Minnesota Academic Standards in History and Social …€¦ · Minnesota Academic Standards in...

MinnesotaAcademic Standardsin History and Social Studies

correlated to the

PE = Pupil’s EditionTE = Teacher’s Edition

1

McDougal LittellWorld Geography ©2007

correlated to theMinnesota Academic Standards in History and Social Studies

Minnesota Academic Standards in History and Social StudiesHISTORY

UNITED STATES HISTORY GRADES 9–12

Strand Sub-Strand Standards Benchmarks Correlation

I. U.S.HISTORY

A. IndigenousPeople of NorthAmerica

The student willdemonstrateknowledge ofindigenous culturesin North Americaprior to and duringwestern exploration.

1. Students will identify important culturalaspects and regional variations of major NorthAmerican Indian nations.

PE/TE: 104, 135, 155–156, 159, 169,171, (GeoActivity, Int. Act.), 217, 309,563 (GeoActivity), 657Add’l TE: 719

1. Students will identify the stages andmotives of European oceanic and overlandexploration from the 15th to the 17thcenturies.

PE/TE: 135–136, 155, 159, 166, 217,291Add’l TE: 685

2. Students will describe the consequences ofearly interactions between Europeans andAmerican Indian nations.

PE/TE: 135–136, 159, 217, 218–219,291

Add’l TE: 719

I. U.S.HISTORY

B. Three WorldsConverge,1450–1763

The student willunderstand howEuropean explorationand colonizationresulted in culturaland ecologicalinteractions amongpreviouslyunconnected peoples. 3. Students will describe key characteristics

of West African kingdoms and thedevelopment of the Atlantic slave trade.

PE/TE: 442–443, 445 (#3.a), 449,452 (#2), 458 (#5)Add’l TE: 399

McDougal Littell World Geography ©2007 correlated to theMinnesota Academic Standards in History and Social Studies

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1. Students will compare and contrast lifewithin the colonies and their geographicalareas, including New England, Mid-Atlantic,and Southern colonies, and analyze theirimpact.

Can be taught in conjunction with:

PE/TE: 135–136

Add’l TE: 133c

I. U.S.HISTORY

B. Three WorldsConverge,1450–1763

The student willdemonstrateknowledge of thecolonies and thefactors that shapedcolonial NorthAmerica. 2. Students will identify the growing

differences and tensions between theEuropean colonies, England and AmericanIndian Nations.

PE/TE: 136

Add’l TE: 719

I. U.S.HISTORY

C. Three WorldsConverge,1450–1763

The student willunderstand theeconomic develop-ment of the Englishcolonies in NorthAmerica and theexploitation ofenslaved Africans.

1. Students will describe and evaluate theenslavement of Africans, the Middle Passageand the use of slave labor in Europeancolonies.

PE/TE: 136, 442, 449


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1. Students will analyze the major economic,political, and philosophical conflicts leading tothe American Revolution including the roles ofthe First and Second Continental Congressesand the Declaration of Independence.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. For indepth coverage of the history of therevolutionary war, see McDougal,Littell’s The AmericansPE/TE: S28, 70–71, 82–84, 94–95,96–102, 103–108, 109–112, 126 (#11–15),127 (# 1)

2. Students will explain how and why theAmericans won the war against superiorBritish resources, analyzing the role of keyleaders, major campaigns and events, andparticipation by ordinary soldiers andcivilians.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. For indepth coverage of the history of therevolutionary war, see McDougal,Littell’s The Americans

PE/TE: 93d, 100–102, 103–108,113–117, 118–123, 124, 126(#16–19, 1,2)127 (#2, 3), R26

I. U.SHISTORY

D. Revolutionand the NewNation,1763–1820

The student willdemonstrateknowledge of thecauses, course, andconsequences of theAmericanRevolution.

3. Students will explain the impact of theRevolutionary War on groups within Americansociety, including loyalists, patriots, womenand men, Euro-Americans, enslaved and freeAfrican Americans, and American Indians.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. For indepth coverage of the history of theRevolutionary War, see McDougal,Littell’s The AmericansPE/TE: 106–108, 117, 122–123, 124,126 (#18), 127 (Alt. Ass. #1, 2)


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1. Students will identify and explain the basicprinciples that were set forth in the documentsthat declared the nation’s independence (theDeclaration of Independence, inalienablerights and self-evident truths) and thatestablished the new nation’s government(the Constitution).

PE/TE: 139

See also McDougal, Littell’s TheAmericans PE/TE: 109–112, 122, 123,130–131, 143–144, 149, 150 (#7),152–173, 176–177, 180–181, 466, 491

Add’l TE: 129c, 129d

2. Students will describe and evaluate themajor achievements and problems of theConfederation period, and analyze the debatesover the Articles of Confederation and therevision of governmental institutions thatcreated the U.S. Constitution and the Bill ofRights, and the interpretive function of theSupreme Court.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the early years ofthe republic, see McDougal, Littell’sThe AmericansPE/TE: 130–131, 132–137, 138–139,140–144, 145–149, 150, 151, 163,166–173, 183, 199, 206–207, 208 (#8),209 (#2), 219–220Add’l TE: 129c, 129d

I. U.SHISTORY

E. Revolutionand the NewNation,1763–1820

The student willunderstand thefoundation of theAmerican governmentand nation.

3. Students will describe and explain theemergence of the first American party system.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the emergence ofU.S. political parties, see McDougal,Littell’s The AmericansPE/TE: 146, 147–149, 150 (#9, #1),151 (#1, 2), 184–187, 208 (#2, #1)Add’l TE: 179c, 179d


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1. Students will describe the causes andanalyze the effects of the Louisiana Purchase,the War of 1812, and the Monroe Doctrine.

PE/TE: 135, 139 (#1), 152 (#2)

Add’l TE: 137

2. Students will analyze the impact ofterritorial expansion on American Indiannations and the evolution of federal and stateIndian policies.

Add’l TE: 719

See also McDougal, Littell’s TheAmericansPE/TE: R7, 135, 192–194, 203, 226–229,236 (#6, #2), 272–273, 281–282, 285 (#3)Add’l TE: 209c

I. U.SHISTORY

F. Expansion,Innovation, andReform,1801–1861

The student willdemonstrateknowledge of theearly republic andhow territorialexpansion affectedforeign relations.

3. Students will analyze the causes andconsequences of U.S. geographic expansion tothe Pacific, including the concept of ManifestDestiny and the Mexican-American War.

PE/TE: R12

See also McDougal, Littell’s TheAmericansPE/TE: R6, 215, 220–223, 272–273,278–279, 280–285, 286–287, 288–292,293–299, 300 (#3–8, #1),301 (#1–4, Alt. Ass. #1), 306



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1. Students will describe and analyze theimpact of innovations in industry, technologyand transportation on life in America.

PE/TE: 129, 130, 356 (GeoActivity),I. U.SHISTORY

G. Expansion,Innovation, andReform,1801–1861

The student willunderstand howexplosive growth(economic,demographic,geographic) andtechnologicalinnovationtransformed Americansociety.

2. Students will examine demographic growthand patterns of population change and theirconsequences for American society before theCivil War.

PE/TE: 136, 153 (#2.b, map,GeoActivity), R12

I. U.SHISTORY

H. Expansion,Innovation, andReform,1801–1861

The student willunderstand the sources,characteristics, andeffects of antebellumreform movements.

1. Students will understand the sources,characteristics and effects of cultural, religiousand social reform movements, including theabolition, temperance, and women’s rightsmovements.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of reform movementsin America in the early 1800s, seeMcDougal, Littell’s The Americans

PE/TE: S11, S13, 240–245, 246–247,248–250, 253 (#3), 254–258,268 (#1–3, 6, #1, 2, 4),289 (#1, 3, 4, Alt. Ass. #2), R12Add’l TE: 237c, 237d


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I. U.SHISTORY

H. Expansion,Innovation, andReform,1801–1861

The student willunderstand theextension, restriction,and reorganization ofpolitical democracyafter 1800.

1. Students will describe and analyze changesin American political life including the spreadof universal white male suffrage, restrictionson free African Americans, and theemergence of the Second Party System.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. For in-depth coverage of political changesin the early 1800s, see McDougal,Littell’s The Americans

PE/TE: 133, 174, 175 (#2), 186–187,224–226, 236 (#5), 252Add’l TE: 148

1. Students will identify and explain theeconomic, social, and cultural differencesbetween the North and the South.

PE/TE: 136, 153 (#2.a)I. U.S

HISTORY

I. Civil War andReconstruction,1850–1877

The student willdemonstrateknowledge of thelong- and short-termcauses of the CivilWar

2. Students will understand and analyze thepolitical impact of debates over slavery andgrowing sectional polarization in key eventsincluding the Missouri Compromise, theCompromise of 1850 and the Fugitive SlaveLaw, the rise of the Republican party, theSouthern secession movement and theformation of the Confederacy.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the debate overslavery, see McDougal, Littell’s TheAmericansPE/TE: 222–223, 230–232, 235 (#3),236 (#4, 7, #1, 3), 237 (#2, Alt. Ass #1),252–253, 268 (#4, #4), 270–271, 294,302–303, 306–309, 310–317, 318–321,323, 324–331, 332–333, 334, 335, R36Add’l TE: 301c, 301d


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1. Students will identify events and leaders ofthe war, and analyze how the differences inresources of the Union and Confederacy(economy, technology, demography, geography,political and military leadership) affected thecourse of the war and Union victory.

PE/TE: 136

See also McDougal, Littell’s TheAmericansPE/TE: 270–271, 335, 338–3345,346–350, 353–354, 356 (#2), 357–360,362–365, 366–371, 372, 373Add’l TE: 335c, 335d

2. Students will describe and explain the socialexperience of the war on battlefield and homefront, in the Union and the Confederacy.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the Civil War, seeMcDougal, Littell’s The AmericansPE/TE: S19, 351–352, 354–356,368–370, 372 (#4), 373 (Alt. Ass. #2)Add’l TE: 335c

I. U.SHISTORY


The student willunderstand the course,character, andoutcome of the CivilWar.

3. Students will analyze the significance ofLincoln’s Gettysburg Address and its viewsof American political life.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forcoverage of the Gettysburg Address,see McDougal, Littell’s The AmericansPE/TE: 361

Add’l TE: 335d


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1. Students will describe the content of andreasons for the different phases of Reconstruc-tion, and analyze their successes and failuresin transforming social and race relations.

PE/TE: 136

See also McDougal, Littell’s TheAmericansPE/TE: S29, 374–375, 376–382,383–392, 383–401, 402, 403


I. U.SHISTORY


The student willdemonstrateknowledge of theconsequences ofCivil War andReconstruction.

2. Students will understand and explain thepolitical impact of the war and its aftermath inReconstruction, including emancipation andthe redefinition of freedom and citizenship,expansion of the federal bureaucracy,expansion of federal authority and its impacton states’ rights.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the political effectsof Reconstruction, see McDougal,Littell’s The AmericansPE/TE: 322–323, 368–371,372 (#7, #1), 373 (#4), 379–380,382, 384–389, 402 (#2, 5, #2, 4),403 (#2, Alt. Ass. #2), 466Add’l TE: 373c

I. U.S.HISTORY

J. Reshaping theNation and theEmergence ofModern America,1877–1916

The student willanalyze the processof WestwardExpansion in the late19th Century.

1. Students will demonstrate knowledge ofthe effects of post-Civil War westwardexpansion including the resulting conflictswith American Indian nations.

