2016 To the High School
Introduction This document demonstrates how, 2016 meets the, High School. Pearson is excited to announce its NEW United States History program! Designed to help prepare students to be college and career ready all while unlocking the exciting story of our nation s history, 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. The 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 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved 2
Table of Contents Standard: 1. History... 4 Standard: 2. Geography... 8 Standard: 3. Economics... 14 Standard: 4. Civics... 24 3
Content Area: Standard: 1. History Prepared Graduates: Develop an understanding of how people view, construct, and interpret history Grade Level Expectation: High School 1. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence Evidence Outcomes: Students can: a. Evaluate a historical source for point of view and historical context (DOK 2-3) SE: Evaluate Sources, 266; Topic 6 Assessment, (7. Evaluate a Source), 328; Determine Point of View, 351; The Pledge of Allegiance, Assessment, (2. Determine Author s Point of View), 670; Two Poems: Langston Hughes, Assessment, (2. Determine Author s Point of View), 673; Glory and Hope : Nelson Mandela, Assessment, (2. Determine Author s Point of View), 681; 21 st Century Skills, Compare Viewpoints, 1-3, 702-703 b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses (DOK 1-3) c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence (DOK 1-4) d. Differentiate between facts and historical interpretations, recognizing that a historian s narrative reflects his or her judgment about the significance of particular facts (DOK 2-3) SE: Topic 6 Assessment, (7. Evaluate a Source), 328; Topic 8 Assessment, (1. Describe Berlin Airlift), 444; Topic 11 Assessment, (14. Describe Effects of Watergate Scandal), 564; 21 st Century Skills, Interpret Sources, 1-3, 691, Analyze Primary and Secondary Sources, 1-3, 701, Write an Essay, 1-4, 707 SE: Topic 3 Assessment, (10. Use Historical Inquiry), 152; Topic 8 Assessment, (1. Describe Berlin Airlift), 444; 21 st Century Skills, Write an Essay, 1-4, 707 SE: Topic 4 Assessment, (5. Evaluate Impact of Nineteenth Amendment), 209 4
1. Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding such issues as discrimination of various groups women, indigenous people throughout history and religious conflicts - the Middle East Peace process, the troubles between the United Kingdom and Northern Ireland, conflicts in Africa and genocide. 2. The historical method of inquiry is used to continue to interpret and refine history. For example, new information and discoveries regarding the origins of the Cold War and new insights into the relationship between Europeans and Africans during the early era of colonization change the interpretation of history. SE: The Seneca Falls Convention, 24; The Federal Response, 61; The Nineteenth Amendment Expands Political Rights, 168-169; Native Americans Gain Citizenship, 174; Allied Response to the Holocaust, 385-387; A Landmark Supreme Court Decision, 450-452; Activists Win Rights for Consumers and the Disabled, 536-537 SE: Topic 3 Assessment, (10. Use Historical Inquiry), 152 Prepared Graduates: Analyze key historical periods and patterns of change over time within and across nations and cultures 2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time Evidence Outcomes: Students can: United States history (Reconstruction to the present): a. Analyze continuity and change in eras over the course of United States history (DOK 2-3) SE: The End of an Era, 19; A Women s Rights Movement Emerges, 23-24; The Progressive Era Begins, 156-158; The Role of Women Changes, 265-266; New Deal Legislation Expands the Historical Role of Government, 318-321; Public Institutions Open Doors to Minorities, 457-459; The Legacy of Title IX for Women, Analyze Data, 530 5
b. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War (DOK 1-2) c. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement (DOK 2-3) d. Examine and evaluate issues of unity and diversity from Reconstruction to present. Topics to include but not limited to the rise and fall of Jim Crow, role of patriotism, and the role of religion (DOK 1-3) SE: Causes of the Spanish-American War, 192-194; Effects of U.S. Expansionism in the Philippines, 197-198; The Causes of World War I, 214-216; Topic 5 Assessment, (1. Identify Causes of World War I), 275; The Causes of the Great Depression, 286; Economic Hardship Shakes the Cities, 288-290; The Causes and Outcomes of the Berlin Crisis, 491-492; Topic 10.1 Assessment, (3. Identify Cause and Effect), 496 SE: Review Topic Assessment, (12. Trace Development of Civil Rights Movement), 44; The Election of 1876, Analyze Information, 65; The Impact of Prohibition, Analyze Charts, 259; Topic 5 Assessment, (15. Describe Impacts of Harlem Renaissance), 276; Topic 6 Assessment, (10. Explain Constitutional Issues During Great Depression), 328; Topic 7 Assessment, (7. Describe Roles of Civil Rights Organizations), 395; Topic 11.3 Assessment, (3. Identify Central Issues), 537 SE: Jim Crow Laws, 68; Topic 1 Assessment, (15. Evaluate Jim Crow Laws), 73; Mexican Americans Defend Property Rights, 136; African Americans Promote Civil Rights, 172-173; Patriotism Inspires Rapid Mobilization, 352-354; Patriotism on the Home Front, 365-366; Americans Unite in Troubling Times, 618 6
