A Correlation of. To the Wyoming Social Studies Content and Performance Standards Grade 12

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1 A Correlation of To the Wyoming Social Studies Content and Performance Standards Grade 12

2 Introduction This document demonstrates how Pearson, meets the, Grade 12. Pearson is excited to announce its NEW program! Designed to help prepare students to be college and career ready all while unlocking the exciting story of our nation s history, Pearson invites students to explore the enduring issues that continue to shape our nation s history. The program bridges time-tested best practices, curriculum standard expectations, and technology to help prepare students to be college and career ready all while unlocking the exciting story of our nation s history. The program is available in print, digital, and blended options. Citations are to the Student Edition. The Pearson program uses a research tested four-part learning model to enhance teaching and understanding. 1. Connect: Students make learning personal as they connect to content through a story and activate their prior knowledge, personal experience, and perspective. 2. Investigate: Students actively learn, investigate, and acquire key content knowledge through a variety of components both in print and digital. 3. Synthesize: Students extend their understanding by applying what they just learned in a quick recap and pull-it-all-together exercise before they move on to the next lesson. 4. Demonstrate: Students demonstrate their understanding through a variety of authentic, formative, and summative assessments. Technology Reimagined with Pearson s Realize Platform etext Student Edition with valuable tools for individualized instruction, remediation, or enrichment NBC Learn MyStory Videos that engage students in every chapter Interactive Reading and Note Taking Study Guide allows for differentiated instruction and assessments Online Lesson Planner; Standards-based planner that helps to save prep time. Assessments; built-in progress monitoring includes both formative and summative assessments Teacher Lesson Plans with point-of-use resources Flipped Videos available to assign to students or serve as quick refreshers Pearson Education, Inc. or its affiliate(s). All rights reserved 2

3 Table of Contents Social Studies Content Standard 1 - Citizenship, Government, and Democracy... 4 Social Studies Content Standard 2 - Culture and Cultural Diversity... 7 Social Studies Content Standard 3 - Production, Distribution, and Consumption.. 10 Social Studies Content Standard 4 - Time, Continuity, and Change Social Studies Content Standard 5 - People, Places, and Environments Social Studies Content Standard 6 - Technology, Literacy, and Global Connections

4 Social Studies Content Standard 1 - Citizenship, Government, and Democracy Students analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of governments and to demonstrate civic responsibility. Benchmarks Upon Graduation Grade 12 SS Analyze unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships. SE/TE: Early Government in the Colonies, 67-69; New Ideas Empower Individuals, 70; Topic 2 Assessment (9. Describe Development of an American Identity), 74; Constitutional Principles, ; Topic 4 Assessment (10. Explain the Origins of the Bill of Rights), 131; United States Constitution, ; Primary Sources: Declaration of Independence, ; 21 st Century Skills: Being an Informed Citizen, ; Political Participation, 976; Voting, 977; Serving on a Jury, ; Paying Taxes, SS Explain and/or demonstrate how to participate in the political process and form personal opinions. SE/TE: Puritans Arrive in North America, 45-47; Colonists Experiment with Self-Rule, 68; Different Ideas About Representation, 85; Colonists Disagree Over British Rule, 94-95; Political Divisions Lead to Two Parties, ; Jackson Looks Ahead to 1828, ; Women Seek Expanded Rights, ; The Seneca Falls Convention, ; Expanding Opportunities for Women, ; Women Seek Equal Political Rights, ; African Americans Promote Civil Rights, ; Protecting Rights for Ethnic and Religious Minorities, ; Prohibition Divides Americans, ; Challenging Economic Times Lead to Protest, ; Student Activists Promote Civil Rights, ; Thousands Gather in the Nation s Capital, ; Increasing Participation in the Political Process, ; Primary Sources: Mayflower Compact, ; 21 st Century Skills: Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments, 970; Participate is a Discussion or Debate, ; Make Decisions, 975; Being an Informed Citizen, ; Political Participation, 976; Voting, 977 4

5 SS Analyze the historical development of the United States Constitution and treaties and how it has shaped the United States and Wyoming Government (tribal, local, state, federal). SS Demonstrate an understanding of the United States civil and criminal legal systems and distinguish differences between those systems. SS Demonstrate an understanding of the structures of both the United States and Wyoming Constitutions. SE/TE: Early Government in the Colonies, 67-69; New Ideas Empower Individuals, 70; Topic 2 Assessment (9. Describe Development of an American Identity), 74; The Consequences for British Allies, ; The Articles of Confederation, ; Constitutional Compromises, ; The Debate Over Ratification, ; Constitutional Principles, ; Topic 4 Assessment (2. Summarize the Strengths and Weaknesses of the Articles of Confederation; 3. Compare and Contrast the Virginia and New Jersey Plans; 4. Analyze the Great Compromise; Identify the Influence of the Federalist Papers; 10. Explain the Origins of the Bill of Rights), ; American Indian Removal, ; The Fourteenth Amendment, 289; The Fifteenth Amendment, 290; American Settlers Move West, 359; Settlers and Native Americans Collide, ; The Indian Wars Conclude, ; The Nineteenth Amendment Expands Political Rights, ; United States Constitution, Primary Sources: Articles of Confederation, ; Anti-Federalist Papers, ; The Federalist No. 10, James Madison, ; The Federalist No. 39, James Madison, ; The Federalist No. 51, ; The Federalist No. 78, Alexander Hamilton, SE/TE: Establishing Freedom of the Press, 69; Constitutional Principles, ; Building the Court System, 135; John Marshall Shapes the Supreme Court, ; Bryan and Darrow Clash Over Evolution, ; A Questionable Conviction, 491; Redefining Civil Rights and Liberties, ; United States Constitution, SE/TE: Constitutional Compromises, ; The Debate Over Ratification, ; Constitutional Principles, ; Topic 4 Assessment (10. Explain the Origins of the Bill of Rights), 131; United States Constitution,

