prentice hall the american nation: beginnings though 1877...

Prentice Hall The American Nation: Beginnings Though 1877 © 2005

Correlated to: Oregon Grade Level Map of Common Curriculum Goals, Content

Standards and Eligible Content (Grade 7)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 1

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 7

PAGES WHERE TAUGHT (If submission is not a text, cite appropriate location(s))

CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution

SE/TE: 211–214: Creating a Republic/Ideas Behind the Constitution; 215–218: Creating a Republic/Ratification and the Bill of Rights; 248–251: Government, Citizenship, and the Constitution/Goals and Principles of the Constitution; 252–258: Government, Citizenship, and the Constitution How the Federal Government Works; 259–261: Government, Citizenship, and the Constitution Changing the Constitution

Additional references can be found on the following pages: 262–265, 265–269, 525

Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government.

SE/TE: 248–251: Government, Citizenship, and the Constitution/Goals and Principles of the Constitution; 252–258: Government, Citizenship, and the Constitution How the Federal Government Works; 259–261: Government, Citizenship, and the Constitution/Changing the Constitution; 262–264: Government, Citizenship, and the Constitution/State and Local Governments; 265–269: Government, Citizenship, and the Constitution Rights and Responsibilities of Citizenship

Additional references can be found on the following pages: 206–210, 211–214, 215–218

GRADE-LEVEL MAP:

• Understand different forms of government and citizen rights in context of the history taught.

SE/TE: 234–235: Constitution of the United States/Article 4: Relations Among the States; 251: Seven Basic Principles/Federalism; 262–264: Government, Citizenship, and the Constitution/State and Local Governments

Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States


Prentice Hall The American Nation: Beginnings Though 1877 © 2005 Correlated to:

Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content, (Grade 7)




Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S.


GRADE-LEVEL MAP:

• Compare and contrast government from the period of history studied with our own government.

SE/TE: 211–212: Ideas Behind the Constitution/The Lessons of Rome’s Republic; 212–213: Ideas Behind the Constitution/Britain’s Tradition of Freedom; 213: Ideas Behind the Constitution/The American Experience; 213–214: Ideas Behind the Constitution/Teachings of the Enlightenment; 214: Assessment/Applying Information

Additional references can be found on the following pages: 220

Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared

SE/TE: 223–229: Constitution of the United States/Article 1: The Legislative Branch; 230–232: Constitution of the United States/Article 2: The Executive Branch; 232–234: Constitution of the United States/Article 3: The Judicial Branch; 248–251: Government, Citizenship, and the Constitution/Goals and Principles of the Constitution; 252–258: Government, Citizenship, and the Constitution How the Federal Government Works

Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches.

SE/TE: 223–229: Constitution of the United States/Article 1: The Legislative Branch; 230–232: Constitution of the United States/Article 2: The Executive Branch; 232–234: Constitution of the United States/Article 3: The Judicial Branch; 248–251: Government, Citizenship, and the Constitution/Goals and Principles of the Constitution; 252–258: Government, Citizenship, and the Constitution How the Federal Government Works






GRADE-LEVEL MAP: Common Curriculum Goal: Understand personal and political rights of citizens in the United States

SE/TE: 265–266: Rights and Responsibilities of Citizenship/What Is a Citizen?; 266–267: Rights and Responsibilities of Citizenship/Civic Virtues and Democratic Values; 267–268: Rights and Responsibilities of Citizenship/Responsibilities of a Citizen; 269: Connecting With Government and Citizenship/Becoming an American Citizen; 271: Connecting With Government and Citizenship/Creating an Election Chart


Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States.



GRADE-LEVEL MAP:

• Understand citizen rights in context of history taught and current events.








Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives)



Content Standard: Understand the participatory obligations of U.S. citizens.



GRADE-LEVEL MAP:

• Understand resources that provide information about public issues at the city, state, and national level where appropriate in context with curriculum and current events.

SE/TE: 86: Connecting to Today/From Wall to Wall Street; 264: Connecting to Today/Parks for the People; 305: Connecting to Today/The Supreme Court; 362: Connecting to Today/Promoting Science; 470: Connecting to Today/Stopping the Violence


• Use various media (newspapers, internet, radio, TV) as some of these resources.

