Colorado Academic Standards Social Studiesassets.pearsonschool.com/...RecPres_2016_HS_Print.pdf · practices, curriculum standard expectations, and technology to help prepare students

A Correlation of

© 2016

To the

Colorado Academic Standards

Social Studies

High School

A Correlation of

Pearson United States History, Reconstruction to the Present, ©2016

to the Colorado Academic Standards Social Studies, High School

2 SE = Student Edition

Introduction

This document demonstrates how Pearson United States History, ©2016 meets the

Colorado Academic Standards Social Studies, 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, Pearson United States 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 Pearson United States History 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

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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

A Correlation of




Table of Contents

Standard: 1. History ............................................................................................. 4

Standard: 2. Geography........................................................................................ 8

Standard: 3. Economics ...................................................................................... 14

Standard: 4. Civics ............................................................................................. 24

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Social Studies

Pearson United States History

Reconstruction to the Present, ©2016

Content Area: Social Studies

Standard: 1. History

Prepared Graduates:

Develop an understanding of how people view, construct, and interpret history

Grade Level Expectation: High School

Concepts and skills students master:

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; 21st 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)

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; 21st Century

Skills, Interpret Sources, 1-3, 691, Analyze

Primary and Secondary Sources, 1-3, 701,

Write an Essay, 1-4, 707

c. Construct and defend a written

historical argument using relevant

primary and secondary sources as

evidence (DOK 1-4)

SE: Topic 3 Assessment, (10. Use Historical

Inquiry), 152; Topic 8 Assessment, (1.

Describe Berlin Airlift), 444; 21st Century

Skills, Write an Essay, 1-4, 707

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 4 Assessment, (5. Evaluate

Impact of Nineteenth Amendment), 209

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Relevance and Application:

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.

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

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: 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


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

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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)

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

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)

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

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: 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

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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.

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

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.

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

3. Businesses and individuals use

history to understand the feasibility

of new ideas and markets.

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

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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


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, 112th Congress, Infer, 625

b. Create and interpret various graphs,

tables, charts, and thematic maps

(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; 21st Century Skills,

Create Charts and Maps, 1-4, 694-695

c. Analyze and present information

using a variety of geographic tools

and geographic findings in graphs,

tables, charts, and thematic maps

(DOK 1-3)

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; 21st Century Skills, Create Charts and

Maps, 1-4, 694-695

d. Locate physical and human features

and evaluate their implications for

society (DOK 1-3)

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

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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.

SE: Satellite Technology Transforms

Communication and Navigation, 601; Topic

12 Assessment, (16. Understand Global

Positioning Products), 604

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.

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

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.

SE: Science and Agriculture Innovations,

600-601; Satellite Technology Transforms



Positioning Products), 604; Recycling and

Green Architecture, 633-634; Analyze Data

and Models, 692-693

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



Positioning Products), 604

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2. Explain and interpret geographic variables that influence the interactions of people,

places and environments


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)

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

c. Explain how altering the

environment has brought prosperity

to some places and created

environmental dilemmas for others

(DOK 1-2)

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

d. Research and interpret multiple

viewpoints on issues that shaped the

current policies and programs for

resource use (DOK 1-4)

SE: Governmental Actions Challenge Fifth

Amendment Rights, 541; Topic 11.4

Assessment, (5. Determine Point of View),


OPEC Oil Embargo), 564; Energy and the

Environment, 632-634; Topic 13.4

Assessment, (4. Compare Points of View),

636

e. Explain how information and

changing perceptions and values of

places and environment influence

personal actions (DOK 1-3)

SE: For related content please see:

Impact of Environmental Regulations, 540;

Energy and the Environment, 632-634

f. Define sustainability and explain

how an individual’s actions may

influence sustainability (DOK 1-2)

SE: For related content please see: Topic

11 Assessment, (7. Identify Roles in

Managing the Environment), 563;

Recycling and Green Architecture, 633-634;

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1. Individual actions affect the local

environment and global community

such as the impact of recycling and

consumption of resources.

SE: Recycling and Green Architecture, 633-

634

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: 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


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,


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

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c. Explain how migration of people and

movement of goods and ideas can

enrich cultures, but also create

tensions (DOK 1-2)

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

d. Analyze how cooperation and conflict

influence the division and control of

Earth (DOK 1-2)

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

e. Analyze patterns of distribution and

arrangements of settlements and

the processes of the diffusion of

human activities (DOK 1-3)

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

f. Make predictions and draw

conclusions about the global impact

of cultural diffusion (DOK 1-3)

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

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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.