1. The complex relationships among change, diversity and unity have long-lasting impacts on the cultural, political, and ideological components in society. For example, there is a need to understand cultural traditions and history in order to interact in the international world of business. 2. The complex interrelationship between the past and the present is evident when solving issues over time. For example, human interaction with the environment has been a critical issue throughout history and continues to be a factor in pollution, climate change, and resource management. 3. Businesses and individuals use history to understand the feasibility of new ideas and markets. SE: Immigrants Contributions to American Culture, 103; Progressives and Election Reforms, Analyze Information, 163; The War Changes U.S. Society, 227-229; The Role of Women Changes, 265-266; The Lasting Impact of the Harlem Renaissance, 274; Topic 5 Assessment, (15. Describe Impacts of Harlem Renaissance), 276; The Counterculture Shapes a Generation, 523-525 SE: The Changing Relationship Between Government and Business, 89-90; Topic 6 Assessment, (6. Describe Continued Effect of Federal Deposit Insurance Corporation), 327; Topic 11.1 Assessment, (5. Draw Conclusions), 525; Managing the Environment, Analyze Data, 539; Topic 11 Assessment, (8. Compare Impact of Energy Over Time), 563; Topic 12 Assessment, (10. Compare Impact of Energy Over Time), 604 SE: Innovation in Communications, 79; Technology Affects Travel, 79-80; New Industries Develop, 81; Technological Innovations Lead to the Car Culture, 432; Technological Innovations Drive New Conveniences, 433; Digital Technology Changes American Life, 600-602 7
Standard: 2. Geography Prepared Graduates: Develop spatial understanding, perspectives, and personal connections to the world 1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions Evidence Outcomes: Students can: a. Gather data, make inferences and draw conclusions from maps and other visual representations (DOK 1-3) SE: Infer, 39; Native American Wars, 1860-1890, Analyze Maps, 125; Draw Conclusions, 161; Draw Conclusions, 260; Battle of Midway, Analyze Maps, Make Predictions, 363; Topic 8 Assessment, (1. Describe Berlin Airlift), 444; Draw Conclusions, 516; House of Representatives, 112 th Congress, Infer, 625 b. Create and interpret various graphs, tables, charts, and thematic maps (DOK 1-3) c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps (DOK 1-3) d. Locate physical and human features and evaluate their implications for society (DOK 1-3) SE: Economic Advantages of Being Big, Analyze Graphs, 86; Influential Labor Unions, Analyze Tables, 95; Poverty Levels in the United States, 1955-2005, Analyze Graphs, 442; Rights-Expanding Legislation, Analyze Charts, 536; 21 st Century Skills, Create Charts and Maps, 1-4, 694-695 SE: The Foundations of American Democracy, Analyze Charts, 6; Immigration from Europe, 1870-1910, Analyze Graphs, 99; The Populist Party, 1890-1900, Analyze Maps, 148; The Evolution of Jazz, Analyze Charts, 271; U.S. Immigration and the Immigration and Nationality Act of 1965, Analyze Charts, 481; Sources of Immigration, 2000-2010, Analyze Graphs, 629; 21 st Century Skills, Create Charts and Maps, 1-4, 694-695 SE: Land Use in the West, Analyze Maps, 133; National Land Conservation, Analyze Maps, 180; The Panama Canal, Analyze Maps, 204; U.S. Highway System, 1926, Analyze Maps, 242; The Dust Bowl, Analyze Maps, 292; The Tennessee Valley Authority, Analyze Maps, 303; Topic 6 Assessment, (4. Analyze Impact of Geographic Factors on the Dust Bowl), 327; Suez Canal Region, Analyze Maps, 415 8
1. Geographic tools, such as satellite imagery, GIS, GPS, are used to place world events and study human activities over time and provide deeper understanding of the world. For example, satellite imagery is used to track the disappearance of the Aral Sea, find the location of lost cities and measure the melting of ice caps. 2. The location of resources, physical boundaries, and natural hazards affect human interaction such as conflicts over water rights, and location of resources in relation to trade routes and consumers. 3. Technology is used to gather and graph geographic information to inform decisions. For example, weather and climate patterns affect the farming industry, and population and migration patterns affect city planners and Realtors. 4. Technology is used to collect and communicate geographic data such as the distribution of resources and its influence on population density. SE: Satellite Technology Transforms Communication and Navigation, 601; Topic 12 Assessment, (16. Understand Global Positioning Products), 604 SE: Managing the Northwest Territory, 12; A Decisive Victory Expands U.S. Territory, 25-26; Topic 2 Assessment, (14. Analyze How Transportation Improved Standard of Living), 118; Native American Land Loss, 1850-1890, Analyze Maps, 123; Mining Towns, 1850-1890, Analyze Maps, 131; Changes in Population Affect Water Policy, 181; Topic 4 Assessment, (11. Identify Effects of Population Growth and Distribution), 209 SE: Science and Agriculture Innovations, 600-601; Satellite Technology Transforms Communication and Navigation, 601; Topic 12 Assessment, (16. Understand Global Positioning Products), 604; Recycling and Green Architecture, 633-634; Analyze Data and Models, 692-693 SE: Satellite Technology Transforms Communication and Navigation, 601; Topic 12 Assessment, (16. Understand Global Positioning Products), 604 9
