A Correlation of. To the. Nebraska Social Studies Standards High School

Transcription

1 A Correlation of To the Nebraska High School

2 A Correlation of, to the Nebraska Introduction This document demonstrates how, meets the Nebraska Social Studies Standards, High School. Correlation page references are to the Student Edition. Pearson is excited to announce its NEW Economics program! Helping students build an essential, life-long understanding of core economics principles. features motivating hands-on activities, interactive graphics, animations, and videos to help build relevant economic literacy. The program bridges time-tested best practices, curriculum standard expectations, and technology to help prepare students to be college and career ready. Available in print, digital, and blended options. 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 NBCLearn MyStory Videos that engage students in every chapter Interactive Reading and Note Taking Study Guide allows for differentiated instruction and assessment 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 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved 2

3 A Correlation of, to the Nebraska Table of Contents Civics: High School (United States/World)... 4 Economics: High School (United States/World)... 7 Geography: High School (United States/World) History: High School (United States: Progressive Era to Present)

4 A Correlation of, to the Nebraska Civics: High School (United States/World) K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. Forms and Functions of Government SS Students will analyze and evaluate the foundation, structures, and functions of the United States government as well as local, state, and international governments. SS a Summarize the historical foundation that influenced the creation of the United States Constitution (e.g., philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalist Papers) SE: Economic Freedom and the Constitution, 47; Fourteenth Amendment, 39 United States Constitution, SS b Analyze and evaluate the structure of American constitutional government (e.g., federalism, democracy, representative government, branches of the government, separation of powers, checks and balances, amendment process, concurrent/enumerated/implied powers, electoral college) SS c Analyze and evaluate the functions of United States government (e.g., national security, legislative lawmaking, executive implementation, judicial interpretation, constitutionalism, taxation, naturalization of citizens) SS d Analyze and evaluate the foundation, structures, and functions of local government (e.g., city council, school board, county government, regional boards) SS e Analyze and evaluate the foundation, structures, and functions of state government (e.g., bicameral/ unicameral, reapportionment/redistricting, branches of government) SE: Economic Freedom and the Constitution, 47; Fourteenth Amendment, 39; U.S. President, 221, 281; Congressional Budget Office, 350; also see: Government Intervention in the Economy, 38, 54, 100, 282, 364 United States Constitution, SE: Government Regulation and Competition, ; Federal Taxes, ; Federal Spending, ; The Federal Budget and Fiscal Policy, ; Fiscal Policy Options, ; The National Debt and Deficits, ; Monetary Policy Options, ; The Effects of Monetary Policy, ; Topic Assessment, SE: State and Local Taxes and Spending, SE: State and Local Taxes and Spending,

5 A Correlation of, to the Nebraska SS f Analyze and evaluate the foundation, structures, and functions of supranational organizations (e.g., United Nations, NATO, European Union, treaties, trade organizations) SS g Analyze and evaluate the roles that political parties have played in the United States SS h Analyze and evaluate United States foreign policy issues (e.g. methods, approaches, events) SE: 21 st Century Skills: Solve Problems, ; Make Decisions, ; Political Participation, 503; Voting, SE: For related material see: 21 st Century Skills: Political Participation, 503; Voting, ; Government Regulation and Competition, SE: Why Nations Trade, ; Trade Barriers and Agreements, ; Exchange Rates and Trade, ; Topic 10 Assessment (14. Analyze Trade), 446 Digital Resources: Core Concepts: Economics Trade Civic Participation SS Students will address local, state, national or international issues and policies through meaningful civic participation. SS a Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy (e.g., lobbying, voting, contacting government officials, petitioning) SE: For related material see: Government Regulation and Competition, ; Labor and Wages, ; Labor Unions, st Century Skills: Solve Problems, ; Make Decisions, ; Political Participation, 503; Voting, ; Serving on a Jury, 504 SS b Analyze the significance and benefits of patriotic symbols, songs, holidays, and activities (e.g. Pledge of Allegiance, "The Star Spangled Banner", "America", Veteran's Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day) SE: For related material see: Constitution Day Assembly, 1; United States Constitution, ; Declaration of Independence, Digital Resources: Landmark Supreme Court Cases 5

