Prentice Hall: The American Nation, Survey Edition 2003 Correlated to: Colorado Model Content Standards for History (Grades 5-8)

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1 Colorado Model Content Standards for History (Grades 5-8) STANDARD 1: STUDENTS UNDERSTAND THE CHRONOLOGICAL ORGANIZATION OF HISTORY AND KNOW HOW TO ORGANIZE EVENTS AND PEOPLE INTO MAJOR ERAS TO IDENTIFY AND EXPLAIN HISTORICAL RELATIONSHIPS. 1.1 STUDENTS KNOW THE GENERAL CHRONOLOGICAL ORDER OF EVENTS AND PEOPLE IN HISTORY. chronologically organizing major events and people of United States history; and SE/TE: Chapter 1: Geography, History, and the Social Sciences, 2-33; Chapter 2: Before the First Global Age, 34-65; Ch. 3: Exploration and Colonization, 66-99; Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 6: The American Revolution, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 10: The Age of Jefferson, ; Ch. 11: The Nation Grows and Prospers, ; Ch. 12: The Jacksonian Era, ; Ch. 13: Westward Expansion, ; Ch. 14: North and South, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Ch. 17: The Civil War, ; Ch. 18: Reconstruction and the Changing South, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 22: The Progressive Era, ; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 25: The Roaring Twenties, ; Ch. 26: The Great Depression, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, ; Ch. 29: Prosperity, Rebellion and Reform, ; Ch. 30: The Nation in a New World,

2 describing significant events and people, SE/TE: Chapter 1: Geography, History, and the Social which form the foundation of United States Sciences, 2-33; Chapter 2: Before the First history in the chronological context of the Global Age, 34-65; Ch. 3: Exploration and history of the Americas and the world. Colonization, 66-99; Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 6: The American Revolution, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 10: The Age of Jefferson, ; Ch. 11: The Nation Grows and Prospers, ; Ch. 12: The Jacksonian Era, ; Ch. 13: Westward Expansion, ; Ch. 14: North and South, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Ch. 17: The Civil War, ; Ch. 18: Reconstruction and the Changing South, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 22: The Progressive Era, ; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 25: The Roaring Twenties, ; Ch. 26: The Great Depression, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, ; Ch. 29: Prosperity, Rebellion and Reform, ; Ch. 30: The Nation in a New World, STUDENTS USE CHRONOLOGY TO ORGANIZE HISTORICAL EVENTS AND PEOPLE. identifying examples of how various cultures* have used calendars to organize and measure time; constructing tiered timelines to show how different series of events happened simultaneously; and SE/TE: time zones: 575 SE/TE: Timelines: 2, 34, 66, 100, 138, 166, 198, 246, 276, 300, 328, 358, 378, 406, 432, 458, 484, 514, 542, 572, 598, 628, 658, 684, 716, 744, 772, 808, 840, 870 2

3 illustrating the time structure of events in historical narratives. SE/TE: Chapter 1: Geography, History, and the Social Sciences, 2-33; Chapter 2: Before the First Global Age, 34-65; Ch. 3: Exploration and Colonization, 66-99; Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 6: The American Revolution, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 10: The Age of Jefferson, ; Ch. 11: The Nation Grows and Prospers, ; Ch. 12: The Jacksonian Era, ; Ch. 13: Westward Expansion, ; Ch. 14: North and South, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Ch. 17: The Civil War, ; Ch. 18: Reconstruction and the Changing South, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 22: The Progressive Era, ; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 25: The Roaring Twenties, ; Ch. 26: The Great Depression, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, ; Ch. 29: Prosperity, Rebellion and Reform, ; Ch. 30: The Nation in a New World, STUDENTS USE CHRONOLOGY TO EXAMINE AND EXPLAIN HISTORICAL RELATIONSHIPS. interpreting historical data to determine causeeffect and time-order relationships; and explaining patterns and identifying themes in related events over time. SE/TE: Cause and Effect: 85, 161, 163, 217, 399, 503, 581, 677, 764, 833; Timelines: 2, 34, 66, 100, 138, 166, 198, 246, 276, 300, 328, 358, 378, 406, 432, 458, 484, 514, 542, 572, 598, 628, 658, 684, 716, 744, 772, 808, 840, 870 SE/TE: Connecting to Today: 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762; American Heritage: 6, 46, 96, 117, 159, 194, 207, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493, 518, 550, 588, 602, 650, 662, 705, 728, 755, 782, 830, 857, 891 3

