Prentice Hall: The American Nation, Survey Edition 2005 Correlated to: Illinois Academic Standards and Framework (Middle School)

Transcription

1 Illinois Academic Standards and Framework (Middle School) STATE GOAL 14: UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES. As a result of their schooling, students will be able to: A. Understand and explain basic principles of the United States Government. A. Describe how responsibilities are shared and limited by the United States Illinois Constitutions and significant court decisions. SE/TE: 229, Cooperative learning in the Middle Grades, 46; Unit 2/Chapter 8, 84; Guide to the Essentials, 60 TECH: Section Reading Support Transparencies; Color Transparencies; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 8; Resource Pro CD-ROM B. Understand the structures and functions of the political systems of Illinois, the United States and other nations. B. Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions. SE/TE: 229, Cooperative Learning in the Middle Grades, 46; Unit 2/Chapter 8, 84; Guide to the Essentials, 60 TECH: Section Reading Support Transparencies; Color Transparencies; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 8; Resource Pro CD-ROM 1

2 C. Understand election processes and responsibilities of citizens. C. Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation. SE/TE: Seneca Falls Declaration, 433, , Dred Scott; Dred Scott Decision, , 522; Women s Movement, 242, 261, 361, , 726, 766; African Americans, , 592, , Unit 2/Chapter 8; Citizenship for Life, 43, 51; Connection with the Living Constitution, TECH: Color Transparencies C-15, C-19; Exam View Test book CD-ROM, Chapter 8; D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. D. Describe roles and influences of individuals, groups, and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, and media). SE/TE: ; ; Unit 9/Chapters 29-30; Voices of Freedom, ; Cooperative Learning in the Middle Grades, 137; Voices of Freedom, , TECH: Social Studies Skills Tutor CD-ROM; Exploring Primary Sources in U.S. History CD-ROM; Section Reading Support Transparencies; Guided Reading Audiotapes, Chapter 29; Student book on Audiotape CD; PH U.S. History Video Collection; PH Presentation Pro CD-ROM, Chapters 29, 30; Resource Pro CD-ROM; Color Transparencies, E-11, E-13, E-15 2

3 E. Understand United States foreign policy as it relates to other nations and international issues. E. Compare the basic principles of the United States and its international interests (e.g. territory, environment technology). SE/TE: , , 289, , , 675, , 701, , , , , 825, 833, 834, 859, Cooperative Learning in the Middle Grades, 49, 67, 111, 115, 129, 133, 141; Chapters 9-11; Unit 4/Chapter 13; Unit 7/Chapter 23, 24; Unit 8/Chapter 25; Unit 9/Chapter 28; Unit 9/Chapter 30; PH U.S. History Video Collection; TECH: Section Reading Support Transparencies, Guided Reading Audiotapes, Chapters 9, 13, 23, 28, 30; Student book on CD; PH Presentation Pro CD-ROM, Chapters 9, 13, 23, 28, 30; Resource Pro CD-ROM F. Understand the development of United States political ideas and traditions. F. 3a: Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and Illinois Constitution. SE/TE: 29-30, 228, 229, , , , , 251, , Unit 2/Chapters 7, 8, 56, 58, 60; Unit 3/Chapter 10; Citizenship for Life, 2, 4, 11, 13, 17, 23, 25, 27, 29, 31; Constitution Study Guide, 39; Voices of Freedom, 71; Connecting with Social Studies in America, 8-12 TECH: Color Transparencies, PH U.S. History Video Collection, Volume 5/Chapter 40; Exploring Primary Sources in U.S. History CD-ROM; Exam View Test Book CD-ROM; Interactive Constitution CD-ROM 3

4 F. 3b: Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights. SE/TE: Chapters 7, 8, Cooperative learning in the Middle Grades, 39-47; Pacing Charts with Block Scheduling, 18-19; Unit 2/Chapters 7-8; Color Transparencies, H-13, H-15, Section Reading Support Transparencies; Guide to the Essentials; Citizenship for Life, 1, 13, 15, 21, 23, 25, 29, 31, 43, 51; Constitution Study Guide, Chapters 3-5; Exploring Primary Sources in U.S. History TECH: CD-ROM, Interactive Constitution CD-ROM, Voices of Freedom, PH U.S. History Video Collection, Volume 5/Chapters 16, 19; STATE GOAL 15: UNDERSTAND ECONOMIC SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES. As a result of their schooling, the students will be able to: A. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. A. 3a: Explain how market prices signal producers about what, how and how much to produce. SE/TE: Cooperative Learning in the Middle Grades, 16; Unit 1/Chapter 1; Guide to Essentials, 23 Audiotapes, Chapter 1; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM 4