6 A Correlation of, to the Nebraska SS c Engage in civic activities (e.g., discussing current issues, advocating for personal rights and the rights of others, influencing governmental actions, participating in civil discourse, registering for selective service, participating in community improvement activities, service learning) SE: 21 st Century Skills: Solve Problems, ; Make Decisions, ; Political Participation, 503; Voting, ; Serving on a Jury, 504 Constitution Day Assembly, 1; Express Problems Clearly, 12, 97, 355, 384, 406; Make Decisions, 55, 168, 181; Solve Problems, 97, 181 Topic Assessment: Topic 5: (6. Explain Corporations and Create Oral Presentations), 205; Topic 7: (24. Analyze Costs and Benefits and Use a Problem- Solving Process), 316; Topic 9: (5. Analyze U.S. Economic Policies and Analyze Information by Categorizing), 385 SS d Analyze an issue and determine which level of government is most appropriate to utilize in addressing the issue SE: Federal Taxes, ; Federal Spending, ; State and Local Taxes and Spending, ; Topic Assessment, ; The Federal Budget and Fiscal Policy, ; Fiscal Policy Options, ; The National Debt and Deficits, ; Monetary Policy Options, ; The Effects of Monetary Policy, Topic 9 Assessment (9. Analyze Fiscal Policy Decisions), 385; (10. Analyze Fiscal Policy Decisions), 385; (15. Explain How the Federal Reserve System Affects the Money Supply), 386; (18. Analyze Tools and Explain Actions), 387 SS e Describe the roles and influences of individuals, groups, and the media as checks on governmental practices (e.g., interest groups, political action committees, lobbyists, public opinion polls) SE: For related material see: Labor Unions, ; Analyze Political Cartoons, 39, 62, 121, 143, 163, 195, 245, 260, 279, 325, 330, 401, 403; Government Regulation and Competition, st Century Skills: Political Participation, 503; Voting, SS f Critique various media sources for accuracy and perspective SE: My Story video, 3, 21, 67, 127, 159, 209, 319, 347, 389; Analyze Political Cartoons, 39, 62, 121, 143, 163, 195, 245, 260, 279, 325, 330, 401, 403 6

7 A Correlation of, to the Nebraska Economics: High School (United States/World) K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. Markets SS Students will assess how market forces guide the owners of land, labor, and capital and determine the allocation of wealth in the economy. SS a Explain how the factors of production are bought and sold in the market SE: Factors of Production, 5 6, 37, 52, 102 Topic 1 Assessment (9. Describe Economic Factors), 18; (12. Describe Economic Factors), 18 Digital Resources: Core Concepts Economics Economics Basics; Economic Development SS b Analyze the role of the product market and the resource market SS c Understand productivity as a measure of the quantity of goods and services produced with a given amount of resources (e.g., Gross Domestic Product) SS d Analyze how market forces determine what producers choose to produce and which combination of productive resources will be most productive SS e Explain how wages/earnings are affected by the market (e.g., value of products, supply and demand of labor, worker skills and qualifications) SE: Free Market, 27 32; All Resources Are Scarce, 7 8; Efficient Resource Allocation, SE: Tracking the Economy, 51 52; Gross Domestic Product, Topic 7 Assessment (5. Interpret Economic Data and Analyze Information), 313; (7. Interpret Economic Data), 314; (12. Interpret Economic Data and Create Written Presentations), 315; (13. Interpret Economic Data), 315; (14. Analyze Productivity and Growth), 315; Topic 9 Assessment (11. Interpret and Evaluate Economic Data), 386 SE: Opportunity Cost and Trade-Offs, 9 12; Factors of Production, 5 6, 37, 52, 102; Production Possibilities Curves, 13 16; The Three Basic Economic Questions, Topic 1 Assessment (4. Explain Economic Concepts), 17; (10. Explain Economic Concepts), 18; Topic 2 Assessment (2. Describe Answers to Economic Questions), 63 SE: Labor and Wages, ; Inflation and Wages, 297, ; Wages and Prices, 297; Supply of Labor, 191 7

8 A Correlation of, to the Nebraska SS f Explain the role and importance of profit and return on investments to producers. (e.g. increase in supply and expansion of industries) SE: Profit, 22 23; Setting Output, 94 95; Making a Profit, 238 Topic 3 Assessment (8. Describe Characteristics of Economic Systems), 124 SS Students will illustrate how markets determine prices and allocate goods and services. SS a Understand demand, quantity SE: Fundamentals of Demand, 68 72; demanded, and changes in demand Shifts in Demand, 73 77; Elasticity of Demand, Topic 3 Assessment (1. Interpret a Graph, Create Economic Models, and Transfer Information), 123 SS b Understand supply, quantity supplied, and changes in supply SE: Fundamentals of Supply, 85 90; Costs of Production, 91 97; Changes in Supply, Topic 3 Assessment (1. Interpret a Graph, Create Economic Models, and Transfer Information), 123 SS c Understand that equilibrium price and quantity are determined by supply and demand SE: Equilibrium and Price Controls, ; Changes in Market Equilibrium, Topic 3 Assessment (4. Identify Non-Price Determinants Create a Written Presentation), 123 SS d Hypothesize how competition between sellers could results in lower prices, higher quality products, and better customer service SS e Hypothesize how producers and consumers affect market prices and quantities through the goods and services they produce and buy (e.g., shifts in supply and demand, price elasticity) SE: Prices at Work, Topic 3 Assessment (2. Understand the Effect of Changes in Price), 123; (3. Understand the Effect of Changes in Price), 123 SE: Equilibrium and Price Controls, ; Changes in Market Equilibrium, ; Prices at Work, Topic 3 Assessment (1. Interpret a Graph, Create Economic Models, and Transfer Information), 123; (2. Understand the Effect of Changes in Price), 123; (3. Understand the Effect of Changes in Price), 123 8