PE/TE: 122, 137, 153 (#2.b., map)


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1. Students will demonstrate knowledge abouthow the rise of corporations, heavy industry,and mechanized farming transformed theAmerican economy, including the role of keyinventions and the growth of national markets.

PE/TE: 136, 137, 140I. U.S.HISTORY


The student willdescribe and analyzethe linked processesof industrializationand urbanizationafter 1870. 2. Students will demonstrate knowledge of the

rapid growth of cities and the transformation ofurban life, including the impact of migrationfrom farms and new technologies, the develop-ment of urban political machines, and their rolein financing, governing, and policing cities.

PE/TE: 137, 141

I. U.S.HISTORY


The student willdemonstrateknowledge of thecauses andconsequences ofimmigration to theUnited States from1870 to the firstWorld War.

1. Students will demonstrate knowledge of themassive wave of “New” immigration after1870, its differences from the “Old”immigration, and its impact on new socialpatterns, conflicts, and ideas of national unity.

PE/TE: 137


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I. U.S.HISTORY


The student willunderstand theorigins of racialsegregation.

1. Students will demonstrate knowledge of theimposition of racial segregation, AfricanAmerican disfranchisement, and growth ofracial violence in the post-reconstructionSouth, the rise of “scientific racism,” and thedebates among African-Americans about howbest to work for racial equality.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the political effectsof Reconstruction, see McDougal,Littell’s The Americans

PE/TE: 393–395, 387–401,402 (#7, #2, 4), 451, 469, 490–491,492–495, 496–497, 506 (#5), 507 (#1),530–531, 541–543, 544 (#11)Add’l TE: 509c

I. U.S.HISTORY


The student willdescribe howindustrializationchanged nature ofwork and the originsand role of laborunions in the 1870s,1880s, and 1890s.

1. Students will demonstrate knowledge abouthow the rise of industry changed the nature ofwork in factories, the origins of labor unions,and the role of state and federal governmentsin labor conflicts.

PE/TE: 137, 140

I. U.S.HISTORY


The student willunderstand thechanging dynamicsof national politics inthe late 19th Century.

1. Students will demonstrate knowledge aboutthe ways the American people responded tosocial, economic, and political changes throughelectoral politics and social movements suchas populism and temperance.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of political movementsin the late 1800s, see McDougal, Littell’sThe AmericansPE/TE: 425–429, 432 (#7, 8), 472, 474,478 (#5), 479 (Alt. Ass. #1), 510–511,512–513, 515–518, 544 (#5), 643


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I. U.S.HISTORY


The student willunderstand the causesand consequences ofAmerican expansion-ism and the Spanish-American War.

1. Students will examine the causes of theSpanish-American war and analyze its effectson foreign policy, national identity, and thedebate over the new role of America as agrowing power in the Pacific and LatinAmerica.

PE/TE: 137 (time line), 222

See also McDougal, Littell’s TheAmericans PE/TE: S20, 546–547,548–551, 552–557, 558–564, 565–571,572–573, 574, 575, 610, 611 (#1)



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Strand Sub–Strand Standards Benchmarks Correlation

1. Students will demonstrate knowledge ofhow Progressives addressed problems ofindustrial capitalism, urbanization, andpolitical corruption.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the Progressivemovement, see McDougal, Littell’s TheAmericansPE/TE: 510–511, 512–518, 523,525–528, 531 (#2, 3), 532–533, 534–537,538, 541–543, 544 (#1–3, 5–7, #2), 545,616–617, 623–624, 636 (#1),637 (#2, Alt. Ass. #1), R14, R34–R35Add’l TE: 509c, 509d

I. U.S.HISTORY

K. TheEmergence ofModern America,1890–1930

The student willanalyze the widerange of reformefforts known asProgressivismbetween 1890 andthe first World War.

2. Students will analyze the debates aboutwoman suffrage and demonstrate knowledgeof the successful campaign that led to theadoption of the 19th Amendment grantingwomen the right to vote.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of the womansuffrage campaign, see McDougal,Littell’s The AmericansPE/TE: S9, 257–258, 268 (#6), 510–511,521–522, 538, 540–541, 544 (#5)Add’l TE: 170


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I. U.S.HISTORY


The student willunderstand the causesand consequences ofWorld War I.

1. Students will analyze the causes of WorldWar I and identify key people, major events,and the war’s impact on American foreignand domestic policy.

PE/TE: 311, 315 (#4), R9

I. U.S.HISTORY


1. Students will analyze how developmentsin industrialization, transportation,communication, and urban mass culturechanged American life.

PE/TE: 88, 89, 138, 140, 356(GeoActivity)

The student willunderstand how theUnited Stateschanged politically,culturally, andeconomically fromthe end of WorldWar I to the eve ofthe Great Depression.

2. Students will describe key social changesrelated to immigration, social policy, and racerelations.

World Geography discusses U.S.history in brief, in the context of thehuman geography of the United States.For in-depth coverage of social changesin the 1920s, see McDougal, Littell’sThe AmericansPE/TE: 488–491, 492–495, 496–497,530–531, 597–600, 601 (#2, 5), 618,619–623, 624 (#2, 3, 5), 634, 636 (#1,2), 644–645, 646–649, 658–659, 663(#3), 666 (#7), 667 (#3), 712–713, 729(Alt. Ass. #2)Add’l TE: 457c, 479c, 615d


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I. U.S.HISTORY


The student willunderstand how theUnited Stateschanged politically,culturally, andeconomically fromthe end of WorldWar I to the eve ofthe Great Depression.

3. Students will examine the changing role ofart, literature and music in the 1920s and 30s.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of art, literature, andmusic in the 1920s and 1930s, seeMcDougal, Littell’s The Americans

PE/TE: 638–639, 656–657, 658–663,665, 666 (#6, 8, #1), 667 (#2, 2),718–720, 728 (#7–8), R24Add’l TE: 614–615, 637c, 637d

1. Students will demonstrate knowledge of thecauses of the Great Depression and how itaffected Americans in all walks of life.

PE/TE: 138I. U.S.HISTORY

L. The GreatDepression andWorld War II,1929–1945

The student willunderstand theorigins and impact ofGreat Depression andthe New Deal,1929–1940.

2. Students will demonstrate knowledge ofhow the New Deal addressed the GreatDepression and transformed Americanfederalism.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States.For in-depth coverage of the New Deal,see McDougal, Littell’s The AmericansPE/TE: S32–S33, 692–693, 694–700,701–707, 708–709, 710–718, 721–725,726–727, 728, 729

Add’l TE: 691c, 691c


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1. Students will demonstrate knowledge of theinternational background of World War II andthe debates over American involvement in theconflict.

PE/TE: 138, 292–293, R9

2. Students will demonstrate knowledge ofkey leaders and events of World War II andhow the Allies prevailed.

PE/TE: 298, 302, 304, 310, 320, 363,652, 713

I. U.S.HISTORY

M. The GreatDepression andWorld War II,1929–1945

The student willunderstand theorigins of WorldWar II, the courseof the war, and theimpact of the war onAmerican society.

3. Students will describe the impact of the waron people such as women, African Americansand Japanese Americans.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of World War II’seffects on Americans, see McDougal,Littell’s The AmericansPE/TE: S26, 768, 769–772, 774, 779,785, 796–801. 802–803, 804 (#1, 10, #1),805 (Alt. Ass. #2)


1. Students will demonstrate knowledge ofsocial transformation in post-war United States.

PE/TE: 138I. U.S.HISTORY

N. Post-WarUnited States,1945–1972

The student willunderstand the socialand economic changesin the United States,1945–1960

2. Students will understand the post-wareconomic boom and its impact on demographicpatterns, role of labor, and multinationalcorporations.

PE/TE: 138, 140, 142, 152 (#18)


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1. Students will demonstrate knowledge ofkey events of the Cold War and the causesand consequences of the Korean War.

PE/TE: 138, 382 (#3), 648, 650 (#3),658 (#6)

Add’l TE: 633c

I. U.S.HISTORY


The student willunderstand the ColdWar, its causes,consequences and itsmilitary conflicts. 2. Students will analyze America’s

involvement in the Vietnam War.PE/TE: 138, 694, 707, 709 (#3.b),724 (#13)

1. Students will demonstrate knowledge of thedomestic policies and civil rights issues of theTruman and Eisenhower administrations.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of domestic policies ofTruman and Eisenhower, see McDougal,Littell’s The AmericansPE/TE: 841, 843–846, 852, 859,867, 868–869, 870 (#2), 897, 906–913,914–915, 932 (#1, 3), 933 (#1, Alt. Ass.#2), R23Add’l TE: 903c, 903d

I. U.S.HISTORY


The student willunderstand the keydomestic politicalissues and debates inthe postwar era to1972.

2. Students will analyze provisions ofKennedy’s New Frontier and Johnson’sGreat Society.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. Forin-depth coverage of domestic policies ofKennedy and Johnson, see McDougal,Littell’s The AmericansPE/TE: 874–875, 885–888, 889 (#2, 3),892–897, 898–899, 902, 903, 904–905,920, 922, R33Add’l TE: 873c, 873d


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3. Students will analyze the impact of theforeign and domestic policies of Nixon.

World Geography discusses U.S. historyin brief, in the context of the humangeography of the United States. For in-depth coverage of the Nixon presidency,see McDougal, Littell’s The Americans

PE/TE: 960–966, 967 (#3), 970 (#1),971 (#2), 998–999, 1000–1007,1008–1013, 1028, 1032 (#1–4, #2)1033 (#2, Alt. Ass. #1), R2, R3Add’l TE: 997c, 997d

I. U.S.HISTORY


The student willunderstand the changesin legal definitions ofindividual rights in the1960 and 1970s and thesocial movements thatprompted them.

1. Students will demonstrate knowledge of the“rights revolution” including the civil rightsmovement, women’s rights movements,expansion of civil liberties, and environmentaland consumer protection.

PE/TE: 138

1. Students will demonstrate knowledge of thechanging domestic and foreign policies in theFord, Carter, Reagan, George H. W. Bush,Clinton, and George W. Bush administrations.

PE/TE: 517, 518

Add’l TE: 501d

2. Students will demonstrate knowledge ofeconomic, social, and cultural developmentsin contemporary United States.

PE/TE: 138, 140

I. U.S.HISTORY

O. ContemporaryUnited States,1970 to thepresent

The student willunderstand theevolution of foreignand domestic policyin the last threedecades of the 20thCentury and thebeginning of the 21stCentury.

3. Students will know and describe thepolitical and economic policies thatcontributed to the collapse of the SovietUnion and the end of the Cold War.

PE/TE: 138, 298, 312, 315 (3.b), 338,363, 367 (#3.c), 643


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WORLD HISTORY GRADES 9–12


1. Students will analyze the biological,cultural, geographic, and environmentalprocesses that gave rise to the earliest humancommunities.

PE/TE: 289, 431, 657, 718–719III. WORLDHISTORY

A. Beginnings ofHuman Societyand EarlyCivilizations, to1000 BC

The student willdemonstrateknowledge of theearliest humansocieties and theprocesses that led tothe emergence ofagricultural societiesaround the world.

2. Students will describe innovations thatgave rise to developed agriculture andpermanent settlements and analyze the impactof these changes.

PE/TE: 127, 135

1. Students will locate various civilizations ofthe era in time and place, and describe, and,Israel compare the cultures of these variouscivilizations.