6 SS Compare and contrast various world political systems (e.g., ideologies, structure, and institutions) with that of the United States. Performance Level Descriptors The student will: a) analyze and critique the principles and structure of power, authority, and governance; b) demonstrate civic responsibility by participating as a citizen in the process; c) analyze historical and political developments and conducts research to thoroughly and effectively create and defend a position on an issue. SE/TE: Constitutional Principles, ; Topic 5 Assessment (16. Write an essay on the Essential Question: What makes a government successful?), 182; Revolution Grips Mexico, 443; The Causes of World War I, ; Strict Regimes in the Soviet Union and Italy, ; Germany and Japan Change Leadership, ; Dictators Move to Gain Territory, ; Soviet Aggression Against Its Citizens, ; Responding to the Soviet Challenge, ; Soviet Aggression Drives Cold War, ; China Turns Communist, ; Opening Relations With China, ; The Soviet Union Disintegrates, 821; China Resists Calls for Democracy, 825; Pressures Force Changes in South Africa, 825; A Dictator s Thirst for Power Leads to War, 826 SE/TE: Constitutional Compromises, ; The Debate Over Ratification, ; Constitutional Principles, ; Topic 5 Assessment (16. Write an essay on the Essential Question: What makes a government successful?), 182; United States Constitution, SE/TE: 21 st Century Skills: Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments, 970; Participate in a Discussion or Debate, ; Make Decisions, 975; Being an Informed Citizen, ; Political Participation, 976; Voting, 977 SE/TE: 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments, 970; Participate in a Discussion or Debate, ; Give an Effective Presentation, 972; Write an Essay, 973; Avoid Plagiarism, ; Make Decisions, 975 6

7 Social Studies Content Standard 2 - Culture and Cultural Diversity Students demonstrate an understanding of the contributions and impacts of human interaction and cultural diversity on societies. Benchmarks SS Analyze and evaluate the ways various groups (e.g., social, political, and cultural) meet human needs and concerns (e.g., individual needs and common good) and contribute to identity (e.g., group, national, and global), situations, and events. SE/TE: Religious Toleration in Pennsylvania, 52-54; The Great Awakening, 70-72; The Second Great Awakening, ; Public Education Reform, ; Social Reform Movements, ; The Abolition Movement, ; Women Work for Change, ; Northern Resistance to Slavery Increases; ; The Progressive Era Begins, ; The Impact of Muckrakers, ; Reformers Impact Society, ; Women Gain Rights, ; Striving for Equality, ; The Progressives Legacy, ; The United Nations, ; The Civil Rights Movement Strengthens, ; The Movement Surges Forward, ; Successes and Setbacks, ; Important International Decisions Shape the Cold War, ; Pressures Force Changes in South Africa, 825; U.S. Works for Peace and Human Rights, ; Primary Sources: Charter of the United Nations, ; Universal Declaration of Human Rights, 942 SS Analyze human experience and cultural expression (e.g., language, literature, arts, traditions, beliefs, spirituality, values, and behavior) and illustrate integrated views of a specific culture. SE/TE: The Great Awakening, 70-72; The Second Great Awakening, ; The New Philosophy of the Transcendentalists, 206; A Mass Culture Develops, ; A Boom in Popular Entertainment, ; The Impact of Muckrakers, ; Social Issues Are Reflected in Art and Literature, ; The Jazz Age, ; The Harlem Renaissance, ; A New Age in American Entertainment, ; Increased Funding for the Arts, ; The Depression Era Reflected in Literature, ; Television Shapes American Culture, ; Critics and Rebels Emerge, ; The Counterculture of the 1960s, ; The Increasing Popularity of the New Right, ; Technology Transforms Life,

8 SS Evaluate how the unique characteristics of cultural groups have contributed and continue to influence Wyoming s history and contemporary life (e.g., tribes, explorers, early settlers, and immigrants). SS Analyze and critique the conflicts resulting from cultural assimilation and cultural preservation in Wyoming, the United States, and the World (e.g., racial, ethnic, social, and institutional). SE/TE: Early Inhabitants of the Americas, 4-6; Early Cultures in North America, 6-9; America Looks to the West, ; Settling New Lands in the West, ; Social Issues Affecting Immigrants, ; Immigrants Affect American Society, ; American Settlers Move West, 359; Settlers and Native Americans Collide, ; The Indian Wars Conclude, ; Mining Towns Expand Across the West, ; The Cattle Industry Boom, ; Farmers Settle the Plains, ; Minorities Encounter Difficulties, ; Struggles and Change Across the West, ; Native Americans and Asian Americans Battle Discrimination, ; Topic 18 Assessment (5. Describe Political Organizations Promoting American Indian Civil Rights), 799; Immigration Changes American Society, SE/TE: America Looks to the West, ; Settling New Lands in the West, ; Social Issues Affecting Immigrants, ; Immigrants Affect American Society, ; American Settlers Move West, 359; Settlers and Native Americans Collide, ; The Indian Wars Conclude, ; Roots of the Holocaust, ; Hitler s Final Solution, ; Allied Response to the Holocaust, ; Native Americans and Asian Americans Battle Discrimination, ; Topic 18 Assessment (5. Describe Political Organizations Promoting American Indian Civil Rights), 799; U.S. Involvement in the Balkan Crisis, 829; The Rwanda Genocide, 830 8

