New Mexico Social Studies Content Standards and Benchmarks (Grades 6-8) New Mexico Strands History (New Mexico, United States, and World) Geography Government and Civics Economics Strand: History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 5 8 Benchmark I-A New Mexico: Explore and explain how people and events have influenced the development of New Mexico up to the present day. Performance Standards Grade 6 1. Describe the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures, and religious systems) and their connection to the early development of New Mexico. SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71 SE/TE: The Arrival of the Europeans, 36 37, 39; Pueblo Village, 38; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito 1
Grade 7 1. Compare and contrast the contributions of the civilizations of the Western Hemisphere (e.g., Aztecs, Mayas, Toltecs, Mound Builders) with the early civilizations of the Eastern Hemisphere (e.g., Sumerians, Babylonians, Hebrews, Egyptians) and their impact upon societies, to include: effect on world economies and trade SE/TE: Aztec Empire, 42 43; Trade, 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Review and Assessment, 69 71 SE/TE: The First Americans, 36 37, 39; Pueblo Village, 38 SE/TE: Trade, 44, 55 roles of people, class structures, language SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Review and Assessment, 69 71 2
roles of people, class structures, language SE/TE: The First Americans, 36 37, 39; Pueblo Village, 38 religious traditions and forms of government SE/TE: Mayan Civilization, 41; Aztec Empire, 42, 44; The Incas: Government and Religion, 47 48; The Quecha, 49; Review and Assessment, 69 71 SE/TE: The First Americans, 36 37, 39; Pueblo Village, 38 (Continued religious traditions and forms of government (Continued 3
cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars). SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Review and Assessment, 69 71 SE/TE: The First Americans, 36 37, 39; Pueblo Village, 38 cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars). 4
2. Describe the characteristics of other indigenous peoples that had an affect upon New Mexico s development (e.g., pueblo farmers, great plains horse culture, nomadic bands, noting their development of tools, trading routes, adaptation to environments, social structure, domestication of plants, and animals). 3. Explain the significance of trails and trade routes within the region (e.g., Spanish Trail, Camino Real, Santa Fe Trail). SE/TE: The Arrival of the Europeans, 36 37, 39; Pueblo Village, 38; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito SE/TE: The Arrival of the Europeans, 36 37, 39; Pueblo Village, 38; Growth and Conflict in the United States, 42 45; The First People, 85; Literature of, 87 5
4. Describe how important individuals, groups, and events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Oñate, Don Diego devargas, Pueblo Revolt, Popé, 1837 Revolt, 1848 Rebellion, Treaty of Guadalupe Hildago, William Becknell and the Santa Fe Trail, Buffalo Soldiers, Lincoln County War, Navajo Long Walk, Theodore Roosevelt and the Rough Riders, Robert Goddard, J. Robert Oppenhiemer, Smokey Bear, Dennis Chavez, Manuel Lujan, Manhattan Project, Harrison Schmitt, Albuquerque International Balloon Fiesta). 5. Explain how New Mexicans have adapted to their physical environments to meet their needs over time (e.g., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources). SE/TE: The Arrival of the Europeans, 37, 39; Pueblo Village, 38; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito SE/TE: New Spain, 55 56 SE/TE: The Arrival of the Europeans, 37 39; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87; First Nations, 90 91; Sun Belt, 122 VideoLink: Discovery Channel Video: Pueblo Bonito 6. Explain the impact of New Mexico on the development of the American West up to the present, to include: availability of land (e.g., individuals, governments, railroads, tribal) SE/TE: The Arrival of the Europeans, 37 39; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85 6
government land grants/treaties SE/TE: Indian Removal Act and Manifest Destiny, 44 45; The First People, 85 transportation (e.g., wagons, railroads, automobile) identification and use of natural and human resources SE/TE: Patterns of Culture, 77 78 SE/TE: The Arrival of the Europeans, 37 39; Patterns of Culture, 77 78; Sun Belt, 122; Data about New Mexico, 3, 97, 105 VideoLink: Discovery Channel Video: Pueblo Bonito population growth and economic patterns SE/TE: The Arrival of the Europeans, 37 39; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; Sun Belt, 122; Data about New Mexico, 3, 97, 105 7
