Prentice Hall U.S. History Modern America 2013

Save this PDF as:

Size: px
Start display at page:

Download "Prentice Hall U.S. History Modern America 2013"

Transcription

1 A Correlation of Prentice Hall U.S. History 2013

2 A Correlation of, 2013 Table of Contents Grades 9-10 Reading Standards for... 3 Writing Standards for... 9 Grades Reading Standards for Writing Standards for

3 A Correlation of, 2013 Reading Standards for Grades 9 10 students: Key Ideas and Details RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Critical Thinking Skills: Analyze Primary Sources, SH24, 566, Evaluate Credibility of Sources, 94, 318, 566, Recognize Propaganda, 166, 394, Analyze Literature, 108, 239, 277, Evaluate Literature, 108; also see: Writing Skills: Analyze Primary Sources, 330 TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Modeling Reading and Writing Skills: Evaluate Online Sources, T87 3

4 A Correlation of, 2013 RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; In Text Primary Source, 14, 40, 45, 52, 58, 71, 76, 86, 90, 102, 111, 122, 129, 139, 148, 152, 161, 174, 187, 193, 217, 220, 228, 238, 239, 245, 246, 255, 262, 265, 269, 276, 285, 291, 295, 297, 298, 301, 304, 306, 313, 328, 332, 334, 341, 357, 365, 371, 374, 379, 385, 389, 391, 402, 404, 407, 414, 426, 450, 478, 481, 489, 492, 493, 507, 512, 518, 521, 534, 541, 542, 545, 553, 555, 562, 571, 575, 584, 589, 601, 604, 605, 613, 618, 631, 635, 641, 664, 673; Decision Point, 18, 196, 378, 410; Political Cartoons, 46, 88, 101, 122, 127, 160, 167, 175, 196, 207, 219, 225, 281, 289, 298, 319, 336, 394, 421, 431, 513, 543, 595, 623, 641, 667, 687; also see: Critical Thinking: Identify Central Issues, 20, 27, 79, 147, 250, 280, 291, 299, 350, 411, 427, 447, 453, 485, 514, 528, 536, 585, 612, 622, 632, 637, 638, 652, 665, 670, 683, 686; Reading Skills: Identify Main Ideas and Details, SH4, 116, 120, 310, 314; Identify Main Ideas, 34, 41, 71, 109, 114, 121, 127, 138, 143, 199, 242, 246, 300, 309, 329, 361, 412, 417, 440, 447, 448, 455, 511, 512, 515, 517, 570, 573, 598, 605, 607, 613, 633, 637, 644, 666, 670, 683; Identify Details, 100, 107, 128, 131, 524; Identify Supporting Details, 156, 163, 212, 217, 272, 276, 537, 543, 615, 618, 679; Identify Central Issues, 453 TE only: Focus Questions, T32, T33, T36, T37, T40, T41, T44, T45, T48, T49, T52, T53, T56, T57, T60, T61, T64, T65, T68, T69, T72, T73, T76, T77, T80, T81, T84, T85, T88, T89, T92, T93, T96, T97, T100, T101, T104, T105, T108, T109 4

5 A Correlation of, 2013 RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. SE/TE: Cause and Effect Charts, 28, 59, 60, 204, 278, 308, 390; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; Critical Thinking Skills: Analyze Causes and Effects, SH27, 390, Recognize Effects, 177, 269, 276, 330, 394, 652, Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678, Explain Effects, 94, 134, 153, 430, 462, 559, 566, Explain Causes, 2-3, 94, 260, 430, 686, Recognize Causes, 127, 206, 280, 338, 350, 619, Identify Effects, 51, 314, 551, Analyze Causes, 360; Reading Skills: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601, Understand Effects, 73, 79, 386, 434, 439, 504, 510, Recognize Multiple Causes, 87, 90, 260, Identify Causes, 170, 179, 584, Recognize Causes, 254 Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. SE/TE: Section Assessment: Terms and People, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessments, Terms and People sections, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686 TE only: Vocabulary Builder, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673, 679 5

6 A Correlation of, 2013 RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis SE/TE: Analyze text s structure, SH4; Primary Sources, 198, 339, 405, 485, 638, ; also see: Critical Thinking Skills: Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678; Reading Skills: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601; Recognize Sequence, 9, 14, 15, 20, 42, 47, 48, 54, 151, 155, 259, 370, 380, 400, 544, 551, 586, 591, 671, 678 RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. SE/TE: Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Critical Thinking Skills: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678, Identify Points of View, 75, 79, 107, 134, 150, 187, 230, 246, 275, 314, 318, 338, 347, 417, 427, 453, 462, 496, 510, 514, 521, 524, 613, 644 6

