Grade 11 Contemporary Studies - · PDF fileGrade 11 Contemporary Studies . 2 ... The instructional material meets the ... 21st CENTURY LEARNING EVALUATION CRITERIA

A Correlation of

Prentice Hall United States History Modern Era, ©2013

To the

West Virginia Next Generation Standards and

Objectives for Social Studies Grade 11 Contemporary Studies

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Table of Contents

GENERIC EVALUATION CRITERIA ............................................................................................................................3

GENERAL EVALUATION CRITERIA ...........................................................................................................................4

SPECIFIC EVALUATION CRITERIA ..........................................................................................................................19

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PUBLISHER: Pearson Education Inc., publishing as Prentice Hall SUBJECT: Social Studies SPECIFIC GRADE: 11 COURSE: 7011 - Contemporary Studies TITLE: Prentice Hall United States History, Modern Era COPYRIGHT DATE: 2013 SE ISBN: 0133196771 TE ISBN: 0133189066

GENERIC EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 11: Contemporary Studies

Equity, Accessibility and Format

Yes No N/A CRITERIA NOTES

X

I. INTER-ETHNIC

The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

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X

II. EQUAL OPPORTUNITY

The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

X

III. FORMAT

This resource is available as an option for adoption in an interactive electronic format.

GENERAL EVALUATION CRITERIA



INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

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(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop:

A. Next Generation Skills:

SE/TE: Section Objectives, Note Taking, & Why It Matters, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673, 679; Focus on Geography, 158, 186, 266, 356, 611; Economics Handbook, 704–713 TE only: Connect to Your World: Civic Responsibility, 646

Thinking and Problem-Solving Skills Social Studies Content: 1. is presented in a way that deepens student understanding through

meaningful and challenging inquiry-based learning that builds on prior knowledge and promotes social science connections (e.g., the importance of geography in historical events, the importance of economics in geography, the importance of past history in civic decision making);

SE/TE: American Issues Connector, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; Chapter Assessment, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment, 31, 63, 95,

2. engages in complex historical analysis that promotes the development of mental perspectives, thoughtful well-framed questions and thoughtful judgment applicable to students’ own lives and future situations; and

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135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Skills Handbook, SH1–SH31; American Issues Connector features 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590, 682 SE/TE: American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; Government and the environment 124-126; The Environmental Movement, 586–591 TE only, Extend Online T98

3. promotes local and global connections past and present in real-world, authentic relationships that encourage the consideration of human choice and natural catastrophic events on historic outcomes.

Information and Communication Skills/Social Studies

For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with the opportunity to:

SE/TE: Primary Sources, 198, 339, 405, 485, 638, 725–744; Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Research Writing, SH12-SH14, Critical Thinking Skills: Analyze Primary Sources, SH24, 566, Evaluate Credibility of Sources, 94, 318, 566, Recognize Propaganda, 166, 394, Analyze Literature, 108, 239, 277, Evaluate Literature, 108; also see: Writing Skills: Analyze Primary

4. locate existing social studies content information, especially primary

source documents, to interpret meaning and then create original communication;

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Sources, 330; Speaking and Listening Skills SH30-SH31

TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Modeling Reading and Writing Skills: Oral Presentation T43, Evaluate Online Sources, T87

SE/TE: American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; American Issues Connector: Transfer Activities, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590 TE only: Debates, 6, 46, 577

5. make informed choices; and

SE/TE: Speaking and Listening Skills, SH30-31; Writing Handbook: Research Writing, SH12–SH14; Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497 TE only: Extend Online, T34, T38, T42, T46, T50, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110; Extend 72, 107, 150, 179, 291, 427, 515, 637

6. interact with outside resources through opportunities for local and global collaboration in a variety of safe venues.

Personal and Workplace Productivity Skills

For student mastery of content standards and objectives, the instructional

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materials will provide students with the opportunity to:

SE/TE: Writing Handbook: Research Writing, SH12–SH14; Research Report/Essay, 430, 462, 500; Section Assessment Writing About History Activities, 439, 447, 454, 459; Connect to Your World Activities, 279, 393, 527, 621; Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24

TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110

7. conduct research, validate sources and report ethically on findings;

SE/TE: Quick Study Timeline: 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; Skills Handbook, Give an oral or Multimedia Presentation, SH31; Progress Monitoring

8. identify, evaluate and apply appropriate technology tools for a variety of purposes;

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Online: each Section Assessment and Quick Study Guide TE only: Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110

SE/TE: American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687

TE only: Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110

9. engage in self-directed inquiry

SE/TE: The Connector activities can be modified for collaborative work assignments. American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; American Issues Connector: Transfer Activities, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558,

10. work collaboratively; and

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590, 682; Group Discussions, SH30; Problem Solving and Decision Making, SH28 TE only: Debate, T39; Extend Online, T34, T38, T42, T46, T50, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110; Extend 72, 107, 150, 179, 291, 427, 515, 637 SE/TE: American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; American Issues Connector: Transfer Activities, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590, 682

11. practice time-management and project management skills in problem based learning situations.

B. Developmentally Appropriate Instructional Resources and Strategies

For student mastery of content standards and objectives:

SE/TE: Section Objectives, Note Taking, & Why It Matters, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673, 679; Reflections SH32, 96, 208, 320, 464, 624, 688

1. Content is structured to ensure all students meet grade‐specific

expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations.

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SE/TE: Skills Handbook: Use Context Clues, SH5; Analyze Word Parts, SH5; Recognize Word Origins, SH5; Section Assessment: Terms and People, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessments, Terms and People sections, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Economics Handbook, 704-713; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; American Humanities, 108, 247, 277, 315, 454, 497, 579 TE only: Professional Development, T1–T31, T34–T35, T38–T39, T42–T43, T46–T47, T50–T51, T54–T55, T58–T59, T62–T63, T66–T67, T70–T71, T74–T75, T78–T79, T82–T83, T86–T87, T90–T91, T94–T95, T98–T99, T102–T103, T106–T107, T110–T111

2. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition,

provides opportunities to engage in high interest, age‐appropriate

activities that mirror real‐life situations, and make cross‐curricular,

global connections.

SE/TE: American Issues Connector, 7, 142, 178, 226, 558; Why It Matters, 138, 144, 151, 156, 170, 189, 324, 331, 340, 354, 370, 386, 398, 406,

3. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics.

