Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Similar documents
Social Studies Grade 5

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills

Big Picture Matrix for Fifth Grade Social Studies

TTUISD - TEKS Tracker

Correlation to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS)

HPISD CURRICULUM (SOCIAL STUDIES, GRADE 5)

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 5

Fifth Grade Social Studies Skills. VOCABULARY generalize geography group infer interpret latitude longitude option

Sudan I.S.D. Benchmark Targets / Fifth Grade SUMMER 2005 Social Studies ASSURANCES: By the end of Fifth Grade the Student will: 1.

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War

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

Texas Essential Knowledge and Skills (TEKS)

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History

U.S. History Abroad. For American History Standards of Learning

Texas Assessment of Knowledge and Skills - Answer Key

Fourth Grade United States History

Amarillo ISD Social Studies Curriculum

Social Studies Fifth Grade

4 th Grade Social Studies

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM

Fifth Grade Social Studies Standards and Benchmarks

Indiana Academic Standards Social Studies

Grade Level, Course Fifth Grade Social Studies PLSD Balanced Assessment Practices. Type* DOK

A Correlation of. To the. Missouri Social Studies Grade Level Expectations Grade 4

GRADE 8 United States History Growth and Development (to 1877)

7.1.3.a.1: Identify that trade facilitates the exchange of culture and resources.

Geography 8th Grade Social Studies Standard 1

Eighth Grade Social Studies United States History Course Outline

TAKS Diagnostic and Practice Tests

Social Studies Content Expectations

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

Amarillo ISD Social Studies Curriculum

COURSE GUIDELINE Green=Content (nouns); Yellow=Skills (verbs) GRADE: SUBJECT: TEACHER: QTR. STANDARD RESOURCES STRATEGIES ASSESSMENTS

GRADE 12 / GOVERNMENT - ECONOMICS

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement.

One Stop Shop For Educators. Grade Four

Proposed AKS for Kindergarten Social Studies

SAS Curriculum 8 th Grade Social Studies Activities by Strand

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP

Fifth Grade U.S. History. Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

Grade 2 Social Studies Unit 1: I Am a Citizen

8 th grade American Studies sample test questions

5-8 Social Studies Curriculum Alignment. Strand 1: History

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

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

Second Grade Social Studies

TEKS Snapshot - Grade 8 Social Studies

Scope and Sequence 8 th Grade Social Studies

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide

Missouri State Standards. Correlated to. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 8

Constitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the

Wisconsin Model Academic Standards for Social Studies Grades K -6

Revised February 23, 2017

GRADE FIVE HISTORY/SOCIAL SCIENCE CURRICULUM MAP

myworld Social Studies We Are Connected Grade 3, 2013

Standards Skills Assessment Resources

st Grade Social Studies. Month Topic / Essential Question Measurement Topic / Benchmark

Table 1 Levels of Technology Skills (Teacher and Student)

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

Archdiocese of Washington Catholic Schools Academic Standards Social Studies

First Semester Cumulative Standards and Rubric

X On record with the USOE.

X On record with the USOE.

5 th Grade U.S. History 3 rd 9-weeks Scope and Sequence

X On record with the USOE.

Describe opportunity costs and their relationship to decision making. Describe opportunity costs and their relationship to decision making

A Correlation of. Milwaukee Public Schools Social Studies Learning Targets Grades K-6 G/SS-45

NEXT GENERATION SOCIAL STUDIES BENCHMARKS. Develop an understanding of how to use and create a. Develop an awareness of a primary source.

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

History and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600 s, colonial period).

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

Big Picture for Grade 12. Government

Global: Spiraling essential questions, concepts and skills, and standards. Grade 5

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

Research LA The student will locate and analyze the

Fifth Grade History/Social Science Pacing Guide Trimester One

September. Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard?

First Quarter (Unit 1-Natural Texas and its People, Unit 2-Age of Contact, Freedom Week Unit)

4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas.

Grade 8 Plainwell Social Studies Curriculum Map

Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes

Jackson County Schools 4 th Grade Social Studies Curriculum Map *In this unit students will be introduced to the unit connecting themes of:

Government TEKS 2 nd Nine Weeks

Third Grade Social Studies

Combined Curriculum Document Social Studies Fifth Grade

Elmore County Pacing Guide Fifth Grade Social Studies

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F

Grade 5 Social Studies

United States History I

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

SOCIAL STUDIES Grade 8 Standard: History

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School

Social Studies DRAFT DRAFT. Fifth Grade First Quarter Pacing Guide. Introduction to Your Social Studies Pacing Guide. Vocabulary

Social Studies Precision Review of the GPS Grades 3-5

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history?