7 A Correlation of, 2013 Integration of Knowledge and Ideas RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. SE/TE: Infographics, 10, 38, 46, 51, 68, 75, 102, 122, 146, 152, 162, 176, 183, 192, 214, 228, 235, 256, 263, 275, 286, 306, 326, 358, 382, 403, 414, 422, 436, 442, 451, 474, 479, 494, 514, 520, 540, 549, 556, 572, 582, 612, 618, 636, 659, 668; Maps, 5, 11, 13, 24, 28, 40, 46, 53, 85, 114, 125, 129, 141, 149, 158, 160, 162, 164, 172, 176, 191, 195, 200, 214, 266, 281, 286, 306, 328, 333, 343, 346, 372, 374, 376, 388, 401, 403, 408, 409, 416, 428, 438, 444, 460, 470, 479, 509, 533, 539, 547, 550, 564, 565, 588, 601, 611, 632, 648, 650, 672, 675, 684; Charts and Graphs, C3, C6, C9, C13, 20, 28, 29, 35, 54, 57, 59, 60, 92, 105, 129, 130, 132, 135, 140, 147, 149, 159, 164, 165, 166, 171, 174, 181, 183, 191, 193, 198, 204, 213, 216, 217, 221, 224, 235, 238, 240, 241, 248, 256, 257, 260, 262, 263, 266, 274, 278, 280, 286, 293, 295, 296, 297, 299, 303, 305, 308, 309, 316, 318, 325, 337, 344, 348, 350, 351, 358, 365, 377, 390, 392, 395, 402, 411, 413, 414, 428, 430, 435, 436, 438, 441, 458, 460, 463, 476, 490, 494, 496, 498, 505, 508, 518, 526, 528, 529, 539, 545, 549, 550, 553, 564, 566, 572, 578, 581, 583, 589, 592, 594, 599, 601, 603, 605, 609, 610, 611, 620, 629, 632, 634, 640, 648, 650, 652, 653, 658, 659, 660, 663, 664, 668, 672, 676, 680, 681, 682, 684; Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22 RH Assess the extent to which the reasoning and evidence in a text support the author s claims. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Skills Handbook: Reading Informational Texts, SH2 SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Analyze Evidence, 250, 276, 686; Evaluate Credibility of Sources, 94, 318, 566 7

8 A Correlation of, 2013 RH Compare and contrast treatments of the same topic in several primary and secondary sources. SE/TE: Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; Decision Point, 18, 196, 378, 410; Skills Handbook: Reading Informational Texts, SH2 SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678 Range of Reading and Level of Text Complexity RH By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. SE/TE: This objective is met throughout, Prentice Hall United States History: Modern America, including: American Humanities, 108, 247, 277, 315, 454, 497, 579; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Landmark Decisions of the Supreme Court, 188, 367, 476, 516, 525, 606, 614, 714; Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500 TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 8

9 A Correlation of, 2013 Writing Standards for Grades 9 10 students: Text Types and Purposes WHST Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. SE/TE: Skills Handbook: Persuasive Essay, SH15 SH16; Writing About History: Persuasive Essay, 62, 528, 566; Persuasive Speech, 594; Writing Skills: Generate an Argument, 536; Identify Arguments, 578; Support Opinion With Evidence, 543 TE only: Differentiated Instruction: Advanced Readers: Persuasive presentation, 522; Book Review, 456, 673; Position Statements, 663; also see: Debates, 6, 46, 577 9

10 A Correlation of, 2013 WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). SE/TE: Cause-Effect Essay, 206; Comparison- Contrast Essay, 250; Descriptive Essay, 394; Descriptive Paragraph, 391; Essay Body, 563; Expository Essay, SH9 SH11; Problem-Solution Essay, 280; Research Report, SH12 SH14; Research Report/Essay, 430, 462, 500; Thesis Statement, 203; Writing Skills: Summarize Historical Interpretation, 217; Compare and Contrast, 230, 246, 299; Compare Historical Interpretations, 222; Multimedia Presentation, 652; also see: Document-Based Assessment Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687 TE only: Differentiated Instruction: Advanced Readers: Essay, 89, 202, 259, 562, 601, 727; Report, 642; Newspaper Articles, 481, 535; Autobiographical Essay, 265; Compare-and- Contrast Essay, 328, 480; News Report, 583, 609; English Language Learners: Essay, 612 WHST (See note; not applicable as a separate requirement) (See note; not applicable as a separate requirement) 10

11 A Correlation of, 2013 Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Landmark Decisions of the Supreme Court/ Connect to Your World (writing assignments), 188, 367, 516, 525, 606, 614 TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727 WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SE/TE: Detailed writing process instruction is provided with the following activities: Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Writing Handbook, SH7 SH20 11

12 A Correlation of, 2013 WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: Section Assessment: Writing About History: Multimedia Presentation, 632, 638, 644, 649; Chapter Assessment: Writing About History: Multimedia Presentation, 652; History Interactive features (pearsonschool.com/ushist), 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684. Teachers can encourage students to integrate technology with the writing process activities. See pages 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 686. TE only: Differentiated Instruction: Modeling Reading and Writing Skills: Multimedia Presentation, T107; also see: Teach With Technology & Technology Resources, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 Research to Build and Present Knowledge WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; also see: History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 12

13 A Correlation of, 2013 WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SE/TE: Writing Handbook: Research Writing, SH12 SH14; Research Report/Essay, 430, 462, 500; also see: Primary Sources, 198, 339, 405, 485, 638, ; Section Assessment Writing About History Activities, 439, 447, 454, 459; Connect to Your World Activities, 279, 393, 527, 621; History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 13

14 A Correlation of, 2013 WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SE/TE: Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24; Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Primary Sources, 198, 339, 405, 485, 638, ; Landmark Decisions of the Supreme Court-Connect to Your World, 207, 248, 342, 423, 528, 636, 815, 924, 964, 973, 1054, 1062 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687 TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674,

