2015 United States History to 1865 Standards of Learning and Curriculum Framework

Size: px
Start display at page:

Download "2015 United States History to 1865 Standards of Learning and Curriculum Framework"

Transcription

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

Sectionalism Prior to the Civil War

Sectionalism Prior to the Civil War Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 FOR TEACHERS ONLY THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 8 INTERMEDIATE-LEVEL TEST SOCIAL STUDIES RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 Updated information regarding

More information

Kindergarten Foundations of America

Kindergarten Foundations of America Kindergarten Foundations of America In kindergarten, students begin to understand the foundations of the social studies strands: history, geography, government, and economics. Students begin their introduction

More information

Course Description: Technology:

Course Description: Technology: Cambridge AICE History I Mr. Trotter james.trotter@mnps.org John Overton High School Class Website: www.trotteraice.wordpress.com Course Description: AICE* History I is an in-depth study of US History

More information

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Political and economic factor leading to the American

More information

The Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors

The Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors The Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors If you are searched for a ebook by Charles River Editors The Civil

More information

HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384

HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384 HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384 INSTRUCTOR: Emily Rader OFFICE: SOCS 116 EMAIL: erader@elcamino.edu TELEPHONE: 660-3593, x3757

More information

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections:

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections: BC First Nations Studies 12 Course Outline MATERIAL COVERED: This course is divided into five main sections: Relationships to the land Units 1 & 2 The Historical Journey Units 3, 4, 5, 6, 7, 8 & 9 Legacy

More information

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY Copyright 2012 Caribbean Examinations Council St Michael, Barbados All rights

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045 MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Language. Name: Period: Date: Unit 3. Cultural Geography

Language. Name: Period: Date: Unit 3. Cultural Geography Name: Period: Date: Unit 3 Language Cultural Geography The following information corresponds to Chapters 8, 9 and 10 in your textbook. Fill in the blanks to complete the definition or sentence. Note: All

More information

MINISTRY OF EDUCATION

MINISTRY OF EDUCATION Republic of Namibia MINISTRY OF EDUCATION SENIOR PRIMARY PHASE SOCIAL STUDIES SYLLABUS GRADE 4-7 For implementation in 2016 Ministry of Education National Institute for Educational Development (NIED) Private

More information

UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold

UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold Class: MW 1:00-2:25 SOCS 207 Section 2394 Office: 202G Social Sciences Building

More information

History. 344 History. Program Student Learning Outcomes. Faculty and Offices. Degrees Awarded. A.A. Degree: History. College Requirements

History. 344 History. Program Student Learning Outcomes. Faculty and Offices. Degrees Awarded. A.A. Degree: History. College Requirements 344 History History History is the disciplined study of the human past. Santa Barbara City College offers a varied and integrated curriculum in history. For the major, the History Department provides the

More information

Close Up. washington & Williamsburg High School Programs

Close Up. washington & Williamsburg High School Programs Close Up washington & Williamsburg High School Programs Washington & Williamsburg Close Up offers the most comprehensive educational opportunity in Washington, DC. Established in 1971, Close Up is the

More information

Middle School Curriculum Guide

Middle School Curriculum Guide Middle School Curriculum Guide 2017-2018 This registration and course description booklet has been prepared to furnish you and your parents with information that will help you plan and select the appropriate

More information

Yabisi Santillana Social Studies 5

Yabisi Santillana Social Studies 5 Yabisi Santillana 5 Free PDF ebook Download: Yabisi Santillana 5 Download or Read Online ebook yabisi santillana social studies 5 in PDF Format From The Best User Guide Database Yabisi). 1. Estudios es

More information

UB Graduates in Political Science Students in UB s Political Science Graduate Programs come from a wide variety of undergraduate majors and from all regions of the country and around the world. Contact

More information

US History - Unit 4 Early Republic, Expansion, and Reform

US History - Unit 4 Early Republic, Expansion, and Reform The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the US History Social Studies Course. US History

More information

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Concept Formation Learning Plan

Concept Formation Learning Plan 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.

