Prentice Hall. America: History of Our Nation, Beginnings through 1877, Kentucky Edition Kentucky 4.0 Core Content for Social Studies.

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1 Prentice Hall America: History of Our Nation, Beginnings through 1877, Kentucky Edition 2005 Grade 8 C O R R E L A T E D T O Kentucky 4.0 Core Content for Social Studies Grade 8

2 GOVERNMENT & CIVICS The study of government and civics allows students to understand the nature of government and the unique characteristics of democracy including its fundamental principles, structure, and role of citizens. Academic Expectation 2.14: Students should understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations. Academic Expectation 2.15: Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. People form governments to establish order, provide security, and accomplish common goals. SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic) in the United States prior to Reconstruction. SE/TE: 68-70, 73-76, 78-80, 86, 97, , 106, 146, 156, , , , , , , , , , 316, , , Chapter Pre-reading Guide, p. 4; Reading Readiness Guide, pp , 106; Section Quiz, pp , 115; Proceedings of the Virginia Assembly, p. 78; Concept Lesson, pp. 85, 115; Concept Organizer, pp. 6, 86; Chapter Test, pp. 91, 94; English Bill of Rights, p. 110; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 3, Sections #1-5; Chapter 4, Section #1; Chapter 7, Section #1, Section #2; Chapter10, Section #5; Citizenship Handbook; All in One Teaching Resources, Unit 2: Reading Readiness Guide, pp ; Concept Lesson, p. 80; Concept Organizer, p. 5; Section Quiz, pp. 81, 82, 83; The Articles of Confederation and the Constitution, p. 77; James Madison s Speech Proposing the Bill of Rights, p. 78; Checks and Balances, p. 97; How a Bill Becomes a Law, p. 98; The Bill of Rights, p. 101; Chapter Test, p. 109; All in One Teaching Resources, Unit 3: Reading Readiness Guide, pp. 17, 80, 84; Section Quiz, pp. 93, 97 1

3 TECH: Guided Reading Audio CD Spanish Progress Monitoring Transparencies, Chapter 3, Section #1-5; Chapter 7, Section #2; Chapter 10, Section #5; Discovery School Video: Jamestown; Colonies Take Root; Bill of Rights; George Washington; Exploring Primary Sources in U.S. History CD- ROM: Objections to the Constitution; Color Transparencies: The Federalist Papers; Separation of Powers; Checks and Balances; Federal Court System; The Federal System; Local Government SS Students will describe and give examples of how democratic governments in the United States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). SE/TE: 69-70, 73, 74-75, 97, , , , , , , , , 253, , 352, 414, 418, 429, Concept Lesson, p. 85; Concept Organizer, p. 6; Reading Readiness Guide, pp. 74, 106; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 4, Section #1; Chapter 7, Section #1; All in One Teaching Resources, Unit 2: Reading Readiness Guide, p. 72; Concept Lesson, p. 80; Concept Organizer, p. 5; The Articles of Confederation and the Constitution, p. 77; The Bill of Rights, p. 101 TECH: Discovery School Video: Jamestown; Creating the Constitution; The Bill of Rights; The Federalist Papers; Progress Monitoring Transparencies, Chapter 7, Section #1 SS Students will describe and give examples of the ways the Constitution of the United States is a flexible document that changes (amendments) and is interpreted (judicial review) over time to meet the needs of its citizens. SE/TE: , , 255, 263, , , , 369, 495, 552, , 561 TR: All in One Teaching Resources, Unit 2: The Bill of Rights, p. 101; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 10, Section #1 2

