Prentice Hall America: Pathways to the Present, Survey Edition 2005 Correlated to: Colorado Model Content Standards for History (Grades 9-12)

Transcription

1 Prentice Hall America: Pathways to the Present, Survey Edition 2005 Colorado Model Content Standards for History (Grades 9-12) STANDARD 1: STUDENTS UNDERSTAND THE CHRONOLOGICAL ORGANIZATION OF 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. 1. Identify events and people that characterize each of the major eras in United States and world history. Eras in U.S. History The Americas to 1600 The Colonial Era The Revolutionary Era Nation Building Expanding Nation ( ) Civil War & Reconstruction Development of the Industrial U.S. Progressive Era ( ) Emergence of the U.S. as a World Power ( ) The 20 s: Prosperity & Problems Depression and New Deal World War II and Post War U.S. Contemporary U.S Present Eras in World History Emergence of Civilizations to 1000 BC Classical Civilizations of the Mediterranean Basin, India and China 1000 BC-600 AD Expansion and Interaction of Civilizations, 600 AD AD Early Modern World, The World in the 19 th Century The World in the Contemporary Era SE/TE: 2, 4-26, 34-54, 55, 68, 70, 84, 96, 102, 104, , 151, , 232, , 265, , 306, 321, , , , , 448, , , , 548, , , , 642, , , , , , , 856, , 896, , , 959, 964, , , , , , , 1147, 1152 TECH: For all above pages Include But not limited to: Guided Reading Audio Tapes (English/ ; Section Reading Support Transparencies; Color Transparencies Historical Maps, A1; Time Lines, C1 Page 4; Sounds of Era Audio CD: The Iroquois Constitution, Ely S. Parker (Time: one minute, 45 seconds) 6; Color Transparencies Fine Art, E1, E2; American Photo, F1; Color Transparencies American Diversity, G1, 8; Exploring Primary Sources in US History CD- Rom Magna Carta, 12; Sounds of an Era Audio CD Olaudah Equiano on West Africa (Time: 45 seconds), 17; Teacher Express Biography, Askia Muhammad found on TE CD Profiles the brilliant Ruler of the West African ruler of the West African kingdom of Songhai, 20; Teacher Express Visual Learning Activity, Slave Factories; Teacher Express Primary Source Activity The Portuguese in West Africa; Sounds of An Era CD Letter to the Spanish Crown, Christopher Columbus (time: 30 Seconds), 24; Exploring Primary Sources in U.S. History CD-Rom The Log of Christopher Columbus; Prentice Hall United States History Video Collection Volume 2, 1

2 1. Identify events and people that characterize each of the major eras in United States and world history. Eras in U.S. History The Americas to 1600 The Colonial Era The Revolutionary Era Nation Building Expanding Nation ( ) Civil War & Reconstruction Development of the Industrial U.S. Progressive Era ( ) Emergence of the U.S. as a World Power ( ) The 20 s: Prosperity & Problems Depression and New Deal World War II and Post War U.S. Contemporary U.S Present Eras in World History Emergence of Civilizations to 1000 BC Classical Civilizations of the Mediterranean Basin, India and China 1000 BC-600 AD Expansion and Interaction of Civilizations, 600 AD AD Early Modern World, The World in the 19 th Century The World in the Contemporary Era TECH: The Era of Colonization ( ), 34; Color Transparencies Historical Maps, A2: Cause and Effect Charts, D1, 36; Exploring Primary Sources in US History CD Rom The Bloody Massacre 1770, 102C; US History Video Collection Volume 4 The American Revolution 102; Color Transparencies Maps A6 102; US History Video Collection Volume 4 The American Revolution 123; Sounds of an Era Audio CD Champ Clark on Valley Forge (time: one minute, 15 seconds); US History Video Collection Volume 5 A New Nation ( ) 198; Sounds of an Era CD Farewell Address, George Washington (time: one minute, 15 seconds) 200; Color Transparencies Historical Maps A20, A21, A24, 410; Sounds of an Era Audio CD The Commonwealth of Toil, 1940's recording (time :45 seconds) 478; Sounds of An Era Audio CD Ellis Island Immigrants (time: 50 seconds) 530; Untied States Video Collection Volume 18, The Great Depression and The New Deal.; Sounds of an Era CD D-Day Invasion, 1944 recording (time: 40 seconds) Students use chronology to organize historical events and people. 2

