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 AND SPATIAL THINKING 1. Students explain how major events are related to one another in time. 2. Students construct various time lines of key events, people, and periods of the historical era they are studying. 3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. SE/TE: The Motivation, Background, and Preview activities prior to each selection place the literature within a historical/cultural context. See pages 4, 20, 42, 52, 66, 76, 98, 116, 128, 142, 154, 170, 180, 228, 240, 254, 266, 286, 300, 314, 340, 348, 362, 378, 396, 422, 436, 450, 460, 492, 520, 532, 554, 574, 612, 622, 634, 646, 666, 698, 746, 808, 816, 832, 844, 866, 876, 888, 912, and 932. TE: The Background and Enrichment notes place the literary selections within an historical context. Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Extension Activities: Poetry Timeline, 843; Timeline for Explanation of Process, 510; Timeline for Civil Rights Movement, 239 SE: Internet Maps and Directions, 550; Map and Directions, 551 552; Maps for a Presentation, 459; Creating and Displaying Maps, 141, 309 1
RESEARCH, EVIDENCE, AND POINT OF VIEW 1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. SE: Students develop an understanding of this concept as they complete the following activities. See Research and Technology on pages 15, 29, 41, 51, 61, 75, 83, 111, 127, 141, 153, 165, 179, 213, 239, 253, 265, 281, 299, 309, 325, 347, 361, 375, 395, 403, 431, 449, 459, 487, 505, 531, 549, 573, 593, 621, 633, 645, 661, 677, 747, 780, 815, 831, 843, 859, 875, 887, 897, 927, and 953. TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Assessment Practice: Distinguish Fact and Opinion, 693 TE: Fact and Opinion, 630 TR: See related Selection Support materials. TECH: Resource Pro CD-ROM, Transparencies, Formal Assessment Software, Listening to Literature Audiocassettes, Listening to Literature Audiocassettes, Audio CDs, Interest Grabber Videotapes and Assessment Videotapes. SE: Students prepare for this objective as they examine textbooks on page. For related information see Reading Information Materials pages 62, 84, 112, 214, 282, 326, 404, 408, 488, 506, 550, 598, 662, 682, 782, 794, 860, 898, 928, and 958. 2
4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them. SE: Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; Choice: A Tribute to Dr. Martin Luther King, Jr., 364 367; Ellis Island, 368 369; Achieving the American Dream, 370 371; Arguments in Favor of a Sixteenth Amendment, 405 406; Research Report, 686 691. See Writing Handbook pages R12 R13 and Citing Sources and Preparing Manuscript pages R14 R16. TR: Writing and Grammar Workbook and Selection Support Materials. TECH: Resource Pro CD-ROM, Writing and Grammar itext CD-ROM, and Writing Models Transparencies. 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author s perspectives). SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); I Know Why the Caged Bird Sings, 30 38 (Southern Segregation); E-mail from Bill Gates, 52 58 (20 th Century United States); Cub Pilot on the Mississippi, 98 108 (Antebellum South); Harriet Tubman: Guide to Freedom, 128 138; Columbus, 144 45; Western Wagons, 146 147; The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush); Thank You M am, 170 176 (African American Experience); The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; A Retrieved Reformation, 240 250 (Nineteenth Century America); Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); Paul Revere s Ride, 300 306; The Deposition Draft, 311 313; Always to Remember: The Vision of Maya Ying Lin, 314 322 (Vietnam War); The People, Yes, 340 344 (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., 364 367; Ellis Island, 368 369; Achieving the American Dream, 370 371; The New Colossus, 372; Ellis Island and Angel Island, 376 377; The White Umbrella, 384 392 (Chinese Immigration); Arguments in Favor of a Sixteenth Amendment, 405 406 The Tell-Tale Heart, 520 528; Internet Maps and Directions, 550; Map and Directions, 551 552; Tears of Autumn, 564 570 (Japanese Immigration); 3
5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author s perspectives). SE: The Medicine Bag, 582 590 (Native American Culture); Not to Go With the Others, 639 642 (Nazi Prison Camps); The American Dream, 672 674 (Martin Luther King, Jr.); The Diary of Anne Frank, 698 745, 748 778; Life Is Beautiful, 787 793 (Holocaust); The Wreck of the Hesperus, 816 823; Harlem Night Song, 834 835; Chicoria, 914 916 (Mexicans in New Mexico); Coyote steals the Sun and Moon, 920 922 (Zuni Myth); Davy Crockett s Dream, 948 950; The Right Stuff, 955 957 TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 HISTORICAL INTERPRETATION 1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); I Know Why the Caged Bird Sings, 30 38 (Southern Segregation); Harriet Tubman: Guide to Freedom, 128 138; Columbus, 144 45; Western Wagons, 146 147; The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush); The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; A Retrieved Reformation, 240 250 (Nineteenth Century America); Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); The Deposition Draft, 311 313; Always to Remember: The Vision of Maya Ying Lin, 314 322 (Vietnam War); The People, Yes, 340 344 (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., 364 367; Ellis Island, 368 369; Achieving the American Dream, 370 371; The New Colossus, 372; Ellis Island and Angel Island, 376 377; 4
