A Correlation of Prentice Hall America History of Our Nation Survey Edition 2014 To the Grades 6 8
Introduction This document demonstrates how 2014 Survey Edition meets the 2012. Correlation page references are Student and Teacher s Editions. is the key to unlocking the exciting story of our nation s history for all middle grade students. Engaging narrative, digital multimedia, and hands-on activities expand students understanding of U.S. history and why it remains important to us today. The new offers a highly visual, engaging current events update providing a snapshot of significant events, such as the 2012 national elections and events in the Middle East that have the potential to shape the national and international landscapes. Research-based reading instruction is embedded in Student Edition, and supported in the Teacher s Edition, the Interactive Reading, and Note taking Study Guide. Connect: Students connect to our country s history through PBS videos embedded within the online course. Experience: Students fully participate and experience the content through hands-on activities found within the Historian s Apprentice Activity Kit. Understand: Informal and formal assessment options provide student with multiple ways to demonstrate mastery of important concepts. 2
Table of Contents Civics... 4 Economics... 8 Geography... 12 History: (United States: Colonial America Progressive Era)... 19 3
Civics SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. SS 8.1.1.a Identify and describe different forms of government via the study of early and current civilizations (e.g., tribal, monarchy, democracy, republic, theocracy, and oligarchy) SE/TE: Iroquois government, 14; Influences on U.S. government, 24, 25, 102 103; Magna Carta, 102 103, 172, 252, 614; The Spread of New Ideas, 118 123; Self Government, 132; Enlightenment, 133; Bill of Rights, 135, 220 221, 222, 227, 240 242, 265; Declaration of Independence, 170 173, 174 178, 273; Articles of Confederation, 202 203, 204 207, 209, 212, 217, 225; United States Constitution, 212 217, 226 250, 251 271, 275; Ideas Behind the Constitution, 252 253; Dictatorship, 455, 802 804; Communist nations, 719, 738 739, 802, 836 841, 850 851; fears of communism, 727, 736, 739 740, 852, 853; increasing role of government, 792 793, 892; distrust of government, 922, 926 927; Reagan on communism, 938, 943, 944 945 4
SS 8.1.1.d Explain how various government decisions impact people, places, and history SS 8.1.1.e Describe important government principals (e.g., freedom, democracy, equality, rule of law, popular sovereignty, justice) SS 8.1.1.f Describe the history of political parties in the United States SE/TE: The actions and decisions of governments and the effects of those decisions are covered throughout the program. For a representative sampling of this coverage, see the following references: Governing a New Nation, 201 210; The Alien and Sedition Acts, 299 300; The Louisiana Purchase, 314 321; The War of 1812, 327 331; Dealing With Other Nations, 345 348; Indian Removal, 355 359; Conflict With Mexico, 454 459; The Mexican American War, 475; The Emancipation Proclamation, 524 527; Reconstruction and the New South, 542 545; The Battle Over Reconstruction, 552 557; The Progressive Presidents, 649 655; The United States and Latin America, 693 697; Hoover and the Crash, 770 775; Roosevelt and the New Deal, 776 781; Legacy of the New Deal, 790 793; Aggression Leads to War, 802 807; Roots of the Cold War, 836 841; An Expanding Role for Government, 881 885; A Conservative Surge, 936 942; also see: Historian s Apprentice Workshop, 372 375, 760 763, 864 867, 996 999 SE/TE: Citizenship Handbook, 251 271; also see: Greek and Roman Traditions, 24, 25; Magna Carta, 102; English Bill of Rights, 103; Colonial Self Government, 104; Freedom of the Press, 105; The Spread of New Ideas, 118 123; Bill of Rights, 135, 220 221, 222, 227, 240 242; Declaration of Independence, 170 173, 174 178, 273; United States Constitution, 212 217, 226 250, 275 SE/TE: Political Parties: Democrats, 292, 352, 366, 483, 499, 544 545, 559, 652 653, 755, 776, 844, 918, 926, 940, 941, 973; Republicans, 310 312, 340, 494, 499, 547, 556, 559, 599, 652, 737 738, 843, 918, 924, 938 939, 941 942, 973; Federalist Party, 291 293, 331, 340; also see: Abolitionists, 377, 412 413, 423 426, 425, 436, 437, 497 498, 524 525, 527, 568 5