More information

Preparing for Permanent Residency and Citizenship

Preparing for Permanent Residency and Citizenship PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Some participants in adult ESL and family literacy programs are working to become permanent U.S. residents or citizens. This section gives information

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Renae Townsend G21 PBL Project

Renae Townsend G21 PBL Project Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of

More information

Chapter 4 Culture & Currents of Thought

Chapter 4 Culture & Currents of Thought Chapter 4 Culture & Currents of Thought Chapter 4 Culture & Currents of Thought Section 4: The Contemporary Period (1867-NOW) Part 2: Quebec Nationalism & Agriculturalism By the late 1950s Background FC

More information

Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada

Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada Social Studies, Grades 1-6; History and Geography, Grades 7-8 (2013) Grade 7, History: Canada, 1800 1850:

More information

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES Each student program of study must contain a minimum of 21 credit hours of course work in general education and must be chosen

More information

HI0163 Sec. 01 Modern Latin America

HI0163 Sec. 01 Modern Latin America B. Modern Latin American History HI0163 Sec. 01 Modern Latin America Professor James N. Green Department of History Brown University This course offers an introduction to the history of Latin America from

More information

My Identity, Your Identity: Historical Landmarks/Famous Places

My Identity, Your Identity: Historical Landmarks/Famous Places Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content

More information

It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format

It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format Lesson Title: Colorado Irrigation Methods and Water Rights Disputes in the Late 1800s and Early 1900s Subject(s)

More information

Teacher's Resource. The Thinking Girl s Treasury of Real Princesses. Sacajawea of the Shoshone, 1800 AD. Resource written by Lisa Willman

Teacher's Resource. The Thinking Girl s Treasury of Real Princesses. Sacajawea of the Shoshone, 1800 AD. Resource written by Lisa Willman The Thinking Girl s Treasury of Real Princesses Teacher's Resource Sacajawea of the Shoshone, 1800 AD Hatshepsut of Egypt, 1500 BC Artemisia of Caria, 500 BC Sorghaghtani of Mongolia, 1200 AD Qutlugh Terkan

More information

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS?

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS? How do people from differing cultural groups and ways of life work together to solve problems? Did each of the cultural groups in Washington s early history have the same choices or advantages in making

More information

Price Sensitivity Analysis

Price Sensitivity Analysis Executive Summary The present study set out to determine whether relationships existed between the change in tuition rates, tuition and fees rates, and tuition, fees, and room and board rates at Illinois

More information

2017 National Clean Water Law Seminar and Water Enforcement Workshop Continuing Legal Education (CLE) Credits. States

2017 National Clean Water Law Seminar and Water Enforcement Workshop Continuing Legal Education (CLE) Credits. States t 2017 National Clean Water Law Seminar and Water Enforcement Workshop Continuing Legal Education (CLE) Credits NACWA has applied to the states listed below for Continuing Legal Education (CLE) credits.

More information

Textbook: American Literature Vol. 1 William E. Cain /Pearson Ed. Inc. 2004

Textbook: American Literature Vol. 1 William E. Cain /Pearson Ed. Inc. 2004 Master Syllabus American Literature I Professor: M. Harsh, J. Johnson Prerequisites: English 102 or consent of instructor Office: Office hrs: Phone Number: E-mail: FAX: Course Description: This course

More information

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong. Asia s Global Influence The focus of this lesson plan is on the sites and attractions of Hong Kong. Subject Geography Grade level 6-8 Duration Three class periods Objectives Students will review the geography

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL PART ONE: SHORT-ANSWER

More information

The Policymaking Process Course Syllabus

The Policymaking Process Course Syllabus The Policymaking Process Course Syllabus GOVT 4370 Policy Making Process Fall 2007 Paul J. Bonicelli, PhD Assistant Administrator United States Agency for International Development (USAID) 1300 Pennsylvania

More information

Anthropology P350: Archaeology of Ancient Mexico Spring 2007

Anthropology P350: Archaeology of Ancient Mexico Spring 2007 Anthropology P350: Archaeology of Ancient Mexico Spring 2007 Course Number: 24940 Class time: Tues/Thurs 2:30-3:45 pm Class location: Ballantine Hall 317 Instructor and Office Hours Instructor: Professor

More information

ROLE OF FEDERAL GOVERNMENT IN PUBLIC EDUCATION: HISTORICAL PERSPECTIVES

ROLE OF FEDERAL GOVERNMENT IN PUBLIC EDUCATION: HISTORICAL PERSPECTIVES ROLE OF FEDERAL GOVERNMENT IN PUBLIC EDUCATION: HISTORICAL PERSPECTIVES By Carolyn-Jefferson Jenkins and Margaret Hawkins Hill Defining League Positions in Public Education The League of Women Voters United

More information

Outcome 1: Students analyze governmental institutions, political behavior, civic engagement, and their political and philosophical foundations.

