Prentice Hall: Magruder’s American Government ©2000 ...

Prentice Hall: Magruder’s American Government ©2000Correlated to

Kansas Curricular Standards for Civics-Government, Economics, Geography, and History(Grade 12)

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology1

CURRICULAR STANDARDS FOR CIVICS-GOVERNMENT,ECONOMICS, GEOGRAPHY, AND HISTORY

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of the United States and othernations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the AmericanConstitutional government, and the rights, privileges, and responsibilities to become active participants in thedemocratic process.

Benchmark 1: The Student understands the rule of law as it applies to family, school, local, state and national governments

1. Evaluates the purpose and function of law. SE: Text: pages 2-8. Close Up on Primary Sources: page 68TE: Vocabulary: page 3. Reading Strategy: page 3. Focus: page 3.

Instruct: pages 4. Enrichment: pages 5. Spotlight On: pages 6,8. Interpreting Political Cartoons: page 6. Closure: page 8.Reteach: page 8.

TR: Unit 1 Chapter 1 Resource File: pages 2-4.TECH: Our Times: Democracy

2. Analyzes how the rule of law can be used to restrict theaction of private citizens and government officials in orderto protect the rights of individuals and to promote thecommon good.

SE: Text: pages 56, 258-261, 352-356. Close Up on Key Issues: pages221, 322, 369. Voices on Government: pages 260. ParticipationActivities: pages 258, 352. Interpreting Political Cartoons: pages354.

TE: Spotlight On: pages 56, 354. Vocabulary: pages 259, 353.Reading Strategy: pages 259, 353. Instruct: pages 260, 354.Reteach: pages 260. Enrichment: pages 260, 354. Activity: pages355.

TR: Unit 3 Chapter 8: pages 26. Unit 4 Chapter 11: pages 30-32.Supreme Court Cases: pages 3, 11, 18. Simulations and Debates:page 49. Historical and Legal Documents: page 39.

TECH: Government and Citizenship Resources CD ROM. Our Times CDROM: Watergate Sinks Nixon.


Kansas Curricular Standards for Civics-Government, Economics, Geography, and History, (Grade 12)




3. Explains the meaning of the terms civic life, politics, andgovernments.

SE: Text: pages 98-102, 118-123, 210-214, 380-385. ParticipationActivities: 98, 210, 380. Interpreting Political Cartoons: pages121. Voices on Government: pages 212.

TE: Close Up Corner: pages 98, 210, 380. Vocabulary: pages 99, 118,211, 381. Reading Strategy: 99, 118, 211, 381. Focus: pages 99,118, 211, 381. Spotlight On: pages 100, 120, 121, 212, 214, 384.Instruct: pages 100, 120, 212, 382. Enrichment: pages 101, 119,213, 383. Closure: pages 102, 123, 214, 384. Activity: 102, 382.Reteach: pages 102, 123, 215, 384.

TR: Unit 2 Chapter 5: pages 2-4, 14-16. Political Cartoons: pages 5,15. Unit 2 Chapter 9: pages 90-92. Supreme Court Cases:pages 7. Political Cartoons: pages 9. Unit 4 Chapter 15: pages55-57.

TECH: Government and Citizenship Resources CD ROM. Our TimesCD-ROM: Party, Political, Democratic Party, Republican Party,American Federation of Labor, Wobblies.

4. Explains when individual political and economic freedomscan be sacrificed for the public well being (i.e., eminentdomain, martial law during disasters, health and safetyissues).

SE: pages 267-268, 270, 364, 506-508, 520-526. Interpreting Tables:pages 270. Interpreting Political Art: pages 525. Close Up: pages512.

TE: Focus: pages 506, 521. Reading Strategy: pages 506, 521.Vocabulary: pages 506, 521. Enrichment: pages 507, 524.Instruct: pages 507, 522. Closure: pages 508, 526. Reteach:pages 508, 526.

TR: Simulations and Debates File: pages 49, 69, 72. Supreme CourtCase File: pages 40-41, 48-49, 74-75, 96-99, 106-107. Unit 5Chapter 19: pages 33-35. Unit 5 Chapter 20: pages 52-54.Contemporary Issues Case Study: 62-64. Political Cartoons:Chapter 20.

Benchmark 2 The student will understand the shared ideals and the diversity of American society and political culture.






1. Recognizes that nation’s values are embodied in itsconstitution, statues, and important court cases (i.e., DredScott V. Sanford, Plessy V. Ferguson, Brown V. TopekaBoard of Education).

SE: Text: pages 54-59, 484-569. Participation Activities: pages 54,484, 516, 544. Interpreting Charts: pages 58, 493, 528, 532, 538,562, 563. Close Up on Key Issues: pages 498, 527, 560. Voiceson Government: pages 503, 518, 550. Interpreting PoliticalCartoons: pages 511, 533, 565. Close Up on Primary Sources:page 568. Interpreting Political Art: pages 525, 552. InterpretingMaps: page 537. Interpreting Tables: page 547. InterpretingGraphs: pages 546, 555, 557, 564.

TE: Close Up Corner: pages 54, 484, 516, 544. Vocabulary: pages 55,485, 490, 499, 506, 509, 517, 521, 528, 536, 545, 550, 556, 531.Reading Strategy: pages 55, 485, 490, 499, 506, 509, 517, 521,528, 545, 550, 556, 561. Focus: pages 55, 485, 499, 506, 517, 521,528, 536, 545, 550, 556, 561. Instruct: pages 56, 486, 498, 507,518, 522, 546, 551, 553, 557, 562. Spotlight On: pages 56, 59,487, 489, 493, 500, 502, 520, 532, 537, 548, 554, 558, 564.Enrichment: pages 57, 487, 495, 503, 507, 510, 519, 521, 531, 538,548, 554, 558, 565. Did You Know?: pages 57, 495, 531,549.Activity: pages 58, 494, 504, 505, 530, 535, 538,546, 552, 568, 564.Reteach: pages 59, 489, 497, 505, 508, 511, 520, 526, 539, 549,555, 559, 567. Closure: pages 59, 489, 509, 526, 549, 555, 559,567.

TR: Unit 5 Chapter 19: pages 24-38. Unit 5 Chapter 20: pages 49-60.Unit 5 Chapter 21: pages 71-82. Unit 1 Chapter 3: pages 46-48.Supreme Court Cases: pages 14-16, 26-27, 30-36, 40-41, 46-51, 54-55, 58-59, 62-65, 68-71, 74-89, 92-93, 96-99, 100-101, 106-115.Participatory Government Activities: pages 20-27. Simulationsand Debates: Flag Burning, Drug Testing, Gun Control. Historicaland Legal Documents: pages 28, 31, 36, 52.

TECH: Our Times CD-ROM: constitution of the United States; DeathSentence for Jim Crow; A Movement’s Transcendent Movement.Decision America Video: Issue 1: Can One Voice Make a Difference?Issue 9: How much does free speech cost? Issue 7: Is America stillthe free-world leader?






2. Describes how citizens’ responsibilities requiresubordination of their personal rights and interests for thepublic good (justice, fairness, equity).

SE: Text: page 506-511. Interpreting Political Cartoons: page 511.TE: Focus: pages 506, 509. Reading Strategy: pages 506, 509.

Vocabulary: pages 506, 509. Enrichment: pages 507, 510.Instruct: pages 507, 510. Closure: pages 508, 511. Reteach:pages 509, 511.

TR: Unit 5 Chapter 19: pages 33-38. Supreme Court Case File: pages48-49.

3. Knows core civic values inherent in the foundingdocuments that have been the focus for unity in Americansociety.

SE: Text: pages 484-512. Participation Activities: page 484.Interpreting Charts: page 493. Close Up On Key Issues: page498. Voices On Government: pages 503. Interpreting PoliticalCartoons: page 511. Close Up on Primary Sources: page 512.

TE: Focus: pages 506, 509. Reading Strategy: pages 506, 509.Vocabulary: pages 506, 509. Enrichment: pages 507, 510.Instruct: pages 507, 510. Closure: pages 508, 511. Reteach:pages 508, 511.

TR: Unite 5 Chapter 19: pages 24-38. Supreme Court Cases: pages 14,36-39, 46-47, 58-59, 62-63, 70-71, 76-79, 82-83, 86-87, 92-93, 100-101, 112-115. Participatory Government Activities: pages 20-27.Simulations and Debates: Majority Rule, Flag Burning.

TECH: Our Times CD-ROM: Freedom of the Press. Decision AmericaVideo: How much does free speech cost? Transparencies: 19, 20,44, 45.






4. Explains the importance of shared political and civic valuesand beliefs to the maintenance of a government byconstitution in a diverse American society (i.e., freedomsand responsibilities within the Bill of Rights, civil rightsamendments and other documents that lead to a governmentby constitution).

SE: Text: pages 54-59, 484-569. Participation Activities: pages 54,484, 516, 544. Interpreting Charts: pages 58, 493, 528, 532, 538,562, 563. Close Up on Key Issues: pages 498, 527, 560. Voiceson Government: pages 503, 518, 550. Interpreting PoliticalCartoons: pages 511, 533, 565. Close Up on Primary Sources:page 568. Interpreting Political Art: pages 525, 552. InterpretingMaps: page 537. Interpreting Tables: page 547. InterpretingGraphs: pages 546, 555, 557, 564.

TE: Close Up Corner: pages 54, 484, 516, 544. Vocabulary: pages 55,485, 490, 499, 506, 509, 517, 521, 528, 536, 545, 550, 556, 531.Reading Strategy: pages 55, 485, 490, 499, 506, 509, 517, 521,528, 545, 550, 556, 561. Focus: pages 55, 485, 499, 506, 517, 521,528, 536, 545, 550, 556, 561. Instruct: pages 56, 486, 498, 507,518, 522, 546, 551, 553, 557, 562. Spotlight On: pages 56, 59,487, 489, 493, 500, 502, 520, 532, 537, 548, 554, 558, 564.Enrichment: pages 57, 487, 495, 503, 507, 510, 519, 521, 531, 538,548, 554, 558, 565. Did You Know?: pages 57, 495, 531,549.Activity: pages 58, 494, 504, 505, 530, 535, 538,546, 552, 568, 564.Reteach: pages 59, 489, 497, 505, 508, 511, 520, 526, 539, 549,555, 559, 567. Closure: pages 59, 489, 509, 526, 549, 555, 559,567.