9 Performance Level Descriptors The student will: a) analyze and evaluate the way various cultural groups meet human needs and contribute to or influence contemporary life; b) analyze human experience that integrates views of cultural expression; c) analyze the conflicts resulting from cultural assimilation and preservation. SE/TE: The United Nations, ; U.S. Works for Peace and Human Rights, ; Primary Sources: Charter of the United Nations, ; Universal Declaration of Human Rights, 942 SE/TE: The Great Awakening, 70-72; The Second Great Awakening, ; The New Philosophy of the Transcendentalists, 206; A Mass Culture Develops, ; A Boom in Popular Entertainment, ; The Impact of Muckrakers, ; Social Issues Are Reflected in Art and Literature, ; The Jazz Age, ; The Harlem Renaissance, ; A New Age in American Entertainment, ; Increased Funding for the Arts, ; The Depression Era Reflected in Literature, ; Television Shapes American Culture, ; Critics and Rebels Emerge, ; The Counterculture of the 1960s, ; The Increasing Popularity of the New Right, ; Technology Transforms Life, SE/TE: America Looks to the West, ; Settling New Lands in the West, ; Social Issues Affecting Immigrants, ; Immigrants Affect American Society, ; American Settlers Move West, 359; Settlers and Native Americans Collide, ; The Indian Wars Conclude, ; Roots of the Holocaust, ; Hitler s Final Solution, ; Allied Response to the Holocaust, ; Native Americans and Asian Americans Battle Discrimination, ; Topic 18 Assessment (5. Describe Political Organizations Promoting American Indian Civil Rights), 799; U.S. Involvement in the Balkan Crisis, 829; The Rwanda Genocide, 830 9

10 Social Studies Content Standard 3 - Production, Distribution, and Consumption Students describe the influence of economic factors on societies and make decisions based on economic principles. Benchmarks SS Analyze the impact of supply, demand, scarcity, prices, incentives, competition, and profits on what is produced, distributed, and consumed. SE/TE: American Industry Grows, ; Innovation Drives Economic Development, ; Corporations Find New Ways of Doing Business, ; The Changing Relationship Between Government and Business, ; The Impact of Henry Ford and the Automobile, ; Economic Growth in the 1920s, ; Innovations and Economic Development, ; Technological Innovations Lead to the Car Culture, 668; Increased Consumption and Consumerism, 669; Topic 15 Assessment (6. Identify Increased Consumption), ; Material Culture in the 1980s, 815 SS Analyze and evaluate how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., capitalism, communism, and socialism). SE/TE: England and Its Colonial Economy, 60-62; Regional Economic Differences, 62-63; Industrialization Takes Hold in the North, ; Industrialization Changes Northern Society, ; Agriculture Drives Southern Society, ; Free Enterprise Encourages the Rise of Entrepreneurship, ; Laissez-Faire Policies Encourage Growth, 314; Industrialization in the New South, ; The Effects of Industrialization ; Free Enterprise Improves Life, ; Background of the Cold War, ; Responding to the Soviet Challenge, ; China Turns Communist, ; Innovations and Economic Development, ; Economic Pressures Force Gorbachev to Pursue Reforms, ; The Soviet Union Disintegrates, 821; The Role of the United States in the Future Economy,

11 SS Analyze and evaluate the impact of current and emerging technologies at the micro and macroeconomic levels (e.g., jobs, education, trade, and infrastructure) and their impact on global economic interdependence. SS Explain how financial and government institutions make economic decisions (e.g., banking, investment, credit, regulation, and debt). SE/TE: Innovations and Economic Development, ; Digital Technology Changes American Life, ; Technological and Management Innovations in the American Economy, ; The Role of the United States in the Future Economy, ; Technology Transforms Life, ; Topic 20 Assessment (2. Explain Economic Impact of Technological Innovations), 873 SE/TE: Addressing the Nation s Debt, ; Economic Change Leads to the Bank War, ; The Changing Relationship Between Government and Business, ; Farmers Face Economic Difficulty, ; Farmers Seek Change Through Alliances, ; Roosevelt Changes the Relationship Between Government and Business, ; Wilson Endorses Further Regulation, ; Topic 11 Assessment (15. Describe Federal Reserve Act), 446; Hidden Economic Problems in the Roaring Twenties, ; The Great Depression Begins, ; The Causes of the Great Depression, 522; Hoover s Response Fails, ; The New Deal Begins, ; Expanding New Deal Programs, ; New Deal Legislation Expands the Historical Role of Government, ; Causes and Effects of Prosperity in the 1950s, ; Creating the Great Society, ; The Financial Crisis of 2008, ; Economic Issues and Reforms, 860; Continuing Economic Problems,