3 1. Reconstruct the time structure and identify connections found in historical narratives. SE/TE: 2, 34, 45, 68, 81, 102, 119, 142, 148, 198, 226, 238, 270, 308, 334, 344, 370, 378, 381, 422, 433, 454, 480, 486, 509, 518, 530, 550, 570, 582, 586, 605, 612, 637, 644, 671, 682, 700, 710, 715, 738, 760, 766, 781, 798, 818, 824, 857, 866, 871, 898, 910, 928, 945, 966, 981, 991, 994, 999, 1022, 1046, 1056, 1074, 1085, 1094, 1109, 1124, 1128 TECH: U.S. History Video Collection, Volume 1 Three Worlds Meet, 2; U.S. History Video Collection Volume 2, The Era of Colonization, 34; Sounds of An Era CD The Star Spangled Banner, 226; U.S. History Video Collection Volume 6, Expansionism, 238; U.S. History Video Collection Volume 17, The roaring Twenties, 682; U.S. Video Collection Volume 18, The Great Depression and the New Deal, 766; U.S. History Video Collection post Volume 20 Post-War US, 928; 2. Use timelines to organize large quantities of historical information, compare different time periods and places, and answer historical questions. SE/TE: 2, 34, 68, 102, 142, 198, 238, 270, 308, 344, 378, 422, 454, 486, 518, 550, 582, 612, 644, 682, 710, 738, 766, 798, 824, 866, 898, 928, 966, 994, 1022, 1056, 1094, 1124, 1132 ; Color Transparencies Historical Maps, A2: Cause and Effect Charts, D1, 34; Exploring Primary Sources in US History CD Rom The Bloody Massacre 1770, 102C; US History Video Collection Volume 4 The American Revolution 102; Color Transparencies Maps A6 102; Sounds of an Era Audio CD Champ Clark on Valley Forge (time: one minute, 15 seconds); US History Video Collection Volume 5 A New Nation ( ) 198; U.S. History Video Collection Volume 8 Causes of the Civil War, 344; U.S. History Video Collection Volume 19, World War II, 798; U.S. History Video Collection Volume 20 Post War USA, 1094; 3

4 3. Describe how history can be organized, using various criteria to group people and events. SE/TE: 29, 58, 76, 117, 164, 219, 257, 296, 317, 362, 401, 441, 466, 513, 540, 558, 597, 620, 652, 698, 722, 751, 784, 812, 854, 875, 919, 947, 974, 1002, 1029, 1077, 1101, 1132, 1134 TECH: Sounds of an Era Audio CD "Cross of Gold" (time: 40 seconds) 512; 1.3 Students use chronology to examine and explain historical relationships. 1. Distinguish between cause-and-effect relationships and events that happen or occur concurrently or sequentially. SE/TE: 14, 18, 29, 40, 57, 58, 76, 117, 145, 159, 164, 168, 217, 219, 255, 257, 296, 317, , 362, 367, 401, 439, 441, 443, 466, 472, 482, 492, 503, 513, 529, 540, 555, 558, 567, 597, 620, 622, 629, 650, 652, 692, 698, 722, 746, 751, 759, 772, 784, 812, 847, 854, 875, 919, 947, 957, 974, 1002, 1029, 1045, 1077, 1088, 1099, 1101, 1111, 1134, Distinguish between cause-and-effect relationships and events that happen or occur concurrently or sequentially. CD ; Prentice Hall Presentation Pro CD- ROM; Teacher Express CD-ROM ; Social Studies Skills Tudor CD-ROM 4

5 2. Analyze and explain cause-and-effect relationships using historical information that is organized chronologically. 3. Use both chronological order and the duration of events to detect and analyze patterns of historical continuity and change. SE/TE: 14, 18, 29, 40, 57, 58, 76, 117, 145, 159, 164, 168, 217, 219, 255, 257, 296, 317, , 362, 367, 401, 439, 441, 443, 466, 472, 492, 503, 513, 529, 540, 555, 558, 567, 597, 620, 622, 629, 650, 652, 692, 698, 722, 746, 751, 759, 772, 784, 812, 847, 854, 875, 919, 947, 957, 974, 1002, 1029, 1045, 1077, 1088, 1099, 1101, 1111, 1134 CD ; Prentice Hall Presentation Pro CD- ROM; Teacher Express CD-ROM ; Social Studies Skills Tudor CD-ROM TECH: Color Transparencies American Diversity Ch. 9; 332; Exploring Primary Sources in U.S. History CD-Rom; The Grapes of Wrath, John Steinbeck, 746; Color Transparencies Cause and Effect Charts, D9; 772; Color Transparencies American Diversity, G13, G14; 1099; SE/TE: 14, 18, 29, 40, 57, 58, 76, 117, 145, 159, 164, 168, 217, 219, 255, 257, 296, 317, , 362, 367, 401, 439, 441, 443, 466, 472, 492, 503, 513, 529, 540, 555, 558, 567, 597, 620, 622, 629, 650, 652, 692, 698, 722, 746, 751, 759, 772, 784, 812, 847, 854, 875, 919, 947, 957, 974, 1002, 1029, 1045, 1077, 1088, , 1099, 1101, 1111, 1132, 1134 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. 5

