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 drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Grade Eight Chronology 1. Select events and construct a multiple-tier time line to show relationships among events. SE/TE: See Timelines pages 2 4, 34 35, 66 67, 100 101, 138 139, 166 167, 198 199, 246 247, 276 277, 300 301, 328 329, 358 359, 378 379, 406 407, 432 433, 458 459, 484 485, 514 515; Creating a Timeline, 294 The First Global Age 2. Describe the political, religious and economic aspects of North American colonization including: a. Reasons for colonization, including religion, desire for land and economic opportunity; b. Key differences among the Spanish, French and British colonies; SE/TE: Exploration and Colonization, 66 67; An Era of Exploration, 68 73; Spain Builds an Empire, 74 80; Colonizing North America, 81 86; Building the Jamestown Colony, 87 92; Seeking Religious Freedom, 93 97; Review and Assessment, 98 99; The Thirteen English Colonies, 100 101; The New England Colonies, 102 107; The Middle Colonies, 108 112; The Southern Colonies, 113 119; Review and Assessment, 132 133 TE: 66A 66D, 100A 100D SE/TE: The Renaissance Expands Horizons, 59 60; An Era of Exploration, 68 73 SE/TE: Spain Builds an Empire, 74 80; Colonizing North America, 81 86; Building the Jamestown Colony, 87 92; Seeking Religious Freedom, 93 97; The Thirteen English Colonies, 100 101; The New England Colonies, 102 107; The Middle Colonies, 108 112; The Southern Colonies, 113 119; Review and Assessment, 132 133-1 -
c. Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts; d. Indentured servitude and the introduction and institutionalization of slavery; e. Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies; f. Conflicts among colonial powers for control of North America. SE/TE: Native American Influences, 72; Spanish Conquistadores, 74 76; Settling New Spain, 77 78; Society in New Spain, 78; Harsh Life for Native Americans, 78 80; Missionary Work, 84; Impact on Native Americans, 86; Early Hardships, 96 97 SE/TE: The Atlantic Slave Trade Begins, 79 80; The Slave Trade Begins, 80; Growth of Slavery and the Slave Trade, 118 119; Indentured Servants, 126 TE: Connecting with Economics, 118; Connecting with Culture, 118 SE/TE: The Mayflower Compact, 94 95; Colonial Government, 122 123 SE/TE: Colonizing North America, 81 86; The French and Indian War, 140 145 Revolution 3. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: a. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts; b. The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament. 4. Explain the results of important developments of the American Revolution including: SE/TE: Crisis in the Colonies, 138 139; The French and Indian War, 140 145; Turmoil Over Taxation, 146 154; From Protest to Revolution, 155 161; Review and Assessment, 162 163 TE: 138A 138D SE/TE: Turmoil Over Taxation, 146 154 TE: 138A 138D SE/TE: From Protest to Revolution, 155 161; Review and Assessment, 162 163 TE: 138A 138D SE/TE: The American Revolution, 166 167; Fighting Begins in the North, 168 171; The Colonies Declare Independence, 173 180; Struggles in the Middle States, 181 185; Fighting for Liberty on Many Fronts, 186 190; Winning the War in the South, 191 195; Review and Assessment, 196 197 TE: 166A 166D a. A declaration of American independence; SE/TE: The Colonies Declare Independence, 173 180-2 -
b. Character and significance of the military struggle in the North in the early years of the war and the shift of the battle to the South after 1779; SE/TE: The American Revolution, 166 167; Fighting Begins in the North, 168 171; Struggles in the Middle States, 181 185; Fighting for Liberty on Many Fronts, 186 190; Winning the War in the South, 191 195; Review and Assessment, 196 197 TE: 166A 166D c. Creation of state constitutions; SE/TE: The States Write Constitutions, 200 201 d. Impacts on women, African-Americans and American Indians. SE/TE: Women Take Part in the War, 186 187; African Americans Face Hard Choices, 187 188; The War on the Western Frontier, 188 189 A New Nation 5. Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation including: SE/TE: A Loose Confederation, 200; A Loose Confederation, 201 202; Weaknesses of the Confederation, 202 203; Admitting New States, 203; A Call for Change, 204 TE: Drawing Political Cartoons, 203 a. Maintaining national security; SE/TE: Other Nations Take Advantage, 202 203 b. Creating a stable economic system; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 c. Dealing with war debts; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 d. Collecting revenue; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 e. Defining the authority of the central government. 6. Explain the challenges in writing and ratifying the U.S. Constitution including: SE/TE: A Loose Confederation, 201 202; Weaknesses of the Confederation, 202 203; Admitting New States, 203; A Call for Change, 204 SE/TE: Creating a Republic, 198 199; A Loose Confederation, 200 205; The Constitutional Convention, 206 210; Ideas Behind the Constitution, 211 214; Ratification and the Bill of Rights, 215 219; Review and Assessment, 220 221; Constitution of the United States, 222 245 TE: 198A 198D - 3 -
