Prentice Hall World Studies © 2005, Eastern Hemisphere …assets.pearsonschool.com/correlations/PA_WorldStud... · · 2016-06-10Civics and Government, Economics, Geography, and

Prentice Hall World Studies © 2005, Eastern Hemisphere Edition Correlated to:

Pennsylvania Academic Standards for Social Studies: Civics and Government, Economics, Geography, and History

(Grade 6)

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 1

PENNSYLVANIA ACADEMIC STANDARDS, SOCIAL STUDIES

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

Academic Standards for Civics and Government 5.1. Principles and Documents of Government 5.1.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Explain the purpose of government.

SE/TE: 80, 81, 82-83, 84, 178-179, 186-188, 195 TR: Skills Activity, Map Master: 178

B. Explain the importance of the rule of law for the protection of individual rights and the common good in the community, state, nation and world.

SE/TE: 80, 81, 92-94, 96-97, 104-106, 124-125, 179, 184, 188, 200, 202, 203-206, 208-209, 210-212, 263-264, 269, 277, 280-282, 286, 293-297

TR: Background, Links Across Place: 188; Europe and Russia Teaching Resources: 158, 213; Guided Question, 4: 248; Guided Instructions: 266, 286, 294-295; Problem Solving: 198; Skills for Life; Using Reliable Information: 202; Identifying the Main Idea: 211; Decision Making: 281; Drawing Inferences and conclusions: 295; All in One: Guided Reading and Review: 163; Section Quiz: 164; Reading and Vocabulary Study Guide, Chapter 7, Section 4, 75-77

C. Describe the principles and ideals shaping government.

• Equality

SE/TE: 406

• Majority rule/Minority rights

SE/TE: 83

• Popular sovereignty

SE/TE: 494, 858

• Privacy

• Checks and balances

• Separation of powers

SE/TE: 269

D. Explain the basic principles and ideals within documents of Pennsylvania government.


Pennsylvania Academic Standards for Social Studies: Civics and Government, Economics, Geography, and History, (Grade 6)




• Charter of 1681

• Charter of Privileges

• Pennsylvania Constitution

• Pennsylvania Declaration of Rights

E. Explain the basic principles and ideals within documents of United States government.

SE/TE: 82, 83, 188, 264, 269, 411, 494

F. Explain the meaning of the Preamble to the Constitution of the Commonwealth of Pennsylvania and compare it to the Preamble of the Constitution of the United States.

.

G. Describe the proper use, display and respect for the United States Flag and explain the significance of patriotic activities.

SE/TE: 20, 21, 303, 645

• Reciting The Pledge of Allegiance

• Standing for The National Anthem

SE/TE: 202, 303, 645

H. Describe the roles played by the framers of the basic documents of governments of Pennsylvania and the United States.

.

I. Describe and compare the making of rules by direct democracy and by a republican form of government.

SE/TE: 82, 264, 680, 850

J. Describe how the government protects individual and property rights and promotes the common good.

SE/TE: 80, 83, 179, 188

K. Describe the purpose of symbols and holidays.

SE/TE: 20, 21, 92-93, 94, 95, 96, 97, 98-99, 100, 101, 104-105, 106, 108, 598, 644, 645, 690

TR: All in One: Foundations of Geography Teaching Resources, Enrichment: 71; Outline Map 1: The World: Physical, 91; Using the Map Key, Using the Compass Rose, Using the Map Scale: 88-90

TECH: Making Valid Generalizations, Social Studies Skill Tutor CD-Rom, 103; Discovery School Video: What is Culture: 93; Go Online: PHSchool.com, Culture Change, 108

L. Explain the role of courts in resolving conflicts involving the principles and ideals of government.

SE/TE: 179, 188, 210, 211, 212






• Local

• State

• Federal

M. Explain the basic principles and ideals found in famous speeches and writings (e.g., “Governments, like clocks, go from the motion people give them, ” William Penn; “A date that will live in infamy, ” Franklin D. Roosevelt).