SS 8.1.1.g Compare civic life in the United States with other countries (e.g. England, China, Nigeria, India, Honduras SS 8.1.1.h Explain the ways in which governments meet the needs of citizens, manage conflict, and establish order and security SE/TE: Opportunity to address this material may be found with the following: Citizenship Handbook, 251 271; Fighting Leftists in Central America, 944; The Soviet Union in Decline, 945 946; A New Role in the World, 949 950; Conflict in the Middle East, 953 957; A Changing Society, 986 991; Historian s Apprentice: How did the United States strive to strengthen democracy at home and to foster democracy abroad?, 996 999 SE/TE: The role of governments in the lives of their citizens are covered throughout the program. For a representative sampling of this coverage, see the following references: Iroquois government, 14; Self Government, 132; Governing a New Nation, 201 210; United States Constitution, 212 217, 226 250, 251 271, 275; The War of 1812, 327 331; Dealing With Other Nations, 345 348; Conflict With Mexico, 454 459; Reconstruction and the New South, 542 545; The Battle Over Reconstruction, 552 557; The Progressive Presidents, 649 655; Communist nations, 719, 738 739, 802, 836 841, 850 851; Hoover and the Crash, 770 775; Roosevelt and the New Deal, 776 781; Legacy of the New Deal, 790 793; An Expanding Role for Government, 881 885 6
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. SS 8.1.2.a Describe ways individuals participate in the political process (e.g., registering and voting, contacting government officials, campaign involvement) SS 8.1.2. b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", celebration of Memorial Day, Independence Day, Veteran s Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day) SS 8.1.2c Demonstrate civic engagement (e.g., service learning projects, volunteerism) SE/TE: Citizenship Handbook: Responsibilities of Citizenship, 271; Civics Handbook: How to Cast Your Vote, 1024, How to Evaluate Leadership, 1025, How to Work on a Political Campaign, 1026, How to Write a Letter to a Public Official, 1030, How to Identify Your Political Roots and Attitudes, 1033, How to Participate in Public Debate, 1034; also see: The Birth of Political Parties, 290 293; The Historic Election of 2008; Historian s Apprentice: How did the United States strive to strengthen democracy at home and to foster democracy abroad?, 996 999; also see: Improving Society, 414 419; The Fight Against Slavery, 422 426; A Call for Women s Rights, 427 430; The Rights of Women, 656 659; Struggles for Justice, 660 665; Civil Rights Movement, 874 879, 881 885, 886 892; Other Americans Seek Rights, 893 897 SE/TE: "Star Spangled Banner," 330; Douglass Independence Day Speech, 436; Veterans Day, 721 TE: Martin Luther King Day, plan, 870h SE/TE: For related material see: Citizenship Handbook: Responsibilities of Citizenship, 271; Citizenship Handbook: How to Volunteer, 1023, How to Write a Letter Editor, 1027, How to Write a Letter to a Public Official, 1030, How to Participate in Public Debate, 1034 7
SS 8.1.2.d Evaluate how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States SS 8.1.2.e Identify the roles and influences of individuals, groups, and the media on governments (e.g., Seneca Falls Convention, Underground Railroad, Horace Greeley, Harriet Beecher Stowe, Jane Addams, Muckrackers, Booker T. Washington) SE/TE: Cooperation and conflict among people are covered throughout the program. For a representative sampling of this coverage, see the following references: Debating the Constitution, 218 221; The Birth of Political Parties, 290 293; Indian Removal, 355 359; Improving Society, 414 419; The Fight Against Slavery, 422 426; A Call for Women s Rights, 427 430; Growing Tensions Over Slavery, 482 485; Native Americans Struggle to Survive, 584 589; Big Business and Organized Labor, 614 619; The New Immigrants, 625 634; The Rights of Women, 656 659; Struggles for Justice, 660 665; Changes in American Society, 741 745; Civil Rights Movement, 874 879, 881 885, 886 892; Other Americans Seek Rights, 893 897 SE/TE: Improving Society, 414 419; The Fight Against Slavery, 422 426; A Call for Women s Rights, 427 430; Growing Tensions Over Slavery, 482 485; The Rights of Women, 656 659; Struggles for Justice, 660 665; Civil Rights Movement, 874 879, 881 885, 886 892; Other Americans Seek Rights, 893 897 Economics SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. SS 8.2.1.a Understand the relationship between consumers and producers in a market economy (e.g., circular flow) SS 8.2.1.b Illustrate how individuals are both consumers and producers (buyers and sellers) in a market economy SE/TE: For related material see: Economics Handbook: Basic Economic Questions (producers and consumers), 1010, The Market Economy, 1012, Factors of Production, 1015, Consumer Demands, 1016, The Supply of Goods and Services, 1017; also see: The Industrial Revolution, 382 387 SE/TE: Economics Handbook: The Market Economy (individuals buy and sell), 1012, Economics at Work (The Marketplace), 1015, Consumer Demands, 1016, The Supply of Goods and Services, 1017 8
