Michigan Social Studies Content Standards and Working Draft Benchmarks (Middle School) I. HISTORICAL PERSPECTIVE CONTENT STANDARD 1: All students will sequence chronologically the following eras of American history and key events within these eras in order to examine relationships and to explain cause and effect: The Meeting of Three Worlds (beginnings to 1620); Colonization and Settlement (1585-1763); Revolution and the New Nation (1754-1815); Expansion and Reform (1801-1861); and Civil War and Reconstruction (1850-1877); The Development of the Industrial United States (1870-1900); The Emergence of Modern America (1890-1930); The Great Depression and World War II (1929-1945); Post War United States (1945-1970); and Contemporary United States (1968-present). (Time and Chronology) 1. Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world. 2. Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801-1861) and Civil War and Reconstruction (1850-1877). SE/TE: 2-3, 24, 34-35, 66-67, 100-101, 138-139, 166-167, 198-199, 246-247, 276-277, 300-301, 328-329, 358-359, 378-379, 406-407, 432-433, 458-459, 484-485, 514-515. SE/TE: 33, 66-86, 93-94, 102-107-109, 113-116, 118-119, 120-123, 138-145, 146-153, 154-161,166-176, 181-185, 191-195, 198-204, 206-210, 211-214, 215-218, 276-282, 284-286,287-290, 291-294, 300-305, 306-310, 312-314, 316-319, 320-325, 328-335, 337-341,342-346, 350-351, 358-368, 370-374, 378-389, 391-393, 394-402, 406-411, 413-417,418-426, 432-433, 439-442, 458-466, 468-476, 478-481, 484-510, 514-519, 520-524, 593 Prentice Hall: Historical Outline Map Book: Voyages of Discovery, p. 8, Spanish Explorers in North America, p. 9, Search for a Northwest Passage, p. 10, The New England Colonies, p. 16, The Southern Colonies, p. 18, Lexington and Concord, p. 23, North American 1783, p. 28, Western Land Claims, p. 29, Expansion of the United States, pp. A- 9, A-11,A-13, The War of 1812, p. 32, Transportation to the West, p. 33, The United States in 1824,p. 34, The Northern States, p. 43, The Compromise of 1850, p. 46, The Kansas- Nebraska Act, 1854, p. 47, Major Battles oft he Civil War, p. 50, The Civil War in the East, p. 51, Union Advances, p. 52 Prentice Hall: Reading Support Transparencies The New England States, pp- A-57, A-59, 1
(Continued) 2. Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801-1861) and Civil War and Reconstruction (1850-1877). (Continued) Southeastern States, pp. A-65, A-67, The Horse America Throwing His Master, pp. I- 9, I-11, Land Acquired From Native Americans to 1810, Expansion of the United States to 1853, pp. A-9, A-11, A-13 TECH: Prentice Hall United States History Video Collection: Vol. 1. Ch. 4, Three Worlds Meet, Vol. 1. Ch. 7, Vol. 1 Ch. 13, Europe, The First Americans, Vol. 1. Ch. 19, The Columbian Exchange, Vol. 1 Ch. 25, Europe and North America, Vol. 2 Ch. 7. Europe s North American Colonies, Vol. 2 Ch. 10. The English in the New World, Vol. 2 Ch. 13. Pilgrims and Puritans, Vol. 2. Ch. 16. The Religious Dissenters, Vol. 2 Ch. 19. The Indian Wars, The First Americans, Vol. 2 Ch. 28. The Colonial Wars, Vol. 2. Ch. 31. Ch. 22. The Move West, The French and Indian War, Vol. 2. Ch. 34. America in 1783, Vol. 4. Ch. 9. The Declaration of Independence, Vol. 4. Ch. 25, The War for Independence, Vo. 4. Ch. 28, the World Turned Upside Down, Vol. 5. Ch. 7, Birth of a New Government, Vol. 5, Ch. 16, The Constitutional Convention, Vol. 5. Ch. 28. Divisions Within the Government, Vol. Ch. 13. The Age of Jackson, Vol. 6, Ch. 16. Expansion and the Monroe Doctrine, Vol. 7. Ch. 13. The Age of Jackson, Vol. 6. Ch. 13, The Mexican- American War, Vol. 8. Ch. 4. The Industrial North, Vol. 8. Ch. 10. The Agricultural South, Vol. 10. Ch. 7, Presidential Reconstruction, Vol. 10 Ch. 10, Radical Reconstruction, Vol. 10, Ch. 37. The Legacy of Reconstruction TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: The Log of Christopher Columbus, Mayflower Compact, Fundamental Orders of 1639, The Bloody Massacre, 1770, Join or Die, Articles of Confederation, The Federalists Papers, No. 1 Alexander Hamilton, U.S. Constitution: The Bill of Rights, The Journals of Lewis and Clark, Emancipation Proclamation, Gettysburg Address. 2
