Content Standard Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

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1 and Accompanying Performance Standards (Grade 8) WISCONSIN MODEL ACADEMIC WISCONSIN MODEL ACADEMIC FOR SOCIAL STUDIES A. GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS Content Standard Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments. Rationale Students gain geographical perspectives on the world by studying the earth and the interactions of people with places where they live, work, and play. Knowledge of geography helps students to address the various cultural, economic, social, and civic implications of life in earth's many environments. In Wisconsin schools, the content, concepts, and skills related to geography may be taught in units and courses that deal with geography, history, global studies, anthropology, sociology, psychology, current events, and world religions. EIGHTH GRADE Performance Standards By the end of grade eight, students will: A.8.1 A.8.2 Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, direction, size, and shape SE/TE: 10, 11, 12, 13, 16-17, 18-19, 20-21, 22, 28-32, 33, 34-35, 36-37, 38, 39 Geography Skills Practice, Location, Use Longitude and Latitude: 11; The Global Grid, Compare and Contrast: 12; Regions: 31; Making an Equal Area Map: 19; Guided Instruction, Reading Maps: 20; Review and Assessment, Seasons and Latitude: TECH: Discovery School Video 5, Themes of Geography: 1l; Improve Your Map Skills: 18; Continental Plate Movement; 38; Go Online PHSchool.com, Map Master Skills Activity, Two Maps of London: 22; Our Planet, Earth: 32 SE/TE: 11, 12, 20, 21, 25, 100, 536 Foundations of Geography, Teaching Resources, Using the Map Key, Using the Compass Rose, Using the Map Scale: 88-90; Map Master Skills Activity, The World, Major Religions: 100 TECH: Discovery Channel School Video, Geography Tools and Map Skills: 89 1

2 WISCONSIN MODEL ACADEMIC A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density SE/TE: 6m, 6-7m, 8f, M7, M8, M9, M12m, M13m, 11-12,11g, 12g, 16, 17, 18, 19, 20m, 21, 22m, 25, 45, 46p, 57, 63, 72-73, 73m, m, 184m, 215m, 235m, 314m, , 350m, 351m, 360, 568; 455m; 213m; 4, 115, 339m, 502, 63, 69, 77, 124, 173m, 177m, 181m, 309m, 502, 508; 45, 53, 124, 337m, 348m, 508 World Studies Background, The Trimegatron Method: 8f A.8.4 A.8.5 A.8.6 A.8.7 Conduct a historical study to analyze the use of the local environment in a Wisconsin community and to explain the effect of this use on the environment Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases Describe and distinguish between the environmental effects on the earth of short-term physical changes, such as those caused by floods, droughts, and snowstorms, and long-term physical changes, such as those caused by plate tectonics, erosion, and glaciation Describe the movement of people, ideas, diseases, and products throughout the world SE/TE: 266, 267, 268, 269, 270; 107, 242; 35, 79, 354, 464, 558; 600; 22, 42; 12, 295, 529; 30, 32, 66, 86, 95, 101, 132, 172, 186, 197, 344, 380, 463, 495, 614, 631; RW1, 94, 338, 552; 76, 212, 295, 529; 89; 69, 28, 443; 76, 211; 99, 643; 219, 228, 537; 14, 15, 24, , 585; RW1; 122, 554, 555, 562; RW1, 118, 447, 606; 94, 338, 552; 148, 384, 576, 191, 374, 610; 8, 174, 356, 594 TECH: Discovery Channel School Video, The Mississippi River: 269 SE/TE: 180, 181, , , 202, 203, 204, 205, , 208, , 271, 273, Background, Links Across Place, Acid Rain in Europe: 205; Graph Skills, Numbers of U.S Farm Workers, : 226 TECH: Go Online PHSchool.com, Growth of the United States from 1783; Discovery School Video, The Gold Rush: 273 SE/TE: 32, 40, 41, 42, 44, 46, 47, 124, 125, 128, 129, 132 Map Master The World, Climate Regions: 44-45; Skills For Life, Comparing and Contrasting: 44; Eyewitness Technology, Weather Forecasting: 46: 464 SE/TE: 64, 65-66, 67-68, 69-70, 71, 74-75, 78-79, 92-93, 94-95, 104, 105, 106, 107,107g, 108, Target Skill, Making Comparisons: 74; Recognizing Words that Signal Sequence: 104; Graph Skills, Identify, World Population Growth, : 65 2