9 A Correlation of, to the Nebraska Institutions SS Students will analyze how economic institutions impact individuals and groups. SS a Analyze how various economic institutions have played a role in United States economic policy and practice (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships) SE: Sole Proprietorships, ; Partnerships and Franchises, ; Corporations, ; Labor Unions, ; The Functions of Modern Banks, ; Investing, ; Bonds and Other Financial Assets, ; Stocks, Topic Assessment: Topic 5 (3. Explain and Analyze Sole Proprietorships), 204; (11. Explain and Analyze Partnerships), 206; (12. Analyze Advantages), 206; Topic 6 (6. Explain the Structure), 264; (14. Explain Functions), 265 SS b Describe how measures used by economic institutions are calculated (e.g., trends and business cycles using GDP, unemployment rates, inflation rates) SE: Tracking the Economy, 51 52; Gross Domestic Product, ; Unemployment, ; Inflation and Deflation, Topic 5 Assessment (1. Interpret Data and Create Visual Presentations), 204 SS c Explain how banks and a sound monetary system are critical to a functioning economy SE: Changes in American Banks, ; The Federal Reserve System, ; The Functions of Modern Banks, Topic 6 Assessment (6. Explain the Structure), 264; (11. Explain the Actions), 265 SS d Describe the functions and role of the Federal Reserve System and its influence through monetary policy (e.g., balancing inflation and unemployment) SE: The Federal Reserve System, ; Fiscal and Monetary Policy, ; The Federal Budget and Fiscal Policy, ; Fiscal Policy Options, Topic 6 Assessment (6. Explain the Structure), 264; (11. Explain the Actions), 265 9

10 A Correlation of, to the Nebraska SS e Understand how financial markets determine the cost of borrowing and influence the level of economic activity SE: Bond Prices and Interest Rates, 250; Money Demand, 231; Prime Interest Rate, 231; Monetary Tool #2: The Discount Rate, 376; How Monetary Policy Works, 380 Topic 6 Assessment (10. Analyze Basic Tools), 265 SS Students will assess how private ownership of property is a basic institution of a market economy. SS a Assess how property rights are SE: Intellectual Property, 39; Private defined, enforced, and limited by Property Rights, 44, 46, 429; Zoning Laws, government (e.g., zoning laws, eminent 49, 160, 162, 167, 174, 205; Eminent domain, Homestead Act, copyright laws, Domain, 44, 48 patents, and intellectual property) SS b Describe the role of market economy in United States history (e.g., periods of prosperity, recessions, and overall growth) SE: Business Cycles, ; Economic Growth, ; Inflation and Deflation, ; Anticipating Business Cycles, Topic 7 Assessment (6. Analyze Business Cycles), 314 Financial Literacy SS Students will recognize and predict the impact that various economic systems will have on people. SS a Develop a logical argument debating the merits of various economic systems (e.g., traditional, command, market, mixed) SE: Free Markets, 27 32; Centrally Planned Economies, 33 37; Mixed Economies, Topic 2 Assessment (8. Explain Basic Characteristics of Economic Systems), 63 SS b Evaluate the historical use of various economic systems SE: Free Markets, 27 32; Centrally Planned Economies, 33 37; Mixed Economies, 38 43; Changing Economies, Topic 7 Assessment (2. Describe Economic Systems), 313 SS c Compare the standard of living with other countries (Germany, Brazil, Russia, India, China) SE: Analyze Charts: Resource Distribution, 391; Education and Literacy, 422; Analyze Graphs: Per Capita GDP of Selected Nations, 2012, 416; Per Capita GNI of Selected Countries, 417; Population Growth of Selected Nations,

11 A Correlation of, to the Nebraska SS Students will understand economic concepts that support rational decision making SS a Explore employment trends SE: Unemployment, and reasons for growth and decline in employment Topic 5 Assessment (1. Interpret Data and Create Visual Presentations), 204; (1. Interpret Data and Create Visual Presentations), 204; (7. Interpret Data), 205 SS b Make career decisions by systematically considering alternatives and consequences through the use of cost benefit analysis SS c Assess the incentives for investing in personal education, skills, and talents SE: For related material see: The Labor Force, ; Labor and Wages, ; Labor Unions, Digital Resources Core Concepts Personal Finance: After High School SE: For related material see: The Labor Force, ; Labor and Wages, ; Labor Unions, Digital Resources Core Concepts Personal Finance: After High School SS d Identify various ways people earn a living by using career programs to explore opportunities (e.g., Nebraska Career Education) SE: For related material see: The Labor Force, ; Labor and Wages, ; Labor Unions, Digital Resources Core Concepts Personal Finance: After High School SS Students will apply effective money management concepts. SS a Organize personal finances and SE: For related material see: Investing, use a budget to manage cash flow ; Bonds and Other Financial Assets, ; Stocks, ; Topic 6 Assessment (18. Examine Financial Accounts), 265; (19. Examine Financial Accounts), 266 Digital Resources Core Concepts Economics: Money Management Personal Finance: Budgeting 11