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412, 504, 532, 537, 552, 560, 615, 639, 645, 666, 671 SE/TE: Infographic features, 10, 38, 46, 51, 68, 75, 102, 122, 146, 152, 162, 176, 183, 192, 214, 228, 235, 256, 263, 275, 286, 306, 326, 358, 382, 403, 414, 422, 436, 442, 451, 474, 479, 494, 514, 520, 540, 549, 556, 572, 582, 612, 618, 636, 659, 668; Maps Geography Interactive, 5, 11, 13, 24, 28, 40, 46, 53, 85, 114, 125, 129, 141, 149, 158, 160, 162, 164, 172, 176, 191, 195, 200, 214, 266, 281, 286, 306, 328, 333, 343, 346, 372, 374, 376, 388, 401, 403, 408, 409, 416, 428, 438, 444, 460, 470, 479, 509, 533, 539, 547, 550, 564, 565, 588, 601, 611, 632, 648, 650, 672, 675, 684; Charts and Graphs, C3, C6, C9, C13, 20, 28, 29, 35, 54, 57, 59, 60, 92, 105, 129, 130, 132, 135, 140, 147, 149, 159, 164, 165, 166, 171, 174, 181, 183, 191, 193, 198, 204, 213, 216, 217, 221, 224, 235, 238, 240, 241, 248, 256, 257, 260, 262, 263, 266, 274, 278, 280, 286, 293, 295, 296, 297, 299, 303, 305, 308, 309, 316, 318, 325, 337, 344, 348, 350, 351, 358, 365, 377, 390, 392, 395, 402, 411, 413, 414, 428, 430, 435, 436, 438, 441, 458, 460, 463, 476, 490, 494, 496, 498, 505, 508, 518, 526, 528, 529, 539, 545, 549, 550, 553, 564, 566, 572, 578, 581, 583, 589, 592, 594, 599, 601, 603, 605, 609, 610, 611, 620, 629, 632, 634, 640, 648,

4. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems).

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650, 652, 653, 658, 659, 660, 663, 664, 668, 672, 676, 680, 681, 682, 684; Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22 SE/TE: Connect to Your World, Create a Timeline, 349, 651; Timelines, SH30, 28–29, 60–61, 92–93, 132–133, 164–165, 204–205, 248–249, 278–279, 316–317, 348–349, 392–393, 428–429, 460–461, 498–499, 526–527, 564–565, 592–593, 620–621, 650–651, 684–685; Reading Skills: Recognize Sequence, 9, 14, 15, 20, 42, 47, 48, 54, 151, 155, 259, 370, 380, 400, 544, 551, 586, 591, 671, 678

TE only: Sequence Events, SH4c, 338i, 345c, 639c, 644c, 649c

5. Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order.

SE/TE: American Issues Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; American Issues Connector: Transfer Activities, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590, 682

6. Instructional material provides opportunities for students to

investigate issues that are interconnected (e.g., colonialism, poverty, human rights, environment, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. .

SE/TE: Connector: Connect to Your World, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; Focus Question, 3, 4, 9, 15, 21, 33, 34, 42, 48, 55, 65, 66, 73, 80, 87, 99, 100, 116, 121, 128,

7. Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles.

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137, 138, 144, 151, 156, 169, 170, 180, 189, 199, 211, 212, 218, 223, 227, 231, 242, 253, 254, 261, 272, 283, 284, 300, 323, 324, 330, 340, 353, 354, 361, 370, 380, 386, 397, 398, 406, 412, 420, 433, 434, 440, 448, 455, 467, 468, 477, 503, 504, 511, 517, 531, 532, 537, 544, 552, 560, 569, 570, 574, 580, 586, 597, 598, 607, 615, 627, 628, 633, 639, 645, 655, 656, 666, 671, 673, 679; Chapter Assessment: Focus Questions, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686 SE/TE: Focus Question, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673, 679; Chapter Assessment: Focus Questions, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686 TE only: Professional Development: T1–T31, T34–T35, T38–T39, T42–T43, T46–T47, T50–T51, T54–T55, T58–T59, T62–T63, T66–T67, T70–T71, T74–T75, T78–T79, T82–T83, T86–T87, T90–T91, T94–

8. Resources for intervention and enrichment to allow for personalized learning are provided.

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T95, T98–T99, T102–T103, T106–T107, T110–T111; Differentiated Instruction (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727 Students can find updates of global and other information at pearsonschool.com/ushist.

9. Materials provide an electronic resource for students to access for updates of global information in real time.

C. Life Skills

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:

SE/TE: Individual rights, 20, 39, 56, 59, 184, 524, 525; American Issues Connector: Expanding and Protecting Civil Rights, 19, 29, 393, 499; Federal Power and States' Rights, 44, 61, 317, 499; Civil Liberties and National Security, 205, 279, 393, 424, 429; Landmark Decisions of the Supreme Court, 188, 367, 476, 516, 525, 606, 614, 714; Skills Handbook: Compare Viewpoints, SH25, Synthesize Information, SH26, Problem Solving and Decision Making, SH28, Draw Inferences and Conclusions, SH29

1. develop a deeper understanding of Civic Literacy (civic engagement,

e.g., volunteerism, voting, running for office, influencing and monitoring policy) and to develop civic dispositions.

SE/TE: National Economy, 7, 16, 22, 23, 50–51, 52, 58, 67, 89, 90, 129–131, 133, 135, 138–139, 140, 181–182, 200, 203, 212–217, 221, 254, 292–295, 299, 304, 305, 306, 365–366, 391, 435–436, 445–446, 513, 542–543, 599–600, 608–610, 633–634, 658–662, 664; Trade,

2. practice Financial Literacy skills, (personal finance,

entrepreneurship, business finance, and local, national and global economics).

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6, 8, 138–140, 153–154, 176, 194, 203, 221–222, 259, 402, 712–713; Government's Role in Economy, 133, 279, 305, 317, 651; Global Politics and Economics, 666–670; Economics Handbook, 704–713 TE only: Independent Practice 708 SE/TE: Writing Handbook: Research Writing, SH12–SH14; Research Report/Essay, 405, 411, 419; American Issues Connector: Connect to Your World, 165, 205, 393, 429, 621, 651; American Issues Connector: Transfer Activities, 7, 142, 178, 424 TE only: Extend Online, T42, T50, T70, T74, T78, T90, T94, T106, T110

3. develop Global Awareness (global competency in research, communication, presentation, action).

D. Assessment

SE/TE: Section Assessment: 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Quick Study Guide: American Issues Connector, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393,

1. To ensure a balanced assessment, the instructional material will provide

tools for a balanced approach to assessment including both formative and summative assessments in multiple formats (e.g., rubrics, document based questions (DBQs), performance-based measures, open-ended questioning, portfolio evaluation, and multimedia simulations) that not only guide instruction but also identify student mastery of content.

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429, 461, 499, 527, 565, 593, 621, 651, 685; Chapter Assessments, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687

E. Organization, Presentation and Format

SE/TE: Quick Study Guide, 28, 60, 92, 132, 164, 204, 248, 278, 316, 348, 392, 428, 460, 498, 526, 564, 592, 620, 650, 684; Chapter Preview, 3, 33, 65, 99, 137, 169, 211, 253, 283, 323, 353, 397, 433, 467, 503, 531, 569, 597, 627, 655; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590 TE only: Differentiated Instruction (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727

1. Information is organized logically and presented clearly using multiple methods and modes for delivering instruction that motivate and increase literacy as students engage in high interest, authentic activities.

