MISSOURI SOCIAL STUDIES GRADE LEVEL EXPECTATIONS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "MISSOURI SOCIAL STUDIES GRADE LEVEL EXPECTATIONS"

Transcription

1 Examine the changing roles of government in the context of the historical period being studied: philosophy limits duties checks and balances separation of powers federalism Assess the changing roles of the following: checks and balances separation of powers federalism Principles of Constitutional Democracy Concepts A. (1) Principles of constitutional democracy in the United States SE/TE: xx, Ht 19, 1, 24-25, 68i, 69-70, 72-73i, 75, 88c, 95c, , 123, 149, 152, 165, , , 193, 195, 197, , 212,-213, , , 341, 348, 354, , , 414, 418, , 437c, 481, 483, 494, , 536, 539m, 547, , , , , 601, , 621, 892 TE: 257 TR: 279 TECH: 1, 152, 197, 223, 251, 227, 278, 287, 288, 348, 354, 426, 437 Analyze the roles and influence of political parties and interest groups SE/TE: HT19, 41, 47-48, 69, 78, 104, 108, 111, , 135, 141, 157, , 189, 191, 201, 205, 218, , , , , , 271, , 299, , 324, 351, 355, 357, , 377, 385, 394, , , , , 429, 433, 437, 441, 451, , 487, , 515, 528, 531, 536, 543, , , , , 567, 572, , , 604 Define and explain judicial review TE: SE/TE: 263, 313, 657, T676 TR: 210, 410, 441, 543, TECH: 135, 201, 377, 410, 421, 441, 543 1

2 Examine changes in democracy and republics over time Apply the following in the context of the historical period being studied: democracy republic changing role of government representation SE/TE: 4Q, 14, 22-27, 29, 53, 68-69, 75, , 112, 127, 172, 195, 205, , , 225, , , , , , , , 315, 346, 351, 357, 403, 414, 429, 445, 452, 455, 459, 483, 495, 536, 547, , 559, 562, 572, , 588, 629 TR: 29, 127, 452 SE/TE: 4Q, 14, 22-27, 29, 53, 68-69, 75, , 112, 127, 172, 195, 205, , , 225, , , , , , , , 315, 346, 351, 357, 403, 414, 429, 445, 452, 455, 459, 483, 495, 536, 547, , 559, 562, 572, , 588, 629 Examine the relevance and explain the connection of Constitutional principles in the following documents: Magna Carta Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu and the Social Contract Theory TECH: 29, 127, 452 B. (2) Understanding the relevance and connection of Constitutional principles SE/TE: 102, , 172, , 614 TE: T674 2

3 United States History 2a. Knowledge of continuity and change in the history of Missouri, the United States and the world Concepts A. (1) Understand the migrations of people from many regions to North America Describe the migrations of people from many regions of the world and the interactions of cultures and religious traditions that have contributed to America s history SE/TE: 6-8, 20-21, 27, 36-41, 44, 51-56, 66-70, 81, 93-94, , , 270, 277, , 315, 318, , 330, , 377, , 401, , 407, 409, , , 447, 450, 453, 466, 495, 497, , , 579, , , 595, 598, , 604 B. (2) Political development in the United States Analyze the evolution of American democracy, its ideas, institutions and political processes from colonial days to the present, including: Civil War and Reconstruction struggle for civil rights expanding role of government C. (3) Economic development in the United Stat Describe the historical development of the American economy, including: impact of geographic factors role of the frontier and agriculture impact of technological change and urbanization on land, resources, society, politics and culture changing relationships between government and the economy TE: T22, T32, T77, T115, 53, 113, 336, 440, T572 SE/TE: 23, 68i, 69-70, 72-73, 75, 90, , , , 127, 149, 165, , 195, 197, , , 225q, , , 246, 248, 253, , , 355, 363, 367, 371, 377, 395, 398, 400, 411i, 412q. 412, 414, 416, , 433, 437, 477, 480, , 495, , , , 536, 542a, 547, , 565, 572, 572a, 576, 579, 581, , , 597, 604, SE/TE: 6-7, 10-11, 32b, 47, 48, 50, 56, 62b, 69, 72, 75, 80, 82-83, 87, 88, 106, 107, 111, 115, 147, 151, 152, 156, 188, , 238, 244, 269, , 306b, 311, , , , 367, 377, 377i, 378b, 379, , 384i, , 407, 428, 442, 444, , 453, , 469, 492, 508b, 518, 531, 542b, 544, 550, 551i, , , 572, 572a, 572f, 574, 574b, 576, 577, , , , 596, , , 635, 743, 754 3

4 TECH: 32, 62, 152, 210, 287, 306, 342, 377, 378, 383, 407, 469, 508, 542, 561, 565, 584 D. (4) Foreign and domestic policy developments Describe and evaluate the evolution of United States domestic and foreign policies, including: isolationism Manifest Destiny imperialism two world wars Cold War E. (5) Understanding cultural changes Describe the changing character of American society and culture (i.e., arts and literature, education and philosophy, religion and values, and science and technology) SE/TE: 90, 116,183, 208, , 306, 321, , , 333, , , 414, , , , 447, 457, , 553, , 572a, 574, , 595, , 604, 634, 642, 681 TECH: 306, 419,426, 430, 460, 584 SE/TE: 41-43, 61, 67, 70, 92-93, , 104, , , 172, 180, 184, , , 211, 277, , 315, 317, , 325, 355, 358, 377, , , , , 399, 407, , 416, 418, 419, , , 446, , 462, 488, , , 518, 521, , 543, 548, 551, 553, , 572, , 581, , 594, 596, , , 634, 743, 845, 893 TR: 99, 543 TECH: 92, 109, 277, 288, 377, 383, 377, 395, 407, 419, 421, 426, 430, 431, 437, 452, 561 F. (6) Missouri history as it relates to major developments of United States history Analyze Missouri history as it relates to major developments of United States history, including: SE/TE: , , 495, exploration and settlement mid 1800s (conflict and war) urbanization, industrialization, postindustrial societies 4

5 Describe the dominant characteristics, contributions of, and interactions among major civilizations of Asia, Europe, Africa, the Americas and the Middle East in ancient and medieval times Interpret the Renaissance and Reformation to include new ways of thinking, including humanism, new developments in the arts and influences on later developments 2b. Knowledge of continuity and change in the history of the world (World History) Concepts A. (1) Knowledge of contributions and interactions of major world civilizations B. (2) Influence of the Renaissance and Reformation Assess the impact of the First Global Age (c c. 1770), including the Columbian Exchange; the origins and consequences of European overseas expansion; the effect of European arms and economic power on other parts of the world; resulting transformations in the Americas, Africa, Asia and Europe and conflicts among European maritime and land powers SE/TE: 8, 16-21, 24-27, 29, 30, 31, 36-41, 51-52, 59, 61 TECH: 19, 21, 29, 39, 59 SE/TE: 22-27, 135i, , TECH: 135 C. (3) Causes and effects of European overseas expansion SE/TE: 33, 33i, 34q, 37i, 36-41, 38-39m, 44-58, 46m, 47i, 57, 59c, 61q, 61g, 67-68, 70, 73, 79, 79i, 91, 94q, 355m D. (4) Impact of Scientific Revolution Examine and analyze the Scientific Revolution in the context of what it was, its antecedents and its impact on Europe and the world TR: 33 TECH: 39, 59 SE/TE: 17-19, 26-27, TECH: 19, 383 5

6 E. (5) Effect of the Enlightenment on major revolutions Evaluate the Enlightenment, including its principle ideas, its antecedents, its challenge to absolutist monarchies and others and its effects on world history SE/TE: , 172, 654 Identify and explain the major revolutions of the 18th and 19th centuries, including: political revolutions (American and French) and the Industrial Revolution (causes, development, reactions and other consequences, such as social, political and economic globalization) SE/TE: , 137i, 138q, 152c, , , 163c, 168q, , m,,183, , , 193m, 194i, 195, 197c, 202q, 284, , , 312c, 376i, 378a, , Describe the evolution of diverse economic theories and practices, including: manorialism, mercantilism, laissez-faire capitalism and socialism. Describe the social and political effects these have had on various societies Examine all of the wars of the twentieth century (i.e., World War I and II), including: causes, comparisons, consequences and peace efforts Examine all of the wars of the twentieth century (i.e., World War I and II), including: causes, comparisons, consequences and peace efforts TE: 137 TECH: 152, 153, 163, 182, 197, 378, 383, 395 F. (6) Causes and consequences of economic theories and practices SE/TE: 25, 50-50i, 75, 99, 106, , , 311, 344, 367, 383, 572a-c, 576, , 595, 597, 601, 604 TE: 99 TECH: 287, 383 G. (7) Causes, comparisons and results of major twentieth-century wars SE/TE: 347, 572a-b, 572d-f, 572h, 574, 585, 587, , , , SE/TE: 215c, 377, , 436, 437, 480q, , , 494, 497, 498, , 505, , 543m, 515, 516, , 520m, i, , 527, , 536c, 539c, 547p, i 6