5 A. 3b: Explain the relationship between productivity and wages. SE/TE: , , 845 Cooperative Learning in the Middle Grades, 57, 70; Unit 3/Chapter 11; Unit 4/ Chapter 14; Unit 9/Chapter 29; Guide to Essentials; Voices of Freedom, TECH: Section Reading Transparencies; Guided Reading Audiotapes, Chapters 11, 14; Student Book on Audio CD; PH Presentation Pro CD-ROM Chapter 11; Resource Pro CD-ROM; PH U.S. History Video Collection, Volume 20 A. 3c: Describe the relationship between consumer purchases and businesses paying for productive resources. A. 3d: Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending). SE/TE: 26-29, 845 Cooperative Learning in the Middle Grades, 16; Unit 1/Chapter 1; Guide to Essentials, 23 Audiotapes, Chapter 1; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM SE/TE: 874, Cooperative Learning in the Middle Grades, 183, 141; Unit 9/Chapter 30; Guide to Essentials, 174, 177 Audiotapes, Chapter 30; Student Book on Audio CD; PH Presentation Pro CD-ROM; Resource Pro CD-ROM 5

6 B. Understand that scarcity necessitates choices by consumers. B. 3a: Describe the market clearing price of a good or service. SE/TE: Cooperative Learning in the Middle Grades, 16; Unit 1/Chapter 1; Guide to Essentials, 23 Audiotapes, Chapter 1; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM B. 3b: Explain the effects of choice and competition on individuals and the economy as a whole. SE/TE: Cooperative Learning in the Middle Grades, 141; Unit 9/Chapter 30; Guide to the Essentials, 177; Connecting with Facing the Future; Voices of Freedom TECH: Section Reading Support Transparencies, Color Transparencies, B-3, B-5; Color Transparencies, G-59; Guided Reading Audiotapes, Chapter 30; Student Book on Audio CD; PH Presentation Pro CD- ROM, Chapter 36; Resource Pro CD-ROM C. Understand that scarcity necessitates choices by producers. C. Identify and explain the effects of various incentives to produce a good or service. SE/TE: ; Cooperative Learning in the Middle Grades, 126, 134; Unit 8/Chapter 27; Unit 9/Chapter 29; Guide to the Essentials, 159, 169 Audiotapes, Chapters 27, 29; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapters 27, 29; Resource Pro CD- ROM; Exploring Primary Sources in U.S. History CD-ROM 6

7 D. Understand trade as an exchange of goods or services. D. 3a: Explain the effects of increasing and declining imports and exports to an individual to the nation s economy as a whole. D. 3b: Explain how comparative advantage forms the basis for specialization and trade among nations. SE/TE: Cooperative Learning in the Middle Grades, 141; Unit 9/Chapter 30; Guide to the Essentials, 177; Connecting with Facing the Future; Voices of Freedom TECH: Section Reading Support Transparencies, Color Transparencies, B-3, B-5; Color Transparencies, G-59; Guided Reading Audiotapes, Chapter 30; Student Book on Audio CD; PH Presentation Pro CD- ROM, Chapter 36; Resource Pro CD-ROM SE/TE: 889 Cooperative Learning in the Middle Grades, 141; Unit 9/Chapter 30; Guide to the Essentials, 177; Connecting with Facing the Future; Voices of Freedom TECH: Section Reading Support Transparencies, Color Transparencies, B-3, B-5; Color Transparencies, G-59; Guided Reading Audiotapes, Chapter 30; Student Book on Audio CD; PH Presentation Pro CD- ROM, Chapter 36; Resource Pro CD-ROM 7

