyone in it. 2. Identify the powers the Constitution gives to Congress, the President, and the federal judiciary in foreign affairs. 3. Understand the means the government uses to attain objectives in foreign affairs including diplomacy, treaties, trade agreements, foreign aid, and military intervention. 4. Evaluate current United States [and international diplomatic and] foreign policy issues and problems. 5. Understand the interactions and the impact of the United States on the rest of the world in regard to life, culture, economics, and politics. 3
STANDARD 6.2 (WORLD HISTORY) All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future. Descriptive Statement: This standard includes content relating to seven periods of world history. Each period is introduced with a brief statement about context highlighting some of the major large-scale developments of that period. The seven periods include: Pre-History,] The Birth of Civilization to 1000 BCE (BC) [The Ancient Period to 500 CE (AD)] [The Middle Ages to 1400 CE (AD)] Early human societies to 500 CE Developing human societies to 1400 CE The Age of Global Encounters (1400-1750) The Age of Revolutionary Change (1750-1914) The Era of the Great Wars (1914-1945) The Modern World (1945 to the present) Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students will: A. Historical Understanding 1. Understand how the historical events studied in the following periods are related over time. 2. Use critical thinking skills to interpret historical events. SE: 102, 163, 240, 308 SE/TE: 4 5, 19, 22 23, 50 51, 68 69, 74 75, 100 101, 126 127, 154 155, 174 175, 180 181, 192, 202, 204 205, 229, 231, 232 233, 239, 250 251, 256, 278 279, 284, 300 301, 319, 328 329, 334 335, 360, 362 363, 371, 384 385, 444 445 TE: 373 See also A.3 SE/TE: xliv xlv, xlvi xlvii, 10, 13, 14, 19, 20, 26, 27, 33, 35, 37, 39, 40, 43, 44, 47, 48, 53, 54, 56, 58, 60, 65, 66, 79, 80, 83, 85, 88, 91, 92, 94, 97, 98, 104, 106, 109, 111, 113, 114, 119, 121, 123, 124, 129, 131, 134, 136, 140, 144, 146, 148, 150, 151, 152, 157, 160, 162, 165, 167, 171, 183, 184, 188, 190, 192, 196, 198, 201, 202, 209, 211, 214, 217, 219, 224, 229, 230, 239, 243, 246, 247, 248, 255, 258, 260, 266, 268, 271, 274, 275, 276, 281, 283, 291, 292, 297, 298, 305, 307, 309, 311, 312, 314, 315, 317, 319, 325, 326, 337, 341, 345, 349, 350, 353, 355, 359, 360, 366, 368, 371, 372, 376, 379, 381, 382, 388, 393, 397, 401, 402, 405, 407, 408, 962, 963, 964, 966, 968, 969, 970, 971, 972, 973, 974, 975, 976, 977, 979, 980 TECH: Skills Transparencies, 15, 17 4
3. Apply critical thinking skills to assess the credibility of primary and secondary sources. 4. Analyze data in order to see persons and events in their historical context. 5. Examine current issues, events or themes and relate them to the world history periods studied. 6. Formulate historical questions based on information needs. 7. Use effective strategies for locating information. 8. Compare competing interpretations of historical events. SE/TE: xl xli, 6, 8, 12, 13, 21, 24, 26, 29, 33, 36, 38, 39, 40, 43, 46, 49, 55, 59, 65, 67, 76, 80, 83, 85, 91, 93, 95, 99, 104, 107, 111, 113, 114, 119, 125, 132, 137, 140, 143, 145, 149, 153, 156, 160, 162, 168, 171, 173, 191, 200, 201, 203, 206, 209, 211, 212, 213, 214, 216, 222, 226, 231, 240, 249, 252, 262, 263, 265, 266, 269, 270, 275, 277, 284, 287, 289, 290, 293, 299, 305, 307, 308, 312, 315, 316, 319, 320, 323, 327, 339, 340, 341, 347, 349, 350, 358, 361, 368, 369, 373, 379, 380, 383, 390, 393, 395, 400, 409 TECH: Skills Transparencies, 11 SE/TE: xxxvi xxxvii, 165, 401, 405 TECH: Skills Transparencies, 7 SE/TE: 19, 47, 54, 63, 98, 109, 114, 116, 124, 133, 140, 167, 199, 216, 247, 248, 252, 275, 297, 298, 315, 341, 378, 381, 382, 406, 407 SE/TE: xlviii xlix TECH: Skills Transparencies, 19 SE/TE: xxxiv xxxv, xxxvi xxxvii, xxxviii xxxix, xl xli, xliv xlv, lii liii TR: Skill Application Activity, Unit 4 booklet, 15, 53 TECH: Skills Transparencies, 5, 7, 9, 11, 15, 23 SE/TE: xlii xliii, 39, 113, 270, 349 TECH: Skills Transparencies, 13 B. [Pre-History, the] The Birth of Civilization to 1000 BCE (BC) Context: Human migrations across the earth; beginnings of civilization in Eurasia and Africa river valleys; the Neolithic revolution; [bronze technology], improving technology (tools), spread of agriculture; cultural innovation and change. 