A Correlation of 2019 To the Social Studies Georgia Grade 6
Introduction The all new Social Studies encourages students to explore their world, expand their thinking, and engage their college, career, and civic awareness. Built in partnership with educators, the curriculum applies the latest research and technology to create a program that is flexible and easily adapts to every classroom. Using print and digital materials to maximize learning and classroom time, students explore the world while learning core social studies standards and enhancing their literacy skills. Interactive Student Worktext encourages writing, drawing, and highlighting to support self-motivated learning. Jumpstart Activities spark interest and connect lesson content with students knowledge and ideas. Project-Based Quests engage students in rich inquiry experiences throughout each chapter. Biographies model important citizenship skills and tie-in real world applications. Activity Guide provides extended activities, quick activities, and Readers Theater to vary the learning and teaching experience. Social Studies provides students with multiple opportunities to connect, investigate, synthesize, and demonstrate their understanding of the content. Students develop into informed, active, responsible citizens who can make a difference now. SE = Student Edition 2 TE = Teacher s Edition
Table of Contents Latin America and Canada: Historical Understandings... 4 Geographic Understandings... 4 Government/Civic Understandings... 6 Economic Understandings... 7 Europe... 10 Historical Understandings... 10 Government/Civic Understandings... 11 Economic Understandings... 11 Australia... 13 Historical Understandings... 13 Geographic Understandings... 13 Government/Civic Understandings... 13 Economic Understandings... 13 SE = Student Edition 3 TE = Teacher s Edition
Sixth Grade: Latin America, the Caribbean and Canada, Europe, and Australia Sixth grade is the first year of a two-year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two-year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so that students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics standards; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the twentieth and twenty-first centuries. Latin America and Canada: Historical Understandings SS6H1 Explain conflict and change in Latin America a. Describe the influence of African slavery on the development of the Americas SE/TE: The Triangular Trade, 112 113; Life Under Slavery, 113 114; Geography Skills, 113; Topic 2 Review and Assessment, 142 143 b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America c. Explain the impact of the Cuban Revolution and describe the current relationship between Cuba and the United States d. Explain the impact of poverty, the war on drugs, and migration United States on Latin America. SE/TE: Get Ready To Read, 163; Languages, 180; Geography Skills, 216; Spanish South America, 226 227 SE/TE: Get Ready To Read, 173; The Cuban Revolution, 176 177; Lesson Check, 177; Dictatorship in Cuba, 189 190 SE/TE: What Are the Region s Economic Challenges?, 194; Crime and Violence, 195; Conflict in Colombia, 222 SS6H2 Describe Quebec s independence movement. SE/TE: Unity and Independence, 124 Geographic Understandings SS6G1 Locate selected features of Latin America. a. Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert SE/TE: Regional Atlas, 94 95, 148 149, 202 203, 237 238, 244 245 SE = Student Edition 4 TE = Teacher s Edition
b. Locate on a world and regional political-physical map the countries of Brazil, Chile, Colombia, Cuba, Mexico, and Panama SS6G2 Explain the impact of environmental issues in Latin America. a. Explain the causes and effects of air pollution in Mexico City, Mexico. SE/TE: Reading a Map, 15; Regional Atlas, 146 147, 202 203; Review and Assessment, 196 197; Revival of Democracy, 223 SE/TE: Analyze Images, 44; What Are the Region s Environmental Challenges?, 192 193 b. Explain the environmental issue of destruction of the rain forest in Brazil. SE/TE: Analyze Images, 39; Lesson Check, 44; Causes, 237; Saving the Rain Forest, 237 238; Primary Source, 238; Analyze Images, 238 SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America. a. Explain how the location, climate, and distribution