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

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: 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

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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


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)

SE: A Difficult Balance Between Business,

Government, and Consumer, 89-90; Impact

of Defense Spending on the Economy, 501-

502

c. Understand that effective decision-

making requires comparing the

additional (marginal) costs of

alternatives with the additional

(marginal) benefits (DOK 1-2)

SE: For related material please see, Social

Studies Core Concepts: Economics Core

Concepts @ www.PearsonRealize.com

http://www.pearsonrealize.com/, United

States History, 2016.

d. Identify influential entrepreneurs

and describe how they have utilized

resources to produce goods and

services (DOK 1-2)

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

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1. The availability of natural resources,

such as fossil fuels and blood

diamonds, has an impact on

economic decisions made in a global

economy.

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

2. Entrepreneurship and innovation

create new paradigms to address

scarcity and choice. Examples

include electric cars, cell phones,

social networking, Internet, and

satellite television.

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

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).


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

4. Marginal thinking allows for good

economic decisions to be made by

individuals, businesses, and

governments.


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

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2. Economic policies affect markets


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)

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

b. Recognize the interaction between

foreign and domestic economic

policies. Topics to include but not

limited to: embargoes, tariffs, and

subsidies (DOK 1-2)

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

c. Identify government activities that

affect the local, state, or national

economy (DOK 1)

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

d. Give examples of the role of

government in a market economic

system (DOK 1)


Harding’s Economic Policies Encourage

Growth, 246-247; Tax Cuts and

Deregulation, 574-575; Economic Issues

and Reforms, 624

e. Analyze how positive and negative

incentives influence the economic

choices made by individuals,

households, businesses,

governments, and societies (DOK 1-

3)

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

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f. Compare and contrast monetary and

fiscal policies of the United States

government that are used to

stabilize the economy (DOK 2-3)


Economic Policy Challenges Continue, 142-


Emergence of Monetary Policy), 152;

Regulation of Commercial Banks, 184;


Reserve Act), 210


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.

SE: Different Ideas About Monetary Policy,





Reserve Act), 210; The Financial Crisis of

2008, 620

2. Businesses understand and follow

the changes in fiscal and monetary

policy to make better choices and

react to changing markets.


Economic Policy Challenges Continue, 142-





Reserve Act), 210

3. Technology allows both individuals

and businesses to access up-to-date

information regarding fiscal and

monetary policies and the

fluctuations in markets.


Digital Technology Changes American Life,

600-602; Technological and Management

Innovations in the American Economy, 610-

611

4. Economic behavior is modified based

on positive and negative incentives

such as tax credits on alternative

energy and increases in payroll

taxes.


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

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1. Government and competition affect markets


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)


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

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)


Income Tax Rates in the 1920s, Analyze

Charts, 249; Tax Cuts and Deregulation,

574-575

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1. Knowledge of the changing role of

government in various markets

helps to make informed choices.


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

2. The understanding of the role of

competition in markets helps to

make informed decisions and create

business strategies.


Corporations Find New Ways of Doing

Business, 85-88; Farmers and the Railroads

Disagree, 146

3. Government taxing and spending

policies affect individuals and

businesses.

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)


a. Develop a financial plan including a

budget based on short- and long-

term goals (DOK 1-4)






b. Analyze financial information for

accuracy, relevance, and steps for

identity protection (DOK 2-3)






c. Describe factors affecting take-home

pay (DOK 1)






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d. Identify sources of personal income

and likely deductions and

expenditures as a basis for a

financial plan (DOK 1-2)

SE: For related content, please see:

A New Tax on Income, 183; Free Enterprise

System Improves Standards of Living, 433

e. Describe legal and ethical

responsibilities regarding tax

liabilities (DOK 1-2)







1. Individuals create long- and short-

term 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.


Advertising and Installment Buying, 243;

Americans Rely on Credit, 283; Reforming

the Financial System, 302-303

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.