3. Select a contemporary condition in Africa, Asia, Canada, Europe and Latin America and trace some of the major historical origins of each. SE/TE: 50-56, 71-72, 350-351, 550, 549-550, 558,560, 564-566 TECH: Prentice Hall United States History Video Collection. Vol. 1, Ch. 19, The Columbian Exchange, Ch. 6, Ch. 16, Expansion and the Monroe Doctrine Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: Monroe Doctrine, 37 CONTENT STANDARD 2: All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events. (Comprehending the Past) 1. Use narratives and graphic data to describe the settings of significant events that shaped the development of Michigan as a state and the United States as a nation during the eras prior to Reconstruction 2. Identify and explain how individuals in history demonstrated good character and personal virtue. 3. Select conditions in various parts of the world and describe how they have been shaped by events from the past. 4. Use historical biographies to explain how events from the past affected the lives of individuals and how some individuals influenced the course of history. SEE: Prentice Hall: The American Nation: Beginnings Through 1877: Table of Contents: Primary Sources, pp. XIII-XV, Maps/Political Cartoons, pp. XVI-XVII, Charts and Graphs, pp. XVII-XVIII SE/TE: Chapters 1-18 SEE: Prentice Hall: The American Nation: Beginnings Through 1877: TE contains corresponding teacher resources for each selected chapter TECH: SEE: Prentice Hall: The American Nation: Beginnings Through 1877: TE contains corresponding teacher resources for each selected chapter SEE: SEE: Prentice Hall: The American Nation: Beginnings Through 1877: Table of Contents: An American Profile, p. XII-XIII Prentice Hall: The American Nation: Beginnings Through 1877: SE/TE Index SE/TE: 163, 453 TE: 129, 180, 191, 212, 267, 343, 349, 475 SE/TE: 10, 52-53, 161, 219, 347, 369, 477 SE/TE: 161, 219, 347, 369, 477 TECH: Prentice Hall: www.phschool.com 3
CONTENT STANDARD 3: All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence. (Analyzing and Interpreting the Past) 1. Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction. 2. Analyze interpretations of major events selected from African, Asian, Canadian, European and Latin American history to reveal the perspectives of the authors. 3. Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered. 4. Compose narratives of events from the history of Michigan and of the United States prior to the era of Reconstruction. Prentice Hall: The American Nation Beginnings Through 1877 contains a listing of all primary sources found in the text, pp. XIII-XV Prentice Hall: The American Nation Beginnings Through 1877: at the end of each chapter, students have the opportunity to practice analyzing primary sources in Review and Assessment. SE/TE: 20-21, 219, 315 TE: 229 Prentice Hall: The American Nation Beginnings Through 1877 contains a listing of all primary sources found in the text, pp. XIII-XV SE/TE: 20-21, 172, 197, 295, 315 SE/TE: 172, 295, 315, 347, 369, 477 TE: 343, 471 SEE: Prentice Hall: The American Nation: Beginnings Through 1877: Table of Contents, pp. VI-X for choice of historical events from the history of Michigan and of the United States prior to Reconstruction SE/TE: Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII-XXXV CONTENT STANDARD 4: All students will evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences. (Judging Decisions from the Past) 1. Identify major decisions in Michigan and the United States history prior to the end of the era of Reconstruction, analyze contemporary factors contributing to the decisions and consider alternative courses of action. SE/TE: 149-150, 155-157, 159-160, 161, 172, 174-175, 207-209, 215-216, 220, 284-286, 288, 307-308, 315, 316-319, 320, 347, 372, 386, 392-393, 394-395, 443, 460-461, 465-466, 479-481, 517, 524 TE: 227 Prentice Hall: Historical Outline Book Map: Lexington and Concord, p. 23, Exploring the Louisiana Purchase, p. 30, The War of 1812, p. 32, The Missouri Compromise, 1820, p. 45, The Compromise of 1850, p. 46, The Kansas- Nebraska Act, 1854, p. 47 Prentice Hall: History Challenges, A Civil War Debate, p. 15 4