a. Issues debated during the convention resulting in compromises (i.e., the Great Compromise, the Three-Fifths Compromise and the compromise over the slave trade); SE/TE: The Constitutional Convention, 206 210; Ideas Behind the Constitution, 211 214 b. The Federalist/Anti-Federalist debate; SE/TE: Ratification and the Bill of Rights, 215 219 c. The debate over a Bill of Rights. SE/TE: Ratification and the Bill of Rights, 215 219 7. Describe the actions taken to build one country from 13 states including: a. The precedents established by George Washington, including the cabinet and a twoterm presidency; b. Alexander Hamilton's actions to create a financially strong country, including the creation of a national bank; c. The establishment of an independent federal court system. SE/TE: Launching the New Government, 276 277; Washington Takes Office, 278 283; Creating a Foreign Policy, 284 286; Political Parties Emerge, 287 290; The Second President, 291 295; Review and Assessment, 296 297 TE: 276A 276D SE/TE: Washington Takes Office, 278 283; Creating a Foreign Policy, 284 286 TE: 276A 276D SE/TE: Reducing the Nation s Debt, 280 281; Plans to Build the Economy, 281 TE: 276A 276D SE/TE: Strengthening the Supreme Court, 304 305 TE: Linking Past and Present, 304 Civil War and Reconstruction 8. Describe and analyze the territorial expansion of the United States including: SE/TE: Admitting New States, 203; Americans Move Westward, 337 341; Westward Expansion, 378 379; Oregon Country, 380 384; The Republic of Texas, 385 390; California and the Southwest, 391 393; The Mexican War, 394 397; Americans Rush West, 398 403; Review and Assessment, 404 405 TE: 378 378D a. Northwest Ordinance; SE/TE: Admitting New States, 203 b. The Louisiana Purchase and the Lewis and Clark expedition; c. Westward movement including Manifest Destiny; SE/TE: The Louisiana Purchase, 306 310 TE: 300A 300D SE/TE: Americans Move Westward, 337 341; Westward Expansion, 378 379; Oregon Country, 380 384 TE: 378 378D - 4 -
d. The Texas War for Independence and the Mexican-American War. SE/TE: The Republic of Texas, 385 390; The Mexican War, 394 397 TE: 378 378D 9. Explain causes of the Civil War with emphasis on: SE/TE: Opposing Slavery, 439 443; Slavery Divides the Nation, 458 459; Slavery in the Territories, 460 462; The Compromise of 1850, 463 467; The Crisis Deepens, 468 472; The Republican Party Emerges, 473 477; A Nation Divides, 478 481; Review and Assessment, 482 483 TE: 458A 458D a. Slavery; SE/TE: Opposing Slavery, 439 443; Slavery Divides the Nation, 458 459; Slavery in the Territories, 460 462 b. States' rights; SE/TE: State s Rights, 371 372, 488, 502 c. The different economies of the North and South; d. The extension of slavery into the territories, including the Dred Scott Decision and the Kansas-Nebraska Act; e. The abolitionist movement and the roles of Frederick Douglass and John Brown; f. The addition of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850; g. The emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates, the presidential election of 1860, and the South's secession. 10. Explain the course and consequences of the Civil War with emphasis on: SE/TE: Industry in the North, 408 412; Cotton Kingdom in the South, 418 421 TE: 406A 306D SE/TE: The Crisis Deepens, 468 472 TE: 458A 458D SE/TE: Opposing Slavery, 439 443; Frederick Douglas, 440; John Brown, 475 476 SE/TE: Slavery in the Territories, 460 462; The Compromise of 1850, 463 467; Kansas- Nebraska Act, 468 469 SE/TE: Abe Lincoln of Illinois, 474 475; The Election of 1860, 478; The South Reacts, 479 480 TE: Group Work, 475 SE/TE: A Nation Divides, 478 481; The Civil War, 484 485; The Conflict Takes Shape, 486 489; No Easy Victory, 490 495; A Promise of Freedom, 496 499; Hardships of War, 500 504; The War Ends, 505 511; Review and Assessment, 512 513 TE: 478A 478D - 5 -
