2015 United States History to 1865 Standards of Learning and Curriculum Framework
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1 A Correlation of 2018 To the 2015 United States History to 1865 Standards of Learning and Curriculum Framework
2 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to 1865 Copyright date: 2018 Contact: Doug Pond Phone: E mail: doug.pond@pearson.com 2015 United States History to 1865 Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Analyze Maps, 91; Cite Evidence, 107; 21 st Century Skills: Read Political Maps, ; Being an Informed Citizen, 618 USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Topic 3 Assessment (9. Use the Decision Making Process), 184; Topic 5 Assessment (12. Analyze the Effects of Geographic Features), 318 CT: Quest!: Topic 2 Project Based Learning: Publish Colonial Data eportfolio, SE/ATE: 51; Digital Activity: Americans and Their Government, ATE: 337 United States History to of 30 Virginia Department of Education
3 SE/ATE: Farewell Address: George Washington, ; Gettysburg Address: Abraham Lincoln, 530; Primary Sources, ; 21 st Century Skills: Analyze Primary and Secondary Sources, a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; Topic 1 Assessment (7. Locate and Use Valid Primary and Secondary Sources), 44, (16. Differentiate Between Valid Primary and Secondary Sources), 45 b) analyzing and interpreting geographic information to determine patterns and trends in United States history; CT: Quest!: Topic 1 Document-Based Question: The Easter Mutiny, SE/ATE: 5; Topic 7 Document-Based Question: Slavery and Abolition, SE/ATE: 399 SE/ATE: A Thriving Economy, 96 97; The Backcountry Farther Inland, ; Imports and Exports & The Triangular Trade, ; Westward Movement, ; Settling Oregon Country, Topic 2 Assessment (11. Pose and Answer Questions About Geographic Distributions and Patterns), 125; Topic 6 Assessment (10. Analyze the Impact of Transportation Systems), 392 c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; CT: Quest!: Topic 1 Document-Based Question: The Easter Mutiny, SE/ATE: 5; Interactive Map (Bounce Activity): Expansion and Exploration: 285; Digital Activity: Cotton is King, ATE: 431 SE/ATE: These skills are integrated throughout the program. Representative samples include: Analyze Charts, 73; 21st Century Skills: Read Charts, Graphs, and Tables, ; Analyze Data and Models, ; Analyze Political Cartoons, CT: Quest!: Topic 2 Document-Based Question: Publish Colonial Data eportfolio, SE/ATE: 51; Interactive Chart (Bounce Activity): The Great Compromise, TE: ; Interactive Gallery (Bounce Activity): The Expansion of Federal Power, SE/ATE: 310; Interactive 3D Model (Bounce Activity): 19th-Century Textile Mill, ATE: 402 United States History to of 30 Virginia Department of Education
4 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.1 (continued) d) using evidence to draw conclusions and make generalizations; Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: These skills are integrated throughout the program. Representative samples include: Draw Conclusions, 182, 205; Primary Sources: Draw Conclusions, 272; Make Generalizations; 21st Century Skills: Generalize, 597; Draw Conclusions, TE: Guided Reading and Discussion: Draw Conclusions, 255; Guided Reading and Discussion: Make Generalizations, 503 CT: Quest!: Use Evidence to Formulate Conclusions, ATE: 188D United States History to of 30 Virginia Department of Education
5 e) comparing and contrasting historical, cultural, and political perspectives in United States history; SE/ATE: These skills are integrated throughout the program. Representative samples include: Farewell Address: George Washington, ; Uncle Tom s Cabin, by Harriet Beecher Stowe, ; A House Divided : Abraham Lincoln, 488; Primary Sources, st Century Skills: Analyze Political Cartoons, ; Compare Viewpoints, CT: Quest!: Topic 7 Document-Based Question: Slavery and Abolition, SE/ATE: 399; Bounce to Activate My Story Video: Clark, Mapping the American Frontier, SE/ATE: 251 SE/ATE: These skills are integrated throughout the program. Representative samples include: Identify Cause and Effect, 270, 296, 420, 563 f) determining relationships with multiple causes or effects in United States history; Topic 3 Assessment (2. Analyze the Effect of Human Geographic Factors), 183; Topic 5 Assessment (12. Analyze the Effects of Geographic Features), 318 CT: Interactive Timeline (Bounce Activity): Relations with France, SE/ATE: 274; Interactive Chart: Jefferson s Goals and Policies (Identify Cause and Effect, ATE: 288 United States History to of 30 Virginia Department of Education