7 (Continued) 577, 579, 581, 595, 572a, 572b, 572d, 572e, 586, 587, 590, 591, 594, 585, 599, 604 Evaluate European and Japanese imperialism of the late 19th and 20th century and the independence movements in Africa and Asia: causes, reactions, short- and long-term consequences Outline major demographic changes and migrations from prehistoric times to the present, including: their causes and consequences (e.g. rural to urban, less developed to more developed) Explain the importance of the following principles of government: limited government majority rule and minority rights constitution and civil rights checks and balances merits of the above principles TR: 543 TECH: 377, 426, 485, 505 H. (8) Causes, reactions and consequences of European and Japanese imperialism SE/TE: , 215c, 377, , , 480q, , , 494, , 505, , , 520m, i, , , 536c, 539c, 543m, 547p, i, 572a, 572b, 572d, 572e, 577, 579, 581, 595, , , , 599, 600, TR: 543 TECH: 377, 426, 437, 485, 505, 516, 539 I. (9) Causes and consequences of major demographic changes SE/TE: 6, 7m, 8, 21m, 33i, 34q, 37i, 37-39, 39m, 41, 44, 48, 53, 61q, 67, 69, 69i, 70, 75, 114q, 117, , 129i, 129q, 325, 377i, , 394, 396, 399, 407c, 442q, 446, , , , , 572a, 577, 579, 602, 604, 975 TR: 33 Principles and Processes of Governance Systems 3. Knowledge of principles and processes of governance systems Concepts A. (1) Principles and purposes of government SE/TE: 24-25, , 127c, 181, 184, 197c, 199, 200a, , 207q, , 215c, 219, , , 230q, 231, 231q, , 238q, 239q, 248q, 251a, 253, c, 259, , 260i, 264c, 268, , , , 293, 300c, 341, , 351, 351c, 354, 357, , 365i, 411, 414, 426, 530 7

8 B. (2) Similarities and differences of governmental systems Compare and contrast governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic and theocratic, and describe their impact C. (3) Processes of governmental systems Interpret the processes pertaining to: selection of political lead-ers (with an emphasis on presidential and parliamentary systems) functions and styles of leadership (including authoritarian, democratic and laissez faire) governmental systems how laws and rules are made, enforced, changed and interpreted (Continued) 530i, 553, 559m, 572, 572a-b, 572e, 581, 586, 590, , 597, 601, 603 TECH: 127, 197, 200, 354, 426 SE/TE: 22-27, 25p, 50-51, 68i, 69, 72, 78, 86-87, 88c, , 103i, 127c, 147, 151, 158, 170, 172, 172i, 195, , 238q, 244q, 252, 258, , 296i, 299, 315, 324i, 327, 330, 336a, 348, 351c, 363i, 455, 572, 572a-572b, 581, 585, , 595, 598, , 603, 615, 629 TECH: 127, 348 SE/TE: 4q,14q, 24, 25p, 25, 49i, 49-51, 50i, 62b, 66-70, 72-73, 78, 86-87, 98b, , , 106, 122c, 127c, 135i, 136b, 147, 151, 158, 170, 193, 195, , , 223c, 225q, 228q, 230q-231q, q, 234q, 239q, , 241q, 243q-244q, , 252, , 259, , 261m, 262c, , , 268c, 271i, 278b, , 293, , 299, 301, 306b, 310, 315, 324i, , 336b, 337i, 340, , , 351c, , 410b, 414, 440b, 455, 465, 483i, 496p, 499, 500m, 505c, 513, , , 572, 572a, 572b, 581, 586, , 595, , 601, 603, 629, 892, 989 TR: 337, 410 TECH: 62, 152, 223, 278, 306, 331, 336, 348, 354, 440, 505 8

9 Apply the following major economic concepts in the context of the historical period studied: scarcity opportunity cost factors of production (human resources, natural resources and capital resources) supply and demand (shortages and surpluses) gross domestic product (GDP) savings and investment business cycle profit government regulation and deregulation budgeting income unemployment and full employment inflation and deflation Economic Concepts and Principles 4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) Concepts B. (2) Understanding economic concepts SE/TE: 6-7, 10-11, 11i, 16-19, 20-21m, 25, 56, 56p, 82-82m, 88c, 107, 111, 147, , 161, 188, , 267, 269, , 301, , 328, 334m, , , 376i, 377i, 378a, , 384i, 385p, 386i, , 389q, , 394i, 402m, , 407c, 442q, 449i, 453, , 464p, 469c, , 496c, 512a, 515, , 551i, , , 572, 572a, 572b, 572c, 572d, 572f, 572g, 572h, , 581, , , , , 635, p TE: 2b, 21, 32b, 50, 75, 107, 111, 115, 284, 336b, 357, 378bn 449, 508b TR: 543 TECH: 19, 21, 152, 287, 383, 407, 469, 539, 542, 561 9

10 Analyze the roles people, business, and government play in economic systems, such as: monetary policy (why the Federal Reserve System influences interest rates and money supply) fiscal policy (government taxation and spending) how monopolies affect people s lives and how they are regulated how boycotts, strikes, and embargoes affect trade and people s options why businesses may choose to build in or move to other regions or countries C. (3) Understanding the roles of people, business, and government in economic system of the United States D. (4) Knowledge of economic consequences of decisions Determine the economic consequences of personal and public decisions SE/TE: 6-7, 10-11, 11i, 81-82, 83m, 87, 88c, 107, , 151, 151i, 152, 152c, 161, , 211m, 245q, 269, , 286i, , 328, 334m, 342, 344, 357, , 377i, 384i, 386i, q, 392, i, 396, 399, 407c, 428, 442q-449i, , 453, , 469c, 515, 531, , 572a, 572c, 572d, , 584, , , 601c, , 754, 754p, TE: 75, 98b, 378b, 389, 410b, 574b TECH: 152, 210, 342, 377, 407, 469, 584 SE/TE: 30, 50i, 56c, 60, 76, 81, 106, 110, 114m, 128, 147, 152, 171q, , 284c, , 326, 334, 342, 342c, 344, 348, 359, , 377i, 383, 383p, , 392, 395, 405, 408, 442q, , 450i, 453, , 470, 472d, 474m, 488i, 531, 532, 540, , 572a, , , , 595, 598, , 625, 630 TE: 269, 389 TECH: 76, 342, 348, 359, 377, 383,

11 Survey the functions and effects of major economic institutions of the United States economy, such as corporations, labor unions and financial institu-tions Explain the United States role in the global economy and of the roles of trade, treaties, international organizations and comparative advantage in the global economy E. (5) Understanding the functions and effects of economic institutions F. (6) Knowledge of economic institutions SE/TE: 56c, , , , , 367, , 578, 587, 604 TE: 50, 75, 269, 280, 449 TECH: 287 SE/TE: 40c, 41, 50, 50i, 56c, 67-69, 88c, 106, 144, , 148i, 152, 161, 193, 208, 247c, , 295, 295m, 314, 322, 325, 328, 330, 334m, , 345, 347, , , , 459, 469c, , 515, 531, , 591, 604 Explain the roles of trade, treaties, international organizations and comparative advantage in the global economy TE: 83, 187, 215, 377, 397, 399, 483, 491 SE/TE: 16-20, 17i, 20m, 40c, 41, 48, 53-54, 56-57, 69, 144, , , 161, 183, , 193, 195, 208, , 295, 314, , 328, 330, 334m, , 345, 347, , 402m, , , 459, 469c, 515, 531, 574, 587, 589, , , 604 TE: 83, 187, 215, 377, 397, 399, 483, 491 Identify the roles of government in a market economy (defining and protecting property rights, maintaining competition, promoting goals such as full employment, stable prices, growth and justice) TECH: 19, 152, 328, 342, 469 G. (7) Understanding the roles of government in a market economy SE/TE: 112, 151, 205, , 241q, 252, , , , 367, 429, 495, 531, 551i, , 576, 578, 581, , 605 TE: 50, 284, 449 TECH: 287,