5.2 Rights and Responsibilities of Citizenship 5.2.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Compare rights and responsibilities of citizenship.

• Political rights

• Economic rights

• Personal responsibilities of the individual and to society

• Civic responsibilities of the individual and to society

• Traits of character of individuals and to a republican form of government

B. Explain the relationship between rights and responsibilities.

C. Explain ways citizens resolve conflicts in society and government.

SE/TE: 22, 24, 32, 94, 107, 131, 202

D. Describe the importance of political leadership and public service.

E. Identify examples of the rights and responsibilities of citizenship.

SE/TE: 83

F. Describe the impact of the consequences of violating rules and laws in a civil society.






G. Explain the importance of participating in government and civic life.

SE/TE: 80, 83 TR: Skills for Life, Decision Making: 83;

Assessment+ Comprehension and Critical Thinking: 84

5.3. How Government Works 5.3.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Compare the structure, organization and operation of local, state and national governments.

B. Describe the responsibilities and powers of the three branches of government.

C. Explain how government actions affect citizens' daily lives.

D. Describe how local, state and national governments implement their services.

E. Identify major leaders of local, state and national governments, their primary duties and their political party affiliation.

F. Describe the voting process.

• Pennsylvania

• United States

G. Describe how the government protects individual rights.

• Presumption of Innocence

• Right to Counsel

• Trial by Jury

• Bill of Rights

F. Identify individual interests and how they impact government.

I. Describe why and how government raises money to pay for its operations and services.






J. Describe the influence of media in reporting issues.

K. Describe forms of government.

• Limited

SE/TE: 83

• Unlimited

SE/TE: 83, 513

5.4. How International Relationships Function 5.4.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Explain the concept of nation-states.

SE/TE: 81, 81, 84, 85 TR: Guided Instruction, Types of Government: 82;

Skills for Life, Decision Making: 83; All in One, Foundations of Geography Teaching Resources, Your Government has Returned to You: 189-190

B. Describe how nation-states coexist in the world community.

SE/TE: SE/TE: 66, 78, 79, 84, 148, 149, 151, 152-153, 156-157, 158, 159, 161-162, 165-166, 167-168, 202-203, 204-205, 206-207, 208

C. Describe the governments of the countries bordering the United States and their relationships with the United States.

SE/TE: 214-216

D. Describe the processes that resulted in a treaty or agreement between the United States and another nation-state.

E. Explain how nations work together on common environmental problems, natural disasters and trade.

SE/TE: 84, 323, 324, 326, 501, 502, 503, 674, 716

Academic Standards for Economics 6.1. Economic Systems 6.1.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Describe and identify the characteristics of traditional, command and market systems.

SE/TE: 74-75, 76-77, 78-79, 122-123






B. Explain the three basic questions that all economic systems attempt to answer.

• What goods and services should be produced?

SE/TE: 75, 76, 77

• How will goods and services be produced?

SE/TE: 75, 76

• Who will consume goods and services?

SE/TE: 75, 76

C. Define measures of economic activity and relate them to the health of the economy.

TR: Skills for Life: Identifying Main Ideas: 77; Map; Master Skills Activity, The World, Levels of Development: 77

• Prices

SE/TE: 75-76, 77, 78, 84, 85-86

• Employment

SE/TE: 70-71

• Output

TR: Background, Links Across Place: European Union: 79

TECH: Go Online PHSchool.com: 79

D. Explain the importance of expansion and contraction on individual businesses (e.g., gourmet food shops, auto repair shops, ski resorts).

6.2. Markets and the Functions of Governments 6.2.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Describe market transactions in terms of goods, services, consumers and producers.

B. Describe the costs and benefits of competition to consumers in markets.

C. Explain the function of money and its use in society.

D. Define economic institutions (e.g., banks, labor unions).

E. Explain how the interaction of buyers and sellers determines prices and quantities exchanged.

F. Describe how prices influence both buyers and sellers and explain why prices may vary for similar products.






G. Explain how taxes affect the price of goods and services.

H. Describe the Pennsylvania and United States governments' roles in monitoring economic activities.

I. Identify and describe public goods.

J. Explain the cost and benefits of taxation.

K. Explain how advertisements influence perceptions of the costs and benefits of economic decisions.

SE/TE: 261, 303

L. Explain what an exchange rate is.

6.3. Scarcity and Choice 6.3.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Explain how scarcity influences choices and behaviors.