SE/TE: 219: Skills for Life: Analyzing Primary Sources; 477: Skills for Life/Identifying Bias; 511: Skills for Life: Analyzing Photographs






Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations

SE/TE: 265–269: Government, Citizenship, and the Constitution Rights and Responsibilities of Citizenship; 547–549: A New Role for the Nation/The Progressive Era; 560–561: The Cold war and the Civil Rights Era/The Civil Rights Movement

Content Standard: Understand how individuals, groups, and international organizations influence government.

SE/TE: 265–269: Government, Citizenship, and the Constitution Rights and Responsibilities of Citizenship; 547–549: A New Role for the Nation/The Progressive Era; 560–561: The Cold war and the Civil Rights Era/The Civil Rights Movement

GRADE-LEVEL MAP:

• Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied.

SE/TE: 56–57: Tradition and Change in Europe/Greek and Roman Traditions; 360–361: A New Era in Politics/Growing Spirit of Democracy

Additional references can be found on the following pages: 92, 269, 375

Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations

SE/TE: 555–557: The New Deal and World War II Era/ World War II; 558–561: The Cold War and the Civil Rights Era/The Cold War Begins; 561: The Cold War and the Civil Rights Era/The Vietnam War; 564–565: Into the Future/The Fight Against Terrorism; 565–566: Changes and Challenges/A Global Economy

Additional references can be found on the following pages: 549–550, 550–551

Content Standard: Understand how the United States government relates and interacts with other nations.








GRADE-LEVEL MAP:

• Explain how countries have interacted with one another in context of period of history studied.



• Explain how technology has made the world a smaller community.

SE/TE: 565: Changes and Challenges/A Global Economy; 566: Changes and Challenges/New Technology

Common Curriculum Goal: Analyze major political systems of the world


Additional references can be found on the following pages: 434–435

Content Standard: Understand that there are different ways for governments to be organized and to hold power.



GRADE-LEVEL MAP:

• How governments have been organized; with examples from grade level content/case studies.



Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management.








GRADE-LEVEL MAP:

• Analyze the nature of war and conflicts, their resolution, and their affects on society using historical and contemporary examples.



• Know conflicts that have arisen regarding fundamental values and principles (conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights).



ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy. Common Curriculum Goal: Understand that resources are limited (e.g., scarcity)

SE/TE: 26–27: Economics and Other Social Sciences/Three Economic Questions; 28–29: Economics and Other Social Sciences/The American Free Enterprise System; 330–335: The Nation Grows and Prospers/The Industrial Revolution; 408–411: North and South/Industry in the North; 565–566: Changes and Challenges/The Global Economy

Content Standard: Understand the economic concept of scarcity.

SE/TE: 26–27: Economics and Other Social Sciences/Three Economic Questions; 28–29: Economics and Other Social Sciences/The American Free Enterprise System; 330–335: The Nation Grows and Prospers/The Industrial Revolution; 408–411: North and South/Industry in the North






GRADE-LEVEL MAP:

• Give examples of trade between countries in and explain the costs and benefits in the context of history studied.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 59: The Renaissance Expands Horizons/The Search for New Trade Routes; 68–69: An Era of Exploration/Early Voyages to the Americas; 565–566: Changes and Challenges/The Global Economy


Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society

SE/TE: 26–27: Economics and Other Social Sciences/Three Economic Questions; 28–29: Economics and Other Social Sciences/The American Free Enterprise System; 330–335: The Nation Grows and Prospers/The Industrial Revolution; 408–411: North and South/Industry in the North; 544–545: Entering Modern Times/Business and Labor

Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits.


GRADE-LEVEL MAP:

• Know examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 59: The Renaissance Expands Horizons/The Search for New Trade Routes; 68–69: An Era of Exploration/Early Voyages to the Americas; 544–545: Entering Modern Times/Business and Labor; 565–566: Changes and Challenges/The Global Economy







Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government

SE/TE: 26–30: Geography, History, and the Social Sciences/Economics and Other Social Sciences; 330–335: The Nation Grows and Prospers/The Industrial Revolution; 544–545: Entering Modern Times/Business and Labor; 565–566: Changes and Challenges/The Global Economy

Content Standard: Understand the concept of supply and demand.



GRADE-LEVEL MAP: In the context of history studied:

• Identify factors that cause changes in market supply and demand.


• Describe the role of buyers and sellers in

determining the equilibrium price.


• Describe how prices send signals to buyers

and sellers.







• Know that price is an incentive for both buyers and producers/sellers in the marketplace. Higher prices for a good or service provide incentives for buyers to purchase less of it and for producers to make or sell more of it. Lower prices provide incentives for buyers to purchase more of it and for producers to make or sell less of it.


Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy


Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy.

SE/TE: 28–29: Economics and Other Social Sciences/The American Free Enterprise System; 150–151: Roots of Self-Government/England Regulates Trade; 121: Roots of Self-Government//Trade in Rum and Slaves

GRADE-LEVEL MAP:

• Extend understanding of basic economic systems commonly found in selected regions.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 408–411: North and South/Industry in the North; 418–421: North and South/Cotton Kingdom in the South; 547–551: The New West/Mining and Railroading

• Identify the elements of various economic

systems focusing on distribution of wealth, organization of labor, and the interplay between various economic and governmental systems.

SE/TE: 28–29: Economics and Other Social Sciences/The American Free Enterprise System; 150–151: Roots of Self-Government/England Regulates Trade; 121: Roots of Self-Government//Trade in Rum and Slaves

Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy

SE/TE: 26–30: Geography, History, and the Social Sciences/Economics and Other Social Sciences; 366–367: Jackson in the White House/The Bank War; 554: The New Deal/FDR’s Program; 554–555: The New Deal/Impact of the New Deal






Content Standard: Understand the role of government and institutions in an economy.

SE/TE: 26–30: Geography, History, and the Social Sciences/Economics and Other Social Sciences; 366–367: Jackson in the White House/The Bank War; 554: The New Deal/FDR’s Program; 554–555: The New Deal/Impact of the New Deal

GRADE-LEVEL MAP:

• Explain how banks and other financial institutions channel funds from savers to borrowers and investors in other parts of the world (Africa, Asia, and the Southwest Pacific).

SE/TE: 26–30: Geography, History, and the Social Sciences/Economics and Other Social Sciences; 366–367: Jackson in the White House/The Bank War; 545: Business and Labor/The Rise of Organized Labor

Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States



Content Standard: Understand how the United States economy relates and interacts with other nations.



GRADE-LEVEL MAP: Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services

SE/TE: For related information see: 565–566: Changes and Challenges/The Global Economy

Content Standard: Understand the purpose and functions of money in the economy.

SE/TE: For related information see: 565–566: Changes and Challenges/The Global Economy

GRADE-LEVEL MAP: Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance

SE/TE: For related information see Solving Problems page 520.






Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.

SE/TE: For related information see Solving Problems page 520.

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region

SE/TE: 7: Thinking Geographically: Maps and Globes; 8: Maps and Globes/Map Projections; 9: Maps and Globes/Types of Maps; 390: Skills for Life/Determining Patterns and Distributions on Maps

Additional references can be found on the following pages: 12, 76, 247, 405, 531

Content Standard: Understand and use spatial concepts of geography.



GRADE-LEVEL MAP:

• Create geographic tools to collect, analyze, and interpret data.

SE/TE: 9: Maps and Globes/Making Accurate Maps; 10: Skills for Life: Reviewing Map Skills; 390: Skills for Life/Determining Patterns and Distributions on Maps; 611: Skills for Life: Comparing Maps Over Time; 258: Skills for Life/Interpreting Bar and Line Graphs


• Analyze the characteristics, distribution, and migration of population, in context of history studied.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 59: The Renaissance Expands Horizons/The Search for New Trade Routes; 68–69: An Era of Exploration/Early Voyages to the Americas; 545–546: Immigration and the Growth of Cities/The New Immigrants; 566: Changes and Challenges/New Immigration Patterns







• Use maps, charts and graphs to understand patterns of movement (migrations, trade) over time (noting patterns or change and/or continuity) and space (where groups migrated to and from, and why they left one place and moved to another).


Additional references can be found on the following pages: 12, 76, 247, 405

• Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures.

SE/TE: 9: Maps and Globes/Making Accurate Maps; 10: Skills for Life: Reviewing Map Skills; 390: Skills for Life/Determining Patterns and Distributions on Maps; 611: Skills for Life: Comparing Maps Over Time; 258: Skills for Life/Interpreting Bar and Line Graphs


Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective



Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.

SE/TE: 7–8: Thinking Geographically: Maps and Globes; 9: Maps and Globes/Making Accurate Maps; 10: Skills for Life: Reviewing Map Skills; 390: Skills for Life/Determining Patterns and Distributions on Maps


GRADE-LEVEL MAP:

• Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history.