TR: Unit 5 Chapter 19: pages 24-38. Unit 5 Chapter 20: pages 49-60.Unit 5 Chapter 21: pages 71-82. Unit 1 Chapter 3: pages 46-48.Supreme Court Cases: pages 14-16, 26-27, 30-36, 40-41, 46-51, 54-55, 58-59, 62-65, 68-71, 74-89, 92-93, 96-99, 100-101, 106-115.Participatory Government Activities: pages 20-27. Simulationsand Debates: Flag Burning, Drug Testing, Gun Control. Historicaland Legal Documents: pages 28, 31, 36, 52.

TECH: Our Times CD-ROM: constitution of the United States; DeathSentence for Jim Crow; A Movement’s Transcendent Movement.Decision America Video: Issue 1: Can One Voice Make a Difference?Issue 9: How much does free speech cost? Issue 7: Is America stillthe free-world leader?






5. Identifies and explains issues of the fundamental values andprinciples of the American constitutional republic asexpressed in historical documents and speeches; and waysin which these values and principles can be in conflict.

SE: Text: pages 24-71, 720-760. Participation Activities: pages 24, 54.Interpreting Tables: pages 26, 44, 48, 63. Interpreting Charts:pages 37, 47, 58, 61. Close Up on Key Issues: page 39. Voices onGovernment: pages 41, 62. Interpreting Graphs: page 48. CloseUp on Primary Sources: page 68.

TE: Close Up: pages 24, 54. Vocabulary: pages 25, 31, 36, 40, 47, 55,60, 65. Reading Strategy: pages 25, 31, 36, 40, 47, 55, 60, 65.Focus: pages 25, 31, 36, 41, 47, 55, 60, 65. Instruct: pages 26,36,41, 48, 56, 61, 66. Activity: pages 26, 34, 46, 49, 58, 62, 63.Spotlight On: pages 27, 28, 32, 33, 35, 41, 43, 56, 59, 61, 62, 66,67. Enrichment: pages 28, 32, 36, 45, 48, 57, 61, 66. Reteach:pages 29, 34, 38, 46, 48, 59, 63, 67. Closure: pages 30, 35, 38, 49,63, 67. Did You Know?: pages 43, 57.

TR: Unit 1 Chapter: pages 21-45. Supreme Court Cases: pages 2, 3,18. Political Cartoons: pages 2, 3. Historical and LegalDocuments: pages 2-14, 39. Unit 1 Chapter 3: pages 46-61.Participatory Government Activities: pages 28-39. Simulationsand Debates: The War Powers Resolution.

TECH: Our Times CD-ROM: American Revolution; Constitution of theUnited States. Decision America: Issue 2: Should Privacy BeProtected? Drug Testing and the Fourth Amendment. Issue 1: Canone voice make a difference? The School Prayer Case.Transparencies: 1, 3, 26, 28, 59. Government and CitizenshipResources CD-ROM.






6. Explains the meaning of citizenship in the United States. SE: Text: pages 561-567. Interpreting Charts: pages 562, 563.Interpreting Political Cartoons: page 565. Interpreting Graphs:page 564.

TE: Vocabulary: page 561. Reading Strategy: page 561. Focus: page561. Instruct: pages 562, 564. Activity: pages 562, 564.Spotlight On: page 563. Enrichment: page 565. Reteach: page567. Closure: page 567.

TR: Unit 5 File: page 80-82.TECH: Decision America Video: Issue 7: Is America still the free world

leader?






Benchmark 3: The student understands how the U.S. Constitution allocates and restricts power responsibility in the government.

1. Describes the purposes, organization, and function of thethree branches of government and independent regulatoryagencies in relation to the U.S. Constitution.

SE: Text: pages 232-403, 458-483. Participation Activities: pages 234,259, 282, 315, 381, 461. Interpreting Tables: pages 236, 240, 250,270, 292, 293, 318-320, 323, 325, 331, 337, 344, 390, 475, 478.Interpreting Political Cartoons: pages 237, 243, 289, 354, 384,395, 396, 469. Interpreting Maps: 239, 241, 342. Voices onGovernment: pages 245, 260, 300, 347, 358, 388, 471.Interpreting Graphs: 252, 263, 264, 387, 398. InterpretingPolitical Art: 269, 393. Interpreting Political Art: 269, 393.Interpreting Charts: pages 287, 288, 305, 341, 359, 374, 383, 399,463.

TE: Close Up: pages 234, 258, 282, 314, 322, 352, 380, 461.Vocabulary: pages 235, 239, 245, 249, 259, 261, 271, 275, 283,291, 296, 303, 315, 323, 327, 330, 335, 340, 353, 356, 361, 366,370, 381, 385, 395, 461, 471, 477. Reading Strategy: pages 235,239, 245, 249, 259, 261, 271, 275, 283, 291, 296, 303, 315, 323,327, 330, 335, 340, 353, 356, 361, 366, 370, 381, 385, 395, 461,471, 477. Focus: pages 235, 239, 245, 249, 259, 261, 271, 275, 283,291, 296, 303, 315, 323, 327, 330, 335, 340, 353, 356, 361, 366,370, 381, 385, 395, 461, 471, 477. Instruct: pages 236, 240, 246,250, 260, 262, 272, 276, 284, 286, 293, 297, 304, 316, 324, 328,331, 336, 342, 354, 357, 362, 367, 371, 382, 386, 388, 398, 462,469, 472, 478. Enrichment: 237, 243, 246, 251, 260, 266, 272,277, 290, 293, 300, 305, 319, 325, 328, 333, 338, 346, 354, 363,367, 373, 383, 391, 397, 465, 469, 475, 478. Reteach: pages 238,244, 247, 253, 260, 270, 277, 290, 294, 307, 321, 326, 329, 334,339, 347, 355, 360, 364, 368, 375, 384, 392, 399, 470, 476, 479.Closure: 238, 247, 253, 270, 277, 290, 294, 302, 307, 321, 326,329, 334, 339, 347, 355, 360, 365, 368, 375, 393, 399, 466, 470,476. Spotlight On: pages 238, 241, 246, 252, 263, 265, 269, 276,284, 285, 287, 299, 301, 397, 464, 465, 473, 476. Activity: 242,250, 251, 262, 264, 276, 287, 289, 307, 316, 317, 347, 355, 365,375, 382, 387, 389, 462, 472, 479. Did You Know?: pages 253,285, 317, 365, 393, 463.






(Continued)1. Describes the purposes, organization, and function of the

three branches of government and independent regulatoryagencies in relation to the U.S. Constitution.

TR: Participatory Government Activities: pages 2, 3, 5, 7, 10, 16, 18,19, 27-39, 60. Simulations and Debates: pages 25, 47, 55, 58.Political Cartoons: pages 10, 12, 13-15, 18. Supreme Court Cases:pages 8, 9-11, 13, 18, 20-23. Historical and Legal Documents:pages 22, 29, 34, 41. Unit 3 Chapter 10: pages 2-23. Unit 3Chapter 11: pages 24-45. Unit 3 Chapter 12: pages 46-67. Unit 4Chapter 13: pages 2-29. Unit 4 Chapter 14: pages 30-54. Unit 4Chapter 15: pages 55-73. Unit 5 Chapter 18: pages 2-20.

TECH: Our Times CD ROM: Congress of the United States; Committee;President; NASA; Court System in the United States; United StatesSupreme Court. Decision America Video: Issue 5: How are weRepresented? A Typical Day for two member of Congress.Government and Citizenship Resources CD-ROM.Transparencies: 10-15, 18, 35-40, 43, 51, 52, 58.

2. Compares and contrasts the relationship between federalismand states’ rights.

SE: Text: pages 59, 72-95. Participation Activities: pages 72.Interpreting Political Cartoons: page 74. Interpreting Graphs:page 76. Interpreting Tables: page 78. Interpreting Charts: page90. Interpreting Maps: page 83. Voices on Government: 84.Close Up on Primary Sources: page 92.

TE: Close Up: page 72. Vocabulary: page 73, 81, 88. ReadingStrategy: page 73, 81, 88. Focus: page 73, 81, 88. Instruct: page74, 82, 83, 89. Spotlight On: page 74-76, 79, 80, 82, 86.Enrichment: page 77, 85, 90. Activity: page 78, 85, 91. Reteach:page 80, 86, 91. Did You Know: page 83. Closure: page 91.

TR: Supreme Court Cases: page 4, 20-23. Historical and LegalDocuments: page 22. Simulations and Debates: page 52.Political Cartoons: page 4. Unit 1 Chapter 4: pages 65-83.

TECH: Our Times CD-ROM: Federal Government; McCulloch v. Maryland.Transparencies: 1, 26. Government and Citizenship Resources.






3. Explains the central idea that the written Constitution setsforth the organization creating a republican form ofgovernment.

SE: Text: pages 80-81, 56-59. Interpreting Charts: page 57.TE: Did You Know: page 57.TR: Case Study on Contemporary Issue: Chapter 3. Political

Cartoons: Chapter 3. Unit 1 Chapter 3: File

4. Explains the role of the U. S. government plays informulating economic and foreign policy.

SE: Text: page 404-446. Participation Activities: page 404, 424.Interpreting Political Cartoons: page 407. Interpreting Tables:page 408, 413, 417. Interpreting Political Cartoons: page 419,431. Voices on Government: page 418. Interpreting Graphs:page 433, 437, 446.

TE: Close Up: page 404, 424. Vocabulary: page 405, 416, 425, 428,435, 440. Reading Strategy: page 405, 412, 416, 425, 428, 435,440. Focus: page 405, 412, 416, 425, 428, 435, 440. Instruct:page 406, 413, 417, 426, 429, 436, 441, 443. Activity: page 406,407, 419, 431, 442. Enrichment: page 407, 413, 418, 426, 429,436, 445. Spotlight On: page 407, 408, 413, 417, 431, 433, 438,444. Did You Know: page 409, 431. Reteach: page 411, 414,419, 427, 434, 438, 446. Closure: page 411, 414, 419, 427, 438,446.

TR: Supreme Court Cases: page 12, 20-21. Historical and LegalDocuments: page 45, 46. Political Cartoons: page 16. Unit 4Chapter 16: page 74-89.