15 A Correlation of, 2013 Reading Standards for Grades students: Key Ideas and Details RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Critical Thinking Skills: Analyze Primary Sources, SH24, 566, Evaluate Credibility of Sources, 94, 318, 566, Recognize Propaganda, 166, 394, Analyze Literature, 108, 239, 277, Evaluate Literature, 108; also see: Writing Skills: Analyze Primary Sources, 330 TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Modeling Reading and Writing Skills: Evaluate Online Sources, T87 15

16 A Correlation of, 2013 RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; In Text Primary Source, 14, 40, 45, 52, 58, 71, 76, 86, 90, 102, 111, 122, 129, 139, 148, 152, 161, 174, 187, 193, 217, 220, 228, 238, 239, 245, 246, 255, 262, 265, 269, 276, 285, 291, 295, 297, 298, 301, 304, 306, 313, 328, 332, 334, 341, 357, 365, 371, 374, 379, 385, 389, 391, 402, 404, 407, 414, 426, 450, 478, 481, 489, 492, 493, 507, 512, 518, 521, 534, 541, 542, 545, 553, 555, 562, 571, 575, 584, 589, 601, 604, 605, 613, 618, 631, 635, 641, 664, 673; Decision Point, 18, 196, 378, 410; Political Cartoons, 46, 88, 101, 122, 127, 160, 167, 175, 196, 207, 219, 225, 281, 289, 298, 319, 336, 394, 421, 431, 513, 543, 595, 623, 641, 667, 687; also see: Critical Thinking: Identify Central Issues, 20, 27, 79, 147, 250, 280, 291, 299, 350, 411, 427, 447, 453, 485, 514, 528, 536, 585, 612, 622, 632, 637, 638, 652, 665, 670, 683, 686; Reading Skills: Identify Main Ideas and Details, SH4, 116, 120, 310, 314; Identify Main Ideas, 34, 41, 71, 109, 114, 121, 127, 138, 143, 199, 242, 246, 300, 309, 329, 361, 412, 417, 440, 447, 448, 455, 511, 512, 515, 517, 570, 573, 598, 605, 607, 613, 633, 637, 644, 666, 670, 683; Identify Details, 100, 107, 128, 131, 524; Identify Supporting Details, 156, 163, 212, 217, 272, 276, 537, 543, 615, 618, 679; Identify Central Issues, 453 TE only: Focus Questions, T32, T33, T36, T37, T40, T41, T44, T45, T48, T49, T52, T53, T56, T57, T60, T61, T64, T65, T68, T69, T72, T73, T76, T77, T80, T81, T84, T85, T88, T89, T92, T93, T96, T97, T100, T101, T104, T105, T108, T109 16

17 A Correlation of, 2013 RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. SE/TE: Cause and Effect Charts, 28, 59, 60, 204, 278, 308, 390; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; Critical Thinking Skills: Analyze Causes and Effects, SH27, 390, Recognize Effects, 177, 269, 276, 330, 394, 652, Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678, Explain Effects, 94, 134, 153, 430, 462, 559, 566, Explain Causes, 2-3, 94, 260, 430, 686, Recognize Causes, 127, 206, 280, 338, 350, 619, Identify Effects, 51, 314, 551, Analyze Causes, 360; Reading Skills: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601, Understand Effects, 73, 79, 386, 434, 439, 504, 510, Recognize Multiple Causes, 87, 90, 260, Identify Causes, 170, 179, 584, Recognize Causes, 254 Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). SE/TE: Section Assessment: Terms and People, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessments, Terms and People sections, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686 TE only: Vocabulary Builder, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673,

18 A Correlation of, 2013 RH Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. SE/TE: Analyze text s structure, SH4; Primary Sources, 198, 339, 405, 485, 638, ; also see: Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Critical Thinking Skills: Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678; Reading Skill: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601; Recognize Sequence, 9, 14, 15, 20, 42, 47, 48, 54, 151, 155, 259, 370, 380, 400, 544, 551, 586, 591, 671, 678 RH Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. SE/TE: Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Critical Thinking Skills: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678, Identify Points of View, 75, 79, 107, 134, 150, 187, 230, 246, 275, 314, 318, 338, 347, 417, 427, 453, 462, 496, 510, 514, 521, 524, 613,