(Continued) 1. Identify major decisions in Michigan and the United States history prior to the end of the era of Reconstruction, analyze contemporary factors contributing to the decisions and consider alternative courses of action. 2. Identify major decisions in the history of Africa, Asia, Canada, Europe and Latin America, analyze contemporary factors contributing to the decisions and consider alternative courses of action. 3. Identify the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity. (Continued) TECH: Prentice Hall: Color Transparencies: Expansion in the United States, pp. A-9, A- 11,A-13 Prentice Hall United States History Video Collection: Vol. 6., Ch. 19, Indian Removal, Vol. 6, Ch. 31, The Mexican- American War, SE/TE: 149-150, 155-157, 159-160, 161, 172, 174-175, 207-209, 215-216, 220, 284-286, 307-308, 315, 316-319, 320, 347, 386, 392-393, 394-395, 443, 549-550, 560, 561, 564 Prentice Hall: Historical Outline Book Map: Lexington and Concord, p. 23, Exploring the Louisiana Purchase, p. 30, The War of 1812, p. 32, TECH: Prentice Hall: Color Transparencies: Expansion in the United States, pp. A-9, A- 11,A-13 Prentice Hall United States History Video Collection: Vol. 6, Ch. 13, The Mexican- American War Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: On the Cuban Missile Crisis, John F. Kennedy SE/TE: 118-119, 187-188, 316-319, 371-373, 348-349, 397, 417, 423-426, 496-498, 517-518,521-522, 524, 527-528, 531-532, 543-544,560-561 Prentice Hall: Voices of Freedom: Tecumseh Protests Land Sale, pp. 81-82, From the Black Codes, pp. 127-128, Winning and Losing the Right to Vote, p. 139 Prentice Hall: Historical Outline Map Book: Land Acquired from Native Americans to 1810, p. 31 TECH: Prentice Hall United States History Video Collection. Vol..8. Ch. 16, Slave Life and Revolt, Vol. 10, Ch. 25, The Persistence of Racism in the North, Vol. 20, Ch. 28, The Civil Rights Movement. Prentice Hall Color Transparencies: Slavery and the Civil War, pp. A-15, A-17, A-19, A-21, Land Lost by Indians, pp. A-23, A-25, A-27, The Ku Klux Klan, pp. I-37, I-39 Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: Sell a Country! Why Not Sell the Air? Tecumseh, Emancipation Proclamation, The Freedman s Bureau, W. E. B. Du Bois 5
4. Select historic decisions and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives. SE/TE: 149-150, 155-157, 159-160, 161, 172, 174-175, 207-209, 215-216, 220, 284-286, 288,293, 304-305, 307-308, 315, 316-319, 320,347, 372, 386, 392-393, 394-395, 443, 460-461, 465-466, 479-481, 517, 524, 549-550,555-557, 560-561, 564 Prentice Hall: Constitutional Study Guide: Constitutional Principles, p. 39, Rights of the Accused, p. 63 First Amendment Freedoms, p.59, Rights of the Accused, p. 63, The Constitution of the United States of America. P. 79 Prentice Hall: Citizenship for Life: Amendments 1-10, the Bill of Rights, p. 31, Amendments 11-17, p. 33, Principles of Separation of Powers, p. 13, Principles of Checks and Balances, p. 15 Prentice Hall: Historical Outline Book Map: Lexington and Concord, p. 23, Exploring the Louisiana Purchase, p. 30, The War of 1812, p. 32, The Missouri Compromise, 1820, p. 45, The Compromise of 1850, p. 46, The Kansas- Nebraska Act, 1854, p. 47 Prentice Hall: History Challenges, A Civil War Debate, p. 15 TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: U.S. Constitution: The Bill of Rights: On the Cuban Missile Crisis, John F. Kennedy Prentice Hall: Color Transparencies: Expansion in the United States, pp. A-9, A-11,A-13, Separation of Powers, p. C-3, Checks and Balances, p. C-5 Prentice Hall United States History Video Collection: Vol. 5 Ch. 4, The Marshall Court, Vol. 6., Ch. 19, Indian Removal, Vol. 6, Ch. 31, The Mexican-American War, Vol. 20, Ch. 28, The Civil Rights Movement II. GEOGRAPHIC PERSPECTIVE CONTENT STANDARD 1: All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements. (People, Places and Cultures) 1. Locate and describe the diverse places, cultures, and communities of major world regions. SE/TE: 4-10, 18-19, 36-54, 55-60, 390, 618-619 TECH: www.phschool.com 6