a. Contributions of key individuals, including Abraham Lincoln, Robert E. Lee and Ulysses S. Grant; SE/TE: A Nation Divides, 478 481; The Civil War, 484 485; The Conflict Takes Shape, 486 489; No Easy Victory, 490 495; A Promise of Freedom, 496 499; Hardships of War, 500 504; The War Ends, 505 511; Review and Assessment, 512 513 TE: 478A 478D b. The Emancipation Proclamation; SE/TE: A Promise of Freedom, 496 499 TE: 478A 478D c. The Battle of Gettysburg. SE/TE: Union Victory at Gettysburg, 506 507; The Gettysburg Address, 507 508 11. Analyze the consequences of Reconstruction with emphasis on: a. President Lincoln's assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson; b. Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th and 15th Amendments to the U.S. Constitution; c. The Ku Klux Klan and the enactment of black codes. SE/TE: Reconstruction and the Changing South, 514 515; Early Steps to Reunion, 516 519; Radical Reconstruction, 521 525; The South Under Reconstruction, 526 529; The End of Reconstruction, 530 533; Review and Assessment, 534 535 TE: 514A 514D SE/TE: Lincoln is Assassinated, 518 519; Radical Reconstruction, 521 525 TE: 514A 514D SE/TE: The New President, 519; Radical Reconstruction, 521 524 TE: 514A 514D SE/TE: The South Under Reconstruction, 526 529 TE: 514A 514D Grade-Level Indicators People in Societies Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Grade Eight Interaction 1. Trace the development of religious diversity in the colonies, and analyze how the concept of religious freedom has evolved in the United States. SE/TE: Religion, 53, 58 59, 82 83, 102, 110, 113, 113, 119, 188, 416, 439-6 -
2. Describe and explain the social, economic and political effects of: a. Stereotyping and prejudice; SE/TE: Identifying Bias, 367, 471, 477, 483; Jim Crow Laws, 532; Slavery, 91, 115 118, 127, 422 427, 460 462, 463 467, 468 472 b. Racism and discrimination; SE/TE: Jim Crow Laws, 532; Slavery, 91, 115 118, 127, 422 427, 460 462, 463 467, 468 472; The Civil Rights Movement, 560 561 c. Institutionalized racism and institutionalized discrimination. 3. Analyze how contact between white settlers and American Indians resulted in treaties, land acquisition and Indian removal. SE/TE: Black Codes Anger Congress, 521; Jim Crow Laws, 532; Plessy v Ferguson, 560 561; Dred Scott Decision, 471 472 SE/TE: Native Americans, 36 41, 42 47, 63, 72, 83 86, 89, 97, 106, 107, 110, 114 115, 141, 143 144, 301, 317, 322, 372, 382, 383, 384, 401 402 4. Analyze the economic, geographic, religious and political factors that contributed to: a. The enslavement of Africans in North America; SE/TE: African American Slavery, 91, 115 118, 127, 422 427, 460 462, 463 467, 468 472 b. Resistance to slavery. SE/TE: Opposing Slavery, 439 443; Slavery Divides the Nation, 458 459; Slavery in the Territories, 460 462 5. Describe the historical limitations on participation of women in U.S. society and their efforts to gain equal rights. SE/TE: Contributions of Women, 47 48, 90 91, 105, 107, 114, 123, 152, 156, 175, 186 187, 190, 309, 322, 333, 382, 403, 414 415, 417, 430 431, 435 437, 441, 444 447, 450, 453, 466, 467, 504, 528 Diffusion 6. Explain how the diverse peoples of the United States developed a common national identity. SE/TE: African Americans, 60, 91, 125, 186 188, 257, 259, 350, 402, 416, 417, 421, 423 424, 430 431, 437, 440, 471 472, 517 518, 520, 528, 521, 522 524, 528, 530 532; Chinese Immigrants, 398, 402; Mexican Americans, 397, 401; Native Americans, 36 41, 42 47, 63, 72, 83 86, 89, 97, 106, 107, 110, 114 115, 141, 143 144, 301, 317, 322, 372, 382, 383, 384, 401 402-7 -
Grade-Level Indicators Geography Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Grade Eight Places and Regions 1. Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to analyze changes in land use and population, political, social and economic characteristics. SE/TE: Thinking Geographically, 4 10; Lands and Climates of the United States, 11 19; Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531 Human Environmental Interaction 2. Analyze how physical characteristics of the environment influenced population distribution, settlement patterns and economic activities in the United States during the 18th and 19th centuries. SE/TE: Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491; Colonizing North America, 81 91; The Thirteen Colonies, 100 133; Westward Migration, 337 341, 394 397, 398 402, 403, 404 405; Northwest Territory, 203, 205; Oregon Country, 380 384; Homestead Act, 543; Resettlement of Native Americans, 371, 372, 373, 374, 376 Movement 3. Explain how colonization, westward expansion, immigration and advances in transportation and communication changed geographic patterns in the United States. SE/TE: Settling the Western Frontier, 205; Westward Migration, 337 341, 394 397, 398 402, 403, 404 405; Northwest Territory, 203, 205; Oregon Country, 380 384; Homestead Act, 543-8 -