1. Describe the physical and cultural changes that shaped the earliest human communities as revealed through archeological methods, including: Early hominid development SE/TE: 8, 11 TR: Biography Activity, Unit 1 booklet, 8 Migration and adaptation to new environments SE/TE: 8, 9, 10, 11 12, 13, 14, 54 TR: History Through Literature booklet, 3 4; You Are There, Chapter Extension Activity booklet, 7; Simulations booklet, 2 3; Primary Source Activity, Unit 1 booklet, 9 5
Migration and adaptation to new environments 2. Compare and contrast characteristics of the major ancient civilizations, including Mesopotamia, Egypt, Kush (Nubia), the Yellow River in China, the Indus River Valley and the [Americas] Olmecs in Mesoamerica. TR: Analyzing Primary Sources, Chapter Extension Activities booklet, 8; Viewpoint Activity, Unit 1 booklet, 10; Geography & History booklet, 2 3; Biography Activity, Unit 1 booklet, 44 TECH: World History Color Transparencies, B-71, E- 19; Listening to Literature World Masterpieces audiotapes, Sumerian, Egyptian, and Hebrew Music, side 1; World History Visions, Voices, Views, Animated Map Story, Mesopotamia: The Land Between The Rivers, videodisc side 1 or videotape 1 Mesopotamia SE/TE: 22 23, 34 37, 38, 40 42, 44, 48 49, 963 TR: Comparing Viewpoints, Chapter Extension Activity booklet, 10 11 Egypt SE/TE: 22 23, 24 27, 28 30, 31, 32 33, 48 49, 962 TR: Primary Source Activity, Unit 1 booklet, 29; History Through Literature booklet, 5 6; Skill Application Activity, Unit 1 booklet, 31; Humanities Link, Chapter Extension Activity booklet, 9 TECH: World History Color Transparencies, B-71, D- 35, C-25; World History Visions, Voices, Views, Daily Life CloseUp, Tomb Builders in Egypt, videodisc side 1 or videotape 1; Listening to Literature World Masterpieces audiotapes, Sumerian, Egyptian, and Hebrew Music, side 1 Kush (Nubia) SE: 23, 26, 297 SE/TE: 27, 278, 280, 281 282 TECH: Historical Outline Map Book, 14 The Yellow River in China SE/TE: 50 51, 59 60, 61, 62 65 TECH: Listening to Literature World Masterpieces audiotapes, Chinese Music, side 2; from The Book of Songs, side 2 Indus SE/TE: 50 51, 52 54, 55, 56, 57 58, 66 67, 968 TR: Historical Outline Map Book, 5; Viewpoint Activity, Unit 1 booklet, 46; Biography Activity, Unit 1 booklet, 44 6
2. Compare and contrast characteristics of the major ancient civilizations, including Mesopotamia, Egypt, Kush (Nubia), the Yellow River in China, the Indus River Valley and the [Americas] Olmecs in Mesoamerica. Indus TR: Primary Source Activity, Unit 1 booklet, 45; History Through Literature booklet, 7 8 TECH: World History Color Transparencies, B-73; Listening to Literature World Masterpieces audiotapes, Indian Music, side 1; from the Rig Veda, side 1 Olmecs SE: 157 158, 175 SE/TE: 154 TE: 155, 156 C. [The Ancient Period, 1000 BCE to 500 CE (AD)] Early Human Societies to 500CE Context: Emergence of the first centers of civilization, and of what will be the major world religions; the classical civilizations of Greece and Rome; christianization of the Roman Empire; and classical civilizations in India, China. 1. Explain the origins and beliefs of the major world religions, including: Judaism and the Ancient Hebrews SE/TE: 23, 45 47, 964 TR: Biography Activity, Unit 1 booklet, 28 TECH: Listening to Literature World Masterpieces audiotapes, Psalm 23, side 1 Christianity SE/TE: 141 146, 970 TR: Viewpoint Activity, Unit 2 booklet, 54; Geography & History booklet, 4 5 TECH: World History Color Transparencies, set 2, B-27, B-29, B-31, B-33 Confucianism SE/TE: 89 90, 92, 98 99, 965 TE: 91 Hinduism and Buddhism Hinduism SE/TE: 76 78, 79, 98 Buddhism SE/TE: 74 75, 76, 78 80, 92, 98 TR: Treasures of the World, 26 TECH: World History Color Transparencies, D-45, E- 25; World History Visions, Voices, Views, Animated Map Story, The Spread of Buddhism, videodisc side 1 or videotape 2 2. Examine the growth of Greek democracy and describe the significant contributions of ancient Greece to Western culture. Greek democracy SE: 100 101, 106 107 SE/TE: 108 109, 112, 113, 124 125 7