2. Describe and compare characteristics of major world cultures including language, religion, belief systems, gender roles, and traditions. 3. Explain why people live and work as they do in different regions. SE/TE: 10, 50-51, 55-56, 118, 190, 347, 403, 511, 567, 618-619 TECH: www.phschool.com SE/TE: 10, 5-6, 18-19, 26-28, 33, 618-619 TECH: www.phschool.com CONTENT STANDARD 2: All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them. (Human/Environment Interaction) 1. Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions. 2. Locate major ecosystems, describe their characteristics, and explain the process that created them. 3. Explain the importance of different kinds of ecosystems to people 4. Explain how humans modify the environment and describe some of the possible consequences of those modifications. 5. Describe the consequences of human/environment interactions in several different types of environment. SE/TE: 4-7, 10, 18-19, 567 SE/TE: 4-5, 10, 18-19 SE/TE: 4-7 SE/TE: 6, 338-341, 409-410, 543, 550, 566 TE: 573 TECH: Prentice Hall: www.phschool.com Prentice Hall: Color Transparencies, History Happened Here: Hoover Dam p. G-1 SE/TE: 6, 33, 338-341, 566 TE: 14 Prentice Hall: Citizenship for Life: Lobbying to Help the Environment, p. 51 CONTENT STANDARD 4: All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them. (Regions, Patterns and Processes) 1. Draw a sketch map of the world from memory. SE/TE: 618-619 2. Locate and describe major cultural, economic, political and environmental features of Africa, Europe, Asia, Australia and North and South America and the processes that created them. SE/TE 5-10, 18-19, 36-54, 55-60, 390, 618-619 7
3 Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing the patterns. 4. Compare major world regions with respect to cultures, economy, governmental systems, environment, and communication. SE/TE: 565-566, 618-619 SE/TE: 347, 565-566, 567, 618-619 CONTENT STANDARD 5: All students will describe and explain the causes, consequences, and geographic context of major global issues and events. (Global Issues and Events) 1. Describe how social and scientific changes in regions may have global consequences. 2. Describe the geographic aspects of events taking place in different world regions. 3. Explain how elements of the physical geography, culture, and history of the region may be influencing current events. SE/TE: 4, 15, 74-78, TE: 3, 35, 67, SE/TE: 33 SE/TE: 4-19 TE: 77 TR Prentice Hall: Historical Outline Map Book: Physical Regions of the United States, p. 2, Climates of the United States, p. 3 Prentice Hall: World Explorer III. Civic Perspective CONTENT STANDARD 1: All students will identify the purposes of national, state, and local governments in the United States, describe how citizens organize government to accomplish their purposes, and assess their effectiveness. (Purposes of Government) 1. Describe how the federal government in the United States serves the purposes set forth in the Preamble to the Constitution. 2. Distinguish between representative democracy in the United States and other forms of government. SE/TE: 175, 223, 232-234, 237-245, 248-249 Prentice Hall: Constitutional Study Guide: Constitutional Principles, p. 39, Rights of the Accused, p. 63, The Constitution of the United States of America, p. 79 Prentice Hall: Citizenship for Life: Goals of the Constitution: Classifying, p. 1. Amendments 11-127, p. 33 SE/TE: 90, 241, 234, 241, 253,696, 722, 774, 923,932, 934, 930 8
3. Explain how the rule of law protects individual rights and serves the common good. 4. Explain the importance of limited government to protect political and economic freedom. SE/TE: 29-30, 237-239, 240, 250, 251, 260-261, 266 Prentice Hall: Citizenship for Life: Amendments 1-10, the Bill of Rights Prentice Hall: Constitutional Study Guide: First Amendment Freedom, p. 59, Rights of the Accused, p. 63, The Constitution of the United States of America, p. 79 SE/TE: 28-29, 250, 581, 925, 927 CONTENT STANDARD 2: All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States. (Ideals of American Democracy) 1. Identify the essential ideas expressed in the Declaration of Independence and the origins of those ideas, and explain how they set the foundation for civic life, politics and government in the United States. 