4 STANDARD 2 STUDENTS KNOW HOW TO USE THE PROCESSES AND RESOURCES OF HISTORICAL INQUIRY 2.1 STUDENTS KNOW HOW TO FORMULATE QUESTIONS AND HYPOTHESES REGARDING WHAT HAPPENED IN THE PAST AND TO OBTAIN AND ANALYZE HISTORICAL DATA TO ANSWER QUESTIONS AND TEST HYPOTHESES. formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and SE/TE: Skills for Life: 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556, 595, 611, 644, 667, 697, 723, 764, 795, 815, 855, 899; History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802, 902; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, 886; Political Cartoons: 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; Charts and Graphs: 5, 18-19, 24, 28, 39, 45, 49, 71, 79, 85, 122, 148, 154, 161, 163, 184, 203, 217, 226, 233, 235, 250, 253, 256, 258, 260, 271, 280, 289, 297, 303, 315, 327, 336, 345, 347, 353, 361, 399, 410, 415, 420, 425, 427, 435, 453, 464, 465, 479, 483, 487, 503, 520, 522, 531, 535, 549, 581, 585, 592, 601, 603, 607, 635, 663, 667, 677, 681, 683, 692, 733, 743, 748, 761, 764, 793, 809, 833, 844, 866, 873, 889, 896, 899, 901 SE/TE: Review and Assessment: 32-33, 62-63, 98-99, , , , , , , , , , , , , , , , , , , , , , , , , , , ; Skills for Life: 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556, 595, 611, 644, 667, 697, 723, 764, 795, 815, 855, 899; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, 886 4

5 determining if the information gathered is sufficient to answer historical questions. SE/TE: Review and Assessment: 32-33, 62-63, 98-99, , , , , , , , , , , , , , , , , , , , , , , , , , , ; Skills for Life: 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556, 595, 611, 644, 667, 697, 723, 764, 795, 815, 855, 899; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, STUDENTS KNOW HOW TO INTERPRET AND EVALUATE PRIMARY AND SECONDARY SOURCES OF HISTORICAL INFORMATION. distinguishing between primary and secondary sources; interpreting the data in historical maps, photographs, art works, and other artifacts; and SE/TE: Review and Assessment: 32-33, 62-63, 98-99, , , , , , , , , , , , , , , , , , , , , , , , , , , ; Skills for Life: 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556, 595, 611, 644, 667, 697, 723, 764, 795, 815, 855, 899; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, 886 SE/TE Political Cartoons: 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, 886; History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802, 902; Connecting 5

6 examining data for point of view, historical context, bias, distortion, or propaganda. SE/TE: Skills for Life: 172, 219, 369, 477, 644, 697; History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802, 902; Primary Sources: 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 551, 566, 593, 619, 651, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874, 886; Political Cartoons: 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; Review and Assessment: 32-33, 62-63, 98-99, , , , , , , , , , , , , , , , , , , , , , , , , , , STUDENTS APPLY KNOWLEDGE OF THE PAST TO ANALYZE PRESENT-DAY ISSUES AND EVENTS FROM MULTIPLE, HISTORICALLY OBJECTIVE PERSPECTIVES. examining current concepts, issues, events, and themes from multiple, historical perspectives. SE/TE: Skills for Life: 172, 347, 477, 556; Connecting to Today: 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762; Political Cartoons: 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; American Heritage: 6, 46, 96, 117, 159, 194, 207, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493, 518, 550, 588, 602, 650, 662, 705, 728, 755, 782, 830, 857, 891; History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802, 902 6

7 STANDARD 3: STUDENTS UNDERSTAND THAT SOCIETIES ARE DIVERSE AND HAVE CHANGED OVER TIME. 3.1 STUDENTS KNOW HOW VARIOUS SOCIETIES WERE AFFECTED BY CONTACTS AND EXCHANGES AMONG DIVERSE PEOPLES. describing the common traits and characteristics that unite the United States as a nation and a society; describing the history, interactions, and contributions of the various peoples and cultures that have lived in or migrated, immigrated, or were brought to the Western Hemisphere; describing the history, interactions, and contributions of various groups of people who make up the major culture regions* of the world; and SE/TE: Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 15: Reform and a New American Culture, ; Ch. 21: A New Urban Culture, ; Ch. 30: The Nation in a New World, ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703; American Heritage: 6, 46, 96, 117, 159, 194, 207, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493, 518, 550, 588, 602, 650, 662, 705, 728, 755, 782, 830, 857, 891 SE/TE: Chapter 2: Before the First Global Age, 34-65; Ch. 3: Exploration and Colonization, 66-99; Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Indian Peoples of the Great Plains: ; Indian Peoples in Retreat: 557; New Immigrants in a Promised Land: ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848 SE/TE: Chapter 2: Before the First Global Age, 34-65; Ch. 3: Exploration and Colonization, 66-99; Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Indian Peoples of the Great Plains: ; Indian Peoples in Retreat: 557; New Immigrants in a Promised Land: ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848 7