SE/TE: 9: Maps and Globes/Making Accurate Maps; 10: Skills for Life: Reviewing Map Skills; 390: Skills for Life/Determining Patterns and Distributions on Maps







Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 11–19: Geography, History, and the Social Sciences/Lands and Climates of the United States; 125–129: The Thirteen English Colonies/Life in the Colonies; 337–341: The Nation Grows and Prospers/Americans Move Westward; 380–384: Westward Expansion/Oregon Country

Additional references can be found on the following pages: 36–41, 42–48, 391–393, 413–417, 422–429

Content Standard: Locate major physical and human features of the Earth.



GRADE-LEVEL MAP:

• Locate and map the climate regions, and explain how and why they differ. Identify and explain the distribution of ecosystems in Africa and in Asia in terms of climate and landform patterns.

SE/TE: 12: Physical Regions of the United States/Pacific Coast; 112: Physical Regions of the United States/Intermountain Region; 13: Physical Regions of the United States/Interior Plains; 13: Physical Regions of the United States/Appalachian Mountains; 14: American Rivers and Lakes/The Mississippi-Missouri River System


• Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied.

SE/TE: 12: Physical Regions of the United States/Pacific Coast; 112: Physical Regions of the United States/Intermountain Region; 13: Physical Regions of the United States/Interior Plains; 13: Physical Regions of the United States/Appalachian Mountains; 14: American Rivers and Lakes/The Mississippi-Missouri River System







Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions



Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance.



GRADE-LEVEL MAP:

• Explain why specific areas of Africa and Asia have major petroleum and mineral deposits and describe the physical processes that resulted in deposits in these locations.

SE/TE: For related information see: 205: Connecting with Geography/Settling the Western Frontier; 330–335: The Nation Grows and Prospers/The Industrial Revolution; 544–545: Entering Modern Times/Business and Labor

• Describe the restrictions that climate and

landforms place on land use in regions of Africa and Asia, and be able to discern how patterns of population distribution reflect these restrictions.

SE/TE: Prentice Hall The American Nation focuses on the events and people who shaped our country.

• Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement.

SE/TE: 125–130: The Thirteen English Colonies/Life in the Colonies

• Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use).

SE/TE: 125–130: The Thirteen English Colonies/Life in the Colonies; 205: Geography/Settling the Western Frontier; 311: Geography/American Wildlife






Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society.

SE/TE: 49: Connecting with Geography/Native American Dwellings; 281: Geography and History/Building the Nation’s New Capital; 542–543: Entering Modern Times/Settlement of the West

Additional references can be found on the following pages: 36–41, 102–107, 337–341, 391–393

GRADE-LEVEL MAP: Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems)



Content Standard: Understand the distribution and movement of people, ideas, and products.



GRADE-LEVEL MAP:

• Analyze the characteristics, distribution, and migration of population in the historical periods studied. Describe the impact of voluntary and involuntary migration on physical and human systems.








• Recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements.



• Understand patterns and processes of migration and diffusion in selected regions.



Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 102–107: The Thirteen English Colonies/The New England Colonies; 413–417: North and South/Life in the North; 422–429: North and South/Life in the South


Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 102–107: The Thirteen English Colonies/The New England Colonies; 413–417: North and South/Life in the North; 422–429: North and South/Life in the South


GRADE-LEVEL MAP:

• Give reasons why rates of population growth and life expectancy vary among countries in the world. Use maps, charts, and graphs to compare rural and urban populations in selected countries.

SE/TE: For related information see 567: Skills for Life/Transferring Information.






Common Curriculum Goal: Understand how people and the environment are interrelated

SE/TE: 42–48: Before the First Global Age/Native American Cultures; 81–86: Exploration and Colonization/Spain Builds an Empire; 350: Geography and History/The Negro Fort; 506: Geography and History/The Vicksburg Campaign; 550: Geography and History/Building the Panama Canal


Content Standard: Understand how humans affect the physical environment.

SE/TE: 49: Connecting with Geography/Native American Dwellings; 281: Geography and History/Building the Nation’s New Capital; 350: Geography and History/The Negro Fort; 506: Geography and History/The Vicksburg Campaign; 550: Geography and History/Building the Panama Canal

Additional references can be found on the following pages: 36–41, 102–107, 337–341, 391–393, 893

GRADE-LEVEL MAP:

• Understand how changes in a physical environment affect human activity in Africa and Asia. Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification).