6 1. Formulate historical hypotheses from multiple, historically objective perspectives, using multiple sources. 2. Gather, analyze, and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses. SE/TE: 14, 18, 23, 29, 40, 45, 57, 58, 76, 84, 91, 117, 119, 145, 148, 159, 164, 167, 168, 214, 217, 219, 226, 255, 257, 287, 296, 317, 334, 348, 362, 367, 370, 401, 433, 439, 441, 443, 466, 472, 480, 492, 503, 513, 529, 530, 538, 540, 555, 558, 567, 570, 586, 597, 601, 605, 620, 622, 629, 637, 650, 652, 671, 692, 694, 698, 700, 715, 722, 746, 749, 751, 759, 760, 772, 781, 784, 812, 818, 837, 847, 854, 857, 870, 871, 875, 910, 919, 945, 947, 957, 959, 974, 991, 999, 1002, 1005, 1026, 1029, 1045, 1046, 1074, 1077, 1085, 1088, 1099, 1101, 1109, 1111, 1128, 1134 SE/TE: 14, 18, 23, 29, 40, 45, 57, 58, 76, 84, 91, 117, 119, 145, 148, 159, 164, 167, 168, 214, 217, 219, 226, 255, 257, 287, 296, 317, 334, 348, 362, 367, 370, 401, 433, 439, 441, 443, 466, 472, 480, 492, 503, 513, 529, 530, 538, 540, 555, 558, 567, 570, 586, 597, 601, 605, 620, 622, 629, 637, 650, 652, 671, 692, 694, 698, 700, 715, 722, 746, 749, 751, 759, 760, 772, 781, 784, 812, 818, 837, 847, 854, 857, 870, 871, 875, 910, 919, 945, 947, 957, 959, 974, 991, 999, 1002, 1005, 1026, 1029, 1045, 1046, 1074, 1077, 1085, 1088, 1099, 1101, 1109, 1111, 1128, 1134 TECH: Color Transparencies Political Cartoons, B1; 40; 2.2 Students know how to interpret and evaluate primary and secondary sources of historical information. 6

7 1. Explain how historical descriptions, arguments, and judgments can reflect the bias of the author and/or the prevailing ideas of the culture and time period. SE/TE: 29, 58, 76, 117, 164, 219, 257, 296, 317, 362, 401, 552, 466, 540, 558, 597, 620, 652, 698, 722, 751, 784, 812, 854, 875, 919, 947, 974, 1002, 1029, 1077, 1101, Interpret oral traditions and legends as histories. SE/TE: 2, 8, 18, 34, 68, 102, 142, 198, 238, 270, 308, 344, 378, 422, 454, 486, 518, 550, 582, 612, 644, 682, 710, 738, 766, 798, 824, 866, 898, 928, 966, 974, 994, 1022, 1056, 1094, Evaluate data within the social, political, and economic context in which it was created, testing its credibility, and evaluating its bias. SE/TE: 14, 18, 23, 29, 40, 45, 57, 58, 76, 84, 91, 117, 119, 145, 148, 159, 164, 167, 168, 214, 217, 219, 226, 255, 257, 287, 296, 317, 334, 348, 362, 367, 370, 401, 433, 439, 441, 443, 466, 472, 480, 492, 503, 513, 529, 530, 538, 540, 555, 558, 567, 570, 586, 597, 601, 605, 620, 622, 629, 637, 650, 652, 671, 692, 694, 698, 700, 715, 722, 746, 749, 751, 759, 760, 772, 781, 784, 812, 818, 837, 847, 854, 857, 870, 871, 875, 910, 919, 945, 947, 957, 959, 974, 991, 999, 1002, 1005, 1026, 1029, 1045, 1046, 1074, 1077, 1085, 1088, 1099, 1101, 1109, 1111, 1128,

8 4. Compare and contrast the reliability of information received from multiple sources. SE/TE: 14, 18, 23, 29, 40, 45, 57, 58, 76, 84, 91, 117, 119, 145, 148, 159, 164, 167, 168, 214, 217, 219, 226, 255, 257, 287, 296, 317, 334, 348, 362, 367, 370, 401, 433, 439, 441, 443, 466, 472, 480, 492, 503, 513, 529, 530, 538, 540, 555, 558, 567, 570, 586, 597, 601, 605, 620, 622, 629, 637, 650, 652, 671, 692, 694, 698, 700, 715, 722, 746, 749, 751, 759, 760, 772, 781, 784, 812, 818, 837, 847, 854, 857, 870, 871, 875, 910, 919, 945, 947, 957, 959, 974, 991, 999, 1002, 1005, 1026, 1029, 1045, 1046, 1074, 1077, 1085, 1088, 1099, 1101, 1109, 1111, 1128, Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives. 1. Identify historical contexts of contemporary issues. 2. Identify how print and electronic media can affect perspectives regarding historical events. 3. Use historical information to interpret and evaluate decisions or policies regarding contemporary issues. SE/TE: 7, 58, 81, 136, 156, 162, 209, 263, 302, 329, 372, 406, 415, 460, 524, 531, 571, 594, 615, 662, 685, 731, 758, 789, 816, 836, 892, 902, 934, 990, 1014, 1039, 1061, 1098, 1148 SE/TE: 14-15, 317, 460, 562, 591, 599, 693, 1148 SE/TE: 7, 45, 58, 81, 91, 119, 136, 148, 156, 162, 209, 226, 263, 287, 302, 329, 334, 370, 372, 381, 406, 415, 433, 460, 480, 509, 524, 530, 531, 570, 571, 586, 594, 605, 615, 637, 662, 671, 685, 700, 715, 731, 758, 760, 781, 789, 816, 818, 836, 857, 871, 892, 902, 910, 934, 945, 981, 990, 991, 999, 1014, 1039, 1046, 1061, 1046, 1085, 1098, 1009, 1128,