3 WISCONSIN MODEL ACADEMIC A.8.7 (Continued) Describe the movement of people, ideas, diseases, and products throughout the world (Continued) World Urban and Rural Population, : 70; Guided Instruction, Why People Migrate: 68; All in One Foundation of Geography Teaching Resources, Skills for Life: 182; Making Comparisons: 179 TECH: GO Online PHSchool.com, Cultural Change: 108 A.8.8 A.8.9 A.8.10 A.8.11 Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations SE/TE: 92, 93, 94, 95, 97, 98, 99, 100, 104, 105, , 120, 121, 122, 123, 124, 125 TECH: World Studies Video Program: What is Culture Program: 92 SE/TE: 125, 128, 129, 132, 163, 164, TECH: Go Online PHSchool.com: Environment Activity: 132 SE/TE: 52, 65, 66, 93, 108, 114, 115, 116, , 124, 128, 129, 130, 202, 203, 204, 205, 420 Map Master Skills Activity, Human Environment Interaction, Boston: 124; Skills for Life, Problem-Solving: 118 TECH: Eyewitness Technology; Aswan High Dam, 462; Discovery School Channel Video The After Effects of Chernobyl: 332; Go Online PHSchool.com: Cultural Change: 108 3

4 WISCONSIN MODEL ACADEMIC B. HISTORY: TIME, CONTINUITY, AND CHANGE Content Standard Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future. Rationale Students need to understand their historical roots and how past events have shaped their world. In developing these insights, students must know what life was like in the past and how things change and develop over time. Reconstructing and interpreting historical events provides a needed perspective in addressing the past, the present, and the future. In Wisconsin schools, the content, concepts, and skills related to history may be taught in units and courses in United States and world history, global studies, geography, economics, anthropology, sociology, psychology, current events, and the humanities. EIGHTH GRADE Performance Standards By the end of grade eight, students will: B.8.1 B.8.2 B.8.3 B.8.4 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians SE/TE: 84, 112, 114, 122 SE/TE: 52, 65, 66, 93, 108, 114, 115, 116, , 124, 128, 129, 130, 202, 203, 204, 205, 420 Map Master Skills Activity, Human Environment Interaction, Boston: 124; Skills for Life: Problem Solving: 439 TECH: Eyewitness Technology: The Skyscraper: 252; Go Online PHSchool.com: Environmental and Global Issues: 253 SE/TE: 546, 556, 557, 558, 559, 560 All in One: African Teaching Resources, The World of Desmond Tutu, TECH: Guided Instruction: System of Apartheid: ; Citizen Heroes: Stephen Bilko: 558; Go Online PHSchool.com: DK World Desk Reference Online; Discovery School Video: South Africa: Apartheid s Legacy: 559 SE/TE: 92, 93, 94, 95, 97, 98, 99, 100, 104, 105, , 120, 121, 122, 123, 124, 125 TECH: World Studies Video Program: What is Culture Program: 92 4