PE/TE: 289, 398, 438–439, 441 (#3.a),489, 500 (#13), 516, 567, 573, 590 (34),612, 635, 647Add’l TE: 399

III. WORLDHISTORY

A. Beginnings ofHuman Societyand EarlyCivilizations, to1000 BC

The student willdemonstrateknowledge of themajor characteristicsof civilization andthe process of itsemergence.

2. Students will analyze the spread ofagricultural societies, and populationmovements.

PE/TE: 302, 371, 438–439, 448, 458(#7), 567, 584, 643, 695, 698, 699,712–713, 718, 724 (#20, #5), 725 (#2.b)

III. WORLDHISTORY

B. WorldCivilizations andReligions,1000 BC–500 AD

The student willdemonstrateknowledge of ancientcivilizations in Southand East Asia.

1. Students will locate various civilizations ofthe era in India, China, Korea and Japan, anddescribe their structures and interactions.

PE/TE: 544, 567–568, 573, 612, 619,635, 647, 651, 658 (#19)Add’l TE: 565d

III. WORLDHISTORY


The student willdemonstrateknowledge of ancientAfrican civilizations.

1. Students will locate various Africancivilizations and describe their structures andways of living.

PE/TE: 23, 431, 438


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III. WORLDHISTORY


The student willdemonstrateknowledge of ancientMesoamerican andSouth Americancivilizations.

1. Students will locate various Mesoamericanand South American civilizations and describetheir structures and ways of living.

PE/TE: 77, 509, 717

1. Students will analyze the influence ofgeography on Greek economic, social, andpolitical development, and compare the socialand political structure of the Greek city-stateswith other contemporary civilizations.

PE/TE: 289

Add’l TE: 485

III. WORLDHISTORY


The student willdemonstrateknowledge of ancientGreek civilizationand its influencethroughout Eurasia,Africa and theMediterranean.

2. Students will analyze the influence ofGreek civilization beyond the Aegeanincluding the conflicts with the Persianempire, contacts with Egypt and South Asia,and the spread of Hellenistic culturethroughout the Mediterranean.

PE/TE: 91, 289–290, 439, 567, 657


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1. Students will analyze the influence ofgeography on Roman economic, social andpolitical development, and compare its socialand political structure to other contemporarycivilizations.

PE/TE: 289, 290, 296

2. Students will compare Roman militaryconquests and empire building with those ofother contemporary civilizations.

PE/TE: 289, 290, 296, 302, 439

Add’l TE: 485

3. Students will analyze the influence ofRoman civilization, including the contacts andconflicts with it and other peoples and civili-zations in Eurasia, Africa and the Near East.

PE/TE: 273, 291–292, 296, 302, 497

III. WORLDHISTORY

B. WorldCivilizations andReligions, 1000BC–500 AD

The student willdemonstrateknowledge of ancientRome from about500 BC to 500 ADand its influence inrelation to othercontemporarycivilizations.

4. Students will compare the disintegration ofthe Western Roman Empire with the fate ofother contemporary empires.

PE/TE: 290, 302

III. WORLDHISTORY

C. WorldCivilizations andReligions, 1500BC–700 AD

The student willdemonstrateknowledge of thehistory and rise ofmajor worldreligions.

1. Students will understand the history,geographic locations, and characteristics ofmajor world religions, including Judaism,Hinduism, Buddhism, Confucianism,Christianity, Islam, as well as indigenousreligious traditions.

PE/TE: 75–77, 290, 371, 502, 503–504,507, 508, 509, 510–511, 522, 560,564 (#12, 14, #9), 571–572, 576,582–583, 590 (#15, 20), 638, 639 (#3.b),658 (#3), 676, 705, 727, 729, R13

Add’l TE: 406, 439, 501c, 512, 537c,683


22



1. Students will describe the events leading tothe establishment of Constantinople as thecapital of the Eastern Roman Empire andanalyze the significance of this event.

World Geography discusses Europeanhistory in brief, in the context of thehuman geography of Europe. Forin-depth coverage of the establishmentof the Eastern Roman Empire, seeMcDougal, Littell’s World History:Patterns of InteractionPE/TE: 174–175, 176 (#4, 8, 9),184 (#15, #3), 312

III. WORLDHISTORY

D. EarlyMedieval andByzantium,400 AD–1000AD

The student willdemonstrateknowledge of theByzantine Empire.

2. Students will describe Byzantine culture andexamine disputes and why they led to the splitbetween Eastern and Western Christianity.

PE/TE: 290–291, 311, 314, 365

1. Students will describe the spread andinfluence of Christianity throughout Europeand analyze its impact.

PE/TE: 290, 297

Add’l TE: 287c,

III. WORLDHISTORY

D. EarlyMedieval &Byzantium,400 AD–1000AD

The student willdemonstrateknowledge of Europeduring the MiddleAges from about 500to 1000 AD in termsof its impact onWestern civilization.

2. Students will explain the structure of feudalsociety and analyze how it impacted allaspects of feudal life.

PE/TE: 297


23



1. Students will identify historical turningpoints that affected the spread and influenceof Islamic civilization, including disputes thatled to the split between Sunnis and Shi’ah(Shi’ites).

PE/TE: 75–76, 333, 504–505, 515, 516,522 (#12)

Add’l TE: 517

III. WORLDHISTORY

E. GlobalEncounters,Exchanges, andConflicts,500 AD –1500AD

The student willdemonstrateknowledge of Islamiccivilization fromabout 600 to 1000AD. 2. Student will explain significant features of

the Islamic culture during this period.PE/TE: 291, 333, 504–505

1. Students will describe the influence ofgeography on the cultural and economicdevelopment of Japan, China, Southeast Asiaand India.

PE/TE: 446, 447, 625, 635, 643,647–648, 651–652, 680 (#1), 681,705–706, 709 (#2)

III. WORLDHISTORY

E. GlobalEncounters,Exchanges, andConflicts,500 AD –1500AD

The student willdemonstrateknowledge ofcivilizations andempires of the EasternHemisphere and theirinteractions throughregional tradepatterns.

2. Students will describe the influence ofgeography on the cultural and economicdevelopment of the African kingdoms ofGhana, Mali and Songhai.

PE/TE: 398, 442, 443, 445 (#2, 3.a),444–445, 458 (#5), 459 (#1.a, 3)Add’l TE: 399


24



1. Students will describe the emergence ofEuropean states of Christendom and analyzethe conflicts among them and other Eurasianpowers.

PE/TE: 296–297, 302–303

2. Students will describe the emergence ofIslamic states in Africa, the Near East, Iberiaand India, and analyze the conflicts amongthem and other Eurasian powers.

PE/TE: 291, 371, 378, 382 (#10),439, 441 (#2. 3/b, 4), 458 (#17, #3),459 (#3.a), 567–568, 585, 706Add’l TE: 399, 406

3. Students will analyze the clashes betweenChristendom, Islam, and other peoples andpolities.

PE/TE: 291, 293 (GeoActivity), 439,642–643

III. WORLDHISTORY

E. GlobalEncounters,Exchanges, andConflicts,500 AD–1500AD

The student willdemonstrateknowledge of theinteractions betweenChristendom and theIslamic world,750–1500 AD.

4. Students will analyze the emergence ofthe Ottoman Empire and its implications forChristendom, the Islamic World, and otherpolities.

PE/TE: 311, 439, 511

Add’l TE: 501c


25



1. Students will compare the Indian Oceanregion with the Mediterranean Sea region interms of economic, political, and culturalinteractions, and analyze the nature of theirinteractions after 1250 AD.

PE/TE: 290–291, 431–432, 439

2. Students will compare Chinese explorationand expansion in the Indian Ocean and EastAfrica with European exploration andexpansion in the Atlantic Ocean and WestAfrica.

PE/TE: 217, 223, 302, 442, 449

III. WORLDHISTORY

E. GlobalEncounters,Exchanges, andConflicts,500 AD–1500 AD

The student willdemonstrateknowledge ofoverseas trade,exploration, andexpansion in theMediterranean,Indian, and AtlanticOceans, 1000–1500AD.

3. Students will analyze the economic,political, and cultural impact of maritimeexploration and expansion.

PE/TE: 135–136, 155, 166, 291, 303

Add’l TE: 287c, 685

1. Students will compare the emergence,expansion and structures of Mayan, Incan,and Aztec civilizations.

PE/TE: S9, 201, 210, 217, 218–219,222–223, 230–231, 235 (#3.b), 243(map)

III. WORLDHISTORY

E. GlobalEncounters,Exchanges, andConflicts,500 AD–1500AD

The student willdemonstrateknowledge ofcomplex societiesand civilizations inthe Americas.

2. Students will analyze patterns of longdistance trade centered in Mesoamerica.

World Geography discussesMesoamerican history in brief, in thecontext of the human geography of theAmericas. For in-depth coverage ofMesoamerican trade, see McDougal,Littell’s World History: Patterns ofInteractionPE/TE: 446, 447, 452–453, 455, 460,461, 466 (Vis. Sum.)


26



1. Students will describe the emergence ofEuropean states and analyze the impact.

PE/TE: 297–298

2. Students will explain conflicts amongEurasian powers.

PE/TE: 642–643, 659 (Int. Act.)

3. Students will identify patterns of crisis andrecovery related to the Black Death, andevaluate their impact.

PE/TE: 291, 294–295

III. WORLDHISTORY

E, GlobalEncounters,Exchanges, andConflicts,500 AD–1500AD

The student willdemonstrateknowledge of social,economic, andpolitical changes andcultural achievementsin the late medievalperiod.

4. Students will explain Greek, Roman, andArabic influence on Western Europe.

PE/TE: 289, 291–292

1. Students will explain why European powerswere able to extend political control in someworld regions and not others, in the 15th and16th Centuries.

PE/TE: 135–136, 155, 159, 217, 223,230, 231, 303, 316 (#8), 449, 454, 584,652

2. Students will explain the consequences ofthe exchange of plants, animals, and diseasemicroorganisms in both the Americas andEurasia.

PE/TE: 136, 236, 237, 294, 295, 713,719, 724 (#6)

3. Students will explain the development of aworld market of mineral and agriculturalcommodities.

PE/TE: 135–136, 140, 141, 217, 223,224, 231, 236, 239 (#3.a), 291, 375–376,379 (#2), 443, 503, 584, 706, 713Add’l TE: 359d

III. WORLDHISTORY

F. Emergence ofa Global Age,1450 AD–1800AD

The student willdemonstrateknowledge ofeconomic and politicalinteractions amongpeoples of Europe,Asia, Africa, and theAmericas.

4. Students will explain the development ofthe trans-Atlantic African slave trade and itsimpact on African and American societies.

PE/TE: 136, 223, 227 (#4), 236, 239,442, 449, 452 (#2)


27



1. Students will identify and analyze theeconomic foundations of the Renaissance.

PE/TE: 291, 292, 293 (#1, 3.a)

2. Students will describe the rise of the Italiancity–states, identify the role of politicalleaders, and evaluate the impact.

PE/TE: 291, 293 (GeoActivity), 297

3. Students will identify individuals andanalyze their contributions to the artistic,literary, and philosophical creativity of theperiod.

PE/TE: 291, 292, 293 (#1, 3.a)

III. WORLDHISTORY


The student willdemonstrateknowledge ofdevelopment leadingto the Renaissanceand Reformation inEurope in terms of itsimpact on Westerncivilization.

4. Students will analyze the short– and long-term effects of the religious, political andeconomic differences that emerged during theReformation.