SE/TE: Quick Study Timeline: History Interactive, 29, 61, 93, 133, 165, 205, 249, 279, 317, 349, 393, 429, 461, 499, 527, 565, 593, 621, 651, 685; History Interactive (examples): 10, 68, 240, 342, 418, 482, 642

2. The use of media enhances instruction and learning.

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TE only: Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110 Online Student Edition: Visit PearsonSchool.com/ushist to find an online version of the textbook. The textbook is also available on StudentEXPRESS DVD-ROM.

3. The instructional resource includes an electronic file of the student edition provided on an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a link on the publisher’s server, both of which are accessible by a net book or similar device that is internet-enabled and can open standard file formats.

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SPECIFIC EVALUATION CRITERIA



Eleventh Grade Contemporary Studies examines the interactions between the United States and the world since 1914 to present day. Teachers will engage students in critical thinking and problem-solving skills as students learn and work with factual historical content, geography, civics, economics and other social studies concepts. Maps, spreadsheets, charts, photographs, the arts, music, graphs, primary source documents, textbooks and data from a variety of credible electronic and non-electronic sources will be used to synthesize, analyze, interpret and predict outcomes. Careful analysis of the interactions of the United States and other nation states will help students recognize the interdependencies of the United States and other countries as the concept of globalization is explored and evaluated. Teachers will provide a venue for students to examine factors that influence changing political and economic relationships and foreign policies between the United States and its world neighbors. The impact of world events on the individual citizen and the reciprocal impact of an individual citizen’s actions, in the democratic process, on world events will be emphasized. The West Virginia Next Generation Standards include the Next Generation Content Standards and Objectives and 21st Century learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Civics Standard Civics addresses both citizenship and political systems. Citizenship education prepares students to be informed, active and effective citizens who accept their responsibilities, understand their privileges and rights and participate actively in society and government. To be successful participants in society, students must understand how to build social capital (a network of social relationships) that encourages reciprocity and trust, two characteristics of civic virtue and good citizenship. Students must be able to research issues, form reasoned opinions, support their positions and engage in the political process. Students exercise tolerance and empathy, respect the rights of others, and share a concern for the common good while acting responsibly with the interests of the larger community in mind. Students must learn and practice intellectual and participatory skills essential for an involved citizenry. To develop these skills, the curriculum must extend beyond the school to include experiences in the workplace and service in the community. While studying political systems, students develop global awareness and study the foundations of various world governments and the strategies they employ to achieve their goals. With respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers and the rule of law. The students learn the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States. Students recognize the need for authority, government and the rights and responsibilities of citizens. Economics Standard Economics analyzes the production, allocation, distribution and use of resources. The economic principles include an understanding of scarcity and choice, productivity, markets and prices, supply and demand, competition, role of government, international trade factors and consumer decisions in a global economy. Understanding economic principles, whole economies and the interactions between different types of economies helps students comprehend the exchange of information, capital and products across the globe. Learners investigate economic principles and their application to historical situations. Learners will work cooperatively and individually to analyze how basic economic principles affect their daily lives. Students become financially responsible by examining the consequences of and practicing personal financial decision-making.

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Geography Standard Geography encompasses physical and human systems and the interactions between them on local and global scales. People interact with the natural world in culturally distinct ways to produce unique places, which change over time. New technologies and perspectives of geography provide students with an understanding of the world, and the ability to evaluate information in spatial terms. The geography standard stresses the world in which we live and the role of the U.S. in the global community. Students use geographic perspectives and technology to interpret culture, environment and the connection between them. Students collaborate with one another and work individually using geographic skills and tools to ask geographic questions based on the five themes of geography (location, place, human-environmental interaction, movement and regions), acquire the necessary information, organize and analyze the information and respond to those geographic questions. Students examine the varying ways in which people interact with their environments and appreciate the diversity and similarities of cultures and places created by those interactions. Literacy Standard The Literacy Standards for History/Social Studies lay out a vision of what it means to be literate in social studies. The skills and understanding students are expected to demonstrate in both reading and writing have a wide applicability outside the classroom or workplace. Reading requires an appreciation of the norms and conventions of social studies, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts in social studies. In writing students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting finding from their research and analysis of sources in a clear and cogent manner. Students who meet these standards demonstrate the reasoning and use of evidence that is essential to both private and responsible citizenship in a democratic society. History Standard History organizes events and phenomena in terms of when they occurred and examines where, how and why they took place. Students study how individuals and societies have changed and interacted over time. They organize events through chronologies and evaluate cause-and-effect relationships among them. Students analyze how individuals, groups and nations have shaped cultural heritages. They gather historical data, examine, analyze and interpret this data, and present their results in a clear, critical manner. Students study origins and evolutions of culture hearths, settlements, civilizations, states, nations, nation-states, governments and economic developments. Through history, students understand the identity and origins of their families, communities, state and nation. Through history, students recognize the influence of world events on the development of the United States and they evaluate the influence of the United States on the world. Understanding the past helps students prepare for today and the events of the future.

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For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

IMR Committee Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

A. Civics

SE/TE: American Issues Connector: Track and Debate the Issues & Transfer Activities, 19, 83, 91, 115, 226, 424, 491, 519; Landmark Decisions of the Supreme Court: Connect to Your World, 188, 367, 476, 516, 525, 606, 614, 714; Writing About History, 660, 665, 670, 678, 683, 686; also see: Document–Based Assessment (Writing Task): Attitudes Toward Organized Labor, 95, American For and Against the War, 207, Civil Disobedience, 501, Voting Rights Act (1975), 595, Anatomy of a Scandal, 623; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; Decision Point, 18, 196, 378, 410

1. compare and contrast various citizens’ responses to controversial government actions and debate decisions.

SE/TE: American Issues Connector (Transfer Activities): Sectionalism and National Politics, 26, Expanding and Protecting Civil Rights, 19, Church and State, 37, American Indian Policy, 83, Women in American Society, 91, Social Problems and Reforms, 115,

2. analyze and apply ways U.S. and world conflicts can be resolved in a cooperative and peaceful manner.

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America Goes to War, 178, Immigration Policy, 226, Civil Liberties and National Security, 424, Voting Rights, 491, America and the World, 558; also see: Wilson Promotes Peace Without Victory, 193; Wilson at the Paris Peace Conference, 194–195; Allies Set Postwar Goals, 386–387; International Cooperation, 389–390; China Forces a Stalemate, 409–410; The Push for Voting Rights, 488–490; Significant Gains and Controversial Losses, 495–496; The Cuban Missile Crisis, 508, 509; The War Divides America, 544–551; The War’s End and Impact, 552–559; Lasting Effects of the Women’s Movement, 577–578; The Rights Revolution Expands, 580–585; Success and Setback in the Middle East, 617–618; The End of the Cold War, 639–644; Dealing With Violence, 663; Americans on the Global Stage, 668–670 SE/TE: Landmark Decisions of the Supreme Court, 188, 367, 476, 516, 525, 606, 614, 714-723

3. evaluate court cases essential to fundamental democratic principles and values (e.g., amendments since 1920, Brown v. BOE Topeka, Miranda v. Arizona, Roe v. Wade and the P.A.T.R.I.O.T. Act).