of natural resources impact trade and affect where people live in Mexico, Brazil, and Cuba. SE/TE: Regional Atlas, 148 149, 204 205; Where do People Live and Work, 178 179; Mexico s Economy, 184 185; Economies of Central America, 185 186; What Is the Impact of Trade on the Region?, 186 187; How Does the Environment Affect the Region?, 188; Economies of the Caribbean: Cuba, 191 191; What Are the Region s Environmental Challenges?, 192 193; South America s Economies, 230 232; Environmental Challenges, 237 238; Economic Issues, 238 239 SS6G4 Locate selected features of Canada. a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. SE/TE: Regional Atlas, 92 93, 94 95, 96 97 b. Locate on a world and regional political-physical map Canada and the province of Quebec. SE/TE: What Are the Economic Systems in Canada and the United States?, 131; Maps, 126, 128, 136; Regional Atlas, 92 93, 96 97 SE = Student Edition 5 TE = Teacher s Edition
SS6G5 Explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada s location, climate, and natural SE/TE: Topic 2 Review and Assessment, 142 143 resources impact trade and affect where people live. SS6G6 Explain the impact of environmental issues in Canada. a. Explain the causes and effects of pollution and acid rain in Canada to include the Great Lakes. SE/TE: Resource Use, 141 b. Explain the causes and effects of the extraction of natural resources on the Canadian Shield (e.g., mining and logging). SE/TE: Resource Use, 141 Government/Civic Understandings SS6CG1 Compare and contrast various forms of government. a. Explain citizen participation in autocratic, and democratic governments. i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)]. SE/TE: Quest: Studying Founding Documents, 98; Comparing Systems of Government, 135 136; The Role of Government, 139; Quest: Debate Ownership of a Key Resource, 152; An Era of Greater Democracy, 172; Dictatorship, 176; Governments in Mexico and Central America, 182 183; Quest: What economic priorities should a government set?, 206; Political Changes in Brazil, 221; Dictatorship and Development, 222 223; Democracy and the Role of the State, 223 b. Describe the two predominant forms of democratic governments: parliamentary and presidential. SE/TE: Government Structures, 74 75; Government in the United States, 135; Government in Canada, 136; Governments in Central America, 183; Democracies and Constitutional Monarchies, 189; Analyze Maps (question 12), 197 SS6CG2 Explain citizen participation in the Canadian government. a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy). SE/TE: Government in Canada, 136 SE = Student Edition 6 TE = Teacher s Edition
Economic Understandings SS6E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil. SE/TE: Market Economy, 59; Analyze Diagrams, 60 SE/TE: Command Economy, 59 60; Mixed Economy, 60 61; What Are the Economic Systems in Canada and the United States?, 131; Lesson Check, 136; A Mixed Economy, 232 SE/TE: Interactive: Compare and Contrast, 235 SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America. a. Explain how specialization encourages trade between countries. SE/TE: Specialization and Interdependence, 186; Lesson Check, 187 b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain why international trade requires a system for exchanging currencies between nations. SE/TE: Get Ready To Read, 63 Trade Barriers and Free Trade, 66 SE/TE: Lesson Check, 68 d. Explain the functions of the North American Free Trade Agreement (NAFTA). SE/TE: Trade With the United States, 134; Primary Source, 137; CAFTA DR and NAFTA, 186 187 SS6E3 Describe factors that influence economic growth and examine their presence or absence in Brazil, Cuba, and Mexico. a. Evaluate how literacy rates affect the standard of living. SE/TE: Cuba (literacy rate), 190; Wealth & Poverty In Brazil, 232; Brazil (literacy rate), 233 b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). SE/TE: Increasing Development, 68 c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). SE/TE: Circular Flow in a Market Economy, 60; Capital goods, 133, 133 134, 190, 233; GDP, 67, 184 SE = Student Edition 7 TE = Teacher s Edition