5 WISCONSIN MODEL ACADEMIC B.8.5 Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently SE/TE: 178, 179, 180, , , , 208, , 295, , 395, 429, 459, 464, 471, 477, 490, , , 719, 808 Background: Links Across Place, In Defense of Revolutions: 188 B.8.6 B.8.7 B.8.8 B.8.9 B.8.10 Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights Identify significant events and people in the major eras of United States and world history Identify major scientific discoveries and technological innovations and describe their social and economic effects on society Explain the need for laws and policies to regulate science and technology Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations SE/TE: 80,81-82, 83, 132, 134, , 186, 219, 232, 263,264, 265, 297, 310, 315 Guided Instruction, Types of Government: 82; Revolutions in Science: 189; A Changing Monarchy: 264; Chart Skills, Apply Information, The Legacy of the Greeks: 177 TECH: Go Online PHSchool.com: Map Master Skills Activity, Empire of Alexander the Great: 178 SE/TE: 188, 189 Background, Links Across Place, In Defense of Revolutions: 188; Skills for Life: Analyzing Primary Sources: 122; World Studies Background: The Great Compromise: 172h SE/TE: 52, 65, 66, 93, 108, 114, 115, 116, , 124, 128, 129, 130, , 202, 203, 204, 205, Map Master Skills Activity, Human Environment Interaction, Boston: 124; Skills for Life: Problem Solving: 439; Citizen Heroes: Chemistry and Revolution: 188; Diagram Skills, Apply Information, The Scientific Method: 189 TECH: Eyewitness Technology: The Hybrid Car: 130: Go Online PHSchool.com SE/TE: , , , 208, , 295, , 395, 429, 459, 464, 471, 477, 490, , , 719, 808 SE/TE: 92, 93, 94, 95, 97, 98, 99, 100, 104, 105, , 120, 121, 122, 123, 124, 125 TECH: World Studies Video Program: What is Culture Program: 92 5

6 WISCONSIN MODEL ACADEMIC B.8.11 Summarize major issues associated with the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin SE/TE: , , 180, 182, , 223, 225, 228, 229, 381, 382, 383, 384, 392, , , 437, 438, 439, , 503, 504, 511 Eye Witness Technology, Pueblo Village: 176; Native Americans and Europeans, 1753: 215; North America in 1783: 177 B.8.12 Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues SE/TE: 180, 181, , , 271, 273, TECH: Go Online PHSchool.com, Growth of the United States from 1783; Discovery School Video, The Gold Rush: 273 C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND RESPONSIBILITY Content Standard Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance. Rationale Knowledge about the structures of power, authority, and governance and their evolving functions in contemporary society is essential if young citizens are to develop civic responsibility. Young people become more effective citizens and problem solvers when they know how local, state, and national governments and international organizations function and interact. In Wisconsin schools, the content, concepts, and skills related to political science may be taught in units and courses dealing with government, history, law, political science, global studies, civics, and current events. EIGHTH GRADE Performance Standards By the end of grade eight, students will: C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights SE/TE: 60-65, 80, 81, 82-83, 84, 179, 412, 440, 459, 464, 471, 477, 521, 670 All in One: Foundations of Geography Teaching Resources, Identify Contrasts: 178; Your Government Has Returned to You: ; Word Knowledge, Review and Assessment: 85 TECH: Go Online: Use an Interactive Map, 86; Self- Test; 87; ExamView Test Bank: 87 6

7 WISCONSIN MODEL ACADEMIC C.8.2 Identify, cite, and discuss important political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system SE/TE: 80, 81, 83, 236, 264, 265 Links Across Time, Magna Carta: 263; Skills for Life: Transferring Information from One Medium to Another: 53 TECH: Go Online PHSchool.com: Map and Chart Skills, Country Profile, Focus On Economics: 262 C.8.3 C.8.4 C.8.5 Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights SE/TE: 80, 81, 92-94, 96-97, , , 179, 184, 188, 200, 202, , , , , 269, 277, , 286, Background, Links Across Place: 188; Europe and Russia Teaching Resources: 158, 213; Guided Question, 4: 248; Guided Instructions: 266, 286, ; Problem Solving: 198; Skills for Life; Using Reliable Information: 202; Decision Making: 281; Drawing Inferences and conclusions: 295; All in One: Guided Reading and Review: 163; Section Quiz: 164; Reading and Vocabulary Study Guide, Chapter 7, Section 4, SE/TE: 406, 494, 808, , , 125, 179, 191, 208, 269, 274, 291, 295, 314, 330, 395, 429, 490, 459, 464, 471, 477, 521, 670 Skills for Life, Making Valid Generalizations: 102 TECH: GO Online PHSchool.com: A Map Master Skills Activity, European Imperialism: 195; East African Trade Routes: 391 SE/TE: 80, 81, 92-94, 96-97, , , 179, 184, 188, 200, 202, , , , , 269, 277, , 286, Background, Links Across Place: 188; Europe and Russia Teaching Resources: 158, 213; Guided Question, 4: 248; Guided Instructions: 266, 286, ; Problem Solving: 198; Skills for Life; Using Reliable Information: 202; Identifying the Main Idea: 211; Decision Making: 281; Drawing Inferences and conclusions: 295; All in One: Guided Reading and Review: 163 7