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5. Analyze strategic spending, saving, and investment options to achieve the objectives of

diversification, liquidity, income, and growth (PFL)


a. Compare and contrast the variety of

investments available for a

diversified portfolio (DOK 2-3)






b. Evaluate factors to consider when

managing savings and investment

accounts (DOK 2-3)


Reforming the Financial System, 302-303;

Topic 6 Assessment, (6. Describe Continued

Effect of Federal Deposit Insurance

Corporation), 327

c. Explain how economic cycles affect

personal financial decisions (DOK 1-

3)


Hidden Economic Problems in the Roaring

Twenties, 280-281; The Stock Market Hits

Bottom, 284

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.


The Fight to Expand Economic Opportunity,

478-479; The Service Sector Expands, 611;

Competing in a Global Economy, 612

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6. The components of personal credit to manage credit and debt (PFL)


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)


Americans Rely on Credit, 283; Free

Enterprise System Improves Standards of

Living, 433


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.


Advertising and Installment Buying, 243;

Americans Rely on Credit, 283; Free

Enterprise System Improves Standards of

Living, 433

2. Knowledge of the penalties that

accompany bad credit, such as the

inability to qualify for loans, leads to

good financial planning.


Functions of the Second Bank of the United

States, Analyze Charts, 21; Advertising and

Installment Buying, 243; Americans Rely on

Credit, 283

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7. Identify, develop, and evaluate risk-management strategies (PFL)


a. Differentiate between types of

insurance (DOK 1-2)


Aiding Older Americans, 308

b. Explain the function and purpose of

insurance (DOK 1)


Aiding Older Americans, 308

c. Select and evaluate strategies to

mitigate risk (DOK 1-3)


The Stock Market Hits Bottom, 284


1. The knowledge of how to evaluate,

develop, revise, and implement risk-

management 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.


The Stock Market Hits Bottom, 284; Aiding

Older Americans, 308

2. Individuals seek advice and counsel

from insurance companies, financial

planners, and other businesses on

risk management.






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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


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; 21st

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)


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

c. Describe the roles and influence of

individuals, groups, and the press as

checks on governmental practices

(DOK 1-2)

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

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)

SE: Voluntary Cooperation Fails, 297; Topic

6 Assessment, (8. Evaluate Historical Roles

of State and Federal Government), 328;

Education Becomes More Accessible, 436;

21st 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

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e. Critique various media sources for

accuracy and perspective (DOK 2-3)

SE: Analyze Political Cartoons, 15, 52, 88,

89, 149, 219, 297, 338, 412; Topic 3

Assessment, (14. Analyze and Interpret

Political Cartoons), 152; 21st Century Skills,

Analyze Political Cartoons, 1-3, 695-696


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.

SE: 21st Century Skills, Make Decisions, 1-

3, 709; Being an Informed Citizen, 709-710

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.

SE: 21st 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

3. Technology is a tool for researching

civic issues, advocating for ideas,

and expressing views to elected

officials.

SE: 21st Century Skills, Political

Participation, 4. Interact online, 710

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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)


Principles of the Constitution, 15-16;

Review Topic Assessment, (10. Analyze and

Evaluate Separation of Powers and Checks

and Balances), 44

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)

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

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)

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

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e. Use media literacy skills to locate

multiple valid sources of information

regarding the foundations,

structures, and functions of

government (DOK 1-3)


Topic 6 Assessment, (7. Evaluate a

Source), 328; Topic 11 Assessment, (14.

Describe Effects of Watergate Scandal),

564; 21st Century Skills, Interpret Sources,

1-3, 691; 21st Century Skills, Political

Participation, 4. Interact online, 710

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)

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

g. Evaluate the effectiveness of our

justice system in protecting life,

liberty, and property (DOK 3-4)

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


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.

SE: 21st 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

2. Political issues are covered by the

media, and individuals evaluate

multiple media accounts using

technology.

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

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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


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; 21st 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)

SE: Topic 12 Assessment, (1. Identify

Viewpoints), 603; 21st Century Skills, Being

an Informed Citizen, 1-3, 709-710, Political

Participation, 1-4, 710

c. Explain how to monitor and

influence public policy (DOK 1-2)

SE: 21st Century Skills, Being an Informed

Citizen, 1-3, 709-710, Political Participation,

1-4, 710

d. Analyze goals and tools used by the

United States in developing foreign

policy (DOK 1-3)

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

e. Illustrate how various governments

and leaders interact and evaluate

how interactions among nations

affect domestic and world events

(DOK 1-3)

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

f. Compare and contrast how different

systems of government function

(DOK 1-2)


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

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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