PE/TE: 291, 297, 316 (#4)

1. Students will identify and explain the impactof exploration on culture and economies.

PE/TE: 136, 142–143, 152 (#12, #1, 5),155–156, 161, 163, 170 (#1, 6), 171 (#3),217–219, 221 (#1, 2), 223–225,227 (#2, 3, 4), 230–231, 232–233,236–237, 239 (#2, 3.a, 3.c),242 (#1, 3, 8, 9), 243 (#1.a, 3), 303, 636,706, 708, 713, 714, 715 (#3.a), 719, 722,723 (#3.c)

Add’l TE: 685

III. WORLDHISTORY


The student willdemonstrateknowledge of thestatus and impact ofglobal trade onregional civilizationsof the world after1500 AD.

2. Students will describe the location anddevelopment of the Ottoman Empire.

PE/TE: 311, 319, 511, 523 (map)Add’l TE: 485


28



1. Students will examine and analyze howtrade-based empires laid the foundation forthe global economy.

PE/TE: 136, 152 (#12), 156, 170 (#1),217, 223–224, 231, 236, 239 (3.a), 303,443, 449, 568, 636, 652, 706, 713

2. Students will explain the impact ofincreased global trade on regional economies.

PE/TE: 136, 156, 170 (#1), 217,223–224, 231, 236, 237, 239 (3.a), 294,295, 303, 443, 449, 568, 636, 652, 706,713, 719, 724 (#6)

3. Students will analyze the impact of militaryconflicts among imperial powers on trade andsovereignty.

PE/TE: 311, 319, 361, 367 (#3.a),371–372, 652

4. Students will understand and analyze therole of religion as an integrative force in theempires.

PE/TE: 161, 237, 297, 504, 638, 713

III. WORLDHISTORY

G. Age ofEmpires andRevolutions,1640 AD–1920AD

The student willdemonstrateknowledge of theintegration of largeterritories underregional and globalempires.

5. Students will understand and analyze theinteraction between imperial governments andindigenous peoples.

PE/TE: 231, 305, 307 (#3.a), 361,367 (#3.a), 568, 706–707, 727–729


29



III. WORLDHISTORY


The student willdemonstrateknowledge ofscientific, political,philosophical,economic and religiouschanges during the17th and 18thCenturies.

1. Students will describe the ScientificRevolution, its leaders, and evaluate its effects.

World Geography discusses Europeanachievements in brief, in the context ofthe human geography of the Europe. Forin-depth coverage of the ScientificRevolution, see McDougal, Littell’sWorld History: Patterns of InteractionPE/TE: 597–598, 602 (#3), 620,623–628, 643 (#9–11, #1–2),647 (Alt. Ass. #2), 764–767

2. Students will describe the Age ofAbsolutism, identify its leaders, and analyzeits impact.

PE/TE: 298

See also McDougal, Littell’s WorldHistory: Patterns of InteractionPE/TE: 586–587, 588, 589–591,592–593, 594–595, 596–602, 605–607,608–611, 618, 619 (Alt. Ass. #1)

Add’l TE: 585, 585B

3. Students will identify the leaders andanalyze the impacts of the English Civil Warand the Glorious Revolution on the develop-ment of English constitutionalism.

World Geography discusses Britishhistory in brief, in the context of thehuman geography of Europe. Forin-depth coverage of the English CivilWar, see McDougal, Littell’s WorldHistory: Patterns of InteractionPE/TE: 614–617, 618 (#19, 20),619 (#1, 2, Alst. Ass. #2, Int. Tech.),706, 708–709, 747


30



4. Students will explain the ideas of theEnlightenment contrasted with ideas ofmedieval Europe, and identify importanthistorical figures and their contributions.

World Geography discusses Europeanhistory in brief, in the context of thehuman geography of the continent. Forin-depth coverage of the Enlightenment,see McDougal, Littell’s World History:Patterns of Interaction

PE/TE: 620–621, 623–624, 629–634,635, 636–639, 643, 646, 647 (#3)Add’l TE: 619B

5. Students will analyze the causes,conditions and consequences of the FrenchRevolution and compare and contrast it withthe American Revolution.

PE/TE: 136, 298

See also McDougal, Littell’s WorldHistory: Patterns of InteractionPE/TE: S33, 584–585, 622, 644, 647(Alt. Ass. #1), 648–649, 650, 651–655,656–661, 662, 663–665, 676 (#9–13, #2,3), 677, 706–707, 708–709, 710–711Add’l TE: 647B


31



1. Students will analyze the Napoleonic Warsand the Concert of Europe.

PE/TE: 298, 355

2. Students will describe the factors leadingto the Revolutions of 1830 and 1848, anddescribe their long-term impact on theexpansion of political rights in Europe.

World Geography discusses Europeanhistory in brief, in the context of thehuman geography of the continent. Forin-depth coverage of the Revolutions of1830 and 1848, see McDougal, Littell’sWorld History: Patterns of InteractionPE/TE: 678, 687–690, 704 (#13, 14)

Add’l TE: 677B

III. WORLDHISTORY


The student willdemonstrateknowledge of politicaland philosophicaldevelopments inEurope during the19th Century.

3. Students will describe major scientific,technological, and philosophical developmentsof the 19th Century and analyze their impact.

World Geography discusses Europeanhistory in brief, in the context of thehuman geography of the continent. Forin-depth coverage of 19th Centuryscience and philosophy, see McDougal,Littell’s World History: Patterns ofInteraction

PE/TE: S28, 698, 700–701, 704 (#18,19, #5), 734–736, 740 (#2–4)


32



1. Students will explain the rise of U.S.influence in the Americas and the Pacific.

PE/TE: 137 (timeline)

Add’l TE: 226

2. Students will analyze the motives andconsequences of European imperialism inAfrica and Asia.

PE/TE: 304, 400, 401, 404–405, 432,435 (#3.b, 4), 449–451, 452 (#2, 3.a, 4),454, 505, 511–512, 706–707, 709 (#2),R9, R10Add’l TE: 305

III. WORLDHISTORY


The student willdemonstrateknowledge ofEuropean andAmerican expansion.

3. Students will compare motives andmethods of various forms of colonialism andvarious colonial powers.

PE/TE: 201, 217–218, 223, 224, 225,230, 231, 291, 303, 304, 404–405, 432,435 (3.b), 449–451, 452 (#3.a, 4), 454,458 (#13, #2), 459 (#1.b, 5), 468, 470,472 (#8, 9), 473, 511, 515 (#3.a), 517,568, 572 (#3.a), 584, 590 (#1), 636, 665,706–707, 713, 718, 719, 727–728,738 (#2), R9Add’l TE: 405, 485, 681, 683, 686, 703c

III. WORLDHISTORY


The student willdemonstrateknowledge of theeffects of the IndustrialRevolution during the19th Century.

1. Students will explain industrialdevelopments and analyze how they broughtabout urbanization as well as social andenvironmental changes.

PE/TE: 137, 284–285, 298, 299, 304,307 (#3.b), 314, 317 (#3), 362

Add’l TE: 287c


33



1. Students will analyze the economic andpolitical causes of World War I and how theyinteracted as well as the impact of technologyon the war.

PE/TE: 298, 311, 315 (#4), R9

2. Students will examine the Treaty ofVersailles and analyze the impact of itsconsequences.

PE/TE: 264–265, 209, 311, 511, R9

3. Students will analyze causes andconsequences of the Russian Revolution andassess its significance.

PE/TE: 363

Add’l TE: 362

See also McDougal, Littell’s WorldHistory: Patterns of InteractionPE/TE: 693, 864, 867–873, 874–879,880–881, 892 (#9–11)

4. Students will examine the League ofNations and analyze the reasons for its failure.

World Geography discusses worldhistory in brief, in the context of thehuman geography. For in-depthcoverage of the League of Nations, seeMcDougal, Littell’s World History:Patterns of Interaction

PE/TE: 859, 916–917, 920 (#3)

III. WORLDHISTORY

H. GlobalConflict,1914 AD–1945AD

The student willdemonstrateknowledge of theworldwide impact ofWorld War I.

5. Students will examine events related to therise and aggression of dictatorial regimes inthe Soviet Union, Germany, Italy and Japan,and the human costs of their actions.

PE/TE: 292–293, 298, 310, 312, 648,653, 707, 713


34



1. Students will analyze economic andpolitical causes of World War II and examinethe role of important individuals during thewar and the impact of their leadership.

PE/TE: 298, 302, 310, 312, 320, 363,652, R9

2. Students will understand and analyzeimpact of the Holocaust and other examplesof genocide in the 20th Century.

PE/TE: 298, 314, 320, 321,330 (#17, 18)

III. WORLDHISTORY

H. GlobalConflict,1914 AD–1945AD

The student willdemonstrateknowledge of theworldwide impact ofWorld War II.

3. Students will explain the reasons for theformation of the United Nations.

PE/TE: 83, 86, 735


35



1. Students will explain how Western Europeand Japan recovered after World War II.

PE/TE: 326, 652–653

2. Students will explain key events andrevolutionary movements of the Cold Warperiod and analyze their significance,including the Berlin Wall, the Berlin airlift,Korean War, Cuban Missile Crisis, Sputnik,the Vietnam War, and the roles of the U.S.and Soviet Union in ending the Cold War.

PE/TE: 138, 298, 312, 315 (#3.b), 363,382 (#3), 636–637, 648, 650 (#3),658 (#6), 707Add’l TE: 265

3. Students will assess the impact of nuclearweapons on world politics.

PE/TE: 377, 379 (#3.b), 383 (#2.b),392–395, 396 (#7–10), 397 (#2, 3, 5),541, 568, 600, 601, 602, 603, 604 (#14),653 (timeline), 700–701, 702 (#18, 10),703 (#2, 3, GeoActivity), 713–714Add’l TE: 335

III. WORLDHISTORY

I. The Post-WarPeriod,1945–Present

The student willdemonstrateknowledge of majorevents and outcomesof the Cold War.

4. Students will identify contributions ofworld leaders of this time period.

TE: 363

World Geography discusses worldhistory in brief, in the context of thehuman geography. For in-depthcoverage of world leaders during theCold War, see McDougal, Littell’sWorld History: Patterns of InteractionPE/TE: 965–966, 967–968, 969–970,972–974, 976–977, 978–980, 984–985,987, 988–991, 992 (#3, 7, 8, 14), 993(#1, 2, Int. Tech.)Add’l TE: 961B


36



1. Students will analyze the independencemovement in India, the role of Gandhi, andthe effectiveness of civil disobedience in thisrevolution.

PE/TE: S11, 568, 590 (#11)

Add’l TE: 305

2. Students will analyze the struggle forindependence in African nations.

PE/TE: 400, 401, 433, 440–441, 444,449, 450–451, 452 (#4), 468–471,472 (#10), 473Add’l TE: 404, 429c

3. Students will explain how internationalconditions contributed to the creation of Israeland analyze why persistent conflict exists inthe region.

PE/TE: 314, 476, 477, 480, 487, 510,511–512, 515 (#4), 532–535, 536 (#8–10)Add’l TE: 474, 523d

4. Students will analyze how Middle Easternprotectorate states achieved independencefrom England and France in the 20th Century,and the current day significance of the oilreserves in this region.

PE/TE: 497–499, 501, 505, 511–512,517, 522 (#2), 523 (#2.a, 5, Int. Act.),529–531, 537 (#2.b)Add’l TE: 501d

III. WORLDHISTORY


The student willdemonstrateknowledge of political,economic, social andcultural aspects ofindependencemovements anddevelopment efforts.

5. Students will understand the reasons for therise of military dictatorships and revolutionarymovements in Latin America.

