Content Standards and Eligible Content (Grade 7) CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Understand different forms of government and citizen rights in context of the history taught. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 180 186: Growth and Conflict in the United States; 187 192: The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 180 186: Growth and Conflict in the United States; 187 192: The United States on the Brink of Change; 211: Standardized Test Prep Compare and contrast government from the period of history studied with our own government. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress 1
Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Common Curriculum Goal: Understand personal and political rights of citizens in the United States Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep Understand citizen rights in context of history taught and current events. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives) 83: Earth s Human Geography/Representative Democracy; 84: Writing Activity/Government; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep 2
Content Standard: Understand the participatory obligations of U.S. citizens. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep Understand resources that provide information about public issues at the city, state, and national level where appropriate in context with curriculum and current events. 14 15: Using Reliable Information; 48 49: Using Climate Graphs; 72 73: Analyzing and Interpreting Population Density Maps; 200 201: Interpreting Diagrams; 262 263: Understanding Circle Graphs pages: 350 351: Analyzing and Interpreting Climate Maps; 390 391: Making a Timeline Use various media (newspapers, internet, radio, TV) as some of these resources. Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations 14 15: Using Reliable Information; 24: Review and Assessment /Skills Practice; 170: Review and Assessment/Go Online; 361: Review and Assessment/Go Online 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Content Standard: Understand how individuals, groups, and international organizations influence government. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress 3
(Continued) Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied. (Continued) 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations Content Standard: Understand how the United States government relates and interacts with other nations. 80 84: Political Systems; 96 103: Social Groups, Language, and Religion; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants; 378 384: European Conquest pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress 182, 184 186: Growth and Conflict in the United States; 189, 191 192: The United States on the Brink of Change; 202 208: The United States and Canada Today; 211: Standardized Test Prep Explain how countries have interacted with one another in context of period of history studied. 80 84: Political Systems; 96 103: Social Groups, Language, and Religion; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants; 378 384: European Conquest pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Explain how technology has made the world a smaller community. 46: Eyewitness Technology; 130: Eyewitness Technology; 176: Eyewitness Technology; 252: Eyewitness Technology; 371: Eyewitness Technology pages: 449: Eyewitness Technology Common Curriculum Goal: Analyze major political systems of the world 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress 4
Content Standard: Understand that there are different ways for governments to be organized and to hold power. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress How governments have been organized; with examples from grade level content/case studies. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management. 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, 191 192: The United States on the Brink of Change; 211: Standardized Test Prep pages: 462 469: Cuba: Clinging to Communism; 470 475: Haiti: A Democracy in Progress Analyze the nature of war and conflicts, their resolution, and their affects on society using historical and contemporary examples. Know conflicts that have arisen regarding fundamental values and principles (conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights). ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy. 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 378 384: European Conquest; 470 475: Haiti: A Democracy in Progress 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 378 384: European Conquest; 470 475: Haiti: A Democracy in Progress 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 304 310: British Columbia: Economic and Cultural Changes; 352 358: Resources and Land Use pages: 516 522: Venezuela: Oil Powers the Economy 5
Common Curriculum Goal: Understand that resources are limited (e.g., scarcity) 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 304 310: British Columbia: Economic and Cultural Changes; 352 358: Resources and Land Use pages: 516 522: Venezuela: Oil Powers the Economy Content Standard: Understand the economic concept of scarcity. 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 304 310: British Columbia: Economic and Cultural Changes; 352 358: Resources and Land Use pages: 516 522: Venezuela: Oil Powers the Economy Give examples of trade between countries in and explain the costs and benefits in the context of history studied. Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits. 78 79: Economic Systems/World Trade Patterns; 198 199: Trade; 309 310: Trade; 372: Trade; 383: Trade 74 79: Economic Systems; 311 317: The Atlantic Provinces: Relying on the Sea; 494 500: Brazil: Geography Shapes a Nation 74 79: Economic Systems; 311 317: The Atlantic Provinces: Relying on the Sea; 494 500: Brazil: Geography Shapes a Nation 6