Outcome 1: Students analyze governmental institutions, political behavior, civic engagement, and their political and philosophical foundations. Course Goal The purpose of this course is to familiarize students with both the theory and practice of government in the United States. It will focus on the structure of government at both the state and

More information

NATIVE AMERICAN TIME CAPSULE

NATIVE AMERICAN TIME CAPSULE Name: NATIVE AMERICAN TIME CAPSULE To prepare for our study of American history, we need to learn about the cultures that existed here before the arrival of the Europeans. For this project, we will pretend

More information

Close Up. washington, Dc High School Programs

Close Up. washington, Dc High School Programs Close Up washington, Dc High School Programs Washington Close Up offers the most comprehensive educational opportunity in Washington, DC. Established in 1971, Close Up is the nation s leading nonprofit,

More information

STATE CAPITAL SPENDING ON PK 12 SCHOOL FACILITIES NORTH CAROLINA

STATE CAPITAL SPENDING ON PK 12 SCHOOL FACILITIES NORTH CAROLINA STATE CAPITAL SPENDING ON PK 12 SCHOOL FACILITIES NORTH CAROLINA NOVEMBER 2010 Authors Mary Filardo Stephanie Cheng Marni Allen Michelle Bar Jessie Ulsoy 21st Century School Fund (21CSF) Founded in 1994,

More information

The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART

The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART Early Life Winslow Homer was born in Boston, Massachusetts in 1836.

More information

Prentice Hall Outline Map 1914 With Answers

Prentice Hall Outline Map 1914 With Answers Outline Map 1914 With Answers Free PDF ebook Download: Outline Map 1914 With Answers Download or Read Online ebook prentice hall outline map 1914 with answers in PDF Format From The Best User Guide Database

More information

PBL, Projects, and Activities downloaded from NextLesson are provided on an online platform.

PBL, Projects, and Activities downloaded from NextLesson are provided on an online platform. PBL, Projects, and Activities downloaded from NextLesson are provided on an online platform. driving question *example lesson teacher guide, answer keys, links, and rubrics share with students customize

More information

Globalization and the Columbian Exchange

Globalization and the Columbian Exchange Globalization and the Columbian Exchange Created by: Meagan McCoy Central Lee School District Grade Level (Req.): 8th grade Connections to Other Disciplines (Opt.): Time Frame (Req.): 1 or 2 class periods

More information

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media 21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any

More information

Tests For Geometry Houghton Mifflin Company

Tests For Geometry Houghton Mifflin Company Tests For Geometry Company Free PDF ebook Download: Tests For Geometry Company Download or Read Online ebook tests for geometry houghton mifflin company in PDF Format From The Best User Guide Database

More information

Lesson Plan: Uncle Tom s Cabin

Lesson Plan: Uncle Tom s Cabin StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt

More information

NDA3M Summative Names Indigenous Heroes

NDA3M Summative Names Indigenous Heroes NDA3M Summative Names Indigenous Heroes Hero Nation Contribution Elijah Harper Oji-Cree In 1990, with an eagle feather raised, Manitoba's lone aboriginal MLA voiced his opposition to the Meech Lake Accord

More information

VITA. SHANNON S. LAMB PO BOX 244 CLEVELAND, MS Office: (662) Cell: (662)

VITA. SHANNON S. LAMB PO BOX 244 CLEVELAND, MS Office: (662) Cell: (662) VITA SHANNON S. LAMB PO BOX 244 CLEVELAND, MS 38732 slamb@deltastate.edu Office: (662)846-4098 Cell: (662)-822-5870 SUMMARY Doctor of Education degree (ABD), with 42 graduate hours in the academic field