SE/TE: American Issues Connector: Territorial Expansion of the United States, 142, U.S. Immigration Policy, 226, America and the World, 558; Document–Based Assessment: Civil Disobedience, 501

4. evaluate then defend the importance of the fundamental democratic values and principles of United States constitutional democracy in a global context including conflicts between individuals, communities and nations. • liberty and equality • individual rights and the common good • majority rule and minority rights • Rule of Law and ethics (e.g., civil disobedience) • Patriotism

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SE/TE: Debate the Issue: Global Interdependence, 7, Expanding and Protecting Civil Rights, 19, America Goes to War, 178, Immigration Policy, 226, Civil Liberties and National Security, 424, Voting Rights, 61, 133, 491, America and the World, 558; also see: Bill of Rights (United States): added to U.S. Constitution, 18, and civil rights issues, 19, listed, 28; American Issues Connector: Voting Rights, 61, 133, 491, 499; League of Nations, 194–197, 202–203, 221, 329; United Nations (UN), 389

5. justify the duties of citizens that are necessary to preserve global democracy. • public forums (Local, national, and/or global) • analysis of voting apathy and resulting consequences • personal freedoms throughout the world • role of international government and non-government

organizations (e.g., League of Nations and U.N.)

SE/TE: America’s War on Terror, 673–674; Iraq and Afghanistan, 677; Writing About History, 686

6. examine the global challenges of the post 9/11 world and predict problems of the future (e.g., terrorism, weapons of mass destruction, demographic shifts, famine, natural disasters, climate change, and religious, cultural and ideological conflicts).

SE/TE: Volunteers in Service to America (VISTA), 518, 520; also see: Volunteerism (under Hoover), 272–273

7. select and participate in a volunteer service or project with a community or Veteran’s organization (e.g., American Legion, Veteran’s of Foreign Wars, Women Veterans of America, Ronald McDonald House, Special Olympics, 4-H, etc.).

B. Economics

SE/TE: Militarism Produces an Arms Race, 171; Deadly Technology Leads to Stalemate, 173; Deadly Technology of World War I, 174; Infographics: U-Boats, 176–177; Lend–Lease Act (1941), 331, 337; Marshall Plan, 402, 402; Nuclear weapons in arms race with Soviets, 413; Cuban Missile Crisis, 508–510; Treaty to limit nuclear arms, 562–563; also see: The Triumph of Industry, 66–69; The Panama Canal, 158–159

1. analyze the industrial organization of the American economy and connect the effects upon the outcome of WWI and subsequent wars (e.g., loans, Lend/Lease Act, Marshall Plan and nuclear arms race).

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SE/TE: Fourteen Points (Wilson), 193–194; Primary Source: Woodrow Wilson: The Fourteen Points, 198; FDR Offers Relief and Recovery, 284–291 The Second New Deal, 292–299 Effects of the New Deal, 300–304, 306–309; The Cold War Blasts Off Into Space, 417; Kennedy's New Frontier, 511–516; Johnson's Great Society, 517–518, 520–525; Strategic Defense Initiative (SDI), 640

2. assess how various executive initiatives and legislative acts influence the United States economy (e.g., Fourteen Points, New Deal, Domino Theory, Great Society, Space Race and Strategic Defense Initiative).

SE/TE: For related material see: Economics Handbook, 704-713; Comparing Supply-Side and Keynesian Economics, 634; also see: Carnegie and the Gospel of Wealth, 68, 69; The Big Bull Market Makes Fortunes, 216; The Business of Government, 218–221; Witness History: Stock Market Prosperity, 254; Easy Credit Hides Problems, 257; The Stock Market Crashes, 258; What Caused the Great Depression?, 260; Reforming the Financial System, 287; Extending Social and Economic Reform, 292–295; Chart: The Second New Deal (programs and acts), 297; Playing a Larger Role in the Economy, 304, 306–309; also see: American Issues Connector: Government's Role in Economy, 133, 279, 305i, 317, 651

3. define laissez faire and Keynesian economics and relate how their cause/effect impacts upon US economic philosophy during the 1920’s and 1930’s.

SE/TE: Bootleggers, 230; Organization of Petroleum Exporting Countries (OPEC), 600; causes of the Depression, 255; Poverty Devastates Rural America, 264; Reaganomics

4. apply the concept of supply and demand of various historic events as a cause of economic turmoil (e.g., Bootlegging, O.P.E.C, etc.).

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Guides the Economy, 633-634; Financial Crisis, 676 SE/TE: For related material see: The Big Bull Market Makes Fortunes, 216; The Business of Government, 218–221; Witness History: Stock Market Prosperity, 254; Easy Credit Hides Problems, 257; The Stock Market Crashes, 258; Reforming the Financial System, 287; Extending Social and Economic Reform, 292–295; Chart: The Second New Deal (programs and acts), 297; Playing a Larger Role in the Economy, 304, 306–309; also see: American Issues Connector: Government's Role in Economy, 133, 279, 305, 317, 651; Recession and Recovery (1980s), 634; Financial Crisis (2000s), 676

5. compare and contrast the economic policies and lack of regulations of banking and securities of the 1920’s and 1990’s (e.g., investors buying stocks on margin, speculation, overproduction, consumerism, installment credit, planned obsolescence, housing market crash and repeal of Glass Steagall).

SE/TE: Consumer culture, 67, 78, 235, 236, 256–257, 259, 262, 437, 443, 448–449, 448, 659; Advertising (Impact of the Automobile), 214; Advertising and Credit Build a Consumer Culture, 215–216

6. cite evidence of the economic and cultural impact of advertising and the growth consumerism (e.g., differentiate between wants and needs).

SE/TE: Socialism, 71, 705; Capitalism, 202, 274; Communism after WWII, 387; Communism during Cold War, 400, 402; Communism in Cuba (1960s), 508–510; Communism in Indochina (1950s–1960s), 532–536; Spread of Communism after Vietnam War, 557; Fall of Communism, 641–643, 650

7. critique the competing ideologies of various economic systems (e.g., Capitalism, Socialism and Communism) and resulting world conflicts.

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SE/TE: National Debt, 16, 22, 23, 365, 634, 653, 709

8. analyze the causes and consequences of the United States’ national debt and the effect upon world economic systems.

SE/TE: For related material see: Competing in the Global Economy, 666-667

9. identify various developed countries (MDC) and developing countries (LDC), evaluate their GDP to determine standard of living of their citizens (e.g., health care, education, military, industrial and agricultural capabilities).

