Globe Fearon American History CORRELATED TO New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 For More Information Contact Laura McDonald, Sales Representative 1-800-435-3499 ext: 8285 1
Globe Fearon American History Pearson Learning Group correlated to New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 NM Social Science Content Standards & Benchmark Strand HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 9-12 Benchmark I-A-New Mexico: Analyze how people and events of New Mexico have influenced United States and world history since statehood. - Compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures. Publisher s Content Standard & Benchmark Correlation Student Edition Content Standard 1 Examples of important people and event are found throughout the book (e.g., The Crusades, 33; Marco Polo, 33; The Treaty of Paris, 127; Samuel Adams, 245; The Annapolis Convention, 198; The Louisiana Purchase, 273; They Made History, 57, 72, 126, 145, 257, 276, 328, etc.; Connect History, 21, 129, 197, 283, 323, etc.). 9-12 Benchmark I-A Examples of important events and people in New Mexico are found in the Globe Fearon American History text. William Becknell, 366 Buffalo Soldiers, 468 Geranimo, 468 Manhattan Project, 628 Unit 7, Section III, Native American Struggles, 466-473 Guadalupe Hildago, 363 Anasazi, 2-3 Land Bridge, Nomads settling and spreading throughout America, 4-5 Learning to Farm, 6-7 Culture of Native Americans, 8 Farming in the American Southwest, 15 Pueblo Culture of the Southwest, 18 Publisher s Performance Standard Correlation Content Standard 1 Connect History and Literature: 129 Student will research, answer critical thinking questions and write about the French and Indian war in Fiction. 9-12 Benchmark I-A Review: 629 Student will synthesize information presented throughout the chapter to answer questions, define terms, write about history and complete a graphic organizer teacher can emphasize the effects of the atomic bombs. Review, Get organized: 20 Student will fill in Venn diagrams about Native Americans. 2
- Analyze the geographic, economic, social, and political factors of New Mexico that impacted United States and world history, to include: land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal, and federal government levels role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations urban development role of the federal government (e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects) unique role of New Mexico in the 21st century as a Minority Majority state. - Analyze the role and impact of New Mexico and New Mexicans in World War II (e.g., Native Code Talkers, New Mexico National Guard, internment camps, Manhattan Project, Bataan Death March). - Analyze the impact of the arts, sciences, and technology of New Mexico since World War II (e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high tech industries, federal laboratories). - Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include: analyze perspectives that have shaped the structures of historical knowledge describe ways historians study the past explain connections made between the past and the present and their impact. Manhattan Project, 628 Educating New Americans, 761 Native Americans In New Mexico,468 Navajo Code Talkers, 625 Manhattan Project, 628 Manhattan Project, 628 While the Globe Fearon American History textbook does not focus on the history of New Mexico specifically, critical thinking, study and Social studies skills learned can be applied to all history. Critical Thinking, 117, 191, 293, 339, 361, 385, 411, 503, 569 Social Studies Skills, 9, 31, 75, 141, 169, 249, 271, 317, 437, 459, 591, 615, 693, 665, 709 Review: Write about culture:762 Student will write a paragraph about the advantages of having so many cultures in the US. Teacher can focus on the history and strength of bilingual education in New Mexico and how New Mexicans have contributed to bilingual education throughout the US. Connection to Culture: 625 (teacher s edition) Teacher s edition has suggestion for further research of the Navajo cold talkers, including learning some of the code s words. Extend: 628 (Teacher s Edition) Students will deepen their understanding of the Manhattan project and the atomic bombs made there. Read a Timeline: 9 Student will read and analyze a timeline. 3
9-12 Benchmark I-B-United States: Analyze and evaluate major eras, events, and individuals in United States history since the Civil War and Reconstruction. - Analyze the impact and changes that Reconstruction had on the historical, political and social developments of the United States. - Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, to include: innovations in technology, evolution of marketing techniques, changes to the standard of living, and the rise of consumer culture rise of business leaders and their companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie) development of monopolies and their impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting) growth of cities (e.g., influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted) efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers) rise and effect of reform movements (e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers) conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902) progressive reforms (e.g., the national income tax, direct election of senators, women s suffrage, prohibition). 