12 A Correlation of, to the Nebraska SS b Compare and contrast checking and savings accounts SE: Types of Financial Institutions, ; Electronic Banking, Topic 6 Assessment (20. Maintain a Checking Account) Digital Resources Core Concepts Personal Finance: Checking SS c Assess the effects of taxes on personal income SE: The Tax Burden, ; Individual and Corporate Income Taxes, ; Social Security, Medicare, and Unemployment Taxes, ; Revenue for State Budgets, ; Property Tax, 342; Other Local Taxes, ; Paying Taxes, 505 Topic 8 Assessment (6. Identify Economic Importance), 344 Digital Resources Core Concepts Personal Finance: Taxes and Income SS Students will critique strategies used to establish, build, maintain, monitor, and control credit. SS a Analyze factors that affect the SE: Credit Card, 46, 237, 240, 264 choice of credit, the cost of credit, and the legal aspects of using credit Topic 7 Assessment (17. Examine Aspects of Credit Cards), 316; (18. Examine Credit Card Debt), 316 Digital Resources Core Concepts Personal Finance: Credit and Debt SS b Identify strategies of establishing and maintaining a good credit rating for effective credit management (e.g., credit cards, auto loans, mortgages) SE: Credit History, 221; Credit Risk, 244 Topic 7 Assessment (18. Examine Credit Card Debt), 316 Digital Resources Core Concepts Personal Finance: Credit and Debt 12

13 A Correlation of, to the Nebraska SS c Compare and contrast the cost and benefits of various lending institutions (e.g., banks, credit unions, paycheck advance businesses, pawn shops) SE: Types of Financial Institutions, ; Electronic Banking, Topic 6 Assessment (18. Examine Financial Accounts), 265; (19. Examine Financial Accounts), 266 Digital Resources Core Concepts Personal Finance: Credit and Debt SS d Students will identify situations when borrowing money and paying interest may be a wise or unwise decision SE: Mortgage, 221, 230, 233, , 287, 315; Personal Loan, 163 Topic 6 Assessment (23. Evaluate Buying a Home), 266; Topic 7 Assessment (16. Identify Loans and Explain Borrowing Responsibilities), 315; Topic 7 Assessment (26. Analyze and Compare Student Grants), 317 Digital Resources Core Concepts Personal Finance: Credit and Debt; Risk Management; After High School SS Students will evaluate savings, investment, and risk management strategies to achieve financial goals. SS a Explain the importance of SE: For related material see: Investing, saving to ensure financial security ; Bonds and Other Financial Assets, ; Stocks, ; Social Security Benefits, 204, 334 Digital Resources Core Concepts Personal Finance: Investments; Savings and Retirement SS b Implement an investment strategy that is compatible with personal goals (e.g., stocks, bonds, mutual funds, retirement plans) SE: Investing, ; Bonds and Other Financial Assets, ; Stocks, Topic 6 Assessment (21. Examine, Explain, and Assess Personal Investment Options), 266; (24. Explain How to Begin a Savings Program), 266 Digital Resources Core Concepts Personal Finance: Investments; Savings and Retirement 13

14 A Correlation of, to the Nebraska SS c Analyze appropriate and cost effective risk management strategies (e.g., health, disability, life, auto insurance) SE: Financial Risk, 235; Personal Risk, 316; also see: Investing, ; Bonds and Other Financial Assets, ; Stocks, ; Topic 6 Assessment (22. Evaluate Insurance Options), 266 Digital Resources Core Concepts Personal Finance: Investments; Savings and Retirement; Risk Management Government SS Students will analyze the roles and responsibilities of government in various economic systems. SS a Examine how governments utilize taxation to provide goods and services to society (e.g., disaster relief, flood control, police protection) SE: Understanding Taxes, ; Federal Taxes, ; Federal Spending, ; State and Local Taxes and Spending, ; Topic 8 Assessment, SS b Investigate multiple roles of government in a market economy (e.g., forms of taxation, enforcing private property and zoning laws, collecting sales tax) SS c Explore various forms of taxation (earning, consumption, or wealth) and discuss outcomes of various tax philosophies as drivers of economic activity SS d Research the role of government in the development of economic systems (e.g., historic and current examples of command, market, traditional, mixed systems) SE: Free Markets, 27 32; Benefits of Free Enterprise, 44 50; Supporting Economic Growth, 51 55; Public Goods and Externalities, 56 62; Understanding Taxes, ; Zoning Laws, 160, 162, 167, 174, 205 SE: Understanding Taxes, ; Federal Taxes, ; State and Local Taxes and Spending, ; Topic 8 Assessment, SE: Free Markets, 27 32; Centrally Planned Economies, 33 37; Mixed Economies, Topic 2 Assessment (8. Explain Basic Characteristics of Economic Systems), 63 14