12 Apply knowledge of the geography of Missouri, the United States and world to make predictions and solve problems Locate major cities of Missouri, the United States and world; states of the United States and many of the world s nations; the world s continents and oceans; and major topographic features of the United States and world Describe physical characteristics and human characteristics that make specific places unique Elements of Geographical Study and Analysis 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts B. (2) Knowledge to use geography to predict and solve problems C. (3) Understanding the concept of location D. (4) Understanding the concept of place SE/TE: HT8, HT15, T18, 2g, 2h, 3, 7, 10, 13, 20-21, 21m, 32g, 32h, 38, 46, 51, 54, 67, 71, 74, 77, 80, 82, 83m, 86, 90-91, 98h, 104, 114, , 180, 189, 193, 196, 207, , 211m, 295, 316, i, 325, 346, , 378h, 390, 402, 440g, 444, 449, , 456, 458, , 461i, , 500, 513, 520, , 523i, 534, 556, 559, 564 TR: 3 SE/TE: HT10-HT11, 6-7m, 20-21m, 31, 38-39, 46, 54, 67, 74, 80, 86, 91, 114, 142, 180, 189, 193, 207, 295, 316, 325, 329, 346, 356, 402, 425, 445, 452, 456, 458, 489, 490, 500, 513, 520, 534, 559, 564 TECH: 21, 39 SE/TE: 3, 8, 10-15, 44, 46, 47i, 55, 55i, 56, 63i, 64q, 66, 69-78, 71-74, 81-83m, 84, 86, 88-91, 104, , 117, , , 152, 156, , 160i, 187, 192, 209, 212, 288i, i, 295, 311, 318, 320i, , 328, , , , 377i, , 402m, , 419, 435, 442q 444, 446, 12

13 (Continued) , 455, , 461i, 465p, , , 497, 510q, , 516i, 518, , 531, , 537, 543i, 548, 551i, 572, 572f, 572p, 574, , , , 592, , 642 TE: 277, 315, 397, 515 TR: 3, 63, 337 TECH: 76, 152, 288, 328, 331, 336, 342, 348, 354, 359, 377, 395, 419, 516, 584 Explain how and why places change SE/TE: 6-7, 27, 40, 48, 67, 69-70, 77-81, 86-87, 89-90, 92-93, 108, 116, , 187, 195, m, 284, 288i, , , 384i, , 396, 399, , 407, , 442q, 477i, , 544q, , i, 550p, , 562p, 572, 572a, 572c, 574, , 581, 585, , , , 642, 743 TE: 33, 75, 397 TECH: 92, 288, 313, 328, 359, 407, 426, 430, 431, 437, 440, 452, 460, 477 Explain how and why different people may perceive the same place in varied ways Describe physical characteristics and human characteristics that make specific places unique SE/TE: 47, 92, 94q, 108, 110, 111i, 115, 151, 151i, 152c, 202, 205c, 257, 257c, 267, 390, 395, , , , 431, 433, 434i, 435, , , , , , 544q, 550p, , i, , 572f, 572h, , 591, 596, , 636, 641 TE: 377, 497 TECH: 92, 152, 395, 419, 421, 426, 431, 561 SE/TE: 8-9, 16, 18-19, 22-27, 31m, 39-40, 44, 48, 51-52, 69, 69i, , 161, , 346, 348, , 398, 466, 514, 572a- 572b, 572f, 574, 577, 582, , 587, , , 604, 697 TE: 17 TECH: 9, 19, 39, 152, 348,

14 Explain how and why places change SE/TE: HT8-HT15, 6-7m, 8, 16-21, 21m, 24, 24i, 36-41, 44, 48, 51-58, 61q, 67-70, 69i, , i, 144i, 161, , 183, , 195, 207q, 252, , , , , , 334m, 348, 377, , 391, , 396, 399, 401, 407c, 409g, 418p, , 425i, 436p, 437, 444, 446, 450, 452, 455, 466, , 515, 531, 572, 572a, 572b, 572f, 572p, 574, 577, , , 595, , 603 Explain how and why different people may perceive the same place in varied ways TE: 105 TECH: 19, 21, 39, 152, 153, 328, 348, 377, 426, 437, 452, 584 SE/TE: 8, 16, 44, 48, 69, 69i, , , 199, , 317, 437c, 466, 445i, , 572a, 572b, 572e, 572f, 572h, 583, , , 598, , 800 Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world List and explain criteria that give regions their identities in different periods of United States history TE: 377, 497 TECH: 152 E. (5) Understanding relationships within places SE/TE: 6-7m, 8, 16-21m, 44, 45i, 48, 50, 50i, 69, 81, 88c, , m, , 325, 344, , 377i, , 394, , 442q, , , , 572a, 572b, 572c, 579, , , 595, 598 TECH: 21, 109, 210 G. (7) Understanding relationships between and among regions SE/TE: 6-8, 10-11, 44, 66, 69-70, 72-74, 81, 86-87, 89-94, 104, , 117, , 160i, 170, 185, 282, , 394, 396, 399, 442q, 444, , , 477i, 510q, 516, , , 576, , , 586, 588,

15 Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation) Explain how regions relate to one another (e.g., river-drainage regions) TE: 357,397 TECH: 92, 109, 395 SE/TE: 74, 77-81, 84, 86-88c, 149, 170, , 213, 219, 225q, , 234q, 238q, , 245, 255, 259, 261m, 262c, , 284, , 357, , 364i, , , , 487, , 497, 497i, , 506, 516, 528, 531, 548, 551i, 553, 565, 577, 584, 597 TECH: 502, 505, 516, 565, 584 SE/TE: 6-7m, 11, 19-21m, 27, 40c, 41-43i, 55-56, 81, 89, , , , 320i, , 331, 348, , , , 402m, , 425, 444, 446, , 456, 465p, , , , 515i, 517, , 572a, 572c, 572f, 572p, 574, , , , 589, 596, , 604 TE: 353 TR: 479 TECH: 19, 21 Explain how and why regions change SE/TE: HT9, 6-7, 10-15, 46-48, 69, 71-74, 81-83m, 86-87, 88c, 92-93, 107, , , 207, 209, 211, 317, , 325, , 377i, 384i, , , 394, 396, 399, 407c, 418p, , 442q, 444, 446, 450, , , , 544q, , 550p, , , 564m, 572, 572a, 572c, , , 604, 754 TE: 357, 397 TECH: 92, 359, 377, 407, 426, 452 List and explain criteria that give regions their identities in different periods of world history SE/TE: 8-9, 16-21m, 22-27, 31m, 36-41, 44, 45i, 48, 53-55, 69, 69i, 114q, 129i, , i, 161, 183, , , , 315, 315i, , , , 394, 422, , 460, 466, 572a, 572b, 574, 585, 587, , , , ,

16 Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation) Explain how regions relate to one another (e.g., river-drainage regions) TE: 423, 445 SE/TE: 16-18, 48-51, 69, 103, , 144i, 295, , , , , 595 SE/TE: 16-19, 17i, 20-21, 36, 39-40, 48, 50-54, 56-57, 69, 76, , , , 572, 572a, 572b, 572c, 573, 577, 579, , 587, , 595, TECH: 19, 21, 39, 76 Explain how and why regions change SE/TE: 8-9, 16-19, 17i, 20-21m, 24-25, 29c, 36-40, 44-57, 61g, 76, , 144i, 183, 252, , 323, 330, , , 466, 572a, 574, 585, , 595, 598, 601, 604 TE: 33 TECH: 9, 19, 21, 29, 39, 76 Relationships of Individual and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions Concepts A. (1) Ideas and beliefs of different cultures Compare and contrast the major ideas and beliefs of different cultures SE/TE: 4q, 16-19, 22-24, 23q, 26, 29c, 47, 49-51, 69, 72-73i, 72q, 74, 76, 78-79, 86, 90, 92-93, , 112, 116, , , , , 187i, , 195, 202q, 205, 222, 240q, q, 252, 257, , 271, 337i, 344, 351g, , 357, 369c, 383, , , 410a, 411i, 412q, , 418p, 424q, 425i, 428i, 429, 429c, 431, , 436q, 437c, 450, , 465, 469c, , 530, 530i, 532, 548, 551i, 553, 553i, 556i, 557, 557i, 560, 562p, 567, 572, 581, 586, , 604, 608, 641 TE: 17, 73, 98b, 125, 136a, 136b, 166b, 251b, 351, 377, 385, 389, 410b, 491, 497, 543, 615, 636, 639, 641, 853 TR: 337,