C. Geography

SE/TE: Maps, 149, 160, 172, 176, 195, 328, 333, 346, 374, 376, 388, 401, 409, 416, 428, 533, 539, 564, 675

1. analyze and evaluate the changing boundaries of world maps as a result of wars (e.g., Europe WWI, WWII, Cold War Era, and Middle East conflict between Arabs and Zionist).

SE/TE: Berlin Airlift, 403; The Korean War, 408–409; Map of Global Cold War, 416; “Americanizing” the War, 537–538; Vietnam War, 539; The United states and the Middle East, 675

2. identify and locate the countries that enjoy topographical protection from invasion as opposed to countries that rely on political boundaries.

SE/TE: Immigration Chart, 610; Focus on Geography, 611; Immigrants Shape a Nation, 679–680; Changing American Demographics, 681–683 TE only: Extend Online T102

3. use census data to analyze the demographics of population growth leading to the exhaustion of resources and cultural conflict (e.g., water, agricultural land, energy and food supplies).

SE/TE: The Economy Struggles, 599–600; Problems Sap the Nation’s Confidence, 609–610; The Persian Gulf War, 647–649; Financial Crisis, 676

4. connect how natural resources of various world regions impact foreign and economic policy decisions (e.g., Middle Eastern oil supplies and United States coal deposits, etc.).

SE/TE: Interaction With the Environment, 133, The Environmental Movement, 586-588, American Issues Connector, 590, Interaction with the Environment, 593; America’s War on Terror, 673–674; Bush’s

5. hypothesize how human and environmental interactions (e.g., terrorist attacks, pollution, global warming and overpopulation) pose a threat to mankind and the environment.

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Second Term, 674–676; Americans Look to the Future, 679–683; Global Interdependence, 685 D. History

Demonstrate an understanding of the events that illustrate the United States’ emergence as a world power beginning in 1914.

SE/TE: Wilson Sends U.S. Troops into Mexico, 163; From Neutrality to War, 170–177, 179; American Issues Connector: America Goes to War, 178; Wilson, War, and Peace, 189–197; Primary Source: Woodrow Wilson: The Fourteen Points, 198; The Depression Goes Global, 259; From Isolation to Involvement, 331–339; America Enters the War, 340–347; The Allies Turn the Tide, 354–360; Victory in Europe and the Pacific, 370–379; The Cold War Begins, 398–405; The Korean War, 406–411; The Cold War Expands, 412–419; U.S. Involvement Grows, 537–543; The War Divides America, 544–551; Nixon and the Cold War, 560–563; Foreign Policy Troubles, 615–619; The End of the Cold War, 639–644; Foreign Policy After the Cold War, 645–649; Global Politics and Economics, 666–670

1. analyze United States isolationism, neutrality, and entanglement in world affairs.

SE/TE: From Neutrality to War, 170–177, 179; American Issues Connector: America Goes to War, 178; Wilson, War, and Peace, 189–197; Primary Source: Woodrow Wilson: The Fourteen Points, 198

2. list and explain underlying causes, major players, and the effects of World War I.

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SE/TE: Militarism Produces an Arms Race, 171; Deadly Technology Leads to Stalemate, 173; Deadly Technology of World War I, 174; Infographics: U-Boats, 176–177

3. explain the connection between the advancement of military technology and the massive casualties in World War I.

SE/TE: Primary Source: Woodrow Wilson: The Fourteen Points, 198; Wilson Promotes Peace Without Victory, 193; Wilson at the Paris Peace Conference, 194–195; America Rejects the Treaty, 196–197; League of Nations, 202-203, 221, 329

4. compare and contrast idealism and realism by analyzing the Treaty of Versailles, Wilson’s Fourteen Points and the subsequent failure of the League of Nations.

SE/TE: Influenza pandemic, 199, 200; AIDS and (1980s), 637

5. make connections between relief efforts and interventions of the 1918 pandemic to modern global health concerns.

Demonstrate an understanding of society in the Roaring 20’s by examining the changing cultural, economic, political philosophies and the ensuing consequences.

SE/TE: The Big Bull Market Makes Fortunes, 216; The Business of Government, 218–221; Witness History: Stock Market Prosperity, 254; Easy Credit Hides Problems, 257; The Stock Market Crashes, 258; Reforming the Financial System, 287; Extending Social and Economic Reform, 292–295; Chart: The Second New Deal (programs and acts), 297; Playing a Larger Role in the Economy, 304, 306–309; also see: American Issues Connector: Government's Role in Economy, 133, 279, 305i, 317, 651

1. outline activities and irregularities of both Wall Street and United States banking practices followed by attempted reform legislation.

SE/TE: Restricting Immigration, 225, 226; Women Assume New Roles, 234, 236; Infographic: The New Woman, 235; also see: American Issues Connector: Women in American Society, 91,

2. analyze the impact of the emerging independence of women (e.g., suffrage, double standard, flappers and employment opportunities) and immigration issues had on society.

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249, 349, 593, Immigration Policy, 226, 249, 593 SE/TE: Eighteenth Amendment, 110, 130, 229, 491; Prohibition (includes Infographic: Prohibition and Crime), 228–229, 229, 248; Twenty-first Amendment, 230

3. research the social issues that led to the passage of the 18th Amendment, establishment of Prohibition, and discuss the factors that led to its repeal by the 21st Amendment (e.g. organized crime, Great Depression and changing social values).

SE/TE: Americans Flock to the Movies, 232; The Radio and Phonograph Break Barriers, 233; Modernism in Art and Literature, 236–239; The Harlem Renaissance, 242–246; American Literature: Two Poems, 247

4. investigate literary, musical and artistic movements (e.g., Harlem Renaissance, jazz and the Lost Generation).

Demonstrate an understanding of the immediate and lasting economic, social and political effects caused by the Great Depression in the United States and throughout the world.

SE/TE: The Great Depression Begins, 258–260; Americans Face Hard Times, 261–269; Hoover’s Response Fails, 272–276

1. assess the prolonged effects of the stock market crash upon the social and economic activities in the U.S. and the world.

SE/TE: The New Deal, 282–283; FDR Offers Relief and Recovery, 284–291; The Second New Deal, 292–299; Effects of the New Deal, 300–309

2. investigate the expansion of government with New Deal legislation and resulting deficit spending.

SE/TE: Dictators Turn to Aggression, 329

3. explain how the world economic crisis enabled the growth of totalitarian governments (e.g., fascism and Nazism).

SE/TE: Culture of the 1930s, 310–315

4. critique the role of sports, movies, radio and other forms of entertainment in the development of a new culture in America.

Demonstrate an understanding of the events surrounding World War II. SE/TE: Dictators Turn to War, 324–330

1. explore how appeasement efforts, such as Munich 1938, failed to prevent war.

SE/TE: The Holocaust, 380–385

2. examine and evaluate the suffering and human cost of the propaganda and genocide of the Nazi Holocaust.