• Personal decision-making

• Family decision-making

• Community decision-making

B. Explain how limited resources and unlimited wants cause scarcity.

C. Describe the natural, human and capital resources used to produce a specific good or service.

D. Explain the costs and benefits of an economic decision.

E. Define opportunity cost and describe the opportunity cost of a personal choice.

F. Explain how negative and positive incentives affect choices.






6.4. Economic Interdependence 6.4.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Explain the advantages and disadvantages of specialization and division of labor.

B. Explain how specialization leads to more trade between people and nations.

C. Identify and define imports, exports, inter-regional trade and international trade.

D. Explain how the location of resources, transportation and communication networks and technology have affected Pennsylvania economic patterns.

• Agriculture (e.g., farms)

• Forestry (e.g., logging)

• Mining and mineral extraction (e.g., coal fields)

• Manufacturing (e.g., steel mills)

• Wholesale and retail (e.g., super stores, internet)

E. Explain how specialization and trade lead to interdependence.

F. Explain how opportunity costs influence where goods and services are produced locally and regionally.

G. Describe geographic patterns of economic activities in Pennsylvania.

• Agriculture

• Travel and tourism

• Mining and mineral extraction






• Manufacturing

• Wholesale and retail

• Health services

6.5. Work and Earnings 6.5.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Recognize that the availability of goods and services is the result of work by members of the society.

B. Explain the concept of labor productivity.

C. Compare the number of employees at different businesses.

D. Explain how profits and losses serve as incentives.

E. Describe how people accumulate tangible and financial assets through income, saving and financial investment.

F. Identify entrepreneurs in Pennsylvania.

• Historical

• Contemporary

G. Identify the costs and benefits of saving.

• Piggy banks

• Savings accounts

• U.S. Savings Bonds

H. Describe why there is a difference between interest rates for saving and borrowing.






Academic Standards for Geography 7.1. Basic Geographic Literacy 7.1.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . . A. Describe geographic tools and their uses.

• Basis on which maps, graphs and diagrams are created

SE/TE: 16, 17, 18

• Aerial and other photographs

SE/TE: 4, 5, 41, 42, 43, 622

• Reference works

SE/TE: 33, 34, 35

• Field observations

• Surveys

• Geographic representations to display spatial information

SE/TE: M1, M2-M3, M4-M5, M6-M7

• Absolute location

Se/TE: m1, 12, 849

• Relative location

SE/TE: m1, 12, 572

• Flows (e.g., goods, people, traffic)

SE/TE: 412-413

• Topography

SE/TE: 111, 380, 388

• Historic events

SE/TE: 26, 90, 104

• Mental maps to organize an understanding of the human and physical features of Pennsylvania and the home county

SE/TE: 2, 25, 180

• Basic spatial elements for depicting the patterns of physical and human features

SE/TE: 250, 263

• Point, line, area, location, distance, scale

• Map grids

SE/TE: 12, 45, 63, 77

• Alpha-numeric system

SE/TE: m6






• Cardinal and intermediate directions

SE/TE: 10, 11

B. Describe and locate places and regions.

• Coordinate systems (e.g., latitude and longitude, time zones)

SE/TE: 29, 339, 640

• Physical features

SE/TE: m11

• In the United States (e.g., Great Lakes, Rocky Mountains, Great Plains)

SE/TE: 235

• In Pennsylvania (e.g., Coastal Plain, Piedmont, Appalachians)

SE/TE: 250

• Human features

SE/TE: 107, 124, m10, m11, m12, m13

• Countries (e.g., United Kingdom, Argentina, Egypt)

SE/TE: 262, 388, 818

• Provinces (e.g., Ontario, Quebec, Nova Scotia)