19 A Correlation of, 2013 Integration of Knowledge and Ideas RH Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. SE/TE: Infographics, 10, 38, 46, 51, 68, 75, 102, 122, 146, 152, 162, 176, 183, 192, 214, 228, 235, 256, 263, 275, 286, 306, 326, 358, 382, 403, 414, 422, 436, 442, 451, 474, 479, 494, 514, 520, 540, 549, 556, 572, 582, 612, 618, 636, 659, 668; Maps, 5, 11, 13, 24, 28, 40, 46, 53, 85, 114, 125, 129, 141, 149, 158, 160, 162, 164, 172, 176, 191, 195, 200, 214, 266, 281, 286, 306, 328, 333, 343, 346, 372, 374, 376, 388, 401, 403, 408, 409, 416, 428, 438, 444, 460, 470, 479, 509, 533, 539, 547, 550, 564, 565, 588, 601, 611, 632, 648, 650, 672, 675, 684; Charts and Graphs, C3, C6, C9, C13, 20, 28, 29, 35, 54, 57, 59, 60, 92, 105, 129, 130, 132, 135, 140, 147, 149, 159, 164, 165, 166, 171, 174, 181, 183, 191, 193, 198, 204, 213, 216, 217, 221, 224, 235, 238, 240, 241, 248, 256, 257, 260, 262, 263, 266, 274, 278, 280, 286, 293, 295, 296, 297, 299, 303, 305, 308, 309, 316, 318, 325, 337, 344, 348, 350, 351, 358, 365, 377, 390, 392, 395, 402, 411, 413, 414, 428, 430, 435, 436, 438, 441, 458, 460, 463, 476, 490, 494, 496, 498, 505, 508, 518, 526, 528, 529, 539, 545, 549, 550, 553, 564, 566, 572, 578, 581, 583, 589, 592, 594, 599, 601, 603, 605, 609, 610, 611, 620, 629, 632, 634, 640, 648, 650, 652, 653, 658, 659, 660, 663, 664, 668, 672, 676, 680, 681, 682, 684; American Humanities, 108, 247, 277, 315, 454, 497, 579; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22 RH Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. SE/TE: Primary Sources, 198, 339, 405, 485, 638, ; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Skills Handbook: Reading Informational Texts, SH2 SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Analyze Evidence, 250, 276, 686; Evaluate Credibility of Sources, 94, 318,

20 A Correlation of, 2013 RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. SE/TE: Document Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; Skills Handbook: Reading Informational Texts, SH2 SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678 Range of Reading and Level of Text Complexity RH By the end of grade 12, read and comprehend history/social studies texts in the grades text complexity band independently and proficiently. SE/TE: This objective is met throughout, Prentice Hall United States History: Modern America, including: American Humanities, 108, 247, 277, 315, 454, 497, 579; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Landmark Decisions of the Supreme Court, 188, 367, 476, 516, 525, 606, 614, 714; Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500 TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 20

21 A Correlation of, 2013 Writing Standards for Grades students: Text Types and Purposes WHST Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. SE/TE: Skills Handbook: Persuasive Essay, SH15 SH16; Writing About History: Persuasive Essay, 62, 528, 566; Persuasive Speech, 594; Writing Skills: Generate an Argument, 536; Identify Arguments, 578; Support Opinion With Evidence, 543 TE only: Differentiated Instruction: Advanced Readers: Persuasive presentation, 522; Book Review, 456, 673; Position Statements, 663; also see: Debates, 6, 46,

22 A Correlation of, 2013 WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). SE/TE: Cause-Effect Essay, 206; Comparison- Contrast Essay, 250; Descriptive Essay, 394; Descriptive Paragraph, 391; Essay Body, 563; Expository Essay, SH9 SH11; Problem-Solution Essay, 280; Research Report, SH12 SH14; Research Report/Essay, 430, 462, 500; Thesis Statement, 203; Writing Skills: Summarize Historical Interpretation, 217; Compare and Contrast, 230, 246, 299; Compare Historical Interpretations, 222; Multimedia Presentation, 652; also see: Document-Based Assessment Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687 TE only: Differentiated Instruction: Advanced Readers: Essay, 89, 202, 259, 562, 601, 727; Report, 642; Newspaper Articles, 481, 535; Autobiographical Essay, 265; Compare-and- Contrast Essay, 328, 480; News Report, 583, 609; English Language Learners: Essay, 612 WHST (See note; not applicable as a separate requirement) (See note; not applicable as a separate requirement) 22

23 A Correlation of, 2013 Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687 TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727 WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SE/TE: Detailed writing process instruction is provided with the following activities: Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Writing Handbook, SH7 SH20 23

24 A Correlation of, 2013 WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SE/TE: Section Assessment: Writing About History: Multimedia Presentation, 632, 638, 644, 649; Chapter Assessment: Writing About History: Multimedia Presentation, 652; History Interactive features (pearsonschool.com/ushist), 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684. Teachers can encourage students to integrate technology with the writing process activities. See pages 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 686. TE only: Differentiated Instruction: Modeling Reading and Writing Skills: Multimedia Presentation, T107; also see: Teach With Technology & Technology Resources, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 Research to Build and Present Knowledge WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; also see: History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 24

25 A Correlation of, 2013 WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. SE/TE: Writing Handbook: Research Writing, SH12 SH14; Research Report/Essay, 430, 462, 500; also see: Primary Sources, 198, 339, 405, 485, 638, ; Section Assessment Writing About History Activities, 439, 447, 454, 459; Connect to Your World Activities, 279, 393, 527, 621; History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 25

26 A Correlation of, 2013 WHST Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24; Writing Handbook: Research Writing, SH12 SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Primary Sources, 198, 339, 405, 485, 638, ; Landmark Decisions of the Supreme Court-Connect to Your World, 207, 248, 342, 423, 528, 636, 815, 924, 964, 973, 1054, 1062 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 26

27 A Correlation of, 2013 Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687 TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674,

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

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies A Correlation of To the Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies Grades 11-12 Table of Contents Grades 11-12 Reading Standards for Informational

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

Prentice Hall United States History 1850 to the Present Florida Edition, 2013

Prentice Hall United States History 1850 to the Present Florida Edition, 2013 A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...