TECH: Our Times CD-ROM: “The Keynesian Revolution”; “Friedman’sFunction”. Decision America Video: Issue 7: Is America Still theFree World Leader? The View from Overseas. Transparencies: 16,41, 51, 52. Government and Citizenship Resources .






Benchmark 4: The student identifies and examines the rights, privileges and responsibilities in becoming an active participant.

1. Explains the role of political parties in channeling publicopinion, allowing people to act jointly, nominatingcandidates, conducting campaigns, and training futureleaders.

SE: Text: pages 98-127. Participation Activities: page 98. Voices onGovernment: pages 103. Interpreting Charts: pages 105, 111,119. Interpreting Photos and Political Cartoons: pages 106, 121.Interpreting Graphs: page 107. Interpreting Tables: 115, 116,117.

TE: Close Up: page 98, 108. Vocabulary: pages 99, 103, 109, 115,119. Focus: pages 99, 103, 109, 115, 119. Reading Strategy:pages 99, 103, 109, 115, 119. Instruct: pages 100, 104, 110, 116,120. Spotlight On: pages 100, 105, 111, 113, 116, 120, 121.Enrichment: pages 101, 106, 112, 116, 119. Closure: pages 102,114, 117, 123. Activity: pages 102, 104, 110, 114. Reteach: pages102, 107, 114, 117, 123.

TR: Participatory Government Activities: pages 28-39. Historical andLegal Documents: pages 19, 27. Political Cartoons: page 5.

TECH: Our Times CD-ROM: Political Party; Democratic Party; RepublicanParty. Transparencies: 5, 30. Decision America Video: Issue 3:Why Vote? Encouraging Political Participation. Government andCitizenship Resources CD-ROM.






2. Explains how public policy is formed and carried out atlocal, state, and national levels and what roles individualscan play in the process.

SE: Text: pages 3-5, 184-231. Participation Activities: pages 184, 210.Interpreting Graphs and Cartoons: pages 186. InterpretingGraphs: page 188. Voices on Government: pages 193, 212.Interpreting Political Cartoons: page 192, 204, 225. InterpretingCharts: pages 194, 223. Interpreting Tables: pages 195, 199, 226.

TE: Close Up: page 184, 210. Vocabulary: pages 185, 189, 198, 211,215, 222. Reading Strategy: pages 185, 189, 198, 211, 215, 222.Focus: pages 185, 189, 198, 211, 215, 222. Spotlight On: pages186, 191, 193, 196, 199, 203, 204, 212, 214, 217, 219, 223, 226.Activity: pages 187, 188, 202, 218, 219, 224. Enrichment: pages187, 191, 201, 213, 220, 225. Closure: pages 188, 196, 205, 214,227. Instruct: pages 190, 199, 212, 216, 224. Did You Know:pages 194, 225. Reteach: pages 196, 205, 214, 220, 227.

TR: Participatory Government Activities: pages 20-27, 42-67. SupremeCourt Cases: pages 6, 7. Political Cartoons: pages 8, 9. Unit 2Chapter 8: pages 71-86. Unit 2 Chapter 9: pages 90-105.

TECH: Our Times CD-ROM: “The Medium of the Media”; AmericanFederation of Labor. Decision America Video: Issue 4: Who TellsUs What to Think? Television and Political Image Making.Transparencies: 8,9, 33, 34. Government and CitizenshipResources.






3. Analyzes policies, actions, and issues regarding the rightsof individuals (e.g., Brown vs. Topeka Board of Education,American Disabilities Act, Title 9, PL4142).

SE: Text: pages 516-543. Participation Activities: page 516. Voiceson Government: page 518. Close Up on Key Issues: page 527.Interpreting Charts: pages 528, 532, 538. Interpreting PoliticalCartoons: page 533. Interpreting Maps: page 537.

TE: Close Up: page 516. Vocabulary: pages 517, 521, 528, 536.Reading Strategy: pages 517, 521, 528, 536. Focus: pages 517,521, 528, 536. Instruct: pages 518, 522, 529, 537. Closure: pages520, 526, 535, 539. Spotlight On: pages 520, 532, 537, 539.Reteach: pages 520, 526, 535. Enrichment: pages 524, 531, 538.Teaching Close Up on Key Issues: page 527. Activity: pages 530,535, 538. Did You Know?: page 531.

TR: Supreme Court Cases: pages 15, 26-27, 30-31, 34-35, 40-41, 54-55,64-65, 68-71, 74-75, 80-81, 84-85, 96-99, 106-111. ParticipatoryGovernment Activities: pages 20-27. Simulations and Debates:Drug Testing; Gun Control.

TECH: Our Times CD-ROM: “The Right to Remain Silent”; CapitalPunishment”. Decision America Video: Issue 8: Revenge orDeterrent? The Death Penalty. Transparencies: 20, 45, 59, 60.Government and Citizenship Resources.

4. Examines issues regarding political rights (e.g., to be aninformed voter, participant in the political process).

5. Analyzes issues regarding economic rights with the UnitedStates (i.e., free enterprise, rights of choice, governmentregulation).

SE: Text: pages 604-611. Voices on Government: page 610.Participation Activities: page 604. Interpreting Political Cartoons:pages 607, 608. Interpreting Graphs: page 611.

TE: Close Up: page 604. Vocabulary: page 605. Reading Strategy:page 605. Focus: page 605. Instruct: page 606. Activity: pages606, 611. Spotlight On: pages 606, 610. Enrichment: page 609.Reteach: page 611. Closure: page 611.

TR: Unit 6 Chapter 23 Section 1: pages 24-26.TECH: Transparencies: 23.






6. Takes and defends a position on issues regarding the properscope and limits of rights, and the criteria used to set thoserights, including compelling national interests, publicsafety and the rights of others (e.g., eminent domain, clearand present danger, national security risk).

SE: Text: pages 270, 506-508. Close Up on Key Issues: pages 39, 64,87, 137, 197, 221, 274, 295, 322, 369, 415, 467, 498, 527, 560, 649.

TE: Teaching Close Up on Key Issues: pages 39, 64, 87, 137, 197, 221,274, 295, 322, 369, 415, 467, 498, 527, 560, 649.

7. Defines issues regarding civic responsibilities of citizens inthe American constitutional government (e.g., obeying thelaw, paying taxes, voting, jury duty, serving our country,involved in the political process).

SE: Text: pages 128-155. Participation Activities: page 128.Interpreting Charts: page 130. Interpreting Tables: pages 133,143, 147. Interpreting Political Cartoons: pages 134, 142. Voiceson Government: page 135. Interpreting Graphs: pages 145, 148.Close Up on Primary Sources: page 152.

TE: Close Up: page 128. Vocabulary: pages 129, 132, 138, 141, 145.Reading Strategy: pages 129, 132, 138, 141, 145. Focus: pages129, 132, 138, 141, 145. Instruct: pages 130, 134, 139, 142, 146.Enrichment: page 130, 140, 143, 149. Spotlight On: pages 130,134, 136, 139, 144, 149, 150. Activity: page 131, 142, 146.Reteach: pages 131, 136, 140, 144, 150. Closure: pages 131, 140,145, 150. Did You Know: page 143.

TR: Unit 2 Chapter 6: page 27-51. Supreme Court Cases: page 5.Historical and Legal Documents: pages 8, 14, 23, 30-32, 48, 49.Political Cartoons: page 6.

TECH: Our Times CD-ROM: Election. Decision America Video: Issue 3Why Vote? Encourage Political Participation. Transparencies: 6,31, 53. Government and Citizenship Resources CD-ROM.






8. Evaluates, takes and defends positions about the roles ofinterest groups, voluntary associations, and other groups inAmerican politics and the consequences of conflict amongthese groups in the promotion and implementation ofpublic policy.

SE: Text: pages 173-179, 210-231. Participation Activities: page 210.Voices on Government: page 212. Interpreting Charts: page 223.Interpreting Political Cartoons: pages 173, 225. InterpretingTables: pages 173, 177, 178, 223. Interpreting Graphs: page 175.

TE: Close Up: page 210. Vocabulary: pages 173, 211, 215, 222.Focus: pages 173, 211, 215, 222. Instruct: pages 179, 212, 216,224. Spotlight On: pages 174, 177, 212, 214, 217, 219, 223, 226.Enrichment: pages 178, 213, 220, 225. Closure: pages 178, 214,220, 227. Reteach: pages 178, 214, 220, 227. Did You Know:page 225.

TR: Unit 2 Chapter 9: pages 90-105. Participatory GovernmentActivities: pages 42-43, 44-65. Supreme Court Cases: page 7.Political Cartoons: page 9.

TECH: Our Times CD-ROM: American Federation of Labor; Wobblies.Decision America Video: Issue 4: Who Tells Us What to Think?Television and Political Imagemaking. Transparencies: 9, 34.Government and Citizenship Resources.






Benchmark 5: The student understands various systems of governments and how nations and international organizations interact.

1. Compares various political systems/economic systems withthat of the U.S. in terms of ideology, structure, function,institutions, decision-making processes, citizenship rolesand political culture (i.e., constitutional monarchy,parliamentary democracy, dictatorships, capitalism, fascism,socialism, communism, tribal government).

SE: Text: page 574-627. Participation Activities: page 574, 604.Interpreting Tables: page 584, 617. Interpreting Charts: page585, 598, 613. Interpreting Political Cartoons: page 593, 607,608. Voices on Government: page 595, 610. Interpreting Graphs:page 606.

TE: Close Up: page 574. Focus: page 575, 581, 586, 592, 605, 613,618. Vocabulary: page 575, 581, 586, 592, 605, 613, 618.Reading Strategy: page 575, 581, 586, 592, 605, 613, 618.Instruct: page 576, 578, 582, 587, 588, 594, 596, 614, 619, 620.Spotlight On: page 578, 584, 589, 594, 606, 610, 615, 621.Enrichment: page 579, 583, 589, 597, 609, 615, 620. Closure:page 580, 585, 599, 611, 617, 623. Reteach: page 580, 590, 599,611, 617, 623. Activity: page 593, 597, 599, 606, 611, 623. DidYou Know: page 595, 619.