SE/TE: 196

• Major human regions (e.g., Mid Atlantic, New England, Southwest)

SE/TE: 235

• States (e.g., California, Massachusetts, Florida)

SE/TE: 141

• Major cities (e.g., London, Los Angeles, Tokyo)

SE/TE: 6

• Counties (e.g., Lancaster, Lackawanna, Jefferson)

SE/TE: 144

• Townships (e.g., Dickinson, Lower Mifflin, Southampton)

SE/TE: 250

• Ways in which different people view places and regions (e.g., places to visit or to avoid)

SE/TE: 43, 44

• Community connections to other places

SE/TE: 296

• Dependence and interdependence

SE/TE: 215, 216

• Access and movement

SE/TE: 157






7.2 The Physical Characteristics of Places and Regions 7.2.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . . A. Describe the physical characteristics of places and regions.

SE/TE: 33, 34, 35, 36-37, 38, 39

• Components of Earth’s physical systems (e.g., clouds, storms, relief and elevation [topography], tides, biomes, tectonic plates)

SE/TE: 40, 41, 42

• Comparison of the physical characteristics of different places and regions (e.g., soil, vegetation, climate, topography)

SE/TE: 50, 51, 52, 53, 54, 159, 160, 161, 364, 368, 369

• Climate types (e.g., marine west coast, humid continental, tropical wet and dry)

SE/TE: 40, 41-43, 44-45, 46, 47, 156, 157, 158, 366, 360-371

B. Describe the physical processes that shape patterns on Earth’s surface.

• Earth-sun relationships (i.e., differences between equinoxes and solstices, reasons they occur and their relationship to latitude)

SE/TE: 28, 29, 30, 31, 32

• Climate influences (e.g., elevation, latitude, nearby ocean currents)

SE/TE: 40, 41, 42, 576, 577, 578, 579

• Climate change, (e.g., global warming/cooling, desertification, glaciations)

SE/TE: 114-119, 120-125, 128-132, 203-205, 343-349, 496, 497

• Plate tectonics

SE/TE: 574, 628, 630, 859

• Hydrologic cycle

SE/TE: 367






7.3 The Human Characteristics of Places and Regions 7.3.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . A. Describe the human characteristics of places and regions by their population characteristics.

• Spatial distribution, size, density and demographic characteristics of population at the county and state level.

SE/TE: 61, 62, 63, 64, 65, 66

• Causes of human movement

SE/TE: 67, 68, 69, 71, 388

• Mobility (e.g., shopping, commuting, recreation)

SE/TE: 104, 105, 260-261

• Migration models (e.g., push/pull factors, barriers to migration)

SE/TE: m14, m15, 67, 68, 69, 70, 388 TR: Target Skill, Identity Contrast: 68

B. Describe the human characteristics of places and regions by their cultural characteristics.

• Ethnicity of people at the county and state levels (e.g., customs, celebrations, languages, religions)

SE/TE: 236, 237, 238, 239, 240 TECH: Discovery School Video, Geography of the

U.S.: 236

• Spatial arrangement of cultures creates distinctive landscapes(e.g., cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region)

SE/TE: 92, 93, 94, 95, 97, 98, 99, 100, 104, 105, 106-108, 120, 121, 122, 123, 124, 125

TECH: World Studies Video Program: What is Culture Program: 92

C. Describe the human characteristics of places and regions by their settlement characteristics.

SE/TE: 90-91, 92-93, 94, 95 TR: All in One: Geography Teaching Resources,

Identify Sequence: 221

• Current and past settlement patterns in the local area

SE/TE: 60, 61, 62-63, 64-65, 66-67, 68, 69-71

• Factors that affect the growth and decline of settlements (e.g., immigration, transportation development, depletion of natural resources, site and situation)

SE/TE: 66, 92, 93, 66, 117, 118, 119, 121, 128, 129, 156, 157, 579, 580, 581, 582-583, 624, 625, 626






D. Describe the human characteristics of places and regions by their economic activities.

• Spatial distribution of economic activities in the local area (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services)