2. Examine the growth of Greek democracy and describe the significant contributions of ancient Greece to Western culture. 3. The inter-relationships among the civilizations of the Mediterranean world. 4. Describe the impact of Roman civilization on Mediterranean and western culture. 5. Understand that other important cultures were developing in Asia, Africa and Mesoamerica. Contributions SE/TE: 115 117, 118, 119, 121 123, 124 125, 966, 967 TR: History Through Literature booklet, 11 12; Viewpoint Activity, Unit 2 booklet, 34; Treasures of the World, 16; Biography Activity, Unit 2 booklet, 32; Primary Source Activity, Unit 2 booklet, 33 TECH: World History Color Transparencies, B-75, C- 29, D-39, D-41; Listening to Literature World Masterpieces audiotapes, Ancient Greek Music, side 4; Iliad, side 4; Humanities Pack Transparencies, Transparency 1; Listening to Literature World Masterpieces audiotapes, poem by Sappho, side 4 SE: 43 SE/TE: 44, 126 127, 132 136 TR: Biography Activity, Unit 2 booklet, 52; Primary Source Activity, Unit 2 booklet, 53; History Through Literature booklet, 13 15; Geography & History booklet, 4 5 TECH: World History Color Transparencies, set 1, B-19, B-21, B-23, B-25, B-75; Listening to Literature World Masterpieces audiotapes, from The Aeneid, side 5 SE/TE: 126 127, 129 131, 132 136, 137 138, 140, 152 153 TR: History Through Literature booklet, 13 15; Geography & History booklet, 4 5 TECH: World History Color Transparencies, B-75; set 1, B-19, B-21, B-23, B-25; C-31; Listening to Literature World Masterpieces audiotapes, Roman Music, side 5; from The Aeneid, side 5 Asia SE/TE: 81 83, 84, 85, 86 88, 89 92, 93 97, 98 99 TR: Biography Activity, Unit 2 booklet, 12; Humanities Link, Chapter Extension Activity booklet, 74; History Through Literature booklet, 9 10 Africa SE: 281 SE/TE: 278 279, 289 291, 293 295, 296, 297, 298 299 TECH: World History Color Transparencies, B-81 Mesoamerica SE/TE: 154 155, 156 158, 163 164, 172 8
D. [The Middle Ages, c. 500 to 1400 CE (AD)] Expanding Zones of Exchange and Interaction to 1400 CE Context: Growth in European political, economic, social and cultural structures; origin and early expansion of the Ottoman Empire; Chinese maritime expeditions; spread of Islam;[pre] indigenous [Columbian] societies in the Americas; and the emergence of capitalism. 1. Understand the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including: Catholic and Byzantine churches Catholic church SE: 206, 211, 226, 228 SE/TE: 191 193, 194, 195 196, 202 203, 212 214, 230 TR: You Are There, Chapter Extension Activity booklet, 24 TECH: World History Color Transparencies, D-51, D- 53; Listening to Literature World Masterpieces audiotapes, Veni Creator Spiritus, side 5 Byzantine church SE: 236, 240 241 SE/TE: 234, 235, 237, 239 Feudalism and manorialism SE/TE: 186 187, 188, 189 190, 202 203 TR: Biography Activity, Unit 3 booklet, 10; History Through Literature booklet, 18 19; Chapter Extension Activity booklet, 23; Viewpoint Activity, Unit 3 booklet, 12 Rise of cities SE/TE: 197 201 TR: Changing technology SE/TE: 197 198 Historical Outline Map Book, 17; Geography & History booklet, 6 7 TECH: World History Color Transparencies, set 4, B-41, B-43, B-45, C-37 2. Explain the development of Islam as a religion, a political system, and a culture, including scientific and artistic achievements, impact of trade, and conflict with Europe. SE/TE: 216 219, 250 251, 252 255, 256, 257 260, 261 263, 264, 265 266, 267 269, 271, 272 275, 276 277, 971 TR: Historical Outline Map Book, 18, 29; Treasures of the World, 42 43, 53 55; Viewpoint Activity, Unit 3 booklet, 68; History Through Literature booklet, 25 26; Humanities Link, Chapter Extension Activity booklet, 31; Primary Source Activity, Unit 3 booklet, 67 TECH: World History Color Transparencies, set 3, B-35, B-37, B-39; C-33; D-55 9