15 A Correlation of, to the Nebraska SS e Analyze government policies and regulations in areas of market failure (e.g., monopolies, externalities, nonenforcement of property rights) SE: Monopolies, ; Monopolistic Competition and Oligopoly, ; Government Regulation and Competition, ; Business Cycles, ; Inflation and Deflation, Topic 4 Assessment (2. Describe Characteristics), 154; (6. Describe Characteristics), 154; (8. Give Examples), 155; Topic 7 Assessment (6. Analyze Business Cycles), 314; Topic 7 Assessment (10. Interpret Economic Data and Analyze Economic Information), 314 SS Students will examine the government s influence on economic systems through fiscal policy. SS a Examine how governments SE: Taxes That Affect Behavior, 330; can use taxing and spending policies to Revenue for State Budgets, ; influence behavior (e.g., alcohol tax, home Other Local Taxes, mortgage interest deduction) SS b Examine the impact of fiscal policy on budget deficits\surpluses and national debt SS c Examine the impact of the unemployment rate on the economy (frictional, structural, cyclical) SE: Fiscal Policy Options, ; The National Debt and Deficits, ; Topic 9 Assessment (9. Analyze Fiscal Policy Decisions), 385; (10. Analyze Fiscal Policy Decisions), 385 SE: Unemployment, Topic 5 Assessment (1. Interpret Data and Create Visual Presentations), 204; (7. Interpret Data), 205 Globalization SS Students will evaluate how international trade benefits individuals, organizations, and nations SS a Analyze the effects of various trade policies (e.g., identify short term/long term impacts) SE: Comparative Advantage in World Trade, ; The United States and Its Trading Partners, ; The Impact of Trade on Jobs, ; Trade Barriers and Agreements, ; A Growing Trade Deficit, ; Globalization, Topic 10 Assessment (7. Compare Effects of Trade), 445; (8. Analyze Impacts), 445; (9. Evaluate Free-Trade),

16 A Correlation of, to the Nebraska SS b Identify goods which are available at a lower price because of international trade SE: Absolute and Comparative advantage, ; Comparative Advantage in World Trade, ; The United States and Its Trading Partners, Topic 10 Assessment (3. Apply Concepts), 444; (4. Explain Concepts), 444 SS c Explain how trade barriers impact the prices and quantity of goods in the domestic market SE: Trade Barriers and Agreements, Topic 10 Assessment (7. Compare Effects of Trade), 445 SS Students will evaluate how international trade affects the domestic economy. SS a Identify goods which are SE: Absolute and Comparative advantage, available at a lower price because of ; Comparative Advantage in World international trade Trade, ; The United States and Its Trading Partners, Topic 10 Assessment (3. Apply Concepts), 444; (4. Explain Concepts), 444 SS b Explain how trade barriers impact the prices and quantity of goods in the domestic market SE: Trade Barriers and Agreements, Topic 10 Assessment (7. Compare Effects of Trade), 445 Geography: High School (United States/World) K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. The World in Spatial Terms SS Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface. SS a Analyze geographical information sources (e.g., map, globe, atlas, remote sensing, GPS, and GIS) SE: Interactive Maps: Analyze Maps, 5, 103, 150, 227, 341, st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map,

17 A Correlation of, to the Nebraska SS b Apply map scale as a geographical tool and evaluate the strengths and weaknesses of projections (e.g., large scale/small scale, Peters, Mercator, plane, conical, cylindrical) SS c Analyze mental maps and spatial relationships. (e.g., city development, urban planning based on railroads, location of natural resources) SE: For related material see: Interactive Maps: Analyze Maps, 5, 103, 150, 227, 341, st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, SE: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, Topic Assessment: (activities involving maps and spatial data), Topic 1 Assessment (1. Explain Basic Economic Problems), 17 SS d Apply spatial thinking to investigate issues and justify decisions. (e.g., consolidation of schools, closing of post offices) SE: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, Interactive Maps: Analyze Maps, 5, 103, 150, 227, 341, 405 Places and Regions SS Students will examine how regions form and change over time. SS a Analyze physical and human SE: Development, ; Growth, processes that shape places and regions Resources, and Development, ; (e.g., erosion, international trade, Changing Economies, ; weathering, climate, migration, Globalization, international trade ) SS b Examine the importance of places and regions to individual and social identity (e.g., nationalism, national monuments, local legends, parks, subcultures, nationalism, territoriality, iconography) SE: Students explore the cost and benefits of trade: Topic 10 Assessment (3. Apply Concepts), 444; (8. Analyze Impacts), 445; (9. Evaluate Free-Trade), 446; (14. Analyze Trade), 446 For related material see: Interactive Maps: Analyze Maps, 5, 103, 150, 227, 341, st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map,

18 A Correlation of, to the Nebraska SS c Analyze the changes in places and regions over time (e.g., migration, urbanization, fertility and mortality, industrialization) SS d Analyze the interdependence of places and regions. (e.g., international trade, NAFTA, EU) SE: For related material see: Development, ; Growth, Resources, and Development, ; Changing Economies, SE: Why Nations Trade, ; Trade Barriers and Agreements, ; Exchange Rates and Trade, ; NAFTA, 437; OPEC, 146, ; European Union, 436, 440 Topic 10 Assessment (7. Compare Effects of Trade), 445; (9. Evaluate Free-Trade), 446; (14. Analyze Trade), 446 Digital Resources: Core Concepts: Economics Trade SS e Analyze critical issues and problems of places and regions. (e.g., current events) SS f Apply regional analysis of geographic issues and questions. (e.g., discussing current events and issues of the day in a geographical context) SE: Topic 10 Assessment (9. Evaluate Free- Trade), 446; (11. Analyze Exchange Rates), 446; (14. Analyze Trade), 446 SE: Students explore the cost and benefits of trade: Topic 10 Assessment (3. Apply Concepts), 444; (8. Analyze Impacts), 445; (9. Evaluate Free-Trade), 446; (14. Analyze Trade), 446 Physical Systems SS Students will interpret how natural processes interact to create the natural environment SS a Identify and explain components of Earth s physical system (i.e., atmosphere, lithosphere, biosphere, and hydrosphere) SE: For related material see: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, SS b Explain plate tectonics/continental drift and predict changes over time to the earth s land and oceans SS c Identify and explain world patterns of extreme events SE: For related material see: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, SE: For related material see: Hurricane Katrina, 291, 293,

