Prentice Hall World Studies: The United States and Canada 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Transcription

1 Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy Compare and contrast the following: limited government rule of law majority rule minority rights Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concepts A. (1) Principles expressed in documents shaping constitutional democracy in the United States Principles and Processes of Governance Systems 3. Knowledge of principles and processes of governance systems Concepts A. (1) Principles and processes of government SE/TE: For related information see: United States: government, 41, 154; also see states rights issues on page 48, the Fight for Civil Rights on page 53, and Canada: A New Constitution, 60. SE/TE: Government of United States, 41, 154; Government of Canada, 60, 153, 154, 181, 182. See also: Fight for Civil Rights on page 53, Compare and contrast limited and unlimited SE/TE: Government of United States, 41, 154; governments (i.e., democratic and Government of Canada, 60, 153, 154, 181, 182 authoritarian governments) and how people s lives vary under these systems 1

2 Economic Concepts and Principles 4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) Concepts A. (1) Economic concepts Apply the following economic concepts: investment productivity Gross Domestic Product (GDP) inflation profit and profit motive SE/TE: Economies of United States and Canada, 68 70, 81; World Land Use, M16 M17; Resources and Land Use, 25 30; Review and Assessment, 31 32; Resources and Land Use, 25 30; Review and Assessment, 31 32; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; The Atlantic Provinces: Relying on the Sea, Interpret the past, explain the present and predict future consequences of economic decisions C. (3) Interpreting the past, explaining the present and predicting the future of economic decisions SE/TE: Economies of United States and Canada, 68 70, 81; World Land Use, M16 M17; Resources and Land Use, 25 30; Review and Assessment, 31 32; Resources and Land Use, 25 30; Review and Assessment, 31 32; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; The Atlantic Provinces: Relying on the Sea,

3 D. (4) Understanding the consequences of personal and public economic decisions Explain the consequences of personal and public economic decisions SE/TE: Economies of United States and Canada, 68 70, 81; World Land Use, M16 M17; Resources and Land Use, 25 30; Review and Assessment, 31 32; Resources and Land Use, 25 30; Review and Assessment, 31 32; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; The Atlantic Provinces: Relying on the Sea, Elements of Geographical Study and Analysis 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts A. (1) Geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) and how to evaluate and use them 3

4 Use geographic research sources to process and report information to solve problems SE/TE: Regional Overview, 2 7; Country Databank: United States, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109; Country Databank: Canada, 148, 149, 150, 151; Regional Profiles, 112, 118, 127, 134, 154, 158, 162, 168, 175, 182; Section Assessment, 15, 24, 30, 41, 48, 54, 61, 70, 81, 88, 92, 116, 123, 132, 138, 159, 165, 172, 177, 184;Review and Assessment, 31 32, 71 72, 93 94, , ; Standardized Test Prep, 33, 73, 95, 141, 187; Skills for Life, 16 17, 62 63, 82 83, , ; Map Master, M6, M7, M8, M10, M11, M12, M13, M14, M16, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186; Charts, Graphs, Tables, 19, 29, 52, 86, 90, 112, 118, 125, 127, 128, 134, 137, 141, 153, 154, 158, 162, 168, 175, 182 Construct maps SE/TE: Making Mental Maps, 33 B. (2) Use of the geography of Missouri, the United States, the Americas, and world to make predictions and solve problems: Location Locate major cities and nations of the world in historical context SE/TE: Map Master, M6, M7, M8, M10, M11, M12, M13, M14, M16, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186 4

5 Locate the world s continents, oceans and major topographic features as civilizations spread Locate and describe geographic places, using absolute and relative location, especially as people were able to define them more accurately C. (3) Place Explain physical characteristics, such as climate, topography, relationship to water and ecosystems SE/TE: Map Master, M6, M7, M8, M10, M11, M12, M13, M14, M16, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186; Atlas, SE/TE: Map Master, M6, M7, M8, M10, M11, M12, M13, M14, M16, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186; Atlas, SE/TE: Regional Overview, 2 7; The United States and Canada: Physical Geography, 8 9; Land and Water, 10 17; Climate and Vegetation, 18 24; Resources and Land Use, 25 30; Review and Assessment, 31 32; Standardized Test Prep, 33; The Northeast: An Urban Center, ; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; British Columbia: Economic and Cultural Changes, ; The Atlantic Provinces: Relying on the Sea, ; The Northern Territories: New Frontiers,