d. Describe the role of natural resources in a country s economy. SE/TE: How Do Natural Resources Affect the Economy?, 132 e. Describe the role of entrepreneurship. SE/TE: Making a Living in Mexico and Central America, 184; Cuba, 190; Brazil, 232 SS6E4 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. SE/TE: Market Economy, 59; Command Economy, 59 60; Analyze Diagrams, 60; Lesson Check, 62; What Are the Economic Systems in Canada and the United States?, 131; Making a Living in Mexico and Central America, 184; Brazil s Economy, 232 233 SE/TE: Command Economy, 59 60; Mixed Economy, 60 61; What Are the Economic Systems in Canada and the United States?, 131; Lesson Check, 136; A Mixed Economy, 232 c. Describe the economic system of Canada. SE/TE: What Are the Economic Systems in Canada and the United States?, 131; How Do Americans and Canadians Make a Living?, 132; Investment and Living Standards in Canada, 133 134; Trade With Canada, 134 SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. SE/TE: Specialization and Interdependence, 186; Lesson Check, 187 b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. c. Explain why international trade requires a system for exchanging currencies between nations. SE/TE: Trade Barriers and Free Trade, 66; Lesson Check, 68; Trade With the United States, 134; The Effect of NAFTA, 137; CAFTA DR and NAFTA, 186 187 SE/TE: Currencies (exchange), 65; Lesson Check, 68 d. Explain the functions of the North American Free Trade Agreement (NAFTA). SE/TE: Trade With the United States, 134; Primary Source, 137; Mexico s Economy, 184 185; CAFTA DR and NAFTA, 186 187 SE = Student Edition 8 TE = Teacher s Edition
SS6E6 Describe factors that influence economic growth and examine their presence or absence in Canada. a. Evaluate how literacy rates affect the standard of living. SE/TE: Investment and Living Standards in Canada, 133 134 b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). SE/TE: Increasing Development, 68 c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). SE/TE: Circular Flow in a Market Economy, 60; Increasing Development, 68; Capital goods, 133, 133 134, 190, 233; GDP, 67, 184 d. Describe the role of natural resources in a country s economy. SE/TE: How Do Natural Resources Affect the Economy?, 132 e. Describe the role of entrepreneurship. SE/TE: For supporting content please see: Making a Living in Mexico and Central America, 184; Cuba, 190; Brazil, 232; also see: How Do Americans and Canadians Make a Living?, 132 SE = Student Edition 9 TE = Teacher s Edition
Europe Historical Understandings SS6H3 Explain conflict and change in Europe. a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression. b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust. c. Explain how German reunification contributed collapse of the Soviet Union and led end of the Cold War. Geographic Understandings SS6G7 Locate selected features of Europe. a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula. SE/TE: Great Depression, 66, 122, 123, 297; Interactive: Effects of World War I on European Boundaries, 297; Nazi Germany, 298, 318 SE/TE: Totalitarian Governments, 298; Effects of World War II, 299; Analyze Images, 318; Twentieth Century Changes, 318 SE/TE: Germany Reunifies, 302; The Collapse Comes, 363 SE/TE: Regional Atlas: Northern Eurasia: Physical, 350 351; Europe: Physical, 401 b. Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom. SE/TE: Geography Skills, 76; Regional Atlas: Europe: Political, 308 309; Geography Skills, 317; Geography Skills, 325; Government in the United Kingdom: Constitutional Monarchy, 332; Regional Atlas: Northern Eurasia: Political, 348 349; World: Political, 395; Europe: Political, 400 SS6G8 Explain environmental issues in Europe. a. Explain the causes and effects of acid rain in Germany. SE/TE: Acid rain in Germany, 338 b. Explain the causes and effects of air pollution in the United Kingdom. SE/TE: Air Pollution in Europe, 337, 338, 339 c. Explain the causes and effects of the nuclear disaster in Chernobyl, Ukraine. SE/TE: Chernobyl, 338 SE = Student Edition 10 TE = Teacher s Edition