9-12 Benchmark I-B-United States Throughout the book starting with Unit 6, A House Divided, 377-450 (e.g., Unit 7: Growth at Home and Abroad, 451-538; Unit 8: A Troubled Nation, 539-606; Unit 9: America Becomes a World Leader, 607-700; Unit 10: Modern America, 701-770) Chapter 18: Reunion and Reconstruction, 430-448 Chapter 20: The Rise of Industry, 474-494 Technology, 476-477 John D. Rockefeller, 83, 484, 505 Andrew Carnegie, 482-484 Growth of Cities, 334 Immigration, 487-491 Labor Unions and Strikes, 482-486 Populists, 463 William Jennings Bryan, 464, 578 Grand Canyon National Reclamation Act, 510 Progressive Reforms, 504-513 9-12 Benchmark I-B-United States Civil War Newspaper: 450 Students will research, write, design and present a newspaper about the civil war. Voices of Immigration Audiocassette, 538 Students will create an audiocassette of oral histories of immigrants. Choose a Research Topic: 481 Students will choose a topic from the previous chapter and learn research tips. 4
- Analyze the United States expanding role in the world during the late 19th and 20th centuries, to include: causes for a change in foreign policy from isolationism to interventionism causes and consequences of the Spanish American War expanding influence in the Western Hemisphere (e.g., the Panama Canal, Roosevelt Corollary added to the Monroe Doctrine, the Big Stick policy, Dollar Diplomacy ) events that led to the United States involvement in World War I United States rationale for entry into WWI and impact on military process, public opinion and policy United States mobilization in WWI (e.g., its impact on politics, economics, and society) United States impact on the outcome of World War I United States role in settling the peace (e.g., Woodrow Wilson, Treaty of Versailles, League of Nations, Senator Henry Cabot Lodge, Sr.). - Analyze the major political, economic, and social developments that occurred between World War I and World War II, to include: social liberation and conservative reaction during the 1920s (e.g., flappers, prohibition, the Scopes trial, Red Scare) causes of the Great Depression (e.g., over production, under consumption, credit structure) rise of youth culture in the Jazz Age development of mass/popular culture (e.g., rise of radio, movies, professional sports, popular literature) human and natural crises of the Great Depression, (e.g., unemployment, food lines, the Dust Bowl, western migration of Midwest farmers) changes in policies, role of government, and issues that emerged from the New Deal (e.g., the Works programs, Social Security, challenges to the Supreme Court) role of changing demographics on traditional communities and social structures. Chapter 22, Expansion Overseas, 526-538 Isolationism, 519; Spanish American War, Chapter 22: Section II, The Spanish-American War, 524-529 Panama Canal, 517, 530-531 Roosevelt Corollary, 532 Dollar Diplomacy, 533 World War I-Chapter 23, World War I, 540-561 Treaty of Versailles, 557, 559, 610, 612 League of Nations, 557, 558, 634 Chapter 24, Life in the 1920 s, 562-582 Chapter 25, The Great Depression and the New Deal, 584-604 Social liberation - 562-582 Great Depression, Crash - 586-590 Jazz Age - 570 Literature - 571 Sports 572 Human and Natural Crisis - 592-596 New Deal - 598-603 They Made History: 528 Students will read about Luis Munoz Rivera and answer critical thinking questions. Analyze Visuals: 569 Students will analyze visuals of life in the twenties. 5
- Analyze the role of the United States in World War II to include: reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor events on the home front to support the war effort (e.g., war bond drives, mobilization of the war industry, women and minorities in the work force) major turning points in the war (e.g., the Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan). Performance Standard 6 - Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include: intent and impact of the 13th, 14th, and 15th Amendments to the Constitution segregation as enforced by Jim Crow laws following Reconstruction key court cases (e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade) roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez) the passage and effect of the voting rights legislation on minorities (e.g., 19th Amendment, role of Arizona Supreme Court decision on Native Americans and their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding their voting rights [New Mexico 1962], 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment) impact and reaction to the efforts to pass the Equal Rights Amendment rise of Black Power, Brown Power, American Indian Movement, United Farm Workers. Chapter 26, World War II, 608-631 Pearl Harbor, 610, 611, 618, 620-621 Women in the Workforce, 622 Support the war effort, Chapter 26, Section III Winning the War,- 626-631 Dropping of Bomb, 628 Performance Standard 6 Chapter 28, Section III The Civil Rights Movement, 670-674 Chapter 29, Section I, The Great Society, 680-684 Section II, Equal Rights, 686-691 Jim Crow, 446, 501-502 Court Cases, 646 Civil Right s Advocates, 648, 658, 672-673, 687-689, 778 Native American Equal Rights, 691 Chart Check: 629 Students will read information on a chart about World War II and answer questions using the information. Performance Standard 6 Analyze Public Opinion Polls: 665 Students read information about polls and analyze how a poll can help you understand how people feel about particular issues in politics. 6