4 SS Students will analyze and give examples of the ways the U.S. Constitution separates power among the legislative, executive, and judicial branches to prevent the concentration of political power and to establish a system of checks and balances. TECH: Interactive Constitution CD-ROM, Supreme Court Cases; Color Transparencies: Mad Tom in a Rage The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. SS Students will explain the reasons why the powers of the state and federal governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers. SE/TE: , 217, , , , TR: All in One Teaching Resources, Unit 2: Reading Readiness Guide, p. 73; Section Quiz, p. 82; Checks and Balances, p. 97; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 7, Section #2 TECH: Color Transparencies: Checks and Balances; Interactive Constitution CD-ROM, Supreme Court Cases SE/TE: , , , 257, TR: All in One Teaching Resources, Unit 2: Reading Readiness Guide, p. 74; Ratifying Amendments, p. 104 TECH: Color Transparencies: The Federalist Papers; The Federal System; Local Government All citizens of the United States have certain rights and responsibilities as members of a democratic society. SS Students will explain and give examples of how significant United States documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens. SE/TE: , , 197, 199, 206, , , , , , 265, , 271 3

5 TR: All in One Teaching Resources, Unit 2: Reading Readiness Guide, pp. 43, 72, 73, 74; Concept Lesson, pp. 53, 80; Concept Organizer, pp. 5, 6; Section Quiz, pp. 54, 82, 83; James Madison s Speech Proposing the Bill of Rights, p. 78; The Bill of Rights, p. 101; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 6, Section #1; Chapter 7, Sections #1-3; Citizenship Handbook TECH: Discovery School Video: The Declaration of Independence; The Bill of Rights SS Students will explain and give SE/TE: , 623 examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). TR: Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Citizenship Handbook; All in One Teaching Resources, Unit 2: George Mitchell, p. 105 TECH: Color Transparencies: Think Like a Historian, Unit 2 CULTURE & SOCIETY Culture is the way of life shared by a group of people, including their ideas and traditions. In America s multicultural society, students need to understand that culture influences viewpoints, social rules, and social institutions. Academic Expectation 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverse ethnic and cultural groups of our nation and world. Culture is a system of beliefs, knowledge, institutions, tradition, and skills shared by a group. SS Students will explain how the SE/TE: 10-15, 22-23, 47-48, 72-73, 81, 87-89, elements of culture (e.g., language, the arts, 92-93, , 117, , , 335, customs, beliefs, literature) served to define , , , , , specific groups in the United States prior to , 439, 446, 450, , , 488, Reconstruction and resulted in unique perspectives. 4

6 Reading Readiness Guide, pp. 17, 19, 44, 76, 107, 109; Concept Lesson, p. 23; Concept Organizer, p. 6; The Iroquois Constitution, p. 20; Section Quiz, pp. 25, 54, 89, 116, 118; To My Dear and Loving Husband, p. 79; All in One Teaching Resources, Unit 3: Tsali of the Cherokees, p. 87; Reading Readiness Guide, p. 83; Josh Burnett and the Trail of Tears, p. 89; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 49, 80; Section Quiz, pp. 61, 93; Narcissa Whitman s Letter to Her Sister, p. 82; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 1, Section #1; Chapter 2, Section #2; Chapter 3, Section #2, Section #4; Chapter 4, Section #2, Section #4; Chapter 10, Section #4; Chapter 11, Section #2; Chapter 12, Section #1, Section #4; Chapter 13, Section #4 TECH: Progress Monitoring Transparencies, Chapter 1, Section #2; Chapter 12, Section #4, Discovery School Video: Life of Enslaved Africans; The Trail of Tears; Color Transparencies: Music of the 1800 s; Kindred Spirits; PHSchool.com, Web Code: myp-3047; Discovery School Video: Plantation Life; Uncle Tom s Cabin Social institutions (government, economy, education, religion, family) respond to human needs, structure society, and influence behavior within different cultures. SS Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society, and influence behavior. SE/TE: 73, 75, 79, 92-93, 104, , , , , 217, , ,