SS 8.2.1.c Describe the development and effects of technology in economic history (e.g., increased productivity, increased standard of living, increased employment) SS 8.2.1.d Identify the role of entrepreneurs and profit in a market economy SE/TE: The Industrial Revolution, 382 389; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 405; The West, 444 447; Trails West, 448 453; Conflict With Mexico, 454 459; A Rush West, 462 467 SE/TE: New Ways of Doing Business (entrepreneur), 614; Growth of Big Business, 615 616; also see: American Industry Grows, 384 385; An Information Revolution (Biography: Bill Gates), 983 SS 8.2.2 Students will describe the relationship between supply and demand. SS 8.2.2.a Explain how the relationship between supply and demand determines price (market clearing price) SS 8.2.2.b Illustrate how consumers will demand more at lower prices and suppliers will produce more at higher prices (law of supply and demand) (e.g., Adam Smith, Invisible Hand) SE/TE: Economics Handbook: Consumer Demands, 1016, The Supply of Goods and Services, 1017 SE/TE: Economics Handbook: Consumer Demands, 1016, The Supply of Goods and Services, 1017 SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups. SS 8.2.3.a Describe the purpose and role of economic institutions (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships) SS 8.2.3 b Recognize how inflation and deflation impacts purchasing power (e.g., track GDP in various years, compare consumer purchasing power) SE/TE: Bank of the United States, 285 286, 338 339, 342, 362 363; Big Business and Organized Labor, 614 619; banking, 653, 772, 777, 779; stock market, 753, 768 769, 770 771, 753 754; Economics Handbook: The Market Economy (stock exchange), 1012 SE/TE: Economics Handbook: Measuring the Economy, 1022; also see: Inflation, 531, 599, 842, 924, 927, 936, 939 9
SS 8.2.4 Students will identify how private ownership of property is a basic institution of a market economy. SS 8.2.4.a Define and distinguish private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings). SE/TE: Growth of Big Business (Gospel of Wealth), 615; National parks, 642 643; Conserving Natural Resources, 651; also see: Machines and factories, 382 383; The Lowell Mills, 384 385; Social Reformers at Work, 416 417; Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012 SS 8.2.5 Students will identify the basic economic systems in the global economy. SS 8.2.5.a Compare and contrast characteristics of different economic systems. (e.g., traditional, command, market, mixed) SS. 8.2.5 b Discuss various philosophies regarding governments' role in an economy (e.g., capitalism, socialism) SE/TE: Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012, Centrally Planned Economies, 1013, Mixed Economies, 1014 SE/TE: For related material see: Economics Handbook: Modern Economic Systems (traditional, centrally planned, market, mixed), 1011, The Market Economy, 1012, Centrally Planned Economies, 1013, Mixed Economies, 1014 SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. SS 8.2.10.a Identify various goods and services provided by the government (e.g., disaster relief, public works, postal service, roads) SS 8.2.10.b Explain how governments provide economic assistance (e.g., social security, Medicare, Medicaid, farm subsidies, disaster relief) SE/TE: Citizenship Handbook: State and Local Governments, 268 269; Roads and Turnpikes, 402 403; Social Reformers at Work, 416; Education Reform, 417 419; Government Aid, 774 775; The New Deal, 776 781; Legacy of the New Deal, 790 793; Reducing Government, 939; Governments Role in the Economy, 1020 1021 SE/TE: Social Reformers at Work, 416; Education Reform, 417 419; Government Aid, 774 775; The New Deal, 776 781; Legacy of the New Deal, 790 793 10
SS 8.2.11 Students will explain how tax revenues are collected and distributed. SS 8.2.11.a Identify taxes paid by individuals (e.g., income taxes, sales tax, property taxes) SS 8.2.11.b Identify institutions supported by tax dollars (e.g., schools, roads, police protection) SE/TE: Taxation, 208, 286 287, 531, 790, 939, 940, 942; income tax, 245, 531, 647, 652; poll tax, 248, 560 SE/TE: Citizenship Handbook: State and Local Governments, 268 269; Governments Role in the Economy, 1020 1021; also see: Roads and Turnpikes, 402 403; Social Reformers at Work, 416; Education Reform, 417 419; Government Aid, 774 775; The New Deal, 776 781; Legacy of the New Deal, 790 793; Reducing Government, 939 SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations. SS 8.2.12.a Differentiate between exports and imports SS 8.12.12.b Explain how individuals gain through specialization and voluntary trade SE/TE: Organization of Petroleum Exporting Countries (OPEC), 953, 958, 979 980; Economics Handbook: Why Nations Trade, 1018 1019; also see: Trade: in 1700s, 208, 286, 295, 322 325, in 1800s (early), 342 343, 347, 1800s 1900s, 680 685, 686 687, in 2000s, 976 978 SE/TE: Economics Handbook: Why Nations Trade, 1018 1019; also see: Trade: in 1700s, 208, 286, 295, 322 325, in 1800s (early), 342 343, 347, 1800s 1900s, 680 685, 686 687, in 2000s, 976 978 SS 8.2.13 Students will identify how international trade affects the domestic economy. SS 8.2.13.a Explain that currency must be converted to make purchases in other countries SS 8.2.13.b Explain how prices of goods change as exchange rates go up and down SE/TE: For related material see: Bank of the United States, 285 286, 338 339, 342, 362 363; Money, printing of, 531, 550; Federal Reserve Act of 1913, 653 SE/TE: For related material see: Prices and factors that affect them, 599; Consumer Demands and Supply, 1016 1017; Measuring the Economy, 1022; also see: Inflation, 531, 599, 842, 924, 927, 936, 939 11