8 D. 3c: Explain how workers can affect their productivity through training and by using tools, machinery, and technology. SE/TE: , , 587, 845 Cooperative Learning in the Middle Grades, 57, 69, 134; Unit 3/Chapter 11, Unit 4/Chapter 14, Unit 9/Chapter 29; Guide to the Essentials, 74, 89; Voices of Freedom, 83-84; Historical Outline Map Book, 43 TECH: Section Guide Reading Support Transparencies; Guided Reading Audiotapes, Chapters 11, 14; Student Book on Audio CD; PH U.S. History Video, Volume 8/Chapter 4; PH Presentation Pro CD-ROM Chapter 14; Resource Pro CD-ROM E. Understand the impact of government policies and decisions on production and consumption in the economy. E. 3a: Identify the types of taxes levied by differing levels of governments (e.g., income tax, sales tax, property tax). E. 3b: Explain how laws and government policies (e.g., property rights, contract enforcement, standard weights/ measurements) establish rules that help a market economy function effectively. SE/TE: , , 636 Citizenship for Life 2; Unit 7/Chapter 22 TECH: SE/TE: Citizenship for Life 2 TECH: 8

9 STATE GOAL 16: UNDERSTAND EVENTS, TRENDS, INDIVIDUALS AND MOVEMENTS SHAPING THE HISTORY OF ILLINOIS, THE UNITED STATES OF AMERICA AND OTHER NATIONS, WITH AN EMPHASIS ON THE UNITED STATES. As a result of their schooling, the students will be able to: A. Apply the skills of historical analysis and interpretation. A. 3a: Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts). A. 3b: Make inferences about historical events and eras using historical maps and other historical sources. SE/TE: Cooperative Learning in the Middle Grades, 15; Unit 1/Chapter 1; Guide to the Essentials, 22; Voices of Freedom, TECH: Section Reading Support Transparencies Color Transparencies; Guided Reading Audiotapes, Chapter 1; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM; SE/TE: 295 Unit 3/Chapters 4-5, 9, 13, TECH: Color Transparencies, H-17; Exam View Test Bank CD-ROM, Chapter 9; Social Studies Skills Tutor CD-ROM; PH U.S. History Video Collection, Volume 5; Companion Website, A. 3c: Identify the differences between historical fact and interpretation. SE/TE: 369 Unit 4/Chapters 5, 12, 11 TECH: Social Studies Skills Tutor CD-ROM, 9

10 B. Understand the development of significant political events. B. 3a: (US) Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period. B. 3b: (US) Explain how and why the colonies fought for their independence and how the colonists ideas are reflected in the Declaration of Independence and the United States Constitution. B. 3c: (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. SE/TE: 83, 104, 110, 114, 122, Cooperative Learning in the Middle Grades, 27, 34; Unit 1/Chapter 4, 84; Unit 2/Chapter 6; Guide to Essentials, 46 Audiotapes, Chapter 6; Student Book on Audio CD-ROM; PH Presentation Pro CD-ROM, Chapter 6; Resource Pro CD-ROM; SE/TE: , Cooperative Learning in the Middle Grades, 31-38; Unit 2/Chapters 5-6; Guide to Essentials, 42-50; Section Reading Support Transparencies; Voices of Freedom, 57-58, 63, 65-67; Historical Outline Map Book, TECH: Exploring Primary Sources in U.S. History CD-ROM; PH U.S. History Video Collection, Volume 2/Chapters 28, 31, 34, Volume 14/Chapters 19, 25, 28; SE/TE: Citizenship for Life, 1, 2, 4, 13, 17, 19, 21, 23, 25, 29, 31; Constitution Study Guide; Cooperative Learning in the Middle Grades, 43, 44, 45; Unit 2/Chapter 8 TECH: Interactive Constitution CD-ROM; Guided Reading Audiotapes, Chapter 8; Student Book on Audio CD, Chapter 8; PH Presentation Pro CD-ROM, Chapter 8; Resource Pro CD-ROM; Social Studies Skills Tutor CD-ROM; 10