9 3. Use historical information to interpret and evaluate decisions or policies regarding contemporary issues. 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. 1. Describe the interactions and contributions of the various peoples and cultures that have lived in or migrated, immigrated, or were brought to the area that is now the United States, including African, Asian, European, Latino, and Native American. 2. Describe and explain the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion. SE/TE: 4-5, 36, 37-41, 43, 44, 74, 89, 90-91, , 110, 197, , 369, 332, 333, 349, 351, , 429, 461, , 527, 528, 529, 530, , 535, 548, 549, 601, 633, 650, , 687, 714, 719, , 883, 889, , , 1006, 1143, 1144, 1145 SE/TE: 12, 14, 26, 30, 40, 47, 57, 62, 85, 105, 217, 217, 243, 292, 301, 311, 333, 367, 391, 428, 443, 479, 492, , 530, 554, 555, 573, 585, 590, 607, 650, 667, 687, 692, 696, 708, 753, 779, , 803, 835, 843, 847, 879, 881, 885, 937, 972, 989, 998, 1004, 1010, 1011, 1033, 1041, 1088, 1099, 1130,

10 3. Explain the reasons for major periods of immigration to the United States and describe how different segments of U.S. society reacted and changed. 4. Describe the demographic changes resulting form major migrations in history. SE/TE: 4-5, 36, 37-41, 43, 44, 74, 89, 90-91, , 110, 197, , 369, 332, 333, 349, 351, , 429, 461, , 527, 528, 529, 530, , 535, 548, 549, 601, 633, 650, , 687, 714, 719, , 883, 889, , , 1006, 1143, 1144, 1145 SE/TE: 4-5, 36, 37-41, 43, 44, 74, 89, 90-91, , 110, 197, , 369, 332, 333, 349, 351, , 429, 461, , 527, 528, 529, 530, , 535, 548, 549, 601, 633, 650, , 686, 687, 688, 714, 719, , 883, 889, , , 1006, 1143, 1144, 1145 ; Color Transparencies Historical Maps, A2: Cause; and Effect Charts D1 36; Color Transparencies American Diversity G7, 332; Sounds of An Era CD Cowboy Dan Deering time (40; seconds), 488; 3.2 Students understand the history of social organization in various societies. 1. Explain how societies are maintained when individuals see benefits and fulfill obligations of membership. SE/TE: 38, 41, 50, 90-91, , 133, 136, 147, 168, 201, , 227, 260, 261, 295, 323, 329, 330, 333, 367, 393, 428, 431, 439, 479, , 530, 555, 565, 567, 573, 607, 636, 667, 686, 692, 704, 708, 827, 858, 881, 914, 929, 935, , , ,

11 2. Analyze how forces of tradition and change have influenced, altered, and maintained social roles and the social organization of societies throughout history. SE/TE: 26-27, 38, 44-45, 47-48, , , 251, 253, 256, 260, 261, , , , 516, 535, 642, 659, 668, 773, , 827, 931, 935, 955, 1006, Explain how, throughout history, social organization has been related to distributions of privilege and power. 4. Describe how societies have become increasingly complex in responding to the fundamental issues of social organization. SE/TE: , 288, 301, 313, 319, 320, 329, 331, 395, , 479, 481, 542, 567, 573, 615, 618, 636, 657, 670, 703, 704, 716, 717, 773, 779, 819, 821, 904, 932, 952, 1006, 1110, 1129, 1136, 1141 SE/TE: 26-27, 38, 44-45, 47-48, , , , 251, 253, 256, 260, 261, 288, 301, 313, 319, 320, 329, 331, 395, , , 479, 481, , , 516, 535, 542, 567, 573, 615, 618, 636, 642, 657, 659, 668, 670, 703, 704, 716, 717, 773, , 819, 821, 827, 904, 931, 932, 935, 952, 955, 1006, , 1110, 1129, 1136, 1141 STANDARD 4: STUDENTS UNDERSTAND HOW SCIENCE, TECHNOLOGY, AND ECONOMIC ACTIVITY HAVE DEVELOPED, CHANGED, AND AFFECTED SOCIETIES THROUGHOUT. 4.1 Students understand the impact of scientific and technological developments on individuals and societies. 11