SS6G9 Explain the impact of location, climate, natural resources, and population distribution on Europe. a. Compare how the location, climate, and natural resources of Germany, the United Kingdom and Russia impact trade and affect where people live. SE/TE: Quest Connections, 38; Regional Atlas: Europe: Economic Activity, 312 313 SS6G10 Describe selected cultural characteristics of Europe. a. Describe the diversity of languages spoken within Europe. SE/TE: Language, 48 49; Indo European Languages, 315 316; Impact of Geography, 316 b. Identify the major religions in Europe: Judaism, Christianity, and Islam. SE/TE: The Silk Road Crosses Eurasia, 356; The Mongol Invasion, 357 Government/Civic Understandings SS6CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential. SE/TE: Acceptance and Discrimination, 320; Government in Europe, 330 335; Criticism of the European Union, 340 SE/TE: Presidential Democracies, 331; Parliamentary Democracies, 331 332; Government in the United Kingdom: Constitutional Monarchy, 332 Economic Understandings SS6E7 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. SE/TE: Market Economy, 59; Analyze Diagrams, 60 SE/TE: Command Economy, 59 60; Mixed Economy, 60 61; A Continent of Mixed Economies, 323; The German Economy, 326 327; The British Economy, 327 328; Topic 6 Review and Assessment, 344 345; The Change to Mixed Economies, 372 373 SE = Student Edition 11 TE = Teacher s Edition
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia. SE/TE: The German Economy, 326 327; The British Economy, 327 328; The Communist Economy Weakens, 362; The Collapse Comes, 363; Interactive: The Fall of the Soviet Union, 363 SS6E8 Analyze the benefits of and barriers to voluntary trade in Europe. a. Explain how specialization encourages trade between countries. SE/TE: Specialization and Trade, 373 374 b. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes. SE/TE: Get Ready To Read, 63; Trade Barriers and Free Trade, 66; Specialization and Trade, 324 c. Explain why international trade requires a system for exchanging currencies between nations. d. Describe the purpose of the European Union and the relationship between member nations. SE/TE: Currencies (exchange), 65; Lesson Check, 68 SE/TE: The European Union, 303; The European Union, 325; Interactive: Northwestern Europe s Economies, 327; The Euro Crisis, 342 343 SS6E9 Describe factors that influence economic growth and examine their presence or absence in the United Kingdom, Germany, and Russia. a. Evaluate how literacy rates affect the standard of living. SE/TE: Comparison of Literacy Rates and GDP Per Capita, 324; Germany (literacy rate), 326; Britain (literacy rate), 328 b. Explain the relationship between investment in human capital goods (education and training) and gross domestic product (GDP per capita). SE/TE: Increasing Development, 68; Education and Entrepreneurship, 323 324; c. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP per capita). SE/TE: Circular Flow in a Market Economy, 60; Increasing Development, 68 d. Describe the role of natural resources in a country s economy. SE/TE: Natural Resources and Cities, 322; Specialization and Trade, 324; The German Economy, 326; British Economy, 327; Settlement Patterns in Russia, Siberia s natural resources, 368 e. Describe the role of entrepreneurship. SE/TE: Education and Entrepreneurship, 323 324 SE = Student Edition 12 TE = Teacher s Edition
Australia Historical Understandings SS6H4 Explain the impact of English colonization on current Aboriginal basic rights, health, literacy, and language. SE/TE: Early British Settlement, 697; Interactions with the Maori, 698; Aboriginal Resistance, 698; Aborigines Today, 704 Geographic Understandings SS6G11 Locate selected features of Australia. a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Uluru/Ayers Rock, Indian and Pacific Oceans, Great Dividing Range, and Great Victoria Desert. SE/TE: Regional Atlas, 244 245, 246 247, 308 309, 310 311, 312 313 SS6G12 Explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia s location, climate, and natural resources impact trade and affect where people live. SE/TE: Interactive: Migration to Australia and the Pacific, 693; Early Cultures of Melanesia and Micronesia, 693 694; Australia and New Zealand, 702 703; Modern Immigration, 704 705 Government/Civic Understandings SS6CG4 Explain forms of citizen participation in government. a. Explain citizen participation in democratic governments [i.e. the role of citizens in choosing the leaders of Australia (parliamentary democracy). SE/TE: Types of Governments, 707; Government in Australia and New Zealand, 706 707 Economic Understandings SS6E10 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. SE/TE: Market Economy, 59; Analyze Diagrams, 60; Economies of Australia and New Zealand, 708 709 b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. SE/TE: Command Economy, 59 60; Mixed Economy, 60 61; Economies of Australia and New Zealand, 708 709; Economies of the Pacific Islands, 709 710 c. Describe the economic system used in Australia. SE/TE: Resources and Trade, 708 709; Economies of Australia and New Zealand, 708 709 SE = Student Edition 13 TE = Teacher s Edition