Missouri State Standards. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 5

Principles of Citizenship

Warren County Public Schools 5 th Grade Social Studies. Program of Studies Core Content 4.1 Student Learning Targets

SOCIAL STUDIES CURRICULUM GRADE 5

Transcription:

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Subchapter Course Publisher Program Title Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter A. Elementary 113.16. Social Studies, Grade 5 Nystrom Education Grade 3 TEXAS Bundle for 2015 Adoption Texas Social Studies/TEKS (5.1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The Student Is Expected to: (A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and Lesson 28 Revolutionary War Battles, pp. 127-132 Program and Materials* pps. 35 37 Lessons 17, 18 StrataLogica.com: United States History Series: Revolutionary War, Activity: War in the North: http://www.stratalogica.com/nystromdigital/static/content/uh_08a_war_in_the_north.pdf (5.2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. (B) describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams. (A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; StrataLogica.com: United States History Series: Thirteen Colonies, Activity A: Establishing Colonies: http://www.stratalogica.com/nystromdigital/static/content/uh_06a_establishing_colonies.pdf, StrataLogica.com: United States History Series: Thirteen Colonies, Activity B: Religion in the Colonies: http://www.stratalogica.com/nystromdigital/static/content/uh_06b_religion_in_the_colonies.pdf Our Country's History Teacher's Guide: Lesson 25 Introducing A New Nation, pp. 113-116; Lesson 26 Revolutionary Protests, pp. 117-120; Lesson 27 Declaring Independence, pp. 121-126; Lesson 28 Revolutionary War Battles, pp. 127-133. pps. 32-35 Lessons 16, 17 StrataLogica.com: United States History Series: Revolutionary War, Activity A: War in the North: http://www.stratalogica.com/nystromdigital/static/content/uh_08a_war_in_the_north.pdf

(5.3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. (5.4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. (B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and (C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military. (A) identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation; and (B) identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution. (A) describe the causes and effects of the War of 1812; Lesson 28 Revolutionary War Battles, pp. 127-132 pps. 35 37 Lessons 17, 18 Literacy Library: George vs. George United States History Series (also at StrataLogica.com): Revolutionary War, Activity: War in the North http://www.stratalogica.com/nystromdigital/static/content/uh_08a_war_in_the_north.pdf Lesson 28 Revolutionary War Battles, pp. 127-132 pps. 35 37 Lessons 17, 18 United States History Series (also at StrataLogica.com): Revolutionary War, Activity: War in the North http://www.stratalogica.com/nystromdigital/static/content/uh_08a_war_in_the_north.pdf page 37 Lesson 18 page 37 Lesson 18 Colonial Williamsburg Electronic Field Trips: The War of 1812: Entire Lesson: https://active.socialstudies.com/active_reader/13802 Intelecom Video: The Unfinished Nation: The War of 1812: Entire Lesson: https://active.socialstudies.com/active_reader/10748

(B) identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States; Lesson 35: Life in a Mill Town, pp. 161-164 pps. 40 41 Lesson 20 (C) identify reasons people moved west; Lesson 29: The New Frontier, pp. 133-138; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 34: Lewis and Clark Expedition, pp. 155-160; Lesson 36: The Erie Canal, pp. 165-170; Lesson 38 California Gold Rush, pp. 177-182 pps. 38-49 Lessons 19, 20, 21, 22, 23, 24 StrataLogica.com: United States History Series: Trails West: Activity C: Seeking a Better Life http://www.stratalogica.com/nystromdigital/static/content/uh_11c_seeking_better_life.pdf (D) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny; Lesson 29: The New Frontier, pp. 133-138; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 33: Introducing The United States Expands, pp. 151-154; Lesson 34: Lewis and Clark Expedition, pp. 155-160; Lesson 36: The Erie Canal, pp. 165-170; Lesson 38: California Gold Rush, pp. 177-182 pps. 38-49 Lessons 19, 20, 21, 22, 23, 24 StrataLogica.com: United States History Series: American Expansion: Activity B: New Lands: http://www.stratalogica.com/nystromdigital/static/content/uh_09b_new_lands.pdf StrataLogica.com: United States History Series: Activity A: The Lewis and Clark Expedition http://www.stratalogica.com/nystromdigital/static/content/uh_10a_lewis_and_clark.pdf StrataLogica.com: United States History Series: Trails West: Activity A: From Trade Routes to Trailheads: http://www.stratalogica.com/nystromdigital/static/content/uh_11a_traderoutes_to_trailheads.pdf StrataLogica.com: United States History Series: War With Mexico: Activity C: Spoils of Manifest Destiny http://www.stratalogica.com/nystromdigital/static/content/uh_12c_spoils_of_manifest_destiny.pdf