TR: Participatory Government Activities: pages 28-39. Simulationsand Debates: pages 52, 75-77. Historical and Legal Documents:pages 3, 6, 12. Comparative Government: page 4-5, 10-13.Political Cartoons: pages 22, 23.

Unit 6 Chapter 22: page 2-20. Unit 6 Chapter 23: pages 24-39.TECH: Our Times CD-ROM: Japan; Marx. Decision America Video:

Issue 10: What do Workers and Bosses owe each other? Labor andManagement in Japan; Issue 11: Can Government be too Democratic?A Look at British Parliament. Transparency: 22, 23, 47, 48.Government and Citizenship Resources.

2. Evaluates, takes, and defends differing positions on issuesregarding the proper relationships among national, state,and local governments.

SE: Close up on Key Issues: page 87, 415, 498, 649.






3. Examines the major forms and responsibilities of the stateand local governments (i.e., city, county, state).

SE: Text: page 630-685. Participation Activities: page 632, 671.Interpreting Charts: page 633, 664, 677, 678. InterpretingTables: page 639. Interpreting Graphs: page 642, 666, 670.Interpreting Political Cartoons: page 655, 656, 673, 681.Interpreting Political Art: page 665.

TE: Close Up: page 630. Vocabulary: page 631, 637, 643, 650, 663,667, 672, 676. Reading Strategy: page 631, 637, 643, 650, 663,667, 672, 676. Focus: page 631, 637, 643, 650, 663, 667, 672, 676.Instruct: page 632, 638, 644, 651, 654, 664, 668, 673, 678.Spotlight On: page 632, 638, 647, 651, 654, 664, 670, 673, 676.Enrichment: page 635, 641, 646, 655, 665, 669, 673, 679.Reteach: page 636, 642, 648, 657, 666, 674. Closure: page 636,648, 666, 671, 681, 682. Did You Know: page 639, 668. Activity:page 640, 645, 653, 665, 671, 674.

TR: Supreme Court Cases: page 17. Participatory GovernmentActivities: page 20-39, 60. Simulations and DebaTE: PlanningBoard; Mock Trial; Jury Deliberation; Educational Reform. PoliticalCartoons: page 24, 25. Historical and Legal Documents: page 45,50. Unit 7 Chapter 24: page 2-20. Unit 7 Chapter 25: page 24-45.

TECH: Our Times CD-ROM: Initiative; referendum; taxation. DecisionAmerica Video: Issue 12: Is Politics for Professionals? The Life of aState Representative. Transparencies: 24, 25, 29, 49, 50, 51, 57.Government and Citizenship Resources CD-ROM.

4. Compares the structure, function, and relationship toAmerican Indian tribal governments and the federalgovernment.

SE: Text: page 11, 28.TE: Spotlight On: page 11






5. Discusses the purpose of international relations bothregional and world wide (trade, defense, economic anddefense alliances, regional security).

SE: Text: page 447-457. Voices on Government: page 447.Interpreting Graphs: page 449. Interpreting Charts: page 452.

TE: Vocabulary: page 447. Focus: page 447. Reading Strategy: page447. Instruct: page 448, 450. Spotlight On: page 448, 451.Activities: page 450.

TR: Comparative Government: page 2-5, 16-17. Unit 4 Chapter 17:page 105-107.

Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the UnitedStates and other nations; and applies decision making skills as a consumer, producer, saver, investor, and citizen in aninterdependent world.

Benchmark #1: The student understands how scarcity of resources requires choices.

Indicators: The student:

1. Describes ways people respond to incentives in order toallocate scarce resources to provide the highest possiblereturn.

SE: Text: pages 604-609. Participation Activities: page 604.Interpreting Graphics: page 606. Interpreting Political Cartoons:pages 607, 609.

TE: Close Up: page 604. Vocabulary: page 605. Reading Strategy:page 605. Focus: page 605. Instruct: page 606. Activity: page606. Spotlight On: page 606. Enrichment: page 609.

TR: Unit 6 Chapter 23 Section 1: pages 24-26. Political Cartoons:page 23.

TECH: Decision America Video: Issue 10: What do workers owe each other?Labor and management in Japan.






2. Explains how economic choices made by individuals,businesses, or governments often have intended andunintended consequences (Illustration: choosing locationfor a new airport creates noise pollution and influencescommunity growth).

SE: Text: page 416-419. Voices on Government: page 418.Interpreting Tables: page 417. Interpreting Political Cartoons:page 419.

TE: Focus: page 416. Reading Strategy: page 416. Vocabulary: page416. Enrichment: page 418. Instruct: page 417. Activity: page417, 419. Spotlight On: page 417. Reteach: page 419. Closure:page 419.

TR: Unit 4 Chapter 16 Section 3: pages 80-82. Case Study inContemporary Issues: pages 84-86.

Benchmark 2: The student understands how the market economy works in the United States.


1. Defines Gross Domestic Product and Gross NationalProduct.

The foundation for this indicator can be found in chapter 16 and 23 of this book.An extension of this indicator can be found in Prentice Hall’s

2. Explains the importance of economic growth to an economyand how GDP is used to measure it.

The foundation for this indicator can be found in chapter 23 of this book. Anextension of this indicator can be found in Prentice Hall’s

3. Explains the factors that could change the supply or demandfor a product.

SE: Text: pages 607-608. Interpreting Political Cartoons: page 608.An extension of this indicator can be found in Prentice Hall’s.

4. Analyzes how prices change when either a shortage orsurplus of a good or service develops.


5. Describes what happens to the product price and outpur ofbusinesses when the degree of competition changes in anindustry (e.g., pure competition versus pure monopoly).


6. Describes the advantages and disadvantages of forming apartnership, proprietorship, and corporation.

SE: Text: page 610.TE: Spotlight On: page 610.






7. Analyzes the role of money, banking, and the FederalReserve System in the economy (e.g., interest rates andmonetary policy).

SE: Text: pages 383-384, 404-414. Participation Activities: page 404.Interpreting Charts: page 383-384. Interpreting PoliticalCartoons: page 407, 409. Interpreting Tables: pages 408, 413.

TE: Close Up: page 404. Vocabulary: page 405, 412. ReadingStrategy: page 405, 412. Activity: page 406. Enrichment: page407, 413. Spotlight On: pages 407, 408, 413. Did You Know:page 409. Reteach: page 411, 414. Closure: page 411, 414.

TR: Unit 4 Chapter 16 Sections 1 and 2: pages 74-79. PoliticalCartoons: page 16. Supreme Court Case File: page 20-21.

Benchmark 3: The student analyzes how different economic systems, institutions, and incentives affect people.


1. Provides examples of absolute and comparative advantagebetween nations.

The foundation for this indicator can be found in chapter 23 of this book. Anextension of the indicator can be found in Prentice Hall’s book

2. Explains that trade based on comparative advantage ismutually advantageous (i.e., individuals and nations have acomparative advantage in the production of goods orservices if they can produce a product at a lower opportunitycost than other individuals or nations).


3. Compares the benefits and costs of different allocationmethods (e.g., first come, first serve; prices, contests,lottery, majority rule).


4. Explains how a change in exchange rates affects the flow oftrade between nations and a nation’s domestic economy.







5. Compares characteristics of tradition, command, market andmixed economies.

SE: Text: page 604-617. Participation Activities: page 604.Interpreting Graphics: page 606. Interpreting Graphs: page 611.Interpreting Political Cartoons: page 607, 608. InterpretingTables: page 617. Voices on Government: page 610. InterpretingCharts: page 613.

TE: Close Up Corner: page 604, 612. Vocabulary: pages 605, 613.Reading Strategy: page 605, 613. Reteach: page 611, 617. Focus:page 605, 613. Activity: page 606, 611. Spotlight On: page 606,610, 615. Enrichment: page 609, 615. Closure: page 611, 617.Instruct: page 606, 614.

TR: Unit 6 Chapter 23 Sections 1 and 2: pages 24-29, 34-36.Participatory Government Activities: pages 28-39. Simulationsand Debates: page 52.

TECH: Decision America Video: Issue 10: What do workers and bosses oweeach other? Labor and management in Japan. Our Times CD-ROM.

Benchmark 4: The student describes the role of the government in the economy.

Indicator: The student:

1. Explains why certain goods and services are provided b thegovernment (e.g., infrastructure, schools, wastemanagement, national defense).

SE: Text: pages 428-438, 662-667. Close Up on Key Issues: pages415. Participation Activities: page 662. Interpreting PoliticalCartoons: page 431. Interpreting Graphs: pages 433, 437.Interpreting Charts: pages 434, 664.

TE: Focus: pages 428, 435, 663. Reading Strategy: pages 428, 435,663. Close Up Corner: page 662. Enrichment: page 429, 436.Instruct: pages 429, 664. Spotlight On: pages 430, 433, 438.Activity: pages 431, 665. Did You Know: page 431. Reteach:pages 434, 438, 666. Closure: pages 434, 438, 666.

TR: Unit 4 Chapter 17 Section 2 and 3: pages 96-101. Case Study onContemporary Issues: pages 109-111. Historical and LegalDocuments: page 51. Simulations and Debates: page 47.Comparative Government: A Multicultural View: pages 8-9.Case Study on Contemporary Issues: pages 37-39.






2. Explains the advantages and disadvantages when fiscalpolicy is used by the Federal Government to influence theU.S. economy (i.e., change in taxes and spending).

SE: Text: pages 404-414. Participation Activities: page 404.Interpreting Political Cartoons: pages 407, 409. InterpretingTables: pages 408, 414, 413.

TE: Focus: pages 405, 412. Reading Strategy: pages 405, 412.Vocabulary: pages 405, 412. Enrichment: pages 407, 413.Spotlight On: pages 407, 408, 413. Closure: pages 411, 414.Reteach: pages 411, 414. Activity: page 406. Close Up: page 404.Instruct: pages 406, 413. Did You Know: page 409.

TR: Unit 4 Chapter 16 Sections 1 and 2: pages 74-79. Supreme CourtCase File: pages 20-21.

3. Evaluates issues relationship between Federal budget andthe national debt (i.e., deficits and surpluses) and thenational debt.

SE: Text: page 416. Interpreting Tables: page 417. Voices onGovernment: page 418. Interpreting Political Cartoons: page 419.