More information

Prentice Hall Chemistry Test Answer Key

Prentice Hall Chemistry Test Answer Key Test Answer Key Free PDF ebook Download: Test Answer Key Download or Read Online ebook prentice hall chemistry test answer key in PDF Format From The Best User Guide Database Measuring Matter. 3. Particles

More information

2016/17 Big History: Sample Semester-Long Course Plan Content Pacing Guide

2016/17 Big History: Sample Semester-Long Course Plan Content Pacing Guide 2016/17 Big History: Sample Semester-Long Course Plan Content Pacing Guide August September October November December UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9 UNIT 10 What Is Big

More information

People: Past and Present

People: Past and Present People: Past and Present Field Trip Grade Level: 1 Process Skills: Observation Connections Enduring understanding: There are similarities and differences across cultures. Alignment to Utah Core Curriculum

More information

Florida Reading for College Success

Florida Reading for College Success Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary

More information

American Literature AB

American Literature AB California State University, Northridge Summer Academic Enrichment Program American Literature AB A-G Subject Area Fulfillment: Meets two semesters of the (B) English graduation requirement. Course Overview:

More information

Stakeholder Debate: Wind Energy

Stakeholder Debate: Wind Energy Activity ENGAGE For Educator Stakeholder Debate: Wind Energy How do stakeholder interests determine which specific resources a community will use? For the complete activity with media resources, visit:

More information

America the Beautiful Lesson Activity Checklist. Bethany Poore

America the Beautiful Lesson Activity Checklist. Bethany Poore America the Beautiful Lesson Activity Checklist Bethany Poore America the Beautiful Lesson Activity Checklist by Bethany Poore Copyright 2011 Notgrass Company. All rights reserved. You may make copies

More information

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ACHIEVEMENT LEVELS

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ACHIEVEMENT LEVELS NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ACHIEVEMENT LEVELS THE NATION S REPORT CARD National Assessment of Educational Progress National Assessment Governing Board U.S. Department of Education The

More information

2017 Women s Individual Tennis Regional Contacts and Playoff Berth Information

2017 Women s Individual Tennis Regional Contacts and Playoff Berth Information 1A EAST Director: Gregg Duffy, Franklin Academy High School 684 Flaherty Avenue Wake Forest, NC 27587 Email: duffsterhsd@embarqmail.com School #: 919-612-0725 Site: Riverbirch Tennis Center, Greenville

More information

Boston MA Visitors Street Map By American Map

Boston MA Visitors Street Map By American Map Boston MA Visitors Street Map By American Map If you are searching for a book Boston MA Visitors Street Map by American Map in pdf form, then you've come to faithful site. We presented the utter option

More information

medicaid and the How will the Medicaid Expansion for Adults Impact Eligibility and Coverage? Key Findings in Brief

medicaid and the How will the Medicaid Expansion for Adults Impact Eligibility and Coverage? Key Findings in Brief on medicaid and the uninsured July 2012 How will the Medicaid Expansion for Impact Eligibility and Coverage? Key Findings in Brief Effective January 2014, the ACA establishes a new minimum Medicaid eligibility

More information

Content-Area Focus Unit California Missions LEE 173

Content-Area Focus Unit California Missions LEE 173 Content-Area Focus Unit California Missions LEE 173 1 Table of Contents Overview..............................3 Goals, Objectives, and Standards Adaptations.......................... 7 For ELLs, SPED,

More information

BUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES. Council of the Great City Schools

BUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES. Council of the Great City Schools 1 BUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES Council of the Great City Schools 2 Overview This analysis explores national, state and district performance

More information

Leader 1: Dr. Angela K. Lewis Leader 2: Dr. Tondra Loder-Jackson Professor of Political Science Associate Professor of Education dralewis@uab.edu tloder@uab.edu 205.934.8416 205.934.8304 Course Description

More information

Students will analyze governmental institutions, political behavior, civic engagement, and their political and philosophical foundations.