PE/TE: 218, 232, 235 (#3.a), 249–250,256 (#13–15)


37



1. Students will examine human rightsprinciples and how they have been supportedand violated in the late 20th Century.

PE/TE: 232, 249, 253, 254, 255, 320,321, 330 (#17, 18, #3)

Add’l TE: 703d

III. WORLDHISTORY


The student willdemonstrateknowledge ofsignificant politicaland culturaldevelopments of thelate 20th Century thataffect global relations.

2. Students will describe and analyzeprocesses of “globalization” as well aspersistent rivalries and inequalities among theworld’s regions, and assess the successes andfailures of various approaches to addressthese.

PE/TE: 92–93, 138, 142, 152 (#18), 173,247, 252–255, 256 (#4, 12, #8–10),257 (#1.b, 3, 5, graph, #1–3, GeoActivity),327, 328, 329, 330 (#10), 364, 388–389,439–440, 532–535, 666, 667, 672 (#5),671, 672 (#8–10), 673 (#4), 730–732,733, 738 (#5–7)Add’l TE: 243c, 243d, 659d, 725c

III. WORLDHISTORY


The student willidentify challengesand opportunities aswe enter the 21stCentury.

1. Students will demonstrate knowledge of thecontinuing impact of September 11, 2001.

PE/TE: 172–175, 184 (#9–11, 17, #1–3),185 (#2.a, 4)


38

HISTORICAL SKILLS GRADES 9–12

Strand Sub-Strand Standards Benchmarks Correlation1. Students will define a research topic thatcan be studied using a variety of historicalsources with an emphasis on the use ofprimary sources.

PE/TE: 229 (GeoActivity), 315(GeoActicity), 328, 367 (GeoActivity),369, 379 (GeoActivity), 394, 395, 470,534–535, 555 (GeoActivity), 602, 603Add’l TE: 44, 81, 138, 355, 362, 363,405, 432, 504, 565c, 574, 601, 613, 707

2. Students will identify and use repositoriesof research materials including libraries, theInternet, historical societies, historic sites, andarchives, as appropriate for their project.

PE/TE: 25, 153, 295, 321(GeoActivity), 356 (GeoActivity), 369,394, 435 (GeoActicity), 437, 470,523 (Int. Act.), 562 (Int. Act.),572 (GeoActivity), 579, 602, 639(GeoActivity), 641, 659 (Int. Act.)Add’l TE: 44, 81, 138, 223, 359d, 365,383d, 445, 489, 501c, 511, 518, 541,545, 579, 615, 636, 637, 687, 707

3. Students will evaluate web sites forauthenticity, reliability, and bias.

Add’l TE: 261, 523d, 605d, 659d, 703d,725d

4. Students will learn how to prepare for,conduct, and document an oral history.

Add’l TE: 125, 218, 219, 383d

IV.HISTORICALSKILLS

A. HistoricalInquiry

The student willapply research skillsthrough an in-depthinvestigation of ahistorical topic.

5. Students will apply strategies to find,collect and organize historical research.

PE/TE: 315 (GeoActivity), 367(GeoActivity), 369, 394, 395, 471, 535,603Add’l TE: 81, 284, 287c, 295, 297, 305,311, 312, 362, 363, 383, 545, 565c, 615


39

HISTORICAL SKILLS GRADES 9–12


1. Students will understand the use ofsecondary sources to provide background andinsights on historical events, and thatsecondary sources might reflect an author’sbias.

PE/TE: S10, 534

Add’l TE: 401, 523d, 582, 601, 659d

2. Students will identify the principal formatsof published secondary source material andevaluate such sources for both credibility andbias.

PE/TE: S10, 534

Add’l TE: 40, 523d, 582, 601, 659d

3. Students will compare and contrast primarysources to analyze first–hand accounts ofhistorical events and evaluate such sources forboth credibility and bias.

PE/TE: S8, S9, 182–183, 254–255,328–329, 394–395, 449, 470–471,534–535, 602–603, 670–671, 736–737Add’l TE: 401

4. Students will review primary andsecondary sources and compare and contrasttheir perspectives to shape their presentationof information relevant to their research topic.

PE/TE: 254, 328, 366, 534–535

Add’l TE: 401

5. Students will understand the historicalcontext of their research topic and how it wasinfluenced by, or influenced, other historicalevents.

PE/TE: 321 (GeoActivity), 534–535

IV.HISTORICALSKILLS

A. HistoricalInquiry

The student willanalyze historicalevidence and drawconclusions.

6. Students will evaluate alternativeinterpretations of their research topic anddefend or change their analysis by citingevidence from primary and secondary sources.

PE/TE: 328, 534, 736–737

Add’l TE: 523d


40

Minnesota Academic Standards in Social Studies

GEOGRAPHYGEOGRAPHY GRADES 9–12

Strand Sub-Strand Standards Benchmarks CorrelationV.GEOGRAPHY

B. EssentialSkills

The student will useglobes, geographicinformation systems,and other databases toanswer geographicquestions at a varietyof scales from local toglobal.

1. Students will demonstrate the ability toobtain geographic information from a varietyof print and electronic sources.

By answering Skillbuilder and otherquestions students can use McDougalLittell’s World Geography to demonstratetheir ability to obtain geographic informa-tion from a variety of print and electronicsources. These are listed by type below.Maps PE/TE: S22, S23, S24, S25, S26,S27, 15, 16, 20, 21, 22, 23, 25, 29, 37, 52,54, 55, 60, 66, 74, 76, 80, 84, 90, 97, 103,104, 105, 106, 107, 120, 121, 125, 130,131, 133, 134, 141, 142, 146, 149, 150,153, 154, 157, 160, 171, 173, 179, 191,192, 193, 194, 195, 203, 204, 207, 215,216, 220, 222, 234, 236, 238, 243, 245,263, 264, 265, 266, 267, 273, 275, 276,284, 287, 288, 290, 294, 299, 304, 312,317, 322, 327, 336, 338, 339, 340, 341,347, 351, 355, 357, 359, 360, 362, 370,373, 375, 383, 385, 389, 392, 403, 404,405, 406, 407, 415, 419, 421, 426, 429,430, 431, 439, 442, 448, 450, 454, 462,464, 466, 469, 473, 479, 480, 481, 482,483, 488, 492, 498, 501, 512, 516, 523,533, 543, 544, 545, 546, 547, 548, 554,556, 558, 561, 565, 566, 567, 569, 574,591, 594, 601, 611, 612, 613, 614, 615,617, 620, 622, 624, 626, 633, 634, 643,648, 653, 662, 664, 666, 678, 680, 681,683, 689, 703, 704, 706, 713, 720, 725,728, 735, R12


41

GEOGRAPHY GRADES 9–12


V.GEOGRAPHY

B. EssentialSkills



DiagramsPE/TE: 6, 11, 12, 17, 27, 28, 33, 34, 38,49, 50, 55, 56, 57, 58, 71, 74, 86, 69, 94,106, 129, 136, 139, 145, 161, 208, 210,282, 295, 303, 376, 424, 465, 496, 498,551, 578, 582, 597, 598, 628, 642, 690,696, 699, 710, 714

ChartsPE/TE: S14, S15, S32, S33, S35, S37,65, 82, 147, 224, 234, 250, 377, 561,669, 686, 687, R15

GraphsPE/TE: S16, S17, S18, S19, S20, S21,S32, S35, 47, 69, 76, 68, 69, 140, 159,166, 176, 181, 185, 194, 212, 220, 254,257, 266, 278, 292, 313, 331, 340, 348,397, 406, 443, 459, 482, 526, 529, 537,546, 575, 586, 594, 596, 605, 614, 616,629, 659, 666, 670, 671, 673, 682, 737,739, R2, R13


42



V.GEOGRAPHY

B. EssentialSkills

The student will useglobes, geographicinformation systems,and other databasesto answer geographicquestions at a varietyof scales from localto global.


Electronic SourcesThe Internet Activities and GeoActivitieson the following pages give studentsopportunities to use electronic sources toobtain and use geographic information.PE/TE: 25, 41, 47, 53, 58,, 69, 77, 97,126, 133, 149, 158, 165, 171, 182, 185,209, 215, 227, 229, 241, 243, 251, 280,287, 307, 309, 317, 331, 349, 352, 359,381, 383, 394, 423, 429, 441, 445, 447,457, 459, 467, 470, 473, 493, 501, 507,508, 519, 521, 523, 534, 537, 565, 572,577, 579, 583, 589, 591, 595, 605, 631,633, 646, 663, 667, 670, 673, 685, 703,711, 715, 717, 725, 736, 739Add’l TE: 1d, 47d, 57, 97d, 124, 133d,141, 162, 167, 168, 171d, 177, 182, 185d,189, 193, 199, 211, 215d, 223, 246, 261,279, 320, 331d, 335, 343, 347, 355, 359c,359d, 365, 393, 399, 407, 413, 422, 426,451, 454, 455, 459d, 473d, 481, 483, 489,496, 498, 501d, 511, 512, 514, 517, 526,537d, 539, 541, 545, 562, 565c, 565d,569, 579, 585, 586, 591d, 594, 605d, 607,609, 621, 630, 644, 645, 659c, 659d, 669,673d, 677, 703c, 703d, 720, 722


43



V.GEOGRAPHY

B. EssentialSkills


2. Students will make inferences and drawconclusions about the character of placesbased on a comparison of maps, aerial photos,and other images.

PE/TE: S13, S31, S34, S37, 4, 7, 10–11,14–15, 16, 17, 20–21, 32, 39, 40, 42, 44,47, 52, 53 (GeoActivity), 57, 59, 60–61,62, 63, 67, 72, 81, 82 (GeoActicity), 85,87, 89, 91, 98–99, 102–103, 104–105,106–107, 117, 118, 122, 123, 125, 126,127, 128, 129, 135, 142, 144, 145, 155,157, 158, 163, 166, 168, 177, 186–187,192 (#1–3), 201, 212, 213, 220, 221,223, 226, 228, 229, 234, 237, 240–241,248, 251, 262, 264–265, 266–267, 274,277, 278. 279, 280, 284, 285, 289, 293,294–295, 299, 306, 307, (GeoActivity),308–309, 312, 315, 323, 324, 345, 346,347, 350, 352, 353, 354, 356, 364, 365,367, 368–369, 371, 373, 374, 379,380–381, 386, 388, 390, 404–405, 416,418, 420, 422, 423, 424–425, 426,436–437, 438, 440, 444, 451, 453, 456,461, 464, 467, 474–475, 479, 480, 482,483, 487, 490, 491, 493, 495, 496, 498,503, 508–509, 510, 511, 512, 514, 515,517, 518, 519, 520–521, 525, 530, 531,533, 544 (#1, 3), 546, 548–549, 553,555, 557, 561, 562, 565, 573, 574, 576,578–579, 581, 582, 583, 585, 587, 593,595, 598, 599, 601, 612–613, 619, 621,625, 628–629, 631, 635, 640, 644, 647,648, 661, 665, 677, 690–691, 694, 695,700, 705, 709, 710–711, 712, 714,716–717, 720, 721, 725 (GeoActivity),729, 730, 731, 733, 737Add’l TE: 25d, 47c, 66, 97c, 167, 331d


44


Strand Sub-Strand Standards Benchmarks Correlation3. Students will demonstrate the ability to usegeographic information from a variety ofsources to determine feasible locations foreconomic activities and examine votingbehavior.