12 SS Evaluate how values and beliefs influence microeconomic and macroeconomic decisions. Performance Level Descriptors The student will: a) explain how economic factors influence societies and how decisions are based on economic principles; b) explain connections between economic principles and government; SE/TE: Regional Economic Differences, 62-63; Addressing the Nation s Debt, ; Industrialization Takes Hold in the North, ; Industrialization Changes Northern Society, ; Agriculture Drives Southern Society, ; Free Enterprise Encourages the Rise of Entrepreneurship, ; Laissez-Faire Policies Encourage Growth, 314; Free Enterprise Improves Life, ; Hidden Economic Problems in the Roaring Twenties, ; Background of the Cold War, ; China Turns Communist, ; Innovations and Economic Development, ; Economic Pressures Force Gorbachev to Pursue Reforms, ; The Role of the United States in the Future Economy, SE/TE: Topic 5 Assessment (10. Identify and Analyze Economic Differences Between North and South), 182; Topic 9 Assessment (1. Explain Economic Effects of Technological Innovations; 10. Explain Actions to Expand Economic Opportunities for Minorities), 353; Topic 20 Assessment (2. Explain Economic Impact of Technological Innovations; 3. Identify Impact of Multinational Corporations), 873 SE/TE: Topic 2 Assessment (1. Analyze Economic Differences; 10. Compare Political and Economic Reasons for Colonization; 15. Identify Economic Differences), 73-74; Topic 18 Assessment (12. Describe the Economic Impact of Defense Spending), 800; Topic 19 Assessment (3. Describe Reaganomics),

13 c) describe economic systems and concepts. SE/TE: Free Enterprise Encourages the Rise of Entrepreneurship, ; Laissez- Faire Policies Encourage Growth, 314; Free Enterprise Improves Life, ; Topic 9 Assessment (2. Analyze the Rise of Entrepreneurship Under the Free Enterprise System), 353; Innovations and Economic Development, ; Topic 15 Assessment (10. Discuss Role of Entrepreneurs), 681; Economic Pressures Force Gorbachev to Pursue Reforms, ; The Role of the United States in the Future Economy,

14 Social Studies Content Standard 4 - Time, Continuity, and Change Students analyze events, people, problems, and ideas within their historical contexts. Benchmarks SS Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world. SE/TE: Causes of the Revolution, 84-91; The Impact of the Revolution, ; Topic 3 Assessment (3. Analyze Causes of American Revolution; 15. Explain the Effects of the American Revolution), ; Americans and the French Revolution, ; A Growing Nation Looks Westward, ; The Road to War, ; The Impact of the War of 1812, ; Slavery Divides the Nation, ; Sectional Divisions Split the Country, ; Impact of the Civil War, ; Topic 7 Assessment (7. Identify Causes of the Civil War; 16. Describe the Costs of the Civil War), ; Concerns about the Environment, 320; Managing the Environment, ; The Causes of World War I, ; Causes of the Depression, ; Effects of the New Deal, ; Rise of Aggressive Dictators, ; Impact of World War II, ; Causes and Effects of Prosperity in the 1950s, ; The Causes and Outcomes of the Berlin Crisis, ; Reasons for U.S. Involvement in Indochina, ; Effects of the Vietnam War, ; Environmental Activists Sound the Alarm, ; Impact of Environmental Regulations, ; Impact of the End of the Cold War, ; The Persian Gulf War, ; The September 11, 2001 Attacks and the War on Terror, ; Energy and the Environment, ; Topic 20 Assessment (4. Describe U.S. Involvement in World Affairs),

15 SS Analyze the development and impact of tools and technology and how it shaped history and influenced the modern world. SS Given a significant current event, critique the actions of the people or groups involved; hypothesize how this event would have played out in another country. SE/TE: New Technology Revolutionizes Transportation, ; The Industrial Revolution, ; Innovations in Industry and Agriculture, ; Innovation Drives Economic Development, ; Topic 9 Assessment (16. Write an essay on the Essential Question: How do science and technology affect society?), 354; The Transcontinental Railroad Impacts the Frontier, ; Physical and Human Geographic Factors Impact the Panama Canal, ; Technological Innovations Lead to Stalemate, 453; The Impact of Henry Ford and the Automobile, ; Science, Technology, and the Free Enterprise System, 480; Science and Technology Help Win the War, 615; Scientists Develop the Atomic Bomb, ; The Arms Race Intensifies Tensions, ; Innovations and Economic Development, ; Technological Innovations Lead to the Car Culture, 668; Topic 15 Assessment (8. Explain Impact of Space Technology; 9. Explain Economic Impact of Computers; 11. Analyze Innovations in Transportation), 681; First to the Moon, 711; Digital Technology Changes American Life, ; Technological and Management Innovations in the American Economy, ; Technology Transforms Life, ; Topic 20 Assessment (2. Explain Economic Impact of Technological Innovations), 873 SE/TE: Free Trade and Treaties, ; Technological and Management Innovations in the American Economy, ; The Role of the United States in the Future Economy, ; Controversy in the 2000 Election, ; The September 11, 2001 Attacks and the War on Terror, ; Troubles at Home, 855; The Financial Crisis of 2008, ; Economic Issues and Reforms, 860; The Boston Marathon Bombings, 862; Immigration Changes American Society, ; American Demographics in Transition, ; Energy and the Environment, ; Advances in Science, 871; Concerns and Hopes,