12 1. Analyze the major technological turning points in history. 2. Explain how the scientific revolution affected how people lived in and viewed the world. 3. Describe and explain the social and economic changes that resulted from industrialization. SE/TE: 15-16, 115, , 317, , 384, 411, , 474, , 560, 563, 571, 572, 581, 688, 692, 725, 892, 893, , , 918, 972, 1111, 1147, 1148, 1149 ; Exploring Primary Sources in US History CD ROM; "The Bloody Massacre" ; United States History Video Collection Volume 11, Industrialization and Urbanization 456; United States History Video Collection; Volume 14, The progressive Movement: The United States and the World; Volume 16, The Great War. 581 SE/TE: 15-16, 79, 115, , 317, , 384, 411, , 474, , 560, 563, 564, 568, 571, 572, 581, 594, 688, 689, 692, 725, 892, 893, , , 918, 972, 1111, 1147, 1148, 1149 SE/TE: 15-16, 115, , , 282, 317, 326, , 384, 411, , 456, , 467, 469, 470, 472, 473, 474, 481, 484, 520, , 560, 563, 571, 572, 581, 584, 606, 688, 692, 725, 892, 893, , , 918, 972, 1111, 1147, 1148,

13 4. Analyze the impact of rapid developments in areas such as transportation, technology, and telecommunications on individuals and the world today. SE/TE: 15-16, 74, 115, , , , 282, 317, 326, , 369, 377, 384, 411, , 456, , 470, 472, 473, 474, 481, 484, 489, 510, 520, , 560, 563, 571, 572, 581, 584, 606, 688, 692, 725, 892, 893, , , 918, 968, 972, 1041, 1074, , 1111, 1147, 1148, Students understand how economic factors have influenced historical events. 1. Describe how systems of exchange and other economic developments influenced the growth and history of civilizations. SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 76, 134, 148, 253, , , , 279, , 296, , 376, 398, 399, 438, 439, , , , , 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 1057, 1060, 1061, , , , , 1131, , Describe how systems of exchange and other economic developments influenced the growth and history of civilizations. 2. Explain how economic changes led to the growth of towns, cities, and eventually, the modern nation-state. SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 76, 134, 148, 253, , , , 279, , , 296, 310, , 376, 398, 399, 438, 439, , , , , 535, , 538, 544, 552, 584, 615, 622, 623, 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 1057, 1060, 1061, , , , , 1131, ,

14 3. Analyze the relationship between economic factors and social and political policies throughout United States history. 4. Explain how the rise and expansion of trade have connected and affected the history of regions of the world. 5. Describe modern historical developments in economic interdependence and their impact on individuals and societies. 5. Describe modern historical developments in economic interdependence and their impact on individuals and societies. SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 76, 134, 148, 253, , , , 279, , , 296, 310, , 376, 398, 399, 438, 439, , , , , 535, , 538, 544, 552, 584, 615, 622, 623, 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 1057, 1060, 1061, , , , , 1131, , 1147 SE/TE: 96, 97, 199, 215, 216, 220, 233, 253, 256, , 351, 377, 459, 587, , 491, 492, 494, 498, 584, 586, , , 604, 605, 606, 608, 642, 643, 872, 873, 874, 880, , 983, , , 1095, 1105, , 1126 SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 76, 134, 148, 253, , , , 279, , 296, , 376, 398, 399, 438, 439, , , , , 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 1057, 1060, 1061, , , , , 1131, , Students understand the historical development and know the characteristics of various economic systems. 14

15 1. Explain the historical development of the economic system of the United States. 2. Analyze the history of the relationship between economics systems and the role of governments throughout history. SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 76, 134, 148, 253, , , , 279, , 296, , 376, 398, 399, 438, 439, , , , , 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 1057, 1060, 1061, , , , , 1131, , 1147 SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 73, 76, 121, 134, 144, 145, 146, 147, 148, 155, 158, , , 253, , , , 279, , 296, , 366, 376, 398, 399, 438, 439, , , , , 615, 622, 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 980, 1045, 1057, 1059, 1060, 1061, 1076, , , , , 1131, ,