(E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution; Our Country's History Teacher's Guide: Lesson 41 Introducing Civil War and Change, pp. 189-192; Lesson 42 Underground Railroad, pp. 193-198; Lesson 43 Civil War Battles, pp. 199-202 pps. 50 55 Lessons 25, 26, 27 United States History Series (also at StrataLogica.com): Slavery Divides the Nation, Activity B: From Compromise to Conflict: http://www.stratalogica.com/nystromdigital/static/content/uh_13b_compromise_to_conflict.pdf; United States History Series (also at StrataLogica.com): Slavery Divides the Nation, The Union and the Confederacy, Activity A: North vs South: Different Perspectives: http://www.stratalogica.com/nystromdigital/static/content/uh_15a_north_south_perspectives_0.pdf; United States History Series (also at StrataLogica.com): Slavery Divides the Nation, Activity B Patterns of Secession: http://www.stratalogica.com/nystromdigital/static/content/uh_15b_patterns_of_secession_0.pdf. (F) explain how industry and the mechanization of agriculture changed the American way of life; and Our Country's History Teacher's Guide: Lesson 44: Transcontinental Railroad, pp. 203-208; Lesson 45: Indians and Buffalo, pp. 209-214; Lesson 46: Orphan Trails, pp. 215-220. pps. 56 57, 60 61 Lessons 28, 30 StrataLogica.com: United States History Series: Railroads Transform the West: Activity: Railroads Link the Nation: http://www.stratalogica.com/nystromdigital/static/content/uh_18a_railroads_link_nation.pdf StrataLogica.com: United States History Series: Resources Feed U.S. Industry: Activity: Mining Grows in the West: http://www.stratalogica.com/nystromdigital/static/content/uh_19a_mining_grows_west.pdf (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups. Our Country's History Teacher's Guide: Lesson 30 Life in the Northwest Territory, pp. 139-144; Lesson 37 Trail of Tears, pp. 171-177; Lesson 44 Transcontinental Railroad, pp. 203-208; Lesson 45 Indians and Buffalo, pp. 209-214; Lesson 50 In Search of a Better Life, pp. 231-236 pps. 42 43, 46 47, 58 59 Lessons 21, 23, 29 StrataLogica.com: United States History Series: Indian Wars: Activity: Battles in the West: http://www.stratalogica.com/nystromdigital/static/content/uh_17c_battles_west.pdf StrataLogica.com: United States History Series: Railroads Transform the West: Activity: Railroads Link the Nation: http://www.stratalogica.com/nystromdigital/static/content/uh_18a_railroads_link_nation.pdf StrataLogica.com: United States History Series: Immigrants, 1895 1929:Activity: Why Immigrants Came: http://www.stratalogica.com/nystromdigital/static/content/uh_20a_why_immigrants_came.pdf

(5.5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. (A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions; Lesson 49 Introducing Modern America, pp. 227-230; Lesson 50 In Search of a Better Life, pp. 231-236; Lesson 51 World War II, pp. 237-243; Lesson 52 Civil Rights, pp. 243-248 pps. 62 73 Lessons 31 36 StrataLogica.com: United States History Series: World War I in Europe: Activity: Western Front: http://www.stratalogica.com/nystromdigital/static/content/uh_21b_western_front.pdf (B) analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and StrataLogica.com: United States History Series: Great Depression and Dust Bowl: Activity: The Great Depression: http://www.stratalogica.com/nystromdigital/static/content/uh_22a_the_great_depression.pdf StrataLogica.com: United States History Series:World War II in Europe, 1942 1945: Activity: Battles in Northern Europe: http://www.stratalogica.com/nystromdigital/static/content/uh_24c_battles_northern_europe.pdf StrataLogica.com: United States History Series: World War II in the Pacific, 1941 1945: Activity: Japanese Expansion: http://www.stratalogica.com/nystromdigital/static/content/uh_25a_japanese_expansion.pdf StrataLogica.com: United States History Series: The Great Migration: Activity: Moving Toward Desegregation: http://www.stratalogica.com/nystromdigital/static/content/uh_26c_desegregation_0.pdf StrataLogica.com: United States History Series: Persian Gulf War: Activity: War Strategy and Its Consequences: http://www.stratalogica.com/nystromdigital/static/content/uh_30c_war_strategy_consequences.pdf pps. 72 73 Lesson 36 StrataLogica.com: United States History Series: Immigrants Since 1970: Activity: Immigrants and Aliens: http://www.stratalogica.com/nystromdigital/static/content/uh_32c_immigrants_and_aliens.pdf

(5.6) Geography. The student uses geographic tools to collect, analyze, and interpret data. (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (B) translate geographic data into a variety of formats such as raw data to graphs and maps. Lesson 49: Introducing Modern America, pp. 227-230; Lesson 50: In Search of a Better Life, pp. 231-236; Lesson 51: World War II, pp. 237-243; Lesson 52: Civil Rights, pp. 243-248 pps. 62 73 Lessons 31 36 StrataLogica.com: United States History Series: World War I in Europe: Activity: Western Front: http://www.stratalogica.com/nystromdigital/static/content/uh_21b_western_front.pdf StrataLogica.com: United States History Series: Great Depression and Dust Bowl: Activity: The Great Depression: http://www.stratalogica.com/nystromdigital/static/content/uh_22a_the_great_depression.pdf StrataLogica.com: United States History Series: World War II in Europe, 1942 1945: Activity: Battles in Northern Europe: http://www.stratalogica.com/nystromdigital/static/content/uh_24c_battles_northern_europe.pdf StrataLogica.com: United States History Series: World War II in the Pacific, 1941 1945: Activity: Japanese Expansion: http://www.stratalogica.com/nystromdigital/static/content/uh_25a_japanese_expansion.pdf StrataLogica.com: United States History Series: The Great Migration: Activity: Moving Toward Desegregation: http://www.stratalogica.com/nystromdigital/static/content/uh_26c_desegregation_0.pdf StrataLogica.com: United States History Series: Persian Gulf War: Activity: War Strategy and Its Consequences: http://www.stratalogica.com/nystromdigital/static/content/uh_30c_war_strategy_consequences.pdf Our Country's History Teacher's Guide: Atlas, Map, and Globe Skills, pp. 1-30 pps. 14-17, 20-31 Lessons 11-16 Lesson 10: The First Americans, pp. 37-42; Lesson 11: To the Indies, pp. 43-48; Lesson 14: Jamestown, pp. 61-64; Lesson 15: Timeline Three Worlds Meet; Lesson 18: Colonial Settlements, pp. 79-84; Lesson 20: Plantation Life, pp. 91-94; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 37: Trail of Tears, pp. 171-176 pps. 14-17, 20-31 Lessons 11-16