16 SS Describe the historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace) and their impact on significant historical events. SE/TE: The Constitutional Convention, ; The Debate Over Ratification, ; Topic 4 Assessment (7. Analyze the Arguments of Alexander Hamilton; 8. Analyze the Arguments of James Madison), 131; The Louisiana Purchase, 147; Religious Discrimination and Intolerance, ; The Antislavery Movement Grows, ; The Seneca Falls Convention, ; Topic 6 Assessment (7. Explain Conflicts Based on Religion and Social Class), 223; Northern Resistance to Slavery Grows, ; Violence in the Senate, 239; Lincoln and Douglas Debate Slavery, ; The Growth of Labor Unions, ; Labor Unions Lead Protests, ; Social Issues Affecting Immigrants, ; Farmers and Railroads Disagree, 382; Topic 11 Assessment (16. Write an essay on the Essential Question: What can individuals do to affect society?), 446; Bryan and Darrow Clash Over Evolution, ; The Ku Klux Klan in the Early 1900s, ; Labor Unions Thrive, ; McCarthyism, ; The Montgomery Bus Boycott, ; Kennedy Versus Nixon, ; The Generation Gap, 759; The Camp David Accords,

17 SS Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives. SE/TE: The Debate Over Ratification, ; Topic 4 Assessment (7. Analyze the Arguments of Alexander Hamilton; 8. Analyze the Arguments of James Madison), 131; Topic 7 Assessment (13. Analyze Lincoln s Gettysburg Address and Jefferson Davis s Inaugural Address), 280; Two Presidents Respond, ; Native Americans and Asian Americans Battle Discrimination, ; Topic 19 Assessment (1. Identify Viewpoints), 839; Primary Sources: Declaration of Independence, ; The Magna Carta, 902; Anti-Federalist Papers, ; The Federalist No. 10, James Madison, ; The Federalist No. 39, James Madison, ; The Federalist No. 51, ; The Federalist No. 78, Alexander Hamilton, ; Democracy in America, Alexis de Tocqueville, ; Debate Over Nullification, Webster and Calhoun, ; A House Divided, Abraham Lincoln, st Century Skills: Draw Conclusions, ; Interpret Sources, 957; Analyze Data and Models, ; Analyze Political Cartoons, ; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments,

18 Performance Level Descriptors GRADE 12 The student will: a) accurately examine events, people, problems, and ideas within their historical contexts; b) make comparisons, describe cause and effect, and make connections between the past and current events; SE/TE: The Constitutional Convention, ; The Debate Over Ratification, ; Topic 4 Assessment (7. Analyze the Arguments of Alexander Hamilton; 8. Analyze the Arguments of James Madison), 131; The Louisiana Purchase, 147; Religious Discrimination and Intolerance, ; The Antislavery Movement Grows, ; The Seneca Falls Convention, ; Topic 6 Assessment (7. Explain Conflicts Based on Religion and Social Class), 223; Northern Resistance to Slavery Grows, ; Violence in the Senate, 239; Lincoln and Douglas Debate Slavery, ; The Growth of Labor Unions, ; Labor Unions Lead Protests, ; Social Issues Affecting Immigrants, ; Farmers and Railroads Disagree, 382; Topic 11 Assessment (16. Write an essay on the Essential Question: What can individuals do to affect society?), 446; Bryan and Darrow Clash Over Evolution, ; The Ku Klux Klan in the Early 1900s, ; Labor Unions Thrive, ; McCarthyism, ; The Montgomery Bus Boycott, ; Kennedy Versus Nixon, ; The Generation Gap, 759; The Camp David Accords, SE/TE: 21 st Century Skills: Analyze Cause and Effect, ; Compare and Contrast, ; Draw Conclusions, ; Interpret Sources, 957; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments,

19 c) analyze the development and impact of tools and technology. SE/TE: New Technology Revolutionizes Transportation, ; The Industrial Revolution, ; Innovations in Industry and Agriculture, ; Innovation Drives Economic Development, ; Topic 9 Assessment (16. Write an essay on the Essential Question: How do science and technology affect society?), 354; The Transcontinental Railroad Impacts the Frontier, ; Physical and Human Geographic Factors Impact the Panama Canal, ; Technological Innovations Lead to Stalemate, 453; The Impact of Henry Ford and the Automobile, ; Science, Technology, and the Free Enterprise System, 480; Science and Technology Help Win the War, 615; Scientists Develop the Atomic Bomb, ; The Arms Race Intensifies Tensions, ; Innovations and Economic Development, ; Technological Innovations Lead to the Car Culture, 668; Topic 15 Assessment (8. Explain Impact of Space Technology; 9. Explain Economic Impact of Computers; 11. Analyze Innovations in Transportation), 681; First to the Moon, 711; Digital Technology Changes American Life, ; Technological and Management Innovations in the American Economy, ; Technology Transforms Life, ; Topic 20 Assessment (2. Explain Economic Impact of Technological Innovations),