2. Explain and interpret geographic variables that influence the interactions of people, places and environments Evidence Outcomes: Students can: a. Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. Topics to include but not limited to how people prepare for and respond to natural hazards (DOK 1-3) SE: U.S. Highway System, 1926, Analyze Maps, 242; Conservation Efforts Produce Mixed Results, 320; Environmental and Consumer Protection, 480; Environmental Activists Sound the Alarm, 538-540; The Private Sector Creates Economic Opportunities, 577; Environmental Protection, Energy, and the Economy, 633; Topic 13 Assessment, (7. Analyze Geographic Factors of Hurricane Katrina), 637 b. Identify, evaluate, and communicate strategies to respond to constraints placed on human systems by the physical environment (DOK 1-3) c. Explain how altering the environment has brought prosperity to some places and created environmental dilemmas for others (DOK 1-2) d. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resource use (DOK 1-4) e. Explain how information and changing perceptions and values of places and environment influence personal actions (DOK 1-3) f. Define sustainability and explain how an individual s actions may influence sustainability (DOK 1-2) SE: The Dust Bowl, 291-292; Moving Wherever Work Can Be Found, 292-293; Topic 6 Assessment, (4. Analyze Impact of Geographic Factors on the Dust Bowl), 327; Causes of Migration, 426 SE: Industrialization and the New South, 81-83; Americans Migrate to Cities, 105-106; Technology Improves City Life, 107-108; Urban Living Creates Social Issues, 109-110; Mining and the Growth of Railroads, 130-132; Urban, Suburban, and Rural Areas, 244-245 SE: Governmental Actions Challenge Fifth Amendment Rights, 541; Topic 11.4 Assessment, (5. Determine Point of View), 541; Topic 11 Assessment, (13. Describe OPEC Oil Embargo), 564; Energy and the Environment, 632-634; Topic 13.4 Assessment, (4. Compare Points of View), 636 Impact of Environmental Regulations, 540; Energy and the Environment, 632-634 Topic 11 Assessment, (7. Identify Roles in Managing the Environment), 563; Recycling and Green Architecture, 633-634; 10
1. Individual actions affect the local environment and global community such as the impact of recycling and consumption of resources. 2. Technology can support invention and influence how humans modify the environment in both positive and negative ways such as renovation of existing buildings to green technologies, prevention and prediction of natural hazards and disasters, and satellite imagery used to track water availability in the Middle East. SE: Recycling and Green Architecture, 633-634 SE: Natural Resources Fuel Economic Development, 76; Technology Improves City Life, 107-108; Topic 2 Assessment, (6. Explain Technological Innovations in Agriculture), 117; Railroads Spur Settlement and Growth, 132; Topic 3 Assessment, (7. Analyze Effect of Transportation Innovations on Standard of Living), 152; Interstates Support Migration and Prosperity, 432; Recycling and Green Architecture, 633-634 Prepared Graduates: Examine places and regions and the connections among them 3. The interconnected nature of the world, its people and places Evidence Outcomes: Students can: a. Explain how the uneven distribution of resources in the world can lead to conflict, competition, or cooperation among nations, regions, and cultural groups (DOK 1-2) SE: Land Distribution in the South, 59-60; Topic 1.2 Assessment, (4. Summarize), 62; Native American Land Loss, 1850-1890, Analyze Maps, 123; The Suez Crisis, 415; The Influence of OPEC, Analyze Graphs, 548; Topic 11 Assessment, (13. Describe OPEC Oil Embargo), 564 b. Explain that the world s population is increasingly connected to and dependent upon other people for both human and natural resources (DOK 1-2) Southern Dependence on Agriculture, Analyze Charts, 22; Economic Development in the North & South, Analyze Data, 37; Early Farming Technology on the Plains, Analyze Data, 135; Topic 3 Assessment, (9. Identify Effects of Population on Physical Environment), 152; Expanding Global Trade Through the Free Enterprise System, 609-610; Competing in a Global Economy, 612-613 11
c. Explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions (DOK 1-2) d. Analyze how cooperation and conflict influence the division and control of Earth (DOK 1-2) e. Analyze patterns of distribution and arrangements of settlements and the processes of the diffusion of human activities (DOK 1-3) f. Make predictions and draw conclusions about the global impact of cultural diffusion (DOK 1-3) SE: African Americans and the Great Migration, 227-228; Mexicans Move North, 229; Urban, Suburban, and Rural Areas, 244-245; Migration Creates Opportunities and Challenges, 269-270; Topic 5 Assessment, (14. Analyze Causes and Effects of Great Migration), 276; Migration During World War II, 371-372; Effects of Migration on Cities, 440-441 SE: European Colonies in the Americas, 4-5; Native American Land Loss, 1850-1890, Analyze Maps, 123; America Begins to Expand, 189-190; The Acquisition of Hawaii, 190-191 SE: Northwest Ordinance and Settling the Upper Midwest, Analyze Information, 12; Passage of Women s Suffrage, Analyze Maps, 168; The Great Migration, Analyze Maps, 228; Sunbelt Population Changes, 1970-1980, Analyze Maps, 426; Segregation in Public Schools, 1954, Analyze Maps, 450; Sunbelt Migration, 1970-1980, Analyze Maps, 560; Topic 13 Assessment, (16. Identify Global Impact of American Culture), 638 SE: The Harlem Renaissance, 272-274; Topic 5 Assessment, (15. Describe Impacts of Harlem Renaissance), 276; Topic 13 Assessment, (16. Identify Global Impact of American Culture), 638 12
1. The world is geographically interconnected, affecting daily life in such ways as the spread of disease, global impact of modern technology, and the impact of cultural diffusion. 2. Technology creates new life choices, new interconnections between l people, new opportunities, and new conflicts. For example the spread of knowledge and democratic ideals throughout the world changes lives. SE: Immigrants Affect American Society, 103-104; Cultures Forced to Adapt, 122-123; The Flu Pandemic, 236-237; Confronting Challenging Issues at Home, 580-581; The United States & Global Business, Analyze Data, 610; The Role of the United States in the Future Economy, 612-613; Mobile Technology Connects America and the World, 634-635 SE: Natural Resources Fuel Economic Development, 76-77; Industrialization and the New South, 81-82; Technology Improves City Life, 107-108; Technology and Free Enterprise Lead to Higher Standards of Living, 112; Science, Technology, and the Free Enterprise System, 244; Science and Technology Help Win the War, 379; The Space Race Increases Tensions, 416 13
Standard: 3. Economics Prepared Graduates: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy 1. Productive resources natural, human, capital are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources Evidence Outcomes: Students can: a. Analyze the relationships between economic goals and the allocation of scarce resources (DOK 2-3) SE: Growth in Mineral Production, 1870-1910, Analyze Graphs, 77; Industrialization and the New South, 81-83; Topic 2 Assessment, (5. Analyze Farm Issues in the South), 117 b. Explain how economic choices by individuals, businesses, governments, and societies incur opportunity costs (DOK 1-2) c. Understand that effective decisionmaking requires comparing the additional (marginal) costs of alternatives with the additional (marginal) benefits (DOK 1-2) d. Identify influential entrepreneurs and describe how they have utilized resources to produce goods and services (DOK 1-2) SE: A Difficult Balance Between Business, Government, and Consumer, 89-90; Impact of Defense Spending on the Economy, 501-502 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. SE: Free Enterprise Encourages the Rise of Entrepreneurship, 77-78; Finding New Ways to Gain Advantage, 86; The Impact of Henry Ford and the Automobile, 241-243; Entrepreneurs Lead Management Innovations, 428; Topic 8 Assessment, (10. Discuss Role of Entrepreneurs), 445 14
1. The availability of natural resources, such as fossil fuels and blood diamonds, has an impact on economic decisions made in a global economy. 2. Entrepreneurship and innovation create new paradigms to address scarcity and choice. Examples include electric cars, cell phones, social networking, Internet, and satellite television. 3. Natural resources can be scarce in the world or specific regions, impacting markets and creating innovation such as projects developed to provide clean drinking water around the world, lack of water in the Middle East created significant desalination research). 4. Marginal thinking allows for good economic decisions to be made by individuals, businesses, and governments. SE: Economic Causes of Imperialism, 187-188; The Influence of OPEC, Analyze Graphs, 548; Topic 11 Assessment, (13. Describe OPEC Oil Embargo), 564; The United States & Global Business, Analyze Data, 610 SE: Technology Improves City Life, 107-109; The Space Race Increases Tensions, 416; Digital Technology Changes American Life, 600-602; Topic 12 Assessment, (17. Explain Effects of Satellite Communications on Economic Development), 604; Advances in Science, 635 Business Management Innovations, 86-87; New Jobs Programs, 307; Environmental and Consumer Protection, 480; Managing the Environment, Analyze Data, 539; Energy and the Environment, 632-634 The Changing Relationship Between Government and Business, 89-90; Wilson Endorses Further Regulation, 183-185; Impact on the Economy and Government, 393; Goals and Impact of Reaganomics, Analyze Data, 575; Expanding Global Trade Through the Free Enterprise System, 609-610 15