2. Describe provisions of the U.S. Constitution which delegate to government the powers necessary to fulfill the purposes for which it was established. SE/TE: 146-153, 155-157, 161, 173-180, 582 Prentice Hall: Voices of Freedom: Paul Revere on the Boston Massacre, pp. 57-58 TECH: Prentice Hall United States History Video Collection: Vol. 4 Ch. 19. The Declaration of Independence Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: The Bloody Massacre, 1770, Common Sense, Thomas Paine Prentice Hall: www.phscool.com: The American Nation SE/TE: 227-234, 235-236, 237-245, 248-251, 253-254, 256-257, 260-261, 305, 632, 637 Prentice Hall: Citizenship for Life: How a Bill Becomes a Law: Reading a Diagram, p. 2 Article 2: The Executive Branch, p. 23, Article 3: The Judicial Branch, p. 25, Article 6: National Supremacy, p. 29, Articles 1-10: The Bill of Rights, p. 31, Amendments 11-17, p. 33 Prentice Hall: Constitutional Study Guide: Constitutional Principles, p. 39, First Amendment Freedoms, Rights of the Accused, p. 63, The Constitution of the United States of America, p. 79 TECH: Prentice Hall: Color Transparencies: The Federal Court System, p. C-11 Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: U.S. Constitution: The Bill of Rights 9
3. Explain means for limiting the powers of government established by the U.S. Constitution. SE/TE: 250-251, 257, 632, 637 Prentice Hall: Citizenship for Life: Principles of Separation of Powers, p. 13, Principles of Checks and Balances, p. 15, The Constitution of the United States of America, p. 79 TECH: Prentice Hall: Color Transparencies: Federal System, p. C-1, Separation of Powers, p. C-3, Checks and Balances, p. C-5 CONTENT STANDARD 3: All students will describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a free society. (Democracy in Action) 1. Distinguish between civil and criminal procedure. SE/TE: 238, 260, 249, 251, 261, 632 Prentice Hall: Constitutional Study Guide: Rights of the Accused, p. 63, First Amendment Freedoms, p. 59 Prentice Hall: Citizenship for Life: Articles 1-10: The Bill of Rights, p. 31, The Constitution of the United States of America, p. 79 2. Identify disparities between American ideals and realities and propose ways to reduce them. SE/TE: 240, 522-523, 525, 560-561 CONTENT STANDARD 4: All students will explain how American governmental institutions, at the local, state, and federal levels, provide for the limitation and sharing of power and how the nation s political system provides for the exercise of power. (American Government and Politics) 1. Evaluate information and arguments from various sources in order to evaluate candidates for public office. 2. Explain how the Constitution is maintained as the supreme law of the land. SE/TE: 172, 267, 268, 315, 347, 443, 477 SE/TE: 218, 223, 267, 268, 235, 250, 259-260, 293 TE: 227, 232 CONTENT STANDARD 5: All students will understand how the world is organized politically, the formation of American foreign policy and the roles the United States plays in the international arena.(american Government and World Affairs) 1. Describe the purpose and functions of major international, governmental organizations. 2. Describe means used by the United States to resolve international conflicts. : Europe and Russia TECH: Prentice Hall: www.phschool.com SE/TE: 558-560, 561, 564-565 : Europe and Russia 10
IV. Economic Perspective CONTENT STANDARD 1: All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services and affect the economic well-being of individuals and society. (Individual and Household Choices) 1. Use economic reasoning when comparing price, quality and features of goods and services. 2. Evaluate employment and career opportunities in light of economic trends. 3. Analyze the reliability of information when making economic decisions. SE/TE: 28 TE: 334 SE/TE: CONTENT STANDARD 2: All students will explain and demonstrate how businesses confront scarcity and choice when organizing, producing, and using resources, and when supplying the marketplace. (Business Choices) 1. Using a real example, describe how business practices, profit, and a willingness to take risks enabled an entrepreneur to operate. 