17 B. (2) Changing of roles of various groups Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects TECH: 19, 29, 76, 92, 152, 153, 182, 354, 369, 383, 395, 410, 431, 437, 469 SE/TE: 48, 69, 78, 81, 90, 104, 108, 109i, , , 126i, 184, , 188i, 205, 215, 215c, 246q, 315, 330, 345, 352, 355, 356m, q, , 392, 394, , , 418p, 424q, 425i, , 428i, , 436q, 446, 449, 453, , 484, 487, , 495, 495q, , 506i, 526i, , , 543i, , 551i, , , 564m, 565c, 581, 586, , 601, 608, 892, 989 C. (3) Major social institutions Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs TE: 53, 83, 99, 111, 113, 187, 189, 205, 215, 251a, 351, 377, 385, 389, 394, 397, 399, 410a-411, 415, 423, 427, 433, 441, 483, 491, 525, 531, 555, 559, 561, 636, 639, 641, 853 TR: 543 TECH: 109, 419, 421, 426, 430, 565 SE/TE: 3, 16-19, 22, 23, 23q, 24, 26, 29c, 47, 48, 49, 50, 50i, 51, 69, 71-76, 73, 74, 78-79, 86, 88c, 92-93, , 106, , 110, ,119, 120, , 127c, , 149, 149i, , 152, 170, 205, 205c, , 215, 215c, 217, 228q, 231q, q, 241, 241i, 242, 245q, , 254, , 258, 259, 262, 263p, 269, , 284, , , 300, , 342, , 355, 357, , 369c, 383, , 394, 395, , , 418, 418p, 419, i, 421q, 423, 424, 426, 427, 429, 433, 435, 437c, , 454, 455, , 469c485, 490, 495, 530, 531, 543, 548, 551i, 553, 547, 553, 555, 560i, 562p, 572, 572a, 572b, 572e, 576, 581, 585, 586, 587, 588, 589, 590, 591, 593, 594, 595, 601, 603, 604, 892, , 989 TE: 49, 255, 265, 269, 351, 389, 421,

18 D. (4) Consequences of individual or institutional failure Identify the consequences that can occur when: institutions fail to meet the needs of individuals and groups individuals fail to carry out their personal responsibilities E. (5) Causes, effects and resolutions of cultural conflict TR: 3 TECH: 19, 29, 76, 92, 109, 127, 152, 313, 342, 395, 419, 421, 426, 437 SE/TE: 43i, 67-68, 70, 72-73i, 85, 87, 90,116, ,147, 151, , 152c, 156,161,163, 172, 187i, , 202,205c, , 223c, 236q, 241q, 242q, 267, , 291, 295, , 328, , 367, , 389,391, 394, 411i, 412q, 416, , 421i, 422, , 425i, 425m, , 433, 436q, 437c, , 465, 466, 476i, , 515, ,527, 531, 553, 554, 556, 556i, 557, , 562p, 572a, 572d, 580, 587, 588, 589, 593, 594, 596, 597, 598, 599, 601, 604, 605, 623 TE: 83, 187, 215, 377,397, 399, 417, 483, 491, 479,487 TECH: 152, 153, 163, 223, 328, 359, 419, 421, 430, 437, 561 Determine the causes, consequences and possible resolutions of cultural conflicts SE/TE: 9, 26,45, 47-48, 57, 67-68, 70, 73, 79, 90, 94q 115, 116, , 215, 325m, 355, 356, 357, , 412q, 417, 418, 419, 422, , 427, 428, 429, 430, 425i, 436q, 437c,480,q, , , 488, , q, 494, , 524,525, 526, 527, 532, i, 553, , 562p 557, 581, 594, 591, 593, 594,596, 598, 599, 600, 636 TE: 83,187, 215, 377, 397, 399, 483, 491, 543, TECH: 9, 359, 419, 426, 430, 437,

19 Develop a research plan and identify appropri-ate resources for investigating social studies topics Tools of Social Science Inquiry 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Concepts A. (1) Developing a research plan and identifying resources B. (2) Selecting and analyzing primary/secondary sources Distinguish between and analyze primary sources and secondary sources SE/TE: HT2, HT12, HT13, HT14, HT15, HT16, HT17, HT18, T1, 7, 13-14, 20, 23, 29c, 31, 38, 40c, 46, 54, 67, 74, 80, 82, 84, 86, 88c 91, 94, 95c, 98g, 102, 103, 114, 122c, 127c, 142, 146c, 152c, 157, 159, 163c, 165, 171, , 180, 189, 193, 196, 197c, 199, 205c, 207, 210, 215c, 223c, c, 257, 264c, 265c, 268c, 284c, 291c, 295, 296, 300c, 303c, 312c, 316, , 325, 329, 333c, 341, 342c, 346, 351c, 356, 369c, 371, 373, 397c, 402, 404c, 407c, 423, 425, 429c, 437c, 441, 445, 452, 456, 458, , 469c, 471, 484, 489, 490, 496c, 500, 513, 504q, 505c, 514g, 520, 522, 525, 531g, 534, 536c, 539c, 549, 554c, 559, , 570, 571, 572c, 572g, 577, 592, 601c TE: 2g, 32g, 62g, 98g, 136g, 166g, 336c, 336g, 440g,508c, 508g, 542c, 845g TR: 441 TECH: 29, 95, 98, 127, 152, 163, 197, 223, 333, 342, 369, 407, 437, 469, 505, 539, 565 SE/TE: HT2, 14, 23, 94, 102, 103, 157, 171, , , 296, 319, 373, 423, 441, 484, 504q, 525, 549, 570, 571 TE: T1, T5 19

20 Distinguish between fact and opinion and analyze sources to recognize bias and points of view C. (3) Understanding fact, opinion, bias and points of view in sources D. (4) Interpreting various social-studies resources Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art and artifacts SE/TE: 79i, 105, 116, 119, 121, 144, 148, 148i, 149, 151, 174q, 202q, 220i, 224, 267, 286i, 293, 296, 297, 299i, 300c, 324i, 334, 359, 360, 363i, 365i, 367,391, 395, 408, 419, , 429, 431, 433, 434, 447, 455i, 462, 484,q, 485, 488, , 497i, 506, 529, 530i, 537, 540, 554c, 556i, 593, 595, 610, 612, 616, 626, 636, 637, 640, 642 TECH: 359, 419, 426, 431, 485 SE/TE: HT1, HT10-HT15, HT16-HT18, HT18,HT19, 2-3i, 34, 7m, 19, 40c, 24i, 32-33i, 54m, 61, 64, 62-63, 67m, 74m, 86m, 75i, 80m, 94, 96, 97, 98-99i, 100, 102, 103, 105, 114, 121, 122c, 123, 124, 129, i, 138, 141i, 146c, 154, 157, 160i, 162, 164, i, 168, 171, 174, 180m 181, 189m, 193m, 199, i, 202, 205, 218, 220i, 225, i, 287, 291c, 296, 287, 299i, 305i, i, 308, 311, 312c, 324i, 332, 334, 335, i, 359, 363i, i, 380, 358i, 385, 388, 393i, 397c, 398, 400, 404c, 405, 409, i, 412, 418, 423, 424, 428, 429c, 433, 434, 436, 438, 439, i, i, 480, 483i, 484, 490m, 492, 496, 500m, 501, 503, 506, 507, 510, 514g, 520m, 521, 524, 525, 529i, 536, 537, 538, 540, 541i, 544, 547p, 554c, 556i, 559m, 563, 566, 567, 567i, 574, 582, 583, 594, 605, 608, 609, 610, 611, 612, 613, 614, 615, 616, 617, 618, 619, 620, 621, 622, , 626, 627, 628, 629, 630, 631, 632, 633, 634, 635, 636, 637, 638, 639, 640, 641, 642 TE: HT15, HT19, 141, 220, 225, 299, 324, 363, 483, 502, 529, 556 TR: 63, 99, 137, 167, 201, 279, 307, 337, 379, 410, 441, 479, 509,