population growth and economic patterns cultural interactions among indigenous and arriving populations and the resulting changes. Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM SE/TE: The Arrival of the Europeans, 37, 39; Pueblo Village, 38; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito SE/TE: New Spain, 55 56 Grade 8 1. Compare and contrast the settlement patterns of the American Southwest with other regions of the United States. 2. Analyze New Mexico s role and impact on the outcome of the Civil War (e.g., strategic geographic location, significance of the Battle of Glorieta Pass, trade routes to California, native allegiances). SE/TE: The : Shaped by History, 34 35; The Arrival of the Europeans, 36 41; Growth and Conflict in the United States, 42 48; A Heritage of Diversity and Exchange, 76 83; The United States: A Nation of Immigrants, 84 88; The West: Using and Preserving Resources, 133 138 VideoLink: Discovery Channel Video: Pueblo Bonito SE/TE: Map of Union states, Confederate States, and Territories, 46; The Civil War, 47 48 8
2. Analyze New Mexico s role and impact on the outcome of the Civil War (e.g., strategic geographic location, significance of the Battle of Glorieta Pass, trade routes to California, native allegiances). 3. Explain the role New Mexico played in the United States participation in the Spanish American War SE/TE: Spanish-American War, 50, 52 5 8 Benchmark I-B United States: Analyze and interpret major eras, events, and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history. Performance Standards 1. Explain and describe the origins, obstacles, and impact of the Age of Exploration, to include: improvements in technology (e.g., the clock, sextant, work of Prince Henry the Navigator) SE/TE: European Conquest, 50 53; Review and Assessment, 69 71 SE/TE: The Europeans Arrive, 37 9
voyages of Columbus to the New World and the later searches for the Northwest passage introduction of disease and the resulting population decline, especially among indigenous peoples exchanges of technology, ideas, agricultural products and practices. SE/TE: European Conquest, 50 53; Review and Assessment, 69 71 SE/TE: The Europeans Arrive, 37 SE/TE: Success of the Conquistadors, 52 53 VideoLink: Discovery Channel Video: Pizarro and the Empire of Gold SE/TE: Opportunities to address this standard may be found on The Arrival of the Europeans, 37, 39; Indian Removal Act and Manifest Destiny, 44 45; The First People, 85 VideoLink: Discovery Channel Video: Pueblo Bonito SE/TE: Colonization, 55 56; Review and Assessment, 69 71 SE/TE: Patterns of Culture, 77 78; also see: The Arrival of the Europeans, 37, 39; Pueblo Village, 38; The First People, 85; Literature of, 87 10
exchanges of technology, ideas, agricultural products and practices. (Continued Grade 7 1. Analyze United States political policies on expansion of the United States into the Southwest (e.g., Mexican Cession, Gadsden Purchase, broken treaties, Long Walk of the Navajos). SE/TE: Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78; The First People, 85; Literature of, 87 Grade 8 1. Describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include: attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts SE/TE: The Break with Britain, 41 VideoLink: Discovery Channel Video: Paul Revere and the Minutemen 11
colonists reaction to British policy (e.g., boycotts, the Sons of Liberty, petitions, appeals to Parliament) the ideas expressed in the Declaration of Independence, including the Preamble. SE/TE: The Break with Britain, 41 VideoLink: Discovery Channel Video: Paul Revere and the Minutemen SE/TE: Declaration of Independence, 41 2. Describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include: Articles of Confederation, the Constitution, and the success of each in implementing the ideals of the Declaration of Independence major debates of the Constitutional Convention and their resolution (e.g., The Federalist Papers) SE/TE: The Constitution and Declaration of Independence, 41; Standardized Test Prep: The Constitution, 73 SE/TE: The Constitution and Declaration of Independence, 41 12
major debates of the Constitutional Convention and their resolution (e.g., The Federalist Papers) contributions and roles of major individuals in the writing and ratification of the Constitution (e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay) struggles over ratification of the Constitution and the creation of the Bill of Rights. SE/TE: The Constitution and Declaration of Independence, 41; Standardized Test Prep: The Constitution, 73 SE/TE: The Constitution and Declaration of Independence, 41; Standardized Test Prep: The Constitution, 73 3. Describe and explain the actions taken to build one nation from thirteen states, to include: precedents established by George Washington (e.g., Cabinet, two-term presidency) SE/TE: The Break with Britain, 41 13