7 Reading Readiness Guide, pp. 107, 109; Section Quiz, p. 116, 118; All in One Teaching Resources, Unit 2: Reading Readiness Guide, p. 72; Concept Lesson, p. 80; Concept Organizer, p. 5; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 46, 48; Horace Mann, p. 50; Section Quiz, pp. 58, 60; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 4, Sections #1-2, Section #4; Chapter 5, Section #1; Chapter 7, Section #1; Chapter 12, Section #1, Section #3 SS Students will explain how social interactions led to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in the United States prior to Reconstruction. TECH: Discovery School Video: Jamestown, Colonies Take Root; Life in the Colonies, Color Transparencies: Explore the Lives of Colonial Women; Progress Monitoring Transparencies, Chapter 4, Section #2 Social interactions among individuals and groups assume various forms (compromise, cooperation, conflict, competition). SE/TE: 47, 57, 73-76, 85, 116, , , , 157, , , , 298, , 348, 349, 355, , , , , 453, 454, , , , , Reading Readiness Guide, pp. 44, 46, 74; Dutch Colonization, , p. 50; Word Knowledge Rating Form, p. 42; Section Quiz, pp. 56, 87; All in One Teaching Resources, Unit 2: Reading Readiness Guide, pp. 16, 17, 18, 72; Concept Lesson, p. 23; Concept Organizer, p. 6; Patrick Henry, p. 20; Section Quiz, pp. 25, 26, 81, 82, 83; James Bowdoin s Account of Shay s Rebellion, p. 75; All in One Teaching Resources, Unit 3: Reading Readiness Guide, pp. 18, 19, 20, 49, 83; Section Quiz, pp. 29, 96, Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 2, Section #2; Chapter 3, Section #2, Section #4; Chapter 5, Section #2, Section #3; Chapter 7, Section #1; Chapter 8, Sections #2-3; Chapter 9, Section #3; Chapter 10, Section #4 6

8 SS Students will explain how compromise and cooperation were used to resolve conflict among individuals and groups in the United States prior to Reconstruction. SS Students will explain and give examples of how scarcity required individuals, groups, and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources and capital goods) were used. TECH: Discovery School Video: Life of Enslaved Africans; Trail of Tears; Plantation Life; Color Transparencies: Protesting Taxes SE/TE: 171, 193, , , 296, 310, 404, , TR: All in One Teaching Resources, Unit 2: Reading Readiness Guide, p. 43; Common Sense, p. 47; The Great Compromise, p. 76; Concept Lesson, p. 26; Concept Organizer, p. 6; All in One Teaching Resources, Unit 5: Reading Readiness Guide, p. 17; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 7, Section #2 TECH: Color Transparencies: Anthony Burns ECONOMICS Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others, and the nation as a whole. Academic Expectation 2.18: Students understand economic principles and are able to make economic decisions that have consequences in daily living. The basic economic problem confronting individuals and societies is scarcity (imbalance between unlimited wants and limited resources available for satisfying those wants). SE/TE: 50, 341, 343, , 392, , , 463, 464, 465, TR: All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 16, 18, 78; Section Quiz, pp. 27, 29; All in One Teaching Resources, Unit 5: Reading Readiness Guide, p. 50; Section Quiz, p. 63; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 10, Section #1; Chapter 11, Sections #1-3; Chapter 13, Section #2, Section #4; Chapter 15, Section #4 7

9 TECH: Color Transparencies: The Trade Cycle Between a Homeland and it s Colonies; How Tariffs Work; Fur Traders Descending the Missouri; Discovery School Video: Plantation Life SS Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction. SE/TE: , TR: All in One Teaching Resources, Unit 3: Debating the National Bank, p. 21; Reading Readiness Guide, p. 17; Section Quiz, p. 28; Mandan Traders, p. 52; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 8, Section #1; Chapter 9, Section #2 TECH: Color Transparencies: Expansion of the U.S. To deal with the problem of scarcity, people and societies create economic systems and institutions. SS Students will describe the economic SE/TE: 50, 208, , , , system that developed in the United States prior 367, 386, 392, , 449 to Reconstruction. TR: All in One Teaching Resources, Unit 3: Debating a National Bank, p. 21; Reading Readiness Guide, pp. 17, 80, 84; Section Quiz, pp. 28, 97; Concept Lesson, p. 92; Concept Organizer, p. 7; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 16, 18; Section Quiz, p. 27, 29; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 8, Section #1; Chapter 10, Sections #1-2; Chapter 11, Sections #1-2; Chapter 13, Section #2 TECH: Color Transparencies: The Trade Cycle Between a Homeland and It s Colonies; Fur Traders Descending the Missouri; Progress Monitoring Transparencies, Chapter 8, Section #1 8