(5.7) Geography. The student (A) describe a variety of understands the concept of regions in the United States regions in the United States. such as political, population, and economic regions that result from patterns of human activity; Lesson 11: To the Indies, pp. 43-48; Lesson 19: The Thirteen Colonies, pp. 85-90; Lesson 29: The New Frontier, pp, 133-138; Lesson 30: Life in the Northwest Territory, pp. 139-144; pps. 8 11, 19 29, 32, 36 37, 40 41, 48, 50, 60, 71 Lessons 4, 5, 9, 10 14, 16, 18, 20, 24, 25, 30, 35 StrataLogica.com: United States History Series: Native Americans: Activity: The Farmers: http://www.stratalogica.com/nystromdigital/static/content/uh_01b_the_farmers.pdf StrataLogica.com: United States History Series: Railroads Transform the West: Activity: The Growing Cattle Kingdom: http://www.stratalogica.com/nystromdigital/static/content/uh_18b_growing_cattle_kingdom.pdf (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains; StrataLogica.com: United States History Series: Mining, Industry, and Labor: Activity: Mining Grows in the West: http://www.stratalogica.com/nystromdigital/static/content/uh_19a_mining_grows_west.pdf Lesson 10: The First Americans, pp. 37-43; Lesson 13: Coronado, pp. 55-60; Lesson 18: Colonial Settlements, pp. 79-84; Lesson 34: Lewis and Clark Expedition, pp. 155-160; Lesson 36: The Erie Canal, pp. 165-170; Lesson 38: California Gold Rush, pp. 177-182; Lesson 44: Transcontinental Railroad, pp. 203-208 pps. 49, 74 75 Lesson 24 United States History Series (also at StrataLogica.com): Native Americans Activity: The Farmers http://www.stratalogica.com/nystromdigital/static/content/uh_01b_the_farmers.pdf United States History Series (also at StrataLogica.com): Explorations of the West Activity: Fremont Surveys the West http://www.stratalogica.com/nystromdigital/static/content/uh_10c_fremont_surveys_west.pdf United States History Series (also at StrataLogica.com): Trails West Activity: The Long Journey Overland http://www.stratalogica.com/nystromdigital/static/content/uh_11b_long_journey_overland.pdf Intermediate Physical Series describes the physical features of the United States and the World. StrataLogica functions can be used to have students describe key features.

(C) locate on a map important political features such as the Lesson 19: Plantation Life, pp. 91-94; ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest; and (D) locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains. Lesson 30: Life in Northwest Territory, pp. 139-144 pps. 24 29, 36, 37, 39, 41, 48, 52, 70, 74 75, 76 77 Lessons 12 14, 18, 19, 20, 24, 26, 35 Our Country's History Teacher's Guide: Lesson 29: The New Frontier, pp. 133-138; Lesson 34: Lewis and Clark Expedition, pp. 155-160; Lesson 36: The Erie Canal, pp. 165-170; Lesson 38: California Gold Rush, pp. 177-182 pps. 38 39, 42 45, 48 49, 74 75 Lessons 19, 21, 22, 24 StrataLogica.com: United States History Series: Explorations of the West: Activity: Fremont Surveys the West: http://www.stratalogica.com/nystromdigital/static/content/uh_10c_fremont_surveys_west.pdf StrataLogica.com: United States History Series: Trails West: Activity: The Long Journey Overland: http://www.stratalogica.com/nystromdigital/static/content/uh_11b_long_journey_overland.pdf StrataLogica.com: United States History Series: Great Depression and Dust Bowl: Activity: Drought and the Dust Bowl: http://www.stratalogica.com/nystromdigital/static/content/uh_22b_drought_dustbowl.pdf Intermediate Physical Series describes the physical features of the United States and the World. StrataLogica functions can be used to have students describe key features. (5.8) Geography. The student (A) identify and describe the understands the location and types of settlement and patterns of settlement and the patterns of land use in the geographic factors that United States; influence where people live. Lesson 14: Jamestown, pp.61-64; Lesson 18: Colonial Settlements, pp. 79-84; Lesson 19: The Thirteen Colonies, pp. 85-90; Lesson 20: Plantation Life, pp. 91-94; Lesson 41: Introducing Civil War and Change, pp. 189-192 pps. 18 21, 22, 25, 27, 29, 40, 41 StrataLogica.com: United States History Series: Native Americans: Activity: The Farmers: http://www.stratalogica.com/nystromdigital/static/content/uh_01b_the_farmers.pdf StrataLogica.com: United States History Series: Slavery and the Economy: Activity: North, South, and West in 1860: http://www.stratalogica.com/nystromdigital/static/content/uh_14a_northsouthwest_1860.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Regions of Loss: http://www.stratalogica.com/nystromdigital/static/content/uh_31a_regions_of_loss.pdf