Alexander Hamilton s financial plan (e.g., the National Bank, payment of debts) creation of political parties (Democratic Republicans and the Federalists). 4. Describe the successes and failures of the reforms during the Age of Jackson, to include: SE/TE: United States: economy and history, 41, 51, 54 SE/TE: United States: presidents, 42, 44, 47, 48, 51, 52 extension of franchise to all white men SE/TE: Jackson, 44 Indian Removal, The Trail of Tears, The Long Walk SE/TE: Indian Removal Act, 44 14
Indian Removal, The Trail of Tears, The Long Walk abolition movement (e.g., Quakers, Harriet Tubman, Underground Railroad). (Continued SE/TE: The Civil War and Reconstruction, 47 5. Describe, explain, and analyze the aims and impact of Western Expansion and the settlement of the United States, to include: American belief in Manifest Destiny and how it led to the Mexican War and its consequences compare African American and Native American slavery SE/TE: Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78 SE/TE: The Arrival of the Europeans, 37, 39; Pueblo Village, 38; Slavery, 40; Indian Removal Act and Manifest Destiny, 44 45; The Civil War and Reconstruction, 46 48; Patterns of Culture, 77 78; The Fight for Civil Rights, 53; The First People, 85; Literature of, 87 15
westward migration of peoples (e.g., Oregon, California, Mormons, and Southwest) origins and early history of the Women s Movement. SE/TE: A Nation Grows, 43 44; Manifest Destiny, 45; The United States on the Brink of Change, 50; Patterns of Culture, 77 78; The West, 133 136 SE/TE: Rights of women, 44, 51, 53; Women in the Civil War, 48 6. Explain how sectionalism led to the Civil War, to include: different economies that developed in the North, South, and West addition of new states to the Union and the balance of power in the United States Senate (Missouri and 1850 Compromises) extension of slavery into the territories (e.g., Dred Scott Decision, Kansas-Nebraska Act, Frederick Douglass, John Brown) presidential election of 1860, Lincoln s victory, and the South s secession. SE/TE: The Civil War and Reconstruction, 46 48 7. Explain the course and consequences of the Civil War and how it divided people in the United States, to include: contributions and significance of key figures (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, William Tecumseh Sherman, Ulysses S. Grant) major turning points in the Civil War, including Gettysburg SE/TE: The Civil War and Reconstruction, 46 48 16
unique nature of the Civil War (e.g., impact of Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property) role of African Americans purpose and effect of the Emancipation Proclamation. SE/TE: Fighting for Their Cause, Emancipation Proclamation, 47 8. Analyze the character and lasting consequences of Reconstruction, to include: Reconstruction plans SE/TE: Reconstruction, 48 impact of Lincoln s assassination and the impeachment of Andrew Johnson attempts to protect the rights and enhance the opportunities for freemen by the 13th, 14th, and 15th Amendments to the United States Constitution post-civil War segregation policies and their resulting impact on racial issues in the United States. SE/TE: Lincoln s assassination, 48; The Fight for Civil Rights, 53 5 8 Benchmark I-C World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration. Performance Standards Grade 6 1. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include: 17
significance of river valleys early irrigation and its impact on agriculture forms of government (e.g., the theocracies in Egypt, dynasties in China) effect on world economies and trade key historical figures religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids). 2. Describe and analyze the geographic, political, economic, religious, and social structures of early civilizations of India, to include: location and description of the river systems and other topographical features that supported the rise of this civilization significance of the Aryan invasions structure and function of the caste system important aesthetic and intellectual traditions (e.g., Sanskrit literature, medicine, metallurgy, mathematics including Hindu-Arabic numerals and the number zero). 3. Describe and analyze the geographic, political, economic, religious, and social structures of the early civilizations in China, to include: location and description of the origins of Chinese civilization in the Huang-He Valley, Shang dynasty geographical features of China that made governance and movement of ideas and goods difficult and served to isolate the country life of Confucius and the fundamental teachings of Confucianism and Taoism 18
rule by dynasties (e.g., Shang, Qin, Han, Tang, and Ming) historical influence of China on other parts of the world (e.g., tea, paper, wood block printing, compass, gunpowder). 4. Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs). SE/TE: Christianity, 54, 76; Catholic Church, 85, 100 SE/TE: Missionaries, 39; Religion, 80, 125 19
4. Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs). Geography SE/TE: Religions, 95, 98, 100, 101, 110 5. Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations, to include influence of Mediterranean geography on the development and expansion of the civilizations development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy) contributions and roles of key figures, (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus). 6. Compare and contrast the political and economic events and the social and geographic characteristics of Medieval European life and its enduring impacts on later civilizations, to include: creation and expansion of the Byzantine empire reasons for the fall of the Roman Empire new forms of government, feudalism, and the beginning of limited government with the Magna Carta 20
role of the Roman Catholic Church and its monasteries; causes, course, and effects of the Crusades impact of the Black Plague contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo). Grade 7 1. Compare and contrast the influence of Spain on the Western Hemisphere from colonization to the present. SE/TE: Spain: areas of influence, 35, 37, 39; Louisiana Territory, 43; Spanish American War, 50, 52 Grade 8 1. Describe and explain the significance of the Line of Demarcation on the colonization of the New World. SE/TE: The Arrival of the Europeans, 36 37, 39 21
2. Compare and contrast the influence of European countries (e.g., England, France, Holland) on the development of colonies in the New World. 3. Describe and explain the impact the American Revolution on France and the French Revolution. SE/TE: The Arrival of the Europeans, 36 37, 39; The English Colonists, 40; The Break with Britain, 41; Louisiana Territory, 43; France: areas of influence, 35, 56, 57 58 SE/TE: The Break with Britain, 41 5 8 Benchmark I-D Skills: Research historical events and people from a variety of perspectives. Performance Standards 1. Organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 22 23, 62 63, 80 81, 114 115, 140 141, 186 187; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156 22
1. Organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions. Continued) SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 16 17, 62 63, 82 83, 124 125, 178 179; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 Geography SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 14 15, 48 49, 72 73, 102 103, 126 127; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 23
2. Identify different points of view about an issue or topic. SE/TE: Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; Literature: The Surveyor by Alma Flor Ada, 34; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Standardized Test Prep, 33, 71, 95, 125, 157 SE/TE: Identifying Frame of Reference, 16 17; Literature, 142 145; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Standardized Test Prep, 33, 73, 95, 141, 187 24
2. Identify different points of view about an issue or topic. 3. Use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences, and take action to implement that solution. (Continued Geography SE/TE: Using Reliable Information, 14; Literature, 88; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Standardized Test Prep, 25, 57, 87, 111, 135 SE/TE: Skills for Life, 22 23, 62 63, 80 81, 114 115, 140 141, 186 187; also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Skills for Life, 16 17, 62 63, 82 83, 124 125, 178 179; also see: Review and Assessment, 32, 72, 94, 140, 186 25
3. Use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences, and take action to implement that solution. Geography SE/TE: Skills for Life, 14 15, 48 49, 72 73, 102 103, 126 127; also see: Review and Assessment, 24, 56, 86, 110, 134 Grade 7 1. Analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions. SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 22 23, 62 63, 80 81, 114 115, 140 141, 186 187; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 16 17, 62 63, 82 83, 124 125, 178 179; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 26
1. Analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions. 2. Demonstrate the ability to examine history from the perspectives of the participants. Geography SE/TE: Reading and Writing Handbook, RW1 RW5; Skills for Life, 14 15, 48 49, 72 73, 102 103, 126 127; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 SE/TE: Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Identifying Frame of Reference, 16 17; Literature, 142 145; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 SE/TE: Identifying Main Ideas, 58; Drawing Conclusions, 194; Reading and Writing Handbook, RW1 RW5 Target Reading Skills, 8, 32, 68, 106, 136, 166, 208; also see: Review and Assessment, 31, 67, 105, 135, 165, 203, 242 2. Demonstrate the ability to examine history from the perspectives of the participants. Geography SE/TE: Using Reliable Information, 14; Literature, 88; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 27