10 SS Students will explain how profit motivated individuals and groups to take risks in producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system. SE/TE: 383, , 386, 392 TR: All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp ; Section Quiz, pp ; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 11, Sections #1-4 Markets are institutional arrangements that enable buyers and sellers to exchange goods and services. SS Students will explain how in the SE/TE: , 386, , 531 United States prior to Reconstruction, the prices of goods and services were determined by supply and demand. SS Students will explain how money (unit of account) was used to express the market value of goods and services and how money made it easier to trade, borrow, invest, and save in the United States prior to Reconstruction. TR: All in One Teaching Resources, Unit 3: Reading Readiness Guide, p. 80; Concept Lesson, p. 92; Concept Organizer, p. 7; Section Quiz, p. 93; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 10, Section #1; Chapter 15, Section #4 SE/TE: 383, 386, 551 SS Students will explain how competition among buyers and sellers impacted the price of goods and services in the United States prior to Reconstruction. SE/TE: 324, , 392, 531 TR: Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 15, Section #4, All in One Teaching Resources, Unit 5: Reading Readiness Guide, p. 50 All societies deal with questions about production, distribution, and consumption. SS Students will explain ways in which SE/TE: , , the basic economic questions about the production, distribution, and consumption of goods and services were addressed in the United States prior to Reconstruction. 9

11 TR: All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 16, 18; A Factory Report in 1846, p. 20; Section Quiz, pp. 27, 29; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 11, Sections #1-3 SS Students will describe how new knowledge, technology/tools, and specialization increased productivity in the United States prior to Reconstruction. TECH: Discovery School Video: Plantation Life SE/TE: 68-69, , , , , , , 518 TR: All in One Teaching Resources, Unit 4: Chapter Pre-reading Guide, p. 4; Reading Readiness Guide, pp ; Section Quiz, pp ; A Factory Report in 1846, p. 20; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 11, Sections #1-4 SS Students will explain how personal, national, and international economic activities are interdependent in the United States prior to Reconstruction. TECH: Progress Monitoring Transparencies Chapter 11, Section #1-4; Color Transparencies: Spinning Mill; James Watt s Steam Engine; Telegraph SE/TE: , , , 367, , , 531 TR: All in One Teaching Resources, Unit 3: Reading Readiness Guide, pp. 17, 80; Debating the National Bank, p. 21; Section Quiz, pp. 28, 93; Concept Lesson, p. 92; Concept Organizer, p. 7 TECH: History Interactive Transparency, How Tariffs Work GEOGRAPHY Geography is the study of people, places, and environments. Students need geographic knowledge to understand the world and their relationship to it. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectation 2.19: Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Patterns on Earth s surface can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. 10