21 E. (5) Knowledge to create various social-studies graphics Create maps, charts, diagrams, graphs, timelines and political cartoons to assist in analyzing and visualizing concepts in social studies TECH: 2, 19, 32, 98, 136, 166, 200, 278, 287, 306, 336, 359, 378, 410, 440, 452, 460, 469, 478 SE/TE: A2, A4, A6, A8, A10, A12, A14, A16, HT12, HT13, HT14, HT15, HT16, HT17, HT19, HT20, HT21, 2, 7, 13, 20, 30, 31, 32, 35, 38, 40, 46, 50, 54, 57,58, 61, 62, 67, 74, 80, 82, 84, 86, 88, 91, 98, 114, 122, 123, 126, 128, 136, 141, 142, 149, 152, 153, 159, 164, 165, 166, 180, 182, 189, 190, 193, 195, 196, 199, 200, 205, 207, 210, 220, 225, 254, 256, 257, 260, 261, 262, 264, 268, 278, 284, 291,295, 299, 300, 305, 306, 312, 316, 320, 324, 325, 328, 329, 336, 341, 342, 346, 351, 356, 363, 364, 371, 378, 383, 394, 397, 402, 404, 409, 410, 425, 437, 440, 445, 452, 456, 458, 460, 461, 478, 483, 500, 507, 508, 514, 529, 542, 554, 556, 560, 561, 564,572, 577, 585, 588, 592, 602, 604 TR: 410 TECH: 2, 32, 62, 98, 136, 152, 153, 166, 182, 200, 210, 278, 306, 328, 336, 342, 378, 383, 410, 437, 440, 452, 460, 478, 508, 542,

correlated to the Missouri Grade Level Expectations Grade 6 Objectives

correlated to the Missouri Grade Level Expectations Grade 6 Objectives correlated to the Missouri Grade 6 Objectives McDougal Littell 2006 World History: Medieval Early 2006 correlated to the Missouri PRINCIPLES OF CONSTITUTIONAL DEMOCRACY World History: Medieval Early 1.

More information

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8)

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8) Arkansas Social Studies Curriculum Frameworks (Grades 5 8) STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history

More information

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

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

More information

World Cultures and Geography

World Cultures and Geography McDougal Littell, a division of Houghton Mifflin Company correlated to World Cultures and Geography Category 2: Social Sciences, Grades 6-8 McDougal Littell World Cultures and Geography correlated to the

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) District of Columbia Public Schools, World History Standards (Grade 10) CHRONOLOGY AND SPACE IN HUMAN HISTORY Content Standard 1: Students understand chronological order and spatial patterns of human experiences,

More information

Prentice Hall World Geography: Building A Global Perspective 2003 Correlated to: Colorado Model Content Standards for Geography (Grade 9-12)

Prentice Hall World Geography: Building A Global Perspective 2003 Correlated to: Colorado Model Content Standards for Geography (Grade 9-12) Prentice Hall World Geography: Building A Global Perspective 2003 : Colorado Model Content Standards for Geography (Grade 9-12) STANDARD 1: STUDENTS KNOW HOW TO USE AND CONSTRUCT MAPS, GLOBES, AND OTHER

More information

America History of Our Nation Beginnings to

America History of Our Nation Beginnings to A Correlation of America History of Our Nation Beginnings to 1914 2011 to the Pennsylvania Academic Standards for History Grade 8 INTRODUCTION This document demonstrates how 2011 Beginnings to 1914 Edition

More information

RHODE ISLAND SOCIAL STUDIES STANDARDS, CERTIFICATE OF INITIAL MASTERY (CIM) (1999)

RHODE ISLAND SOCIAL STUDIES STANDARDS, CERTIFICATE OF INITIAL MASTERY (CIM) (1999) Prentice Hall America: Pathways to the Present 2005, Survey Edition Rhode Island Certificate of Initial Mastery (CIM) & Southern Rhode Island Regional Collaborative (SORICO), Social Studies Standards (Grades

More information

correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia and Skills Competency Goals

correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia and Skills Competency Goals correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia 6/2002 2003 Introduction to World Cultures and Geography: Eastern Hemisphere World Cultures and Geography:

More information

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

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

More information

Adlai E. Stevenson High School Course Description

Adlai E. Stevenson High School Course Description Adlai E. Stevenson High School Course Description Division: Special Education Course Number: ISO121/ISO122 Course Title: Instructional World History Course Description: One year of World History is required

More information

World History: Patterns of Interaction

World History: Patterns of Interaction McDougal Littell, a division of Houghton Mifflin Company correlated to World History: Patterns of Interaction Category 7: World History, Grades 9-12 McDougal Littell World History: Patterns of Interaction

More information

World History Grade: 8

World History Grade: 8 World History Grade: 8 SOC 220 World History I No graduation credit 5 days per week; 1 school year Taught in English This is a required course for 8th grade students in the Mexican/U.S. Programs. This

More information

Texas Education Agency TAKS and TEKS Standards Passwords: Social Studies Vocabulary

Texas Education Agency TAKS and TEKS Standards Passwords: Social Studies Vocabulary CURRICULUM ASSOCIATES, Inc. United States History Studies Since Reconstruction Standards (TAKS in bold) 1.A identify the major eras in U.S. history from 1877 to the Present and describe their defining

More information

Pearson myworld Geography Western Hemisphere 2011

Pearson myworld Geography Western Hemisphere 2011 A Correlation of Pearson Western Hemisphere 2011 Table of Contents Reading Standards for... 3 Writing Standards for... 9 A Correlation of, Reading Standards for Key Ideas and Details RH.6-8.1. Cite specific

More information

Social Studies High School TEKS at School Days Texas Renaissance Festival

Social Studies High School TEKS at School Days Texas Renaissance Festival World History 1.d Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the

More information

SKILL COMPETENCY GOAL 1: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary.

SKILL COMPETENCY GOAL 1: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. Prentice Hall: America: Pathways to the Present, Survey Edition 2003 North Carolina Social Studies Standards for United States History (Grade 11) SKILL COMPETENCY GOAL 1: The learner will acquire strategies

More information

COMPONENT 1 History of Maldives in a Maldivian Context. UNIT 1 Maldives and South Asia

COMPONENT 1 History of Maldives in a Maldivian Context. UNIT 1 Maldives and South Asia COMPONENT 1 History of Maldives in a Maldivian Context UNIT 1 Maldives and South Asia AIM: Viewing the early history of Maldives in a Maldivian context. 1.1 The Maldivian Civilisation 1.2 Sources for the

More information

Pre-AP Global History and Geography Summer Assignment

Pre-AP Global History and Geography Summer Assignment 2015-16 Pre-AP Global History and Geography Summer Assignment Directions: Define the following vocabulary terms for Pre-AP Global History. Each definition should explain: who, what, where, when and why

More information

FOURTH GRADE. WE LIVE AS CHRISTIANS ~ Your child recognizes that the Holy Spirit gives us life and that the Holy Spirit gives us gifts.