Know examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices. Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government 74 79: Economic Systems; 311 317: The Atlantic Provinces: Relying on the Sea; 494 500: Brazil: Geography Shapes a Nation 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 304 310: British Columbia: Economic and Cultural Changes; 352 358: Resources and Land Use pages: 516 522: Venezuela: Oil Powers the Economy Content Standard: Understand the concept of supply and demand. 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 198 199: Trade; 352 358: Resources and Land Use pages: 372: Trade In the context of history studied: Identify factors that cause changes in market supply and demand. 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 198 199: Trade; 352 358: Resources and Land Use pages: 372: Trade Describe the role of buyers and sellers in determining the equilibrium price. 78 79: Economic Systems/World Trade Patterns; 198 199: Trade; 309 310: Trade; 372: Trade; 383: Trade 7
Describe how prices send signals to buyers and sellers. 78 79: Economic Systems/World Trade Patterns; 198 199: Trade; 309 310: Trade; 372: Trade; 383: Trade Know that price is an incentive for both buyers and producers/sellers in the marketplace. Higher prices for a good or service provide incentives for buyers to purchase less of it and for producers to make or sell more of it. Lower prices provide incentives for buyers to purchase more of it and for producers to make or sell less of it. Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy 78 79: Economic Systems/World Trade Patterns; 198 199: Trade; 309 310: Trade; 372: Trade; 383: Trade 74 79: Economic Systems; 120 127: How People Use the Land; 163 168: Resources and Land Use; 304 310: British Columbia: Economic and Cultural Changes; 352 358: Resources and Land Use pages: 516 522: Venezuela: Oil Powers the Economy Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy. 74 79: Economic Systems; 271 276: The West: Using and Preserving Resources; 462 469: Cuba: Clinging to Communism; 516 522: Venezuela: Oil Powers the Economy Extend understanding of basic economic systems commonly found in selected regions. Identify the elements of various economic systems focusing on distribution of wealth, organization of labor, and the interplay between various economic and governmental systems. Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy Content Standard: Understand the role of government and institutions in an economy. 74 79: Economic Systems; 271 276: The West: Using and Preserving Resources; 462 469: Cuba: Clinging to Communism; 516 522: Venezuela: Oil Powers the Economy 74 79: Economic Systems; 271 276: The West: Using and Preserving Resources; 462 469: Cuba: Clinging to Communism; 516 522: Venezuela: Oil Powers the Economy 74 79: Economic Systems; 271 276: The West: Using and Preserving Resources; 462 469: Cuba: Clinging to Communism; 516 522: Venezuela: Oil Powers the Economy 74 79: Economic Systems; 271 276: The West: Using and Preserving Resources; 462 469: Cuba: Clinging to Communism; 516 522: Venezuela: Oil Powers the Economy 8
Explain how banks and other financial institutions channel funds from savers to borrowers and investors in other parts of the world (Africa, Asia, and the Southwest Pacific). Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States Content Standard: Understand how the United States economy relates and interacts with other nations. 74 79: Economic Systems; 179: Economy and history; 192: Economy and history; 372: Trade; 383: Trade 78 79: Economic Systems/World Trade Patterns; 198 199: Trade; 309 310: Trade; 372: Trade; 383: Trade 198 199: Trade; 309 310: Trade Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services Content Standard: Understand the purpose and functions of money in the economy. 74 79: Economic Systems 74 79: Economic Systems Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance 74 79: Economic Systems Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy. GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. 74 79: Economic Systems M1 M17: Mapmaster Skills Handbook; 8 25: Geography: Tools and Concepts; 26 57: Earth s Physical Geography; 58 89: Earth s Human Geography; 146 147: Physical Geography 9
(Continued) GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region (Continued) pages: 336 337: Latin America: Physical Geography Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: 350 351: Analyzing and Interpreting Climate Maps Content Standard: Understand and use spatial concepts of geography. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: 350 351: Analyzing and Interpreting Climate Maps Create geographic tools to collect, analyze, and interpret data. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: 350 351: Analyzing and Interpreting Climate Maps Analyze the characteristics, distribution, and migration of population, in context of history studied. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 47: Human Migration; 430: Migrant Workers Use maps, charts and graphs to understand patterns of movement (migrations, trade) over time (noting patterns or change and/or continuity) and space (where groups migrated to and from, and why they left one place and moved to another). M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 47: Human Migration; 430: Migrant Workers 10
Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures. Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth Content Standard: Locate major physical and human features of the Earth. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Locate and map the climate regions, and explain how and why they differ. M12: Climate Map; 40 49: Climate and Weather; 156 162: Climate and Vegetation; 343 351: Climate and Vegetation Identify and explain the distribution of ecosystems in Africa and in Asia in terms of climate and landform patterns. 11
Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied. Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. M1 M17: Mapmaster Skills Handbook; 26 57: Earth s Physical Geography; 58 89: Earth s Human Geography; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Explain why specific areas of Africa and Asia have major petroleum and mineral deposits and describe the physical processes that resulted in deposits in these locations. Describe the restrictions that climate and landforms place on land use in regions of Africa and Asia, and be able to discern how patterns of population distribution reflect these restrictions. Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement. Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use). Please see Eastern Hemisphere edition of Prentice Hall s World Studies program. Please see Eastern Hemisphere edition of Prentice Hall s World Studies program. 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; 96 103: Social Groups, Language, and Religion; 104 108: Cultural Change pages: 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants; 402 407: The Cultures of Mexico and Central America; 437 443: Guatemala: Descendants of an Ancient People 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; 96 103: Social Groups, Language, and Religion; 104 108: Cultural Change; 120 127: How People Use the Land 12
(Continued) Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use). Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. (Continued) pages: 163 168: Resources and Land Use; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants; 352 358: Resources and Land Use; 402 407: The Cultures of Mexico and Central America 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; 96 103: Social Groups, Language, and Religion; 104 108: Cultural Change pages: 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants; 402 407: The Cultures of Mexico and Central America; 437 443: Guatemala: Descendants of an Ancient People Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems) M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Content Standard: Understand the distribution and movement of people, ideas, and products. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Analyze the characteristics, distribution, and migration of population in the historical periods studied. Describe the impact of voluntary and involuntary migration on physical and human systems. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers 13
Recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Understand patterns and processes of migration and diffusion in selected regions. M1, M14 M15: Human Migration; 67 73: Why People Migrate; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population 58 59: Earth s Human Geography; 60 66: Population; 174 179: The Arrival of the Europeans; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants pages: 378 384: European Conquest; 392 396: From Past to Present Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors. 58 59: Earth s Human Geography; 60 66: Population; 174 179: The Arrival of the Europeans; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants pages: 378 384: European Conquest; 392 396: From Past to Present Give reasons why rates of population growth and life expectancy vary among countries in the world. Use maps, charts, and graphs to compare rural and urban populations in selected countries. 58 59: Earth s Human Geography; 60 66: Population; 174 179: The Arrival of the Europeans; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants pages: 378 384: European Conquest; 392 396: From Past to Present 14
Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how humans affect the physical environment. 114 119: What Are Natural Resources; 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use Understand how changes in a physical environment affect human activity in Africa and Asia. Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification). Common Curriculum Goal: Understand how people and the environment are interrelated. 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. M12: Climate Map; 40 49: Climate and Weather; 156 162: Climate and Vegetation; 343 351: Climate and Vegetation Analyze historical maps, and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia, Africa, and the Southwest Pacific. Use a variety of information resources to identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues. M14 M15: Mapmaster Skills Handbook; 177: Map Master; 382: Map Master 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use 15
Extend and refine knowledge of examples of ways the environment affects human systems in selected regions (for example, natural barriers that become boundaries). Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. M12: Climate Map; 40 49: Climate and Weather; 156 162: Climate and Vegetation; 343 351: Climate and Vegetation 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 378 384: European Conquest; 470 475: Haiti: A Democracy in Progress Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies. 120 127: How People Use the Land; 128 132: People s Effect on the Environment; 163 168: Resources and Land Use; 352 358: Resources and Land Use Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from Africa, Asia. Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. 2 7: Regional Overview M1 M17: Mapmaster Skills Handbook; 26 27: Earth s Physical Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 50 54: How Climate Affects Vegetation; 67 73: Why People Migrate; 146 147: Physical Geography; 148 153: Land and Water; 156 162: Climate and Vegetation HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. 67 73: Why People Migrate; 80 84: Political Systems; 104 108: Cultural Change; 172 173: The United States and Canada: Shaped by History; 174 179: The Arrival of the Europeans pages: 180 186: Growth and Conflict in the United States; 187 192: The United States on the Brink of Change; 193 201: The History of Canada; 366 367: Latin America: Shaped by Its History; 368 372: Early Civilizations of Middle America 16
HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships Content Standard: Understand, represent, and interpret chronological relationships in history. 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline Develop and compare time lines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and Southwest Pacific. Apply absolute and relative chronology; identify major eras, significant individuals, and events and describe their characteristics; explain the significance of important dates. Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities Content Standard: Identify and analyze cause and effect relationships in history. 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect Recognize the interconnection of historical people, places, events, and developments that have taken place in civilizations of Africa, Asia, and The Southwest Pacific. Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Keep in mind that there may be more than one cause for an event or movement. Common Curriculum Goal: Understand, recognize and interpret change and continuity over time 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline 17
Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: http://www.socialstudies.org) standards: 1) Culture, 2) Time, Continuity, and Change, 3) People, Places, and Environments, 4) Individual Development and Identity, 5) Individuals, Groups, and Institutions, 6) Power, Authority, and Governance, 7) Production, Distribution, and Consumption, 8) Science, Technology, and Society, 9) Global Connections, 10) Civic Ideals and Practices. Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference http://www.nche.org): 1) Civilization, cultural diffusion, and innovation, 2) Human Interaction with the Environment, 3) Values, Beliefs, Political Ideas, and Institutions, 4) Conflict and Cooperation, 5) Comparative History of Major Developments, 6) Patterns of Social and Political Interaction. Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism. Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena. Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Five Themes of Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate; 74 79: Economic Systems; 80 84: Political Systems Five Themes of Geography; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate pages: 74 79: Economic Systems; 80 84: Political Systems; 92 95: What Is Culture; 163 168: Resources and Land Use; 172 173: The United States and Canada: Shaped by History Five Themes of Geography; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate pages: 74 79: Economic Systems; 80 84: Political Systems; 92 95: What Is Culture; 172 173: The United States and Canada: Shaped by History; 174 179: The Arrival of the Europeans 90: Using Sequence; 95: Sequence; 190 191: Timelines; 247: Timeline; 390 391: Making a Timeline Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; 102 103: Making Valid Generalizations 18
(Continued) Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. (Continued) pages: 126 127: Making Predictions; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary; 408 409: Distinguishing Fact and Opinion; 442 443: Drawing Inferences and Conclusions Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; 102 103: Making Valid Generalizations pages: 126 127: Making Predictions; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary; 408 409: Distinguishing Fact and Opinion Draw appropriate conclusions based on data from charts, tables, and graphs. 48 49: Using Climate Graphs; 72 73: Analyzing and Interpreting Population Density Maps; 155: Charts, Graphs, Tables; 157: Charts, Graphs, Tables; 169: Charts, Graphs, Tables pages: 200 201: Interpreting Diagrams; 220 221: Using Graphic Organizers; 262 263: Understanding Circle Graphs; 350 351: Analyzing and Interpreting Climate Maps; 390 391: Making a Timeline Know relative value of primary and secondary sources. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present-day norms. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion 19
Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural) Five Themes of Geography; 67 73: Why People Migrate; 74 79: Economic Systems; 80 84: Political Systems pages: 104 108: Cultural Change; 2 7: Regional Overview; 350 351: Analyzing and Interpreting Climate Maps Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion See grade-level maps for Civics, Economics, Geography, for linking strategies. WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history. 67 73: Why People Migrate; 80 84: Political Systems; 104 108: Cultural Change; 214 221: A Heritage of Diversity and Exchange; 222 223: The United States: A Nation of Immigrants pages: 366 367: Latin America: Shaped by Its History; 368 372: Early Civilizations of Middle America; 373 377: The Incas: People of the Sun; 378 384: European Conquest Understand the major developments and societal impact of feudalism, the church, and the rise of cities in the European Middle Ages. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. 20