12 SS Students will use a variety of geographic tools (maps, globes, photographs, models, charts, graphs, and databases) to interpret patterns and locations on Earth s surface in United States history prior to Reconstruction. SE/TE: A4-A5, A10-A11, A12-A13, H10-H20, 7, 13, 31, 67, 74, 80, 82-83, 84, 86, 88, 91, 114, 142, 159, 160, 165, 180, 189, 193, 199, 207, , 295, 316, , 325, 329, 335, 341, 346, 356, 371, 394, 402, 404, 409, 425, 445, 452, 456, 458, 471, 489, 490, 500, 513, 520, 522, 534 TECH: Interactive Maps, PHSchool.com, Web Code: mvp-1011; mvp-1031, mvp-1032, mvp- 1033, mvp-1034, mvp-1035, mvp-1043, mvp- 2051, mvp-2062, mvp-2063, mvp-2064, myp- 2031, myp-3043, myp-3052, myp-3053, myp- 3062, myp-3064, myp-3094, myp-4074, myp- 4091, myp-4094, myp-4097, myp-5012, myp- 5104, myp-5111, myp-5112, myp-5113 SS Students will describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction. SE/TE: 54-55, 56, 67, 401, , , 464 Dutch Colonization, , p. 50; Reading Readiness Guide, pp. 73, 78; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 19, 77; Population and Territory, p. 22; Concept Lesson, p. 89; Concept Organizer, p. 6; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 13, Section #1, Section #2, Section #4 Earth is vastly complex with each place on its surface having human and physical characteristics; to deal with this complexity, people create regions. SS Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). SE/TE: A12-A13, 12-15, 53-56, 67, 70, 71, 73, 77, 80-81, 82-83, 84-88, 92-93, , , , , 355, , 390, , , , 448, , , 463, ,

13 Reading Readiness Guide, pp. 56, 76; Dutch Colonization, , p. 50; Colonial Population Growth, p. 82; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 17, 18, 19, 77, 78; Population and Territory, p. 22; Along the Erie Canal, p. 23; Section Quiz, pp. 30, 91, 93; Concept Lesson, p. 89; Concept Organizer, p. 6; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 2, Section #4; Chapter 3, Section #4; Chapter 9, Section #2; Chapter 11, Section #2, Section #4; Chapter 13, Section #2, Section #4 SS Students will describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources, and knowledge became available. TECH: Discovery School Video, Jamestown, Color Transparencies: Climate and Agriculture in the 13 Colonies; Northwest Territory, 1787 SE/TE: , , , , , , , 458, , TR: All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 16, 17, 18, 19, 77, 80; Section Quiz, pp. 27, 28, 30, 90, 93; The Erie Canal, p. 24; Concept Lesson, p. 89; Concept Organizer. p. 6; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 11, Sections #2-4; Chapter 13, Section #1, Section #4 TECH: Color Transparencies: The Telegraph Patterns emerge as humans move, settle, and interact on Earth s surface. SS Students will describe patterns of SE/TE: 7, 12-15, 53-56, 67-70, 73-75, 78-81, 85- human settlement in the United States prior to 89, 91-93, 314, , , , 446, Reconstruction and explain how these patterns , were influenced by human needs. 12

14 Reading Readiness Guide, pp. 56, 73, 75, 76; Dutch Colonization, , p. 50; Section Quiz, pp. 56, 86, 88, 89; Colonial Population Growth, p. 82; All in One Teaching Resources, Unit 3: Concept Lesson, p. 59; Concept Organizer, p. 7; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 19, 78, 80; Section Quiz, p. 91; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 3, Sections #1-4; Chapter 13, Section #2, Section #4 TECH: Discovery School Video: Jamestown; Chapter Test: Fur Traders Descending the Missouri SS Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity, and technology in the United States prior to Reconstruction. SE/TE: 294, , 385, , , , , , , SS Students will explain how technology in the United States prior to Reconstruction assisted human modification of the physical environment (e.g., canals, dams, irrigation, clearing land). TR: All in One Teaching Resources, Unit 3: Reading Readiness Guide, p. 83; Tsali of the Cherokees, p. 87: Section Quiz, p. 96;All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 17, 19, 47, 77, 80; Section Quiz, pp. 28, 59, 90, 93; Population and Territory, p. 22; The Underground Railroad, p. 54; Concept Lesson, p. 89; Concept Organizer, p. 7; Manifest Destiny, p. 81;Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 10, Section #4; Chapter 11, Section #2; Chapter 13, Section #4 TECH: Discovery School Video: Trail of Tears; The Underground Railroad Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities. SE/TE: ,