SE/TE: 66, 74-75, 76-77, 78, 79, 582-583, 589, 590, 626

• Factors that influence the location and spatial distribution of economic activities (e.g., market size for different types of business, accessibility, modes of transportation used to move people, goods and materials)

SE/TE: 66, 130, 131, 132, 153, 154

• Spatial distribution of resources and their relationship to population distribution

SE/TE: 579, 586, 587, 588, 589, 636, 637

• Historical settlement patterns and natural resource use (e.g., waterpower sites along the Fall Line)

SE/TE: 529, 588, 589, 626, 638, 700

• Natural resource-based industries (e.g., agriculture, mining, fishing, forestry)

SE/TE: 588, 589, 624, 630, 631, 636, 638, 770

E. Describe the human characteristics of places and regions by their political activities.

• Spatial pattern of political units in Pennsylvania

• Functions of political units (e.g., counties, municipalities, townships, school districts, PA General Assembly districts (House and Senate), U.S. Congressional districts, states)

7.4 The Interactions Between People and Places 7.4.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Describe the impacts of physical systems on people.

SE/TE: 388, 624, 700

• How people depend on, adjust to and modify physical systems on a regional scale (e.g., coastal industries, development of coastal communities, flood control)

SE/TE: 32, 124, 125, 128, 129, 132 TR: Eyewitness Technology, Weather Forecasting:

464






• Ways in which people adjust to life in hazard-prone areas (e.g., California and earthquakes, Florida and hurricanes, Oklahoma and tornadoes)

SE/TE: 40, 41, 42, 44, 46, 47 TR: Map Master The World, Climate Regions: 44-

45; Skills For Life, Comparing and Contrasting: 44; Eyewitness Technology, Weather Forecasting: 46: 464

B. Describe the impacts of people on physical systems.

• Changing spatial patterns on Earth's surface that result from human activities (e.g., lake desiccation as in the Aral Sea, construction of dikes, dams and storm surge barriers in the Netherlands, designation of state parks and forests throughout Pennsylvania)

SE/TE: 52, 65, 66, 67, 114, 115, 116, 117-119, 121, 124, 129, 130, 131, 170, 332, 420, 501-502

TR: Apply Information: 129; All In One: Foundations of Geography Teaching Resources, Implied Main Ideas: 258; Skills for Life: Supporting a Position, 131

TECH: Discovery School Video: The After Effects of Chernobyl: 332

• Ways humans adjust their impact on the

habitat (e.g., Endangered Species Act, replacement of wetlands, logging and replanting trees)

SE/TE: 13, 65, 66, 67, 116, 130, 132, 318, 420, 625, 720

TR: Background: Global Perspectives, The Kyoto Protocol, 130; All in One: Foundations of Geography Teaching Resources- Identify Implied Main Ideas: 258

TECH: Go Online PHSchool.com: Cultural Change: 108

Academic Standards for History 8.1. Historical Analysis and Skills Development 8.1.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to… A. Understand chronological thinking and distinguish between past, present and future time.

• Calendar time

SE/TE: 30, 69, 76, 94, 176, 200, 208, 334-335, 358, 596, 608, 609, 632, 633, 640, 676-677, 682, 684, 694-695

• Time lines

SE/TE: 538, 643, 646, 647 TR: Skills for Life: Sequencing, 646; Target Skill,

Use Context Clues: 646; All in One: Africa Teaching Resources: Identify Sequence: 395

• People and events in time

SE/TE: 60, 61, 62-63, 64-66, 67, 68, 70-71, 76-77, 78-

79






• Patterns of continuity and change

SE/TE: 39, 44, 54, 58, 60, 71, 84, 86, 108, 110, 125, 134, 154, 158, 170, 172, 182, 246, 259, 300, 378, 380, 404, 457, 470, 483, 502, 547, 592, 600, 624, 626, 640, 649, 725, 749, 810