2. Explain the development of Islam as a religion, a political system, and a culture, including scientific and artistic achievements, impact of trade, and conflict with Europe. 3. Describe the importance and impact of increased trade among the societies in Africa, Asia and Europe. TECH: World History Visions, Voices, Views, Daily Life CloseUp, A Court Singer and a Merchant in Baghdad, videodisc side 2 or videotape 3; Humanities Pack Transparencies, Transparency 7; Listening to Literature World Masterpieces audiotapes, Persian and Arab Music, side 1; from The Rubáiyát, side 1 Africa SE: 285, 290 292 SE/TE: 284, 287, 289 TR: Historical Outline Map Book, 14; Primary Source Activity, Unit 3 booklet, 85 Asia SE: 303 304, 309, 310, 311 312, 323 Europe SE: 198 201, 202 TR: Historical Outline Map Book, 17; Geography & History booklet, 6 7 TECH: World History Color Transparencies, set 4, B-41, B-43, B-45; C-37 4. Understand the significance of the developing cultures of South and East Asia, including: Buddhism, Golden Age in China, Mongol Empire, Japan Buddhism SE: 314 315 SE/TE: 323 Golden Age in China SE/TE: 300 301, 302 304, 305, 306 307 TR: Skill Application Activity, Unit 3 booklet, 107; Analyzing Primary Sources, Chapter Extension Activity booklet, 34 TECH: World History Color Transparencies, C-35, C- 59; Listening to Literature World Masterpieces, Works by Li Po and Tu Fu, side 2 Mongol Empire SE: 242, 321 SE/TE: 241, 301, 308 310 TE: 300 TR: Historical Outline Map Book, 22; Primary Source Activity, Unit 3 booklet, 105 Japan SE/TE: 316 319, 320 323, 324, 325, 326 327, 972 TR: Historical Outline Map Book, 23; History Through Literature booklet, 30 31 10
4. Understand the significance of the developing cultures of South and East Asia, including: Buddhism, Golden Age in China, Mongol Empire, Japan 5. Analyze the rise of the West African [states] Empires of Ghana, Mali and Songhay and compare with changes in Asia, [and] Europe and the Americas. Japan TR: Viewpoint Activity, Unit 3 booklet, 106; Treasures of the World, 68 70 TECH: World History Visions, Voices, Views, Daily Life CloseUp, Women s Lives at the Heian Court, side 2; World History Color Transparencies, C- 41, C-45; Listening to Literature World Masterpieces audiotapes, Sakura, side 3; Japanese poems, side 3 Ghana SE: 279, 285, 291 SE/TE: 284, 298 299 TE: 278 Mali SE: 291 SE/TE: 285, 286, 287, 298 TR: History Through Literature booklet, 27 29; Biography Activity, Unit 3 booklet, 84; You Are There, Chapter Extension Activity booklet, 32 Songhai SE/TE: 287, 298 Asia See D.4 Europe SE/TE: 180 181, 182 185, 186 187, 188, 189 190, 191 193, 194, 195 196, 197 201, 202 203, 204 205, 206 208, 209, 210 211, 212 214, 215 219, 220 224, 225 226, 227, 228 229, 230 231, 240 243, 244 245, 246, 247, 248 249, 973 TR: Historical Outline Map Book, 16, 17, 18; Primary Source Activity, Unit 3 booklet, 11, 31, 47; Biography Activity, Unit 3 booklet, 10, 30; History Through Literature booklet, 18 19, 20 22; Synthesizing Information, Chapter Extension Activity booklet, 23, 28; Viewpoint Activity, Unit 3 booklet, 12, 32, 48; You Are There, Chapter Extension Activity booklet, 24; Geography & History booklet, 6 7; Analyzing Primary Sources, Chapter Extension Activity booklet, 25; Skill Application Activity, Unit 3 booklet, 33; Treasures of the World, 42 43 11
5. Analyze the rise of the West African [states] Empires of Ghana, Mali and Songhay and compare with changes in Asia, [and] Europe and the Americas. Europe TECH: World History Color Transparencies, B-77, D- 51, D-53; set 4, B-41, B-43, B-45; C-37; C-41; World History Visions, Voices, Views, Animated Map Story, Viking Invasions of Europe, videodisc side 2 or videotape 3; Listening to Literature World Masterpieces audiotapes, Vini Creator Spiritus, side 5; from Dante s Inferno, side 5; Humanities Pack Transparencies, Transparency 4 Americas SE/TE: 154 155, 158 160, 161, 162, 163 164, 165 167, 168 169, 170, 171, 172 173 TR: Biography Activity, Unit 2 booklet, 68; You Are There, Chapter Extension Activity booklet, 21; History Through Literature booklet, 16 17; Synthesizing Information, Chapter Extension Activity booklet, 22; Viewpoint Activity, Unit 2 booklet, 70; Primary Source Activity, Unit 2 booklet, 69 TECH: World History Color Transparencies, C-39 E. The Age of Global Encounters (1400-1750) Context: Worldwide exploration and trade expand connections between civilizations; global transformations; rise of European absolute monarchies and constitutional governments and colonial empires. 