PE/TE: 8, 36, 41, 43, 44, 61, 62, 65, 67,80, 82, 84, 85, 121–122, 145–149, 157,158, 159, 166, 201, 202, 205, 220, 273,274, 275, 289, 292, 299, 305, 313, 345,424–425, 482 (#4), 483, 488, 547, 553,554, 569, 571–572, 587, 590 (#2), 621,622, 632 (#5), 633 (#2.b, #3, Int. Act.),690, 691, 695, 707, 714, 724 (#18, 19),725 (#1.a)Add’l TE: 69c, 197, 613

1. Students will describe the pattern of humanpopulation density in the United States andmajor regions of the world.

PE/TE: S16, S21, S32, 62, 80, 82,106–107, 108 (#1, 2), 112 (#5), 161, 194(#3), 196 (#1, 2), 198 (#4), 220, 226, 262(#1), 266 (#1), 267, 270 (#4), 336 (#3),341, 406, 408 (#1, 2), 416, 501 (#5),528, 540, 547, 548, 577, 593, 594, 595,608, 609, 610 (#3), 614 (#1), 615, 625,630, 684, 725 (#1–3)

Add’l TE: 111, 115, 215d, 383c, 594

2. Students will provide examples thatillustrate the impact changing birth and deathrates have on the growth of the humanpopulation in the major regions of the world.

PE/TE: S16, S32, 78–79, 82 (#3), 112(#5), 342 (#1), 408 (#3), 592, 604 (#1,3), 605 (#1.a, Int. Act.), 639, 669, 670,671, 672 (#7, 8), 673, R2, R7, R15

Add’l TE: 215d, 343, 459d, 549

V.GEOGRAPHY

C. SpatialOrganization

The student willunderstand theregional distributionof the humanpopulation at local toglobal scales and itspatterns of change.

3. Students will use population pyramids andbirth and death rates to compare and contrastthe characteristics of regional populations atvarious scales.

PE/TE: S18, S19, S32, 78–79, 82 (#2),220, 221 (#3,b), 317 (Int. Act.), 342(#1), 577, 596, 616, 639, 669, 670, R2,R7, R15

Add’l TE: 215d, 343, 459d, 549, 591c,659c


45


Strand Sub-Strand Standards Benchmarks Correlation4. Students will use the concepts of push andpull factors to explain the general patterns ofhuman movement in the modern era, includinginternational migration, migration within theUnited States and major migrations in otherparts of the world.

PE/TE: 73, 81, 99, 106, 137, 137, 138,143, 152 (#11, #1), 153 (map), 156, 157,166, 167, 180–183, 185, 211, 213 (#3.b),214 (#17, #9), 215 (#4), 220, 221, 226,227, 237, 238, 293, 301, 306, 314, 320,327, 329, 356, 364, 365, 369, 378–379,383 (#6), 386, 454, 463, 476, 506,511–512, 513, 515, 517, 521, 523 (#3),524, 525–526, 532, 533, 534, 535,536 (#1, 9), 537 (#1.b, 2.a), 572, 689,700–701, 707, 719, 722, 724 (#16),725 (#2.b), 730–732, 738 (#11, 15, #5),R8, R12Add’l TE: 139, 459d

V.GEOGRAPHY


The student willdescribe and provideexamples of theprimary factorsbehind the regionalpattern of culturegroups in the UnitedStates and the world.

1. Students will use regions to analyze thelocational patterns of culture groups atvarious scales.

PE/TE: S26, 73, 75–77, 98, 117, 127,135, 142, 147, 148, 157, 161, 162, 232,266–267, 274–275, 277, 278, 287 (#3),291–292, 293, 296, 297, 300, 306, 307,314, 320, 322, 340–341, 365, 366, 367,378–379, 380–381, 383 (#3), 385, 406,407, 434–435, 454, 456–457, 459 (graph),469 (map), 482, 483, 503, 515, 526, 546,576, 584, 585, 590 (#16, #7, 9),591 (#5, map), 615, 645, 666, 682, 683,708, 715, 716–717, 722, 724 (#14, #4),R13Add’l TE: 69d, 104, 287c, 287d, 429d,523c, 565c, 565d, 633d, 703d


46


Strand Sub-Strand Standards Benchmarks Correlation2. Students will use concepts and models ofthe process of diffusion to interpret the spreadof culture traits.

PE/TE: 72, 73, 75, 76, 77, 143, 144(#3.b), 161, 163, 167, 180, 219, 221(#3.c), 222, 224–225, 226, 227, 232,304, 307, 310, 361, 370, 434–435, 438,440, 442, 445, 448, 451, 452 (#2), 457,458 (#12, #1), 516, 570, 571, 586,643–644, 645–649, 654, 658 (#1), 659(#1, 3), 705, 709 (#3.a), 717, 722Add’l TE: 69d, 160, 171c, 371, 407,589

3. Students will describe the regionaldistribution of the major culture groups of theUnited States (as defined by the U.S. census)and recent patterns of change.

PE/TE: 101, 142, 143, 180, 185 (graph,#1–3, Int. Act.), 605 (GeoActivity), R11Add’l TE: 69d, 73, 182, 220, 589

4. Students will cite a variety of examples thatillustrate how landscapes reflect the culturalcharacteristics of their inhabitants.

PE/TE: 127, 162, 307, 380–381, 383(GeoActivity), 508–509, 538, 560–561,583, 585, 606, 607, 619, 645, 705, 722Add’l TE: 722


47


Strand Sub-Strand Standards Benchmarks Correlation1. Students will understand the concept ofnationalism and of sovereign political statesand how sovereignty is impacted byinternational agreements.

PE/TE: 83–86, 136, 156, 161, 180, 297,298, 311, 313, 320, 346, 361, 599, 706,719, R9Add’l TE: 287c

2. Students will provide examples of theimpact of political boundaries on humanbehavior and economic activities.

PE/TE: S33, 84, 85, 86 (#3.b, 4), 117,161, 167, 220, 221, 242 (#2), 293, 296,305, 310, 312–313, 314–315, 316 (#3),319, 320, 321, 326–329, 330 (#9),372–373, 385, 386–387, 433, 454–455,469, 480, 512–513, 516, 574, 649–650,707, 719Add’l TE: 105, 322, 383d, 485

3. Students will understand the patterns ofcolonialism and how its legacy affectsemergence of independent states in Africa,Asia, and Latin America as well as thetensions that arise when boundaries ofpolitical units do not correspond tonationalities of people living within them.

PE/TE: S28, 85–86, 217, 218–219, 223,224, 225, 227 (#4), 231, 232, 249–250,256 (#20), 291, 293, 303, 304, 311, 313,316 (#3), 377–378, 379 (#4), 400, 401,404–405, 417–418, 429 (#1.a), 432–433,435 (#3.b, 4), 437, 449–451, 452 (#3.a,4), 453, 454, 458 (#13, #2), 459 (#1.b,2.b, 5), 460, 461, 462, 468–469, 470–471,472 (#10), 473, 511, 515 (#3.a), 526, 705,706–707, 709 (#2), 719, 724 (#15, #7),725 (#4), 738 (#9, 10, 13, 14, #2–4),739 (#4), R3, R10Add’l TE: 383c, 429c, 485, 681, 703c

V.GEOGRAPHY


The student willexplain how theregionalization ofspace into politicalunits affects humanbehavior.

4. Students will evaluate a map of proposedvoting districts according to the criteria ofclarity, size, and compactness that districts aresupposed to meet.

PE/TE: S30, 86


48


Strand Sub-Strand Standards Benchmarks Correlation1. Students will describe the contemporarypatterns of large cities.

PE/TE: 16, 80, 87–90, 96 (#7, 11, #7, 8),97 (#2.b., #1, 2, GeoActivity), 106 (#2),128, 137, 138, 139 (#2), 141, 145,146–147, 148, 156, 158, 161, 169(GeoAct),176–178, 179, 211–212, 213 (#2, 4), 214(#15, #9), 215 (GeoAct), 283–284, 285(#3.b, 4), 286 (#9), 293, 301, 314, 366,433–434, 455, 457, 464, 506, 525, 592,595, 677, 709, 715, 731, 732Add’l TE: 69c, 109, 133d, 141, 167, 528

2. Students will describe the processes thathave produced this pattern of cities.

PE/TE: 80, 88, 89, 138, 139 (#2), 141,146–147, 148, 176–178, 179, 184 (#4),185 (#1.a), 211–212, 213 (#3.b), 214 (#9),293, 433–434, 455, 457, 506, 525, 595,631, 677, 709, 714, 715, 723, 730–732Add’l TE: 69c, 109, 528

3. Students will describe how changes intransportation and communication technologiesaffected the urbanization of the United States.

PE/TE: 87, 88, 90, 110 (#4), 129, 130,131, 137, 141, 148, 177Add’l TE: 69c, 141

4. Students will describe how changes intransportation technology, governmentpolicies, lifestyles, and cycles in economicactivity impact the suburbanization of theUnited States.

PE/TE: S34–S35, 8, 87, 89, 90, 101,123, 128, 131, 138, 143–144, 147, 148,176–177, 179Add’l TE: 141

5. Students will explain the internal spatialstructure of cities in the United States.

PE/TE: S30, 90, 98, 117, 128, 131, 148,176, 178, 179Add’l TE: 109, 133d, 141

V.GEOGRAPHY


The student willanalyze the patternsof location,functions, structure,and characteristics oflocal to globalsettlement patternsand the processes thataffect the location ofcities.

6. Students will provide examples of how theinternal structure of cities varies around theworld.

PE/TE: 7, 16, 82, 89, 99, 128, 176–178,184 (#16), 211–212, 239, 293, 301, 314,366, 438, 455, 457, 464, 532, 560, 570,592, 595, 631, 709, 718, 731, 732Add’l TE: 109, 257d, 607, 613,


49


Strand Sub-Strand Standards Benchmarks Correlation1. Students will describe and provideexamples of the primary factors behind theregional pattern of economic activity in theUnited States.

PE/TE: S30, 88, 106, 136, 137, 138,141, 143–144, 145–149, 152 (#7–10)

2. Students will describe and provideexamples of the primary factors behind theregional pattern of economic activity in theprimary industrial regions of the world.

PE/TE: S21, 36, 88, 89, 91–95, 124,137, 138, 141, 144 (#2), 145–149, 158,162, 166–169, 170 (#9), 211–212, 213(#b), 214 (#9), 220, 261, 276, 277(#3.c), 284–285, 292, 293, 299, 304, 317(#3), 372–373, 555, 569, 570, 637,730–732Add’l TE: 69c, 243d

3. Students will describe how the technologicaland managerial changes associated with thethird agricultural revolution have impacted theregional patterns of crop and livestockproduction.

PE/TE: 121, 141, 224, 284, 324, 348,353–354, 356 (#4), 358 (#14, #7),359 (#5), 427, 433, 569–570Add’l TE: 695

4. Students will understand how thetransportation and communication systemshave impacted the development of regions.

PE/TE: S29, S30, 88, 94, 129–130, 136,137, 138, 141, 143–144, 157, 158, 159,231, 276, 289, 293, 355–356, 358 (#10),359 (#2), 488, 489, 629, 674, 714, 715,721Add’l TE: 110, 112, 405, 675

V.GEOGRAPHY


The student will useregions and theinteraction amongthem to analyze thepresent patterns ofeconomic activity inthe United States andaround the world atvarious scales.

5. Students will describe patterns ofconsumption and production of the agriculturalcommodities that are traded among nations.