SE/TE: Prentice Hall The American Nation focuses on the events and people who shaped our country. For related information see 337–341: The Nation Grows and Prospers/Americans Move Westward; 544–545: Entering Modern Times/Business and Labor; 565–566: Changes and Challenges/The Global Economy

Common Curriculum Goal: Understand how people and the environment are interrelated. (continued)

SE/TE: 42–48: Before the First Global Age/Native American Cultures; 81–86: Exploration and Colonization/Spain Builds an Empire; 544–545: Entering Modern Times/Business and Labor; 565–566: Changes and Challenges/The Global Economy


Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 544–545: Entering Modern Times/Business and Labor; 566: Changes and Challenges/The Global Economy







GRADE-LEVEL MAP:

• Analyze historical maps, and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia, Africa, and the Southwest Pacific.

SE/TE: Prentice Hall The American Nation focuses on the events and people who shaped our country. For related information see Lands and Climates of the United States pages 11–19.

• Use a variety of information resources to

identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues.

SE/TE: Prentice Hall The American Nation focuses on the events and people who shaped our country. For related information see Thinking Geographically pages 4–9.

• Extend and refine knowledge of examples of ways the environment affects human systems in selected regions (for example, natural barriers that become boundaries).

SE/TE: Prentice Hall The American Nation focuses on the events and people who shaped our country. For related information see Lands and Climates of the United States pages 11–19.

Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 408–411: North and South/Industry in the North; 418–421: North and South/Cotton Kingdom in the South; 544–545: Entering Modern Times/Business and Labor; 566: Changes and Challenges/The Global Economy

GRADE-LEVEL MAP: Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 102–107: The Thirteen English Colonies/The New England Colonies; 413–417: North and South/Life in the North; 422–429: North and South/Life in the South; 544–545: Entering Modern Times/Business and Labor






GRADE-LEVEL MAP:

• Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from Africa, Asia.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 11–19: Geography, History, and the Social Sciences/Lands and Climates of the United States; 306–310: The Age of Jefferson/The Louisiana Purchase; 380–384: Westward Expansion/Oregon Country; 408–411: North and South/Industry in the North


• Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments.

SE/TE: 4–9: Geography, History, and the Social Sciences/Thinking Geographically; 102–107: The Thirteen English Colonies/The New England Colonies; 413–417: North and South/Life in the North; 422–429: North and South/Life in the South; 544–545: Entering Modern Times/Business and Labor

HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships

SE/TE: 73: Skills for Life/Sequencing; 161: Skills for Life/Identifying Causes and Effects; 294: Activity/Creating a Timeline; 399: Cause and Effect/Westward Movement; 503: Cause and Effect/Civil War

Additional references can be found on the following pages: 352, 458–459, 503

Content Standard: Understand, represent, and interpret chronological relationships in history.



GRADE-LEVEL MAP:

• Develop and compare time lines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and Southwest Pacific.

SE/TE: 34–35: Before the First Global Age/Time Line Activity; 294: Activity/Creating a Timeline; 300–301: Chapter Opener/Timeline; 378–379: Chapter Opener/Timeline; 432–433: Chapter Opener/Timeline







• Apply absolute and relative chronology; identify major eras, significant individuals, and events and describe their characteristics; explain the significance of important dates.

SE/TE: 34–35: Before the First Global Age/Time Line Activity; 294: Activity/Creating a Timeline; 300–301: Chapter Opener/Timeline; 378–379: Chapter Opener/Timeline; 432–433: Chapter Opener/Timeline


Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities

SE/TE: 161: Skills for Life/Identifying Causes and Effects; 163: Applying Your Skills/Identifying Causes and Effects; 85: Cause and Effect/Exploration of the Americas; 503: Cause and Effect/The Civil War


Content Standard: Identify and analyze cause and effect relationships in history.



GRADE-LEVEL MAP:

• Recognize the interconnection of historical people, places, events, and developments that have taken place in civilizations of Africa, Asia, and The Southwest Pacific. Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Keep in mind that there may be more than one cause for an event or movement.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 59: The Renaissance Expands Horizons/The Search for New Trade Routes; 68–69: An Era of Exploration/Early Voyages to the Americas; 555–557: The Great Depression and World War II/ World War II

Common Curriculum Goal: Understand, recognize and interpret change and continuity over time

SE/TE: 86: Connecting to Today/From Wall to Wall Street; 132: Review and Assessment/Linking Past and Present; 216: Connecting to Today/A Coin for Every State; 402: Assessment/Linking Past and Present







Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time.