6 Explain human characteristics, such as people s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system SE/TE: The United States and Canada: Shaped by History, 34 35; The Arrival of the Europeans, 36 41; Growth and Conflict in the United States, 42 48; The United States on the Brink of Change, 49 54; The History of Canada, 55 63; The United States and Canada Today, 64 70; Review and Assessment, 71 72; Standardized Test Prep, 73; Cultures of the United States and Canada, 74 75; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; Review and Assessment, 93 94; Standardized Test Prep, 95 D. (4) Relationships within places Describe how physical processes shape the physical environment SE/TE: The United States and Canada: Physical Geography, 8 9; Land and Water, 10 17; Climate and Vegetation, 18 24; Resources and Land Use, 25 30; Review and Assessment, 31 32; Standardized Test Prep, 33; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; The Atlantic Provinces: Relying on the Sea, ; The Northern Territories: New Frontiers,

7 Describe a variety of ecosystems, and explain where they may be found and how physical processes and human activities may change them SE/TE: Regional Overview, 2 7; The United States and Canada: Physical Geography, 8 9; Land and Water, 10 17; Climate and Vegetation, 18 24; Resources and Land Use, 25 30; Review and Assessment, 31 32; Standardized Test Prep, 33; The Northeast: An Urban Center, ; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; British Columbia: Economic and Cultural Changes, ; The Atlantic Provinces: Relying on the Sea, ; The Northern Territories: New Frontiers, F. (6) Human-environment interactions Identify and describe world-wide patterns of resource distribution Identify how technology and culture have influenced resource use in the past SE/TE: Trade, 60 70, ; World Land Use, M16 M17; Focus on Regions, 6 7; Resources and Land Use, 25 30; The Arrival of the Europeans, 36 41; The Northeast: An Urban Center, ; The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; British Columbia: Economic and Cultural Changes, ; The Atlantic Provinces: Relying on the Sea, SE/TE: Resources and Land Use, 25 30; DK Eyewitness Technology, 38, 114; The South: The Growth of Industry, ; The West: Using and Preserving Resources, VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush 7

8 Identify and explain environmental consequences of how people use resources from historical examples SE/TE: Farming, 11, 141; Human Environment Interaction, M1, 131; Issues of, 65 67; World Land Use, M16 M17; Focus on Regions, 6 7; Physical Geography, 8 9; Land and Water, 10 15; Climate and Vegetation, 18 24; Resources and Land Use, 25 30; Review and Assessment, 31 32; Resources and Land Use, 25 30; Review and Assessment, 31 32; The South: The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; The Atlantic Provinces: Relying on the Sea, Identify and explain the effect of natural forces upon human activities from historical experiences SE/TE: World Land Use, M16 M17; Focus on Regions, 6 7; Resources and Land Use, 25 30; The Arrival of the Europeans, 36 41; The Northeast: An Urban Center, ; The Growth of Industry, ; The Midwest: Leaving the Farm, ; The West: Using and Preserving Resources, ; The Prairie Provinces: Canada s Breadbasket, ; British Columbia: Economic and Cultural Changes, ; The Atlantic Provinces: Relying on the Sea,

9 G. (7) Relationships between and among places Explain causes and effects of migration streams, movements of people to job markets, barriers to human movement and how people overcome such barriers H. (8) Regions Explain how regions of the world relate to one another and change over time I. (9) Uses of geography SE/TE: Human Migration, M1, M14 M15; The Arrival of the Europeans, 36 41; Growth and Conflict in the United States, 42 45; Moving to the Midwest, 50; The First People, 85; The United States: A Nation of Immigrants, 84 88; The West: Using and Preserving Resources, ; Review and Assessment, VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush SE/TE: The United States and Canada: Shaped by History, 34 35; The Arrival of the Europeans, 36 41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42 48; The United States on the Brink of Change, 49 54; The History of Canada, 55 63; The United States and Canada Today, 64 70; Cultures of the United States and Canada, 74 75; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; Video: Quebec s French Culture; Review and Assessment, VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 9