6 SE/ATE: These skills are integrated throughout the program. Representative samples include: How Virginians Make a Living: Course Connection, lxi; Identify Patterns, 22, 136, 356 g) explaining connections across time and place; 21st Century Skills: Analyze Cause and Effect, Topic 5 Assessment (3. Explain the Origin of Political Parties), 317, (4. Explain the Development of the Free-Market System), 317; Topic 7 Assessment (4. Analyze How Fine Arts Depicted American Continuity and Change), 458 CT: Quest!: Topic 8 Project-Based Learning: The Impact of the Civil War, SE/ATE: 465 United States History to of 30 Virginia Department of Education
7 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.1 (continued) h) using a decision making model to identify the costs and benefits of a specific choice made; Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Analyze Data: Costs of the Civil War, 529 Topic 3 Assessment (9. Use the Decision Making Process), 184; Topic 5 Assessment (13. Use Problem Solving), 318; Topic 8 Assessment (4. Evaluate the Impact of Landmark Supreme Court Decisions), st Century Skills: Make Decisions, CT: Quest! Topic 3 Project Based Learning: Which Side Will You Take?, SE/ATE: 131; Topic 5 Project Based Learning: Hold a Mock Cabinet Meeting, SE/ATE: 253; Digital Activity: An Elected President s Decision, ATE: 277 United States History to of 30 Virginia Department of Education
8 SE/ATE: Citizens Rights and Responsibilities, i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and 21st Century Skills: Avoid Plagiarism, ; Being an Informed Citizen, 618; Paying Taxes, ; Political Participation, ; Voting, 619 CT: Interactive Chart (Bounce Activity): Civic Responsibility, ATE: ; Digital Activity: Are You a Responsible Citizen?, ATE: 245 Digital Resources: 21st Century Skills: Being an Informed Citizen; Paying Taxes; Political Participation; Voting; Digital Resources: Core Concepts Government and Civics SE/ATE: These skills are integrated throughout the program. Representative samples include: Topic Assessment, , , , j) investigating and researching to develop products orally and in writing. 21st Century Skills: Participate in a Discussion or Debate, 614; Avoid Plagiarism, ; Analyze Primary and Secondary Sources, CT: Quest!: Topic 3 Project-Based Learning: Which Side Will You Take?, ATE: 128C 128D United States History to of 30 Virginia Department of Education
9 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.2 The student will interpret maps, globes, photographs, pictures, or tables to Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: These skills are integrated throughout the program. Representative samples include: Analyze Maps, 371; 21st Century Skills: Analyze Political Cartoons, ; Read Political Maps, TE: Analyze Images, 226 CT: Interactive 3D Model (Bounce Activity): Seafaring Technologies, ATE: 32; Interactive Map (Bounce Activity): Spanish Explorers and Settlements, SE/ATE: 55; Interactive Map (Bounce Activity): Expansion and Exploration, SE/ATE: 87; Interactive Gallery (Bounce Activity): Photography and the Civil War, ATE: SE/ATE: Analyze Maps, 7, 14, 56, 61; Atlas, a) locate the seven continents and five oceans; CT: Bounce to Activate Map, SE/ATE: 27; Bounce to Activate Flipped Video, SE/ATE: 35; Interactive Map (Bounce Activity): Global Exchange, SE/ATE: 40 41; Interactive Map (Bounce Activity): Spanish Explorers and Settlements, SE/ATE: 55 United States History to of 30 Virginia Department of Education
10 b) locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; SE/ATE: Analyze Maps, 14; Mapping New Regions, 64; Two Regions Develop Differently, ; Tidewater Plantations on the Coast, ; The Backcountry Farther Inland, ; Atlas: North America: Physical, 633 Topic 5 Assessment (7. Locate Regions in History), 317 CT: Interactive Map (Bounce Activity): Native American Culture Regions, ATE: c) locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and SE/ATE: Colonization Along the Mississippi River, 65 66; Europeans Fight Over North American Land, ; The Quebec Act Redraws North American Borders, 155; Atlas: The United States: Physical, 623; North America: Physical, 633 Topic 2 Assessment (11. Pose and Answer Questions About Geographic Distributions and Patterns), 125 CT: Digital Activity: The Tidewater and the Backcountry, ATE: 106; Interactive Map (Bounce Activity): The Erie Canal, ATE: United States History to of 30 Virginia Department of Education