Geography SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface. SS 8.3.1.a Use and interpret different types of maps/charts/diagrams/timelines (primary sources where available) SE/TE: Infographic Features, 13, 38, 72, 109, 160, 194, 216, 286, 328, 350, 398, 425, 432, 450, 502, 519, 560, 596, 610, 651, 695, 708, 748, 773, 810, 839, 878, 914, 947, 984; Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 404, 409, 500, 507, 514, 554, 560, 582, 603, 626, 633, 639, 647, 667, 731, 753, 756, 759, 773, 797, 845, 848, 882, 894, 912, 917, 931, 941, 980, 987, 988, 992, 994; Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 576, 580, 582, 587, 591, 600, 602, 606, 609, 642, 657, 678, 679, 686, 691, 698, 704, 707, 719, 725, 734, 768, 779, 800, 805, 810, 812, 823, 825, 834, 839, 40, 851, 872, 904, 907, 919, 934, 941, 951, 954, 963, 966, 977 SS 8.3.1.b Use and interpret the results of mapping technologies, parts of a map and map projections (e.g., cartography/ Geographic Information Systems) SS 8.3.1.c Compare world views using mental maps (e.g., students sketch a map to demonstrate their personal perception of the world and compare it to previous personal maps) SE/TE: For related material see: Build Geography Skills (how to read maps), HT 10 HT 13; Skills for Life (21 st Century Learning): Compare Maps, 196, Analyze Migration Map, 564, Interpret Climate Map, 600 SE/TE: For related material see: Build Geography Skills (how to read maps), HT 10 HT 13; Skills for Life (21 st Century Learning): Compare Maps, 196, Analyze Migration Map, 564, Interpret Climate Map, 600 12
SS 8.3.2 Students will examine how regions form and change over time. SS 8.3.2.a Analyze physical and human characteristics of places and regions (e.g., climate, language) SS 8.3.2.b Analyze impact of land and water features on human decisions (e.g., location of settlements and transportation systems with respect location of river valleys, mountains, deserts, plains, oceans) SE/TE: Geography and History, 20 21, 82 83, 210 211, 320 321, 460 461, 522 523, 582 583, 686 687, 788 789, 916 927, 958 959; Build Geography Skills, HT10 HT13; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564, Interpret a Climate Map, 600; Immigration, 393 394, 401, 407, 579, 581, 595, 606, 637, 663 664, 635 631, 670, 708 709, 714, 740, 758, 965, 986 987; also see: Puritans, 64 65, 72 73, 76, 118, 417, 434; Quakers, 64 65, 78 79, 118 119, 419, 423, 424, 427; Christianity in the Colonies, 121 122; Spanish Missions, 47, 92; Spreading Christian Values, 683; Great Awakening, 100 101 121 122; Second Great Awakening, 415 416; Roman Catholics, 86, 394, 454, 626, 665, 745, 755, 950; Church of Jesus Christ of Latter day Saints, 462; Jewish Immigrants, 625 627, 628, 665, 803, 826, 954, 941; Transcendentalism, 432, 437; Utopian communities, 412 413, 416, 437; Anne Hutchinson, 74 SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Geography and History, 20 21, 82 83, 210 211, 320 321, 460 461, 522 523, 582 583, 686 687, 788 789, 916 927, 958 959; also see: Trade Networks of Asia and Africa, 16 19; Europeans Compete in North America, 49 52; The Louisiana Purchase, 314 321; The Industrial Revolution, 382 389; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 409; Trails West, 448 453; A Rush West, 462 467; Mining and Railroads, 578 581; The Cattle Kingdom, 590 594; Farming in the West, 595 599; Industry and Urban Growth, 604 639; Economy and the Environment, 976 981 13
SS 8.3.2.c Analyze changes in places and regions over time (e.g., irrigation, growth of cities, Manifest Destiny) SS 8.3.2.d Analyze how humans group and label environments and how those groupings/labels impact human societies (e.g., Dixie, Midwest, Ring of Fire) SS 8.3.2.e Identify the location of major world regions (e.g., Arctic, Caribbean, Central America, Balkans, Horn of Africa, East Asia, South Asia), countries, and cities SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: The Industrial Revolution, 382 389; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 409; Trails West, 448 453; A Rush West, 462 467; Mining and Railroads, 578 581; The Cattle Kingdom, 590 594; Farming in the West, 595 599; Industry and Urban Growth, 604 639; Economy and the Environment, 976 981 SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Geography and History: Landscapes of the 13 Colonies, 210 211, Settling the Northwest Territory, 320 321; also see: The New England Colonies, 71 76; The Middle Colonies, 77 73; The Southern Colonies, 84 89; The Louisiana Purchase, 314 321; The Plantation South, 396 400; Indian reservations, 586; The West, 444 447; Trails West, 448 453; A Rush West, 462 467; Bleeding Kansas, 480 481, 490 491; The Cattle Kingdom, 590 594; Farming in the West, 595 599 SE/TE: Build Geography Skills, HT10 HT13; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564, Interpret a Climate Map, 600; also see: Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 576, 580, 582, 587, 591, 600, 602, 606, 609, 642, 657, 678, 679, 686, 691, 698, 704, 707, 719, 725, 734, 768, 779, 800, 805, 810, 812, 823, 825, 834, 839, 40, 851, 872, 904, 907, 919, 934, 941, 951, 954, 963, 966, 977 14