Students will analyze governmental institutions, political behavior, civic engagement, and their political and philosophical foundations. Course Goal Students will analyze governmental institutions, political behavior, civic engagement, and their political and philosophical foundations. Course Description This course is a study of functions

More information

Practical Learning Tools (Communication Tools for the Trainer)

Practical Learning Tools (Communication Tools for the Trainer) Practical Learning Tools (Communication Tools for the Trainer) The following practical learning tools described in detailed below were sourced from the various community work already conducted by the University

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

P A R T 3 Blackline Masters

P A R T 3 Blackline Masters P A R T 3 Blackline Masters Globalization Timeline BLACKLINE MASTER 1 UNIT 1 13500 BP First Peoples have migrated across the Bering Strait land bridge 11500 BP First Peoples living all across the Americas

More information

LANGUAGE DIVERSITY AND ECONOMIC DEVELOPMENT. Paul De Grauwe. University of Leuven

LANGUAGE DIVERSITY AND ECONOMIC DEVELOPMENT. Paul De Grauwe. University of Leuven Preliminary draft LANGUAGE DIVERSITY AND ECONOMIC DEVELOPMENT Paul De Grauwe University of Leuven January 2006 I am grateful to Michel Beine, Hans Dewachter, Geert Dhaene, Marco Lyrio, Pablo Rovira Kaltwasser,

More information

Canada and the American Curriculum:

Canada and the American Curriculum: Canada and the American Curriculum: A Replicable Investigation of Area Studies content State by State 2013 NRC Conference Columbus, OH: Demonstrating the Impact of NRCs. February 27, 2013 Canadian-American

More information

Lincoln Film Study Guide Answer Key

Lincoln Film Study Guide Answer Key Lincoln Film Study Guide Answer Key If searching for a ebook Lincoln film study guide answer key in pdf form, then you've come to the loyal website. We furnish the full version of this book in DjVu, epub,

More information

MARYLAND BLACK BUSINESS SUMMIT & EXPO March 24-27, 2011 presented by AATC * Black Dollar Exchange * BBH Tours

MARYLAND BLACK BUSINESS SUMMIT & EXPO March 24-27, 2011 presented by AATC * Black Dollar Exchange * BBH Tours Baltimore, MD. February 23, 2011 Lou Fields, President of AATC and founder of the Black Dollar Exchange announced the First Annual Maryland Black Business Summit & Expo being held in the City of Baltimore

More information

Maynooth University Study Abroad in Ireland

Maynooth University Study Abroad in Ireland Maynooth University Study Abroad in Ireland Maynooth University is a dynamic university of almost 10,000 students, located just 15 miles from Dublin city. 2 Maynooth, the perfect location Maynooth University

More information

Executive Summary. Gautier High School

Executive Summary. Gautier High School Pascagoula School District Mr. Boyd West, Principal 4307 Gautier-Vancleave Road Gautier, MS 39553-4800 Document Generated On January 16, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

HIS 317L7/AFR 317C: UNITED STATES AND AFRICA Unique # &39210 T&TH PM.

HIS 317L7/AFR 317C: UNITED STATES AND AFRICA Unique # &39210 T&TH PM. HIS 317L7/AFR 317C: UNITED STATES AND AFRICA Unique # 30155 &39210 T&TH 12.30 2PM. Instructor: Toyin Falola Office: GAR 2.142 Office hours: T&TH -2PM. E-mail: toyin.falola@mail.utexas.edu Teaching Assistant:

More information

Episode 2 Lesson Plan: Steel the Great Conqueror

Episode 2 Lesson Plan: Steel the Great Conqueror Episode 2 Lesson Plan: Steel the Great Conqueror This lesson is designed for students studying world history, geography, and economics in grades 6-12. Lesson Objectives Relevant National Standards Estimated

More information

Grade 6: Module 4: Unit 1: Overview

Grade 6: Module 4: Unit 1: Overview Grade 6: Module 4: Unit 1: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Russell M. Rhine. Education

Russell M. Rhine. Education Russell M. Rhine 46477 Mirage Court Lexington Park, MD 20653 Home (301) 737-7818 rmrhine@smcm.edu Saint Mary s College of Maryland 18952 E. Fisher Road Saint Mary s City, MD 20686-3001 Work (240) 895-4596