FOURTH GRADE. WE LIVE AS CHRISTIANS ~ Your child recognizes that the Holy Spirit gives us life and that the Holy Spirit gives us gifts. FOURTH GRADE RELIGION LIVING AS CATHOLIC CHRISTIANS ~ Your child recognizes that Jesus preached the Good News. understands the meaning of the Kingdom of God. knows virtues of Faith, Hope, Love. recognizes

More information

Final Exam: January 23rd and January 24 th. Final Exam Review Guide. Day One: January 23rd - Subjective Final Exam

Final Exam: January 23rd and January 24 th. Final Exam Review Guide. Day One: January 23rd - Subjective Final Exam Final Exam: January 23rd and January 24 th Final Exam Review Guide Your final exam will take place over the course of two days. The short answer portion is Day One, January 23rd and the 50 MC question

More information

1. Base your answer to the question on the cartoon below and on your knowledge of social studies.

1. Base your answer to the question on the cartoon below and on your knowledge of social studies. 1. Base your answer to the question on the cartoon below and on your knowledge of social studies. Which period began as a result of the actions shown in this cartoon? A) Italian Renaissance B) Protestant

More information

Alabama Course of Study Social Studies

Alabama Course of Study Social Studies Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTME T OF EDUCATIO Bulletin 2004, o. 18 EIGHTH GRADE World History to 1500 Students in the eighth grade

More information

Social Studies World History Unit 05: Renaissance and Reformation,

Social Studies World History Unit 05: Renaissance and Reformation, Social Studies World History Unit 05: Renaissance and Reformation,1450 1750 2012 2013 1 Use the quote and your knowledge of social studies to answer the following question. "All around us in Florence,

More information

Prentice Hall United States History Survey Edition 2013

Prentice Hall United States History Survey Edition 2013 A Correlation of Prentice Hall Survey Edition 2013 Table of Contents Grades 9-10 Reading Standards... 3 Writing Standards... 10 Grades 11-12 Reading Standards... 18 Writing Standards... 25 2 Reading Standards

More information

Name: Date: Period: Chapter 17 Reading Guide The Transformation of the West, p

Name: Date: Period: Chapter 17 Reading Guide The Transformation of the West, p Name: Date: Period: Chapter 16 Chapter 17 Reading Guide The Transformation of the West, 1450-1750 p.380-398 Using the maps on page 384 (Map 17.1) and 387 (Map 17.2): Mark Protestant countries with a P

More information

World Civilizations The Global Experience, AP* Edition, 6 th Edition 2011

World Civilizations The Global Experience, AP* Edition, 6 th Edition 2011 A Correlation of, AP* Edition, 6 th Edition 2011 To the AP* World History Topics *Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was

More information

Ideas of the Enlightenment

Ideas of the Enlightenment Ideas of the Enlightenment Freedom from oppression & Absolutism Freedom from slavery & needless Warfare Attacked medieval & feudal society Suspicious of superstition & church Supported free speech & religion

More information

x On record with the USOE.

x On record with the USOE. Textbook Alignment to the Utah Core 4 th Grade Social Studies This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

AP WORLD HISTORY SUMMER READING GUIDE

AP WORLD HISTORY SUMMER READING GUIDE AP WORLD HISTORY SUMMER READING GUIDE To My 2014-2015 AP World History Students, In the field of history as traditionally taught in the United States, the term World History has often applied to history

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject www.xtremepapers.com UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject *9204080452* HISTORY 9769/22 Paper 2b European History Outlines,

More information

Louisiana Department of Education Social Studies

Louisiana Department of Education Social Studies Louisiana Department of Education Social Studies Correlation to Grade Level Expectations Document Pearson Scott Foresman The United States Social Studies GRADE 5 C/SS-7A_G5 Geography The World in Spatial

More information

Is it true he isn t curving the test grade? OF COURSE HE S CURVING IT! WHAT S WRONG WITH YOU?

Is it true he isn t curving the test grade? OF COURSE HE S CURVING IT! WHAT S WRONG WITH YOU? Is it true he isn t curving the test grade? OF COURSE HE S CURVING IT! WHAT S WRONG WITH YOU? The Semester Final Critical Topics to Review PERIOD 1 (1450 to 1648) The Renaissance Upheavals of the 14 th

More information

LYNDHURST HIGH SCHOOL HISTORY DEPARTMENT:WORLD HISTORY

LYNDHURST HIGH SCHOOL HISTORY DEPARTMENT:WORLD HISTORY -WH Active Citizenship in 21 st Century Standards: 6.3.12 (A.B.C.D) Unit 1 (9 Blocks) Beginnings of 4 Million BC- 200 BC September The Peopling of The World What do we have in common with the people of

More information

Mini-Unit #2. Enlightenment

Mini-Unit #2. Enlightenment 1 Mini-Unit #2 Enlightenment (new ideas) Assessment: Determine which 2 Enlightenment thinkers had the most impact on the rights of people. Defend your choices with specific evidence from the background

More information

WORLD HISTORY FIRST SEMESTER EXAM TOPICS Must be HANDWRITTEN. Worth 15 pts. My exam is on January at AM.

WORLD HISTORY FIRST SEMESTER EXAM TOPICS Must be HANDWRITTEN. Worth 15 pts. My exam is on January at AM. WORLD HISTORY FIRST SEMESTER EXAM TOPICS Must be HANDWRITTEN. Worth 15 pts. Name: Date: Hour: The exam consists of 44 questions of READING TEXT, MAPS, and CHARTS. These are not designed to be studied for.

More information

Ch. 1. A New World of Many Cultures, Columbus Quote, Main point/s & Significance, p. 2

Ch. 1. A New World of Many Cultures, Columbus Quote, Main point/s & Significance, p. 2 Ch. 1. A New World of Many Cultures, 1492 1607 Columbus Quote, Main point/s & Significance, p. 2 Quote Main Point Significance/Why is it important? A. HISTORICAL PERSPECTIVES: WAS COLUMBUS A GREAT HERO?

More information

Chapter 16 Reading Guide The Transformation of the West, PART IV THE EARLY MODERN PERIOD, : THE WORLD SHRINKS (PG.

Chapter 16 Reading Guide The Transformation of the West, PART IV THE EARLY MODERN PERIOD, : THE WORLD SHRINKS (PG. Name: Due Date: Chapter 16 Reading Guide The Transformation of the West, 1450-1750 PART IV THE EARLY MODERN PERIOD, 1450-1750: THE WORLD SHRINKS (PG. 354-361) 1. The title for this unit is The World Shrinks

More information

Prentice Hall U.S. History Modern America 2013

Prentice Hall U.S. History Modern America 2013 A Correlation of Prentice Hall U.S. History 2013 A Correlation of, 2013 Table of Contents Grades 9-10 Reading Standards for... 3 Writing Standards for... 9 Grades 11-12 Reading Standards for... 15 Writing

More information

Saint Bartholomew School Third Grade Curriculum Guide. Language Arts. Writing

Saint Bartholomew School Third Grade Curriculum Guide. Language Arts. Writing Language Arts Reading (Literature) Locate and respond to key details Determine the message or moral in a folktale, fable, or myth Describe the qualities and actions of a character Differentiate between

More information

A Correlation of. to the. Minnesota Academic Standards In History and Social Studies Grades K-6 G/SS-36

A Correlation of. to the. Minnesota Academic Standards In History and Social Studies Grades K-6 G/SS-36 A Correlation of 2005 to the Minnesota Academic Standards In History and Social Studies Grades K-6 G/SS-36 This document demonstrates how meets the in History and Social Studies. Correlation page references

More information

AP World History 12/9/2014. Chapter 17: The Transformation of the West Chapter Notes

AP World History 12/9/2014. Chapter 17: The Transformation of the West Chapter Notes AP World History Chapter 17: The Transformation of the West Chapter Notes The Italian Renaissance: Starts Italy due to independence of Italian City-states, there was a Northern Renaissance as well (based

More information

Dartmouth Middle School

Dartmouth Middle School Dartmouth Middle School 2015-2016 Gr. 7 Social Studies Syllabus Mrs. Snyder Room 405 psnyder@hemetusd.org August 10, 2015 Dear Parents and Guardians and Students, Welcome to the new school year! I hope

More information

McFARLAND SCHOOL DISTRICT SOCIAL SCIENCE GRADE SEVEN. Benchmarks One Two Three Four

McFARLAND SCHOOL DISTRICT SOCIAL SCIENCE GRADE SEVEN. Benchmarks One Two Three Four 1 9 Weeks Roman Empire 7.1.1 Study the early All-In-One Tet Book Chapter Islam strengths and lasting contributions of Rome (e.g., Teaching Resource Interactive Reader Safari Montage significance of Roman

More information

The Thematic Essay Part II of the Global Regents Exam

The Thematic Essay Part II of the Global Regents Exam The Thematic Essay Part II of the Global Regents Exam What is a thematic essay? A thematic essay is an essay that requires you to write a 4-5 paragraph essay about a specific theme. Part of the Essay The

More information

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING Prentice Hall Mathematics:,, 2004 Missouri s Framework for Curricular Development in Mathematics (Grades 9-12) TOPIC I: PROBLEM SOLVING 1. Problem-solving strategies such as organizing data, drawing a

More information

ALGERIA - A Country Study

ALGERIA - A Country Study ALGERIA - A Country Study Search Algeria nmlkji Include word variants nmlkj Use only words as entered. SEARCH ALGERIA Acknowledgments PREFACE Table A. Selected Acronyms and Contractions COUNTRY PROFILE

More information

United States History. Robert Taggart

United States History. Robert Taggart United States History Robert Taggart Table of Contents To the Student.............................................. v Unit 1: Birth of a Nation Lesson 1: From Colonization to Independence...................