2. Economic policies affect markets Evidence Outcomes: Students can: a. Analyze how government activities influence the economy. Topics to include but not limited to: taxation, monetary policy, and the Federal Reserve (DOK 1-2) b. Recognize the interaction between foreign and domestic economic policies. Topics to include but not limited to: embargoes, tariffs, and subsidies (DOK 1-2) c. Identify government activities that affect the local, state, or national economy (DOK 1) d. Give examples of the role of government in a market economic system (DOK 1) e. Analyze how positive and negative incentives influence the economic choices made by individuals, households, businesses, governments, and societies (DOK 1-3) SE: Economic Policy Challenges Continue, 142-143; Regulation of Commercial Banks, 184; Progressive Legislation During Wilson s Presidency, Analyze Charts, 185; Topic 4 Assessment, (15. Describe Federal Reserve Act), 210; Reforming the Financial System, 302-303; An Increasingly Significant Role Promoting Economic Growth, 318-319; Goals and Impact of Reaganomics, Analyze Data, 575 SE: The War of 1812, 18; The Nullification Crisis, 19-20; Americans Continue to Discuss Tariffs, 142; Topic 3.3 Assessment, (4. Compare Points of View), 143; A New Tax on Income, 183; Harding s Economic Policies Encourage Growth, 246-247; Topic 5 Assessment, (9. Identify Impact of Tariffs), 275 SE: The Changing Relationship Between Government and Business, 89-90; Wilson Endorses Further Regulation, 183-185; New Deal Legislation Expands the Historical Role of Government, 318-321; Impact on the Economy and Government, 393; Military Spending Supports Growth, 425; Impact of Defense Spending on the Economy, 501-502; Goals and Impact of Reaganomics, Analyze Data, 575 Harding s Economic Policies Encourage Growth, 246-247; Tax Cuts and Deregulation, 574-575; Economic Issues and Reforms, 624 SE: Economic Hardship Shakes the Cities, 288-289; Moving Wherever Work Can Be Found, 292-293; Hard Times Hit Most Americans, 293-295; The Fight to Expand Economic Opportunity, 478-479; A New Direction for the American Economy, 574-577; The Financial Crisis of 2008, 620-621; Economic Issues and Reforms, 624 16
f. Compare and contrast monetary and fiscal policies of the United States government that are used to stabilize the economy (DOK 2-3) 1. Fiscal and monetary policies affect financial markets and individuals such as the impact of exchange rates on tourists, and the effect of interest rates on the cost of borrowing money. 2. Businesses understand and follow the changes in fiscal and monetary policy to make better choices and react to changing markets. 3. Technology allows both individuals and businesses to access up-to-date information regarding fiscal and monetary policies and the fluctuations in markets. 4. Economic behavior is modified based on positive and negative incentives such as tax credits on alternative energy and increases in payroll taxes. Economic Policy Challenges Continue, 142-143; Topic 3 Assessment, (13. Describe Emergence of Monetary Policy), 152; Regulation of Commercial Banks, 184; Topic 4 Assessment, (15. Describe Federal Reserve Act), 210 SE: Different Ideas About Monetary Policy, 143; Topic 3 Assessment, (13. Describe Emergence of Monetary Policy), 152; Regulation of Commercial Banks, 184; Topic 4 Assessment, (15. Describe Federal Reserve Act), 210; The Financial Crisis of 2008, 620 Economic Policy Challenges Continue, 142-143; Topic 3 Assessment, (13. Describe Emergence of Monetary Policy), 152; Regulation of Commercial Banks, 184; Topic 4 Assessment, (15. Describe Federal Reserve Act), 210 Digital Technology Changes American Life, 600-602; Technological and Management Innovations in the American Economy, 610-611 Income Tax Rates in the 1920s, Analyze Charts, 249; A Federal Safety Net for Those in Need, 319-320; One Approach to Economic Stimulus, 474; Problems With Deficits, 575-576 17
1. Government and competition affect markets Evidence Outcomes: Students can: a. Analyze the role of government within different economies. Topics to include but not limited to command socialism, communism, and market capitalism (DOK 1-3) SE: The Pros and Cons of Big Business, 88; The Changing Relationship Between Government and Business, 89-90; Socialism Influences Labor, 93; The Red Scare, 254-255; Calls for Radical Change, 298-299; The House Un-American Activities Committee, 418-419 b. Analyze the role of competition within different market structures. Topics to include but not limited to pure competition, monopolistic competition, oligopoly, and monopoly (DOK 1-3) c. Compare and contrast economic systems in terms of their ability to achieve economic goals (DOK 2-3) d. Compare and contrast different types of taxing. Topics to include but not limited to progressive, regressive, and proportional (DOK 1-2) Civil Rights and the Supreme Court, 64; Business Management Innovations, 86-88; Topic 2 Assessment, (7. Understand the Applications of Management Innovations), 117; Analyze Political Cartoons, 157 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. Income Tax Rates in the 1920s, Analyze Charts, 249; Tax Cuts and Deregulation, 574-575 18