More information

Learn & Grow. Lead & Show

Learn & Grow. Lead & Show Learn & Grow Lead & Show LAKE WINDWARD ELEMENTARY STRATEGIC PLAN SY 2015/16 SY 2017/18 APPROVED AUGUST 2015 SECTION I. Strategic Planning Background and Approach In May 2012, the Georgia Board of Education

More information

Text: envisionmath by Scott Foresman Addison Wesley. Course Description

Text: envisionmath by Scott Foresman Addison Wesley. Course Description Ms. Burr 4B Mrs. Hession 4A Math Syllabus 4A & 4B Text: envisionmath by Scott Foresman Addison Wesley In fourth grade we will learn and develop in the acquisition of different mathematical operations while

More information

University of Southern California Hayward R. Alker Postdoctoral Fellow, Center for International Studies,

University of Southern California Hayward R. Alker Postdoctoral Fellow, Center for International Studies, JORDAN BRANCH Department of Political Science Box 1844, 36 Prospect Street Providence, RI 02912 jordan_branch@brown.edu CURRENT POSITION Assistant Professor, Department of Political Science, 2012 present

More information

Stetson University College of Law Class of 2012 Summary Report

Stetson University College of Law Class of 2012 Summary Report Stetson University College Law Class 2012 Summary Report Full-time Long-term Salaries # with Salary 25th Median 75th Mean Total = 341 Gender : Women Men Subtotal Race : Minority Nonminority Subtotal Gender

More information

Continent Rubrics Download or Read Online ebook continent rubrics in PDF Format From The Best User Guide Database

Continent Rubrics Download or Read Online ebook continent rubrics in PDF Format From The Best User Guide Database Continent Free PDF ebook Download: Continent Download or Read Online ebook continent rubrics in PDF Format From The Best User Guide Database Oral Presentation. Video and Multimedia Project. Web Page and

More information

ARSENAL OF DEMOCRACY

ARSENAL OF DEMOCRACY ARSENAL OF DEMOCRACY Preview of Main Idea Between 1910 and 1930, Detroit became a major industrial center of the United States, indeed, the world. The ability of the automobile industry to produce an extraordinarily

More information

National Survey of Student Engagement The College Student Report

National Survey of Student Engagement The College Student Report The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often

More information

Disciplinary action: special education and autism IDEA laws, zero tolerance in schools, and disciplinary action

Disciplinary action: special education and autism IDEA laws, zero tolerance in schools, and disciplinary action National Autism Data Center Fact Sheet Series March 2016; Issue 7 Disciplinary action: special education and autism IDEA laws, zero tolerance in schools, and disciplinary action The Individuals with Disabilities

More information

Syllabus Education Department Lincoln University EDU 311 Social Studies Methods

Syllabus Education Department Lincoln University EDU 311 Social Studies Methods Syllabus Education Department Lincoln University EDU 311 Social Studies Methods Instructor: Prof. Kenneth Parker Credits: 3 Room: Time: Office/Phone/Ext: Dickey Hall Room 330/ Extension 7603 E-mail: Kparker@lincoln.edu

More information

Update Peer and Aspirant Institutions

Update Peer and Aspirant Institutions Update Peer and Aspirant Institutions Prepared for Southern University at Shreveport January 2015 In the following report, Hanover Research describes the methodology used to identify Southern University

More information

The Letters Of John F. Kennedy By John F. Kennedy

The Letters Of John F. Kennedy By John F. Kennedy The Letters Of John F. Kennedy By John F. Kennedy If looking for the book The Letters of John F. Kennedy by John F. Kennedy in pdf format, then you have come on to the loyal website. We present utter option

More information

JD Concentrations CONCENTRATIONS. J.D. students at NUSL have the option of concentrating in one or more of the following eight areas:

JD Concentrations CONCENTRATIONS. J.D. students at NUSL have the option of concentrating in one or more of the following eight areas: JD Concentrations CONCENTRATIONS J.D. students at NUSL have the option of concentrating in one or more of the following eight areas: Labor, Work & Income Intellectual Property and Innovation Business and

More information

Understanding Fair Trade

Understanding Fair Trade Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.

More information