11 B. 3d: (US) Describe ways in which the United States developed as a world political power. B. 3a: (W) Compare the political characteristics of Greek and Roman civilizations with non-western civilizations including the early Han dynasty and Gupta Empire between 500 BCE and CE. B. 3b: (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T ang dynasty, establishment of the Kingdom of Ghana) between 500 CE and 1500 CE. B. 3c: W) Identify causes and effects of European feudalism and the emergence of nation s states between 500 CE and 1500 CE. SE/TE: Cooperative Learning in the Middle Grades, 190, 110, 111; Unit 7/Chapter 23; Guide to the Essentials, 138, 139, 140; Section Reading Support Transparencies; Voices of Freedom, , ; Color Transparencies, G-45, D-27, I-69-71; Exploring Primary Sources in U.S. History CD-ROM (Roosevelt Corollary) TECH: PH U.S. History Video Collection, Volume 15/Chapters 13, 16, 19, 22, 25; SE/TE: Unit 1/Chapter 2 TECH: PH U.S. History Video Collection, Volume 1/Chapter 13; Color Transparencies H-3; Social Studies Skills Tutor CD-ROM; SE/TE: 50-52, 53-54, 57 Cooperative Learning in the Middle Grades, 19, 20; Unit 1/Chapter 2; Guide to the Essentials, 27,28 Audiotapes, Chapter 2; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 2; Resource Pro CD-ROM; SE/TE: Unit 1/Chapter 2; Cooperative Learning in the Middle Grades, 20; Guide to the Essentials, 28 TECH: Section Reading Support Transparencies, Guided Reading Audiotapes, Chapter 2; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 2; Resource Pro CD-ROM; 11

12 B. 3d: (W) Describe economic effects of European exploration and expansion of the Americas, Asia, and Africa after 1500 CE. SE/TE: Cooperative Learning in the Middle Grades, 21-25; Unit 1/Chapter 3; Guide to the Essentials, 30-34; Section Reading Support Transparencies; Historical Outline Map Book, 8-10; Color Transparencies, H-5, G-5 TECH: PH U.S. History Video Collection, Volume 1/Chapters 4, 7, 10, 13, 19, 25; Volume 2/Chapters 7, 10; C. Understand the development of economic systems. C. 3a: (US) Describe economic motivations that attracted Europeans and others to the Americas, C. 3b: (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, present SE/TE: Cooperative Learning in the Middle Grades, 21-30; Unit 1/Chapters 3-4; Guide to Essentials, 30-40; Historical Outline Map Book, 8-10 TECH: Exploring Primary Sources in U.S. History CD-ROM (Christopher Columbus); Section Reading Transparencies, Color Transparencies; PH U.S. History Video Collection, Volume 1/Chapters 7, 13, 19 SE/TE: 126, 439, 442, , , , Cooperative Learning in the Middle Grades, 74, 97, 98, 99, 100, 101; Unit 4/Chapter 15; Unit 6/Chapters 20, 21; Guide to the Essentials; Connecting with an Era of Reform, 92-96, 123; Voices of Freedom, 108, ; History Challenges, 17 TECH: Color Transparencies, H-39, I-53, I-55, B-5, B-7; Social Studies Skills Tutor CD-ROM; Guided Reading Audiotapes, Chapter 20; Student Book on CD, Chapter 20; PH U.S. History Video Collection, Volume 10, 11, 12/Chapters 7-10, 13;Voices of Freedom, ; PH Presentation Pro CD-ROM, Chapter 21; Resource Pro CD-ROM; 12

13 C. 3c: (US) Describe how economic development and government policies after 1865 affected the country s economic institutions including corporations, banks, and organized labor. C. 3a: (W) Describe major economic trends from CE including long distance trade banking, specialization of labor, commercialization, urbanization, and technological and scientific progress. SE/TE: 281, 545, 550, 551, 565, 577, , , , 637, 639, 640, 643, 696 Unit 3/Chapter 9, Unit 6/Chapters 19-20, Unit 7/Chapters 22-24; Cooperative Learning in the Middle Grades, 91, 97, 104, 106; Guide to the Essentials, 116, 123, 132; Voices of Freedom, , , Audiotapes, Chapters 19, 20, 22; Student Book on Audio CD; PH U.S. History Video, Volume 1/Chapters 13, 19; PH Presentation Video Pro CD-ROM, Chapters 19, 20, 22; Exploring Primary Sources in U.S. History CD-ROM; SE/TE: Cooperative Learning in the Middle Grades, 17-20; Unit 1/Chapter 2; Guide to the Essentials, 25-28; Historical Outline Map Book, 1-5 TECH: PH Presentation Pro CD-ROM, Chapter 2; Resource Pro CD-ROM; Section Reading Support Transparencies; Voices of Freedom, 16-20; PH U.S. History Video Collection, Volume 1/Chapters 7, 10, 13 C.3b: (W) Describe the economic systems and trade patterns of North America, America and Mesoamerica, the encounter with Europeans SE/TE: Cooperative Learning in the Middle Grades, 17-20; Unit 1/Chapter 2; Guide to the Essentials, 25-28; Historical Outline Map Book, 1-5 TECH: PH Presentation Pro CD-ROM, Chapter 2; Resource Pro CD-ROM; Section Reading Support Transparencies; Voices of Freedom, 16-20; PH U.S. History Video Collection, Volume 1/Chapters 7, 10, 13 13