More information

College and Career Readiness Anchor Standards for Reading. Step Into the Time 36 Step Into the Place 92, 108, 174, 292, 430

College and Career Readiness Anchor Standards for Reading. Step Into the Time 36 Step Into the Place 92, 108, 174, 292, 430 World History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards

More information

United States History and Geography: Modern Times

United States History and Geography: Modern Times United States History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details 1. Read closely

More information

World History and Geography Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects

World History and Geography Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects World History and Geography Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards for Reading Key

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Correlated with Common Core State Standards, Grade 3

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Correlated with Common Core State Standards, Grade 3 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Correlated with Common Core State Standards, Grade 1

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Correlated with Common Core State Standards, Grade 1 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Correlated with Common Core State Standards, Grade 4

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Correlated with Common Core State Standards, Grade 4 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Common Core State Standards for Literacy in History/Social Studies, Science, and

More information

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8 Houghton Mifflin Harcourt Collections 2015 Grade 8 correlated to the Indiana Academic English/Language Arts Grade 8 READING READING: Fiction RL.1 8.RL.1 LEARNING OUTCOME FOR READING LITERATURE Read and

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: Spanish GRADE LEVEL: 9-12 COURSE TITLE: Spanish 1, Novice Low, Novice High COURSE CODE: 708340 SUBMISSION TITLE: Avancemos 2013, Level 1 BID ID: 2774 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER

More information

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Five Title of Textbook : Shurley English Level 5 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

Discovering Our Past: A History of the World, Early Ages Correlated to Common Core State Standards, Grades 6 8

Discovering Our Past: A History of the World, Early Ages Correlated to Common Core State Standards, Grades 6 8 Discovering Our Past: A History of the World, Early Ages Correlated to Common Core State Standards, Grades 6 8 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical

More information

Unit 2 : First Civilizations Africa and Asia

Unit 2 : First Civilizations Africa and Asia Unit 2 : First Civilizations Africa and Asia Chapter: 2 Essential Questions 1) In what ways do civilizations better themselves? 2) What are possible results when civilizations come into contact with each

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5 A Correlation of 2016 To the Introduction This document demonstrates how, 2016 meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references.

More information

English Language Arts: Grade 5

English Language Arts: Grade 5 LANGUAGE STANDARDS L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1a Explain the function of conjunctions, prepositions, and interjections

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

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

12 Bible Course Map--2013

12 Bible Course Map--2013 Course Title: Bible IV 12 Bible Course Map--2013 Duration: one year Frequency: one class period daily Year: 2013-2014 Text: 1. Teacher generated notes 2. The Universe Next Door by James W. Sire 3. The

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

Strand 1: Reading Process

Strand 1: Reading Process Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Silver Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 8) Strand 1: Reading Process Reading Process

More information

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s)) Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students

More information

South Carolina English Language Arts / Houghton Mifflin English Grade Three

South Carolina English Language Arts / Houghton Mifflin English Grade Three Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. READING PROCESS AND COMPREHENSION 3-R1 The student will integrate

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five correlated to Illinois Academic Standards English Language Arts Late Elementary STATE GOAL 1: Read with understanding and fluency.

More information

Correlation. Mirrors and Windows, Connecting with Literature, Level II

Correlation. Mirrors and Windows, Connecting with Literature, Level II Correlation of Mirrors and Windows, Connecting with Literature, Level II to the Georgia Performance Standards, Language Arts/Grade 7 875 Montreal Way St. Paul, MN 55102 800-328-1452 www.emcp.com FORMAT

More information

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

Strand 1: Reading Process

Strand 1: Reading Process Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 7) Strand 1: Reading Process Reading Process

More information

All About Writing Standard #1: Standard Progression and Research Base

All About Writing Standard #1: Standard Progression and Research Base All About Writing Standard #1: Standard Progression and Research Base 6 th 12 th Argument Writing (Underlined portions indicate what is new to the grade level) Grades 6-8 Grades 9-10 Grades 11-12 Write

More information

South Carolina English Language Arts / Houghton Mifflin Reading 2005 Grade Three

South Carolina English Language Arts / Houghton Mifflin Reading 2005 Grade Three Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. READING PROCESS AND COMPREHENSION 3-R1 The student will integrate

More information

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, identify the reasons an author gives to support points in a text. Big Idea: Reading for Argumentation ANCHOR STANDARD: Reading #8 HANDOUT TWO Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevancy

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11

More information

New! Based on ACTFL s alignment of the National Standards for Learning Languages Correlation of Common Core State Standards Levels 1 & 2

New! Based on ACTFL s alignment of the National Standards for Learning Languages Correlation of Common Core State Standards Levels 1 & 2 New! 2014 Correlation of Common Core State Standards Levels 1 & 2 Based on ACTFL s alignment of the National 800-328-1452 www.emcschool.com/teb New Four-Level French Program 2014 Common Core State Standards

More information

StoryTown Reading/Language Arts Grade 3

StoryTown Reading/Language Arts Grade 3 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge

More information

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations Prentice Hall Literature: Timeless Voices, Timeless Themes, The American Experience 2002 Northwest R-I School District Communication Arts Curriculum (Grade 11) LISTENING AND VIEWING: CA 5 Comprehending