SS6E11 Give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. SE/TE: For supporting content please see: Resources and Trade, 708 709 b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. SE/TE: Tariffs and quotas, 709 c. Explain why international trade requires a system for exchanging currency between nations. SE/TE: Lesson Check, 68 SS6E12 Describe factors that influence economic growth and examine their presence or absence in Australia. a. Evaluate how literacy rates affect the standard of living. SE/TE: Analyze Graphs, 427; Quest Connections, 427; Analyze Charts, 428; Instability, 434 435 b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). SE/TE: Increasing Development, 68 c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). SE/TE: Circular Flow in a Market Economy, 60; Increasing Development, 68 d. Describe the role of natural resources in a country s economy. SE/TE: Resources and Trade, 708 709; Australia and New Zealand, 702 703 e. Describe the role of entrepreneurship. SE/TE: Entrepreneurship in Australia, 709 SS6E13 Understand that a basic principle of effective personal money management is to live within one s income. a. Understand that income is received from work and is limited. SE/TE: Analyze Graphs, 66; Economic Development & Geography Skills, 67 b. Understand that a budget is a tool to plan the spending and saving of income. SE/TE: Budgeting and Saving, 61 62 c. Understand the reasons and benefits of saving. SE/TE: Budgeting and Saving, 61 62 d. Understand the uses and costs of credit. SE/TE: Credit, 62 SE = Student Edition 14 TE = Teacher s Edition
1. Map and Globe Skills 1.1. The student will use maps to retrieve social studies information. 1.1.1. use a compass rose to identify cardinal directions SE/TE: Compass Rose, 15 1.1.2. use intermediate directions SE/TE: Directions, 9 10; Lesson Check, 16 1.1.3. use a letter/number grid system to determine location SE/TE: Get Ready To Read, 9; Analyze Diagrams, 10; Global Grid, 10 1.1.4. compare and contrast the categories of natural, cultural, and political features found on maps SE/TE: Reading a Map, 15; Geography Skills, 9, 34, 38, 292, 395, 447, 489, 576 1.1.5. use graphic scales to determine distances on a map SE/TE: Geography Skills, 15 1.1.6. use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps 1.1.7. use a map to explain impact of geography on historical and current events 1.1.8. draw conclusions and make generalizations based on information from maps SE/TE: Geography Skills, 15 SE/TE: Historical Maps, 86; Geography Skills, 358; Geography Skills, 415 SE/TE: Reading a Map, 15, Types of Maps, 15 16, Historical Maps, 86, Geography Skills, 34, 38, 86, 100, 118, 155, 159, 212, 216, 250, 258, 265, 268, 271, 292, 395, 447, 489, 576 1.1.9. use latitude and longitude to determine location SE/TE: Longitude, Latitude, 10; Lesson Check, 16 1.1.10. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities 1.1.11. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations SE/TE: Regional Atlas, 92 93, 96 97, 146 147, 200 201, 308 309, 348 349, 386 387, 500 501, 542 543, 596 597, 648 649, 684 685 SE/TE: Analysis Skills: Analyze Data, 638; also see: Analysis Skills: Compare and Contrast, 235; Analyze Graphs and Diagrams, 669; Analyze Graphs, 134; Data Sets: Analyzing Geographic Sources, 429; Analyze Charts, 674 SE = Student Edition 15 TE = Teacher s Edition