11 SE/ATE: These skills are integrated throughout the program. Representative samples include: Analyze Maps, 371, 425 d) recognize key geographic features on maps, diagrams, and/or photographs. 21st Century Skills: Read Physical Maps, Topic 5 Assessment (12. Analyze the Effects of Geographic Features), 318 CT: Interactive Map (Bounce Activity): The Settlement of Texas, ATE: ; Interactive Map (Bounce Activity): The Growth of the West to 1860, ATE: ; Bounce to Activate Flipped Video, SE/ATE: 451; Interactive Map (Bounce Activity): Key Battles of the Civil War, SE/ATE: 524 Digital Resources: Core Concepts History; Geography; 21st Century Skills: Read Physical Maps; Read Political Maps; Read Special Purpose Maps; Use Parts of a Map United States History to of 30 Virginia Department of Education
12 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.3 The student will apply social science skills to understand how early cultures developed in North America by Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Early North American Societies, 13 14; Culture and the Physical Geography of North America, 14 20; The Iroquois League, Topic 1 Assessment (1. Compare Culture Regions), 42, (4. Compare Cultures), 42, (8. Analyze the Environment s Influence on Settlement), 44 CT: Interactive Map (Bounce Activity): Native American Culture Regions, ATE: 13 14; Interactive Gallery (Bounce Activity): Housing and the Environment, ATE: a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia; SE/ATE: Cactus Hill, 7; also see: Archaeologists and artifacts in North and South America, 6; Vinland settlement evidence, 36 Topic 1 Assessment (3. Analyze a Theory Using Evidence), 43 CT: Digital Resources: Core Concepts History: Archaeology and Other Sources United States History to of 30 Virginia Department of Education
13 SE/ATE: Early North American Societies, 13 14; Culture and the Physical Geography of North America, 14 20; The Iroquois League, b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); and Topic 1 Assessment (1. Compare Culture Regions), 42, (7. Locate and Use Valid Primary and Secondary Sources), 44, (8. Analyze the Environment s Influence on Settlement), 44 CT: Interactive Map (Bounce Activity): Native American Culture Regions, ATE: 13 14; Interactive Gallery (Bounce Activity): Housing and the Environment, ATE: SE/ATE: Early North American Societies, 13 14; Hunting, Gathering, and Fishing & Farming (see chart: Ways Native Americans Supported Themselves), 15; Adapting to and Modifying Environments, 16 c) describing how the American Indians used the resources in their environment. Topic 1 Assessment (1. Compare Culture Regions), 42, (2. Analyze Influence of Environment on Population), 42, (4. Compare Cultures), 42, (7. Locate and Use Valid Primary and Secondary Sources), 44 CT: Digital Activity: Adapting to the Environment, ATE: 22 United States History to of 30 Virginia Department of Education
14 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Europeans Search for New Trade Routes (Portuguese Voyages & Further Exploration), 32 34; Exploring Lands to the North, 54 55; Reasons for the Exploration of North America (French Exploration, Henry Hudson, Mapping New Regions), USI.4 The student will apply social science skills to understand European exploration in North America and West Africa by Topic 1 Assessment (10. Compare the Effects of New Technologies in Navigation), 44; Topic 2 Assessment (1. Describe the Causes of Spanish Colonization), 124, (2. Explain the Founding of Jamestown), 124 CT: Interactive 3D Model (Bounce Activity): Seafaring Technologies, ATE: 32; Interactive Map (Bounce Activity): Spanish Explorers and Settlements, SE/ATE: 55 a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations; SE/ATE: Europeans Search for New Trade Routes (Portuguese Voyages & Further Exploration), 32 34; Exploring Lands to the North, 54 55; Reasons for the Exploration of North America (French Exploration, Henry Hudson, Mapping New Regions), United States History to of 30 Virginia Department of Education