14 C. 3c: (W) Describe characteristics of technology (e.g., weaponry, transportation, printing press microchips) in different parts of the world, 1500-present. SE/TE: 59, , 337, , 417, 423, 427, 492, 511, 575, 587, 589, 689, 845, 857 Unit 1/Chapter 4; Unit 3/Chapter 11; Unit 4/Chapter 14; Unit 5/Chapter 17; Unit 6/Chapter 20; Unit 7/Chapter 29; Connecting with Industry and Growth; Historical Outline Map Book, 33-34, 43; Guide to the Essentials, 89, 92, 122, 171; PH Literature Library, 43, 46 Audiotape, Chapters 11, 14, 20, 29; Student Book on CD; PH Presentation Pro CD-ROM, Chapters 11, 14, 20, 29; Resource Pro CD-ROM; Color Transparencies, H-33, G-57; Exploring Primary Sources in U.S. History CD-ROM; PH U.S. History Video Collection, Volume 16/Chapter 7; Volume 16/Chapter 10; Volume 20/Chapter 7; Volume 29/Chapter 13; D. Understand Illinois, United States and world social history. D.3a: (US) Describe characteristics of different kinds of communities in various sections of America during the Colonial/Frontier Periods and the 19 th century. SE/TE: Colonial America 106, 110, 114, 120, 130 Unit 1/Chapter 4; Cooperative Learning in the Middle Grades, 29; Guide to the Essentials, 39; Connecting with American Ingenuity, TECH: PH U.S. History Video Collection, Volume 2/Chapter 19; Section Reading Support Transparencies; Guided Reading Audio Tapes, Chapter 4; Student Book on CD; PH Presentation Pro CD-ROM, Chapter 4; Resource Pro CD-ROM; 14

15 D.3b: (US) Describe characteristics of different kinds of families in America during the Colonial/Frontier Periods and the 19 th century. SE/TE: 19 th Century 332, 335, 383, 392, 399, 402, 415, 424, 502, 544, 548, 554, 562 Unit 3/Chapter 11; Unit 4/Chapters 13, 14; Unit 6/Chapter 19; Cooperative Learning in the Middle Grades, 68, 91 TECH: PH U.S. History Video Collection, Volume 6/Chapter 22; Volume 8/Chapter 13; Volume 9/Chapter 19; Exploring Primary Sources in U.S. History CD-ROM; Color Transparencies, A-9, A-11, A-13, H- 25, E-3, E-5, E-7, E-9; Voices of Freedom; PH Literature Library, 46, 12; Guided Reading Audiotapes, Chapters 13, 19; Resource Pro CD-ROM; PH Presentation Pro CD-ROM, Chapters 13, 19; D.3c: (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, and slave trading. SE/TE: Slavery, 79, 115, 118; Great Awakening, 127; Famines, 89, 415; Migration, 600; Disease (Plagues), 72, 335, 384, 601, 608 Cooperative Learning in the Middle Grades, 23, 70, 100; Unit 1/Chapter 3, 4; Unit 4/Chapter 14; Unit 6/Chapter 21; Guide to Essentials, 30, 32, 90, 127; Voices of Freedom, 41-42, TECH: PH U.S. History Video Collection, Volume 1/Chapter 13; Volume 12/Chapter 7; Section Reading Support Transparencies; Guided Reading Audiotapes, 13, 14, 21; PH Presentation Pro CD-ROM, Chapters 3, 14, 21; Resource Pro CD-ROM; Color Transparencies, E-3, E-5, E-7, E-9 15