3. Use the problem-solving process to identify a problem; gather information, list and consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution using technology to present findings 3. Use the problem-solving process to identify a problem; gather information, list and consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution using technology to present findings. SE/TE: Skills for Life, 22 23, 62 63, 80 81, 114 115, 140 141, 186 187; Standardized Test Prep, 33, 71, 95, 125, 157; also: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Skills for Life, 16 17, 62 63, 82 83, 124 125, 178 179; Standardized Test Prep, 33, 73, 95, 141, 187; also see: Review and Assessment, 32, 72, 94, 140, 186 Geography SE/TE: Skills for Life, 14 15, 48 49, 72 73, 102 103, 126 127; Standardized Test Prep, 25, 57, 87, 111, 135; also see: Review and Assessment, 24, 56, 86, 110, 134 Grade 8 1. Understand and apply the problem-solving skills for historical research, to include: use of primary and secondary sources SE/TE: Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; Reading and Writing Handbook, RW1 RW5; use of primary and secondary sources Target Reading Skills, 8, 38, 72, 96, 126, 158;also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Identifying Frame of Reference, 16 17; Literature, 142 145; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 Geography SE/TE: Using Reliable Information, 14; Literature, 88; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 28
sequencing posing questions to be answered by historical inquiry SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; (Continued also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 Geography SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 29
posing questions to be answered by historical inquiry collecting, interpreting, and applying information SE/TE: Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Identifying Frame of Reference, 16 17; Literature, 142 145; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186 30
collecting, interpreting, and applying information Geography SE/TE: Using Reliable Information, 14; Literature, 88; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134 gathering and validating materials that present a variety of perspectives. SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; also see: Review and Assessment, 32, 70, 94, 124, 156 SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; Identifying Frame of Reference, 16 17; Literature, 142 145; also see: Review and Assessment, 32, 72, 94, 140, 186 31
gathering and validating materials that present a variety of perspectives. Geography SE/TE: Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; Using Reliable Information, 14; Literature, 88; also see: Review and Assessment, 24, 56, 86, 110, 134 32
Strand: Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 5 8 Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues. Performance Standards Grade 6 1. Identify the location of places using latitude and longitude. 2. Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features. Geography SE/TE: Latitude, 10, 11 12, 30 32, 41, 42, 171, 172; Longitude, 18, 29 SE/TE: Understanding Globes, M4 M5 SE/TE: Understanding Globes, M4 M5 Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program Geography SE/TE: Mental Maps, 25 SE/TE: Making Mental Maps, 33 33
2. Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features. Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program Grade 7 1. Describe ways that mental maps reflect attitudes about places. 2. Describe factors affecting location of human activities, including land use patterns in urban, suburban, and rural areas. Geography SE/TE: Mental Maps, 25 SE/TE: Making Mental Maps, 33 Additional opportunities to address this standard may be found on Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program Geography SE/TE: Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Economic Systems, 74 79; Political Systems, 80 84 34
2. Describe factors affecting location of human activities, including land use patterns in urban, suburban, and rural areas. (Continued SE/TE: Resources and Land Use, 25 30; The Arrival of the Europeans, 36 41; The United States: A Nation of Immigrants, 84 88; The Canadian Mosaic, 89 92; The South: The Growth of Industry, 117 125; The Midwest: Leaving the Farm, 126 132; The West: Using and Preserving Resources, 133 138; The Prairie Provinces: Canada s Breadbasket, 160 165; The Atlantic Provinces: Relying on the Sea, 173 179; The Northern Territories: New Frontiers, 180 184 Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program 35