(B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; and Lesson 18: Colonial Settlements, pp. 79-84; Lesson 19: The Thirteen Colonies, pp. 85-90; Lesson 29: The New Frontier, pp. 133-138; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 36: The Erie Canal, pp. 165-170 StrataLogica.com: United States History Series: Native Americans: Activity: The Farmers: http://www.stratalogica.com/nystromdigital/static/content/uh_01b_the_farmers.pdf StrataLogica.com: United States History Series: Immigrants, 1895-1929: Activity: Why Immigrants Came: http://www.stratalogica.com/nystromdigital/static/content/uh_20a_why_immigrants_came.pdf StrataLogica.com: United States History Series: Great Depression and the Dust Bowl: Activity: Migration East and West: http://www.stratalogica.com/nystromdigital/static/content/uh_22c_migration_east_west.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Regions of Loss: http://www.stratalogica.com/nystromdigital/static/content/uh_31a_regions_of_loss.pdf (C) analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present. Lesson 18: Colonial Settlements, pp. 79-84; Lesson 19 The Thirteen Colonies, pp. 85-90; Lesson 54 A Place Over Time, pp. 255-258 pps 24, 26, 28, 44 45, 60, 71 Lessons 12, 13, 14, 22, 30, 35 StrataLogica.com: United States History Series: Resources Feed U.S. Industry: Activity: Manufacturing Grows in the East: http://www.stratalogica.com/nystromdigital/static/content/uh_19b_manufacturing_grows_east.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Growth in the Sun Belt: http://www.stratalogica.com/nystromdigital/static/content/uh_31b_growth_in_sun_belt.pdf (5.9) Geography. The student understands how people adapt to and modify their environment. Lesson 36: The Erie Canal, pp. 165-170; Lesson 44: Transcontinental Railroad, pp. 203-208 pps. 25, 27, 29, 40 41, 44 45, 51, 56 57, 61 Lessons 12, 13, 14, 20, 22, 25, 28, 30 StrataLogica.com: United States History Series: Great Depression and Dust Bowl: Activity: Drought and the Dust Bowl: http://www.stratalogica.com/nystromdigital/static/content/uh_22b_drought_dustbowl.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Growth in the Sun Belt: http://www.stratalogica.com/nystromdigital/static/content/uh_31b_growth_in_sun_belt.pdf

(B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present. Lesson 29: The New Frontier, pp. 133-138; Lesson 36: The Erie Canal, pp. 165-170 StrataLogica.com: United States History Series: Native Americans: Activity: The Gatherers: http://www.stratalogica.com/nystromdigital/static/content/uh_01a_the_gatherers.pdf (5.10) Economics. The student understands the basic economic patterns of early societies in the United States. (A) explain the economic patterns of early European colonists; and StrataLogica.com: United States History Series: Slavery and the Economy: Activity: North, South, and West in 1860: http://www.stratalogica.com/nystromdigital/static/content/uh_14a_northsouthwest_1860.pdf StrataLogica.com: United States History Series: Great Depression and Dust Bowl: Activity: Drought and the Dust Bowl: http://www.stratalogica.com/nystromdigital/static/content/uh_22b_drought_dustbowl.pdf StrataLogica.com: United States History Series: Activity: Growth in the Sun Belt: http://www.stratalogica.com/nystromdigital/static/content/uh_31b_growth_in_sun_belt.pdf Lesson 14: Jamestown, pp. 61-64; Unit 2: Colonial America, pp. 75-112 pps. 18 29 Lessons 9 14 (5.11) Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. (B) identify major industries of colonial America. (A) describe the development of the free enterprise system in colonial America and the United States; StrataLogica.com: United States History Series: Slavery in the Americas: Activities: The Economics of Slavery, Parts I and II: http://ww.stratalogica.com/nystromdigital/static/content/uh_07b_economicsofslavery_parti.pdf http://www.stratalogica.com/nystromdigital/static/content/uh_07c_economicsofslavery_partii.pdf Lesson 14 Jamestown, pp. 61-64; Unit 2 Colonial America, pp. 75-112 pps. 18 29 Lessons 9 14 United States History Series (also at StrataLogica.com) Slavery in the Americas Activities: The Economics of Slavery, Parts I and II http://ww.stratalogica.com/nystromdigital/static/content/uh_07b_economicsofslavery_parti.pdf http://www.stratalogica.com/nystromdigital/static/content/uh_07c_economicsofslavery_partii.pdf Turning Points in History: 1607 Jamestown, England s First Successful American Colony: Entire Lesson: https://active.socialstudies.com/active_reader/11247 Colonial Williamsburg Electronic Field Trips: The Global Economy: Entire Lesson: https://active.socialstudies.com/active_reader/13762