2. Compare various methods for the production and distribution of goods and services 3. Describe the effects of a current public policy on businesses. 4. Examine the historical and contemporary role an industry has played and continues to play in a community. SE/TE: 31 TE: 544 SE/TE: 26-29, 413-414, 567, 598 Prentice Hall: Voices of Freedom: Life in a Mill in 1832, pp. 102-103 TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: A Description of Factory Life in 1846 SE/TE: 565-566 TE: 28, 344 SE/TE: 413-414, 544-545 TE: 598 TECH: Prentice Hall United States Video Collection, Vol. 11, Ch. 13, The Modern Corporation CONTENT STANDARD 3: All students will describe how government decisions on taxation, spending, public goods, and regulation impact what is produced, how it is produced, and who receives the benefits of production. (Role of Government) 1. Distinguish between public and private goods using contemporary examples. 2. Identify and describe different forms of economic measurement. TE: 563, 565 SE/TE: 503, 634 11
3. Use case studies to assess the role of government in the economy. 4. Distinguish different forms of taxation and describe their effects. TE: 420 SE/TE: 241, 502, 547-548, CONTENT STANDARD 4: All students will explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services. (Economic Systems) 1. Compare the historical record of market economies in solving the problem of scarcity. SE/TE: 28, 567 2. Describe the roles of the various economic institutions which comprise the American economic system such as governments, business firms, labor unions, banks, and households 3. Use case studies to exemplify how supply and demand, prices, incentives, and profits determine what is produced and distributed in the American economy. 4. Analyze how purchasers obtain information about goods and services from advertising and other sources. SE/TE: 26-29, 86, 262-264, 271, 281, 414, 545, 554,561, 630 TECH: Prentice Hall United states Video Collection, Vol. 11, Ch. 13, The Modern Corporation Prentice Hall: Color Transparencies: Local Government, p. C-17 SE/TE: 28, 549 TE: 544 SE/TE: 29, 566 CONTENT STANDARD 5: All students will describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers, and government. (Trade) 1. Identify the current and potential contributions of national and world regions to trade. 2. Examine the role of the United States government in regulating commerce as stated in the United States Constitution. SE/TE: 565-566 TE: 549 SE/TE: 28-29, 227, 229, 235, 297, 366-368, 554, 555,563 TE: 344 Prentice Hall: Constitutional Study Guide: The Constitution of the United States of America, p. 79 TECH: Prentice Hall: www.phschool.com: The American Nation 12
3. Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange. SE/TE: 28, 202, 344, 632, TE: 39 V. Inquiry CONTENT STANDARD 1: All students will acquire information from books, maps, newspapers, data sets and other sources, organize and present the information in maps, graphs, charts and timelines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information. (Information Processing) 1. Locate and interpret information about the natural environments and cultures of countries using a variety of primary and secondary sources and electronic technologies, including computers and telecommunications where appropriate. 2. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables. 3. Interpret social science information about the natural environment and cultures of countries from a variety of primary and secondary sources. SE/TE: 3-10, 11-17, 18-19, 20-21, 23-25, 161, 219,258, 315, 347, 390, 511, 567 Prentice Hall: Historical Outline Map Book: Climates of the United States, p. 3 TECH: Prentice Hall: www.phschool.com Prentice Hall: Color Transparencies: The United States, pp. A-51, A-53, A-55 SE/TE: 10, 33, 62, 99, 132, 133, 162, 196, 197, 220,221, 258, 270, 271, 296, 297, 326, 352, 353,376, 390, 404, 428, 429, 482, 483, 534, 567 TE: 202, 223, 227, 532 TECH: Prentice Hall: www.phschool.com SE/TE: 4-10, 18-19, 20-21, 219, 315, 347, 567 CONTENT STANDARD 2: All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology. (Conducting Investigations) 13