20 Social Studies Content Standard 5 - People, Places, and Environments Students apply their knowledge of the geographic themes (location, place, movement, region, and human/environment interactions) and skills to demonstrate an understanding of interrelationships among people, places, and environment. Benchmarks Spatial SS Use geographic tools and reference materials to interpret, analyze, evaluate, and synthesize historical and geographic data to demonstrate an understanding of global patterns and interconnectedness. SE/TE: Analyze Maps: Migration to the Americas, 5; Analyze Maps: West African Trade Routes, 11; Analyze Maps: Columbus s Voyages, 20; Analyze Graphs: American Indian Population, 23; Analyze Graphs: Population of Europe, 24; Analyze Maps: The Triangular Trade, 62; Analyze Maps: North America in 1754, 79; Analyze Information: The Colonial Frontier, 82; Analyze Maps: Turning Points of the American Revolution, 101; Analyze Maps: America in 1783, 103; Analyze Maps: After the American Revolution: New Revolutions Begin, 105; Analyze Data: Population Estimates Used at the Constitutional Convention, 120; Analyze Data: U.S. National Debt, , 145; Analyze Information: U.S. Population, , 147; Analyze Data: U.S. Cotton Production, 149; Analyze Information: The Transportation Revolution, 157; Analyze Maps: North America in 1820, 187; Analyze Information: Traveling the Oregon Trail, 190; Analyze Information: Timeline of the Texas Revolution, 193; Analyze Data: U.S. Public School Enrollment, 208; Analyze Information: Women in the 1800s, 221; Analyze Maps: The Underground Railroad, 235; Analyze Information: Timeline of Events Leading to the Civil War, 250; Analyze Graphs: Comparison of Rural and Urban Populations, 343; Analyze Maps: Land Use in the West, 369; Analyze Maps: National Land Conservation, 416; Analyze Maps: Spheres of Influence in China, 437; Analyze Maps: The Panama Canal, 440; Analyze Maps: World War I, 453; Analyze Maps: Battle of Midway, 599; Analyze Maps: World War II in Europe, 613; Analyze Maps: World War II in the Pacific, 614; Analyze Maps: Suez Canal, 651; Analyze Charts: U.S. Immigration,

21 (Continued) SS Use geographic tools and reference materials to interpret, analyze, evaluate, and synthesize historical and geographic data to demonstrate an understanding of global patterns and interconnectedness. Physical Place and Region SS Describe regionalization and analyze how physical characteristics distinguish a place, influence human trends, political and economic development, and solve immediate and long-range problems. (Continued) 21 st Century Skills: Analyze Data and Models, ; Read Charts, Graphs, and Tables, ; Read Physical Maps, ; Read Political Maps, ; Read Special-Purpose Maps, ; Use Parts of a Map, ; Atlas SE/TE: The Southern Colonies Take Root, 38-43; New Lives in New England, 44-49; The Middle Colonies Thrive, 50-54; Regional Economic Differences, 62-63; Regional Social Differences, 64-66; Topic 2 Assessment (1. Analyze Economic Differences; 5. Analyze Effects of Geographic Factors), 73; The Northwest Territory, ; Differences Between North and South Grow, ; Topic 5 Assessment (10. Identify and Analyze Economic Differences Between North and South), 182; Moving West, ; Territorial Expansion, ; The California Gold Rush, ; Topic 6 Assessment (2. Explain the Challenges and Rewards of Westward Migration), 223; Daily Life in the North, ; Daily Life in the South, ; Topic 7 Assessment (6. Analyze Economic Differences Between North and South), 279; Settlers and Native Americans Collide, ; The West Is Transformed,

22 Human Place and Movement SS Analyze, interpret, and evaluate how conflict, demographics, movement, trade, transportation, communication, and technology affect humans sense of place. Environment and Society SS Analyze how environmental changes and modifications positively and negatively affect communities and the world both economically and socially. SE/TE: The Effects of Industrialization, ; The New Immigrants, ; Americans Migrate to Cities, ; Technology Improves City Life, ; Urban Living Creates Social Issues, ; Free Enterprise Improves Life, ; A Mass Culture Develops, ; A Boom in Popular Entertainment, ; Striving for Equality, ; The Home Front During World War I, ; Urban, Suburban, and Rural Areas, ; Economic Hardship Shakes the Cities, ; Rural America Struggles with Poverty, ; Hard Times Hit Most Americans, ; The Home Front, ; Free Trade and Treaties, ; Technological and Management Innovations in the American Economy, ; The September 11, 2001 Attacks and the War on Terror, ; The Financial Crisis of 2008, ; Economic Issues and Reforms, 860; Immigration Changes American Society, ; American Demographics in Transition, ; Technology Transforms Life, SE/TE: Concerns about the Environment, 320; Mining and Growth of Railroads, ; The Cattle Industry Boom, ; Farmers Settle the Plains, ; Struggles and Change Across the West, ; Managing the Environment, ; The Dust Bowl, ; Conservation Efforts Produce Mixed Results, 556; Topic 13 Assessment (4. Analyze Impact of Geographic Factors on the Dust Bowl; 12. Identify Roles in Managing the Environment), ; Environmental Activists Sound the Alarm, ; Impact of Environmental Regulations, ; Energy and the Environment,