19 A Correlation of, to the Nebraska SS d Identify and explain global ocean and atmospheric systems SS e Compare and contrast world climate regions SE: For related material see: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, SE: For related material see: 21 st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map, Human Systems SS Students will analyze and interpret patterns of culture around the world. SS a Distinguish population characteristics by world regions, country, and regions within countries (e.g., demographic transition, fertility, mortality, migration rates, population pyramids) SE: For related material see: Immigrants and Labor, 188 SS b Analyze the push and pull factors (economic, political, and cultural) driving human migration and the impacts on the source regions and destinations (e.g., the impact of migration to North America, South America, Australia and New Zealand) SS c Compare and contrast changes in human settlement patterns over time SS d Compare and contrast internal structures of cities in developed and developing countries SS e Evaluate the spread of cultural traits to distinguish between convergence and divergence of cultures (e.g., convergence: spread of democratic ideas, patronage of chain coffee houses, introduction of fast food restaurants worldwide; divergence: restrictions on the change of local language) SE: For related material see: Growth, Resources, and Development, ; Globalization, SE: For related material see: Growth, Resources, and Development, SE: For related material see: Development, ; Growth, Resources, and Development, SE: For related material see: Globalization,

20 A Correlation of, to the Nebraska SS f Determine the level of development and standard of living in nations using economic, social, and demographic indicators (e.g., gross domestic product per capita, life expectancy, literacy, infant mortality) SS g Evaluate the benefits and challenges of globalization (e.g., regional specialization, trade, multinational businesses, pandemics, loss of local cultures) SE: Gross Domestic Product, Topic Assessment Topic 7: (5. Interpret Economic Data and Analyze Information), 313; (7. Interpret Economic Data), 314; (12. Interpret Economic Data and Create Written Presentations), 315; (13. Interpret Economic Data), 315; (14. Analyze Productivity and Growth), 315; Topic 9 (11. Interpret and Evaluate Economic Data), 386 SE: Globalization, ; also see: Why Nations Trade, ; Trade Barriers and Agreements, ; Exchange Rates and Trade, Topic 10 Assessment (14. Analyze Trade), 446 Digital Resources: Core Concepts: Economics Trade SS h Identify and analyze patterns of power and influence of sovereign nations and organized nation groups (e.g., NATO, United Nations, European Union) SS i Identify and explain the factors that contribute to cooperation and conflict within and between countries. SE: NAFTA, , 437; OPEC, 146, ; European Union, 394, 398, 436, 440; European Monetary Union, 403 SE: Why Nations Trade, ; Trade Barriers and Agreements, ; Exchange Rates and Trade, ; Development, ; Growth, Resources, and Development, ; Changing Economies, ; Globalization, Topic 10 Assessment (14. Analyze Trade), 446 Digital Resources: Core Concepts: Economics Trade Human/Environment Interaction SS Students will evaluate interrelationships between people and the environment. SS a Analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, droughts, and volcanoes SE: For related material see: Hurricane Katrina, 291, 293,

21 A Correlation of, to the Nebraska SS b Evaluate ways that humans depend on, adapt to, and modify the physical environment (e.g., agriculture, water supply, raw materials for economic development, land use practices, the use of technology to overcome climate, terrain, distances, and resource availability) SS c Evaluate successful solutions and problems related to the physical environment from a geographical perspective (e.g., the role of irrigation, contour farming and hybrid seeds in expansion of agriculture in the Midwest; the role of air conditioning in the industrialization of the South; recent global climate change theories, and evidence that supports and refutes such theories) SS d Investigate the role of technology in the supply of, and substitution for, natural resources (e.g., PVC replacing copper pipes, synthetics for natural rubber, horizontal drilling, fracking, and the use of tar sands in oil recovery) SS e Analyze the impacts of technological innovations in shaping human interaction on the physical environment (e.g., agriculture, air conditioning, desalinization) SE: For related material see: Crop Report, 119; Farming, 14, 16, 110, 288, 292; Railroads, 288; Advances in Technology, 16, 99, 112, 401, 417 SE: For related material see: Pollution, 25, 48, 60 61, 100, 339, 432 SE: Advances in Technology, 16, 99, 112, 401, 417; Technology and the Economy, 54 55, 262, 283, 310; Advances in Manufacturing, 112; Telecommunications, 189, 287, , 433 Topic Assessment: Topic 7 (15. Analyze Technology and Growth), 315 SE: Industrial Economies, 292; Industrial Organizations, 136; Development, ; Growth, Resources, and Development, ; Changing Economies, ; Globalization, Application of Geography to Issues and Events SS Students will analyze issues and/or events using the geographic knowledge and skills to make informed decisions. SS a Apply geographic knowledge and skills (e.g., ask geographic questions, acquire, analyze, and present geographic information) SE: Analyze Maps, 5, 103, 150, 227, 341, st Century Skills: Read Physical Maps, ; Read Political Maps, 490; Read Special-Purpose Maps, ; Use Parts of a Map,