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment SS 8.3.3.a Compare and contrast various biomes/climates (e.g., rainforest, grasslands, forests) SS 8.3.3.b Analyze the impact of natural events on biomes, climates and wind and water systems (e.g., rivers/floods/ precipitation/drought) SS 8.3.3.c Use physical processes to explain patterns in the physical environment (e.g., volcanoes creating islands, faulting changing mountains, glaciation creating the Great Lakes) SE/TE: Skills for Life: Interpret a Climate Map, 600; also see: The Land Bridge Theory (glaciers), 6; Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13 TE: A Changing World Climate, 932a SE/TE: Geography and History: The Dust Bowl, 788 789; Hurricane Katrina, 966 967, 979; The Question of Global Warming, 981; also see: The Land Bridge Theory (glaciers), 6; Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13 SE/TE: For related material see: The Land Bridge Theory (glaciers), 6; Geography and History: The Dust Bowl, 788 789 SS 8.3.4 Students will analyze and interpret patterns of culture around the world. SS 8.3.4.a Compare and contrast characteristics of groups of people/settlements (e.g., population density, distribution and growth, migration patterns, diffusion of people, places, and ideas, westward expansion of immigrants, Homestead Act) SS 8.3.4.b Analyze purpose of population centers, (e.g., function of cities as providers of goods and services, economic activities and interdependence, trade and transportation) SE/TE: Infographic: Homes of Native Americans, 13, Plantation Life, 398, Sodbusters, 596, Roosevelt and Conservation, 651; Geography and History: Landscapes of the 13 Colonies, 210 211, Settling the Northwest Territory, 320 321; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564; also see: The New England Colonies, 71 76; The Middle Colonies, 77 73; The Southern Colonies, 84 89; The Louisiana Purchase, 314 321; The Plantation South, 396 400; Indian reservations, 586; The West, 444 447; Trails West, 448 453; A Rush West, 462 467; The Cattle Kingdom, 590 594; Farming in the West, 595 599 SE/TE: Urbanization: in early 1800s, 390 391, in late 1800s, 605, 620 624, in early 1900s, 641, 646, 648, 666; Cities: during 1930s, 773, during 1950s, 846 847, 846p 15
SS 8.3.4.c Analyze and explain components and diffusion of cultures (e.g., religion spread of various belief systems, popular culture, spread of fast food chains, language spread of English, technology adoption of agricultural advancements, railroads, people as carriers and physical and cultural barriers, expansion and relocation, hierarchical expansion diffusion of fashion from Paris and London to communities, ) SE/TE: This standard is covered throughout the text. For a representative sampling of this coverage, see the following references: Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13; Culture: of 1800s (late), 632 635, of 1900s (early), 675, 741 745, 746, 750, 751, 757, of 1950s, 846 847, 848 849, during Depression, 786 787; Immigration Affects Society, 986 987; Immigration, 393 394, 401, 407, 579, 581, 595, 606, 637, 635 631, 663 664, 670, 708 709, 714, 740, 758, 965; also see: also see: Global Trade in the Fifteenth Century, 20 21; The Age of Exploration, 36 41; Colonial Society, 107 112; Slavery in the Colonies, 113 117; The Spread of New Ideas, 118 123; American Literature and the Arts, 431 435; Trails West, 448 453; A Rush West, 462 467 SS 8.3.5 Students will analyze how humans have adapted to different physical environments. S 8.3.5.a Describe the impact of extreme natural events on the human and physical environment globally (e.g., earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides) SS 8.3.5.b Identify and evaluate how humans utilize the physical environment (e.g., irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use) SS 8.3.5.c Analyze issues related physical environment globally (e.g., water supply, air quality in cities, solid waste disposal, availability of arable land) SE/TE: Geography and History: The Dust Bowl, 788 789; Hurricane Katrina, 966 967, 979; The Question of Global Warming, 981; also see: The Land Bridge Theory (glaciers), 6 SE/TE: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, 595 599, 601, and cattle industry, 594, during 1920s, 754, during Depression, 785 786, 788, 789; also see: Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, 562 563, during Depression, 770, 778 779, during World War I, 714, 716 SE/TE: The Environment, 978 979; The Energy Supply, 980; Global Warming, 981 16