10 Use geography to interpret the past, explain the present and plan for the future SE/TE: The United States and Canada: Shaped by History, 34 35; The Arrival of the Europeans, 36 41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42 48; The United States on the Brink of Change, 49 54; The History of Canada, 55 63; The United States and Canada Today, 64 70; Cultures of the United States and Canada, 74 75; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; Video: Quebec s French Culture; Review and Assessment, VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces Relationships of Individual and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions Concepts A. (1) Knowledge of how needs of individuals are met Analyze how the needs of individuals are met SE/TE: The United States and Canada: Shaped by by families, friends, groups and History, 34 35; The Arrival of the Europeans, organizations, such as governments, 36 41; Growth and Conflict in the United States, businesses, schools, religious institutions and 42 48; The United States on the Brink of Change, charities in the United States and other 49 54; The History of Canada, 55 63; The United nations States and Canada Today, 64 70; Review and Assessment, 71 72; Cultures of the United States and Canada, 74 75; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; Review and Assessment, 93 94; Ontario and Quebec: Bridging Two Cultures, ; British Columbia: Economic and Cultural Changes,

11 C.(3) Effects of actions, cultural, traditions and institutions Analyze how cultural traditions, human actions and institutions affect people s behavior SE/TE: The United States and Canada: Shaped by History, 34 35; The Arrival of the Europeans, 36 41; Growth and Conflict in the United States, 42 48; The United States on the Brink of Change, 49 54; The History of Canada, 55 63; The United States and Canada Today, 64 70; Review and Assessment, 71 72; Cultures of the United States and Canada, 74 75; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; Review and Assessment, 93 94; Ontario and Quebec: Bridging Two Cultures, ; British Columbia: Economic and Cultural Changes, D. (4) Effect of laws and events on relationships Identify how laws and events affect members of and relationships among groups SE/TE: Government of United States, 41, 154; Government of Canada, 60, 153, 154, 181, 182. See also: Fight for Civil Rights on page 53, G. (7) Methods of resolving conflicts Evaluate constructive processes or methods for resolving conflicts SE/TE: Growth and Conflict in the United States, 42 48; A Heritage of Diversity and Exchange, 76 83; The Canadian Mosaic,

12 Tools of Social Science Inquiry Concepts 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Concepts A. (1) Using primary and secondary sources Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters SE/TE: Analyze Primary Sources, 73; Analyze a Reading Selection, 187; Reading Informational Texts, RW1; Literature, ; Social Study Skills: Identifying Frame of Reference, B. (2) Using maps, graphs, statistics, timelines, charts and diagrams Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions SE/TE: Map Master, M6, M7, M8, M10, M11, M12, M13, M14, M16, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186; Charts, Graphs, Tables, 19, 29, 52, 86, 90, 112, 118, 125, 127, 128, 134, 137, 141, 153, 154, 158, 162, 168, 175, 182; Timelines, 52 53, 109, 158; Understanding Circle Graphs, ; Analyze Graphs,

13 C. (3) Creating maps and graphics Create maps, graphs, timelines, charts and diagrams to communicate information D. (4) Using technological tools Use technological tools for research and presentation SE/TE: Making Mental Maps, 33; Understanding Circle Graphs, ; Analyze Graphs, 141; Using Graphic Organizers, SE/TE: Go Online: Section Assessment, 15, 24, 30, 41, 48, 54, 61, 70, 81, 88, 92, 116, 123, 132, 138, 159, 165, 172, 177, 184; Standardized Test Prep, 33, 73, 95, 141, 187; Discovery School Channel Video/DVD, 11, 37, 90, 113, 122, 131, 135, 148, 155, 161, 169, 174, 183 E. (5) Distinguishing fact and opinion Distinguish between fact and opinion and recognize bias and points of view SE/TE: Distinguish between fact and opinion, RW1 TE: Distinguish fact and opinion, 136; Recognize bias, 156 F. (6) Supporting a point of view 13

14 Identify, research and defend a point of view/position SE/TE: Analyze Primary Sources, 73; Analyze a Reading Selection, 187; Reading Informational Texts, RW1; Literature, ; Social Study Skills: Identifying Frame of Reference, 16 TE: Analyze primary sources, 51; Use reliable information, 87; Synthesize information,