8 explaining how the cultures of the earliest civilizations spread and interacted (for example, the civilizations of the river valleys of India, Africa, Mesopotamia, and Mesoamerica). SE/TE: Chapter 2: Before the First Global Age, STUDENTS UNDERSTAND THE HISTORY OF SOCIAL ORGANIZATION* IN VARIOUS SOCIETIES describing and giving examples of basic elements of culture and social organization; explaining how forces of tradition have acted to maintain elements of social organization throughout history; comparing how roles of people have differed throughout history based on various factors (for example, gender, age, caste, racial identity, wealth, and/or social position); and SE/TE: Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 15: Reform and a New American Culture, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 30: The Nation in a New World, ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703 SE/TE Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 15: Reform and a New American Culture, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 30: The Nation in a New World, ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703 SE/TE: Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Ch. 17: The Civil War, ; Ch. 18: Reconstruction and the Changing South, ; Indian Peoples of the Great Plains: ; Indian Peoples Retreat: ; The Rise of Organized Labor: ; New Immigrants in a promised Land: ; Women Win Reforms: ; Other Americans Seek Justice: ; The Civil Rights Movement: ; The Crusade for Equal Rights: ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848 8

9 describing how social roles and the characteristics of social organization have both changed and endured in the United States throughout its history (for example, family structures, community structures). SE/TE: Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Ch. 15: Reform and a New American Culture, ; Ch. 16: Slavery Divides the Nation, ; Ch. 17: The Civil War, ; Ch. 18: Reconstruction and the Changing South, ; 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 30: The Nation in a New World, ; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703; Connecting With Culture: 190, 283, 438, 467, 616, 735, 848 STANDARD 4: STUDENTS UNDERSTAND HOW SCIENCE, TECHNOLOGY, AND ECONOMIC ACTIVITY HAVE DEVELOPED, CHANGED, AND AFFECTED SOCIETIES THROUGHOUT HISTORY. 4.1 STUDENTS UNDERSTAND THE IMPACT OF SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENTS ON INDIVIDUALS AND SOCIETIES. explaining the significance of the achievements of individual scientists and inventors from many cultures (for example, the impact of germ theory on medical practice and sanitation; the impact of the steamship on transportation and trade; the impact of the printing press on who had access to books and knowledge). describing and explaining how industrialization influenced the movement of people (for example, to and from urban, suburban, and rural areas); identifying and explaining the consequences of scientific and technological changes (for example, navigation, transportation, printing, weaponry, agriculture, communication, and medicine); and SE/TE: Connecting With Science and Technology: 131, 336, 412, 681, 826; steamboats: ; printing press, 59; science and technology: 59, 60, , 408, 409, 412, 417, 423, 427, 492, 501, 511, 544, 564, 575, , 589, 825, 826, 833, 845, 857, 860, 869 SE/TE: Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, SE/TE: Connecting With Science and Technology: 131, 336, 412, 681, 826; steamboats: ; printing press, 59; science and technology: 59, 60, , 408, 409, 412, 417, 423, 427, 492, 501, 511, 544, 564, 575, , 589, 825, 826, 833, 845, 857, 860, 869 9

10 relating differences in technology to differences in how people live in various regions of the world. SE/TE: Connecting With Science and Technology: 131, 336, 412, 681, 826; steamboats: ; printing press, 59; science and technology: 59, 60, , 408, 409, 412, 417, 423, 427, 492, 501, 511, 544, 564, 575, , 589, 825, 826, 833, 845, 857, 860, STUDENTS UNDERSTAND HOW ECONOMIC FACTORS HAVE INFLUENCED HISTORICAL EVENTS. explaining how the economy of the Western United States has historically depended upon natural resources and how this has affected the region; explaining how economic factors influenced historical events in the United States and in various regions of the world (for example, the history of Colorado s boom and bust economy); and explaining how societies are and have been linked by economic factors. SE/TE: Ch. 19: The New West, ; Connecting With Geography: 49, 205, 311, 495, 567, 758; Geography and History: 43, 193, 281, 350, 506, 545, 575, 641, 780, 824, 890; natural resources: 5, 13, 43-46, 309, 311, 397, 401, 548, 578, 580, 641, 662, 754 SE/TE: Connecting With Economics: 31, 154, 403, 583, 789, 893; Ch. 11: The Nation Grows and Prospers, Ch. 13: Westward Expansion, ; Ch. 14: North and South, ; Ch. 18: Reconstruction and the Changing South, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 26: The Great Depression, ; Ch. 29: Prosperity, Rebellion and Reform, SE/TE: Connecting With Economics: 31, 154, 403, 583, 789, 893; trade: 50, 52-54, 83, 85-86, , 318, , , 669, 721, 778, , 871, 889, 4.3 STUDENTS UNDERSTAND THE HISTORICAL DEVELOPMENT AND KNOW THE CHARACTERISTICS OF VARIOUS ECONOMIC SYSTEMS. describing the general characteristics of economic systems (for example, scarcity, growth, distribution of goods and services, production, and consumption); and SE/TE: Connecting With Economics: 31, 154, 403, 583, 789, 893; economics: , 331, , , 843, 845, 860,