SS 8.3.5.d Examine world patterns of resource distribution and utilization (e.g., major source regions for coal, iron ore, oil, natural gas, and the major industrial regions in which they are utilized) SS 8.3.5.e Identify and evaluate human adaptations environment from the local international levels (e.g., clothing, sewage systems, transportation systems, natural disasters, scarcity of resources ) SE/TE: Geography and History: Global Trade, 20 21, Landscapes of the 13 Colonies, 82 83, Economic Interests in the Pacific, 686 687, Global Oil Resources, 958 959; also see: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, 595 599, 601, and cattle industry, 594, during 1920s, 754, during Depression, 785 786, 788, 789; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, 562 563, during Depression, 770, 778 779, during World War I, 714, 716 SE/TE: Cultures of North America, 10 12, 14 15; Infographic: Homes of Native Americans, 13; Landscapes of the 13 Colonies, 82 83; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 409; Trails West, 448 453; A Rush West, 462 467; Mining and Railroads, 578 581; The Cattle Kingdom, 590 594; Farming in the West, 595 599; Industry and Urban Growth, 604 639; Cities Grow and Change, 620 624; Economy and the Environment, 976 981 17
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. SS 8.3.6.a Analyze the physical or human geographic factors explaining the spatial pattern of world events. (e.g., water scarcity and conflict in the Middle East, contrasting demographic trends in developed and developing countries) SS 8.3.6.b Describe and analyze the role of geographic factors in determining the spatial arrangement of humans and their activity (e.g., geographic concentration of manufacturing, banking, or high tech industries; urbanization; availability of arable land, water and suitable climate for farming; access to resources for development, surveying, mapping, public land survey system, drawing of state and county boundaries) SE/TE: Global Trade in the Fifteenth Century, 20 21; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 409; Trails West, 448 453; A Rush West, 462 467; Mining and Railroads, 578 581; The Cattle Kingdom, 590 594; Farming in the West, 595 599; Industry and Urban Growth, 604 639; Economy and the Environment, 976 981; also see: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, 595 599, 601, and cattle industry, 594, during 1920s, 754, during Depression, 785 786, 788, 789; Urbanization: in early 1800s, 390 391, in late 1800s, 605, 620 624, in early 1900s, 641, 646, 648, 666; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, 562 563, during Depression, 770, 778 779, during World War I, 714, 716 SE/TE: Farming: in early Americas, 7, 10 11, in colonies, 82 83, 88, 107, in the West, 463, 466, 469, 595 599, 601, and cattle industry, 594, during 1920s, 754, during Depression, 785 786, 788, 789; Urbanization: in early 1800s, 390 391, in late 1800s, 605, 620 624, in early 1900s, 641, 646, 648, 666; Agriculture: advances in, 392, 396, 399, 407, during Reconstruction, 562 563, during Depression, 770, 778 779, during World War I, 714, 716; The Environment, 978 979; The Energy Supply, 980; Global Warming, 981; also see: The Industrial Revolution, 382 389; The North Transformed, 390 395; The Plantation South, 396 400; The Challenges of Growth, 401 409; Trails West, 448 453; A Rush West, 462 467; Mining and Railroads, 578 581; The Cattle Kingdom, 590 594; Farming in the West, 595 599; Industry and Urban Growth, 604 639; Economy and the Environment, 976 981 18
History: United States: Colonial America Progressive Era) SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. SS 8.4.1.a (US) Describe concepts of time and chronology (e.g., Three Worlds Meet, Colonial America, Establishing a Nation, Expansion and Reform, Civil War & Reconstruction, Industrialization) SS 8.4.1.b (US) Classify key national events in chronological order (e.g., timelines with eras and selected key events) SS 8.4.1.c (US) Examine the chronology of historical events in the United States analyze their impact on the past, present, and future SE/TE: Prentice Hall s America: History of Our Nation explores American history through analyzing broad periods of time. See Beginnings of American History, 2 31, 32 61, 62 97, 98 133; Forming a New Nation, 136 165, 166 199, 200 225; The New Republic, 278 305, 306 335, 336 375; The Nation Expands and Changes, 378 409, 410 439, 440 475; Civil War and Reunion, 478 507, 508 541, 542 571; An Age of Industry, 574 603, 604 639, 640 673; A New Role in the World, 676 701, 702 731, 732 763; Depression and War, 766 797, 798 831, 832 867; Moving Toward the Future, 870 901, 902 931, 932 963, 964 999 SE/TE: Timelines, 4 5, 34 35, 64 65, 100 101, 18 139, 168 169, 202 203, 280 281, 308 309, 338 339, 364, 380 381, 412 413, 442 443, 480 481, 510 511, 544 545, 574 575; also see: Reading Skills: sequence of events, HT 7, 310, 313, 512, 513, 517, distinguish events in sequence, 314, 319, 518, 521, understand sequence, 540 SE/TE: Reading Skills: sequence of events, HT 7, 310, 313, 512, 513, 517, distinguish events in sequence, 314, 319, 518, 521, understand sequence, 540; also see: Timelines, 4 5, 34 35, 64 65, 100 101, 18 139, 168 169, 202 203, 280 281, 308 309, 338 339, 364, 380 381, 412 413, 442 443, 480 481, 510 511, 544 545, 574 575 19