(B) describe how the free enterprise system works in the United States; and Basic Economic Concepts and Issues: Economics and the Economic Problem: Entire Lesson: https://active.socialstudies.com/active_reader/13951 (5.12) Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. (C) give examples of the benefits of the free enterprise system in the United States. (A) explain how supply and demand affects consumers in the United States; and Intelecom Video: Distinctions Between the Public and Private Sectors: Entire Lesson: https://active.socialstudies.com/active_reader/12688 Basic Economic Concepts and Issues: Economics and the Economic Problem: Entire Lesson: https://active.socialstudies.com/active_reader/13951 Intelecom Video: Revival of Belief in the Free Market: Entire Lesson: https://active.socialstudies.com/active_reader/12873 Lesson 22: Triangles of Trade, pp. 101-106 Lesson 15 page 31 (B) evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States. Lesson 20: Plantation Life, pp. 91-94; Lesson 21: Indentured Servants and Slaves, pp. 95-100; Lesson 22: Triangles of Trade, pp. 101-106 StrataLogica.com: United States History Series: Slavery in the Americas: Activities: The Economics of Slavery, Parts I and II: http://ww.stratalogica.com/nystromdigital/static/content/uh_07b_economicsofslavery_parti.pdf http://www.stratalogica.com/nystromdigital/static/content/uh_07c_economicsofslavery_partii.pdf (5.13) Economics. The student understands patterns of work and economic activities in the United States. (A) compare how people in different parts of the United States earn a living, past and present; StrataLogica.com: United States History Series: Slavery and the Economy: Activity: The Cotton Kingdom: http://www.stratalogica.com/nystromdigital/static/content/uh_14b_cotton_kingdom.pdf StrataLogica.com: United States History Series: The Great Migration: Activity: Moving to Cities: http://www.stratalogica.com/nystromdigital/static/content/uh_26b_moving_to_cities.pdf Lesson 18: Colonial Settlements, pp. 79-84; Lesson 20: Plantation Life, pp. 91-94; Lesson 35: Life in a Mill Town, pp. 161-164; Lesson 38: California Gold Rush, pp. 177-182 pps. 25, 27, 29, 40 41, 56, 57, 61 Lessons 12, 13, 14, 20, 28, 30

(B) identify and explain how geographic factors have influenced the location of economic activities in the United States; Lesson 18: Colonial Settlements, pp. 79-84; Lesson 20: Plantation Life, pp. 91-94; Lesson 36: The Erie Canal, pp. 165-170; Lesson 38: California Gold Rush, pp. 177-182 pps. 25, 27, 29, 40 41, 56, 57, 61 Lessons 12, 13, 14, 20, 28, 30 United States History Series (also at StrataLogica.com): Slavery and the Economy: Activity: The Cotton Kingdom: http://www.stratalogica.com/nystromdigital/static/content/uh_14b_cotton_kingdom.pdf (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States; Unit 2 Colonial America, pp. 75-112; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 35: Life in a Mill Town, pp. 161-164; Lesson 41: Introducing Civil War and Change, pp. 189-192; Lesson 44: Transcontinental Railroad, pp. 203-208; Lesson 50: In Search of a Better Life, pp. 231-236 (D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States; and pps. 25, 27, 29, 40 41, 56, 57, 61 Lessons 12, 13, 14, 20, 28, 30 StrataLogica.com: United States History Series: Resources Feed U.S. Industry: Activity: Manufacturing Grows in the East: http://www.stratalogica.com/nystromdigital/static/content/uh_19b_manufacturing_grows_east.pdf StrataLogica.com: United States History Series: The Great Migration: Activity: Moving to Cities: http://www.stratalogica.com/nystromdigital/static/content/uh_26b_moving_to_cities.pdf Lesson 35: Life in a Mill Town, pp. 161-164 pps. 40 41, 51, 60 61 StrataLogica.com: United States History Series: Resources Feed U.S. Industry: Activity: Manufacturing Grows in the East: http://www.stratalogica.com/nystromdigital/static/content/uh_19b_manufacturing_grows_east.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Growth in the Sun Belt: http://www.stratalogica.com/nystromdigital/static/content/uh_31b_growth_in_sun_belt.pdf

(E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States. Lesson 52: Civil Rights, pp. 243-248 pps. 68 69 Lesson 34 StrataLogica.com: United States History Series: Immigrants, 1895 1929: Activity: Why Immigrants Came: http://www.stratalogica.com/nystromdigital/static/content/uh_32a_why_immigrants_come.pdf (5.14) Government. The student understands the organization of governments in colonial America. (A) identify and compare the systems of government of early European colonists, including representative government and monarchy; and Colonial Williamsburg Electronic Field Trips: The Bill of Rights Entire Lesson: https://active.socialstudies.com/active_reader/13799 U.S. History Readers: Government in England, The Colonies, and Today Entire Lesson: https://active.socialstudies.com/active_reader/10427 (5.15) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. (B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses. Turning Points in U.S. History: 1619 - The Virginia House of Burgesses Holds Its First Democratic Meeting Entire Lesson: https://active.socialstudies.com/active_reader/11248 Decision Making in U.S. History: Mayflower Compact, 1620 Entire Lesson: https://active.socialstudies.com/active_reader/10357 (A) identify the key elements and the purposes and explain Lesson 27: Declaring Independence, pp, 121-126 the importance of the Declaration of Independence; page 34 Lesson 17 (B) explain the purposes of the U.S. Constitution as identified in the Preamble; and (C) explain the reasons for the creation of the Bill of Rights and its importance. pps. 36 37 Lesson 18 page 37 Lesson 18

(5.16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. (A) identify and explain the basic functions of the three branches of government; Smart Songs: Three Branches Rap: Entire Lesson: https://active.socialstudies.com/active_reader/13104 U.S. History Readers: Three Branches of Government and How Laws Are Made: Entire Lesson: https://active.socialstudies.com/active_reader/10439 (B) identify the reasons for and describe the system of Power Basics: Checks and Balances: checks and balances outlined Entire Lesson: https://active.socialstudies.com/active_reader/12621 in the U.S. Constitution; and Government Activators: Checks and Balances: Entire Lesson: https://active.socialstudies.com/active_reader/12678 (5.17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. (C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system. (A) explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant; (B) sing or recite "The Star- Spangled Banner" and explain its history; U.S History Readers: How Power was Divided: Entire Lesson: https://active.socialstudies.com/active_reader/10438 We the People (Level I): Lesson 16. How Did the Constitution Create a Federal System of Government?: Entire Lesson: https://active.socialstudies.com/active_reader/12570 Power Basics: Political Parties: Entire Lesson: https://active.socialstudies.com/active_reader/12631 Colonial Williamsburg Electronic Field Trips: The War of 1812: Entire Lesson: https://active.socialstudies.com/active_reader/13802 Mini-lesson: "In God We Trust" Entire Lesson: https://active.socialstudies.com/active_reader/14064 (C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag; (D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day; and Smart Songs: Flag Rap: Entire Lesson: https://active.socialstudies.com/active_reader/13102 Turning Points in History Videos: 1776 The Declaration of Independence Entire Lesson: https://active.socialstudies.com/active_reader/11467