TECH: Social Studies Skills Tutor CD-Rom: 439

• Sequential order

SE/TE: 18, 92, 95, 182, 195, 207, 267, 298, 326, 397, 404, 412-413, 422, 645, 646, 668, 689, 693

TR: Skills For Life, Sequencing: 195; All in One, Geography Teaching Resources- Identify Sequences, 221; Target Reading Skill, Understanding Sequence, 95

TECH: Exam View Test bank CD-Rom: 25; Discovery School Video; Thai Festival Water and Fire: 689

• Context for events

SE/TE: 26, 28, 30, 32, 33, 35, 39, 40, 248, 506, 642,

644, 649, 96 TR: All in One: Geography Teaching Resources-

Use Context Clues: General Knowledge, 121; All In One: Europe and Russia Teaching Resources, Use Context Clues: Definition and Description, 277; Compare and Contrast, 278

TECH: Social Studies Skill Tutor CD-Rom

B. Explain and analyze historical sources.

• Literal meaning of a historical passage

SE/TE: RW1

• Data in historical and contemporary maps, graphs and tables

SE/TE: 16-22, 159m, 175m, 539

• Author or historical source

TR: Skills for Life: Amazing Primary Source: 554; Target Reading Skill: Identify Main Idea: 484; Distinguish Fact and Opinion: 101; Recognize Bias: 94; Support a Position: 131

• Multiple historical perspectives

SE/TE: 423, 533, 685, 783

• Visual evidence

SE/TE: 35

• Mathematical data from graphs and tables •

SE/TE: 16-22, 381, 598, 782

C. Explain the fundamentals of historical interpretation.

• Difference between fact and opinion

SE/TE: 107, 242, 717

• Multiple points of view

SE/TE: RW4; 607, 732






• Illustrations in historical stories

SE/TE: 17, 35, 359

• Causes and results SE/TE: 30, 632-633, 640

• Author or source of historical narratives

SE/TE: 90f, 424g, 538f, 618f

D. Describe and explain historical research.

• Historical events (time and place)

SE/TE: 99, 643

• Facts, folklore and fiction

SE/TE: 228, 537, 219

• Historical questions

SE/TE: 83, 496-497, 504, 562

• Primary sources

SE/TE: 122, 552-554, 562

• Secondary sources

SE/TE: 524-525, 532

• Conclusions (e.g., simulations, group projects, skits and plays)

SE/TE: 26h, 115, 128, 191, 374, 452f, 490, 610 642e

8.2. Pennsylvania History 8.2.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to. . . A. Identify and explain the political and cultural contributions of individuals and groups to Pennsylvania history from Beginnings to 1824.

• Inhabitants (e.g., Native Americans, Europeans, Africans)

SE/TE: 99, 401, 216, 255

• Military Leaders (e.g., Anthony Wayne, Oliver H. Perry, John Muhlenberg)

• Political Leaders (e.g., William Penn, Hannah Penn, Benjamin Franklin)

SE/TE: 178

• Cultural and Commercial Leaders (e.g., Robert Morris, John Bartram, Albert Gallatin)

• Innovators and Reformers (e.g., Society of Friends, Richard Allen, Sybilla Masters)






B. Identify and explain primary documents, material artifacts and historic sites important in Pennsylvania history from Beginnings to 1824.

• Documents, Writings and Oral Traditions (e.g., Charter of Privileges, The Gradual Abolition of Slavery Act of 1780, Letters from a Pennsylvania Farmer)

• Artifacts, Architecture and Historic Places (e.g., Conestoga Wagon, Pennsylvania rifle, Brig Niagara)

C. Identify and explain how continuity and change have influenced Pennsylvania history from the Beginnings to 1824.

• Belief Systems and Religions (e.g., Native Americans, Quakers)

SE/TE: 223, 404

• Commerce and Industry (e.g., iron production, sailing, fur trade)

SE/TE: 229, 251

• Innovations (e.g., steam boat, Conestoga Wagon)

• Politics (e.g., The Mason-Dixon Line, Pennsylvania’s acquisition and detachment of the “lower three counties, ” movements of State capital)

• Settlement Patterns (e.g., native settlements, Westward expansion, development of towns)

• Social Organization (e.g., trade and development of cash economy, African Methodist Episcopal Church founded, schools in the colony)

• Transportation (e.g., trade routes, turnpikes, post roads)

• Women’s Movement (e.g., voting qualifications, role models)

SE/TE: 190, 418






D. Identify and explain conflict and cooperation among social groups and organizations in Pennsylvania history from Beginnings to 1824.