1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. 2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations. SE: Arguments in Favor of a Sixteenth Amendment, 405 406; Tears of Autumn, 564 570 (Japanese Immigration); Not to Go With the Others, 639 642 (Nazi Prison Camps); The American Dream, 672 674 (Martin Luther King, Jr.); The Diary of Anne Frank, 698 745, 748 778; Life Is Beautiful, 787 793 (Holocaust) TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Cause and Effect, 227, 255, 259, 261, 263, 607, 682, 685; Analyze Cause and Effect, 108, 124, 138, 371, 442, 456, 618, 627, 642, 651, 745, 778, 868 TE: Cause and Effect, 190, 763, 767; Reading Strategy, 255, 258 TR: Selection Support, 84 TECH: Resource Pro CD-ROM, Transparencies, Formal Assessment Software, Listening to Literature Audiocassettes, Listening to Literature Audiocassettes, Audio CDs, Interest Grabber Videotapes and Assessment Videotapes. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); I Know Why the Caged Bird Sings, 30 38 (Southern Segregation); Harriet Tubman: Guide to Freedom, 128 138; Columbus, 144 45; Western Wagons, 146 147; The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush); The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; A Retrieved Reformation, 240 250 (Nineteenth Century America); Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); 5
3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. 4. Students recognize the role of chance, oversight, and error in history. SE: The Deposition Draft, 311 313; Always to Remember: The Vision of Maya Ying Lin, 314 322 (Vietnam War); The People, Yes, 340 344 (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., 364 367; Ellis Island, 368 369; Achieving the American Dream, 370 371; The New Colossus, 372; Ellis Island and Angel Island, 376 377; Arguments in Favor of a Sixteenth Amendment, 405 406; Tears of Autumn, 564 570 (Japanese Immigration); Not to Go With the Others, 639 642 (Nazi Prison Camps); The American Dream, 672 674 (Martin Luther King, Jr.); The Diary of Anne Frank, 698 745, 748 778; Life Is Beautiful, 787 793 (Holocaust) TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Students can explore the role of chance, oversight, and error in history as they read the following selections. Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; Paul Revere s Ride, 300 306; Choice: A Tribute to Dr. Martin Luther King, Jr., 364 367; Ellis Island, 368 369; Achieving the American Dream, 370 371; Arguments in Favor of a Sixteenth Amendment, 405 406; The American Dream, 672 674 TR: See all Selection Support materials. 6
5. Students recognize that interpretations of history are subject to change as new information is uncovered. 6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues. SE: Students can explore this objective as they read the following selections: Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Brown vs. Board of Education, 228 236; Ellis Island, 368 369; Achieving the American Dream, 370 371; Ellis Island and Angel Island, 376 377; Arguments in Favor of a Sixteenth Amendment, 405 406; Not to Go With the Others, 639 642; The American Dream, 672 674 TR: See all Selection Support materials. SE: For related information see: Thank You M am, 170 176; The People, Yes, 340 344 (Depression); TE: Depression Photographs, 41; Yukon Gold Rush, 154 TR: See related Selection Support materials. UNITED STATES HISTORY AND GEOGRAPHY: GROWTH AND CONFLICT 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. SE: TE: For related information see: Columbus, 144 145; Paul Revere s Ride, 300 306; Chicoria, 914 916 (Mexicans in New Mexico); Coyote Steals the Sun and Moon, 920 922 (Zuni Myth); Davy Crockett s Dream, 948 950; Map of Boston in the Revolutionary War, 309 Inuit People, 158; Revolutionary Societies, 304; America as a Colony, 310; The Declaration of Independence, 313; Paul Revere and Colonial Leaders, 300, 311 SE: For related information see Brown vs. Board of Education pages 230 214, Analysis of a Legislative Bill pages 282 287, Arguments in Favor of a Sixteenth Amendment pages 405 406, and Student Senate Bylaws page 928. TE: The Declaration of Independence, 313 7
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. 8.4 Students analyze the aspirations and ideals of the people of the new nation. 8.5 Students analyze U.S. foreign policy in the early Republic. 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. SE: For related information see Brown vs. Board of Education pages 230 214, Analysis of a Legislative Bill pages 282 287, Arguments in Favor of a Sixteenth Amendment pages 405 406, and Student Senate Bylaws page 928. TE: The Declaration of Independence, 313 SE: For related information see: Columbus, 144 145; Western Wagons, 146 147; Cub Pilot on the Mississippi, 98 108 (Antebellum South); SE: For related information see: The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush) SE: For related information see: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); Cub Pilot on the Mississippi, 98 108 (Antebellum South); Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); Civil War Photo Album, 15 TE: Battle of Shiloh, 4; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 8
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); Cub Pilot on the Mississippi, 98 108 (Antebellum South); Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); Civil War Photo Album, 15 TE: Battle of Shiloh, 4; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 SE: For related information see: Western Wagons, 146 147; The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush) SE: For related information see: Cub Pilot on the Mississippi, 98 108 (Antebellum South); Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216 TE: Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; The Declaration of Independence, 313 9
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. 8.11 Students analyze the character and lasting consequences of Reconstruction. 8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, 16 19 (Civil War); Cub Pilot on the Mississippi, 98 108 (Antebellum South); Harriet Tubman: Guide to Freedom, 128 138; The Underground Railroad, 215 216; Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln); TE: Battle of Shiloh, 4; Civil War Photo Album, 15; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 SE: For related information see: I Know Why the Caged Bird Sings, 30 38 (Southern Segregation); Emancipation and O Captain! My Captain, 254 262 (Abraham Lincoln) SE: For related information see: Western Wagons, 146 147; The Other Pioneers, 148 149 (Mexican Americans); Up the Slide, 156 162 (Yukon Gold Rush); Thank You M am, 170 176 (African American Experience); The White Umbrella, 384 392 (Chinese Immigration); Arguments in Favor of a Sixteenth Amendment, 405 406; 10