GRADE-LEVEL MAP:

• Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: http://www.socialstudies.org) standards: 1) Culture, 2) Time, Continuity, and Change, 3) People, Places, and Environments, 4) Individual Development and Identity, 5) Individuals, Groups, and Institutions, 6) Power, Authority, and Governance, 7) Production, Distribution, and Consumption, 8) Science, Technology, and Society, 9) Global Connections, 10) Civic Ideals and Practices.

SE/TE: 49: Connecting with Geography/Native American Dwellings; 92: Connecting with Government and Citizenship/The House of Burgesses; 190: Connecting with Culture/Women in the Revolution; 412: Science and Technology/The Telegraph; 438: Culture/An American Classroom


• Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference http://www.nche.org): 1) Civilization, cultural diffusion, and innovation, 2) Human Interaction with the Environment, 3) Values, Beliefs, Political Ideas, and Institutions, 4) Conflict and Cooperation, 5) Comparative History of Major Developments, 6) Patterns of Social and Political Interaction.

SE/TE: 43: Geography and History/Living with Artic Cold; 180: Background/Connecting with Government and Citizenship; 103: Geography Skills/Interaction; 511: Skills for Life/Comparing Photographs

Additional references can be found on the following pages: 36–41, 269, 525

• Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism.

SE/TE: 547–548: A New Role for the Nation/The Progressive Era; 549–550: A New Role for the Nation/Becoming a World Power; 550–551: A New Role for the Nation/World War I; 553–555: The Great Depression and World War II/From Prosperity to Depression; 560–561: The Cold War and Civil Rights Era/The Civil Rights Movement







• Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena.

SE/TE: 86: Connecting to Today/From Wall to Wall Street; 132: Review and Assessment/Linking Past and Present; 216: Connecting to Today/A Coin for Every State; 402: Assessment/Linking Past and Present


Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events

SE/TE: 137: Background/Viewpoints; 477: Skills for Life/Identifying Bias; 436: Political Cartoon/A Call for Temperance; 357: Background/Viewpoints; 457: Background/Viewpoints


Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.



GRADE-LEVEL MAP:

• Draw appropriate conclusions based on data from charts, tables, and graphs. Know relative value of primary and secondary sources.

SE/TE: 295: Skills for Life/Drawing Inferences; 219: Skills for Life/Analyzing Primary Sources

Additional references can be found on the following pages: 99, 197, 373, 430–431, 513

• Recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present-day norms.



Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural)

SE/TE: 49: Connecting with Geography/Native American Dwellings; 92: Connecting with Government and Citizenship/The House of Burgesses; 190: Connecting with Culture/Women in the Revolution; 412: Science and Technology/The Telegraph; 438: Culture/An American Classroom







Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.



GRADE-LEVEL MAP: See grade-level maps for Civics, Economics, Geography, for linking strategies.

SE/TE: 10: Skills for Life/Reviewing Map Skills; 359: Chapter Map/The Election of 1824; 390: Skills for Life/Determining Patterns and Distributions on Maps; 531: Chapter Map/The Election of 1876


WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history.

SE/TE: 50–54: Before the First Global Age/Trade Networks of Africa and Asia; 55–63: Before the First Global Age/Tradition and Change in Europe; 549–550: A New Role for the Nation/Becoming a World Power; 550–551: A New Role for the Nation/World War I; 555–557: The Great Depression and World War II/ World War II

GRADE-LEVEL MAP:

• Understand the major developments and societal impact of feudalism, the church, and the rise of cities in the European Middle Ages.


• Explain the relationship between the Roman

Catholic Church and society in the European Middle Ages Charlemagne’s empire, causes and consequences of the European Crusades, European trade connections to the East, medieval universities, Gothic architecture, religious music and art, chivalry, literature (epics, fables, religious plays). Feudal relationships as a foundation for political order (relationship between lord and vassal); the manor (land) as the foundation of economic and social life (roles of lord, knights, serfs).