Performance Standard 7 - Analyze the impact of World War II and the Cold War on United States foreign and domestic policy, to include: origins, dynamics, and consequences of the Cold War tensions between the United States and the Soviet Union new role of the United States as a world leader (e.g., Marshall Plan, NATO) need for, establishment, and support of the United Nations implementation of the foreign policy of containment, including the Truman Doctrine Red Scare (e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race) external confrontations with communism (e.g., the Berlin Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea, Vietnam) Sputnik and the space race image of 1950s affluent society political protests of Vietnam Conflict (War) counter culture in the 1960s. Performance Standard 8 - Analyze the impact of the post-cold War Era on United States foreign policy, to include: role of the United States in supporting democracy in Eastern Europe following the collapse of the Berlin Wall new allegiances in defining the new world order role of technology in the information age. Performance Standard 9 - Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include: analyze perspectives that have shaped the structures of historical knowledge describe ways historians study the past explain connections made between the past and the present and their impact. Performance Standard 7 Chapter 26, World War II, 608-630 Chapter 27, Cold War, 632-656 Marshall Plan, 636 NATO, 636, 637, 740 UN, 626, 631, 634, 635 Truman Doctrine, 635-636 Red Scare, 577, 643-644 Sputnik, 646, 668 Life in the 50 s, 652-655 Political Protest of Vietnam, 706 Performance Standard 8 Chapter 31, New Challenges for the Nation, 724-748 The End of the cold war, 734 Berlin Wall Collapse, 734 Advances in Technology, 752-756 Performance Standard 9 Primary Source Documents, 157, 214, 771-778 Points of View, 63, 85, 175, 305, 351, 391, 535, 597, 675, 763 Performance Standard 7 Review: 638 Student will synthesize information presented throughout the chapter about World War II to answer questions, define terms, write about history and complete a graphic organizer. Performance Standard 8 Check Your Understanding: 748 Student will summarize, explain, define, identify, and contrast to understand information presented throughout the chapter. Performance Standard 9 Document Based Questions: 239 Student will examine and analyze the Constitution and answer document based and critical thinking questions. 7
9-12 Benchmark I-D-Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. - Understand how to use the skills of historical analysis to apply to current social, political, geographic, and economic issues. - Apply chronological and spatial thinking to understand the importance of events. - Describe primary and secondary sources and their uses in research. - Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas). - Distinguish facts from authors opinions and evaluate an author s implicit and explicit philosophical assumptions, beliefs, or biases about the subject. Performance Standard 6 - Interpret events and issues based upon the historical, economic, political, social, and geographic context of the participants. Performance Standard 7 - Analyze the evolution of particular historical and contemporary perspectives. Performance Standard 8 - Explain how to use technological tools to research data, verify facts and information, and communicate findings. 9-12 Benchmark I-D-Skills Critical Thinking, 117, 191, 293, 339, 361, 385, 411, 503, 569 Critical Thinking, 117, 191, 293, 339, 361, 385, 411, 503, 569; Social Studies Skills, 9, 31, 75, 141, 169, 249, 271, 317, 437, 459, 591, 615, 693, 665, 709 Timelines, 9; Maps, 31, 169; Flowcharts, 191; Outline, 95 Primary Source Documents, 157, 214, 771-778 Social Studies Skills, 9, 31, 75, 141, 169, 249, 271, 317, 437, 459, 591, 615, 693, 665, 709 Classify Info, 385; Draw Conclusions, 293; Make Inferences, 339; Recognize Propaganda, 615 Performance Standard 6 Primary Source Documents, 157, 214, 771-778; Points of View, 63, 85, 175, 305, 351, 391, 535, 597, 675, 763 Performance Standard 7 Past to Present, 42, 106, 152, 260, 372, 418, 492, 580, 622, 710 Performance Standard 8 Study Skills, 53, 95, 481, 523, 547, 685, 757 Critical thinking: 191 Student will make a flowchart, using critical thinking skills to supply and analyze information. Read A Historical Map: 31 Students will learn about, practice, extend and apply the skill of reading historical maps. Timelines: 9 Students learn to read a timeline. Use Primary And Secondary Sources: 249 Students will practice, extend and apply the skill of using sources. Read a Military Map: 169 Students will learn about, practice, extend and apply the skill of reading military maps. Recognize Propaganda: 615 Students will analyze propaganda used during World War two. Performance Standard 6 Points of View: 305 Students will read points of view from different participants in the relocation of Native Americans. Performance Standard 7 Past To Present: 492 Students examine and do hands on activities regarding the transition of working conditions for women and children. Performance Standard 8 Develop a Multimedia Presentation: 757 Students will learn about, practice, extend and apply the skill of creating a multimedia presentation. 8