PE/TE: 71, 121, 127, 136, 137, 141, 159,168, 208, 209 (#3.b), 225, 226, 233, 234,242 (#5), 279, 280, 286 (#5), 292, 293(#3.c), 299, 353, 372, 374, 418, 493, 575,581, 586, 644, 706, 714, 721, 725 (#1a):


50


Strand Sub-Strand Standards Benchmarks Correlation6. Students will describe patterns ofconsumption and production of fossil fuelsthat are traded among nations.

PE/TE: 22, 88, 91, 93, 95 (#4), 120(map), 122, 141, 168, 204, 205, 214 (#4),220, 233, 238, 276, 286 (#3), 292, 299,304, 305, 324–325, 326, 348, 349,366–367, 372, 373, 374 (#3.c), 377,417–418, 424, 425–426, 427 (#3.b),428 (#2, 9), 439–440, 462, 474, 475, 477,483, 488, 489–490, 497–499,500 (#15, 16, #2, 3, 9, 10), 501, 505,506, 507 (#2, 3.c, 4, GeoActivity), 517,522 (#17, #2), 523 (#5, Int. Act.), 525,529–531, 555, 623, 637, 645, 690, 692,705, 708, R8, R11Add’l TE: 473c, 501c, 501d, 523c, 686

7. Students will describe how geographicmodels can help to explain the location ofcommercial activities and land use patterns inthe United States and the world.

PE/TE: S21, 36, 41, 43, 44, 61, 62, 65, 67,80, 82, 84, 85, 88–90, 121–122, 137–138,139 (#2), 141, 145–149, 157, 158, 159,166–169. 170 (#17, 8–10), 176–177, 201,205, 208, 209 (#3.b), 210–211, 214 (#20,#6), 215 (#2.b, 3), 275, 277, 279, 280,282–283, 289, 292, 293, 299, 305, 313,345, 351, 352, 370, 372, 378–379, 419,424–425, 433, 434, 482 (#4), 483, 488,489, 547, 553, 554, 555, 569, 587, 591(#2), 622, 632 (#15, #5), 633 (#2.b, 3, #3,Int. Act.), 637, 690, 691, 695, 707, 714,724 (#18, 19), 725 (#1a)Add’l TE: 69c, 115, 147, 341, 586, 621,654


51


Strand Sub-Strand Standards Benchmarks Correlation8. Students will explain the variations ineconomic activity and land use within thestate of Minnesota analyze issues related toland use and reach conclusions about thepotential for change in various regions.

PE/TE: 121, 139 (GeoActivity), 141,145, 147, 209 (GeoActivity), 277(GeoActivity), 452 (GeoActivity), 463(GeoActivity), 723 (GeoActivity)Add’l TE: 69c, 148, 204, 477, 547, 586,621, 654, 714

9. Students will describe changes in commonstatistical measures of population or economythat occur as countries develop economically.

PE/TE: S21, 79, 82 (#4)

10. Students will cite a variety of examples ofhow economic or political changes in otherparts of the world can affect their lifestyle.

PE/TE: 100, 138, 172–175, 184 (#9, 10,17, #2, 3), 393, 395, 517Add’l TE: 501d

1. Students will provide a range of examplesillustrating how types of government systemsand technology impact the ability to changethe environment or adapt to it.

PE/TE: 8, 67, 128, 138 (timeline),149, 153 (#3), 157, 158, 164–165, 177,210, 211, 231, 282–284, 285 (#2, 3a, 4),308–309, 353, 355, 356 (#2), 358 (#7),359, 373, 426–427, 428 (#10), 429 (#4, 5),459 (#4), 463, 492, 493, 495, 496,499 (#2, 3.a, 3.b, 4),500 (#14, 17, 20, #5, 7, 8), 513, 518, 530,554, 561, 562–563, 564 (#10), 581, 584,590 (#17), 599, 623, 628–630, 631 (#3.a,3.b, 4), 632 (#11, 20, #8, 9), 691, 692, 695,697, 698, 699, 702 (#3), 723, R5Add’l TE: 397c, 405, 605c, 605d, 659c

V.GEOGRAPHY

D.Interconnections

The student willdescribe how humansinfluence theenvironment and inturn are influencedby it.

2. Students will analyze the advantages anddrawbacks of several common proposals tochange the human use of environmentalresources.

PE/TE: 178, 188, 205, 210–211,245–247, 282–285, 628–630, 631 (#a,3.b, 4), 699–700, 702 (#9), 703 (#1.b),730, 731–732, 734–737, 738 (#6–10),739 (#2, 5), R5Add’l TE: 171c, 171d, 185c, 185d,243c, 243d, 245, 317c, 523c, 605c,605d, 659c


52



3. Students will understand and analyzeexamples of the impacts of natural hazards onhuman activities and land use.

PE/TE: S27, 8, 30–31, 39–41, 42,43–44, 47, 48, 51–53, 54, 57, 58, 69 (#3,5, Int. Act.), 79, 106 (#1), 107, 120–121,123, 126, 150–151, 207, 228–229, 252,282, 285, 286 (#18, 19, #1, 5, 7, 8, 10),287 (#3), 294–295, 305, 349, 353,354–355, 358 (#8), 368, 377, 400, 401,427, 435, 436–437, 452, 456, 457 (#3.b),458 (#19), 463, 465–467, 472 (#10, 11,13, 15, #4–7), 473 (#3.a), 520–521, 541,552, 556, 557–558, 562, 564 (#18,#5–7), 565 (GeoActivity), 569, 577,578–579, 594, 597–599, 605 (#3, 4),608, 621, 625, 627, 628, 632 (#12), 633(#5), 640–641, 661–663, 664, 672 (#9,#2, 3), 673 (#1.a, 2.a, Int. Act.), 682,689, 690, 700, 703 (#4, Int. Act.), 709,710–711, 735, R4, R5

Add’l TE: 56, 125, 412, 459c, 537c,537d, 565c, 633c, 659c, 704c, 725d


53

ECONOMICS

ECONOMICS GRADES 9–12

Strand Sub-Strand Standards Benchmarks Correlation1. Students will identify multiple forms ofincome and their sources.

PE/TE: 92, 141–142, 146, 147, 148,149, 654Add’l TE: 659d, 720

VI.ECONOMICS

A. The MarketEconomy (MicroEconomics)

The student willunderstand that in amarket economyincome is earned indifferent ways. 2. Students will recognize types and roles of

firms.PE/TE: 142, 160, 299, 305, 390(GeoActivity)Add’l TE: 94, 644

1. Students will identify and compare andcontrast various industries and theoccupations related to them.

PE/TE: S15, S20, 142, 143, 180, 299,305, 434, 457 (#2)Add’l TE: 165, 195, 483, 644, 716

2. Students will compare and contrast theconcepts of competition and monopoly, andpredict consequences of each.

PE/TE: 140, 313Add’l TE: 644, 659d

VI.ECONOMICS


The student willunderstand businessorganizations, marketstructures, andfinancial institutionsthat operate withinour economy.

3. Students will describe various financialinstitutions, compare and contrast their roles,and explain how those institutions relate totheir lives.

PE/TE: 299


54



1. Students will describe the determination ofequilibrium market prices by applyingprinciples of supply and demand to markets forgoods and services.

PE/TE: 523 (Int. Act.), 529, 531, 722, R8

Add’l TE: 165

2. Students will identify the direct and indirecteffects of price floors and price ceilings.

PE/TE: 250, 388Add’l TE: 335

3. Students will identify several factors thatlead to variation in market prices and quantitiesexchanged by changes in supply and/or demand.

PE/TE: 523 (Int. Act.), 531, 722

Add’l TE: 165

VI.ECONOMICS


The student willunderstand the basiccharacteristics ofmarkets and the roleof prices in modernmarket economies.

4. Students will explain how interest rates andexchange rates are influenced by marketconditions and how changes in interest ratesaffect individual and business decision-making.

PE/TE: 328

VI.ECONOMICS


The student willunderstand that firmsin a market economyexperience varyingdegrees of competitionfor the good or servicethat they sell.

1. Students will explain how competitionamong sellers often results in lower prices,higher product quality, better customerservice and a more efficient allocation ofscarce resources.

PE/TE: 313, 316 (#10)

Add’l TE: 644, 659d

1. Students will explain that entrepreneursaccept the risks associated with organizingproductive resources to produce goods andservices, with the hope to earn profits.

PE/TE: 575VI.ECONOMICS


The student willunderstand the risksand opportunitiesassociated withentrepreneurship. 2. Students will describe the role of

innovation and profit motive in helping toreduce problems associated with scarcity.

PE/TE: 313

Add’l TE: 333


55


Strand Sub-Strand Standards Benchmarks Correlation1. Students will describe the role andcharacteristics of collective bargaining, aswell as the key components of a typicalnegotiated labor management contract.

Can be taught in conjunction with:Add’l TE: 659d

VI.ECONOMICS


The student willunderstand the roleof labor in theeconomy.

2. Students will describe and analyze the roleof unions in the United States economy in thepast and present.

Add’l TE: 659dSee also McDougal, Littell’s TheAmericansPE/TE: 238–239, 262–265,269 (#2, Alt. Ass. #1), 450–455,456 (#7, 8, #2, 3), 457 (#2), 512,516–517, 526, 545 (Alt. Ass. #2), 595,616–617, 623–624, 636 (#1), 637 (#2),698, 705, 706, 708–709, 713–715,728 (#4), 974, 976, 1075, 1076, R39Add’l TE: 237c, 479c

1. Students will identify that one importantrole for government in the economy is tosecure and enforce property rights.

PE/TE: 243, 250

2. Students will identify and explain publicgoods.

PE/TE: 91, 306–307, 324, 364, 531

3. Students will recognize that, in the UnitedStates, the federal government enforcesantitrust laws and regulations to try to maintaineffective levels of competition in as manymarkets as possible.

PE/TE: 140See also McDougal, Littell’s TheAmericansPE/TE: 445–446, 449, 450, 455, 457(#4, Alt. Ass. #1), 516, 525–526,539–540, 687, 707, 1015, 1019, 1028,1043, 1067, 1068, R38, R41, R43

VI.ECONOMICS


The student willunderstand theeconomic role ofgovernment in a freemarket economy.

4. Students will recognize that some govern-ment policies attempt to redistribute income.

PE/TE: 250–251, 256 (#16, #6), 569


56


Strand Sub-Strand Standards Benchmarks Correlation1. Students will explain that the governmentpays for the goods and services it providesthrough taxing and borrowing.

PE/TE: 390See also McDougal, Littell’s TheAmericansPE/TE: 88–89, 96, 97, 99, 116–117, 136,186, 211, 218, 230–231, 477, 539–540,596, 626, 696, 773, 886, 1005,1040–1042, 1061, 1090, R42, R46Add’l TE: 997c

VI.ECONOMICS

B. The NationalEconomy(MacroEconomics)

The student willunderstand theeconomic activitiesof government.

2. Students will explain how the governmentregulates economic activity to promote thepublic welfare, encourage competition, andprotect against monopolistic abuses.

Add’l TE: 113See also McDougal, Littell’s TheAmericansPE/TE: 219–220, 233, 424, 426,444–446, 448, 449, 456 (#3, 4), 457 (#4,Alt. Ass. #1), 525–526, 539–540,628–630, 687, 707, 1015, 1019, 1028,1043, 1067, 1068, R38, R41, R42, R43


57


Strand Sub-Strand Standards Benchmarks Correlation1. Students will define and give examples ofbasic economic terms.