1. Knowledge of the changing role of government in various markets helps to make informed choices. 2. The understanding of the role of competition in markets helps to make informed decisions and create business strategies. 3. Government taxing and spending policies affect individuals and businesses. Laissez-Faire Policies Encourage Growth, 78; The Changing Relationship Between Government and Business, 89-90; Roosevelt Changes the Relationship Between Government and Business, 176-179 Corporations Find New Ways of Doing Business, 85-88; Farmers and the Railroads Disagree, 146 SE: One Approach to Economic Stimulus, 474; The Impact on the American Economy, 516; Economic Problems of the mid-1970s, Analyze Information, 517; Tax Cuts and Deregulation, 574-575; Economic Issues and Reforms, 624 Prepared Graduates: Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL) 4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL) Evidence Outcomes: Students can: a. Develop a financial plan including a budget based on short- and longterm goals (DOK 1-4) SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. b. Analyze financial information for accuracy, relevance, and steps for identity protection (DOK 2-3) c. Describe factors affecting take-home pay (DOK 1) SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. 19
d. Identify sources of personal income and likely deductions and expenditures as a basis for a financial plan (DOK 1-2) e. Describe legal and ethical responsibilities regarding tax liabilities (DOK 1-2) 1. Individuals create long- and shortterm financial plans that include predictions about education, costs; potential to achieve financial goals; projected income; likely expenditures, savings and interest; credit or loans; and investment decisions including diversification. 2. Individuals are able use the appropriate contracts and identify each party s basic rights and responsibilities to protect financial well-being. 3. Technology allows individuals to research and track information regarding personal finances using such tools as online banking and brokerage accounts. A New Tax on Income, 183; Free Enterprise System Improves Standards of Living, 433 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. Advertising and Installment Buying, 243; Americans Rely on Credit, 283; Reforming the Financial System, 302-303 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. 20
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL) Evidence Outcomes: Students can: a. Compare and contrast the variety of investments available for a diversified portfolio (DOK 2-3) SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. b. Evaluate factors to consider when managing savings and investment accounts (DOK 2-3) c. Explain how economic cycles affect personal financial decisions (DOK 1-3) d. Describe the appropriate types of investments to achieve the objectives of liquidity, income and growth (DOK 1-2) 1. Investigation of different investment strategies helps to identify which strategies are appropriate for different life stages such as early adulthood through to retirement. 2. The creation of a plan to diversify a portfolio of investments balances risks and returns and prepares for a solid financial future. 3. A personal career plan includes educational requirements, costs, and analysis of the potential job demand to achieve financial well-being. Reforming the Financial System, 302-303; Topic 6 Assessment, (6. Describe Continued Effect of Federal Deposit Insurance Corporation), 327 Hidden Economic Problems in the Roaring Twenties, 280-281; The Stock Market Hits Bottom, 284 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. The Fight to Expand Economic Opportunity, 478-479; The Service Sector Expands, 611; Competing in a Global Economy, 612 21
6. The components of personal credit to manage credit and debt (PFL) Evidence Outcomes: Students can: a. Analyze various lending sources, services, and financial institutions (DOK 1-2) Functions of the Second Bank of the United States, Analyze Charts, 21; Topic 6 Assessment, (6. Describe Continued Effect of Federal Deposit Insurance Corporation), 327 b. Investigate legal and personal responsibilities affecting lenders and borrowers (DOK 1-3) c. Make connections between building and maintaining a credit history and its impact on lifestyle (DOK 1-3) 1. The understanding of the components of personal credit allows for the management of credit and debt. For example, individuals can use an amortization schedule to examine how mortgages differ, check a credit history, know the uses of and meaning of a credit score, and use technology to compare costs of revolving credit and personal loans. 2. Knowledge of the penalties that accompany bad credit, such as the inability to qualify for loans, leads to good financial planning. SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. Americans Rely on Credit, 283; Free Enterprise System Improves Standards of Living, 433 Advertising and Installment Buying, 243; Americans Rely on Credit, 283; Free Enterprise System Improves Standards of Living, 433 Functions of the Second Bank of the United States, Analyze Charts, 21; Advertising and Installment Buying, 243; Americans Rely on Credit, 283 22