1. Explain the major developments in European society and culture, including: Renaissance and the Reformation Renaissance SE/TE: 334 335, 336 341, 342 343, 344, 345, 360 361, 974, 977 TR: History Through Literature booklet, 32 33; Biography Activity, Unit 4 booklet, 12; Primary Source Activity, Unit 4 booklet, 13; Skill Application Activity, Unit 4 booklet, 15; Humanities Link, Chapter Extension Activity booklet, 36; Prentice Hall World History Literature Library, A Midsummer Night s Dream TECH: World History Color Transparencies, D-61, C- 43, D-63, D-65; Listening to Literature World Masterpieces audiotapes, Fa una canzione, side 6; two poems by Francesco Petrarch, side 6; poems by Pierre Ronsard, side 6 Reformation SE/TE: 334 335, 346 348, 350, 351 355, 360 361 TR: Comparing Viewpoints, Chapter Extension Activity booklet, 37 38; Historical Outline Map Book, 25 12
1. Explain the major developments in European society and culture, including: Renaissance and the Reformation European explorations and the establishment of colonial empires Trans-Atlantic slave trade and its impact on Africa Reformation TECH: World History Visions, Voices, Views, Daily Life CloseUp, A Student in Renaissance Europe, videodisc side 2 or videotape 4; World History Color Transparencies, D-49 SE/TE: 362 363, 364 368, 373 374, 376, 377 378, 379, 380 381, 382 383, 384 385, 386 388, 398 402, 975 TR: Historical Outline Map Book, 26, 27; Geography & History booklet, 8 9; Primary Source Activity, Unit 4 booklet, 31, 51; Skill Application Activity, Unit 4 booklet, 33; Analyzing Primary Sources, Chapter Extension Activity booklet, 40; Biography Activity, Unit 4 booklet, 30, 50; Viewpoint Activity, Unit 4 booklet, 32, 52; Simulation, Simulations booklet, 7; History Through Literature booklet, 35 36; Humanities Link, Chapter Extension Activity booklet, 41 TECH: World History Color Transparencies, set 4, B-41, B-43, B-45; World History Visions, Voices, Views, Animated Map Story, Global Trade in Pepper, videodisc side 2 or videotape 4 SE/TE: 398 402, 976 TR: Biography Activity, Unit 4 booklet, 50 Commercial Revolution SE/TE: 403 404, 405, 406 407, 408 409 TE: 384 TR: Synthesizing Information, Chapter Extension Activity booklet, 42 Scientific Revolution and the Enlightenment Scientific Revolution SE/TE: 356 359, 360 TE: 334 TR: Viewpoint Activity, Unit 4 booklet, 14; Treasures of the World, 88 90 The Enlightenment SE/TE: 445, 446 447, 449 450, 451 452, 979, 980 TR: Biography Activity, Unit 5 booklet, 10; History Through Literature booklet, 39 40; Viewpoint Activity, Unit 5 booklet, 12; Treasures of the World, 107 108 2. Analyze the development of societies of Mesoand South America, including political and economic structures and social traditions. SE/TE: 389 392, 393, 408 TR: Historical Outline Map Book, 27; Viewpoint Activity, Unit 4 booklet, 52; Humanities Link, Chapter Extension Activity booklet, 41 13
STANDARD 6.3 (UNITED STATES AND NEW JERSEY HISTORY) All students will demonstrate knowledge of united states and new jersey history in order to understand life and events in the past and how they relate to the present and future. Descriptive statement: The study of history is central to a liberal education in our society. All students need to learn about their heritage and their history as American citizens. Students learn about the major eras and events of American history, the statesmen, soldiers, and political and economic leaders who have made the country great. They come to know the basic concepts, generalizations and theories of the field that give meaning to the vast array of factual information that the study of history includes. Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic, scientific/technological, and military aspects of United States history. The study of New Jersey history provides an excellent, engaging, and gripping laboratory for teaching major themes in American history. New Jersey history provides close-at-hand, immediate examples that make American history real to students at all grade levels. New Jersey history also can be related to historic sites readily available for field trips. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: Note: The first five periods of New Jersey and United States History are covered in the grades 5-8 cluster. A. Historical Understanding 1. Understand how the historical events studied in the following periods are related over time. 2. Use critical thinking skills to interpret historical events. 3. Formulate historical questions based on information needs. 4. Use effective strategies for locating information 5. Apply critical thinking skills to assess the credibility of primary and secondary sources. 6. Analyze historical data in order to see persons and events in their historical context. 7. Examine current issues, events or themes and relate them to the United States history periods studied. 8. Compare competing interpretations of historical events. 14
B. [Three] Many Worlds Meet (to 1620) 1. Know the factors that stimulated European overseas explorations [and the features of the major European explorations] between the 15th and 17th centuries. 2. Describe the indigenous cultures in early America, including patterns of political organization, economy, traditions and customs. 3. [Describe the interaction of populations in New Jersey, the Americas, Western Europe, and Africa after 1450.] C. Colonization and Settlement (1585-1763) 1. Explain the differences in colonization of the Americas by England, the Netherlands, France, and Spain, including governance, relation to the mother countries, and interactions with other colonies and American Indians. 2. Analyze the political, social and cultural characteristics of the English colonies. 3. Describe the political, religious, social, and economic institutions that emerged in New Netherlands and colonial New Jersey. 4. Identify the factors that account for the establishment of the institutions of African slavery in the Americas D. Revolution and the New Nation (1754-1820) 1. Understand the background, major issues, events, and personalities (Washington, other Founders) of the American Revolution, including the political and economic causes and consequences of the revolution. 2. Explain New Jersey s critical role in the American Revolution, including major battles, and the involvement of women and African Americans, and the gradual abolition of slavery [and the continuing existence of slavery]. 15
3. Explain the political and philosophical origins of the United States Constitution and its compromise on the questions of slavery. 4. Describe the early evolution of the system of government and political parties in the United States. 5. Describe and map American territorial expansions, [the appropriation of Indian lands,] and the settlement of the frontier during this period. E. Expansion and Reform (1801-1861) 1. Describe and map territorial expansion and the settlement of the frontier, including the acquisition of new territories and conflicts with American Indians. 2. Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War, including: Early stages of industrialization Growth of cities Political, legal and social controversies surrounding the expansion of slavery 3. Discuss American cultural, religious, and social reform movements in the antebellum period. 4. Explain the characteristics of political and social reform movements in the antebellum period in New Jersey, including the 1844 state constitution, temperance movement, the abolition movement, and the women s rights movement. 5. Explain the importance of internal improvements on the transformation of New Jersey s economy through New Jersey s two canals and the Camden and Amboy Railroad. 16