23 Performance Level Descriptor The student will: a) analyze and evaluate geographic data, historical and current events, the interaction of physical and human systems, and geographical patterns; b) use geographical or regional knowledge and analysis of environmental modification(s) to participate in both collaborative problem solving and informed decision making; c) evaluate how conflict, demographics, and movement impact global interdependence and human identification with place. SE/TE: Topic 2 Assessment (5. Analyze Effects of Geographic Factors), 73; Topic 10 Assessment (2. Analyze Social Issues Affecting Native Americans; 4. Analyze Impact of Geographic Factors on Klondike Gold Rush), 387; Topic 13 Assessment (1. Analyze Causes and Effects of Changing Demographic Patterns; 4. Analyze Impact of Geographic Factors on the Dust Bowl), 563; Topic 18 Assessment (4. Causes and Effects of Changing Demographic Patterns; 11. Analyze Sunbelt Migration), SE/TE: Conservation Efforts Produce Mixed Results, 556; Topic 13 Assessment (4. Analyze Impact of Geographic Factors on the Dust Bowl; 12. Identify Roles in Managing the Environment), ; Environmental Activists Sound the Alarm, ; Impact of Environmental Regulations, ; Topic 18 Assessment (7. Identify Roles in Managing the Environment), 799; Energy and the Environment, SE/TE: The Effects of Industrialization, ; The New Immigrants, ; Americans Migrate to Cities, ; Technology Improves City Life, ; Urban Living Creates Social Issues, ; Free Enterprise Improves Life, ; A Mass Culture Develops, ; A Boom in Popular Entertainment, ; Striving for Equality, ; The Home Front During World War I, ; Urban, Suburban, and Rural Areas, ; The Home Front, ; Free Trade and Treaties, ; Technological and Management Innovations in the American Economy, ; The September 11, 2001 Attacks and the War on Terror, ; Immigration Changes American Society, ; American Demographics in Transition, ; Technology Transforms Life,

24 Social Studies Content Standard 6 - Technology, Literacy, and Global Connections Students use technology and literacy skills to access, synthesize, and evaluate information to communicate and apply social studies knowledge to global situations. Benchmarks SS Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media in order to address a question or solve a problem. SE/TE: America and the World Economy, ; Immigration Changes American Society, ; American Demographics in Transition, ; Energy and the Environment, ; Technology Transforms Life, ; Topic 20 Assessment (2. Explain Economic Impact of Technological Innovations; 3. Identify Impact of Multinational Corporations; 4. Describe U.S. Involvement in World Affairs; 8. Evaluate Participation in International Treaties; 11. Analyze Illegal Immigration; 16. Identify Global Impact of American Culture), st Century Skills: Draw Conclusions, ; Interpret Sources, 957; Analyze Data and Models, ; Analyze Political Cartoons, ; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments, 970; Participate in a Discussion or Debate, ; Solve Problems, 974 SS Assess the extent to which the reasoning and evidence in a text supports the author's claims. SE/TE: 21 st Century Skills: Draw Conclusions, ; Interpret Sources, 957; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments, 970; Consider and Counter Opposing Arguments,

25 SS Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media). SS Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing SE/TE: Topic 4 Assessment (15. Make an Argument about a Constitutional Issue), 131; Topic 5 Assessment (16. Write an essay on the Essential Question: What makes a government successful?), 182; Topic 6 Assessment (16. Write an essay on the Essential Question: How should we handle conflict?), 224; Topic 7 Assessment (17. Write an essay on the Essential Question: When is war justified?), 280; Topic 8 Assessment (16. Write an essay on the Essential Question: How can we ensure equality for all?), 309; Topic 15 Assessment (16. Write an essay on the Essential Question: What is America s role in the world?), 681; Topic 16 Assessment (13. Trace Historical Development of Political Equality), 721; Topic 20 Assessment (16. Write an essay on the Essential Question: What are the benefits and costs of technology?), st Century Skills: Interpret Sources, 957; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 969; Evaluate Existing Arguments, 970; Consider and Counter Opposing Arguments, 971; Give an Effective Presentation, 972 SE/TE: Topic 2 Assessment (14. Explain Significance of Mayflower Compact), 74; Topic 4 Assessment (7. Analyze the Arguments of Alexander Hamilton; 8. Analyze the Arguments of James Madison), 131; Topic 5 Assessment (1. Identify the Precedents Set by President Washington s Administration), 181; Topic 6 Assessment (14. Analyze Reform Movements), 224; Topic 14 Assessment (8. Analyze Liberation of Concentration Camps),

26 (Continued) SS Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing Performance Level Descriptors The student will: a) analyze or synthesize multiple sources of information in diverse formats in order to address a question or solve a problem; b) use digital tools to research, design, and present social studies concepts; c) analyze and critique primary and secondary sources to support writing. (Continued) Primary Sources: Mayflower Compact, ; Anti-Federalist Papers, ; The Federalist No. 10, James Madison, ; The Federalist No. 39, James Madison, ; The Federalist No. 51, ; The Federalist No. 78, Alexander Hamilton, ; Farewell Address, George Washington, ; How the Other Half Lives, Jacob Riis, ; Anne Frank: The Diary of a Young Girl: Anne Frank, st Century Skills: Interpret Sources, 957; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments, 970; Consider and Counter Opposing Arguments, 971; Write an Essay, 973; Avoid Plagiarism, SE/TE: 21 st Century Skills: Draw Conclusions, ; Interpret Sources, 957; Analyze Data and Models, ; Analyze Political Cartoons, ; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments, 970; Participate in a Discussion or Debate, ; Solve Problems, 974 SE/TE: 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments, 970; Give an Effective Presentation, 972; Write an Essay, 973; Avoid Plagiarism, SE/TE: 21 st Century Skills: Interpret Sources, 957; Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Evaluate Existing Arguments, 970; Consider and Counter Opposing Arguments, 971; Write an Essay, 973; Avoid Plagiarism, ; Make Decisions,