SE/TE: America Enters the War, 340–347

3. assess the ambitions of the Japanese in their decision to attack Pearl Harbor and its influence on the outcome of WWII.

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SE/TE: Japanese Americans Are Interned, 365; Advancing in the Pacific, 375–376; The Atomic Bomb Ends the War, 377–379

4. examine and identify the penalties of War faced by the Japanese in the United States and their homeland.

SE/TE: The Home Front, 361–366

5. identify the contributions from the home front during the war (e.g. Rosie the Riveter and “Rosies”, victory gardens, war bond sales, wartime propaganda and opportunities for minorities).

SE/TE: The Allies Turn the Tide, 354–360; Victory in Europe and the Pacific, 370–379

6. investigate and cite evidence about the significance of the events of the European and Pacific Theaters of the war.

SE/TE: International Cooperation, 389–390; The Marshall Plan Aids Europe’s Economies, 402; Berlin Airlift Saves West Berlin, 403–404

7. hypothesize America’s reasons for rebuilding war torn countries and trace the rationale and origins of cooperation that led to the creation of the United Nations.

Demonstrate an understanding of the competing ideologies of communism and democracy, and the conflict between the United States and Soviet Union superpowers in post WWII era through early 1990’s.

SE/TE: Atomic Bomb Attack, 377–379; The Arms Race Heightens Tensions, 412–413

1. assess the destructive capability of atomic and hydrogen weaponry.

SE/TE: Meeting the Soviet Challenge, 400–401; Containing Soviet Expansion, 402; The Korean War, 406–411

2. trace the expansion of Soviet and Chinese communism through satellite nations.

SE/TE: Meeting the Soviet Challenge, 400–401; Containing Soviet Expansion, 402

3. explore the motivation and legacy of the Truman Doctrine and containment policy through different presidential administrations.

SE/TE: Meeting the Soviet Challenge, 400–401; Containing Soviet Expansion, 402; The Korean War, 406–411; The Cold War Expands, 412–417;

4. outline and discuss major confrontations between the United States and Soviets and explain the fears of American society related to communism and the Race to Space.

SE/TE: T The Korean War, 406–411; Origins of the Vietnam War, 532–536; U.S. Involvement Grows, 537–543; The War’s End and Impact, 552–557

5. analyze and explain the political, social and economic causes and consequences of American involvement in the Korean Conflict and Vietnam.

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SE/TE: The End of the Cold War, 639–644

6. connect the United States governmental policies of the 1980s to the economic collapse of the Soviet Union.

Demonstrate an understanding of the origins, struggle and progression of racial minorities seeking social, economic and political equality in the United States.

SE/TE: American Issues Connector, 19; Declaration of Independence, D1–D4; United States Constitution, C1–C27; Plessy v. Ferguson, 87–88, 117–118, 468, 720; Brown v. BOE Topeka, 447, 470–473, 476, 499, 504, 716

1. investigate and identify the foundations of the Civil Rights Movement through the documents (e.g., Declaration of Independence, U.S. Constitution, etc.) and Supreme Court decisions (e.g., Plessy v. Ferguson and Brown v. BOE Topeka).

SE/TE: Segregation and Social Tensions, 87–88; Early Demands for Equality, 468–475

2. investigate and cite examples of intolerance, prejudice, persecution, discrimination, and segregation (e.g., Black Codes and Jim Crow laws).

SE/TE: The New Ku Klux Klan, 227–228; Early Demands for Equality, 468–475; The Movement Gains Ground, 477–487; New Successes and Challenges, 488–490; Voting Rights, 491; Civil Disobedience, 501

3. debate the role of activists for and against the Civil Rights Movement (e.g., KKK, Black Panthers, SCLC, Student Non-violent Coordinating Committee, AIM, Chicano Movement and UFWOC).

SE/TE: Quick Study Timeline, 498–499; Connect to Your World, 499

4. design a timeline of Civil Rights Movement in the United States that includes key people, places and events.

Demonstrate an understanding of the social conflicts that challenged traditional values in the second half of the twentieth century.

SE/TE: Suburbs Attract Young Americans, 440–441; Impact of the Suburbs, 463

1. investigate and identify the effects of Americans migrating to the suburbs after World War II.

SE/TE: Television, 451–452; 521, 612, 636, 658; Rock n Roll, 453, 454, 517; Music and Art Shape Youth Culture, 571

2. examine and identify changes brought by media sources upon American cultural, economic and political behavior. (e.g., television, Rock n Roll and protest songs).

SE/TE: The War Divides America, 544–551; The Counterculture, 570–573; The

3. summarize the various counterculture movements and their effect of American society.

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Women’s Rights Movement, 574–579; The Rights Revolution Expands, 580–585; The Environmental Movement, 586–589 SE/TE: Pentagon Papers, 555; Nixon and the Watergate Scandal, 598–605; The Iran Contra Affair, 644

4. connect events to continued questions of trust in federal government (e.g., Watergate, Iran Contra and Pentagon Papers).

Demonstrate an understanding of United States foreign policy and global economic issues since 1990. SE/TE: Americans on the Global Stage, 668–669

1. evaluate American foreign policy concerning abuses of Human Rights.

SE/TE: A Changing American Economy, 658–660; The Clinton Presidency, 661–665; Global Politics and Economics, 666–670; The Bush and Obama, Presidencies, 671–678

2. critique the domestic and military policies of the 1990’s.

SE/TE: NAFTA, 677, 712; GATT, 389, 667

3. determine the motivation for adopting NAFTA(North American Free Trade Agreement) and GATT(General Agreement on Tariffs and Trade) then assess the effects on the American and world economies.

SE/TE: Dealing with Terrorism, 670

4. evaluate the causes and effects of acts of terrorism before 9/11.

Demonstrate an understanding of America’s continued role in shaping the complex global community since September 11, 2001.

SE/TE: America and the Middle East, 669–670; America’s War on Terror, 673–674

1. assess American foreign policies that many say have encouraged Islamic extremists’ attack on the western world.

SE/TE: Patriot Act, 677 TE only: Patriot Act, 178, 367

2. outline provisions of the P.A.T.R.I.O.T. Act (Providing Appropriate Tools Required (to) Intercept (and) Obstruct Terrorism Act of 2001) and assess the necessity of such infringements on American civil rights.

SE/TE: America and the Middle East, 669–670; America’s War on Terror, 673–674; Iraq and Afghanistan, 677

3. critique the effectiveness of the wars in Iraq and Afghanistan upon the war against terror.

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SE/TE: A Communications Revolution, 657–658

4. analyze both the positive and negative aspects of the Internet and socianetworking in revolutionizing thinking and organizing people throughout world (e.g., Tea Party, Arab Spring, Occupy Wall Street, Wi-Fi, Google Facebook).