6. Discuss the economic history of the state, including growth of major industries and businesses, the lives of factory workers, and occupations of working people. 7. Examine slavery, the evolution of black culture, and the varieties of resistance, including the Amistad Revolt. F. Civil War and Reconstruction (1850-1877) 1. Explain the major events, issues and personalities of the American Civil War, including: Causes of the Civil War Course and conduct of the war Sectionalism [Slavery] Dred Scott and other Supreme Court decisions [Involvement of] Roles of women and African Americans Emancipation Proclamation [Gettysburg Address] 2. Analyze different points of view in regard to New Jersey s role in the Civil War, including abolitionist sentiment in New Jersey, and New Jersey s vote in the elections of 1860 and 1864. 3. Explain Reconstruction as a government action, how it worked and its effects after the war. 4. Describe New Jersey s role in the post-civil War era, including New Jersey s votes on [against] the 13th, 14th and 15th amendments to the United States Constitution. 17
STANDARD 6.4 (ECONOMICS) All students will acquire an understanding of key economic principles in relation to individuals, institutions, and governments. Descriptive Statement: Economics is the study of human behavior in relation to scarce resources. It is also about responsible citizenship. Effective economic decisions within the roles of consumer, producer, saver, and investor are more likely to be made if students understand economic concepts and their applications. The understanding of economic principles, concepts and analytical tools is also essential for career development and personal financial success in the 21st century. Our students live in a world of increasing global interdependence. Students also need to understand that economic decisions of institutions, governments and individuals can have immediate and far-reaching impacts. Another goal of this standard is to provide students with the necessary economic knowledge and skills for a full understanding of political, social, and historical events. These events are often incompletely or inadequately understood without a firm grasp of their economic components. For example, no modern election is without economic aspects and, in fact, economic issues have dominated many recent elections. Therefore, it is essential that New Jersey s schools provide all students with a strong foundation in the social science of economics. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. Economic Literacy 1. Understand how needs and wants change [from childhood to old age] as one ages and the impact [how important it is to] of planning, spending, and saving. [accordingly.] 2. Demonstrate an understanding of the law of supply and demand. 3. Identify goods and services provided by local, state, and national governments and how they are supported by taxes. 4. Understand the concept of economic growth of a nation in terms of increasing productivity, investment in physical capital, and investment in human capital. 5. Understand that in supplying consumer and industrial requirements, private industry acquires material and energy resources, provides jobs, raises financial capital, manages production processes, and markets goods and services that create wealth. 18
6. Understand that innovation, entrepreneurship, competition, customer satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies. 7. Understand characteristics of the three basic economic systems: traditional (barter and trade); market (capitalism); and command (communism). B. Economics and Society 1. [Distinguish between] Identify the economic roles of local and state governments and cite examples of each in practice. 2. Describe the many ways federal, state and local governments raise funds to meet the need for public facilities and government services. 3. Understand and give examples of how business and industry influence buying decisions of consumers through advertising. 4. Understand how societies have been affected by industrialization and by different political and economic philosophies. 5. Describe how inventions and innovations have improved standards of living over the course of history. 6. Understand that meeting the needs and wants of a growing world population has a profound impact on the environment and economic growth. 7. Evaluate the issues involved with sprawl, open space and smart growth in New Jersey. 19