11 describing historical events and individuals in the economic development of the United States. SE/TE: Connecting With Economics: 31, 154, 403, 583, 789, 893; Ch. 11: The Nation Grows and Prospers, Ch. 13: Westward Expansion, ; Ch. 14: North and South, ; Ch. 18: Reconstruction and the Changing South, ; Ch. 19: The New West, ; Ch. 20: Industrial Growth, ; Ch. 21: A New Urban Culture, ; Ch. 26: The Great Depression, ; Ch. 29: Prosperity, Rebellion and Reform, STANDARD 5: STUDENTS UNDERSTAND POLITICAL INSTITUTIONS AND THEORIES THAT HAVE DEVELOPED AND CHANGED OVER TIME. 5.1 STUDENTS UNDERSTAND HOW DEMOCRATIC IDEAS AND INSTITUTIONS IN THE UNITED STATES HAVE DEVELOPED, CHANGED, AND/OR BEEN MAINTAINED. explaining the historical development of democratic governmental principles and institutions; describing the basic ideas set forth in the Declaration of Independence, Articles of Confederation, Constitution, and Bill of Rights; and giving examples of extensions and restrictions of political and civil rights in United States history. SE/TE: Ch. 4: The Thirteen English Colonies, ; Ch. 5: Crisis in the Colonies, ; Ch. 6: The American Revolution, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, ; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703 SE/TE: Declaration of Independence: , 213; Articles of Confederation: ; Constitution: , ; Bill of Rights: 29-30, 199, , 250, 260 SE/TE: slavery: 79, 106, , 115, , , , , 471, 486, ; suffrage: 240, , 261, 361, 445, 519, 521, , 524, 528, , , 648, 725, 726, 850, 863; The Civil Rights Movement: ; The Crusade for Equal Rights:

12 5.2 STUDENTS KNOW HOW VARIOUS SYSTEMS OF GOVERNMENT HAVE DEVELOPED AND FUNCTIONED THROUGHOUT HISTORY. identifying the ancient and medieval roots of governmental principles and institutions (for example, Hammurabi s Code, Roman Republicanism, Mosaic Law, Greek Democracy, Islamic Law); describing the basic forms of government, and giving examples of societies that have practiced them (for example, monarchy, oligarchy, clan/tribal, autocracy, dynasties, theocracy, republic, democracy); and describing how various other nations have pursued, established, and maintained democratic forms of government. SE/TE: ancient democracy: 56-57; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, SE/TE: Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, SE/TE: democracy: 56-57, 360, 363, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Ch. 9: Launching the New Government, STUDENTS KNOW HOW POLITICAL POWER HAS BEEN ACQUIRED, MAINTAINED, USED, AND/OR LOST THROUGHOUT HISTORY. describing how attributes of various people have affected their individual political rights (for example, gender, racial identity, national origin, property ownership, religion, legal status); describing how military and/or economic expansion resulted in the assumption or seizure of political power throughout history; and describing how forms of involuntary servitude have been used to maintain and expand political power throughout history (for example, slavery, serfdom, impressment). SE/TE: slavery: 79, 106, , 115, , , , , 471, 486, ; suffrage: 240, , 261, 361, 445, 519, 521, , 524, 528, , , 648, 725, 726, 850, 863; The Civil Rights Movement: ; The Crusade for Equal Rights: ; immigrants: 416, 605, , SE/TE: Ch. 3: Exploration and Colonization, 66-99; Ch. 6: The American Revolution, ; Ch. 13: Westward Expansion, ; Ch. 17: The Civil War, ; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, SE/TE: slavery: 79, 106, , 115, , , , , 471, 486,