15 SS Students will describe ways in which the physical environment (e.g., natural resources, natural disasters, natural barriers) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction. TR: All in One Teaching Resources, Unit 4: Reading Readiness Guide, p. 19; The Erie Canal, p. 24; Section Quiz, p. 30; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 11, Section #4; Chapter 13, Section #4 SE/TE: 6-7, 10-15, 53-56, 67-69, 82-83, 87-89, , 444, , 463, , Reading Readiness Guide, pp. 17, 46, 73, 76; Section Quiz, pp. 25, 56, 89; Dutch Colonization , p. 50; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 1, Section #2; Chapter 2, Section #4; Chapter 3, Section #1, Section #4 TECH: Discovery School Video: Jamestown SS Students will explain how the natural resources of a place or region impact its political, social, and economic development in the United States prior to Reconstruction. SE/TE: 68-69, 71, 75, 77, 80, 82-83, 84, 87-89, , SS Students will compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction. TECH: Interactive Map, PHSchool.com, Web Code, mvp-1033 SE/TE: 325, 390, 453 HISTORY History is the interpretation of events, people, ideas, and their interaction over time. In order for students to understand the present and make plans for their future, they must understand the past. Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. History is an account of human activities that is interpretive in nature. 14

16 SS Students will use a variety of tools SE/TE: HT2-HT3, HT18-HT21, 2-3, 11, 14, 32-33, (e.g., primary and secondary sources, data, 37, 40, 58, 61, 79, 87, 88, 94, 97, 109, 120, 122, artifacts, timelines) to describe and explain , 126, 129, , 141, 146, 147, 152, historical events and conditions, and to analyze , 157, 160, 165, 171, 182, 185, 192, 194, the perspectives of different individuals and groups 199, , , 216, 219, 220, 225, 278- (e.g., gender, race, region, ethnic group, age, 279, 284, 285, 286, , 291, 296, 299, 305, economic status, religion, political group) in U.S , 312, , 324, 328, 330, 332, 335, history prior to Reconstruction , 352, 360, 361, 363, 364, 365, 371, , 383, , 392, 394, 397, 404, 409, , 415, , 423, 428, , 439, , 449, , 457, 471, , 483, 484, , 495, 502, 507, , 514, , 525, 529, 532, 541 Skill for Life Worksheet, pp. 51, 84, 113 SS Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. TECH: Biography Quest Online, Web Code, mvd- 1034; mvd-1044; mvd-2052; mvd-2064; myd- 1012;myd-2033; myd-3041; myd-3054; myd- 3063; myd-4072; myd-4083; myd-4093; myd- 5013; myd-5114 SE/TE: 25, 56, 58, 104, 146, 152, 187, 194, 215, 222, 292, 317, 347, 364, 385, 418, 429, 465, 496, 536, 539 Skill for Life Worksheet, pp. 51, 79 TECH: Link to Today Online, Web Code, mvc- 1014, mvc-1024, mvc-1041, mvc-2063, myc- 2032, myc-3042, myc-3052, myc-3062, myc- 4071, myc-4081, myc-4094; History Interactive, PHSchool.com, Web Code, mvl-2054 The history of the United States is a chronicle of a diverse people and the nation they formed. SS Students will explain events and conditions that led to the "Great Convergence" of European, African, and Native American people beginning in the late 15th century, and analyze how America's diverse society developed as a result of these events. SE/TE: 8-9, 10-15, 20-21, 27, 29, 36-41, 44-48, 49-52, 53-57, 66-81, 84-93,