8 WISCONSIN MODEL ACADEMIC C.8.6 Explain the role of political parties and interest groups in American politics SE/TE: 80, 81, 82, 83, 84, 94-95, , Target Reading Skill, Use Contrast Signal Words: 80; Build Background Knowledge: 80; Guided Instruction, Types of States: 81; Types of Government: 82; International Organizations: 83; Representative Democracy, Contrast: 83; Review and Assessment, Comprehension and Critical Thinking: 86; NATO: 84, 323, 324, 325; NAFTA: 79; United Nations: 84; UNICEF: 58h; 84 TECH: Go Online PHSchool.com: Activity on Culture: 95 C.8.7 C.8.8 C.8.9 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate Identify ways in which advocates participate in public policy debates Describe the role of international organizations such as military alliances and trade associations SE/TE: 61, 62, 63, 64, 65, 66, 67, 68, 69, 71, 104, 105, , 388, Target Skill, Identity Contrast: 68 SE/TE: 14-15, 24, 44, 54, 58, 60, , 110, 131, 165, 255, 274, 295, 340, , 442, 446, 474, Skills For Life: Comparing and Contrasting, 44; All in one: Teaching Resources, Skills for Life, 292; Skills For Life: Synthesizing Information, 514 TECH: Go Online PHSchools.com Map Master, Compare and Contrast All in One: United States and Canada, Teaching Resources, Reading Readiness Guide: 99; Target Reading Skill, Set A Purpose for Reading: 148; Background, Links Across Place: 151; Acid Rain: 205; Skills for Life: Frame of Reference: 154; Analyzing Images: 160; map Master, Skill Activity, United States and Canada, Vegetation: 160 TECH: Discovery School Video: The Geography of the United States and Canada 8

9 WISCONSIN MODEL ACADEMIC D. ECONOMICS: PRODUCTION, DISTRIBUTION, EXCHANGE, CONSUMPTION Content Standard Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions. Rationale Individuals, families, businesses, and governments must make complex economic choices as they decide what goods and services to provide and how to allocate limited resources for distribution and consumption. In a global economy marked by rapid technological change, students must learn how to be better producers, consumers, and economic citizens. In Wisconsin schools, the content, concepts, and skills related to economics may be taught in units and courses including economics, history, government, global studies, and current events. EIGHTH GRADE Performance Standards By the end of grade eight, students will: D.8.1 D.8.2 D.8.3 D.8.4 Describe and explain how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services Identify and explain basic economic concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services Describe Wisconsin's role in national and global economies and give examples of local economic activity in national and global markets Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life SE/TE: 74, 78, 79 Links Across Time, The Silk Road: 78; European Union: 78 TECH: Go Online PHSchool.com: Economic Systems Activity: 79 SE/TE: 74, 75, 76, 77, 78 All in One, Foundations of Geographic Teaching Resources, Make comparisons: 179; Guided Instruction, Different Kinds of Economies: 75 TECH: Go Online PHSchool.com: The World, Levels of Development: 77 SE/TE: 74, 75, 76, 77, 78, 79 Background, Links Across Place, European Union: 78 TECH: Go Online PHSchool.com: Economic Systems: 79 9