• Domestic Instability (e.g., religious diversity, toleration and conflicts, incursion of the Iroquois)

• Ethnic and Racial Relations (e.g., Penn’s Treaties with Indians, the Underground Railroad, the abolition of slavery)

SE/TE: 184

• Labor Relations (e.g., indentured servants, working conditions)

• Immigration (e.g., Germans, Irish)

• Military Conflicts (e.g., Dutch, Swedish and English struggle for control of land, Wyoming Massacre, The Whiskey Rebellion)

8.3. United States History 8.3.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to. . . A. Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginnings to 1824.

• Native Americans, Africans and Europeans

SE/TE: 98-99, 400-401, 480 TR: Map Master Skill Activity: Link Past and

Present: 99; Timeline Skills: Identify Effects: 401; Skills for Wife: Sequencing: 401; Guided Instruction: 402

TECH: World Studies Program: When Did the Treatment of Slaves Change: 404

• Political Leaders (e.g., John Adams, Thomas

Jefferson, John Marshall)

• Military Leaders (e.g. George Washington, Meriwether Lewis, Henry Knox)

SE/TE: 179, 180, 212

• Cultural and Commercial Leaders (e.g., Paul Revere, Phyllis Wheatley, John Rolfe)






• Innovators and Reformers (e.g., Ann Hutchinson, Roger Williams, Junipero Serra)

B. Identify and explain primary documents, material artifacts and historic sites important in United States history from Beginnings to 1824.

• Documents (e.g., Mayflower Compact, Northwest Ordinance, Washington’s Farewell Address)

SE/TE: 179

• 18th Century Writings and Communications (e.g., Paine’s Common Sense; Franklin’s “Join, or DIE, ” Henry’s “Give me liberty or give me death”)

• Historic Places (e.g., Cahokia Mounds, Spanish Missions, Jamestown)

SE/TE: 178

C. Explain how continuity and change has influenced United States history from Beginnings to 1824.

• Belief Systems and Religions (e.g., impact on daily life, government established religions, communal sects)

• Commerce and Industry (e.g., fur trade, development of cash crops)

• Innovations (e.g., cotton gin, Whitney; wooden clock, Banneker; stove, Franklin)

• Politics (e.g., Hamilton’s defense of John Peter Zenger, The Great Compromise, Marbury v. Madison)

• Settlement Patterns (e.g., frontier settlements, slave plantation society, growth of cities)

• Social Organization (e.g., community structure on the frontier, cultural and language barriers)

• Transportation and Trade (e.g., methods of overland travel, water transportation, National Road)






• Women’s Movement (e.g., roles and changing status of women, Margaret Brent’s vote, soldier Deborah Sampson)

D. Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginnings to 1824.

• Domestic Instability (e.g., Salem Witch Trials, Shays Rebellion, religious persecution)

• Ethnic and Racial Relations (e.g., cooperation between and among Native Americans and European settlers, slave uprisings, “Colored” troops in the Revolution)

• Labor Relations (e.g., early union efforts, 10-hour day, women’s role)

• Immigration and Migration (e.g., western settlements, Louisiana Purchase, European immigration)

• Military Conflicts (e.g., French and Indian War, American Revolutionary War, War of 1812)

8.4. World History 8.4.6. GRADE 6 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to... A. Identify and explain how individuals and groups made significant political and cultural contributions to world history.