(E) explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore. (5.18) Citizenship. The (A) explain the duty student understands the importance of individual participation in the democratic process at the local, state, and national levels. individuals have to participate in civic affairs at the local, state, and national levels; and Freedom: A History of US: Yearning to Breathe Free: Entire Lesson: https://active.socialstudies.com/active_reader/12460 Smart Songs: Welcome to Washington Rap: Entire Lesson: https://active.socialstudies.com/active_reader/13108 We the People (Level II): How Might Citizens Participate in Civic Affairs?: Entire Lesson: https://active.socialstudies.com/active_reader/12554 Intelecom Video: Political Participation Impacts Health of the Nation: Entire Lesson: https://active.socialstudies.com/active_reader/12763 (5.19) Citizenship. The student understands the importance of effective leadership in a constitutional republic. (B) explain how to contact elected and appointed leaders in local, state, and national governments. (A) explain the contributions of the Founding Fathers to the development of the national government; (B) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and (C) identify and compare leadership qualities of national leaders, past and present. Intelecom Video: The Right to Petition Government: Entire Lesson: https://active.socialstudies.com/active_reader/12790 We the People (Level III): What Is the Importance of Civic Engagement to American Constitutional Democracy?: Entire Lesson: https://active.socialstudies.com/active_reader/12997 Power Basics: The Founding Fathers: Entire Lesson: https://active.socialstudies.com/active_reader/10778 U.S. History Readers: Fifty-Five Men Meet to Write a Constitution: Entire Lesson: https://active.socialstudies.com/active_reader/10435 Power Basics: The Founding Fathers: Entire Lesson: https://active.socialstudies.com/active_reader/10778 U.S. History Readers: Fifty-Five Men Meet to Write a Constitution: Entire Lesson: https://active.socialstudies.com/active_reader/10435 Intelecom Video: 18th 20th century: Exponential Growth of the Presidency: Entire Lesson: https://active.socialstudies.com/active_reader/12818 Intelecom Video: 1970 2000: The Essence of Leadership: Entire Lesson: https://active.socialstudies.com/active_reader/12825

(5.20) Citizenship. The (A) describe the fundamental student understands the rights guaranteed by each fundamental rights of amendment in the Bill of American citizens guaranteed Rights, including freedom of in the Bill of Rights and other religion, speech, and press; amendments to the U.S. the right to assemble and Constitution. petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney; and (B) describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens. (5.21) Culture. The student understands the relationship between the arts and the times during which they were created. (A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and (B) explain how examples of art, music, and literature reflect the times during which they were created. Smart Songs: Bill of Rights Rap: Entire Lesson: https://active.socialstudies.com/active_reader/13109 Colonial Williamsburg Electronic Field Trips: The Bill of Rights: Entire Lesson: https://active.socialstudies.com/active_reader/13799 We the People (Level II): How Has the Right to Vote Expanded Since the Constitution was Adopted?: Entire Lesson: https://active.socialstudies.com/active_reader/12549 Turning Points in History: 1872 Susan B. Anthony is Arrested for Voting: Entire Lesson: https://active.socialstudies.com/active_reader/11501 Colonial Williamsburg Electronic Field Trips: Colonial Idol: Entire Lesson: https://active.socialstudies.com/active_reader/13973 Storyteller's Histories: King George A Sleepless Night before Revolution: Entire Lesson: https://active.socialstudies.com/active_reader/12962 Inclusive Social Studies: The Harlem Renaissance: Entire Lesson: https://active.socialstudies.com/active_reader/12361 Inclusive Social Studies: Giants of American Music: Entire Lesson: https://active.socialstudies.com/active_reader/12362 Document Based Activities: The Jungle: Entire Lesson: https://active.socialstudies.com/active_reader/10287 : Intelecom Video: The Depression and American Culture: Entire Lesson: https://active.socialstudies.com/active_reader/10696 (5.22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; Lesson 19: The Thirteen Colonies, pp. 85-90; Lesson 50: In Search of a Better Life, pp. 231-236 pps. 23, 25, 27, 29 Lessons 11, 12, 13, 14