13 5.4 STUDENTS KNOW THE HISTORY OF RELATIONSHIPS AMONG DIFFERENT POLITICAL POWERS AND THE DEVELOPMENT OF INTERNATIONAL RELATIONS. describing how the relationships between the United States and external political powers developed with the growth of the nation; and identifying basic patterns of political alliances in the modern world. SE/TE: Ch. 3: Exploration and Colonization, 66-99; Ch. 6: The American Revolution, ; Ch. 13: Westward Expansion, ; Ch. 17: The Civil War, ; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, ; foreign policy: , 289, , , , 668, , , 777, , 828, , 859, 861 SE/TE: foreign policy: , 289, , , , 668, , , 777, , 828, , 859, 861; Ch. 23: Becoming a World Power, ; Ch. 24: World War I, ; Ch. 27: The World War II Era, ; Ch. 28: The Cold War, ; Ch. 30: The Nation in a New World, ; NATO: 813, 881; United Nations: STANDARD 6: STUDENTS KNOW THAT RELIGIOUS AND PHILOSOPHICAL IDEAS HAVE BEEN POWERFUL FORCES THROUGHOUT HISTORY. 6.1 STUDENTS KNOW THE HISTORICAL DEVELOPMENT OF RELIGIONS AND PHILOSOPHIES. describing religious traditions of various ethnic groups in the United States; describing religious developments in United States history (for example, the Puritans, the Great Awakening, the Christian Abolitionists, the Mission System, the Mormon Trek, the founding of utopian religious communities); and SE/TE: religion: 38-40, 45-47, 53, 58-59, 78, 82-84, 102, , 109, 110, , 119, 127, 134, 188, 383, 392, 416, , 432, 435, , 441, 447, 546, , , 609, , 651, 663, 665, , 750, SE/TE: Mormons: ; religion: 38-40, 45-47, 53, 58-59, 78, 82-84, 102, , 109, 110, , 119, 127, 134, 188, 383, 392, 416, , 432, 435, , 441, 447, 546, , , 609, , 651, 663, 665, , 750,

14 describing different religious concepts that have developed throughout history (for example, monotheism and polytheism). SE/TE: religion: 38-40, 45-47, 53, 58-59, 78, 82-84, 102, , 109, 110, , 119, 127, 134, 188, 383, 392, 416, , 432, 435, , 441, 447, 546, , , 609, , 651, 663, 665, , 750, STUDENTS KNOW HOW SOCIETIES HAVE BEEN AFFECTED BY RELIGIONS AND PHILOSOPHIES. giving examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice; and giving and describing examples of individuals whom, throughout history, acted from their religious or philosophical beliefs. SE/TE: religion: 38-40, 45-47, 53, 58-59, 78, 82-84, 102, , 109, 110, , 119, 127, 134, 188, 383, 392, 416, , 432, 435, , 441, 447, 546, , , 609, , 651, 663, 665, , 750, ; Ch. 6: The American Revolution, ; Ch. 7: Creating a Republic, ; Ch. 8: Government, Citizenship, and the Constitution, ; Connecting With Government and Citizenship: 92, 269, 375, 525, 637, 703 SE/TE: An American Profile: 13, 40, 89, 105, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 440, 445, 481, 489, 494, 527, 559, 565, 579, 591, 609, 615, 631, 634, 665, 672, 693, 701, 725, 731, 753, 767, 787, 792, 811, 818, 850, 863, 879, STUDENTS KNOW HOW VARIOUS FORMS OF EXPRESSION REFLECT RELIGIOUS BELIEFS AND PHILOSOPHICAL IDEAS. describing how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history; giving examples of the unique art forms that characterize the various ethnic groups in the United States and the religious or philosophical ideas they express; SE/TE: Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; Political Cartoons: 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875 SE/TE: Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802,

15 explaining how stories, myths, and other forms of literature and oral traditions reflect the beliefs of cultures and societies; and explaining the religious or philosophical significance of structures such as pyramids, cathedrals, and burial mounds. SE/TE: History Through Literature: 64, 164, 298, 430, 536, 570, 656, 802, 902 SE/TE: Connecting With Culture: 190, 283, 438, 467, 616, 735, 848; religion: 38-40, 45-47, 53, 58-59, 78, 82-84, 102, , 109, 110, , 119, 127, 134, 188, 383, 392, 416, , 432, 435, , 441, 447, 546, , , 609, , 651, 663, 665, , 750,

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