Explain the relationship between the Roman Catholic Church and society in the European Middle Ages Charlemagne s empire, causes and consequences of the European Crusades, European trade connections to the East, medieval universities, Gothic architecture, religious music and art, chivalry, literature (epics, fables, religious plays). Feudal relationships as a foundation for political order (relationship between lord and vassal); the manor (land) as the foundation of economic and social life (roles of lord, knights, serfs). Understand the characteristics and impact of Renaissance thinking, art, and learning. People began celebrating the talents and abilities they believed given them by God; concept of Renaissance Man (a person, male or female, who is able to do, understand, and be interested in many things) exemplified by Leonardo Da Vinci and Michelangelo; art celebrated nature and the human body and experimented with color and perspective; anatomical drawings and studies increased understanding of human body functions; modern science born in Renaissance curiosity. Johann Gutenberg s printing press put the Bible, the Christians Holy Book, into the hands of the average person. Many discovered the freedom accorded to them in the Holy Writings which resulted in a burst of new ideas, a surge of discovery and a fascination about life; new discoveries in science and technology reduced the danger of ocean voyages; and Renaissance curiosity and focus on commerce encouraged exploration (Age of Discovery). Different interpretations of the Bible led to a division in the established Christian church that created the Protestant Reformation and the beginnings of many different Christian religions. Different groups believed that they had the only true faith and a duty to spread the truth, as they understood it. Those who practiced other religions suffered persecution. Religious persecution became an impetus for emigration to America. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. 21
U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history. 172 173: The United States and Canada: Shaped by History; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 187 192: The United States on the Brink of Change; 222 223: The United States: A Nation of Immigrants 172 173: The United States and Canada: Shaped by History; 174 179: The Arrival of the Europeans; 180 186: Growth and Conflict in the United States; 187 192: The United States on the Brink of Change; 222 223: The United States: A Nation of Immigrants STATE & LOCALHISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Content Standard: Understand and interpret events, issues, and developments in Oregon history. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Identify significant connections between Oregon and the period of history studied. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one s family, local community, and culture Content Standard: Understand and interpret events, issues, and developments in local history. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 22
Make appropriate connections between the local community and events in the period of history studied. SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; 102 103: Making Valid Generalizations; 126 127: Making Predictions pages: 154 155: Identifying Frame of Reference; 316 317: Writing a Summary; 408 409: Distinguishing Fact and Opinion; 442 443: Drawing Inferences and Conclusions; 514 515: Synthesizing Information Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; 102 103: Making Valid Generalizations pages: 126 127: Making Predictions; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary; 408 409: Distinguishing Fact and Opinion; 442 443: Drawing Inferences and Conclusions Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Practice using Bloom s Taxonomy to formulate questions. RW1 RW5: Reading and Writing Handbook; 72 73: Analyzing and Interpreting Population Density Maps; 126 127: Making Predictions; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary 23
(Continued) Practice using Bloom s Taxonomy to formulate questions. Common Curriculum Goal: Acquire and organize materials from primary and secondary sources (Continued) pages: 408 409: Distinguishing Fact and Opinion Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. Using Reliable Information; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary; 408 409: Distinguishing Fact and Opinion Identify and interpret primary and secondary source documents to increase understanding. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion 24
Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Practice interpreting ideas and events from different historical perspectives. Using Reliable Information; 88 89: Literature; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion Common Curriculum Goal: Identify and analyze an issue 72 73: Analyzing and Interpreting Population Density Maps; 102 103: Making Valid Generalizations; 126 127: Making Predictions; 154 155: Identifying Frame of Reference; 316 317: Writing a Summary pages: 408 409: Distinguishing Fact and Opinion; 442 443: Drawing Inferences and Conclusions; 468 469: Comparing and Contrasting; 514 515: Synthesizing Information Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect Practice determining cause and effect relationships. Common Curriculum Goal: Select a course of action to resolve an issue 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 126 127: Making Predictions; 102 103: Making Valid Generalizations; 154 155: Identifying Frame of Reference; 514 515: Synthesizing Information 25
Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion. 126 127: Making Predictions; 102 103: Making Valid Generalizations; 154 155: Identifying Frame of Reference; 514 515: Synthesizing Information Create criteria for measuring solutions or alternatives. Measure possible solutions or alternatives using set criteria. 126 127: Making Predictions; 102 103: Making Valid Generalizations; 154 155: Identifying Frame of Reference; 514 515: Synthesizing Information 126 127: Making Predictions; 102 103: Making Valid Generalizations; 154 155: Identifying Frame of Reference; 514 515: Synthesizing Information 26