More information

Modern Europe- Cooke January, 2015 Modern Europe Midterm Study Guide

Modern Europe- Cooke January, 2015 Modern Europe Midterm Study Guide Modern Europe- Cooke Name: January, 2015 Modern Europe Midterm Study Guide The exam is on Thursday, January 22 nd at 8:00 am (arrive by 7:50 am). Location: B435, B436 and B437 (exact room assignments for

More information

South Carolina Social Studies Academic Standards 2005 Global Studies

South Carolina Social Studies Academic Standards 2005 Global Studies correlated to the South Carolina Social Studies Academic s 2005 Global Studies McDougal Littell World History: Patterns of Interaction correlated to the SOUTH CAROLINA Social Studies Academic s 2005 Global

More information

1. What is the difference between a market, command, and traditional economy?

1. What is the difference between a market, command, and traditional economy? Study Guide for 1 st Nine Weeks QPA 1. What is the difference between a market, command, and traditional economy? Traditional: People produce for themselves what they need to survive. They farm, hunt &

More information

World Civilizations Grade 3

World Civilizations Grade 3 World Civilizations Grade 3 Trimester I: Unit I: European Feudalism () Unit II: Islam () Unit III: China and Japan () Unit IV: High Middle Ages () Trimester II: Unit V: Renaissance & Reformation () Unit

More information

Name: Date: Period: UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA

Name: Date: Period: UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA 1. Which of the following geographical features were advantageous to the Gupta Empire? a. the Mediterranean Sea provided an outlet for trade with other

More information

Honors Global Studies I Syllabus Academic Magnet High School

Honors Global Studies I Syllabus Academic Magnet High School Honors Global Studies I Syllabus Academic Magnet High School COURSE DESIGN: The Honors Global Studies course is designed to be a general survey in a variety of ancient cultures all over the world. It is

More information

An Introductory to the Middle East. Cleveland State University Spring 2018

An Introductory to the Middle East. Cleveland State University Spring 2018 An Introductory to the Middle East Cleveland State University Spring 2018 The Department of World Languages, Literature, and Culture and the Department of Political Science Class meets TTH: 10:00-11:15

More information

1. What key religious event does the map above depict? 2. What region are the arrows emanating from? 3. To what region are 3 of the 4 arrows heading?

1. What key religious event does the map above depict? 2. What region are the arrows emanating from? 3. To what region are 3 of the 4 arrows heading? Name Due Date: Chapter 10 Reading Guide A New Civilization Emerges in Western Europe The postclassical period in Western Europe, known as the Middle Ages, stretches between the fall of the Roman Empire

More information

Social Studies 1 (Grade 1) (PACEs )

Social Studies 1 (Grade 1) (PACEs ) Learns about Ace and Christi. Builds reading skills. Social Studies 1 (Grade 1) (PACEs 1001-1012) Discerns objects with wheels, on the water, and in the sky. Begins globe and map study and reads about

More information

7. O u t c o m e s. Shakespeare in Love 31min left to

7. O u t c o m e s. Shakespeare in Love 31min left to 7. O u t c o m e s 1. Religion becomes playing card for War A. Real Catholics - Iberia, Italian City States B. Protestants United - England, Dutch, N Europe C. Team Divided - France, Holy Roman Empire

More information

World History Honors Semester 1 Review Guide

World History Honors Semester 1 Review Guide World History Honors Semester 1 Review Guide This review guide is exactly that a review guide. This is neither the questions nor the answers to the exam. The final will have 75 content questions, 5 reading

More information

This image cannot currently be displayed. Course Catalog. World History Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog. World History Glynlyon, Inc. This image cannot currently be displayed. Course Catalog World History 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ANCIENT CIVILIZATIONS I... 1 UNIT 2: ANCIENT CIVILIZATIONS II...

More information

French Absolutism, Enlightenment, & Revolution!

French Absolutism, Enlightenment, & Revolution! French Absolutism, Enlightenment, & Revolution! Outcome: The Enlightenment 1 Constructive Response Questions 2. What was the Enlightenment and who were some of the key contributors? 2 What Will We Learn?

More information

Curriculum Catalog

Curriculum Catalog 2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents WORLD HISTORY COURSE OVERVIEW...1 UNIT 1: ANCIENT CIVILIZATIONS I... 1 UNIT 2: ANCIENT CIVILIZATIONS II... 1 UNIT 3: THE MEDIEVAL WORLD...

More information

HISTORY 1400: MODERN WESTERN TRADITIONS

HISTORY 1400: MODERN WESTERN TRADITIONS HISTORY 1400: MODERN WESTERN TRADITIONS This course provides students with an opportunity to examine some of the cultural, social, political, and economic developments of the last five hundred years of

More information

Prentice Hall The American Nation: Beginnings Through 1877 '2002 Correlated to: Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8)

Prentice Hall The American Nation: Beginnings Through 1877 '2002 Correlated to: Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8) Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8) CATEGORY 1: SOCIAL STUDIES STANDARDS A. The program covers district objectives. Review each district outcome for your grade level and

More information

Ch. 21 in class. Tell me what you think an ABSOLUTE RULER is! (Opener) Think of the word ABSOLUTE carefully!

Ch. 21 in class. Tell me what you think an ABSOLUTE RULER is! (Opener) Think of the word ABSOLUTE carefully! Ch. 21 in class Tell me what you think an ABSOLUTE RULER is! (Opener) Think of the word ABSOLUTE carefully! Ch. 21 - Objectives To understand the meaning of ABSOLUTISM! To identify Absolute Rulers and

More information

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5)

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5) (Grade 6) I. Gather, Analyze and Apply Information and Ideas What All Students Should Know: By the end of grade 8, all students should know how to 1. Read, view, listen to, and evaluate written, visual,

More information

Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450

Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450 Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450 By the end of this unit, you will understand the following Key Concepts: 3.1 Expansion and Intensification of Communication and

More information

Name: Teacher: Mrs. Giermek

Name: Teacher: Mrs. Giermek Name: Teacher: Mrs. Giermek 1. During the early 1800s, which was a major influence on the struggles for political independence in Latin America? 1. poor conditions in urban centers in Latin America 2.

More information

Vocabulary Match the term to the definition. To create a better review sheet, write the term instead of the letter.

Vocabulary Match the term to the definition. To create a better review sheet, write the term instead of the letter. ! Vocabulary 1450-1750 Match the term to the definition. To create a better review sheet, write the term instead of the letter. A. Absolute monarchy B. Boyars C. Capitalism D. Caravel E. Catholic reformation

More information

Reformation, Renaissance, and Exploration. Unit Test

Reformation, Renaissance, and Exploration. Unit Test Reformation, Renaissance, and Exploration Read the questions below and select the best choice. Unit Test WRITE YOUR ANSWERS IN THE SPACES PROVDED ON YOUR ANSWER SHEET. DO NOT WRITE ON THIS TEST!! 1. Which

More information

Reformation, Renaissance, and Exploration. Unit Test

Reformation, Renaissance, and Exploration. Unit Test Reformation, Renaissance, and Exploration Read the questions below and select the best choice. Unit Test WRITE YOUR ANSWERS IN THE SPACES PROVDED ON YOUR ANSWER SHEET. DO NOT WRITE ON THIS TEST!! 1. The

More information

COURSE OUTLINE History of Western Civilization 1

COURSE OUTLINE History of Western Civilization 1 Butler Community College Humanities and Social Sciences Division Tim Myers Revised Spring 2015 Implemented Fall 2015 COURSE OUTLINE History of Western Civilization 1 Course Description HS 121. History

More information

Massachusetts History and Social Science Curriculum Framework World History I & II

Massachusetts History and Social Science Curriculum Framework World History I & II A Correlation of, Realize Platform To the Curriculum Framework Introduction This document demonstrates how, meets the,. Citations are to the digital SE, for TR information see all accompanying English

More information

7th grade Benchmark Study Guide Trimester 3

7th grade Benchmark Study Guide Trimester 3 7th grade Benchmark Study Guide Trimester 3 humanism Renaissance perspective human anatomy indulgences Protestant Inquisition Jesuit Great Schism missionary Terms to Know TERMS PEOPLE scientific rationalism

More information

#25 Objectives. I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war.