22 A Correlation of, to the Nebraska SS b Identify and evaluate how geographic knowledge and geographic techniques are applied to improve our lives or solve problems (e.g., use global information systems (GIS), global positioning systems (GPS), satellite images, and maps to find the best location for a new store, identify potential customers, or determine the optimum usage of irrigation and fertilizers, mapping cases of cholera to determine that city water supply was contaminated) SE: For related material see: Development, ; Growth, Resources, and Development, ; Changing Economies, ; Globalization, History: High School (United States: Progressive Era to Present) K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels. Chronological Thinking SS (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. SS a (US) Describe concepts of time and chronology (e.g., Progressive Era, Expansion, World War I, The Depression, The New Deal, World War II, Cold War, Civil Rights Era, Space Exploration, Economic Boom and Recessions, Contemporary United States) SS b (US) Select, record, and interpret key national and global events in chronological order (e.g., timelines with eras and selected key event) SS c (US) Examine the chronology of historical events in the United States and throughout the world to evaluate their impact on the past, present, and future SE: Analyze Timeline, 76, 136, 185, 199, 224, 355, 383, 400; Identify Cause and Effect, 43, 77, 90, 102, 132, 140, 144, 147, 175, 222, 283, 287, 302, 305, 365, 372, 380, 400, 403, 406, 411, 414, 424, 427, 434, 438, st Century Skills: Sequence, 474; Analyze Cause and Effect, SE: Analyze Timeline, 76, 136, 185, 199, 224, 355, 383, 400 SE: Identify Cause and Effect, 43, 77, 90, 102, 132, 140, 144, 147, 175, 222, 283, 287, 302, 305, 365, 372, 380, 400, 403, 406, 411, 414, 424, 427, 434, 438, 439; Identify Steps in a Process, 147, 262, 377, 427; Analyze Timeline, 76, 136, 185, 199, 224, 355, 383,

23 A Correlation of, to the Nebraska Historical Comprehension SS (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States (e.g., unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals; Progressive Era: Teddy Roosevelt, The Jungle, Elizabeth Cady Stanton, suffrage; World War I: Woodrow Wilson, League of Nations, Harlem Renaissance, Jazz, Prohibition, The Depression: Franklin Delano Roosevelt; World War II: Dwight Eisenhower, internment camps, Holocaust; Cold War: Marshall Plan, John F. Kennedy, Eleanor Roosevelt, Korea, Vietnam, Ronald Reagan; Civil Rights Era: Martin Luther King, Jr., Malcolm X, NAACP, AIM, Cesar Chavez, Supreme Court decisions such as Brown v. Board of Education, key legislation; Contemporary United States: patriotism, Watergate, Sandra Day O'Connor, Clarence Thomas, fall of the Berlin Wall, Colin Powell, 9/11, Steve Jobs, Bill Gates) SS b (US) Analyze and evaluate how the United States has changed over the course of time, using maps, documents, and other artifacts SE: Analyze Timeline, 76, 136, 185, 199, 224, 355, 383, 400; Changes in American Banking, ; Changing Economies, Topic Assessment: Topic 7 (3. Analyze the Importance and Impact of Economic Philosophers), 313; Topic 9 (2. Explain Federal Reserve Actions and Analyze the Impact of Fiscal Policy), 385; (13. Explain How the Federal Reserve System), 386; (15. Explain How the Federal Reserve System Affects the Money Supply), 386; Topic 10 (14. Analyze Trade), 446 SE: Changes in American Banking, ; Business Cycles, ; Inflation and Deflation,

24 A Correlation of, to the Nebraska SS c (US) Analyze and evaluate the appropriate uses of primary and secondary sources SE: Critical Thinking: Evaluate Arguments, 153, 343, 372, 443; Evaluate Data, 41, 276, st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, Primary Sources are embedded within the text (examples): 47, 69, 161, 225, 401, 418 Topic Assessment: Students use primary sources throughout the following: Topic Assessment, 17 18, 63 65, , , , , , , , Multiple Perspectives SS (US) Students will analyze and evaluate historical and current events from multiple perspectives. SS a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history (e.g., Immigration, early 20th Century African American leaders, World Wars, international trade agreements, women s rights) SE: Compare Viewpoints, ; Identify Bias, ; Evaluate Existing Arguments, ; Compare Points of View, 131, 370; Determine Point of View, 421; Evaluate Arguments, 153, 343, 372, 443; Support a Point of View with Evidence, 402, 405, 406, 427, 441 SS b (US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Equal Rights Amendment, Martin Luther King, Jr.'s "I Have a Dream" speech, Franklin Delano Roosevelt's Declaration of War speech, the Pentagon Papers) SE: 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, Primary Sources are embedded within the text (examples): 47, 69, 161, 225, 401, 418 Analyze Political Cartoons, 39, 62, 121, 143, 163, 195, 245, 260, 279, 325, 330, 401, 403 Topic Assessment: Students use primary sources throughout the following: Topic Assessment, 17 18, 63 65, , , , , , , ,