7. Identify, develop, and evaluate risk-management strategies (PFL) Evidence Outcomes: Students can: a. Differentiate between types of insurance (DOK 1-2) Aiding Older Americans, 308 b. Explain the function and purpose of insurance (DOK 1) c. Select and evaluate strategies to mitigate risk (DOK 1-3) 1. The knowledge of how to evaluate, develop, revise, and implement riskmanagement strategies allow individuals to be prepared for the future. For example, a plan for insurance may change over the course of life depending on changing circumstances. 2. Individuals seek advice and counsel from insurance companies, financial planners, and other businesses on risk management. Aiding Older Americans, 308 The Stock Market Hits Bottom, 284 The Stock Market Hits Bottom, 284; Aiding Older Americans, 308 SE: For related material please see, Social Studies Core Concepts: Economics Core Concepts @ www.pearsonrealize.com http://www.pearsonrealize.com/, United States History, 2016. 23
Standard: 4. Civics Prepared Graduates: Analyze and practice rights, roles, and responsibilities of citizens 1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies Evidence Outcomes: Students can: a. Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities (DOK 1-4) SE: Increasing Participation in the Political Process, 462-464; Activists Win Rights for Consumers and the Disabled, 536-537; 21 st Century Skills, Being an Informed Citizen, 1-3, 709-710, Political Participation, 1-4, 710, Voting, 1-4, 711, Serving on a Jury, 711-712, Paying Taxes, 1-3, 712-713 b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy (DOK 1-3) c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices (DOK 1-2) d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government (DOK 1-3) Women Seek Equal Political Rights, 166-169; African Americans Promote Civil Rights, 172-173; Forming the Brain Trust, 301; An Expansion of Executive Power, 320-321; Results of the Civil Rights Movement, 469-470 SE: The Impact of Muckrakers, 158-159; Reformers Impact Society, 159-161; Progressive Reforms Impact Government, 162-163; Expanding Opportunities for Women, 164-166; African Americans Promote Civil Rights, 172-173; Topic 6 Assessment, (11. Identify Contributions of Eleanor Roosevelt), 328; Topic 7 Assessment, (7. Describe Roles of Civil Rights Organizations), 395 SE: Voluntary Cooperation Fails, 297; Topic 6 Assessment, (8. Evaluate Historical Roles of State and Federal Government), 328; Education Becomes More Accessible, 436; 21 st Century Skills, Political Participation 1-4, 710, Voting, 1-4, 711, Serving on a Jury, 1-4, 711-712, Paying Taxes, 1-3, 712-713 24
e. Critique various media sources for accuracy and perspective (DOK 2-3) 1. Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example, citizens study the issues before voting. 2. Participation in a local or national issue involves research, planning, and implementing appropriate and ethical civic engagement. For example, citizens speak at a school board meeting or run for office. 3. Technology is a tool for researching civic issues, advocating for ideas, and expressing views to elected officials. SE: Analyze Political Cartoons, 15, 52, 88, 89, 149, 219, 297, 338, 412; Topic 3 Assessment, (14. Analyze and Interpret Political Cartoons), 152; 21 st Century Skills, Analyze Political Cartoons, 1-3, 695-696 SE: 21 st Century Skills, Make Decisions, 1-3, 709; Being an Informed Citizen, 709-710 SE: 21 st Century Skills, Political Participation, 1-4, 710, Voting, 1-4, 711, Serving on a Jury, 1-4, 711-712, Paying Taxes, 1-3, 712-713 SE: 21 st Century Skills, Political Participation, 4. Interact online, 710 25
Prepared Graduates: Analyze origins, structure, and functions of governments and their impacts on societies and citizens 2. Purposes of and limitations on the foundations, structures and functions of government Evidence Outcomes Students can: a. Describe the origins, purposes and limitations of government and include the contribution of key philosophers and documents (DOK 1-2) SE: Democratic Ideals in the American Colonies, 6; The American Revolution, 8-10; Principles of the Constitution, 15-16; Review Topic Assessment, (3. Analyze and Evaluate the Declaration of Independence), 43; Primary Sources, Declaration of Independence, Assessment, 665; Emancipation Proclamation : Abraham Lincoln, Assessment, 667 b. Identify the structure, function, and roles of members of government and their relationship to democratic values (DOK 1-2) c. Analyze and explain the importance of the principles of democracy and the inherent competition among values. Values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities (DOK 2-3) d. Analyze the role of the founding documents and the evolution of their interpretation through governmental action and court cases. Documents to include but not limited to the United States Constitution and the Bill of Rights (DOK 2-3) Principles of the Constitution, 15-16; Review Topic Assessment, (10. Analyze and Evaluate Separation of Powers and Checks