Grade 8 1. Describe patterns and processes of migration and diffusion. 2. Provide a historic overview of patterns of population expansion into the West by the many diverse groups of people (e.g., Native Americans, European Americans, and others) to include movement into the Southwest along established settlement, trade, and rail routes. 2. Provide a historic overview of patterns of population expansion into the West by the many diverse groups of people (e.g., Native Americans, European Americans, and others) to include movement into the Southwest along established settlement, trade, and rail routes. 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, 133 138; Review and Assessment, 139 140 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush Additional opportunities to address this standard may be found on Geography SE/TE: Why People Migrate, 67 73 VideoLink: Discovery Channel Video: Migration SE/TE: Human Migration, M1, M14 M15, 77, 79, 83; Migrant Workers, 102 Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program SE/TE: The : Shaped by History, 34 35; 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, 133 138; SE/TE: Review and Assessment, 139 140 VideoLink: Discovery Channel Video: Pueblo Bonito, Taming the Mississippi, The Gold Rush Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program 5 8 Benchmark II-B: Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change. 36
Performance Standards Grade 6 1. Explain how places change due to human activity Geography SE/TE: Eyewitness Technology, 46, 130; Interacting with Environment, 13; Describe Population Density, 66; Reasons to Move, 71; Culture has Changed the Landscape, 95; How People Use the Land, 120 127; People s Effect on the Environment, 128 132; Map Master, 11, 12, 18, 19, 20, 21, 22, 24, 29, 32, 38, 42, 44, 53, 56, 61, 62, 69, 73, 77, 86, 98, 100, 110, 115, 124, 134 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation SE/TE: Resources and Land Use, 24 30; Eyewitness Technology: Aztec Farming, 43; The Panama Canal, 37
1. Explain how places change due to human activity. SE/TE: 121; Venezuela: Oil Powers the Economy, 188 194; Map Master, M10, M13, M14, M16 M17, 2, 3, 4, 5, 6, 9, 11, 16, 20, 25, 32, 39, 54, 59, 70, 73, 94, 97, 104, 106, 111, 117, 118, 124, 127, 137, 144, 151, 156, 159, 170, 174, 180, 190, 196 VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119; South America: Adapting to a Varied Landscape, 160 SE/TE: Resources and Land Use, 25 30; DK Eyewitness Technology, 38, 114; The South: The Growth of Industry, 117 125; The West: Using and Preserving Resources, 133 138; Map Master, M10, M13, M14, M16 M17, 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 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush 1. Explain how places change due to human activity. Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources 38
2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols. Geography SE/TE: Earth s Human Geography, 58 89; Cultures of the World, 90 111; Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Cultures of the World, 90 91; What Is Culture? 92 95; Social Groups, Language, and Religion, 96 103; Cultural Change, 104 108; Review and Activities, 109 110 VideoLink: Discovery Channel Video: What is Culture? SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71; Cultures of Latin America, 72 73; The Cultures of Mexico and Central America, 74 81; The Cultures of the Caribbean, 82 86; The Cultures of South America, 87 92; Review and Assessment, 93 95 39
2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols. VideoLink: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137 SE/TE: The : 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, 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, 93 94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 40
2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols. 3. Identify a region by its formal, functional, or perceived characteristics All-in-One Teaching Resources(includes Geography SE/TE: Earth s Human Geography, 58 89; Cultures of the World, 90 111; Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Cultures of the World, 90 91; What Is Culture? 92 95; Social Groups, Language, and Religion, 96 103; Cultural Change, 104 108; Review and Activities, 109 110Video Link: Discovery Channel Video: What is Culture? 41
3. Identify a region by its formal, functional, or perceived characteristics. SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71; Cultures of Latin America, 72 73; The Cultures of Mexico and Central America, 74 81; The Cultures of the Caribbean, 82 86; The Cultures of South America, 87 92; Review and Assessment, 93 95 VideoLink: Di^pscovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137 SE/TE: The : 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, 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, 93 94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 42