TE: Focus: page 416. Reading Strategy: page 416. Vocabulary: page416. Activity: page 417, 419. Spotlight On: page 417.Enrichment: page 418. Reteach: page 419. Closure: page 419.Unit 4 Chapter 16 Section 3: pages 80-82. Case Study inContemporary Issues: pages 84-86.

4. Analyzes how trade agreements affect international trade andeconomic and social conditions (Illustration: GATT,NAFTA, Most Favored Nation Status).

The foundation for this indicator can be found in chapters 16 and 17 of this book.An extension of these indicators can be found in Prentice Hall’s

5. Gives examples of how government policies influence theeconomy (Illustration: minimum wage laws, anti-trustlaws, EPA, WPA, farm subsidies).


Benchmark 5: The student makes effective decisions as a consumer, producer, saver, investor, and citizen.


1. Describes the impact of changes in the economy on personalincome.


2. Illustrates how the demand and supply of labor isinfluenced by productivity, education, skills, and retraining.







3. Explains how an individual’s income will differ in the labormarket depending on supply and demand for his/her skills,abilities, and or education level.


4. Develops a personal budget that identifies sources ofincome and expenditures (e.g., wages, rent, payments,savings, taxes, insurance).


5. Determines the costs and benefits of using a credit card. The foundation for this indicator can be found in chapters 16 and 23 of this book.An extension of these indicators can be found in Prentice Hall’s

6. Analyzes the costs and benefits of investment alternatives(e.g., stock market, bonds, certificates of deposit).


Geography Standard: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationshipsamong people, places, and physical and human environments in order to explain the interactions that occur in ourinterconnected world.

Benchmark 1: Maps and Location: The student uses maps, graphic representation, tools, and technologies to locate, use, and present information Aboutpeople, places, and environoments.


1. Locates major political and physical features of Earth frommemory and compares the relative locations of thosefeatures.

SE: Text: pages 5, 712-713, 718-719.TE: Enrichment: page 5.An extension of this indicator can be found in Prentice Hall’s Global Geography textbook.






2. Interprets maps and other graphic representations to analyzeworld events to suggest solutions to world problems (e.g.suburban areas vs. inner cities, development vs.conservation, land use in the world or local community,nuclear waste disposal, relocation of refugees).

SE: Text: Maps-pages 239, 241, 342, 648. Graphs, Charts andDiagrams-pages 107, 109, 152, 398, 433, 437, 546, 555, 557, 564,611, 670, 703, 704, 705, 706, 707. World Data Bank: pages 714-717. Close Up on Participation: page 9.

TE: Teaching Close Up on Participation: page 9. Instruct: page 342,546, 564. Reteach: page 648. Activity: page 671.

An extension of this indicator can be found in Prentice Hall’s Global Geography textbook

3. Analyzes ways in which mental maps influence past,present, and future decisions about location, settlement, andpublic policy (e.g., building sites, planned communities,pioneer settlement sites).

The foundation and extension of this indicator can be found in Prentice Hall’sGlobal Geography textbook.

4. Produces maps and other geographic representations, usingdata from a variety of sources (e.g., census data, interviews,GIS and other databases, questionnaires) to answergeographic questions and solve geographic problems.

SE: Text: US Data Bank-pages 710-711. Government ResourcesHandbook: pages 696-709. World Data Bank: 714-717. Tables:pages 143, 147, 174, 226, 344, 345, 384, 408, 413, 414, 417, 547,558, 584.

TE: Enrichment: page 149. Interpreting Maps and Graphs: page148. Closure: page 151. Reteach: page 666.

An extension of this indicator can be found in Prentice Hall’s Global Geography textbook

5. Uses geographic tools and technology to interpret andjustify spatial organization.


Benchmark 2-Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the earth’s surface.


1. Demonstrates how various frameworks are used to interpretthe complexity of Earth (e.g., vegetation, climate, religion,language, occupations, industries, resources, governmentalsystems, economic systems).







2. Explains the factors that contribute to human and physicalchanges in regions (i.e., environmental changes expand orcontract regions, technology alters perception and use of theplace, migration changes cultural characteristics).


3. Uses regions to analyze past and present geographic issuesto answer geographic questions (illustrations: conflictscaused by overlapping regional identities, causes andimpacts of regional alliances, changing regional identities).


4. Explains why regions are important to individual and groupidentities as symbols for unifying or fragmenting society(e.g., Arab World, Bible Belt, Japanese during W.W.II,Chinatown).


5. Analyzes the ways in which people’s perception and use ofplaces and regions reflect individual perspective and culturalchange (e.g., land use, property value, settlement patterns,job opportunities).

SE: Text: pages 643-648, 654-657. Interpreting Graphics: page 643.Interpreting Maps: page 648. Interpreting Political Cartoons:pages 656, 655.

TE: Vocabulary: page 643. Focus: page 643. Instruct: page 644.Enrichment: page 646. Reading Strategy: page 643. Activity:page 645. Spotlight On Economics: page 647, 654. Reteach: page648. Closure: page 648.

An extension of this indicator can be found in Prentice Hall’s Global Geography textbook.

Benchmark 3-Physical Systems: The student understands Earth’s physical systems and how physical processes shape Earth’s surface.


1. Describes which physical processes affect different regionsof the world (i.e., desertification in the Sahara, earthquakesin Pacific Rim, drought and dust storms the Plains, soildegradation in the tropics, floods, and hurricanes).







2. Explains Earth’s physical processes, patterns, and cyclesusing concepts using concepts of physical geography (e.g.,folding, faulting, volcanism, atmosphere and oceancirculation).


3. Analyzes the distribution of ecosystems by interpretingrelationships between soil, climate, plant, and animal life.


4. Describes the ways in which Earth’s physical processes bydynamic and interactive (i.e., rising ocean levels, sea floorspreading, wind and water deposition, climatic changes).


5. Analyzes an ecosystem to understand and solve problemregarding environmental issues (e.g., carrying capacity ,biological magnification, reduction of species diversity,acid rain, ozone depletion, contamination).


Benchmark 4-Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of humanpopulations, interdependence, cooperation, and conflict.


1. Predicts trends and evaluates the local-to-global impact ofpopulation growth and migration on physical and humansystems in response to environmental, social, economic,political, and technological changes (i.e., stress oninfrastructure, impact on environment, cultural diffusion,socio-economic changes and pressures).

SE: Interpreting Charts: page 678.TE: Spotlight On: page 647, 651, 654. Activity: page 665.The foundation and extension of this indicator can be found in Prentice Hall’sGlobal Geography textbook.

2. Analyzes how communication and transportation contributeto both cultural divergence and cultural convergence (e.g.,nationalism, ethnic elitism, cross-cultural adaptation,popularization of ethnic foods).







3. Evaluates the spatial aspects of economic activities andsystems (e.g., market areas and demand, locationaladvantages, trade partnerships, land value, labor supply andcost, resource availability, transportation access,interdependence; primary, secondary, tertiary, quarternaryeconomic activities; Illustrations: electronic assembly innorthern Mexico, relationships between zoning laws andland values, trade routes before and after building a majorcanal, impact of foreign investment or international debtcrisis).

SE: Text: page 447-450, 604-611. Interpreting Political Cartoons:page 607, 608. Interpreting Graphs: page 611.

TE: Close Up: page 604. Vocabulary: page 605. Reading Strategy:page 605. Focus: page 605. Activity: page 606, 611. SpotlightOn: page 606, 610. Instruct: page 606. Enrichment: page 609.Reteach: page 611.

TR: Unit 6 Chapter 23: page 24-26.

4. Analyzes the functions, structures, and characteristics oflocal-to-global settlement patterns (e.g., village vs. townvs. city, cities in developing vs. developed countries, riseof megalopoli, edge cities and metropolitan corridors,impact of transportation technology, and increasing numberof ethnic enclaves).

SE: Text: page 643-648, 650-657, 666-667. Interpreting Maps: page648, 650. Interpreting Graphics: page 643, 651-653. InterpretingPolitical Cartoons: page 655, 656.

TE: Vocabulary: page 643, 650. Reading Strategy: page 643, 650.Focus: page 644, 651, 654. Activity: page 645, 653. Enrichment:page 646, 655. Spotlight On: page 647, 651, 654. Reteach: page648, 657. Closure: page 648, 657.

TR: Unit 7 Chapter 24: page 8-17. Simulations and Debates: pages35-39. Unit 7 Chapter 25: page 24-26.

5. Explains how cultural cooperation and conflict are involvedin shaping the distribution of and connections betweencultural, political, and economic spaces on Earth (i.e.,regional planning districts, free-trade zones, tradepartnerships, disputes resulting from national, ethnic,religious, economic differences, and conflicts betweeninternal interests and external forces).

SE: Text: page 441, 443-444, 448, 654-656. Interpreting Graphs: page449. Interpreting Political Cartoons: page 655, 656.

TE: Vocabulary: page 440. Instruct: page 441, 448. Spotlight On:page 444, 448, 654.

TR: Historical and Legal Documents: page 20, 26. ComparativeGovernment: A Multicultural View: pages 2-5.

Benchmark 5-Human-Environment Interactions: The student understand the effects of interactions between human and physical systems.







1. Evaluates the local-to-global impacts that technology has onhuman modification of the physical environment (e.g.,capacity to support human activity, Green Revolution, clearcut logging, construction on flood plains, strip-mining,desert settlements, over-fishing, internal combustionengines, toxic waste, modern farming practices).


2. Evaluates alternative strategies to respond to constraintsplaced on human systems by the physical environment(e.g., irrigation, terracing, sustainable agriculture, waterdiversion, aquaculture, alternative uses for marginal land,seawalls, earthquake-resistant construction).


3. Evaluates policies and programs for resource use andmanagement (e.g., EPA, building restrictions, mandatedrecycling, international agreements on using the seas,differing views on rain forest use).

SE: Text: page 383-385.The foundation and extension of this indicator can be found in Prentice Hall’sGlobal Geography textbook.

4. Explains the relationship between resources and theexploration, colonization, and settlement patterns ofdifferent regions of the world. (i.e., mercantilism,imperialism, colonialism, Gold Rush, Alaskan pipeline)

SE: Text: page 26-27.The foundation and extension of this indicator can be found in Prentice Hall’sGlobal Geography and The American Nation textbooks.