15 (Continued) (Continued) Topic 1 Assessment (10. Compare the Effects of New Technologies in Navigation), 44; Topic 2 Assessment (1. Describe the Causes of Spanish Colonization), 124, (2. Explain the Founding of Jamestown), 124 CT: Interactive 3D Model (Bounce Activity): Seafaring Technologies, ATE: 32; Interactive Map (Bounce Activity): Spanish Explorers and Settlements, SE/ATE: 55 SE/ATE: The Impact of Columbus s Voyages, 38 39; The Columbian Exchange, 40 42; Interaction With Native Americans and the Environment, 68; Native Americans Offer Assistance, b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian and European concept of land; and Topic 1 Assessment (6. Describe the Drawbacks of the Columbian Exchange), 44, (12. Describe the Positive Consequences of the Columbian Exchange), 44, (14. Describe the Consequences of Environmental Changes), 45 CT: Interactive Map (Bounce Activity): Global Exchange, ATE: SE/ATE: Trade Routes of Asia and Africa, 27; African Cultures and Technologies, c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders. Topic 1 Assessment (15. Describe the Effect of Trade on African Societies), 45 CT: Bounce to Activate Flipped Video, SE/ATE: 23; Bounce to Activate Map, SE/ATE: 27 United States History to of 30 Virginia Department of Education
16 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: The New England Colonies, 75 88; The Middle Colonies, 90 98; The Southern Colonies, ; Colonial Society, ; Colonial Trade and Government, USI.5 The student will apply social science skills to understand the factors that shaped colonial America by Topic 2 Assessment (5. Explain the Growth of Representative Government), 124 CT: Quest: Project Based Learning: Publish Colonial Data eportfolio, SE/ATE: 51; Interactive Gallery (Bounce Activity): Arrival and Early Years at Jamestown, ATE: SE/ATE: The Founding of Jamestown, 69 70; Seeking Religious Freedom, 76 77; Creating a Tradition of Religious Freedom, 78 79; Reasons for Immigration to Massachusetts, a) describing the religious and economic events and conditions that led to the colonization of America; Topic 2 Assessment (2. Explain the Founding of Jamestown), 124, (4. Describe Religious Reasons for Immigration), 124, (7. Explain the Development of the Free Market System), 124, (9. Analyze Mercantilism), 124 CT: Interactive Gallery (Bounce Activity): The Middle Colonies, ATE: 93 United States History to of 30 Virginia Department of Education
17 SE/ATE: The Environment Influences Economic Activity, 87 88; A Thriving Economy, 96 97; Tidewater Plantations on the Coast, ; Working Life in the Countryside, b) describing life in the New England, Mid Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services; Topic 2 Assessment (9. Analyze Mercantilism), 124, (15. Describe the Economy of the Middle Colonies), 125 CT: Interactive Map (Bounce Activity): The New England Colonies, ATE: 87; Interactive Gallery (Bounce Activity): The Middle Colonies, ATE: 93 SE/ATE: Trade Rivalries in the Region, 67 68; The Environment Influences Economic Activity, 87 88; A Thriving Economy, 96 97; Imports and Exports & The Triangular Trade, c) describing specialization of and interdependence among New England, Mid Atlantic, and Southern colonies; Topic 2 Assessment (7. Explain the Development of the Free Market System), 124, (15. Describe the Economy of the Middle Colonies), 125 CT: Interactive Map (Bounce Activity): The New England Colonies, ATE: 87; Interactive Gallery (Bounce Activity): The Economy of the Middle Colonies, SE/ATE: 93 United States History to of 30 Virginia Department of Education
18 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.5 (continued) d) describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: A Woman s Voice Calls for Religious Freedom, 84; Africans Are Enslaved, ; Colonial Society, ; Art Reflects Colonial Society, Topic 2 Assessment (8. Explain the Transatlantic Slave Trade), 124, (14. Identify Economic Contributions of Women), 125 CT: Interactive Gallery (Bounce Activity): The Arts in Colonial America, ATE: 110; Interactive Illustration (Bounce Activity): Plantations of the Southern Colonies, ATE: 102 SE/ATE: England Gains Control, 92; The Influence of Colonial Cities and Towns, 118; Colonial Trade and Government, e) explaining the political and economic relationships between the colonies and Great Britain. Topic 2 Assessment (2. Explain the Founding of Jamestown), 124, (3. Analyze the Importance of the Virginia House of Burgesses), 124, (5. Explain the Growth of Representative Government), 124 CT: Interactive Chart (Bounce Activity): Influences on Colonial Government, ATE: 121; Digital Activity: Government Traditions, ATE: 122 United States History to of 30 Virginia Department of Education