2. Information Processing Skills 2.1. The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions. 2.1.1. compare similarities and differences SE/TE: Quest Connections, 140; Analysis Skills: Compare and Contrast, 235; Literacy Skills: Compare and Contrast, 55, 131, 211, 406, 449, 579, 611, 706 2.1.2. organize items chronologically SE/TE: Interactive: Sequence, 162, 456; Using a Timeline, 83; Analyze Timelines, 120, 169, 217, 221, 278, 363, 660, 697; Analyze Charts, 83; Lesson Check, 87; Quick Activity, 662 2.1.3. identify issues and/or problems and alternative SE/TE: Topic 8 Review and Assessment, 436 437 solutions 2.1.4. distinguish between fact and opinion SE/TE: Analyzing Geographic Sources, 295, 664 2.1.5. identify main idea, detail, sequence of events, and cause and effect in a social studies context SE/TE: Analyze Images, 25, 318, 327, 377, 403, 425, 704; Interactive: Analyze Cause and Effect, 26, 701; Get Ready To Read, 36, 153, 215, 274, 531, 587; Geography Skills, 322; Interactive: From Russian Empire to Soviet Union, 1914 1923, 361; Quest Connections, 364; Analyze Diagrams, 519, 694; Lesson Check, 103, 130, 161, 166, 172, 195, 279, 294, 328, 343, 375, 418, 422, 435, 455, 494, 513, 530, 562, 574, 578, 585, 590, 610, 615, 643, 658, 679, 715; Review and Assessment, 88 89, 196 197, 240 241, 344 345, 382 383, 436 437, 538 539, 592 593, 720 721 SE = Student Edition 16 TE = Teacher s Edition
2.1.6. identify and use primary and secondary sources SE/TE: Assessment: Analyze Primary Sources, 143, 197; Primary Sources, 108, 113, 137, 167, 213, 220, 224, 228, 366, 405, 451, 458, 469, 475, 516, 552, 559, 613, 614; Analyzing Geographic Sources, 69, 295, 336, 429, 495, 664; Analyze Political Cartoons, 85, 342; Analyze Informational Text, ELA 1; Analyze Primary and secondary Sources, ELA 4 ELA 5; Support Your Analyses With Evidence, ELA 6; Find and Use Credible Sources, ELA 12 ELA 13; Quest Document Based Learning Inquiry: Studying Founding Documents, 98 2.1.7. interpret timelines SE/TE: Using a Timeline, 83; Analyze Timelines, 120, 169, 217, 221, 278, 363, 660, 697; Analyze Charts, 83; Lesson Check, 87; Quick Activity, 662 2.1.8. identify social studies reference resources to use for a specific purpose SE/TE: Analyzing Geographic Sources, 69, 295, 336, 429, 495, 664; Analyze Political Cartoons, 85, 342; Analyze Informational Text, ELA 1; Analyze Primary and secondary Sources, ELA 4 ELA 5; Support Your Analyses With Evidence, ELA 6; Find and Use Credible Sources, ELA 12 ELA 13; Quest Document Based Learning Inquiry: Studying Founding Documents, 98; also see: Primary Sources, 84, 108, 113, 137, 167, 213, 220, 224, 228, 366, 405, 451, 458, 469, 475, 516, 552, 559, 613, 614 2.1.9. construct charts and tables SE/TE: Interactive: Create Charts and Maps, 17, 514; Quick Activity, 372; Interactive: Read Charts, Graphs, and Tables, 669; also see: Analyze Charts, 37, 74, 80, 83, 132, 180, 186, 190, 334, 362, 399, 428, 461, 478, 658, 667, 672, 674, 699; Analyzing Geographic Sources, 69, 586; Lesson Check, 375; Analyze Visuals, 468 2.1.10. analyze artifacts SE/TE: Analyze Images, 84 SE = Student Edition 17 TE = Teacher s Edition
2.1.11. draw conclusions and make generalizations SE/TE: Get Ready To Read, 36, 125, 192, 270, 337, 367, 419, 563, 702; Lesson Check, 87, 234, 365, 370, 380, 422, 428, 435, 487, 530, 537; Interactive: Draw Conclusions, 261, 405; Analyze Visuals, 339, 414, 490, 493, 526, 530, 533; Review and Assessment, 382 383, 436 437, 538 539; Analyze Graphs, 435 2.1.12. analyze graphs and diagrams SE/TE: Analyzing Geographic Sources, 429; Analyze Graphs, 435; Analyze Diagrams, 10, 11, 14, 19, 21, 22, 29, 30, 31, 53, 56, 60, 65, 79, 123, 193, 227, 232, 251, 256, 302, 374, 483, 519, 525, 527, 556, 565, 570, 577, 607, 620, 636, 694, 713, 718 2.1.13. translate dates into centuries, eras, or ages SE/TE: Organizing Time, 83 84 2.1.14. formulate appropriate research questions SE/TE: Write Research Papers, ELA 14; Lesson Check, 448; Lesson Check, 610 2.1.15. determine adequacy and/or relevancy of information SE/TE: Reading: Support You Analyses with Evidence, ELA 6; Lesson Check, 365 2.1.16. check for consistency of information SE/TE: Analyze Informational Text, ELA 1; Analyze Primary and Secondary Sources, ELA 4; Reading: Support You Analyses with Evidence, ELA 6; Evaluating Historical Sources, 84 85 2.1.17. interpret political cartoons SE/TE: Analyze Political Cartoons, 85; Analyzing Geographic Sources, 336; Analyze Political Cartoons, 342; Analyzing Geographic Sources, 495 SE = Student Edition 18 TE = Teacher s Edition