10 WISCONSIN MODEL ACADEMIC D.8.5 Give examples to show how government provides for national defense; health, safety, and environmental protection; defense of property rights; and the maintenance of free and fair market activity SE/TE: 60-65, 80, 81, 82-83, 84, 179, 412, 440 All in One: Foundations of Geography Teaching Resources, Identify Contrasts: 178; Your Government has Returned to you: ; Word Knowledge, Review and Assessment: 85 TECH: Go Online: Use an Interactive Map, 86; Self- Test; 87; ExamView Test Bank: 87 D.8.6 D.8.7 D.8.8 D.8.9 D.8.10 Identify and explain various points of view concerning economic issues, such as taxation, unemployment, inflation, the national debt, and distribution of income Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive Explain why the earning power of workers depends on their productivity and the market value of what they produce Identify the economic roles of institutions such as corporations and businesses, banks, labor unions, and the Federal Reserve System SE/TE: 74, 75, 76, 208,209,210,211,212,218,219, , 280g, , 352,354,355, 357, 358 Guided Instruction, Different Kinds of Economies: 75 TECH: Go Online PHScool.com, Economic Systems: 79 SE/TE: 74, 75, 76, 78, 79,218, 219,415,416, Links Across Time, The Silk Road: 78; European Union: 78 TECH: Go Online PHSchool.com: Economic Systems Activity: 79 SE/TE: 74, 78, 79,218,219 Links Across Time, The Silk Road: 78; European Union: 78 TECH: Go Online PHSchool.com: Economic Systems Activity: 79 SE/TE: 271, 352, 354, 355, 357, 358 Target Reading Skill, Preview and Ask Questions: 352; Review and Assessment: 359 TECH: Go Online PHSchool.com: Map Master Skills Activity: Latin America, Natural Resources: 353 SE/TE: 65, 66, 70, 71 74, 75, 76, 77, 78, 79, , 123, 130, 131, 132, 153, 159, Guided Instruction, Different Kinds of Economies: 75; All In One, Foundations of Geographic Teaching Resources Make Comparisons:

11 WISCONSIN MODEL ACADEMIC D.8.11 Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment SE/TE: 52, 65, 66, 93, 108, 114, 115, 116, , 124, 128, 129, 130, 202, 203, 204, 205, 420 Target Skill, Use Context Clues: 52;Aswan High Dam, 462: Map Master Skills Activity, Human Environment Interaction, Boston: 124; Skills for Life: Problem Solving: 439 TECH: Eyewitness Technology: Go Online PHSchool.com: Environmental and Global Issues: 253 E. THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUTIONS, AND SOCIETY Content Standard Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Rationale Learning about the behavioral sciences helps students to understand people in various times and places. By examining cultures, students are able to compare our ways of life and those of other groups of people in the past and present. As citizens, students need to know how institutions are maintained or changed and how they influence individuals, cultures, and societies. Knowledge of the factors that contribute to an individual's uniqueness is essential to understanding the influences on self and on others. In Wisconsin schools, the content, concepts, and skills related to the study of psychology, sociology, and anthropology may be taught in units and courses dealing with anthropology, sociology, psychology, government, history, geography, civics, global studies, current events, and the humanities. EIGHTH GRADE Performance Standards By the end of grade eight, students will: E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning SE/TE: 62, 63, 80, 92, 93, 94, 95, 98, , 107, 108, 179, 192, 199, 321, 372, 377, 450, 475, 482, 484, 522 World Overview, Investigate the Physical World: 4-5, Skills for Life: Sequencing: 18; Target Reading Skill: 104; All in One: Geography Teaching Resources: Recognizing Sequence Signal Words: 222; Background: Biography, Confucius: 648 TECH: Go Online PHSchool.com., activity on culture; 95; Map Master Skills Activity, The World, Population Density: 63 11