27 Performance Level Descriptors Social Studies Content Standard 1 - Citizenship, Government, and Democracy Performance Level Descriptors Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) analyze and critique the principles and structure of power, authority, and governance; b) demonstrate civic responsibility by participating as a citizen in the process; c) analyze historical and political developments and conducts research to thoroughly and effectively create and defend a position on an issue. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) analyze and critique the principles and structure of power, authority, and governance; b) demonstrate civic responsibility by participating as a citizen in the process; c) analyze historical and political developments and conducts research to thoroughly and effectively create and defend a position on an issue. Basic: A twelfth -grade student at the basic level demonstrates partial mastery of knowledge and skills. The student will: a) analyze and critique the principles and structure of power, authority, and governance; b) demonstrate civic responsibility by participating as a citizen in the process; c) analyze historical and political developments and conducts research to thoroughly and effectively create and defend a position on an issue. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. Social Studies Content Standard 2 - Culture and Cultural Diversity Performance Level Descriptors Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) analyze and evaluate the way various cultural groups meet human needs and contribute to or influence contemporary life; b) analyze human experience that integrates views of cultural expression; c) analyze the conflicts resulting from cultural assimilation and preservation. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) analyze and evaluate the way various cultural groups meet human needs and contribute to or influence contemporary life; b) analyze human experience that integrates views of cultural expression; c) analyze the conflicts resulting from cultural assimilation and preservation. Basic: A twelfth-grade student at the basic level demonstrates partial mastery of knowledge and skills. The student will: a) analyze and evaluate the way various cultural groups meet human needs and contribute to or influence contemporary life; b) analyze human experience that integrates views of cultural expression; c) analyze the conflicts resulting from cultural assimilation and preservation. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. 27

28 Social Studies Content Standard 3 - Production, Distribution, and Consumption Performance Level Descriptors Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) explain how economic factors influence societies and how decisions are based on economic principles; b) explain connections between economic principles and government; c) describe economic systems and concepts. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) explain how economic factors influence societies and how decisions are based on economic principles; b) explain connections between economic principles and government; c) describe economic systems and concepts. Basic: A twelfth-grade student at the basic level demonstrates partial mastery of knowledge and skills. The student will: a) explain how economic factors influence societies and how decisions are based on economic principles; b) explain connections between economic principles and government; c) describe economic systems and concepts. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. Social Studies Content Standard 4 - Time, Continuity, and Change Performance Level Descriptors Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) accurately examine events, people, problems, and ideas within their historical contexts; b) make comparisons, describe cause and effect, and make connections between the past and current events; c) analyze the development and impact of tools and technology. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) accurately examine events, people, problems, and ideas within their historical contexts; b) make comparisons, describe cause and effect, and make connections between the past and current events; c) analyze the development and impact of tools and technology. Basic: A twelfth-grade student at the basic level demonstrates partial mastery of knowledge and skills. The students will: a) accurately examine events, people, problems, and ideas within their historical contexts; b) make comparisons, describe cause and effect, and make connections between the past and current events; c) analyze the development and impact of tools and technology. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. 28

29 Social Studies Content Standard 5 - People, Places, and Environments Performance Level Descriptor Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) analyze and evaluate geographic data, historical and current events, the interaction of physical and human systems, and geographical patterns; b) use geographical or regional knowledge and analysis of environmental modification(s) to participate in both collaborative problem solving and informed decision making; c) evaluate how conflict, demographics, and movement impact global interdependence and human identification with place. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) analyze and evaluate geographic data, historical and current events, the interaction of physical and human systems, and geographical patterns; b) use geographical or regional knowledge and analysis of environmental modification(s) to participate in both collaborative problem solving and informed decision making; c) evaluate how conflict, demographics, and movement impact global interdependence and human identification with place. Basic: A twelfth-grade student at the basic level demonstrates partial mastery of knowledge and skills. The students will: a) analyze and evaluate geographic data, historical and current events, the interaction of physical and human systems, and geographical patterns; b) use geographical or regional knowledge and analysis of environmental modification(s) to participate in both collaborative problem solving and informed decision making; c) evaluate how conflict, demographics, and movement impact global interdependence and human identification with place. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. Social Studies Content Standard 6 - Technology, Literacy, and Global Connections Performance Level Descriptors Advanced: A twelfth-grade student meets expectations at the proficient level and independently demonstrates superior performance in the following. The student will: a) analyze or synthesize multiple sources of information in diverse formats in order to address a question or solve a problem; b) use digital tools to research, design, and present social studies concepts; c) analyze and critique primary and secondary sources to support writing. Proficient: A twelfth-grade student at the proficient level consistently demonstrates performance in the following. The student will: a) analyze or synthesize multiple sources of information in diverse formats in order to address a question or solve a problem; b) use digital tools to research, design, and present social studies concepts; c) analyze and critique primary and secondary sources to support writing. Basic: A twelfth-grade student at the basic level demonstrates partial mastery of knowledge and skills. The students will: a) analyze or synthesize multiple sources of information in diverse formats in order to address a question or solve a problem; b) use digital tools to research, design, and present social studies concepts; c) analyze and critique primary and secondary sources to support writing. Below Basic: A twelfth-grade student at below basic is unwilling or does not address the expectations of the basic level. 29

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