19 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Tensions with Britain, ; Taking Up Arms, ; Declaring Independence, ; Winning Independence, USI.6 The student will apply social science skills to understand the causes and results of the American Revolution by Topic 3 Assessment (3. Analyze the Causes of the American Revolution), 183, (10. Identify Major Events, Including Drafting the Declaration of Independence), 184 CT: Quest: Project Based Learning: Which Side Will You Take?, SE/ATE: 131; Interactive Gallery (Bounce Activity): Important People of the American Revolution: ATE: SE/ATE: Tensions with Britain, ; The Boston Tea Party, ; King George III Strikes Back at Boston, a) explaining the issues of dissatisfaction that led to the American Revolution; Topic 3 Assessment (3. Analyze the Causes of the American Revolution), 183, (4. Create a Written Presentation Describing the Townshend Acts), 183, (5. Organize and Interpret Information from Reports), 183, (7. Analyze the Reasons For and Impact of Civil Disobedience), 184 CT: Bounce to Activate Flipped Video, SE/ATE: 140; Interactive Gallery (Bounce Activity): Thomas Paine s Common Sense: ATE: 164 United States History to of 30 Virginia Department of Education
20 SE/ATE: The Importance of Local Government, 86 87; Colonial Trade and Government, ; The Foundations of Representative Government, ; Declaring Independence, b) describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence; Topic 3 Assessment (11. Identify the Colonial Grievances in the Declaration of Independence), 184, (12. Explain the Issues Surrounding Declaring Independence), 184 CT: Bounce to Activate Flipped Video, SE/ATE: 163; Interactive Gallery (Bounce Activity): Thomas Paine s Common Sense: ATE: 164 SE/ATE: Patrick Henry, 148; Thomas Jefferson & Benjamin Franklin, ; George Washington, ; Marquis de Lafayette, 172 c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette; and Topic 3 Assessment (8. Describe the Contributions of Military Leaders), 184 CT: Interactive Timeline (Bounce Activity): SE/ATE: 172; Interactive Gallery (Bounce Activity): Notable People of the American Revolution: ATE: 174 Digital Resources: Biographies (these include George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Marquis de Lafayette) United States History to of 30 Virginia Department of Education
21 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.6 (continued) d) explaining reasons why the colonies were able to defeat Great Britain. Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Winning Independence, 168; The Tide Turns for the Americans, ; Momentum Shifts Toward the Patriots, 178; A Decisive Win Brings the War to a Close, ; Explaining the American Victory, Topic 3 Assessment (16. Identify the American Revolution), 185 CT: Interactive Timeline: Foreign Aid Plays a Role, ATE: 181; Digital Lesson Quiz, ATE: 182 United States History to of 30 Virginia Department of Education
22 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Articles of Confederation, ; Economic Problems Lead to Change, 198; Federalists, Antifederalists, and the Bill of Rights, ; Washington s Presidency, USI.7 The student will apply social science skills to understand the challenges faced by the new nation by Topic 4 Assessment (2. Summarize the Weaknesses of the Articles of Confederation), 246 CT: Bounce to Activate Flipped Video, SE/ATE: 192; Interactive Chart (Bounce Activity), SE/ATE: 260; Digital Activity: The Challenge of Neutrality, ATE: 263 a) explaining the weaknesses and outcomes of the government established by the Articles of Confederation; SE/ATE: A Weak Confederation, 192; Articles of Confederation, ; Weaknesses of the Confederation, ; Economic Problems Lead to Change, 198 Topic 4 Assessment (1. Explain the Articles of Confederation), 246; (2. Summarize the Weaknesses of the Articles of Confederation), 246 CT: Bounce to Activate Flipped Video, SE/ATE: 192; Digital Activity: Debating the Power of a Government, ATE: 197 United States History to of 30 Virginia Department of Education