C. Personal Financial Management 1. Understand [why it is unacceptable behavior in our society to try to satisfy our needs and wants by taking unfair advantage of others or being untruthful or dishonest] the need for ethical behavior in economic decisions and financial transactions. 2. Understand different ways to save money, including checking and savings accounts, stocks and bonds, and the relationship between risk and return in investments. 3. Explain the difference in cost between cash and credit purchases. 4. Understand what an interest rate is and how it affects savings and borrowing. 5. [Explain that take-home pay equals wages/salaries minus deductions.] 6. Understand that people make financial choices that have costs, benefits and consequences. 7. Construct a simple personal savings/spending plan. 8. Compare education requirements and expected income of different occupations. 9. Demonstrate ability to compare prices of items from different sellers. STANDARD 6.5 (GEOGRAPHY) All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. The World in Spatial Terms 1. Recognize the distinct characteristics of maps, globes, graphs, charts, diagrams, and other geographical representations, and the utility of each in solving problems. 20
2. Translate maps into appropriate spatial graphics to display geographical information. 3. Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth. 4. Distinguish among the major map types, including physical, political, topographic, and demographic. 5. Explain the distribution of major human and physical features at country and global scales. 6. Describe and distinguish among the various map projections, including size, shape, distance, and direction. 7. Describe locational technologies, such as Geographic Information Systems (GIS) and Global Positioning Systems (GPS). B. Places and Regions 1. Evaluate the characteristics of places and regions from a variety of viewpoints. 2. Compare and contrast the physical and human characteristics of places in regions in New Jersey, the United States, and the world. 3. Explain how regions change over time. C. Physical Systems 1. Describe characteristics and spatial distribution of major Earth ecosystems. 2. Explain how ecosystems function locally and globally. D. Human Systems 1. Explain how technology affects the ways in which people perceive and use places and regions. 21
2. Analyze demographic characteristics to explain reasons for variations between populations. 3. Describe and explain the significance of patterns of cultural diffusion in the creation of varied cultural mosaics. 4. Explain the primary geographic causes for world trade. 5. Interpret the patterns of settlement in different urban regions of the world. 6. Describe how changes in technology affect the location of human activities. 7. Explain how and why people cooperate but also engage in conflict to control the Earth s surface. E. Environment and Society 1. Analyze the impact of various human activities and social policies on the natural environment. 2. Compare and contrast various ecosystems and describe their interrelationship and interdependence. 3. Identify conservation practices and alternatives for energy resources. 4. Explain the nature and importance of the interacting components of the environment. 5. Describe world, national, and local patterns of resource distribution and utilization, and discuss the political and social impact. 6. Analyze the importance of natural and manufactured resources in New Jersey. 7. Understand that environmental issues transcend local, state and national boundaries. Reference: http://www.state.nj.us/njded/cccs/drafts/ss.pdf 22