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS 8.4.2.a (US) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States by era (e.g., Establishing a Nation: Revolutionary War: Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, George Washington, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols; Expansion and Reform: land acquisition, Manifest Destiny, Standing Bear, Indian Removal Acts; Civil War/Reconstruction: Dred Scott, secession, acts and legislations, Civil War leaders; Industrialism: rise of corporations, growth of organized labor, assembly line, immigration; Transportation and Technology: Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, Orville and Wilbur Wright) SS 8.4.2.b (US)Analyze how the United States has changed over the course of time, using maps, documents, and other artifacts SE/TE: Section Assessment: Key Terms & Comprehension and Critical Thinking, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 386, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 520, 527, 532, 534, 549, 556, 563, 581, 589, 594, 599, 613, 624, 629, 635, 648, 653, 659, 665, 685, 692, 697, 711, 715, 722, 727, 740, 745, 750, 755, 775, 781, 787, 793, 807, 813, 820, 827, 841, 847, 854, 859, 879, 885, 892, 897, 909, 915, 923, 927, 942, 948, 952, 957, 973, 981, 985, 991; Chapter Review and Assessment: Key Terms & Comprehension and Critical Thinking, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Historian s Apprentice Workshop: Synthesis Activities, 130 133, 275, 375, 475, 571, 673, 763, 867, 999; Biography Quest, 18, 37, 87, 120, 147, 192, 285, 330, 352, 392, 428, 457, 495, 532, 555, 586, 615, 658, 683, 720, 747, 784, 824, 837, 922, 957, 983 SE/TE: Chapter Review and Assessment: Key Terms & Comprehension and Critical Thinking, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Cause and Effect Charts, 146, 222, 429, 536, 623, 682, 792, 891; Timelines, 4 5, 34 35, 64 65, 100 101, 18 139, 168 169, 202 203, 280 281, 308 309, 338 339, 364, 380 381, 412 413, 442 443, 480 481, 510 511, 544 545, 574 575 20
SS 8.4.2.c (US) Analyze the appropriate uses of primary and secondary sources SE/TE: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 1061 1068; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, 124 125, 185, 360 361, 388 389, 492 493, 654 655, 751, 814 815, 880 881; Historian s Apprentice Workshop, 130 133, 272 275, 372 375, 472 475, 568 571, 670 673, 760 763, 864 867, 996 999; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944, 995; Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548, 579, 621, 651, 689, 710, 748, 789, 817, 858, 888, 912, 938, 975 SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives. SS 8.4.3.a (US) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of US history (e.g., Dawes Act, Chinese Exclusion Act, Treaty of Guadalupe Hidalgo, The Emancipation Proclamation, Organized Labor, Women's Suffrage) SE/TE: Voting rights of women, 205, 246, 255, 352, 656 658, 713; Treaty of Guadalupe Hidalgo, 459; Emancipation Proclamation, 524 526, 539, 569; Dawes Act of 1887, 589; Labor Unions, 617 619, 639, 650, 727, 736, 791, 843, 895; Chinese Exclusion Act of 1882, 629, 664; also see: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 1061 1068; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, 124 125, 185, 360 361, 388 389, 492 493, 654 655, 751, 814 815, 880 881; Historian s Apprentice Workshop, 130 133, 272 275, 372 375, 472 475, 568 571, 670 673, 760 763, 864 867, 996 999; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944, 995 21
SS 8.4.3.b (US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Bill of Rights, slavery, Gettysburg Address, The New Colossus Poem, images, political cartoons, photographs, newspapers) SE/TE: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 1061 1068; Document Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Literature, 124 125, 185, 360 361, 388 389, 492 493, 654 655, 751, 814 815, 880 881; Historian s Apprentice Workshop, 130 133, 272 275, 372 375, 472 475, 568 571, 670 673, 760 763, 864 867, 996 999; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652, 659, 676, 681, 726, 737, 780, 853, 926, 937, 944, 995 SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems. SS 8.4.4.a (US) Analyze sources on Nineteenth Century American History through determination