23 SE/ATE: Drafting a Constitution, ; Ideas That Influenced the Constitution, ; Federalists, Antifederalists, and the Bill of Rights, ; Understanding the Constitution, b) describing the historical development of the Constitution of the United States; and Topic 4 Assessment (3. Analyze the Arguments for Ratification), 246, (4. Analyze the Great Compromise), 246 CT: Interactive Chart (Bounce Activity): The Great Compromise, ATE: ; Interactive Chart (Bounce Activity): Federalists versus Antifederalists, SE/ATE: 214 c) describing the major accomplishments of the first five presidents of the United States. SE/ATE: Washington s Presidency, ; John Adams s Presidency, ; Jefferson s Presidency, ; Madison and the War of 1812, ; Monroe s Presidency, CT: Interactive Map (Bounce Activity): Foreign Affairs Under Washington, ATE: 260; Interactive Chart: Hamilton, Adams, or Jefferson?, ATE: 275; Digital Activity: An Elected President s Decision, ATE: 277 United States History to of 30 Virginia Department of Education
24 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.8 The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: The Louisiana Purchase, ; Westward Movement, ; Settling Oregon Country, ; Manifest Destiny in California and the Southwest, ; Reform Movements, Topic 5 Assessment (11. Explain the Significance of the Louisiana Purchase), 318 CT: Interactive Map (Bounce Activity): Expansion and Exploration, SE/ATE: 285; Interactive Map (Bounce Activity): Interactive Map: The Growth of the West to 1860, ATE: a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; SE/ATE: The Louisiana Purchase & Exploring the Louisiana Territory, ; Gaining Florida, 314; The Oregon Trail, ; Independence for Texas, ; Manifest Destiny in California and the Southwest, Topic 5 Assessment (10. Identify and Locate the Louisiana Purchase), 318 CT: My Story Video (Bounce Activity): William Clark, Mapping the American Frontier, SE/ATE: 251; Interactive Map (Bounce Activity): Interactive Map: The Growth of the West to 1860, ATE: United States History to of 30 Virginia Department of Education
25 SE/ATE: Westward Movement, ; Settling Oregon Country, ; Manifest Destiny in California and the Southwest, b) explaining how geographic and economic factors influenced the westward movement of settlers; Topic 6 Assessment (4. Analyze the California Gold Rush), 391, (10. Analyze the Impact of Transportation Systems), 392 CT: Interactive Gallery (Bounce Activity): New Transportation Methods, ATE: 361; Digital Activity: What Route to Take, ATE: 363; Digital Activity: Pioneering Success, ATE: 370 SE/ATE: Conflict in Ohio, ; Native Americans on the Frontier, ; Meeting the Locals, ; Life on Mexican Ranches, 381; A Mix of Cultures, c) explaining the impact of westward expansion on American Indians; Topic 6 Assessment (6. Analyze the Indian Removal), 391 CT: Interactive Map (Bounce Activity): Indian Lands Lost by 1810, SE/ATE: 293; Interactive Map (Bounce Activity): The Trail of Tears, ATE: United States History to of 30 Virginia Department of Education
26 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher Pearson Education Inc., publishing as Prentice Hall Text United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.8 (continued) d) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: The Age of Steam & Canals Connect the Country, ; The Industrial Revolution and Life in the North, ; Eli Whitney Invents the Cotton Gin, Topic 6 Assessment (10. Analyze the Impact of Transportation Systems), 392; Topic 7 Assessment (3. Explain Technology and Economic Growth), 458, (11. Identify the Impact of Industrialization on Life), 458 CT: Interactive Timeline (Bounce Activity): New Inventions Improve Life, ATE: ; Interactive 3D Model (Bounce Activity): The Cotton Gin, SE/ATE: 422 SE/ATE: Reform Movements, ; Abolitionism, ; Women s Rights, e) explaining the main ideas of the abolitionist and women s suffrage movements. Topic 7 Assessment (5. Describe the Women s Rights Movement), 458, (9. Describe the Contributions of Frederick Douglass), 458, (14. Identify Points of View and Frames of Reference), 458 CT: Quest!: Document Based Question: Slavery and Abolition, SE/ATE: 399; Interactive Gallery (Bounce Activity): New Opportunities for Women, ATE: United States History to of 30 Virginia Department of Education