1. Pose a social science question about a culture, world region, or international problem. 2. Gather and analyze information using appropriate information technologies to answer the question posed 3. Construct an answer to the question posed andsupport their answer with evidence. SE/TE: Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII- XXXV, 219, 315, 347 TE: 175, 245, 334, 564, 565, SE/TE: SE/TE: Prentice Hall: Student Success Handbook: Writing for Social Studies, p. XXXIV, 61, 63, 73, 124, 161, 172, 219, 295,315, 347, 369, 477 TE: 77, 256, 564, 565, TECH: Prentice Hall: www.phschool.com SE/TE: Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII- XXXV, 61, 73, 124, 161, 172, 219, 295, 315, 347, 369,477 TE: 77, 256, 564, 565 VI. Public Discourse and Decision Making CONTENT STANDARD 1: All students will state an issue clearly as a question of public policy, trace the origins of the issue, analyze various perspectives people bring to the issue and evaluate possible ways to resolve the issue. (Identifying and Analyzing Issues) 1. State public policy issues and their related ethical, definitional, and factual issues as questions. SE/TE Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII- XXXV, 124, 161, 172, 219, 295, 315, 347, 369, 477, 560-561, 564-566 TE: 371 14
2. Trace the origins of a public issue. SE/TE: 91, 115, 116-117, 118, 119, 127, 161, 172, 187-188, 208-209, 219, 234, 240, 260-261,295, 315, 402, 419, 423-426, 437, 440-442,460-462, 463-466, 468-472, 477, 498-499,517-518, 524, 532, 560, 603, 607, 609 TE: 263, 371, 470 Prentice Hall: Citizenship for Life: Amendments 1-10: The Bill of Rights, p. 31 Prentice Hall: Voices of Freedom: The Case for Slavery, p. 108, A Question of Slavery in the West, p. 112 Prentice Hall: Historical Outline Map Book: The Missouri Compromise, 1820, p. 45, The Compromise of 1850, p. 46, The Kansas-Nebraska Act, 1854, p. 47 TECH: Prentice Hall: Exploring Primary Sources in U.S. History CD-ROM: U.S. Constitution: the Bill of Rights, Dred Scott v. Sanford, Prentice Hall: United States Video Collection, Vol. 8, Ch. 16, Slave Life and Revolt, Vol. 7, Ch. 31, A Call to End Slavery, Dred Scott v. John F. A. Sanford, Vol. 10, Ch. 34, The Rise of Jim Crow, Vol. 20, Ch. 28, The Civil Rights Movement 3. Explain how culture and experiences shape positions that people take on an issue. SE/TE: 22-23, 61, 98, 172, 219, 295, 405, 632 TE: 324, 416, 581, CONTENT STANDARD 2: All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions. (Group Discussion) 1. Engage each other in conversations which attempt to clarify and resolve national and international policy issues. SE/TE: 163, 564-565 TE: 148, 322, 564, 603, 607 CONTENT STANDARD 3: All students will compose coherent written essays that express a position on a public issue and justify the position with reasoned arguments. (Persuasive Writing) 1. Compose essays expressing decisions on national and international policy issues. SE/TE Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII- XXXV, 161, 172, 219, 221, 270, 271, 315, 347, 369,377, 443 TE: 217, 227, 263, 293, 324, 603, 607 Prentice Hall: Writing to Learn: Drafting: Writing a Thesis Statement, p. 6 15
VII. Citizen Involvement CONTENT STANDARD 1: All students will consider the effects of an individual s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society. (Responsible Personal Conduct) 1. Use laws and other ethical rules to evaluate their own conduct and the conduct of others. 2. Engage in activities intended to contribute to solving a national or international problem they have studied. SE/TE: 237-245, 266-268, 327 TE: 244 Prentice Hall: Citizenship for Life Prentice Hall: Color Transparencies: Local Government, p. C-17 Prentice Hall: Constitution Study Guide: First Amendment Freedoms, Rights of the Accused, p. 63, The Constitution of the United States of America, p. 79 TECH: Prentice Hall: Exploring Primary Sources inu.s. History: The Bill of Rights SE/TE: Prentice Hall: Student Success Handbook: Writing for Social Studies, pp. XXXII- XXXV, 33, 106, 163, 353, 377, 470, 520 TE: 28, 75, 172, 217, 219, 257, 263, 267, 446,471, 555, 603, 607 16