#25 Objectives. I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war. #25 Objectives I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war. Opener Do you think there could be another World War today? Why or why not?

More information

Haredi Employment. Nitsa (Kaliner) Kasir. Deputy Chair, the Haredi Institute for Public Affairs. Jewish Funders Network

Haredi Employment. Nitsa (Kaliner) Kasir. Deputy Chair, the Haredi Institute for Public Affairs. Jewish Funders Network Haredi Employment Nitsa (Kaliner) Kasir Deputy Chair, the Haredi Institute for Public Affairs Jewish Funders Network March 12, 2018 (Updated version: February 12, 2019) Data is only half the story and

More information

Reformation, Renaissance, and Exploration. Unit Test

Reformation, Renaissance, and Exploration. Unit Test Reformation, Renaissance, and Exploration Read the questions below and select the best choice. Unit Test WRITE YOUR ANSWERS IN THE SPACES PROVDED ON YOUR ANSWER SHEET. DO NOT WRITE ON THIS TEST!! 1. The

More information

Intermediate American History, Volume 1

Intermediate American History, Volume 1 Intermediate American History, Volume 1 TABLE OF CONTENTS CHAPTER ONE GLOBAL HERITAGE OF THE AMERICAN PEOPLE (Prior to 1500) TOPIC A: History and the Social Sciences: The Study of People... 1 TOPIC B:

More information

INTERNATIONAL STUDIES MIDDLE EAST STUDIES RECOMMENDED COURSE LIST UPDATED - August 3, 2014

INTERNATIONAL STUDIES MIDDLE EAST STUDIES RECOMMENDED COURSE LIST UPDATED - August 3, 2014 AR 420/520 Folk Tales of the Arabs AR 423/523 Modern Arabic Poetry GEOG 364 The Middle East HST 385, 386 The Modern Middle East HST 484/584 Topics in Middle Eastern History HST 485/585 Ottoman World HST

More information

correlated to the PENNSYLVANIA Academic Standards for History 8.1 Historical Analysis and Skills Development 8.4 World History Grades 9 and 12

correlated to the PENNSYLVANIA Academic Standards for History 8.1 Historical Analysis and Skills Development 8.4 World History Grades 9 and 12 correlated to the PENNSYLVANIA Academic Standards for History 8.1 Historical Analysis and Skills Development 8.4 World History Grades 9 and 12 McDougal Littell Ancient World History Patterns of Interaction

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

3. Which institution served as the main unifying force of medieval Western Europe?

3. Which institution served as the main unifying force of medieval Western Europe? World History Midterm Review Unit 3A Middle Ages in Europe 1. In Feudal times, how did the Roman Catholic Church and much of society view women? A. They believed women should have the right to vote. B.

More information

PRINCIPLES OF MACROECONOMICS Spring Semester,

PRINCIPLES OF MACROECONOMICS Spring Semester, PRINCIPLES OF MACROECONOMICS Spring Semester, 2014-2015 Joseph P. Joyce Room 413 PNE Department of Economics Wellesley College Tel: 781-283-2160 E*mail: JJOYCE@wellesley.edu Goals: Macroeconomics is the

More information

World History Fall Semester ACP Review Packet

World History Fall Semester ACP Review Packet World History Fall Semester ACP Review Packet This is a list of all the topics that you learned during the fall semester. These are not questions. They are topics that you need to know for the ACP. Directions:

More information

Principle Approach Education

Principle Approach Education Principle Approach Education Seven Leading Ideas of America s Christian History and Government by Rosalie June Slater Reprinted from Teaching and Learning: The Principle Approach 1. The Christian Idea

More information

Name: Date: Pd: World History Fall Semester Final Review

Name: Date: Pd: World History Fall Semester Final Review Name: Date: Pd: World History Fall Semester Final Review Unit 1: Foundations of Civilization 8000 BC-500 BC 1. What was the Neolithic Revolution? 2. What were effects of the Neolithic Revolution? 3. List

More information

Honors World History Midterm Review

Honors World History Midterm Review Name Period Date Honors World History Midterm Review Your midterm will be given in two sections: DBQ (there will be 3 short documents and 1 essential question to answer) and multiple choice (45 items total,

More information

6a: Factors Contributing to Tolerance and Intolerance in the History of Al-Andalus

6a: Factors Contributing to Tolerance and Intolerance in the History of Al-Andalus 6a: Factors Contributing to Tolerance and Intolerance in the History of Al-Andalus Author: Ernest O Roark Overview and Purpose of the Lesson: The purpose of this lesson is to provide students with an understanding

More information

Tolerance in French Political Life

Tolerance in French Political Life Tolerance in French Political Life Angéline Escafré-Dublet & Riva Kastoryano In France, it is difficult for groups to articulate ethnic and religious demands. This is usually regarded as opposing the civic

More information

Review Unit Packet (page 1-37)

Review Unit Packet (page 1-37) Reading Notes (homework) Review Unit Part 1 (1-9) Review Unit Packet (page 1-37) Questions of the Day, Terms, Objective Questions (in class) Question of the Day 1- How does food get into your home track

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 California History-Social Science Standards for Public Schools (Grade 8) HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS CHRONOLOGICAL

More information

ERA 6 Jeopardy Review

ERA 6 Jeopardy Review ERA 6 Jeopardy Review The Renaissance The Age of Exploration The Scientific Revolution The Reformation Primary Sources Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200

More information

SOL 6 - WHI. The Romans

SOL 6 - WHI. The Romans SOL 6 - WHI The Romans The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. The Italian peninsula was protected by

More information

United Kingdom. South Africa. Australia Brazil. Vikings. Mexico. Canada India. Greece Rome. Russia. China. Japan. Grade 6

United Kingdom. South Africa. Australia Brazil. Vikings. Mexico. Canada India. Greece Rome. Russia. China. Japan. Grade 6 California Historical and Social Sciences Content Standards--Grade 6 Correlated to Reading Essentials in Social Studies Perfection Learning Corporation Grade 6 6.1 Students describe what is known through

More information

Summer Assignment AP World History

Summer Assignment AP World History Summer Assignment AP World History 2016-2017 Instructor: Ms. Emma Latorre Student Name: Due on Friday, August 19, 2016 to your AP World History teacher. As an APWH student, you are held to a higher expectation

More information

EASTERN ARIZONA COLLEGE The Development of Europe to 1650

EASTERN ARIZONA COLLEGE The Development of Europe to 1650 EASTERN ARIZONA COLLEGE The Development of Europe to 1650 Course Design 2018-2019 Course Information Division Social Sciences Course Number HIS 104 Title The Development of Europe to 1650 Credits 3 Developed

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Oregon Language Arts Content Standards (Grade 8) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Name Review Questions. WHII Voorhees

Name Review Questions. WHII Voorhees WHII Voorhees Name Review Questions WHII.2 Review #1 Name 2 empires of the Eastern hemisphere. Name 3 nations of Western Europe. What empire was located in Africa in 1500? What empire was located in India

More information

Programme Year Semester Course title

Programme Year Semester Course title History B History I 1 Ancient History of Romania (I) I 1 Ancient History of Romania (II) I 1 Ancient History 8 I 1 General Pre-history and Archaeology I 1 Introduction to History and Auxilary Sciences

More information

Ms. Oase Chapter 17 AP Euro Toward A New Worldview: Scientific Revolution and Enlightenment

Ms. Oase Chapter 17 AP Euro Toward A New Worldview: Scientific Revolution and Enlightenment 1 Part One: Hub Dates Directions: Study the dates and accompanying information below. You will be quizzed on the information. All Hub Dates Exams are cumulative. 1540-1690 Scientific Revolution 1543 Copernicus,

More information