16 E. Understand Illinois, United States and world environmental history. E.3a: E.3b: (US) Describe how settlers in Illinois and the United States adapted to, used, and changed the environment prior to (US) Describe how the largely rural population of the United States adapted, used and changed the environment after SE/TE: 43, 46, 71, 311, 335 Cooperative Learning in the Middle Grades, 18; Unit 1/Chapter 2; Unit 3/Chapter 11; Historical Outline Map Book, 4, 8; Voices of Freedom Audiotapes, Chapter 2; Student Book on Audiotape CD; PH Presentation Pro CD-ROM, Chapter 2; Resource Pro CD-ROM; SE/TE: 381, 382, 401, 409, 419, 533, 548, 579 Unit 4/Chapters 13, 14; History Challenges, 13; Guide to Essentials, 83, 87; Unit 5/Chapter 18 TECH: Section Reading Transparencies, Guided Reading Audiotapes, Chapters 13, 14; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapters 13,14; Resource Pro CD-ROM; PH U.S. History Video Collection, Volume 8/Chapter 4; Volume 8/Chapter 10; E.3c: (US) Describe the impact of urbanization and suburbanization, present, on the environment. SE/TE: 335, 423, 604, , , , Unit 3/Chapter 11; Unit 4/Chapter 14; Unit 6/Chapter 21; Cooperative Learning in the Middle Grades, 72, 101, 102; Guide to the Essentials, 128 TECH: Section Reading Transparencies; Guided Reading Audiotapes, Chapters 14, 21; Student Book on CD; PH Presentation Pro CD- ROM, Chapters 14, 21; Resource Pro CD-ROM; PH U.S. History Video Collection, Volume 12/Chapter 16; Volume 20/Chapter 7; Volume 29/Chapter 13 16

17 E.3a: (W) Describe how the people of the Huang He, Tigress, Euphrates, Nile and Indus River Valleys shaped their environments during the agricultural revolution, BCE. Skill taught in PH World Explorer-- People, Places and Cultures E.3b: (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE CE. Skill taught in PH World Explorer-- People, Places and Cultures STATE GOAL 17: UNDERSTAND WORLD GEOGRAPHY AND THE EFFECTS OF GEOGRAPHY WITH AN EMPHASIS ON THE UNITED STATES As a result of their schooling, the students will be able to: A. Locate, describe and explain places, regions and features on the Earth. A.3a: A.3b: Explain how people use geographic markers and boundaries to analyze and navigate the earth (e.g., hemispheres, meridians, continents, bodies of water). Explain how to make use of geographic representations to provide and enhance spatial information including maps, globes, graphs, charts, models, aerial photographs, satellite images. SE/TE: 4-18 Cooperative Learning in the Middle Grades, 13, 14; Unit 1/Chapter 1; Unit 2/Chapter 2; Guide to the Essentials, 20, 21; Historical Outline Map Book, 2 Audiotapes, Chapter 1; Student Book on CD; PH Presentation Pro CD-ROM Chapter 1; Resource Pro CD-ROM Chapter 1, 2 SE/TE: 4-18 Cooperative Learning in the Middle Grades, 13, 14; Unit 1/Chapter 1; Unit 2/Chapter 2; Guide to the Essentials, 20, 21; Historical Outline Map Book, 2 Audiotapes, Chapter 1; Student Book on CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM, Chapter 1, 2 17

18 B. Analyze and explain characteristics and interactions on the Earth s physical systems. B.3a: B.3b: Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources. Explain how changes in components of an ecosystem affect the system overall. SE/TE: Foundations of these skills found on 4-18 Cooperative Learning in the Middle Grades, 13, 14; Unit 1/Chapter 1; Unit 2/Chapter 2; Guide to the Essentials 20, 21; Historical Outline Map Book 2 Audiotapes, Chapter 1; Student Book on CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM, Chapter 1, 2 SE/TE: Foundations of these skills found on 4-18 Cooperative Learning in the Middle Grades, 13, 14; Unit 1/Chapter 1; Unit 2/Chapter 2; Guide to the Essentials, 20, 21; Historical Outline Map Book, 2 Audiotapes, Chapter 1; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapter 1; Resource Pro CD-ROM, Chapter 1, 2 C. Understand relationships between geographic factors and society. C.3a: Explain how human activity is affected by geographic factors SE/TE: Cooperative Learning in the Middle Grades, 17; Unit 1/Chapter 2; History Challenges, 7; Guide to the Essentials, 25, 26; Historical Outline Map Book, 1, 5; Voices of Freedom, 21 Audiotapes, Chapter 2; Student Book on Audio CD; PH U.S. History Video Collection, Volume 1/Chapter 7; PH Presentation CD-ROM, Chapter 2; Resource Pro CD-ROM 18