• Africa (e.g., Nelson Mandela, Desmond Tutu, F. W. de Klerk, Pieter Botha, African National Congress)

SE/TE: 546, 556, 557, 558, 559, 560 TR: All in One: African Teaching Resources, The

World Of Desmond Tutu: 407-408; Guided Instruction: System of Apartheid: 558-559; Citizen Heroes: Stephen Bilko: 558

TECH: Go Online PHSchool.com: DK World Desk Reference Online; Discovery School Video: South Africa: Apartheid’s Legacy: 559






• Americas (e.g., Pizarro, Atahualpa, Aztecs, Incas, Montezuma, Cortez)

• Asia (e.g., Tokugawa Ieyasu, Toyotomi clan, shogun Iemitsu, Commodore Perry, daimyo)

SE/TE: 642-643, 644, 645, 646, 648-649 TR: Skills for Life: Sequencing: 646; Eyewitness

Technology, Papermaking: 647; Links Across the World: West meets East: 648

TECH: Map Master Skills Activity: The Spread of Buddhism to A.D. 800: 643; Social Studies Skills Tutor CD-Rom: 65

• Europe (e.g., Pope Leo X, John Calvin, John

Wesley, Martin Luther, Ignatius of Loyola)

SE/TE: 176-178, 179, 180, 181, 182, 183-185, 186, 187, 188-190

TR: Skills for Life: Identifying Cause and Effect: 186; Background: Links Across Place, In Defense of Paraphrase: 170

TECH: Social Studies Skills Tutor CD-Rom; Go Online PHSchool.com: Leonardo da Vinci, 190

B. Identify and explain important documents, material artifacts and historic sites in world history.

• Africa (e.g., Prohibition of Marriages Act, prison on Robben Island)

• Americas (e.g., Tenochtitlan, Aztec masks)

• Asia (e.g., samurai sword, Commodore Perry’s Black Ships)

• Europe (e.g., Luther’s Ninety-Five Theses, Wittenberg Castle Church)

C. Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations, settlement patterns, social organizations, transportation and women’s roles in world history.

• Africa (e.g., Apartheid)

• Americas (e.g., European conquest)

• Asia (e.g., Japanese society prior to the Meiji Restoration)

• Europe (e.g., Impact of the Great Schism and Reformation)






D. Explain how conflict and cooperation among social groups and organizations affected world history.

• Africa (e.g., imperialism)

SE/TE: 195, 196, 414, 415, 417, 418-419, 420-422, 424-427, 428-431, 432-433, 434-435, 436-439, 490-492, 443-444, 445-450

TR: All in On: Africa Teaching Resources, Preview and Predict: 164; Eyewitness Technology: South African Gold Mine, 416, Skills for Life: 226; Review and Assessment: Comprehension and Critical Thinking, 422, 450; Map Master Skill Activity: European Imperialism: 195

TECH: Go Online PHSchool.com, Environmental and Global Issues: Life Expectancy, 418; Deforestation: 419; Africa Societies, 424

• Americas (e.g., European diseases)

• Asia (e.g., trade routes)

SE/TE: 588-592, 648-649, 650-651, 720-722, 724-725, 726-727

TR: Guided Instruction: 588-590; Background, Global Perspectives: 588; Review and Assessment: Comprehension and Critical Thinking: 592; Skills fro Life, Reading Route Maps, The Skill Road, 65; Japan: Country Profile, Map and Chart-Skills, 723

TECH: Discovery School Video: China’s Great Green Wall, Desenification: 719

• Europe (e.g., Counter reformation)

SE/TE: 92, 93, 95, 96, 100-101, 106, 180, 181-182,

184-185, 186, 188, 261-262 TR: Background: Daily Life, Religion Effects

Daily Life: 98; The American Colonies: 266; Religious Diversity: 226; Map Master Skill Activity: The World Major Religions: 108; Guided Instruction: 184, 185; Guiding Questions: 248

TECH: Go Online PHSchool.com: An Activity on Cultural Change: 108; Target: Reading Skill, Understanding Sequence: 96

Reference: http: //www.pde.state.pa.us/social_studies/cwp/view.asp?a=202&Q=74616&social_studiesNav=|4519|&social_studiesNav=|