and Balances), 44 SE: The Foundations of American Democracy, Analyze Charts, 6; Importance of the Bill of Rights, 15; Jacksonian Democracy, 19; Primary Sources, Democracy in America: Alexis de Tocqueville, Assessment, 666 SE: The Intent and Meaning of the Declaration, 8-9; Topic 0.1 Assessment, (4. Summarize), 10; Principles of the Constitution, 15-16; Review Topic Assessment, (6. Analyze and Evaluate Intent of the U.S. Constitution), 43; Topic 4 Assessment, (6. Analyze Effects of Plessy v. Ferguson), 209; Topic 9 Assessment, (1. Analyze Effects of Brown v. Board of Education), 484; Topic 11 Assessment, (6. Describe Landmark Court Cases), 563; Topic 12 Assessment, (4. Describe Edgewood I.S.D. v. Kirby), 603; Primary Sources, Declaration of Independence, Assessment, 665 26
e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government (DOK 1-3) f. Analyze how court decisions, legislative debates, and various and diverse groups have helped to preserve, develop, and interpret the rights and ideals of the American system of government (DOK 2-3) g. Evaluate the effectiveness of our justice system in protecting life, liberty, and property (DOK 3-4) 1. Skills and strategies are used to participate in public life and exercise rights, roles, and responsibilities. For example, eligible individuals vote, individuals pay taxes to support government services, and citizens act as advocates for ideas. 2. Political issues are covered by the media, and individuals evaluate multiple media accounts using technology. Topic 6 Assessment, (7. Evaluate a Source), 328; Topic 11 Assessment, (14. Describe Effects of Watergate Scandal), 564; 21 st Century Skills, Interpret Sources, 1-3, 691; 21 st Century Skills, Political Participation, 4. Interact online, 710 SE: The Lincoln-Douglas Debates, 30-32; Topic 4.2 Assessment, (3. Summarize), 170; Japanese Americans Fight for Rights, 368; A Landmark Supreme Court Decision, 450-452; Topic 9.1 Assessment, (4. Contrast), 454; Results of the Civil Rights Movement, 469-470; Topic 9 Assessment, (1. Analyze Effects of Brown v. Board of Education), 484 SE: Civil Rights and the Supreme Court, 64; Identify Supporting Details, 136; Topic 4.2 Assessment, (1. Generate Explanations), 170; Check Understanding, 452; Topic 9.1 Assessment, (4. Contrast), 454; Topic 9 Assessment, (1. Analyze Effects of Brown v. Board of Education), 484 SE: 21 st Century Skills, Being an Informed Citizen, 1-3, 709-710, Political Participation, 1-4, 710, Voting, 1-4, 711, Serving on a Jury, 1-4, 712, Paying Taxes, 1-3, 712-713 SE: The Newspaper Industry Expands, 113; Influence of Mass Media, 193; The Role of the Media and the Credibility Gap, 505; Mobile Technology Connects America and the World, 634-635 27
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government Evidence Outcomes: Students can: a. Discuss multiple perspectives on local issues and options for participating in civic life (DOK 1-3) SE: Topic 12 Assessment, (1. Identify Viewpoints), 603; 21 st Century Skills, Being an Informed Citizen, 1-3, 709-710, Political Participation, 1-4, 710 b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs by shaping policies (DOK 2-3) c. Explain how to monitor and influence public policy (DOK 1-2) d. Analyze goals and tools used by the United States in developing foreign policy (DOK 1-3) e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events (DOK 1-3) f. Compare and contrast how different systems of government function (DOK 1-2) SE: Topic 12 Assessment, (1. Identify Viewpoints), 603; 21 st Century Skills, Being an Informed Citizen, 1-3, 709-710, Political Participation, 1-4, 710 SE: 21 st Century Skills, Being an Informed Citizen, 1-3, 709-710, Political Participation, 1-4, 710 SE: Different Approaches to Foreign Policy, Contrast, 206; Taft s Foreign Policies Lead to Dollar Diplomacy, 205-206; Topic 8.1 Assessment, (2. Identify Cause and Effect), 405; Topic 8.3 Assessment, (2. Compare and Contrast), 416; Nixon s New Approach to Foreign Policy, 542-543; Nixon s Policy of Détente, 545; Foreign Policy During Obama s Second Term, 626 SE: Alliances Between Nations Increase the Potential for War, 215-216; Alliances Cause a Chain Reaction, 216-217; Topic 5 Assessment, (1. Identify Causes of World War I), 275; Axis Powers Overwhelm Western Europe, 342-343; Planning the Postwar World, 388-389; The North Atlantic Treaty Organization, 404-405; Reagan Leads with Peace Through Strength, 582-584 Socialism Influences Labor, 93; The Red Scare, 254-255; Calls for Radical Change, 298-299; Peace Dissolves, 332-333; Mussolini Establishes an Italian Dictatorship, 334; China Turns Communist, 406-407; The United States Responds to Communism in Vietnam, 494-496 28
1. The making of foreign and domestic policies impacts daily lives. For example, unrest in the Middle East could cause gasoline prices to rise and unrest in another nation affects extended families in the United States. Topic 6 Assessment, (9. Understand Effects of Government Actions on Individuals), 328; The Impact on the American Economy, 516-517; Topic 10.4 Assessment, (3. Identify Cause and Effect), 517; Clinton Enacts New Domestic Policies, 596-597 29