E. Literacy: Reading

SE/TE: Primary Sources, 198, 339, 405, 485, 638, 725–744; Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Critical Thinking Skills: Analyze Primary Sources, SH24, 566, Evaluate Credibility of Sources, 94, 318, 566, Recognize Propaganda, 166, 394, Analyze Literature, 108, 239, 277, Evaluate Literature, 108; also see: Writing Skills: Analyze Primary Sources, 330

TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Modeling Reading and Writing Skills: Evaluate Online Sources, T87

SE/TE: Primary Sources, 198, 339, 405, 485, 638, 725–744; In–Text Primary Source, 14, 40, 45, 52, 58, 71, 76, 86, 90, 102, 111, 122, 129, 139, 148, 152, 161, 174, 187, 193, 217, 220, 228, 238, 239, 245, 246, 255, 262, 265, 269, 276, 285, 291, 295, 297, 298, 301, 304, 306, 313, 328, 332, 334, 341, 357, 365, 371, 374, 379, 385, 389, 391, 402, 404, 407, 414, 426, 450, 478, 481, 489, 492, 493,

1. Key Ideas and Details • cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

• determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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507, 512, 518, 521, 534, 541, 542, 545, 553, 555, 562, 571, 575, 584, 589, 601, 604, 605, 613, 618, 631, 635, 641, 664, 673; Decision Point, 18, 196, 378, 410; Political Cartoons, 46, 88, 101, 122, 127, 160, 167, 175, 196, 207, 219, 225, 281, 289, 298, 319, 336, 394, 421, 431, 513, 543, 595, 623, 641, 667, 687; also see: Critical Thinking: Identify Central Issues, 20, 27, 79, 147, 250, 280, 291, 299, 350, 411, 427, 447, 453, 485, 514, 528, 536, 585, 612, 622, 632, 637, 638, 652, 665, 670, 683, 686; Reading Skills: Identify Main Ideas and Details, SH4, 116, 120, 310, 314; Identify Main Ideas, 34, 41, 71, 109, 114, 121, 127, 138, 143, 199, 242, 246, 300, 309, 329, 361, 412, 417, 440, 447, 448, 455, 511, 512, 515, 517, 570, 573, 598, 605, 607, 613, 633, 637, 644, 666, 670, 683; Identify Details, 100, 107, 128, 131, 524; Identify Supporting Details, 156, 163, 212, 217, 272, 276, 537, 543, 615, 618, 679; Identify Central Issues, 453

TE only: Focus Questions, T32, T33, T36, T37, T40, T41, T44, T45, T48, T49, T52, T53, T56, T57, T60, T61, T64, T65, T68, T69, T72, T73, T76, T77, T80, T81, T84, T85, T88, T89, T92, T93, T96, T97, T100, T101, T104, T105, T108, T109

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SE/TE: Cause–and–Effect Charts, 28, 59, 60, 204, 278, 308, 390; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; Critical Thinking Skills: Analyze Causes and Effects, SH27, 390, Recognize Effects, 177, 269, 276, 330, 394, 652, Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678, Explain Effects, 94, 134, 153, 430, 462, 559, 566, Explain Causes, 2-3, 94, 260, 430, 686, Recognize Causes, 127, 206, 280, 338, 350, 619, Identify Effects, 51, 314, 551, Analyze Causes, 360; Reading Skills: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601, Understand Effects, 73, 79, 386, 434, 439, 504, 510, Recognize Multiple Causes, 87, 90, 260, Identify Causes, 170, 179, 584, Recognize Causes, 254

• evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SE/TE: Section Assessment: Terms and People, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670,

2. Craft and Structure • determine the meaning of words and phrases as they are used in

a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

36

678, 683; Chapter Assessments, Terms and People sections, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686

TE only: Vocabulary Builder, 4, 9, 15, 21, 34, 42, 48, 55, 66, 73, 80, 87, 100, 116, 121, 128, 138, 144, 151, 156, 170, 180, 189, 199, 212, 218, 223, 227, 231, 242, 254, 261, 272, 284, 300, 324, 330, 340, 354, 361, 370, 380, 386, 398, 406, 412, 420, 434, 440, 448, 455, 468, 477, 504, 511, 517, 532, 537, 544, 552, 560, 570, 574, 580, 586, 598, 607, 615, 628, 633, 639, 645, 656, 666, 671, 673, 679

SE/TE: Analyze text’s structure, SH4; Primary Sources, 198, 339, 405, 485, 638, 725–744; also see: Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Critical Thinking Skills: Recognize Causes and Effects, 27, 30, 54, 79, 107, 309, 391, 405, 423, 423, 443, 475, 484, 494, 496, 524, 536, 573, 591, 622, 660, 678; Reading Skill: Identify Causes and Effects, SH4, 8, 66, 72, 144, 150, 340, 347, 420, 427, 443, 474, 578, 601; Recognize Sequence, 9, 14, 15, 20, 42, 47, 48, 54, 151, 155, 259, 370, 380, 400, 544, 551, 586, 591, 671, 678

• analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

37

SE/TE: Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Critical Thinking Skills: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678, Identify Points of View, 75, 79, 107, 134, 150, 187, 230, 246, 275, 314, 318, 338, 347, 417, 427, 453, 462, 496, 510, 514, 521, 524, 613, 644

• evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

SE/TE: Infographics, 10, 38, 46, 51, 68, 75, 102, 122, 146, 152, 162, 176, 183, 192, 214, 228, 235, 256, 263, 275, 286, 306, 326, 358, 382, 403, 414, 422, 436, 442, 451, 474, 479, 494, 514, 520, 540, 549, 556, 572, 582, 612, 618, 636, 659, 668; Maps, 5, 11, 13, 24, 28, 40, 46, 53, 85, 114, 125, 129, 141, 149, 158, 160, 162, 164, 172, 176, 191, 195, 200, 214, 266, 281, 286, 306, 328, 333, 343, 346, 372, 374, 376, 388, 401, 403, 408, 409, 416, 428, 438, 444, 460, 470, 479, 509, 533, 539, 547, 550, 564, 565, 588, 601, 611, 632, 648, 650, 672, 675, 684; Charts and Graphs, C3, C6, C9, C13, 20, 28, 29, 35, 54, 57, 59, 60, 92, 105, 129, 130, 132, 135, 140,

3. Integration of Knowledge and Ideas • integrate and evaluate multiple sources of information presented

in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

38

147, 149, 159, 164, 165, 166, 171, 174, 181, 183, 191, 193, 198, 204, 213, 216, 217, 221, 224, 235, 238, 240, 241, 248, 256, 257, 260, 262, 263, 266, 274, 278, 280, 286, 293, 295, 296, 297, 299, 303, 305, 308, 309, 316, 318, 325, 337, 344, 348, 350, 351, 358, 365, 377, 390, 392, 395, 402, 411, 413, 414, 428, 430, 435, 436, 438, 441, 458, 460, 463, 476, 490, 494, 496, 498, 505, 508, 518, 526, 528, 529, 539, 545, 549, 550, 553, 564, 566, 572, 578, 581, 583, 589, 592, 594, 599, 601, 603, 605, 609, 610, 611, 620, 629, 632, 634, 640, 648, 650, 652, 653, 658, 659, 660, 663, 664, 668, 672, 676, 680, 681, 682, 684; American Humanities, 108, 247, 277, 315, 454, 497, 579; Events That Changed America, 112, 294, 342, 372, 482, 602, 642, 673; Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22