• Understand the characteristics and impact of Renaissance thinking, art, and learning. People began celebrating the talents and abilities they believed given them by God; concept of “Renaissance Man” (a person, male or female, who is able to do, understand, and be interested in many things) exemplified by Leonardo Da Vinci and Michelangelo; art celebrated nature and the human body and experimented with color and perspective; anatomical drawings and studies increased understanding of human body functions; modern science born in Renaissance curiosity. Johann Gutenberg’s printing press put the Bible, the Christians’ Holy Book, into the hands of the average person. Many discovered the freedom accorded to them in the Holy Writings which resulted in a burst of new ideas, a surge of discovery and a fascination about life; new discoveries in science and technology reduced the danger of ocean voyages; and Renaissance curiosity and focus on commerce encouraged exploration (Age of Discovery). Different interpretations of the Bible led to a division in the established Christian church that created the Protestant Reformation and the beginnings of many different Christian religions. Different groups believed that they had the only true faith and a duty to spread the truth, as they understood it. Those who practiced other religions suffered persecution. Religious persecution became an impetus for emigration to America.


U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history

SE/TE: 272–273: The Revolutionary Era/Test Preparation; 358–377: An Era of Expansion/The Jacksonian Era, 358–377; 484–513: Division and Reunion/The Civil War; 550–551: A New Role for the Nation/World War; 555–557: The Great Depression and World War II/ World War II







Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history.

SE/TE: 272–273: The Revolutionary Era/Test Preparation; 358–377: An Era of Expansion/The Jacksonian Era, 358–377; 484–513: Division and Reunion/The Civil War; 550–551: A New Role for the Nation/World War; 555–557: The Great Depression and World War II/ World War II


GRADE-LEVEL MAP: STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon

SE/TE: 380: Westward Expansion/Oregon Country; 380–381: Oregon Country/The Lure of Oregon; 381–382: Oregon Country/Fur Trappers in the Far West; 382: Oregon Country/Exploring New Lands; 382–383: Oregon Country/Missionaries in Oregon; 383–384: Oregon Country/Wagon Trails West

Additional references can be found on the following pages: 393, 394

Content Standard: Understand and interpret events, issues, and developments in Oregon history.



GRADE-LEVEL MAP:

• Identify significant connections between Oregon and the period of history studied.



Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture

SE/TE: 20–25: Geography, History, and the Social Sciences/The Tools of History; 262–264: Government, Citizenship, and the Constitution/State and Local Governments






Content Standard: Understand and interpret events, issues, and developments in local history.

SE/TE: 20–25: Geography, History, and the Social Sciences/The Tools of History; 262–264: Government, Citizenship, and the Constitution/State and Local Governments

GRADE-LEVEL MAP:

• Make appropriate connections between the local community and events in the period of history studied.



SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood

SE/TE: 369: Skills for Life/Identifying Facts from Opinions; 644: Skills for Life/Analyzing Political Cartoons; 558: Connecting to Today/Housing on Indian Reservations; 470: Connecting to Today/Stopping the Violence; 552: Government and Citizenship/Honoring Our Veterans

Additional references can be found on the following pages: 31, 269, 311, 525, 562–566

Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society.



GRADE-LEVEL MAP:

• Practice using Bloom’s Taxonomy to formulate questions.

SE/TE: 48: Section Assessment/ Formulating Questions; 427: Skills for Life/Making Generalizations; 443: Skills for Life/Making Decisions; 520: Skills for Life/Solving Problems







Common Curriculum Goal: Acquire and organize materials from primary and secondary sources

SE/TE: 219: Skills for Life/Analyzing Primary Sources; 369: Skills for Life/Identifying Facts from Opinions; 377: Applying Your Skills: Distinguishing Facts From Opinions; 581: Literature/Revolutionary Tea; 587: Literature/Twelve Angry Men


Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions.

SE/TE: 124: Skills for Life/Summarizing; 295: Skills for Life/Drawing Inferences; 315: Skills for Life/Synthesizing Information; 427: Skills for Life/Making Generalizations


GRADE-LEVEL MAP:

• Identify and interpret primary and secondary source documents to increase understanding.



Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them



Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives.

SE/TE: 124: Skills for Life/Summarizing; 295: Skills for Life/Drawing Inferences; 315: Skills for Life/Synthesizing Information; 427: Skills for Life/Making Generalizations







GRADE-LEVEL MAP:

• Practice interpreting ideas and events from different historical perspectives.



Common Curriculum Goal: Identify and analyze an issue



Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.



GRADE-LEVEL MAP:

• Practice determining cause and effect relationships.








Common Curriculum Goal: Select a course of action to resolve an issue



Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.



GRADE-LEVEL MAP:

• Create criteria for measuring solutions or alternatives.

• Measure possible solutions or alternatives using set criteria.



prentice hall the american nation: beginnings though 1877...

Documents