19 C.3b: Explain how resources are used throughout the world. SE/TE: 5, 13, 43-46, 309, 311, 401, 548, 578, 580, 641, 754 Cooperative Learning in the Middle Grades, 13, 18, 97; Unit 1/Chapters 1, 2; Unit 3/Chapter 10; Unit 6/Chapter 20; Unit 8/Chapter 26; Guide to the Essentials, 20, 26, 123; Historical Outline Map, 4, 30, 56; Voices of Freedom, 16-17, 18-19, 19-20, , , Audiotape, Chapter 1, 2, 20; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapters 1, 20; Resource Pro CD-ROM; Color Transparencies G-3, B-5, C.3c: Analyze how processes influence settlement patterns including migration and population growth. SE/TE: 6-7, 36-41, 43-48, 79-80, 89, , 106, , 114, 116, 117, 205, 311, 495, 567, 758 Cooperative Learning in the Middle Grades, 13, 17, 18, 23, 26, 27, 122; Unit 1/Chapters 1, 2, 3, 4; Unit 2/Chapter 7; Unit 3/Chapter 10; Unit 5/Chapter 17; Guide to the Essentials, 32, 33, 36, 37, 154; Unit 6/Chapter 19; Historical Maps Outline Book, 16, 17 TECH: Section Reading Support Transparencies; Color Transparencies, A- 61, A-63, H-37; Guided Reading Audiotapes, Chapter 4; Student Book on Audiotape CD; PH U.S. History Video Collection, Volume 2/Chapter 25; 19

20 D. Understand the historical significance of geography. D.3a: D.3b: Explain how and why spatial patterns of settlement change over time. Explain how interactions of geographic factors have shaped present conditions. SE/TE: 6-11, Cooperative Learning in the Middle Grades, 13; Unit 1/Chapter 1; Guide to the Essentials, 20, 128; Unit 6/Chapter 21 Audiotapes, Chapters 1, 21; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapters 1, 4; Resource Pro CD-ROM; SE/TE: , Cooperative Learning in the Middle Grades, 13, 142; Unit 9/Chapter 30; Guide to the Essentials, 20, 128, 178; Unit 6/Chapter 21 Audiotapes, Chapters 1/21; Student Book on Audio CD; PH Presentation Pro CD-ROM, Chapters 1, 4, 21, 30; Resource Pro CD- ROM; Color Transparencies, E-11, E-13, E-15; 20

21 STATE GOAL 18: UNDERSTAND SOCIAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES. As a result of their schooling, the students will be able to: A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. A.3a: Explain how language, literature, the arts, architecture and traditions contribute to the development and transmissions of culture. SE/TE: Special Features History through Literature located in each unit; 64, 164, 298, 430, 536, 570, 656, 802, 902; In-text primary sources found throughout each unit; Connecting with the Culture, 190, 283, 438, 457, 616, 735, 848; 71-72, 77-78, 86, 90, 95, 116, 117, 126, 128, 130, 211, 214, 397, 415, , , 612, 614, , 634, , , PH Literature Library 30, 111, 128; Cooperative Learning in the Middle Grades, 21, 24, 28, 30, 41, 91, 92, 100, 102; Unit 1/Chapters 3, 4; Unit 2/Chapters 7, 13; Unit 6/Chapters 19, 21; Unit 7/Chapter 22; Unit 8/Chapter 25, 26; Unit 9/Chapter 29; History Challenges, 17; Guide to the Essentials, 30, 33, 38, 54, 116, 117, 129; Section Reading Support Transparencies; Humanities Pack, T-9, T-17, T-18 TECH: Color Transparencies, E-3, E-5, E-7, E-9, F-9, H-41, G-49; Section Reading Support Transparencies; Guided Reading Audiotapes, Chapters 3, 7, 19, 21; Student Book on CD; PH Presentation on Pro CD-ROM, Chapters 3, 7, 19, 21; Resource Pro CD-ROM; PH U.S. History Video Collection, Volume 12/Chapter 17; Volume 12/Chapters 37, 43, 49; Volume 14/Chapter 13; Volume 17/Chapter 28, Volume 2/Chapter 10; Exploring Primary Sources in U.S. History CD-ROM The Jungle, Upton Sinclair; The Grapes of Wrath, John Steinbeck; Depression Photograph, Dorothea Lange 21