Grade-Level Indicators Economics Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Grade Eight Scarcity and Resource Allocation 1. Explain how the uneven distribution of productive resources influenced historic events such as the Civil War. SE/TE: Industry in the North, 408 412; Cotton Kingdom in the South, 418 421; Civil War: Strengths and Weaknesses, 487 488 Markets 2. Discuss how mercantilism and the establishment of colonies led to increased global trading during the 17th and 18th centuries. 3. Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War. SE/TE: Mercantilism, 120 121; Trade in Rum and Slaves, 121 122 SE/TE: Tariffs, 281, 344 345, 370 371 Government and the Economy 4. Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of U.S. Constitution. 5. Explain how governmental protection of property rights and regulation of economic activity impacted the development of the U.S. economy. SE/TE: A Loose Confederation, 200; A Loose Confederation, 201 202; Weaknesses of the Confederation, 202 203 TE: Drawing Political Cartoons, 203 SE/TE: For related information see: Business and Labor pages 544 545; A Global Economy, 565 566; Tariffs, 281, 296, 344, 345, 346, 370, 371-9 -
Grade-Level Indicators Government Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Grade Eight Role of Government 1. Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas. 2. Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including: SE/TE: The Colonies Declare Independence, 173 176; The Declaration of Independence, 177 180 SE/TE: Development of Political Parties, 289 290; The Federalist Party Splits, 292; Review and Assessment, 296 297 a. Payment of debt; SE/TE: Reducing the Nation s Debt, 280 281 b. Establishment of a national bank; SE/TE: Plans to Build the Economy, 281 c. Strict or loose interpretation of the Constitution; SE/TE: Strict of Loose Interpretation, 288 d. Support for England or France. SE/TE: Creating a Foreign Policy, 284 286 Rules and Laws 3. Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States: SE/TE: A Loose Confederation, 200 204 TE: 198A 198D a. Shays' Rebellion; SE/TE: The Whiskey Rebellion, 282 b. Economic instability; SE/TE: Weaknesses of the Confederation, 202 c. Government under the Articles of Confederation. SE/TE: A Loose Confederation, 200 204 TE: 198A 198D - 10 -
4. Explain the political concepts expressed in the U.S. Constitution: SE/TE: Government, Citizenship, and the Constitution 246 247; Goals and Principles of the Constitution, 248 251; How the Federal Government Works, 252 258; Changing the Constitution, 259 261; State and Local Governments, 262 264; Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 TE: 246A 246D a. Representative democracy; SE/TE: Seven Basic Principles, 250 251 b. Federalism; SE/TE: Federalism, 215 216, 251, 252 257, 303 305, 307 c. Bicameralism; SE/TE: The Legislative Branch, 252 254 d. Separation of powers; SE/TE: Separation of Powers, 251 e. Checks and balances. SE/TE: System of Checks and Balances, 250, 251 5. Explain how the U.S. Constitution protects the rights of citizens, regulates the use of territory, manages conflict and establishes order and security. 6. Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on: a. Freedom of religion, speech, press, assembly and petition; SE/TE: The Bill of Rights, 215 219; The Constitution of the United States of America, 223 245; Government, Citizenship, and the Constitution 246 247; Goals and Principles of the Constitution, 248 251; How the Federal Government Works, 252 258; Changing the Constitution, 259 261; State and Local Governments, 262 264; Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 TE: 246A 246D SE/TE: Ratification and the Bill of Rights, 215 219; The Constitution of the United States of America, 223 245; Government, Citizenship, and the Constitution 246 247; Goals and Principles of the Constitution, 248 251; How the Federal Government Works, 252 258; Changing the Constitution, 259 261; State and Local Governments, 262 264; Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 TE: 246A 246D SE/TE: Ratification and the Bill of Rights, 215 219; Government, Citizenship, and the Constitution 246 247; Rights and Responsibilities of Citizenship, 265 269-11 -