History Standard: The student demonstrates a working knowledge and understanding significant individuals, groups ideas, events, eras, anddevelopments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skill.






Benchmark 1: The student understands the individuals, groups, ideas, events, and developments during the period of exploration in Kansas (1541-1820).


1. Describ4es the social and economic impact of the Spanishand French on the American Indians before the LouisianaPurchase.

SE: Text: page 440. Interpreting Maps: page 83.The foundation and extension of this indicator can be found in Prentice Hall’s TheAmerican Nation textbook.

Benchmark 2: The student understand individuals, groups, ideas, events, and developments during the era of migration.


1. Analyzes the influence of Manifest Destiny on thesettlement of Kansas.

SE: Text: page 440.The foundation and extension of this indicator can be found in Prentice Hall’s TheAmerican Nation textbook.

2. Compares and contrasts the perspectives of EuropeanAmericans and American Indians with regard to land usageon the Kansas frontier.

The foundation and extension of this indicator can be found in Prentice Hall’s TheAmerican Nation textbook.

Benchmark 3: The student understands individuals, groups, ideas, events, and developments of the territorial period and the Civil War in Kansas.


1. Describes the development of towns on the Missouri Riverin relationship to the slavery issue in the Kansas Territory.


2. Evaluates the role of women in advancing the anti-slaverycause in the Kansas Territory.


Benchmark 4: The student understands individuals, groups, ideals, events, and developments during the period of expansion and development in Kansas(1860’s-1890’s).







1. Explains how the 14th and 15 th Amendments to the U.S.Constitution applied to the Brown v. Topeka Board ofEducation decision.

SE: Text: pages 62-63, 551-553. Interpreting Tables: page 63.TE: Activity: page 63. Vocabulary: page 550. Spotlight On: page 62.

2. Evaluates the social and economic factors that led to theExoduster movement of African Americans from the Southto Kansas.

The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present textbooks.

3. Describes challenges faced by immigrants to Kansas duringthe 19th century.

SE: Text: pages 564-565.TE: Activity: page 564. Enrichment: page 565.An extension of this indicatory can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

4. Analyzes the ways the People’s Party Platform of 1892proposed to address the social and economic issues facingKansas and the nation.

SE: Text: pages 114-117.TE: Enrichment: page 116. Instruct: page 116.An extension of this indicatory can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

Benchmark 5: The student understands individuals, groups, ideas, events, and developments in the of industrialization and modernization in Kansas (1890’s-1920s).


1. Explains how the course of progressivism can be tracedthrough the editorials of William Allen White in theEmporia Gazette.

SE: Text: pages 112-113, 115-117.An extension of this indicatory can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

2. Explains the significance of the Girard newspaper Appeal toReason to the Socialist movement in the U.S.

The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

3. Describes the role of Kansas agriculture to the U.S.involvement in World War I (e.g., “Win the War withWheat”).

SE: Text: page 442.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.






Benchmark 6: The student understands individuals, groups, ideas, events, and developments of the Depression and World War II in Kansas (1920s-1940s).


1. Describes the impact the Kansas Dust Bowl made on socialand economic conditions in the western United States.


2. Describes the impact of New Deal Programs on the localarea by using WPA or other records.

SE: Text: pages 85, 112-113.TE: Activity: page 85. Spotlight On: page 113.TR: Historical and Legal documents: page 27.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

3. Describes the opposition to New Deal Programs by AlfLandon and the Republican Party.

SE: Text: pages 85, 112-113.TE: Activity: page 85. Spotlight On: page 113.TR: Historical and Legal documents: page 27.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

4. Explains the influence of Kansas writers and artists on theHarlem Renaissance (e.g., Langston Hughs, Frank MarshallDavis, Aaron Douglas, Coleman Hawkings, and GordonParks).


Benchmark 7: The student understands individuals, groups, ideas, events, and developments in contemporary Kansas. (Since 1950).







1. Researches a contemporary issue in Kansas and constructs awell-developed argument in support or opposition (e.g.,education, health care, environment).

SE: Lose Up on Participation: pages 9, 108, 172, 248, 394, 439, 591,612, 672.

TE: Teaching Close Up On Participation: pages 9, 108, 172, 248, 394,439, 591, 612, 672.

2. Explains how Kansans have responded to the effects ofincreasing urbanization and industrialization (e.g., shift inpopulations, school unification, municipal services).

SE: Text: pages 613-614, 666, 667.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

3. Examines the history of racial/ethnic relations in Kansasand applies this knowledge to current events.


Benchmark 8: The student engages in historical thinking skills.


1. Analyzes historical materials to trace development of anidea or trend in Kansas history over a prolonged period oftime to explain patterns of historical continuity and change.

SE: Text: Close Up on Primary Sources: pages 68, 92, 152, 206, 278,376, 480, 512, 568. Skill Lessons: page 20.

An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

2. Develops and implements effective research strategies toinvestigate a given historical topic in Kansas history.

SE: Skill Lessons and Critical Thinking: pages 50, 124, 180, 228,348, 454, 540, 600.


3. Examines and analyzes primary and secondary sources todifferentiate between historical facts and historicalinterpretations in Kansas history.

SE: Text: Close Up on Primary Sources: pages 68, 92, 152, 206, 278,376, 480, 512, 568. Skill Lessons: page 20.


4. Compares competing historical narratives of Kansas history,by contrasting choice of questions, use and choice ofsources, perspectives, beliefs, and points of view ofdifferent historians in order to demonstrate how thesefactors contribute to varied interpretations.

SE: Voices on Government: pages 18, 41, 62, 84, 103, 135, 167, 193,212, 245, 260, 300, 347, 358, 388, 418, 447, 471, 503, 518, 550,595,610, 632, 671.







History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, anddevelopments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the exploration,colonization, and settlement of the United States to 1763.


1. Explains how religious freedom emerged in the NorthAmerican colonies.

SE: Text: pages 26, 490. Interpreting Tables: page 26TE: Reading Strategy: page 49. Focus: page 490.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

2. Analyzes political factors that contributed tot hedevelopment of representative government.

SE: Text: pages 24-30. Interpreting Tables: page 26.TE: Focus: page 25. Vocabulary: page 25. Reading Strategy: page

25. Activity: page 26. Spotlight On: page 27, 28. Instruct: page26. Enrichment: page 28. Reteach: page 29. Closure: page 30.

TR: Unit 1 Chapter 2: pages 21-23.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

3. Uses cause and effect to show how slavery reshapedEuropean and African life in the Americas.


Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the AmericanRevolution and the United States becoming a nation from 1763 to 1850.







1. Describe how the principles of the Declaration ofIndependence justified American independence.

SE: Text: pages 32-34.TE: Activity: page 34. Reteach: page 34.An extension for this indicator can be found in Prentice Hall’s The American Nationand America, Pathways to the Present.

2. Analyzes the major political and strategic factors that led tothe American victory in the Revolutionary War.


3. Explains the military and diplomatic factors that helpedproduce the Treaty of Paris.


4. Analyzes the ideas established by the Constitution, andevents that led to its adoption including the argumentsadvanced in the Federalist Papers.

SE: Text: page 40-49, 724-742. Voices on Government: page 41.Interpreting Political Cartoons: page 43. Interpreting Tables:pages 44, 48. Interpreting Charts: page 47. Interpreting Graphs:page 48.

TE: Focus: page 40, 47. Reading Strategy: pages 40, 47. Vocabulary:page 40, 47. Spotlight On: page 41, 43. Closure: page 46, 49.Instruct: page 41, 48. Did You Know: page 43. Enrichment:page 45, 48. Reteach: page 46, 48. Activity: pages 46, 49.

TR: Unit 1 Chapter 2: pages 30-35.

5. Explains the Bill of Right and the reasons for thechallenges registers against it.

SE: Text: page 62-63, 486, 488-489, 502-504, 522-526, 530, 536.Voices on Government: page 503.

TE: Instruct: page 486. Closure: page 526.TR: Simulations and Debates: page 69, 72. Supreme Court Case File:

pages 40-41, 96-99, 106-107. Unit 5 Chapter 20: pages 62-64.TECH: Decision America Video: Issue 9: How much does free speech cost?

6. Analyzes political interests and view regarding the War of1812.







7. Describes the shifts in the U.S. government’s policy towardAmerican Indians in the first half of the 19 th century.

SE: Text: page 32, 47, 547. Interpreting Tables: page 547.TE: Spotlight On: page 547.The extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

8. Evaluates the religious, political, and social ideas thatcontributed to the 19 th century belief in Manifest Destiny.


9. Explains the impact of the Industrial Revolution during theearly and later 19th century.

SE: Text: pages 613-614.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

10. Analyzes how slavery influenced economic and socialelements of -Southern society.

SE: Text: pages 43-44, 47, 111. Interpreting Tables: page 44.TE: Did you Know?: page 43. Interpreting Charts: page 111.TE: Spotlight On: page 111.The extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

11. Evaluates the major historical events that promotedsectional conflicts and strained national cohesiveness in theantebellum period.


Benchmark 3: The student uses a working knowledge and understanding of individuals, groups ideas, developments, and turning points in the Civil Warthrough the Industrial era of United States history from 1850 to 1900.







1. Constructs a well supported historical argument explainingthe Union victory in the Civil War.


2. Analyzes why various Reconstruction plans succeeded orfailed (e.g., the 13th, 14 th, and 15th amendments, differentperspectives on Reconstruction).

SE: Text: page 62-64, 488-490, 517-524, 530-532. Interpreting Tables:page 63.

TE: Spotlight On: page 62, 489. Instruct: pages 522.

3. Explains how the rise of big business, heavy industry, andmechanized farming transformed American society, toanalyze issues associated with urban growth in the late 19 th

century.


4. Evaluates massive migration and immigration after 1870. SE: Text: pages 564-567. Interpreting Political Cartoons: page 565.TE: Activity: Enrichment: page 565.

5. Evaluates new social patterns, conflicts and ideas ofnational unity developed amid growing cultural diversity.

The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present

6. Analyzes changes in social and class development in thelate 19th century (e.g., ghettoes, slums, private vs. publicwelfare).

SE: Text: page 216-217.TECH: Our Times CD-ROM: American Federation of Labor; Wobblies.The foundation and extension for this indicator can be found in Prentice TheAmerican Nation and America, Pathways to the Present.