22 A.3b: Explain how social institutions contribute to the development and transmission of culture. SE/TE: Special Features History through Literature located in each unit; 64, 164, 298, 430, 536, 570, 656, 802, 902; In-text primary sources found throughout each unit; Connecting with the Culture, 190, 283, 438, 457, 616, 735, 848; 71-72, 77-78, 86, 90, 95, 116, 117, 126, 128, 130, 211, 214, 397, 415, , , 612, 614, , 634, , , PH Literature Library 30, 111, 128; Cooperative Learning in the Middle Grades, 21, 24, 28, 30, 41, 91, 92, 100, 102; Unit 1/Chapters 3, 4; Unit 2/Chapters 7, 13; Unit 6/Chapters 19, 21; Unit 7/Chapter 22; Unit 8/Chapter 25, 26; Unit 9/Chapter 29; History Challenges, 17; Guide to the Essentials, 30, 33, 38, 54, 116, 117, 129; Section Reading Support Transparencies; Humanities Pack, T-9, T-17, T-18 TECH: Color Transparencies, E-3, E-5, E-7, E-9, F-9, H-41, G-49; Section Reading Support Transparencies; Guided Reading Audiotapes, Chapters 3, 7, 19, 21; Student Book on CD; PH Presentation on Pro CD-ROM, Chapters 3, 7, 19, 21; Resource Pro CD-ROM; PH U.S. History Video Collection, Volume 12/Chapter 17; Volume 12/Chapters 37, 43, 49; Volume 14/Chapter 13; Volume 17/Chapter 28, Volume 2/Chapter 10; Exploring Primary Sources in U.S. History CD-ROM The Jungle, Upton Sinclair; The Grapes of Wrath, John Steinbeck; Depression Photograph, Dorothea Lange 22

23 B. Understand the roles and interactions of individuals and groups in society. B.3a: Analyze how individuals and groups interact with and within institutions (e.g., educational, military). SE/TE: 437, 528, 617, 618, 647, 651, 751, 767, 784, , Cooperative Learning in the Middle Grades, 73, 103, 126; Unit 4/Chapter 15; Unit 6/Chapter 21; Unit 8/Chapter 27; Guide to the Essentials, 130, 159 Audiotapes, Chapters 15, 21, 27; Student Book on Audio CD; Resource Pro CD-ROM; PH Presentation Pro CD-ROM, Chapters 15, 21, 27; PH U.S. History Video Collection, Volume 7/Chapters 16, 25; Volume 18/Chapter 19; Volume 19/Chapters 19, 22, 25; Volume 20/Chapter 28; Exploring Primary Sources in U.S. History CD-ROM, Brown v. Bd. of Ed; C. Understand how social systems form and develop over time. C.3a: Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights). SE/TE: Foundation for this skill is found on pp ; Unit 2/Chapters 6, 7; Cooperative Learning in the Middle Grades, 36, 42; Guide to the Essentials, 48, 55 TECH: PH U.S. History Video Collection, Volume 4/Chapter 19; Volume 5/Chapters 22, 25; Exploring Primary Sources in U.S. History CD- ROM; Voices of Freedom, 70-71; Resource Pro CD-ROM; PH Presentation Pro CD-ROM, Chapter 7; Constitution Study Guide; Citizenship for Life 23

24 C.3b: Explain how diverse groups have contributed to U.S. social systems over time. SE/TE: 45-47, 78, 84, 86-89, 97, 106, 110, 114, 115, 147, 350, 398, 402, 416, 341, , , 570, 587, 592, 600, 601, 603, 604, 605, 614, 615, 621, 647, 648, 652, 653, 665, 735, , , 846, 847, 852, , Cooperative Learning in the Middle Grades, 24, 68, 91, 92, 100, 103; Unit 1/Chapters 3, 4; Unit 4/Chapters 13, 14, 15; Unit 6/Chapters 9, 19, 21; Unit 7/Chapter 22; Unit 9/Chapter 29; Unit 9/Chapter 30; Voices of Freedom, 19-20, , 111, , , , ; Guide to the Essentials, 33, 87, 116, 117, 127, 130; PH Literature Library, 81 TECH: Color Transparencies; Section Reading Support Transparencies; Student Book on Audio CD; Resource Pro CD-ROM, Chapters 3, 13, 15, 19, 21, 30; Guided Reading Audiotapes, Chapters 3, 13, 15, 19, 21, 30; PH U.S. History Video Collection, Volume 2/Chapters 10, 19; Volume 7/Chapter 28; Volume 12/Chapters 7, 31; Volume 14/Chapter 10; Volume 20/Chapter 28 24