25 A Correlation of, to the Nebraska Historical Analysis and Interpretation SS (US) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems. SS a (US) Compare and evaluate contradictory historical narratives of Twentieth-Century U.S. History through determination of credibility, contextualization, and corroboration SE: For related material see: Free Markets, 27 32; Centrally Planned Economies, 33 37; Mixed Economies, 38 43; Pure Competition, , Monopolies, ; Monopolistic Competition and Oligopoly, ; Government Regulation and Competition, SS b (US) Evaluate and formulate a position on alternative courses of action in United States and around the globe (e.g., What are the possible outcomes of peace treaties?) SE: Understanding Debates and Points of View: Topic 2 Assessment (11. Evaluate Government Rules and Regulations in the Free Enterprise System), 64; (16. Evaluate Ordinances and Regulations That Apply to Businesses), 64; (19. Identify Economic Concepts in the U.S. Constitution), 65; Topic 9 Assessment (5. Analyze U.S. Economic Policies and Analyze Information by Categorizing), st Century Skills: Compare Viewpoints, ; Identify Bias, ; Evaluate Existing Arguments, ; Consider and Counter Opposing Arguments, SS c (US) Evaluate how decisions affected events in the United States (e.g., Supreme Court Decisions, revolutions, alliances, treaties) SS d (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I and II, Korean Conflict, Cuban Missile Crisis, assassination of political leaders, Vietnam Conflict, Middle East Peace Efforts, 9/11 and other acts of terrorism) SS e (US) Evaluate the relationships among historical events in the United States and the students' lives today (i.e., current events) SE: For related material see: Government Regulation and Competition, ; Digital Resources: Landmark Supreme Court Cases SE: Identify Cause and Effect, 43, 77, 90, 102, 132, 140, 144, 147, 175, 222, 283, 287, 302, 305, 365, 372, 380, 400, 403, 406, 411, 414, 424, 427, 434, 438, 439; Analyze Timeline, 76, 136, 185, 199, 224, 355, 383, 400 SE: Essential Question, 2, 20, 66, 126, 158, 208, 268, 318, 346, 388; Write About the Essential Question, 18, 65, 125, 156, 206, 266, 317, 345, 387,

26 A Correlation of, to the Nebraska Historical Research Skills SS (US) Students will develop historical research skills. SS a (US) Develop questions about SE: Projects involving research (examples): United States history Topic Assessment: Topic 3 (4. Identify Non- Price Determinants and Create a Written Presentation), 123; (5. Understand the Effect of Changes Create an Oral Presentation), 123; Topic 5 (1. Interpret Data and Create Visual Presentations), 204; (6. Explain Corporations and Create Oral Presentations), 205; Topic 6 (8. Assess the Transition from Renting to Home Ownership), 264; Topic 7 (9. Research and Evaluate Work-Study Programs), 314; (15. Analyze Technology and Growth), 315; (27. Research and Evaluate Scholarships); Topic 9 (14. Analyze the Importance of Economic Philosophers), 386; Topic 10 (13. Examine Free Enterprise and Explain Corporations), 446 SS b (US) Obtain, analyze, evaluate, and cite appropriate sources for research about Twentieth-Century U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format.) SE: Projects involving research (examples): Topic Assessment: Topic 3 (4. Identify Non- Price Determinants and Create a Written Presentation), 123; (5. Understand the Effect of Changes Create an Oral Presentation), 123; Topic 9 (14. Analyze the Importance of Economic Philosophers), 386; Topic 10 (13. Examine Free Enterprise and Explain Corporations), 446 Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, ; Evaluate Existing Arguments,

27 A Correlation of, to the Nebraska SS c (US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews) SS d (US) Present an evaluation of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations) SE: Projects involving research (examples): Topic Assessment: Topic 3 (4. Identify Non- Price Determinants and Create a Written Presentation), 123; (5. Understand the Effect of Changes Create an Oral Presentation), 123; Topic 5 (1. Interpret Data and Create Visual Presentations), 204; (6. Explain Corporations and Create Oral Presentations), 205; Topic 6 (8. Assess the Transition from Renting to Home Ownership), 264; Topic 7 (9. Research and Evaluate Work-Study Programs), 314; (15. Analyze Technology and Growth), 315; (27. Research and Evaluate Scholarships); Topic 9 (14. Analyze the Importance of Economic Philosophers), 386; Topic 10 (13. Examine Free Enterprise and Explain Corporations), 446 SE: Projects involving research (examples): Topic Assessment: Topic 3 (4. Identify Non- Price Determinants and Create a Written Presentation), 123; (5. Understand the Effect of Changes Create an Oral Presentation), 123; Topic 9 (14. Analyze the Importance of Economic Philosophers), 386; Topic 10 (13. Examine Free Enterprise and Explain Corporations),