16 3. Describe characteristics of specific economic systems and how these systems have existed in different ways at different times throughout history. 4. Trace the historical factors that lead to the transition from local and regional economies to a globally interdependent economy. SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50, 54, 59, 69, 73, 76, 121, 134, 144, 145, 146, 147, 148, 155, 158, , , 253, , , , 279, , 296, , 366, 376, 398, 399, 438, 439, , , , , 615, 622, 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 980, 1045, 1057, 1059, 1060, 1061, 1076, , , , , 1131, , 1147 SE/TE: 9, 11, 12, 15-16, 26, 38-39, 50-54, 59, 69, 71, 73, 76, 121, 134, 144, 145, 146, 147, 148, 155, 158, , , 253, , , , 279, , 296, , 366, 376, 398, 399, 438, 439, , , , , 615, 622, 712, 717, 723, 730, , 733, 741, 743, 770, 791, 861, 900, 908, , 918, 970, 971, 980, 1045, 1057, 1059, 1060, 1061, 1076, , , , , 1131, , 1147 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. 1. Identify and explain the role of the ideas expressed in the documents that influenced the development of constitutional democracy. SE/TE: , 120, , 153, , , , 163, , 211, 212, , 228, 232, 290, , , 329, 343, 349, , , 434, 444, , 550, 566, 703, 714, 717, 783, 925, , 934, 942, , 1027, , 1073, 1110,

17 2. Analyze how the ideas set forth in the Declaration of Independence, Constitution and Bill of Rights, Federalist Papers, and landmark Supreme Court cases affect and operate in the contemporary United States. 3. Identify and analyze how historical events have affected the organization of the political system of the United States. 4. Analyze how the United States political system has dealt with various constitutional crises. SE/TE: , 120, , 153, , , , 163, , 211, 212, , 228, 232, 290, , , 329, 343, 349, , , 434, 444, , 550, 566, 703, 714, 717, 783, 925, , 934, 942, , 1027, , 1073, 1110, 1131 SE/TE: , 120, , 153, , , , 163, , 211, 212, , 228, 232, 290, , , 329, 343, 349, , , 434, 444, , 550, 566, 703, 714, 717, 783, 925, , 934, 942, , 1027, , 1073, 1110, 1131 SE/TE: , 120, , 153, , , , 163, , 211, 212, , 228, 232, 290, , , 329, 343, 349, , , 434, 444, , 550, 566, 703, 714, 717, 783, 925, , 934, 942, , 1027, , 1073, 1110, Students know how various systems of government have developed and functioned throughout history. 1. Compare and contrast the characteristics and effects of the various political systems that developed throughout history. SE/TE: , 120, , 146, 153, , , , 163, , 211, 212, , 228, 232, 290, , , 329, 343, 346, 349, , , 434, 444, , , 481, 550, 566, 617, 618, 643, 660, 667, 671, 672, 703, , 715, 717, 754, 780, 783, 800, 802, , 840, , 871, 872, 881, , 925, , 934, 942, , 985, 1027, , 1073, 1110, 1131, 1135, ,

18 1. Compare and contrast the characteristics and effects of the various political systems that developed throughout history. 2. Compare and contrast the political traditions of Western Hemisphere nations. 3. Describe the characteristics and ideas of various modern political systems, and give examples of nations that have used them. SE/TE: 37, , 120, , 146, 153, , , , 163, , 211, 212, , 228, 232, 262, 290, , 293, , 329, 343, 346, 349, , , 434, 444, , , 481, 550, 566, , 587, 590, , 600, 617, 618, 643, 655, 656, 660, 667, 671, 672, 703, , 715, 717, 754, 780, 783, 800, 802, , 840, , 871, 872, 881, , 925, , 934, 942, , 985, 989, 990, 1027, , 1073, 1110, 1118, 1131, 1135, SE/TE: 37, , 120, , 146, 153, , , , 163, , 211, 212, , 228, 232, 262, 290, , 293, , 329, 343, 346, 349, , , 434, 444, , , 481, 550, 566, , 587, 590, , 600, 617, 618, 643, 655, 656, 660, 667, 671, 672, 703, , 715, 717, 754, 780, 783, 800, 802, , 840, , 871, 872, 881, , 925, , 934, 942, , 985, 989, 990, 1027, , 1073, 1110, 1118, 1131, 1135, TECH: T/R; For all above pages Include But not Limited to: Guided Reading Audio Tapes (English/ Spanish); Entire Student Edition on Audio CD; Prentice Hall Presentation Pro CD- ROM; Teacher Express CD-ROM; Social 18

19 4. Explain why nation-states developed throughout the world and became the dominant form of contemporary political organization. SE/TE: 37, , 120, , 146, 153, , , , 163, , 211, 212, , 228, 232, 262, 290, , 293, , 329, 343, 346, 349, , , 434, 444, , , 481, 550, 566, , 587, 590, , 600, 617, 618, 643, 655, 656, 660, 667, 671, 672, 703, , 715, 717, 754, 780, 783, 800, 802, , 840, , 871, 872, 873, 874, 878, 881, , , 925, , 934, 942, , 983, , 989, 990, 991, 1027, , 1064, 1073, , 1095, 1105, 1110, , 1118, 1126, 1131, 1135, , Students know how political power has been acquired, maintained, used, and/or lost throughout history. 1. Explain how military conquest and invasion have been used to assume, maintain, and extend political power throughout history. 2. Analyze the impact of major revolutions on the realignment of political power throughout the modern world. 3. Analyze how genocide has been used to acquire or maintain political power. SE/TE: 12, 46, 47-48, 60, 70-71, , 203, 215, 226, 583, , 586, 593, 604, , 643, 798, 800, 803, 804, 805, 810, 815, 816, , 825, 827, 835, 841, 866, 868, 871, 873, 874, 875, , 878, 885, , 931, 983, , 991, 1064, , 1095, 1105, , 1126, 1140 SE/TE: , 448, 585, , 656, 659, 713, , , 891, 1025, , 1116, 1117, 1135, 1136, , 1140 SE/TE: 594, 663, 813, 814, 843, , 891, 1138,