of credibility, contextualization, and corroboration SS 8.4.4.b (US) Evaluate alternative courses of action in United States history (e.g., Why and how was land acquired?) SE/TE: Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 1066 1068; Document Based Questions, 371, 409, 439, 471, 507, 541, 567, 603; Literature, 360 361, 388 389, 492 493, 654 655; Historian s Apprentice Workshop, 372 375, 472 475, 568 571, 670 673; Political Cartoons, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652 SE/TE: Critical Thinking Skills: identify costs and benefits, 30, 501, 128, 425, 450, 638, 820, identify alternatives, 70, 153, 198, 334, 426, 445, 467, 711, 715, 827, 981, 994, explain how events are related in time, 524, 526, 527, economic alternatives, 579, identify central problems from the past, 661, make decisions, 994; Skills for Life: analyze cause and effect, 224, conduct a cost benefit analysis, 636, 638, identify alternatives, 860, 862, make decisions, 898, 900; Analyze: multiple causes or effects, 499, 503, underlying causes, 836, 838, 841, long term effects, 842, 845, 847 22
SS 8.4.4.c (US) Analyze how decisions affected events in the United States (e.g., Supreme Court decisions, immigration, declaration of war) SS 8.4.4.d (US) Identify and analyze multiple causes and effects upon key events in US history (e.g., Antebellum, Kansas Act, Civil War/Reconstruction, Wounded Knee Massacre) SS 8.4.4.e (US) Analyze the relationships among historical events in the United States and the students' lives today (i.e., current events) SE/TE: Skills for Life: analyze cause and effect, 224, conduct a cost benefit analysis, 636, 638, identify alternatives, 860, 862, make decisions, 898, 900; Critical Thinking Skills: make decisions, 994; also see: Supreme Court: on growth/government, 343 344, 369, on Indian removal, 357, on segregation of facilities, 560, 562, 875, 895, on New Deal, 780, on school desegregation, 876 877, on individual rights, 881 882, on election of 2000, 941 942; The War of 1812, 327 331; A New Wave of Immigrants, 393 394; The Mexican American War, 475; The Coming of the Civil War, 499 507; The Civil War, 508 511; The Call to Arms, 512 517; The New Immigrants, 625 631 SE/TE: Reading Skills: cause and effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506, 776, 779, 781, 796, 850, 854, 862, multiple causes or effects, 345, 348, 499, 503, long term effects, 355, 359, 790, 792, 793, 842, 845, 847, 855, 856, 857, 859, causes, 362, 367, 482, 484, 485, 770, 772, 775, 836, 838, 841, effects, 486, 488, 491, 782, 786, 787, evaluate causes and effects, 776, 779, 781; Cause and Effect Charts, 146, 222, 429, 536, 623, 682, 792, 891; Skills for Life: Analyze Cause and Effect, 222; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429c, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566, 589, 591, 613, 623, 638, 648, 692, 730, 740, 775, 792, 796, 830, 858, 879, 891, 900, 915, 921, 938, 948, 960, 972, 979 SE/TE: Links Across Time (Link to Today), 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 588, 721, 826, 852, 887, 969 23
SS 8.4.5 Students will develop historical research skills. SS 8.4.5.a (US) Develop questions about United States history SS 8.4.5.b Obtain, analyze and cite appropriate sources for research about Nineteenth Century U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format) SS 8.4.5.c (US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews) SS 8.4.5.d (US) Present an analysis of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations) SE/TE: Reading Skills (ask questions): analytical questions, 444, 445, 447, 688, 692, 906, 907, 909, inferential questions, 448, 451, 453, 910, 912, 915, extension questions, 680, 682, 685, questions, 16, 17, 19, 904, 930, questions that go beyond the text, 462, 467, 918, 921, 923, questions to synthesize information, 454, 456, 459, 924, 926, 927 SE/TE: Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 1066 1068; Document Based Questions, 371, 409, 439, 471, 507, 541, 567, 603; Literature, 360 361, 388 389, 492 493, 654 655; Historian s Apprentice Workshop, 372 375, 472 475, 568 571, 670 673; Political Cartoons, 324, 363, 406, 483, 529, 556, 616, 628, 645, 646, 652 SE/TE: Evaluate Internet Sources, HT17; Research Papers, HT19; Frame research questions, 470, 698; Focus research topics, 693, 694, 697; Multimedia research report, 698, 864 867; also see: History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 342, 383, 420, 460, 502, 516, 561, 583, 611, 661, 695, 709, 753, 777, 810, 839, 878, 917, 947, 987 SE/TE: Write Like a Historian, HT18 HT20; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 602, 638, 668, 700, 730, 758, 796, 830, 862, 900, 930, 962, 994; Document Based Questions: Task, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 603, 639, 669, 701, 731, 759, 797, 831, 863, 901, 931, 963, 995; Historian s Apprentice Workshop: Activity, 133, 275, 375, 475, 571, 673, 763, 867, 999 24