27 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD USI.9 The student will apply social science skills to understand the causes, major events, and effects of the Civil War by Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Conflicts and Compromises, ; Growing Tensions, ; Division and the Outbreak of War, ; The Course of War, ; The War s End, Topic 8 Assessment (2. Explain the Significance of the Civil War), 532 CT: Quest!: Project Based Learning: The Impact of the Civil War, SE/ATE: 465; Digital Activity: Conflicts and Compromises Prior to the Civil War, ATE: 473 a) describing the cultural, economic, and constitutional issues that divided the nation; SE/ATE: The Industrial Revolution and Life in the North, ; King Cotton and Life in the South, ; Growing Tensions, Topic 7 Assessment (6. Describe Sectional Differences in Society and Culture), 458; Topic 8 Assessment (1. Identify Congressional Conflicts), 532, (5. Explain How Sectionalism and States Rights Caused the Civil War), 532 (Continued) CT: Quest!: Document Based Question: Slavery and Abolition, SE/ATE: 399; Digital Activity: Conflicts and Compromises Prior to the Civil War, ATE: 473 United States History to of 30 Virginia Department of Education
28 SE/ATE: King Cotton and Life in the South, ; Abolitionism, ; Conflicts and Compromises, ; Growing Tensions, b) explaining how the issues of states rights and slavery increased sectional tensions; Topic 7 Assessment (6. Describe Sectional Differences in Society and Culture), 458; Topic 8 Assessment (5. Explain How Sectionalism and States Rights Caused the Civil War), 532 CT: Digital Activity: Conflicts and Compromises Prior to the Civil War, ATE: 473; Interactive Gallery (Bounce Activity): The Dred Scott Case, ATE: 481 SE/ATE: Map: Choosing Sides, 495 c) locating on a map the states that seceded from the Union and those that remained in the Union; Topic 8 Assessment (13. Locate the Union, Border, and Confederate States), 532 CT: Interactive Map (Bounce Activity): Strengths and Weaknesses in the North and South, 1860, ATE: United States History to of 30 Virginia Department of Education
29 History and Social Science Textbook and Instructional Materials Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework Publisher: Pearson Education Inc., publishing as Prentice Hall Text: United States History, Virginia Edition, Beginnings to United States History to 1865 Standards of Learning STANDARD US1.9 (continued) d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war; Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) SE/ATE: Frederick Douglass, ; The Leadership Roles of Lincoln and Davis, ; Stonewall Jackson Makes a Stand at Bull Run, ; The Battle of Gettysburg, ; The Confederacy Surrenders at Appomattox, Topic 8 Assessment (6. Explain the Role of Abraham Lincoln in the Civil War), 532, (9. Explain the Battle of Gettysburg and Robert E. Lee s Role in It), 532 CT: Interactive Chart (Bounce Activity): Abraham Lincoln and Jefferson Davis, ATE: 498 Digital Resources: Core Concepts Biographies: Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee United States History to of 30 Virginia Department of Education
30 SE/ATE: The Course of War, ; The War s End, e) describing critical developments in the war, including the location of major battles; and Topic 8 Assessment (9. Explain the Battle of Gettysburg and Robert E. Lee s Role in It), 532, (11. Explain the Effects of Physical Geography on the Battle of Vicksburg), 532, (12. Describe the Contributions of General George McClellan), 532 CT: Interactive Map (Bounce Activity): The Union s Strategies to Win the Civil War, ATE: ; Interactive Map (Bounce Activity): The Battle of Vicksburg, ATE: 521; Interactive 3D Model (Bounce Activity): The Battle of Gettysburg, SE/ATE: 522 SE/ATE: Emancipation and Life in Wartime, f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans. Topic 8 Assessment (3. Analyze the Impact of the Fugitive Slave Act), 532, (4. Evaluate the Impact of Landmark Supreme Court Decisions), 532, (8. Identify the Social Contributions of Women to American Society), 532 CT: Bounce to Activate Flipped Video, SE/ATE: 509; Interactive Gallery (Bounce Activity): Photography and the Civil War, ATE: 514; Interactive Gallery (Bounce Activity): ATE: 518 SE = Student Edition ATE = Annotated Teacher s Edition CT = Core Technology United States History to of 30 Virginia Department of Education
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