SE/TE: Primary Sources, 198, 339, 405, 485, 638, 725–744; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Analyze Evidence, 250, 276, 686;

• evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

39

Evaluate Credibility of Sources, 94, 318, 566

SE/TE: Document–Based Assessment Questions, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; Comparing Viewpoints, 117, 225, 290, 399, 506, 548, 577; Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Compare Points of View, SH25, 117, 143, 166, 179, 225, 318, 399, 500, 506, 548, 577, 622, 632, 673, 678

• integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

40

SE/TE: This objective is met throughout, Prentice Hall United States History: Modern America, including:

American Humanities, 108, 247, 277, 315, 454, 497, 579; American Issues Connector, 7, 19, 26, 37, 44, 57, 70, 77, 83, 91, 115, 142, 178, 226, 305, 424, 491, 519, 558, 590; Landmark Decisions of the Supreme Court, 188, 367, 476, 516, 525, 606, 614, 714; Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500

TE only: Bibliography, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 113, 245, 410, 415, 425; Report, 106, 642; Independent Research, T103; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110

Range of Reading and Level of Text Complexity • read and comprehend history/social studies texts at or above

grade level text complexity band independently and proficiently.

41

F. Writing

SE/TE: Skills Handbook: Persuasive Essay, SH15–SH16; Writing About History: Persuasive Essay, 62, 528, 566; Persuasive Speech, 594; Writing Skills: Generate an Argument, 536; Identify Arguments, 578; Support Opinion With Evidence, 543

TE only: Differentiated Instruction: Advanced Readers: Persuasive presentation, 522; Book Review, 456, 673; Position Statements, 663; also see: Debates, 6, 46, 577

1. Text Types and Purposes - write arguments focused on discipline-specific content. • Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

• Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Cause-Effect Essay, 206; Comparison-Contrast Essay, 250; Descriptive Essay, 394; Descriptive Paragraph, 391; Essay Body, 563; Expository Essay, SH9–SH11; Problem-Solution Essay, 280; Research Report, SH12–SH14; Research Report/Essay, 430, 462, 500; Thesis Statement, 203; Writing Skills: Summarize Historical Interpretation, 217; Compare and Contrast, 230, 246, 299; Compare Historical Interpretations, 222; Multimedia Presentation, 652; also see: Document-Based Assessment

2. Text Types and Purposes - write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • Introduce a topic and organize complex ideas, concepts, and

information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension.

• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• Use precise language, domain-specific vocabulary and

42

Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687

TE only: Differentiated Instruction: Advanced Readers: Essay, 89, 202, 259, 562, 601, 727; Report, 642; Newspaper Articles, 481, 535; Autobiographical Essay, 265; Compare-and-Contrast Essay, 328, 480; News Report, 583, 609; English Language Learners: Essay, 612

techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

• Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687

TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196,

3. Production and Distribution of Writing • produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

43

202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727

SE/TE: Detailed writing process instruction is provided with the following activities: Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Writing Handbook, SH7–SH20

SE/TE: Section Assessment: Writing About History: Multimedia Presentation, 632, 638, 644, 649; Chapter Assessment: Writing About History: Multimedia Presentation, 652; History Interactive at pearsonschool.com/ushist, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684. Teachers can encourage students to integrate technology with the writing process activities. See pages 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 686.

TE only: Differentiated Instruction: Modeling Reading and Writing Skills: Multimedia

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

44

Presentation, T107; also see: Teach With Technology & Technology Resources, 2, 32, 64, 98, 136, 168, 210, 252, 282, 322, 352, 396, 432, 466, 502, 530, 568, 596, 626, 654; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110

45

SE/TE: Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; also see: History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428, 442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Analyzing Primary Sources, SH24


SE/TE: Writing Handbook: Research Writing, SH12–SH14; Research Report/Essay, 430, 462, 500; also see: Primary Sources, 198, 339, 405, 485, 638, 725–744; Section Assessment Writing About History Activities, 439, 447, 454, 459; Connect to Your World Activities, 279, 393, 527, 621; History Interactive, 10, 28, 38, 60, 68, 92, 102, 132, 152, 164, 192, 204, 214, 240, 248, 266, 270, 278, 294, 316, 342, 348, 368, 372, 392, 403, 418, 428,

4. Research to Build and Present Knowledge • conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

46

442, 454, 460, 482, 486, 498, 520, 526, 540, 564, 572, 592, 602, 620, 642, 650, 684; Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24


SE/TE: Critical Thinking: Evaluate Credibility of Sources, 94, 318, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Credit Primary Sources, 459; Analyze Primary Sources, SH24, 566; Evaluate Information, 41, 59, 143, 222, 235, 250, 360, 394, 543, 551; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24; Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research

• draw evidence from informational texts to support analysis, reflection, and research.

47

Report/Essay, 405, 411, 419, 427, 439, 447, 454, 459, 476, 487, 497; Chapter Assessment: Research Report/Essay, 430, 462, 500; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687; also see: Primary Sources, 198, 339, 405, 485, 638, 725–744; Landmark Decisions of the Supreme Court-Connect to Your World, 188, 367, 476, 516, 525, 606, 614


48

SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 41, 47, 54, 59, 72, 79, 86, 90, 107, 114, 120, 127, 131, 143, 150, 155, 163, 179, 187, 197, 203, 217, 222, 230, 239, 246, 260, 269, 276, 291, 299, 309, 314, 330, 338, 347, 360, 366, 379, 385, 391, 404, 411, 417, 427, 439, 447, 453, 459, 474, 484, 496, 510, 515, 524, 536, 543, 551, 559, 563, 573, 578, 585, 591, 605, 613, 619, 632, 637, 644, 649, 660, 665, 670, 678, 683; Chapter Assessment Writing About History Activities, 30, 62, 94, 134, 166, 206, 250, 280, 318, 350, 394, 430, 462, 500, 528, 566, 594, 622, 652, 686; Document-Based Assessment: Writing Task, 31, 63, 95, 135, 167, 207, 251, 281, 319, 351, 395, 431, 463, 501, 529, 567, 595, 623, 653, 687

TE only: Differentiated Instruction: Writing (examples), 16, 49, 81, 89, 122, 190, 196, 202, 259, 275, 311, 375, 388, 402, 456, 472, 481, 535, 541, 546, 562, 583, 601, 609, 616, 642, 674, 727

5. Range of Writing • write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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