20 4. Describe how the development, expansion, and collapse of empires throughout history have affected the extension of political power. 5. Describe and analyze the major events in the expansion of the political power of the United States. 6. Analyze the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power. SE/TE: 37, , 120, , 146, 153, , , , 163, , 211, 212, , 228, 232, 262, 290, , 293, , 329, 333, 343, 346, 349, , , 434, 444, , , 481, 550, 566, , 587, 590, 594, , 600, 617, 618, 643, 655, 656, 660, 663, 667, 671, 672, 703, , 715, 717, 754, 780, 783, 800, 802, , 813, 814, 840, , 843, , 871, 872, 873, 874, 878, 881, , , 925, , 934, 942, , 983, , 989, 990, 991, 1027, , 1064, 1073, , 1095, 1105, 1110, , 1118, 1126, 1131, 1135, , 1138, 1140 SE/TE: 96, 97, 100, 119, 121, , , , 215, 220, , , 333, 377, 380, 390, 438, 448, 584, 585, 586, , , 600, , 606, 607, 642, 643, , 771, 773, , 848, 852, 874, , 888, 1133, 1137, 1138, 1140 SE/TE: 100, 119, 121, , , , , 333, 380, 390, 448, 594, 600, 642, 643, 651, , 662, 671, 676, 771, , 824, 837, , , 874, , 878, 888, , 1133, 1137, 1138,

21 7. Give examples of former colonies and dependent states throughout the world that have gained independence in the 20 th century, and explain how they have addressed the political issues related to independence. SE/TE: , 448, 585, , 656, 659, 713, , , 891, 1025, , 1116, 1117, 1135, 1136, Students know the history of relationships among different political powers and the development of international relations. 1. Describe the characteristics of relationships among political entities in the past. 2. Explain how the growth of nationalism affected the relationships among political powers. 3. Describe the eras of the United States diplomacy from the Revolution through the modern period. SE/TE: 96, 97, 100, 119, 121, , , , 215, 220, , , 377, 380, 390, 438, 448, 584, 585, 586, , , 594, 600, , 606, 607, 642, 643, 651, , 662, , 671, 676, 771, 773, , , 824, 837, , , 874, , 878, 888, 1092, 1093, 1133, 1137, 1138, 1140 SE/TE: , 117, 204, 205, 209, 211, , 295, , 448, 585, , 649, 650, 653, 656, 657, 659, 669, 713, 805, 810, , , 818, 827, 837, 891, 1025, , 1116, 1117, 1135, 1136, SE/TE: , 290, , 406, 448, 585, 594, , 656, 659, 713, , , 891, 1025, 1045, , 1116, 1117, 1135, 1136, ,

22 4. Explain how the foreign policy of the United States and other nations continues to develop and change. 5. Analyze the development of and issues associated with worldwide movements and organizations such as the League of Nations, the United Nations, and Amnesty International. SE/TE: , 290, , 406, 448, 585, 594, , 656, 659, 713, , , 891, 1025, 1045, , 1116, 1117, 1135, 1136, , 1152 SE/TE: 670, , 718, 814, 869, 886, 881, 891, 1020, 1086, 1088, 1118, 1137, 1139 STANDARD 6: STUDENTS KNOW THAT RELIGIOUS AND PHILOSOPHICAL IDEAS HAVE BEEN POWERFUL FORCES THROUGHOUT. 6.1 Students know the historical development of religions and philosophies. 1. Describe basic tenets of world religions that have acted as major forces throughout history including, but not limited to, Buddhism, Christianity, Hinduism, Islam, and Judaism. 2. Trace the history of how principal world religions and belief systems developed and spread. SE/TE: 10-11, 18, 36, 37-38, 47, 50-51, 53, 54-55, 91-92, 93, 162, , , 347, , 429, 505, 542, 567, 588, , 908 SE/TE: 10-11, 18, 36, 37-38, 47, 50-51, 53, 54-55, 91-92, 93, 162, , , 347, , 429, 505, 542, 567, 588, ,