b. Right to trial by jury and the right to counsel; SE/TE: Ratification and the Bill of Rights, 215 219; Government, Citizenship, and the Constitution 246 247; Rights and Responsibilities of Citizenship, 265 269 c. Due process and equal protection of the laws. SE/TE: Ratification and the Bill of Rights, 215 219; Government, Citizenship, and the Constitution 246 247; Rights and Responsibilities of Citizenship, 265 269 7. Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States. 8. Describe the process by which a bill becomes a law. SE/TE: Admitting New States, 203 SE/TE: For related information see How the Federal Government Works pages 252 257. Grade-Level Indicators Citizenship Rights and Responsibilities Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Grade Eight Participation 1. Show the relationship between participating in civic and political life and the attainment of individual and public goals including: a. The Sons of Liberty and Committees of Correspondence/American independence; b. The Underground Railroad and the abolitionist movement/abolition of slavery. 2. Explain how the opportunities for civic participation expanded during the first half of the 19th century including: SE/TE: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527; Government, Citizenship, and the Constitution 246 247; Goals and Principles of the Constitution, 248 251; How the Federal Government Works, 252 258; Changing the Constitution, 259 261; State and Local Governments, 262 264; Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 SE/TE: From Protest too Revolution, 155 160; Review and Assessment, 162 163 SE/TE: Opposing Slavery, 439 443; Frederick Douglas, 440 SE/TE: For related information see The Progressive era pages 547 549; See also Rights and Responsibilities of Citizenship pages 265 269. - 12 -
a. Nominating conventions; SE/TE: For related information see The Progressive era pages 547 549; See also Rights and Responsibilities of Citizenship pages 265 269. b. Expansion of the franchise; SE/TE: For related information see The Progressive era pages 547 549; See also Rights and Responsibilities of Citizenship pages 265 269. c. Active campaigning. SE/TE: For related information see The Progressive era pages 547 549; See also Rights and Responsibilities of Citizenship pages 265 269. Rights and Responsibilities 3. Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals including: a. Jefferson and the contradiction between the ideals of the Declaration of Independence and his role as a slave owner; b. State constitutional conventions and the disenfranchisement of free blacks; SE/TE: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527 SE/TE: The Colonies Declare Independence, 173 180; Text of the Declaration of Independence, 177 180 SE/TE: Black Codes Anger Congress, 521 522; Restricted Rights, 531 532 c. Jackson and his role in Indian removal; SE/TE: Jackson in the White House, 365 368 d. Frederick Douglass and the abolitionist movement; SE/TE: Opposing Slavery, 439 443; Frederick Douglas, 440 e. Elizabeth Cady Stanton and women's rights. SE/TE: A Call for Women s Rights, 444 447; Elizabeth Cady Stanton, 445, 446, 591, 600 4. Show connections between the rights and responsibilities of citizenship including: SE/TE: Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 TE: 248A 248D a. Voting and staying informed on issues; SE/TE: Responsibilities of a Citizen, 267 268 b. Being tried by a jury and serving on juries; SE/TE: Serving on a Jury, 268 c. Having rights and respecting the rights of others. SE/TE: Rights and Responsibilities of Citizenship, 265 269; Review and Assessment, 270 271 TE: 248A 248D - 13 -
Grade-Level Indicators Social Studies Skills and Methods Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings. Grade Eight Obtaining Information 1. Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event. SE/TE: Skills for Life: Identifying Points of View, 172; Recognizing Points of View, 98, 141, 172, 197, 286, 292, 318, 331, 465, 474, 528; Supporting Point of View, 72, 153, 220, 257, 267, 270, 282, 290, 305, 319, 361, 364, 376, 377, 389, 393, 476, 482, 510, 524 Communicating Information 2. Construct a historical narrative using primary and secondary sources. 3. Write a position paper or give an oral presentation that includes citation of sources. SE/TE: Analyzing Primary Sources, 219; Write a Report, 112, 133, 327, 377, 389, 405, 426, 437, 453, 504 SE/TE: Write a Report, 112, 133, 327, 377, 389, 405, 426, 437, 453, 504 Problem Solving 4. Organize and lead a discussion. SE/TE: Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251, 257, 264, 268, 282, 286, 290, 305, 310, 314, 319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533, 546, 551, 557, 561, 566; Review and Assessment, 32 33, 62 63, 98 99, 132 133, 162 163, 196 197, 220 221, 270 271, 296 297, 326 327, 352 353, 376 377, 404 405, 428 429, 452 453, 482 483, 512 513, 534 535, 568 569-14 -
5. Identify ways to manage conflict within a group. SE/TE: Identifying Points of View, 172; Distinguishing Facts from Opinions, 369; Identifying Bias, 477; Solving Problems, 520; Activities, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 513, 535, 569 Reference: http://www.ode.state.oh.us/academic_content_standards/acssocialstudies.asp#social_studies_academic_content_st andards - 15 -