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

NEW YORK CITY A STANDARDS-BASED SCOPE & SEQUENCE FOR LEARNING READING By the end of the school year, the students should:

NEW YORK CITY A STANDARDS-BASED SCOPE & SEQUENCE FOR LEARNING READING By the end of the school year, the students should: Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level 2002 New York City A Standards-Based Scope & Sequence for Learning (Grade 7) READING By the end of the school year, the students

More information

QCAA Study of Religion 2019 v1.1 General Senior Syllabus

QCAA Study of Religion 2019 v1.1 General Senior Syllabus QCAA Study of Religion 2019 v1.1 General Senior Syllabus Considerations supporting the development of Learning Intentions, Success Criteria, Feedback & Reporting Where are Syllabus objectives taught (in

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)) Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Washington Reading Grade Level Expectations and Writing EALRs Reading Grade 7 In seventh grade, students are aware of their

More information

Arkansas English Language Arts Standards

Arkansas English Language Arts Standards A Correlation of ReadyGEN, 2016 To the To the Introduction This document demonstrates how ReadyGEN, 2016 meets the English Language Arts Standards (2016). Correlation page references are to the Unit Module

More information

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points)

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points) Grade 4 Structure Overall Lead Transitions I made a claim about a topic or a text and tried to support my reasons. I wrote a few sentences to hook my reader. I may have done this by asking a question,

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

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47 A. READING / LITERATURE Content Standard Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale Reading

More information

Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST

Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST Essential Questions: What are schemata and how they benefit us as readers? Why do good readers make predictions before and during reading? Rationale:

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition Grade 9 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.06100 Ninth Grade Literature and Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade

More information

Scott Foresman Reading Street Common Core 2013

Scott Foresman Reading Street Common Core 2013 A Correlation of Scott Foresman Reading Street 2013 to the for English Language Arts Introduction This document demonstrates how, 2013 meets the for English Language Arts. Correlation references are to

More information

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin ENGLISH PUBLISHER: Houghton Mifflin Company GRADE LEVEL: Fifth STANDARD 1 ELA 1 M1 ELA 1 M2 ELA 1 M3 ELA

More information

(If submission is not a book, cite appropriate location(s)) INDICATORS The students:

(If submission is not a book, cite appropriate location(s)) INDICATORS The students: Appleton Area School District Communication Arts Standards (Grade 12) INDICATORS The students: Reading/Literature Strand: Students in the Appleton Area School District will read, comprehend, and respond

More information

Arizona Common Core Standards English Language Arts Kindergarten

Arizona Common Core Standards English Language Arts Kindergarten A Correlation of Scott Foresman Reading Street Common Core 2013 to the Kindergarten INTRODUCTION This document demonstrates how Common Core, 2013 meets the for. Correlation page references are to the Teacher

More information

Grade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade

Grade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade Grade 7 correlated to the Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade McDougal Littell, Grade 7 2006 correlated to the Kentucky Middle School Core Reading and

More information

StoryTown Reading/Language Arts Grade 2

StoryTown Reading/Language Arts Grade 2 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Read regularly spelled multi-syllable words by sight. 3. Blend phonemes (sounds)

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

A Correlation of Scott Foresman Reading Street Common Core Edition Kindergarten, 2013

A Correlation of Scott Foresman Reading Street Common Core Edition Kindergarten, 2013 A Correlation of Common Core Edition, 2013 To the (2014) Introduction This document demonstrates how Common Core, 2013, meets the. Correlation references are Teacher s Edition and are cited by grade, unit

More information

Minnesota Academic Standards for Language Arts Kindergarten

Minnesota Academic Standards for Language Arts Kindergarten A Correlation of Scott Foresman Reading Street Kindergarten 2013 To the Minnesota Academic Standards for Language Arts Kindergarten INTRODUCTION This document demonstrates how Common Core, 2013 meets the

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

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

Correlates to Ohio State Standards

Correlates to Ohio State Standards Correlates to Ohio State Standards EDUCATORS PUBLISHING SERVICE Toll free: 800.225.5750 Fax: 888.440.BOOK (2665) Online: www.epsbooks.com Ohio Academic Standards and Benchmarks in English Language Arts

More information

McDougal Littell Literature Grade 7. Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7

McDougal Littell Literature Grade 7. Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7 McDougal Littell Literature Grade 7 correlated to the Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7 READING 1. Develop and apply skills and strategies to the

More information

Prentice Hall. Conexiones Comunicación y cultura North Carolina Course of Study for High School Level IV

Prentice Hall. Conexiones Comunicación y cultura North Carolina Course of Study for High School Level IV Prentice Hall Conexiones Comunicación y cultura 2010 C O R R E L A T E D T O SECOND LANGUAGES :: 2004 :: HIGH SCHOOL LEVEL IV HIGH SCHOOL LEVEL IV Students enrolled in this course have successfully completed

More information

Grade 8 English Language Arts

Grade 8 English Language Arts What should good student writing at this grade level look like? The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what

More information

The EMC Masterpiece Series, Literature and the Language Arts

The EMC Masterpiece Series, Literature and the Language Arts Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way