3. Identify a region by its formal, functional, or perceived characteristics. the World CD- ROM; Online World Desk 43
Grade 7 1. Select and explore a region by its distinguishing characteristics. Geography SE/TE: Earth s Human Geography, 58 89; Cultures of the World, 90 111; Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Cultures of the World, 90 91; What Is Culture? 92 95; Social Groups, Language, and Religion, 96 103; Cultural Change, 104 108; Review and Activities, 109 110 VideoLink: Discovery Channel Video: What is Culture? SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71; Cultures of Latin America, 72 73; The Cultures of Mexico and Central America, 74 81; The Cultures of the Caribbean, 82 86; The Cultures of South America, 87 92; Review and Assessment, 93 95 VideoLink: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137 SE/TE: The : 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, 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, 93 94; Video Link: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 44
1. Select and explore a region by its distinguishing characteristics. SE/TE: The Cultures of Nubia, 98-102; Hinduism in Ancient India, 116-120; The Beginnings of Buddhism, 121-127; Confucius and His Teachings, 146-150; Religion, Philosophy, and the Arts, 174-180; The Spread of Greek Culture, 196-200; Roman Daily Life, 224-228 VideoLink: Discovery Channel Video: Petra: Secrets of the Red City; Ancient Egypt; Life on the Nile; Daily Life in Ancient Rome 45
1. Select and explore a region by its distinguishing characteristics. 2. Describe the role of technology in shaping the characteristics of places. Geography SE/TE: Eyewitness Technology, 46, 130; Interacting with Environment, 13; Describe Population Density, 66; Reasons to Move, 71; Culture has Changed the Landscape, 95; How People Use the Land, 120 127; People s Effect on the Environment, 128 132 VideoLink: Discovery Channel Video: The Natural Resources of an Island Nation SE/TE: Resources and Land Use, 24 30; Eyewitness Technology: Aztec Farming, 43; The Panama Canal, 121; Venezuela: Oil Powers the Economy, 188 194 VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119 SE/TE: Resources and Land Use, 25 30; DK Eyewitness Technology, 38, 114; The South: The Growth of Industry, 117 125; The West: Using and Preserving Resources, 133 138 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush 46
2. Describe the role of technology in shaping the characteristics of places. 3. Explain how and why regions change using global examples. Geography SE/TE: Earth s Human Geography, 58 89; Cultures of the World, 90 111; Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Cultures of the World, 90 91; What Is Culture? 92 95; Social Groups, Language, and Religion, 96 103; Cultural Change, 104 108; Review and Activities, 109 110 VideoLink: Discovery Channel Video: What is Culture? SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71; Cultures of Latin America, 72 73; The Cultures of Mexico and Central America, 74 81; The Cultures of the Caribbean, 82 86; The Cultures of South America, 87 92; Review and Assessment, 93 95 Video Link: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137 SE/TE: The : 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; 47
3. Explain how and why regions change using global examples. SE/TE: The History of Canada, 55 63; The United States and Canada Today, 64 70; Cultures of the, 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, 93 94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 48
3. Explain how and why regions change using global examples 4. Describe geographically based pathways of interregional interaction (e.g., Camino Real s role in establishing a major trade and communication route in the New World, the significance of waterways). Geography SE/TE: Why People Migrate, 67 73; Trade, 78 79, 94 VideoLink: Discovery Channel Video: Migration SE/TE: Human Migration, M1, M14 M15; The Arrival of the Europeans, 36 41; Trade, 60 71, 171 172; The United States: A Nation of Immigrants, 84 88Video Link: Discovery Channel Video: Taming the Mississippi, The Gold Rush SE/TE: Human Migration, M1, M14 M15, 77, 79, 83; Migrant Workers, 102; Trade, 44, 55, 65 49