7. Explains the rise of the American labor movement toanalyze influences on the workforce during the late 19th

century (i.e., hours, conditions, child labor wages).

SE: Text: page 216-217.TECH: Our Times CD-ROM: American Federation of Labor; Wobblies.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

8. Analyzes elements that contributed to late 19th centuryexpansionist foreign policy.

SE: Text: pages 440-442.TE: Activity: page 442. Instruct: page 441.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.






9. Evaluates the objectivity of newspaper accounts of politicaland military actions during this period.

The foundation and extension for this indicator can be found in Prentice TheAmerican Nation and America, Pathways to the Present.

Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of theemergence of modern United States from 1900 to 1930.


1. Describes the spread of Progressive ideas and the successesof the Progressive movement (i.e., political influence onelections, desire to have government regulation of privatebusinesses and industries).

SE: Text: pages 111-112, 115-117, 137, 397.TE: Spotlight On: page 116. Enrichment: page 116.

2. Evaluates U.S. foreign policy and involvement in foreigncountries in the early 20th century.

SE: Text: pages 441-442.TE: Instruct: page 441. Activity: page 442.TR: Historical and Legal Documents: pages 20, 26. Comparative

Government: A multicultural view: pages 4-5.

3. Uses immediate, long range, and multiple causation toexplain the causes of World War I (i.e., Impact ofTechnology, Trench Warfare, Impact on Civilization,Nationalism, Entangling Alliances, Imperialism,Militarism, Industrialism, Attempt at InternationalCooperation, Russian Revolution, Rise of Fascism; HitlerCultural Disillusionment, Growth of Nationalism).

SE: Text: pages 442, 593.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

4. Analyzes how the home front influenced and was influencedby U.S. involvement in World War I.

SE: Text: pages 438, 442.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

5. Analyzes factors that contributed to changes in work,production, and the rise of a consumer culture during the1920’s (e.g., leisure time, technology, communication,travel).







6. Describes the various social conflicts that took place in theearly 1920’s (i.e., rural vs. urban, fundamentalism vs.Modernism, Prohibition, nativism).

SE: Text: page 102, 115-117.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

7. Explains the influence on women’s roles in Americansociety during the 1920’s.


8. Frames historical questions that address changes in thesocial and cultural life of American society in the 1920’s.


9. Interprets how the arts, music, and literature reflected socialchange during the Jazz Age.


Benchmark 5: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of theGreat Depression through World War II in United State history from 1930 to 1945.


1. Analyzes the causes and impact of the Great Depression todetermine how it affected American society.

SE: Text: pages 111-113.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

2. Analyzes the costs and benefits of New Deal programs (i.e.,farmers, workers, welfare state, role of federal government,the disenframchised).

SE: Text: pages 85, 113, 317.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

3. Analyzes the impact Franklin D. Roosevelt on thepresidency.

SE: Text: pages 67, 112-114, 317-320, 359-360, 374-375. InterpretingCharts: page 359. Close Up on Primary Sources: page 372.

TE: Activity: pages 317, 375. Enrichment: pages 317, 358, Reteach:pages 360, 375.






4. Explains the results of the Japanese attack on Pearl Harbor(i.e., U.S. entrance into W.W. II, Japanese relocation ininternment camps, social and economic change).


5. Evaluates how World War II influenced the homefront (i.e.,role of women, government, minorities, popular media,conscientious objectors).

SE: Text: pages 425, 438, 442, 487. Close Up on Key Issues: page 369.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

6. Evaluates how Hitler’s “Final Solution” evolved and theAllies’ response to the Holocaust (i.e., demoralizedGermany, economic reasons, religious reasons, Hitler’syouth movement, Mein Kampf, state controlled educationand police propaganda, groups targeted, belief in the Aryanrace, response of containment by the allies).


7. Explains the impact of the Manhattan Project from a varietyof perspective (e.g., science, technology, medicine,military, business, humanity).

SE: Text: pages 374, 383, 387-388, 416-417, 430-434.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

8. Constructs a well supported argument that analyzes theTruman administrations’ decision to drop the first atomicbomb.


9. Evaluates how the United States emerged as a superpoweras a result of World War II.

SE: Text: pages 112-114, 442-445.TE: Spotlight On: page 444. Enrichment: page 445.TR: Simulation and DebaTE: page 45. Historical and Legal

Documents: page 28.TECH: Our Times CD Rom.

Benchmark 6: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era ofcontemporary United States history since 1945.







1. Describe the legacy of the New Frontier and the GreatSociety domestic programs.

SE: Text: pages 112-113TE: Spotlight On: page 113.The foundation and extension for this indicator can be found in Prentice TheAmerican Nation and America, Pathways to the Present.

2. Analyzes the shift from industrial to service to informationeconomies.

The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation

3. Analyzes population shifts after World War II (e.g.,suburbanization, movement to sunbelt).

SE: Text: pages 656-657. Interpreting Political Cartoons: page 656.The foundation and extension for this indicator can be found in Prentice Hall’s TheAmerican Nation and America, Pathways to the Present.

4. Analyzes the origins of the Cold War and the advent ofnuclear politics (i.e., the establishment of the Soviet Bloc,Mao’s victory in China, the Truman Doctrine, the MarshallPlan, the formation of NATO, the Berlin Blockade, the IronCurtain, and the Berlin Wall).

SE: Text: pages 442-444.TE: Spotlight On: page 444. Instruct: page 443.TR: Historical and Legal Documents: page 28.TECH: Our Times CD ROMThe extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

5. Traces how the events and policies of the Cold Wardeveloped and changed over time (e.g., Cuban missilecrisis, struggles in Yugoslavia, and Afghanistan, BerlinWall removed, the fall of the USSR).

SE: Text: page 444-446. Interpreting Graphs: page 446.TE: Reteach: page 446.The extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

6. Analyzes the containment policy as it relates to the Koreanconflict.


7. Analyzes the significance of McCarthyism. SE: Text: page 507.TE: Instruct: page 507. Enrichment: page 507.TR: Supreme Court Case Files: pages 48-49.The extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.






8. Explains the U.S. involvement in the Vietnam War from avariety of perspectives (e.g., social, political, economic,military, media subculture).

SE: Text: pages 197, 317, 364, 368, 438, 445.TE: Spotlight On: page 438.The extension for this indicator can be found in Prentice Hall’s The AmericanNation and America, Pathways to the Present.

9. Evaluates significant influences in the struggle for racial andgender equity and for the extension of civil rights (e.g.,legislation, court decisions, individuals, subculture,employment, education).

SE: Text: page 544-569. Participation Activities: pages 544.Interpreting Charts: pages, 562, 563. Close Up on Key Issues:pages 560. Voices on Government: pages, 550. InterpretingPolitical Cartoons: pages, 565. Close Up on Primary Sources:page 568. Interpreting Political Art: pages, 552. InterpretingTables: page 547. Interpreting Graphs: pages 546, 555, 557, 564.

TE: Close Up Corner: pages, 544. Vocabulary: pages, 545, 550, 556.Reading Strategy: pages 545, 550, 556, 561. Focus: pages 545,550, 556, 561. Instruct: pages, 546, 551, 553, 557, 562. SpotlightOn: pages, 548, 554, 558, 564. Enrichment: pages 548, 554, 558,565. Activity: pages,546, 552, 568, 564. Reteach: pages 549, 555,559, 567. Closure: pages 549, 555, 559, 567.

TR: Unit 5 Chapter 21: pages 71-82. Supreme Court Cases: pages 14-16, 26-27, 30-36, 40-41, 46-51, 54-55, 58-59, 62-65, 68-71, 74-89, 92-93,96-99, 100-101, 106-115. Participatory Government Activities:pages 20-27.. Historical and Legal Documents: pages 28, 31, 36,52.

TECH: Transparencies: page 21, 46, 51.

10. Describes developments in foreign and domestic policiesbetween Nixon and current presidencies.

SE: Text: page 445-446. Interpreting Graphs: page 446. Close Up onKey Issues: pages 322.

TE: Reteach: page 446. Enrichment: page 319.

11. Describes the impact of developments in technology, globalcommunication, and transportation in the Postmodern era(e.g., computers, satellites, interstate highway system,space exploration, media, air travel).







12. Explains how expanding educational opportunities haveaffected our society.


13. Analyzes major contemporary social issues and the groupsinvolved.


14. Describes how changes in the national and global economyhave influenced the work place.




1. Analyzes historical materials to trace development of anidea or trend across space or over a prolonged period of timein United States History, to explain patterns of historicalcontinuity and change.


2. Develops and implements effective research strategies forinvestigating a specific historical topic in United StatesHistory.

SE: Skill Lessons: pages 50, 124, 180, 228, 348, 454, 540, 600.

3. Examines and analyzes primary and secondary sources inorder to differentiate historical fact and historicalinterpretations.

SE: Close Up on Primary Sources: pages 68, 92, 152, 206, 278, 376,480, 512, 568. Voices on Government: pages 18, 41, 62, 84, 103,135, 167, 193, 212, 245, 260, 300, 347, 358, 388, 418, 447, 471,503, 518, 595, 610, 632, 671.

4. Compares competing historical narratives in United StatesHistory by contrasting different historians’ choice ofquestions, use and choice of source, perspectives, beliefs,and points of view, in order to demonstrate how thesefactors contribute to different interpretations.







History Standard: The student uses a working knowledge and understanding significant individuals, groups, ideas, events, eras, anddevelopments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the history of theworld from prehistoric times through the pre-classical civilizations.


1. Defines the civilization and applies it to the civilizations ofthe ancient Middle East.

The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

2. Describes major accomplishments of early Middle Easterncivilizations in establishing strong economic and politicalsystems, laying the foundation for learning and the arts, andthe establishment of Judaism as the first monotheisticreligion.

SE: Text: page 4-5, 26. Interpreting Maps: page 5.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

3. Evaluates the accomplishments and characteristics of earlycivilizations in India and China (e.g., Dynastic Cycle,Mandate of Heaven, caste system, and the Silk Road).

SE: Text: pages 4-5.TE: Spotlight On: page 6.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas developments, and turning points in the history of theworld during the times of the great classical civilization of Greece, Rome, India, and China.