More information

Reading Standards for the Archdiocese of Detroit Kindergarten

Reading Standards for the Archdiocese of Detroit Kindergarten A Correlation of Scott Foresman Reading Street Common Core 2013 To the Introduction This document demonstrates how Common Core, 2013 meets the. Correlation references are to the Teacher s Edition and are

More information

Prentice Hall Literature, The Penguin Edition, Grade Correlated to: Utah Elementary Language Arts Core Curriculum (Grade 6)

Prentice Hall Literature, The Penguin Edition, Grade Correlated to: Utah Elementary Language Arts Core Curriculum (Grade 6) Utah Elementary Language Arts Core Curriculum (Grade 6) Sixth Grade Language Arts 4060-01 Standard I: Oral Language Students develop language for the purpose of effectively communicating through listening,

More information

Scott Foresman Reading Street Common Core 2013

Scott Foresman Reading Street Common Core 2013 A Correlation of Scott Foresman Reading Street Common Core 2013 to the Oregon Common Core State Standards INTRODUCTION This document demonstrates how Common Core, 2013 meets the for English Language Arts

More information

Step 2: Read Selections from How to Read Literature Like a Professor

Step 2: Read Selections from How to Read Literature Like a Professor Honors English 10: Literature, Language, and Composition Summer Assignment Welcome Honors English 10! You may not know what expect for this course. You ve probably been ld (a) it s a lot of work, (b) it

More information

Topic: The 13 Colonies

Topic: The 13 Colonies Name: Date: Class: Topic: The 13 Colonies Theme How do issues of power, wealth and morality influence exploration? Background European exploration of the New World resulted in various interactions with

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

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 West Virginia English Language Arts (Grade 8) Listening/Speaking 8.1 identify and correct usage errors in oral communications

More information

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard Standard 4 WRITING: Writing Process Organization and Focus Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. Write stories with multiple paragraphs

More information

Rubric for DBQ Essay. A. Thesis

Rubric for DBQ Essay. A. Thesis Rubric for DBQ Essay A. Thesis 2 Points B. Document Analysis 2 points Targeted Skill: Argumentation Presents a thesis that makes a historically defensible claim and responds to all parts of the question.

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to

More information

Module 4: Argument. In ecology and biology, arguments are often used to:

Module 4: Argument. In ecology and biology, arguments are often used to: Module : In this module, we will work to summarize, analyze, and synthesize information about a topic of our choosing, with the ultimate goal of developing and presenting an argument. This is our major

More information

Interim Assessment Cover Sheet Teacher: Haines Course: Senior Block Date: Student 1: IA #: 1 Student 2:

Interim Assessment Cover Sheet Teacher: Haines Course: Senior Block Date: Student 1: IA #: 1 Student 2: VALIDUS PREPARATORY ACADEMY Strong Mind, Strong Body 1595 Bathgate Ave., Bronx, NY 10457 (718) 466-4000 Fax (718) 466-4001 www.validusprep.org Javier Ocampo, IA Principal Jodie Ruck, AP Latasha Fields,

More information

Thor s Day, October 15: Return of the Essay

Thor s Day, October 15: Return of the Essay Thor s Day, October 15: Return of the Essay EQ#2: How d you do on Timed Argument Essay #3 & how can you move forward? Welcome! Gather pen/cil, paper, wits! Discussion: Notes on Usage and Rhetoric Essays

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators Houghton Mifflin English 2004 Houghton Mifflin Company correlated to Tennessee Learning Expectations and Draft Performance Indicators Writing Content Standard: 2.0 The student will develop the structural

More information

REL Research Paper Guidelines and Assessment Rubric. Guidelines

REL Research Paper Guidelines and Assessment Rubric. Guidelines REL 327 - Research Paper Guidelines and Assessment Rubric Guidelines In order to assess the degree of your overall progress over the entire semester, you are expected to write an exegetical paper for your

More information

Explanations. - Provide an explanation of how your evidence supports your point

Explanations. - Provide an explanation of how your evidence supports your point Claim - Expresses your position or stand on the issue (YOUR OPINION ON A TOPIC) - States precisely what you believe (and perhaps WHY you believe it) - This is the viewpoint you want readers to accept or

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

Remarkable Rome Document Based Question

Remarkable Rome Document Based Question Name Date Section Remarkable Rome Document Based Question The question is based on the accompanying documents on the following pages. This question is designed to test your ability to work with historical

More information

AP Language and Composition Test: The Synthesis Essay Recap Question 1

AP Language and Composition Test: The Synthesis Essay Recap Question 1 AP Language and Composition Test: The Synthesis Essay Recap Question 1 Reminder: A. You do not have to use all of the sources; however, use a minimum of three! B. You must cite your sources! You may simply

More information

A Correlation of. Scott Foresman. Reading Street. Common Core. to the. Arkansas English Language Arts Standards Kindergarten

A Correlation of. Scott Foresman. Reading Street. Common Core. to the. Arkansas English Language Arts Standards Kindergarten A Correlation of Scott Foresman Reading Street Common Core 2013 to the To the INTRODUCTION This document demonstrates how Scott Foresman Reading Street Common Core, 2013 meets the. Correlation page references

More information

Document Based Question. Three Chinese Philosophies 5 Paragraph Exploratory Essay