4. Describe geographically based pathways of interregional interaction (e.g., Camino Real s role in establishing a major trade and communication route in the New World, the significance of waterways). Grade 8 1. Describe how individual and cultural characteristics affect perceptions of locales and regions. Geography SE/TE: Earth s Human Geography, 58 89; Cultures of the World, 90 111; Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Cultures of the World, 90 91; What Is Culture? 92 95; Social Groups, Language, and Religion, 96 103; SE/TE: Cultural Change, 104 108; Review and Activities, 109 110Video Link: Discovery Channel Video: What is Culture? SE/TE: : Shaped by Its History, 38 39; Early Civilizations of Middle America, 40 44; The Incas: People of the Sun, 45 49; European Conquest, 50 56; Independence, 57 63; From Past to Present, 64 68; Review and Assessment, 69 71; Cultures of Latin America, 72 73; SE/TE: The Cultures of Mexico and Central America, 74 81;The Cultures of the Caribbean, 82 86; The Cultures of South America, 87 92; Review and Assessment, 93 95;Video Link: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137 50
1. Describe how individual and cultural characteristics affect perceptions of locales and regions. SE/TE: The : 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, 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, 93 94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec s French Culture; Miami s Little Havana; Cultures of the Atlantic Provinces 51
(Continued 1. Describe how individual and cultural characteristics affect perceptions of locales and regions TECH: Interactive Textbook CD-ROM; Passport to the World CD-ROM; Online World Desk Reference Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM 2. Describe political, population, and economic regions that result from patterns of human activity, using New Mexico as an example. SE/TE: Sun Belt, 122; Data about New Mexico, 3, 97, 105; also see: The Arrival of the Europeans, 37 39; Indian Removal Act and Manifest Destiny, 44 45; Patterns of Culture, 77 78 52
5 8 Benchmark II-C: Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes. Performance Standards Grade 6 1. Compare and contrast the influences of man-made and natural environments upon ancient civilizations. Grade 7 1. Explain how differing perceptions of places, people, and resources have affected events and conditions in the past. SE/TE: Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; Literature: The Surveyor by Alma Florida, 34; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Standardized Test Prep, 33, 71, 95, 125, 157 SE/TE: Identifying Frame of Reference, 16 17; Literature, 142 145; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Standardized Test Prep, 33, 73, 95, 141, 187 53
1. Explain how differing perceptions of places, people, and resources have affected events and conditions in the past. Geography SE/TE: Using Reliable Information, 14; Literature, 88; Reading and Writing Handbook, RW1 RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Standardized Test Prep, 25, 57, 87, 111, 135 54
2. Interpret and analyze geographic information obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, symbolic representations [e.g., graphs, charts, diagrams, tables], personal documents, and interviews). 3. Recognize geographic questions and understand how to plan and execute an inquiry to answer them. 4. Explain a contemporary issue using geographic knowledge, tools, and perspectives. Geography SE/TE: Map Master, 11, 12, 18, 19, 20, 21, 22, 24, 29, 32, 38, 42, 44, 53, 56, 61, 62, 69, 73, 77, 86, 98, 100, 110, 115, 124, 134; Charts, Graphs, and Tables, 48, 49, 56, 65, 70, 107, 118; Diagraphics, 11, 12, 22, 30, 34, 36, 38, 41, 43, 44, 54, 62, 69, 78, 94, 98, 100, 122, 124 SE/TE: Map Master, M10, M13, M14, M16 M17, 2, 3, 4, 5, 6, 9, 11, 16, 20, 25, 32, 39, 54, 59, 70, 73, 94, 97, 104, 106, 111, 117, 118, 124, 127, 137, 144, 151, 156, 159, 170, 174, 180, 190, 196; Charts, Graphs, and Tables, 5, 18, 28, 46, 55, 66, 77, 95, 104, 111, 118, 125, 137, 144, 149, 151, 157, 168, 170, 174, 180, 189, 190 SE/TE: Map Master, M10, M13, M14, M16 M17, 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 55
2. Interpret and analyze geographic information obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, symbolic representations [e.g., graphs, charts, diagrams, tables], personal documents, and interviews). 3. Recognize geographic questions and understand how to plan and execute an inquiry to answer them. Map Master Teacher s Companion with Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD- ROM, Discovery Channel Video Program 4. Explain a contemporary issue using geographic knowledge, tools, and perspectives. Grade 8 1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior Geography SE/TE: Earth s Human Geography, 58 59; Population, 60 66; Why People Migrate, 67 73; Economic Systems, 74 79; Political Systems, 80 84 SE/TE: Resources and Land Use, 25 30; The South: The Growth of Industry, 117 125; The West: Using and Preserving Resources, 133 138; The Midwest: Leaving the Farm, 126 132; The Prairie Provinces: Canada s Breadbasket, 160 165; The Atlantic Provinces: Relying on the Sea, 173 179 56