23 3. Explain how, throughout history, conflicts among peoples have arisen because of different ways of knowing and believing. 4. Describe basic ideas of various schools of philosophy that have affect societies throughout history. SE/TE: 10-11, 13-14, 18, 36, 37-38, 47, 50-51, 53, 54-55, 79, 91-92, 93, , 117, 162, 204, 205, 209, 211, , , 295, , 347, , 361, 429, 448, 505, 542, 567, 568, 585, 588, 594, , 649, 650, 653, 656, 657, 659, 669, , 713, 805, 810, , , 818, 827, 837, 891, 908, 1025, , 11 TECH: T/R; For all above pages Include But not Limited to: Guided Reading Audio Tapes (English/ Spanish); Entire Student Edition on Audio CD; Prentice Hall Presentation Pro CD- ROM; Teacher Express CD-ROM; Social 16, 1117, 1135, 1136, SE/TE: 10-11, 13-14, 18, 36, 37-38, 47, 50-51, 53, 54-55, 79, 91-92, 93, , 117, 162, 204, 205, 209, 211, , , 295, , 347, , 361, 429, 448, 505, 542, 567, 568, 585, 588, 594, , 649, 650, 653, 656, 657, 659, 669, , 713, 805, 810, , , 818, 827, 837, 891, 908, 1025, , 1116, 1117, 1135, 1136, ; Sounds of An Era Audio CD "Sinners in the hands of; an Angry God", Jonathan Edwards (time one minute; fifty seconds), 92; Sounds of an Era CD Carter on Hostages in Iran; (time: 35 seconds), Students know how societies have been affected by religions and philosophies. 1. Give examples of how religion and philosophical beliefs have influenced various aspects of society throughout history. SE/TE: 10-11, 13-14, 18, 36, 37-38, 47, 50-51, 53, 54-55, 79, 91-92, 93, , 117, 162, 204, 205, 209, 211, , , 295, , 347, , 361, 429, 448, 505, 542, 567, 568, 585, 588, 594, , 649, 650, 653, 656, 657, 659, 669, , 713, 805, 810, , , 818, 827, 837, 891, 908, 1025, , 1116, 1117, 1135, 1136,

24 1. Give examples of how religion and philosophical beliefs have influenced various aspects of society throughout history. 2. Explain how, throughout history, the power of the state has been both derived from religious authority and/or in conflict with religious authority. 3. Explain how the focus on individualism and reason expressed in Western philosophy has affected the history of Western culture, including the history of the United States. ; Sounds of An Era Audio CD Sinners in the hands of; an Angry God", Jonathan Edwards (time one minute; fifty seconds), 92; Sounds of an Era CD Carter on Hostages in Iran; (time: 35 seconds), 1088 SE/TE: 10-11, 12, 13-14, 18, 36, 37-38, 47, 50-51, 53, 54-55, 79, 91-92, 93, , 117, 162, 204, 205, 209, 211, , , 295, , 347, , 361, 429, 448, 505, 542, 567, 568, 585, 588, 594, , 649, 650, 653, 656, 657, 659, 669, , 713, 805, 810, , , 818, 827, 837, 891, 908, 1025, , 1116, 1117, 1135, 1136, ; Sounds of An Era Audio CD Sinners in the hands of; an Angry God", Jonathan Edwards (time one minute; fifty seconds), 92; Sounds of an Era CD Carter on Hostages in Iran; (time: 35 seconds), 1088 SE/TE: 85, 217, 243, 333, 428, 479, 495, , 530, 554, 555, 573, 607, 650, 687, 692, 696, 708, , 972, 1010 ; Exploring primary resources in US History CD-Rom Geronimo His own Story S.M. Barrett ED,

25 4. Explain how the beliefs expressed in Eastern philosophy and religion have affected the history of Eastern cultures. SE/TE: 532, 585, 586, 596, 600, 601, , , 847, 880, 886, 887, 888, , , 1117, Students know how various forms of expression reflect religious beliefs and philosophical ideas. 1. Explain from an historical context why artistic and literary expression have often resulted in controversy. 2. Give examples of the visual arts, dance, music, theater, and architecture of the major periods of history and explaining what they indicate about the values and beliefs of various societies. SE/TE: 14, 47, 59, 62, 79, 82, 85, 87, 217, 278, 292, 301, 311, 333, 428, 479, 555, , 788, 881, 972, 998, 1033, 1041 SE/TE: 14, 47, 59, 62, 79, 82, 85, 87, 217, 278, 292, 301, 311, 333, 428, 479, 555, , 788, 881, 972, 998, 1033, 1041 ; Primary Sources in US History CD-Rom " "Swing Low Sweet Chariot" Spiritual, 87; Sounds of An Era CD "Rhapsody in Blue" (time one minute 30 seconds)"west End Blues" (time: 45 seconds)"east St. Louis Toodle-oo" 1927 recording (time: one minute, 15 seconds), 695 Reference: 25