Document Based Question. Three Chinese Philosophies 5 Paragraph Exploratory Essay Document Based Question Three Chinese Philosophies 5 Paragraph Exploratory Essay Confucianism Confucianism Social-political philosophy (to aid with problems on earth, not the Heavens) End of the Zhou Dynasty

More information

8 th Grade. Assessment 2. Assessment Guide... Pages 2-3. Assessment Rubric... Pages 4-9. Checkers. Pages 10-12

8 th Grade. Assessment 2. Assessment Guide... Pages 2-3. Assessment Rubric... Pages 4-9. Checkers. Pages 10-12 8 th Grade Assessment 2 Table of Contents Assessment Guide... Pages 2-3 Assessment Rubric... Pages 4-9 Checkers. Pages 10-12 Eighth Grade Performance Assessment On September 23rd, 1952, Richard Nixon,

More information

I would like to summarize and expand upon some of the important material presented on those web pages and in the textbook.

I would like to summarize and expand upon some of the important material presented on those web pages and in the textbook. Hello once again! Essay Assignment 1 I would like to give you some suggestions now that should help you as you are working on Essay Assignment 1. This presentation is somewhat long, but the information

More information

The SAT Essay: An Argument-Centered Strategy

The SAT Essay: An Argument-Centered Strategy The SAT Essay: An Argument-Centered Strategy Overview Taking an argument-centered approach to preparing for and to writing the SAT Essay may seem like a no-brainer. After all, the prompt, which is always

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five. correlated to. TerraNova, Second Edition Level 15

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five. correlated to. TerraNova, Second Edition Level 15 Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five correlated to TerraNova, Second Edition Level 15 01 Oral Comprehension Demonstrate both literal and interpretive understanding of passages

More information

Writing a Research Prospectus and Paper

Writing a Research Prospectus and Paper Writing a Research Prospectus and Paper Getting Started 1) Identify a General Topic Ex: political campaigns 2) Narrow the Topic and Identify your Objective Ex: political campaigns during the 1960s or close

More information

Practice Close Reading Exemplar Text

Practice Close Reading Exemplar Text Design Practice Close Reading Exemplar Text Text of Frederick Douglass, Men of Color, To Arms! When first the rebel cannon shattered the walls of Sumter and drove away its starving garrison, I predicted

More information

Persuasive Essay. Writing Workshop. writer s road map

Persuasive Essay. Writing Workshop. writer s road map Writing Workshop We must clean up toxic waste now! Vote for me! My client is innocent! When an issue affects you deeply, you want to convince others to agree with you. Expressing your thoughts on a topic

More information

Writing the Persuasive Essay

Writing the Persuasive Essay Writing the Persuasive Essay What is a persuasive/argument essay? In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something Persuasive

More information

Houghton Mifflin Harcourt Avancemos!, Level correlated to

Houghton Mifflin Harcourt Avancemos!, Level correlated to Houghton Mifflin Harcourt Avancemos!, Level 1 2013 correlated to Foreign Language of Learning for Virginia Public Schools (2007), Spanish I PERSON TO PERSON COMMUNICATION SI.1 The student will exchange

More information

Persuasive/ Argumentative writing

Persuasive/ Argumentative writing Persuasive/ Argumentative writing Learning targets I can write arguments to support claims using valid reasoning and relevant and sufficient evidence. I can introduce precise claims, distinguish the claim

More information

Sioux City Standards by Quarter Kindergarten

Sioux City Standards by Quarter Kindergarten A Correlation of Scott Foresman Reading Street Common Core 2013 To the Sioux City Standards by Quarter Introduction This document demonstrates how Scott Foresman, meets the Sioux City Standards by Quarter.

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

Office for Schools. Curriculum Guide Grade 5

Office for Schools. Curriculum Guide Grade 5 Office for Schools Curriculum Guide Grade 5 What is a Curriculum Guide? Academic excellence is a hallmark of Catholic schools in the Archdiocese of Milwaukee. To assist schools in maintaining academic

More information

Summer 2016 Course of Study, Claremont School of Theology COS 222: THEOLOGICAL HERITAGE II: EARLY CHURCH

Summer 2016 Course of Study, Claremont School of Theology COS 222: THEOLOGICAL HERITAGE II: EARLY CHURCH Summer 2016 Course of Study, Claremont School of Theology COS 222: THEOLOGICAL HERITAGE II: EARLY CHURCH Session II: July 7, 2016 July 17, 2016 from 8:30-11:30 A.M. Instructor: Dr. Catherine Tinsley Tuell

More information

Deacons Formation School Course Descriptions

Deacons Formation School Course Descriptions Deacons Formation School Course Descriptions Church History I: The Patristic Church 1 Course Description: This is the first of four courses designed to familiarize persons preparing for the permanent diaconate

More information

How to Write A Seminar Paper. Part II: Writing Strategies. A Yale Graduate Writing Center Workshop Series

How to Write A Seminar Paper. Part II: Writing Strategies. A Yale Graduate Writing Center Workshop Series How to Write A Seminar Paper A Yale Graduate Writing Center Workshop Series Part II: Writing Strategies Tuesday, November 3, 2015 5:30-6:45pm HGS 116 (320 York St) Register on the Graduate Writing Center

More information