17 Reading Readiness Guide, pp. 16, 17, 19, 43, 45, 56, 73-76; Section Quiz, pp. 24, 25, 27, 53, 54, 55, 56, 86, 87; Concept Lesson, p. 23; Concept Organizer, p. 6; Journal of Christopher Columbus, p. 47; Christopher Columbus, p. 48; Dutch Colonization, , p. 50; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 1, Section #2, Section #4; Chapter 2, Sections #1-2; Chapter 3, Sections #1-2 TECH: Discovery School Video: Quick View Video, Chapter 1; Tenochtitlán and the Aztecs; Jamestown; Life of Enslaved Africans; Color Transparencies: Early Civilization in the Americas; European Exploration, SS Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity), that developed during the colonial period, were motivations for the American Revolution and proved instrumental in forging a new nation. SE/TE: 70-71, 73-74, 79, 86, , , , , , 156, , , , , 204, , , Reading Readiness Guide, pp. 106, 109; Concept Lesson, p. 115; Concept Organizer, p. 6; English Bill of Rights, p. 110; Section Quiz, pp. 115, 118; All in One Teaching Resources, Unit 2: Patrick Henry, p. 20; Reading Readiness Guide, pp. 17, 18, 43, 73, 74; Section Quiz, pp. 25, 26; Common Sense, p. 47; Concept Lesson, p. 53; Concept Organizer, p. 6; James Madison s Speech Proposing the Bill of Rights, p. 78; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 4, Section #1, Section #4; Chapter 5, Section #3; Chapter 7, Section #2 TECH: Color Transparencies: English Bill of Rights 16

18 SS Students will explain how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction. SE/TE: , , , , 345, , , , , 414, , 444, 447, , , , 471, , , , 495 TR: All in One Teaching Resources, Unit 3: Reading Readiness Guide, pp. 19, 48, 49, 82, 83; Concept Lesson, p. 59; Concept Organizer, p. 7; Mandan Traders, p. 52; Section Quiz, pp. 95, 96; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 19, 48, 78, 79, 80; Population and Territory, p. 22; The Erie Canal, p. 24; Along the Erie Canal, p. 23; Section Quiz, pp. 30, 60, 91, 92, 93; Declaration of Sentiments, p. 55; All in One Teaching Resources, Unit 5, Reading Readiness Guide, pp. 16, 17; Section Quiz, pp. 27, 28, Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish), Chapter 9, Sections #2-3; Chapter 10, Sections #3-4; Chapter 11, Sections #2, 4; Chapter 13, Section #4; Chapter 14, Section #1 TECH: Color Transparencies: Expansion of the U.S.; The Election of 1828; Discovery School Video: Lewis and Clark; Primary Sources CD-ROM, Diary: The Journals of Lewis and Clark SS Students will describe the political, social, economic, and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) among sections of the U.S. and explain how these differences resulted in the American Civil War. SE/TE: 87-88, , , 341, , , , , , , , , ,

19 Slave Codes, p. 112; All in One Teaching Resources, Unit 3: Reading Readiness Guide, p. 82; Daniel Webster, p. 90; Section Quiz, p. 97; All in One Teaching Resources, Unit 4: Reading Readiness Guide, pp. 17, 18, 27, 47; Section Quiz, pp. 28, 29, 30, 59; Concept Lesson, pp. 26, 57; Concept Organizer, p. 6; The Grimke Sisters, p. 52; The Underground Railroad, p. 54; All in One Teaching Resources, Unit 5: Reading Readiness Guide, pp. 16, 17, 18, 19; Speech to the Senate, p. 22; Section Quiz, pp. 27, 28, 29, 30; 1860 Electoral Vote, p. 23; Concept Lesson, p. 26; Concept Organizer, p. 6; Interactive Reading and Note Taking Study Guide/Interactive Reading and Note Taking Study Guide, Adapted Version (English/Spanish): Chapter 10, Section #5; Chapter 1, Sections #2-3; Chapter 14, Sections #1-3 TECH: Discovery School Video: Life of Enslaved Africans; Plantation Life; The Underground Railroad; Uncle Tom s Cabin; Color Transparencies: Anthony Burns 18