1. Describes the enduring contributions of importantindividuals from Greek civilizations (e.g., Homer, Sappho,Herodotus, Thucydides, Socrates, Plato, Aristotle,Sophocles, Archimedes, Hippocrates, and Euclid).

SE: Text: page 13.TE: Did You Know: page 17.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

2. Evaluate the impact of Greek theory on the practice ofgovernment (i.e., lack of minority protection in Atheniandirect democracy, Plato’s Republic, Aristotle’s six forms ofgovernment, role of demagogues).


3. Evaluates the Roman legacy (e.g., architecture, technologyand science, literature, language, and law).

SE: Text: page 13, 26.TE: Enrichment: page 5. Spotlight On: page 14.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

4. Describes the history of early Christianity, including theteaching Jesus, the role of St. Paul, transformation ofChristianity from persecuted religion to the official faith ofthe Roman Empire and the organization of the early church.


5. Describes the beliefs of the major religions andphilosophical systems of the world and their influence onthe development of societies (e.g., Christianity, Hinduism,Buddhism, Confucianism, Taoism).

SE: Text: page 4-5.TE: Enrichment: page 5.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the history of therising new civilization of AD500-1450.







1. Explains the importance of the Byzantine Empire incontinuing the legacy of Rome and establishing theOrthodox branch of Christianity.


2. Describes the development and beliefs of Islam (e.g.,Koran, Five Pillars, role of Mohammed, Sunni and ShiiteIslam, Place of women in Islamic society).


3. Compares and contrasts Islamic achievements with those ofmedieval Europe (e.g., science, education, architecture,mathematics, medicine, the arts, and literature).


4. Analyzes the impact of interaction with the Islamic worldon the culture of medieval Europe (i.e., Crusades, trade,rediscovery of Greek and Roman learning).


5. Describes feudalism, manorialism, and Roman Catholicismas the dominant political, economic, religious, and socialsystems of medieval Europe.


6. Explains how and why Russia developed a different culturethan Western Europe not part of Roman Empire, Byzantineinfluenced, Mongol domination).


7. Describes the origins of representative government inEngland (i.e., Magna Carta and the Model Parliament of1295).

SE: Text: page 27-28, 574-579. Interpreting Tables: page 26.TE: Activity: page 49. Spotlight On: page 27.TECH: Decision America Video: Issue 11: Can Government be too

Democratic? A look at British Parliament.

8. Contrasts the unbroken continuity of civilization in Chinawith the disruption in the West after the fall of Rome.


9. Describes the influence of China on Japan (Buddhism,Confucianism, the arts, writing).







Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the history of theworld during the emerging global age 1400-1750.


1. Explains the significance of the Renaissance through theaccomplishments of Raphael, Leonardo Da Vinci,Michelangelo, Machiavelli, Shakespeare, and Guttenberg.


2. Explains the signficance of the Reformation (e.g., the ideasof Luther and Calvin, the English Reformation, conflictrelated to the Reformation, the Catholic Reformation,religious warfare).


3. Describes absolute monarchy in Europe (e.g., Phillip II,France from Henry IV to Louis XIV, Frederick the Great,and Peter the Great).

SE: Text: page 6The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

4. Explains the significance of the Scientific Revolution (i.e.,Copernicus, Bacon, Harvey, Galileo, Newton; invention oftelescope, microscope).


5. Describes and explains the significance of the English CivilWar and Glorious Revolution (e.g., limiting the power ofthe absolute Monarch, power shifting to Parliament).

SE: Text: page 27-28.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

6. Analyzes the impact of European expansion into theAmericas, Arica, and Asia (i.e., the establishment ofcolonial empires, the Columbian Exchange, growth ofslavery, advances in navigation, influence of Christianity,rise of mercantilism and capitalism).







7. Describes the accomplishments and significance of theOttoman, Safavid, and Moghul Empires.


8. Describes major developments in Japan (e.g., Japan movingfrom feudal disorder to stability under the TokugawaShogunate, isolationism, cultural accomplishments.


9. Describes major developments in china (e.g., Ming navalexpeditions; isolationism, restrictions on expeditions, trade,expeditions, and merchants; flourishing of Chinese arts).


Benchmark 5: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the history of theworld during the Age of Revolutions to 1914.


1. Summarizes the ideas of major figures of the Enlightenment(i.e., Hobbes, Locke, Voltaire, Montesquieu, Rosseau,Wollstonecraft).

SE: Text: pages 6, 27, 45, 56-57, 73-80.TE: Spotlight On: page 56. Did You Know?: page 57.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

2. Examines the development of political revolutions in theAmericas (e.g., American Revolution, ToussaintL’Ouverture, Simon Bolivar, Hidalgo).


3. Analyzes the major events, causes, and outcomes of theFrench Revolution (i.e., economic crisis, social unrest,influence of the Enlightenment ideas, Declaration of theRights of Man, Bastille, Robespierre, the Terror,Thermidore, the rise and fall of Napoleon, the ViennaSettlement of 1815).

SE: Text: page 609, 613-614, 618.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.






4. Analyzes the impact of the Industrial Revolution (i.e.,improvements in production transportation; ideas of Smith,Malthus, Ricardo, Marx, Mill, the Utopian Socialists; therise of an urban working class and labor union; reformmovements and the extension of the suffrage).

SE: Text: page 609, 613-614, 618.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

5. Describes the impact of Western nationalism andimperialism (e.g., unification of Germany and Italy,competition for colonies in Africa and Asia, (ideology ofSocial Darwinism and Rebellion, Boxer Rebellion, and SunYat Sen).


6. Examine key developments in the search for politicaldemocracy and social justice (e.g., revolutions of 1848;emancipation of serfs in Russia and ending of slavery in theUnited States; extension of suffrage for both men andwomen, Elizabeth Cady Stanton and the Pankhursts; rise ofBolshevism).


7. Explains the rise of Meiji Japan as a World Power (i.e.,industrialization, militarization, the Sino-Japanese War, theRusso-Japanese War).


8. Describes the discoveries and ideas of major figures inscience and medicine (e.g., Nightingale, Pasteur, Lister,Darwin, Einstein, the Curies, and Freud).


Benchmark 6: The student uses a working knowledge and understanding of individuals, groups, ideas, era, developments, and turning points in the historyof the world during the Era of Global Wars, 1914-1945.







1. Explains the origin, course, and consequences of World WarI (i.e., Impact of technology, trench warfare, impact oncivilization, nationalism, entangling alliances, imperialism,militarism, industrialism, attempt at internationcooperation, Russian Revolution, rise of fascism; HitlerCultural Disillusionment, Growth of Nationalism).

SE: Text: page 438, 442, 593.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

2. Describes the establishment and development of the SovietUnion (e.g., Russian Revolutions of 1905, March 1917,November 1917, Lenin, Stalin, Trotsky, Russian CivilWar, New Economic Policy, secret police and purges).

SE: Text: page 618-623.TE: Focus: page 618. Reading Strategy: page 618. Vocabulary: page

618. Instruct: page 619, 620. Did You Know: page 619.Enrichment: page 620. Spotlight On: page 621. Activity: page623. Reteach: page 623. Closure: page 623.

TR: Unit 6 Chapter 23 Section 3: page 30-33.

3. Describes the origins, course, and consequences of WorldWar II (e.g., Failure of the League of Nations, Reactionagainst Versailles Treaty, Failure of Appeasement, Japaneseimperialism, Military technology, belligerents’ strategy,Nuclear Age, Cold War, emergence of superpowers, regionalsecurity alliances, United Nations).

SE: Text: pages 369, 425-426, 438, 442, 487, 582, 594.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

4. Describes the rise of anti-colonial and national movementsdirected against European imperialism (e.g., Gandhi, HoChi Minh, Kuomingtang).


5. Describes the changes in economic conditions and socialstructures (i.e., global depression, urbanization, labor,modernism in art and literature, class conflict).


6. Analyzes the impact of science and technology (e.g.,communications, medicine, transportation, energy sources).


Benchmark 7: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in history of theworld since World War II.







1. Describes major events in the history of the cold War (e.g.,the establishment of the Soviet Bloc, Mao’s victory inChina, the Truman Doctrine, the Marshall Plan, theformation of NATO, the Berlin Blockade, the “IronCurtain”, the Berlin Wall, the Cuban missile crisis,attempts at freedom in Hungary and Czechoslovakia).

SE: Text: page 442-445.TE: Activity: page 442. Instruct: page 443. Spotlight On: page 444.

Enrichment: page 445.TR: Historical and Legal Documents: page 28.TECH: Our Times CD ROM

2. Analyzes the impact of the collapse of the Soviet Union onworld peace and stability (e.g., economic crisis in Russia,conflict in the Balkings).

SE: Text: page 446. Interpreting Graphs: page 446.The foundation and extension for this indicator can be found in Prentice Hall’sWorld History Connections to Today.

3. Analyzes the role of ideology, nationalism, religion, andthe struggle for human rights in regional conflicts (e.g.,Northern Ireland, Latin America, the Balkins, India andPakistan, U.S. Civil Rights, the Middle East, Rwanda).


4. Analyzes the potential and problems presented by advancesin science, technology, economics, and culture (e.g., geneticengineering, space exploration, television, growth ofeducation).


5. Describes the changes in economic conditions and socialstructures (e.g., mass education, population explosion,global economy, human rights, corporatism).


6. Analyzes the impact of science and technology (i.e.,biotechnology, space global communications,immunization, environmentalism).




1. Analyzes historical materials to trace development of anidea or trend across space or over a prolonged period of timeto explain patterns of historical continuity







2. Develops and implements effective research strategies forinvestigating a given historical topic.

SE: Skill Lessons: pages 50, 124, 180, 228, 348, 454, 540, 600.

3. Examines and analyzes primary and secondary sources inorder to differentiate historical facts and historicalinterpretations.

SE: Close Up on Primary Sources: pages 68, 92, 152, 206, 278, 376,480, 512, 568. Voices on Government: pages 18, 41, 62, 84, 103,135, 167, 193, 212, 245, 260, 300, 347, 358, 388, 418, 447, 471,503, 518, 595, 610, 632, 671.

4. Compares competing historical narratives, by contrastingdifferent historians’ choice questions, use and choice ofsources, perspectives, beliefs, and points of view, in todemonstrate how these factors contribute to differentinterpretations.