12 WISCONSIN MODEL ACADEMIC E.8.2 Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development SE/TE: 96, 97, 98-99, 101 Target Reading Skill, Understand Sequence: 221; Foundations of Geography, Teaching Resources: 221; Background, Daily Life, Religion Affects Daily Life: 98 E.8.3 E.8.4 E.8.5 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community Describe and explain the means by which groups and institutions meet the needs of individuals and societies SE/TE: 92, 93, 94, 95, , 106, 107, 108, Target Reading Skill, Recognize Words That Signal Sequence: 104; Skills for Life, Distinguishing Fact and Opinion: 107; Links to Technology, Digital Tunes: 107; Review and Assessment, Key Terms: 109 TECH: Discovery Channel School Video, Learn More About Culture: 93 SE/TE: 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, , 128, 129, 131, 132 Target Reading Skill, Identify Supporting Details: 120; Stages of Economic Activity: ; Map Master Skills Activity, Boston, A Changing Landscape: 124; Links to Moth, Acres and Timber Yields: 129; Hybrid Car: 130 TECH: Go Online PHSchool.com, Activity on Natural Resources: 119; Activity on Environment: 132 SE/TE: , , ,388, 389,414, 415, Target Skill, Identifying Main Ideas: 114; Graph Skills, The Worlds Top Petroleum Producers and Consumers: 118; Geography Skills Practice, Human-Environment Interaction: 123; Background, Links Across Place, The Netherlands: 124; Background, Global Perspectives, The Kyoto Protocol: 130; Guided Instruction: Build Knowledge Background; Economic Issues, Social Issues, Environment Issues: , TECH: Go Online PHSchool.com, Cultural Change: 10; Map Master Skills Activity, Bantu Migrations:

13 WISCONSIN MODEL ACADEMIC E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals SE/TE: 92-94, 95, Assessment, Comprehension and Critical Thinking: 199; Skills for Life, using Reliable Information: 225 TECH: Go Online PHSchool.com, Culture: 95; Homestead Act 192 E.8.7 E.8.8 E.8.9 E.8.10 E.8.11 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society Give examples to show how the media may influence the behavior and decisionmaking of individuals and groups Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved SE/TE: 60, 61, 62-66, 67, 68, 70-71, 96, 97, , , Target Skill, Identify Contrasts: 68; Guided Instruction, Why People Migrate: 68; Skills for Life, Supporting a Position: 131 SE/TE: 70, 71, 90, 92, 96, 105, 106, 107 Guided Instruction, How Ideas Spread: 106 SE/TE: 58g, , 106, , , , ,227, , 254, ,629 Skills for Life, Drawing Inferences and Conclusions/: 216; Celebrating Cultures, Analyze Images: 217; Guided Questions: 234; Background, Links Across Time, Santa Fe: 242; The Cradle of Civilization: 254; The Spread Of Islam: 396; Formation of the Continents: 629 TECH: Go Online PHSchool.com: Ellis Island: 226 SE/TE: 92, 93, 94, 95, 97, 98, 99, 100, 104, 105, , 120, 121, 122, 123, 124, 125 TECH: World Studies Video Program: What is Culture Program: 92 13

14 WISCONSIN MODEL ACADEMIC E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences and disputes SE/TE: 22, 24, 32, 94, 107, 131, 202, 180, 181, 182, 183, , , , 192; 112, 212, 254, 177, 366; 26, 284, 424; 90 Guided Instruction, Vocabulary Builder: 184; 188; 190; Settling the Plains, Draw Conclusions, The Homestead Act: 188; Citizen Heroes, Clara Barton: 186 TECH: Go Online PHSchool.com: Map Skills Practice: 182 E.8.13 E.8.14 Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis SE/TE: 90f, 107, 289, 338, 412, 413, ; 44, , 450; 35; World Studies Background, Folk Art: 90f; Links to Art, Digital Tunes: 107, Futurism: 289; Moscow s Underground Palaces : 338; Target Reading Skill, Interpret Nonliteral Meanings: 526 SE/TE: m14, m15, 67, 68, 69, 70, 80, 83, 104, 105, , 388 Target Skill, Identity Contrast: 68 REFERENCE: NUMBER OF : 75 14