(B) describe customs and traditions of various racial, Human Geography: Making Sense of Planet Earth: Understanding Human Culture: Folk Culture: ethnic, and religious groups in Entire Lesson: https://active.socialstudies.com/active_reader/13162 the United States; and Colonial Williamsburg Electronic Field Trips: Colonial Idol: Entire Lesson: https://active.socialstudies.com/active_reader/13973 (C) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity. Lesson 52: Civil Rights, pp. 243-248 pps. 68 69, 71 (5.23) Science, technology, and society. The student understands the impact of science and technology on society in the United States. (A) identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong; (B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program; (C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; and StrataLogica.com: United States History Series: Thirteen Colonies: Activity: Religion in the Colonies: http://www.stratalogica.com/nystromdigital/static/content/uh_06b_religion_in_the_colonies.pdf StrataLogica.com: United States History Series: The Great Migration: Activity: Moving North and West: http://www.stratalogica.com/nystromdigital/static/content/uh_26a_moving_north_west.pdf StrataLogica.com: United States History Series: Immigrants, Since 1970: Activity: Today's Top Immigrants Groups: http://www.stratalogica.com/nystromdigital/static/content/uh_32b_top_immigrant_groups.pdf The Nystrom Atlas of Our Country's History: pp. 40 Our Country's History Teacher's Guide: Lesson 44: Transcontinental Railroad, pp. 203-208 StrataLogica.com: United States History Series: Slavery and the Economy: Activity: The Industrial Empire: http://www.stratalogica.com/nystromdigital/static/content/uh_14c_industrial_empire.pdf StrataLogica.com: United States History Series: Railroads Transform the West: Activity: The West Fuels U.S. Industry: http://www.stratalogica.com/nystromdigital/static/content/uh_18c_west_fuels_us_industry.pdf StrataLogica.com: United States History Series: A Shifting Population: Activity: Growth in the Sun Belt: http://www.stratalogica.com/nystromdigital/static/content/uh_31b_growth_in_sun_belt.pdf Lesson 36: The Erie Canal, pp. 165-170; Lesson 44 Transcontinental Railroad, pp. 203-208 pps. 44 45, 56 57, 61 Lessons 22, 28, 30

(D) predict how future scientific discoveries and technological innovations could affect society in the United States. Human Geography: Making Sense of Planet Earth: Confronting Future Challenges: The Anthropocene Era: Entire Lesson: https://active.socialstudies.com/active_reader/13199 Physical Geography: Making Sense of Planet Earth: Changing the Physical Landscape The Future: Entire Lesson: https://active.socialstudies.com/active_reader/13252 (5.24) Social Studies Skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; Lesson 30: Life in the Northwest Territory, pp., 139-144; Lesson 50: In Search of a Better Life, pp. 231-236 StrataLogica.com: United States History Series: Cold War: Activity: Cold War Perspectives: http://www.stratalogica.com/nystromdigital/static/content/uh_28c_cold_war_perspectives.pdf Lesson 15: Timeline Three Worlds Meet, pp. 65-70; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 50: In Search of a Better Life, pp. 231-236 pps. 32-35, 50-51, 68-73 Lesson 13: Coronado, pp. 55-60; Lesson 15: Timeline Three Worlds Meet, pp. 65-70; Lesson 25: Introducing A New Nation, pp. 113-116 pp. 4-5, 22-31, 55 Lessons 12, 13, 14, 28, 36 (D) identify different points of view about an issue, topic, or current event; and Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 37: Trail of Tears. pp 171-176 (E) identify the historical context of an event. StrataLogica.com: United States History Series: Cold War: Activity: Cold War Perspectives: http://www.stratalogica.com/nystromdigital/static/content/uh_28c_cold_war_perspectives.pdf History's Mysteries: The Trail of Tears: Entire Lesson: https://active.socialstudies.com/active_reader/13076 History's Mysteries: New York City Draft Riots: Entire Lesson: https://active.socialstudies.com/active_reader/13077

(5.25) Social Studies Skills. (A) use social studies The student communicates in terminology correctly; written, oral, and visual forms. Lesson 6: Using Latitude and Longitude on a Globe, pp. 21-25; Lesson 9: Introducing Three World Meet; Lesson 54 A Place Over Time, pp, 255-258 pp. 12-13, 18-19, 32-33, 82-83 (B) incorporate main and supporting ideas in verbal and written communication; DBQ Writing Program (U.S. History: 1600-1865): 5. Outlining and Planning the Essay Structure: Entire Lesson: https://active.socialstudies.com/active_reader/12318 DBQ Writing Program (U.S. History: 1865-1975): 7. Writing and Linking Support Paragraphs: Entire Lesson: https://active.socialstudies.com/active_reader/12320 (C) express ideas orally based on research and experiences; Lesson 30: Life in the Northwest Territory, pp. 139-144; Lesson 37: Trail of Tears. pp 171-176 (5.26) Social Studies Skills. The student uses problemsolving and decision- making skills, working independently and with others, in a variety of settings. (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. StrataLogica.com: United States History Series: Cold War: Activity: Cold War Perspectives: http://www.stratalogica.com/nystromdigital/static/content/uh_28c_cold_war_perspectives.pdf Lesson 15: Timeline Three Worlds Meet, pp. 65-70; Lesson 27: Declaring Independence, pp. 121-126; Lesson 34: Lewis and Clark Expedition, pp, 155-160 StrataLogica Presentation: Writing captions: http://bit.ly/1yd1oq0 Lesson 37: Trail of Tears, pp. 171-176; Lesson 38: California Gold Rush, pp. 177-182 Lesson 37: Trail of Tears, pp. 171-176; Lesson 38: California Gold Rush, pp. 177-182

2024 © lawsdocbox.com Privacy Policy | Terms of Service | Feedback