PE/TE: 91, 94, 95 (#1, 2, 3.a), 140, 142,227, 250, 388, 667Add’l TE: 92, 95, 111, 581

VI.ECONOMICS


The student willunderstand theconcepts that measurethe national economy.

2. Students will give examples ofmeasurements that indicate the economicconditions of depression, recession, andexpansion.

PE/TE: 138, 666, 667Add’l TE:

VI.ECONOMICS


The student willunderstand andexplain that the U.S.economy is primarilya free market system.

1. Students will understand and explain thatfree market economies are regulated primarilyby supply and demand, and that competitionis essential to a free market economy.

PE/TE: 91, 140, 243, 250, 252, 313,388, 440, 637, 722Add’l TE: 165

1. Students will analyze the interrelationshipsamong the unemployment rate, the inflationrate, and the rate of economic growth.

PE/TE: 250, 391, 440, R8Add’l TE: 160, 459d

VI.ECONOMICS


The student willunderstand basicmeasures of overalleconomicperformance.

2. Students will describe how the concept ofthe balance of trade is used to measure theinternational flow of goods and services.

PE/TE: 140, 159, 220, 234, 331, 462,530, 575, 638, 645, 666, 672 (#11, 14),721Add’l TE: 269, 413, 659d

1. Students will describe the basiccharacteristics of economic recessions andeconomic expansions.

PE/TE: 138, 667, 672 (#18, #6)Add’l TE: 659d

VI.ECONOMICS


The student willanalyze the causesand consequences ofoverall economicfluctuations.

2. Students will understand some of thereasons for fluctuations in economic activity.

PE/TE: 138, 667, 672 (#6)Add’l TE: 659d


58



1. Students will identify that fiscal policiesare decisions to change spending and/or taxlevels by the federal government.

PE/TE: 250See also McDougal, Littell’s TheAmericansPE/TE: 136, 186, 218, 230–231, 234,354, 477, 535, 539–540, 596, 626, 687,696, 773, 886, 894, 1005, 1017, 1019,1040–1041, 1061, R39, R46

2. Students will explain the direct and indirecteffects of fiscal policy on employment,output, and interest rates.

See McDougal, Littell’s The Americans

PE/TE: 234, 677, 685–686, 687, 688,696, 723, 894, 1017, 1041, R39, R42,R46, R47

3. Students will explain the relationshipbetween federal budget deficits and thenational debt.

PE/TE: 247, 425, 462

4. Students will identify the ways in whichmonetary policy influences employment,output, inflation, and interest rates.

PE/TE: 250, 327, 328

Add’l TE: 328

VI.ECONOMICS


The student willunderstand theinfluence of federalgovernment budgetarypolicy and the FederalReserve System’smonetary policy.

5. Students will explain how interest ratesinfluence business investment spending andconsumer spending on housing, cars, andother major purchases.

Add’l TE: 328See also McDougal, Littell’s TheAmericansPE/TE: 677, R42

Add’l TE: 540


59



1. Students will explain that Gross DomesticProduct (GDP) per capita is a measure thatpermits comparisons of material livingstandards over time and among people indifferent nations.

PE/TE: 94–95, 96 (#18), 159–160, 196(#3), 198 (#5), 225, 234, 255, 268 (#1),270 (#5), 300, 313, 397, 410, 411, 443,444, 445, 455, 461–462, 466, 473 (Int.Act.), 477, 484, 569, 574–575, 586, 668,725 (#5), 733, 739, R3, R13

Add’l TE: 109, 111, 113, 215d, 413,459d

2. Students will identify that the productivityof workers is measured by dividing the outputof goods and services by the number of hoursworked.

PE/TE: 140

See also McDougal, Littell’s TheAmericans

PE/TE: 439, 514–515, 629, 632, 1076,R44

3. Students will recognize that standards ofliving increase as the productivity of workersrises.

PE/TE: 669

Add’l TE: 215d

VI.ECONOMICS


The student willunderstand thateconomic growth isthe primary means bywhich a country canimprove the futureeconomic standard ofliving for its citizens.

4. Students will understand that investments inphysical capital (machinery, equipment, andstructures), human capital (education, training,skills), and new technologies commonlyincrease productivity and contribute to anexpansion of future economic prosperity.

PE/TE: 138, 141, 313, 451–452, 463,506, 513, 529–531, 536 (#6, 7), 655,671, 721, 724 (#8), R8

Add’l TE:


60



1. Students will use tables, graphs, equations,diagrams, and charts to interpret economicinformation.

PE/TE: S15, S17, S20, S33, S25, S37,15, 22, 90, 92–93, 94–95, 108–115, 120,140, 141, 147, 159, 160, 166, 173, 195,196–199, 204, 208, 234, 238, 254,268–271, 292, 299, 313, 331, 342–343,348, 359, 376, 391, 408–413, 419, 443,445, 460, 462, 473 (Int. Act.), 484–485,505, 526, 528, 547, 548–549, 554, 569,575, 586, 616–617, 659, 666, 684–687,707, 733, 739, R13Add’l TE: 459d, 530

2. Students will evaluate the economicimplications of current issues as found in suchsources as magazine articles, radio andtelevision reports, editorials, and Internetsites.

Add’l TE: 530, 591d, 659c, 659d

VI.ECONOMICS

C. EssentialSkills

The student willunderstand and useeconomic concepts,theories, principlesand quantitativemethods to analyzecurrent events.

3. Students will distinguish among thecontributions to economic thought made byleading theorists including but not limited to,Adam Smith, Thomas Malthus, Karl Marx,Milton Friedman, and John Maynard Keynes.

PE/TE: 364See also McDougal, Littell’s TheAmericansPE/TE: 619, 698, 1041, R42


61


Strand Sub-Strand Standards Benchmarks Correlation1. Students will analyze short– andlong–term investment options such as stocks,bonds, real estate, and mutual funds bycomparing the risk, return, and liquidity ofthese instruments.

PE/TE: 313, 388, 654, 659Add’l TE: 459c, 659d

2. Students will recognize a proper role forcredit and how to utilize risk managementstrategies including the use of insurance.

PE/TE: 575

VI.ECONOMICS

C. EssentialSkills

The student will learnand be able to applypersonal financialmanagement andinvestment practices

3. Students will explain the concepts ofcompound interest and the Rule of 72, and theapplicability to both investment gains anddebt retirement.

PE/TE: 213, 247, 256 (#18), 388, 425,462, 575, 667

1. Students will understand and apply theconcepts of comparative and absoluteadvantage in international trade.

PE/TE: 140, 331, 462–463, 472 (#14,#3), 505, 507 (#3.c), 523 (Int. Act.)Add’l TE: 530, 644, 659d

2. Students will analyze the controversy andmajor arguments for and against internationaltrade agreements such as NAFTA and GATT.

PE/TE: 160, 220, 221 (#3.a), 234, 235(#4), 242 (#6), 289, 305, 326–329, 330(#9, 10), 331, 462Add’l TE: 317c, 317d, 659d

3. Students will know the majorcharacteristics of the principal types ofeconomic systems in this world and compareand contrast them with the U.S. system.

PE/TE: 83, 91, 95 (#4), 140, 313, 334,335, 363, 364, 373, 374 (#4), 382 (#16),388–390, 653

4. Students will know and understand thesignificance of these concepts: trade deficits,exchange rates, trade barriers, balance of trade,foreign exchange markets, and give examplesof their current application to U.S. traderelationships with other countries in the world.

PE/TE: 140, 160, 167, 220, 234, 331,462, 530, 575, 638, 645, 665–667, 721Add’l TE: 269, 328, 413, 609, 644

VI.ECONOMICS

D. InternationalEconomicRelationships

The student willunderstand the keyfactors involved inthe United States’economicrelationships withother nations.

5. Students will know the roles of the WorldBank and IMF, analyze their effectiveness inthe world community, and critique theiroperation in a specific country.

PE/TE: 667


62


Strand Sub-Strand Standards Benchmarks Correlation6. Students will examine the impact of U.S.foreign policy on the economies ofdeveloping countries.

PE/TE: 247, 256 (#18), 454–455, 457(#4), 462, 518, 653

7. Students will know and analyze the reasonssome countries are characterized asdeveloping nations.

PE/TE: 94–95, 138, 400, 462–463, 472(#12, #2, 3), 473 (#1, 5, Int. Act.), 668,671, 672 (#9, 10), 707, R3Add’l TE: 411, 459d

8. Students will examine the purpose andevaluate the effectiveness of U.S. economicaid to developing countries.

PE/TE: 653

1. Students will know the definitions, evaluatethe purposes, and analyze the effects of thefollowing economic activities: governmentsubsidies, government incentives, economicexternalities, profit maximization, multinationalcorporations, unions, right to work laws,government deregulation, entitlements,progressive taxes, government’s role inproviding in public goods, economic safetynets, and corporate crime.

PE/TE: 142, 152 (#18), 364, 388–389Add’l TE: 113, 644, 659dSee also McDougal, Littell’s TheAmericansPE/TE: 189, 262, 264–265, 450–455,456 (#7, 8, #2, 3), 457 (#2), 512,516–517, 526, 540, 545 (Alt. Ass. #2),595, 596, 616–617, 623–624, 636 (#1),637 (#2), 671, 677, 679, 681, 685–687,689 (#2, 3), 690 (#7), 692–693, 694,695–696, 697–698, 701–705, 707,718–719, 720 (#5), 721–725, 728, 729,773–774, 798, 841, 845, 886, 895–897,899, 974, 976, 1001–1002, 1019,1036–1037, 1041, 1043, 1067, 1068,1071, 1074, 1075, 1076, 1077, 1092,R14, R33, R41, R43Add’l TE: 691c

VI.ECONOMICS

E. Economicsand PublicPolicy

The student willapply economictheories and conceptsto public policyissues.

2. Students will use their knowledge ofeconomic concepts and data to analyze asignificant national public policy issue andrecommend a solution.

PE/TE: 178, 182–183, 184 (#15, 16, #6),185 (#3), 212–213, 214 (#10), 215 (#5),247, 253Add’l TE: 113, 149, 171c, 171d, 215c,220, 284, 389, 523c, 659d, 700


63


Strand Sub-Strand Standards Benchmarks Correlation3. Students will know and analyze howincome, and wealth are distributed amongdifferent sectors of the population.

PE/TE: 177, 188, 189, 213, 230, 254,252–253, 254, 255, 256 (#7–10),257 (#2, graph), 391, 454, 455, 456, 529,569, 731Add’l TE: 243c

4. Students will know how poverty is definedin the U.S., what its causes are, examinepossible solutions, and analyze the impactpoverty has on the short and long run healthof the economy.

PE/TE: 144, 252–253Add’l TE: 212

5. Students will use their knowledge ofeconomics to describe and analyze significantworld economic issues.

PE/TE: 178, 188, 189, 212–213, 214(#10), 215 (#5), 245–247, 252–255, 256,257, 537Add’l TE: 79, 147, 171c, 212, 383c,389, 523c, 659c, 659d, 714

6. Students will use the analytical skillscommonly used in economics to analyzepublic policy issues in their community, state,and nation.

PE/TE: 178, 182–183, 184 (#15, #4–6),185 (#1.a, 2.b, 3)Add’l TE: 147, 171c, 171d, 523c, 659d

7. Students will identify and analyze theconflicts that can result from differencesbetween business interests and communityinterests.

PE/TE: 177–178, 184 (#4–6), 185(#2.b, 3), 212–213, 214 (#10), 215 (#5),247, 256 (#11, 16, 19, #2, 9), 283–285,286 (#9, 10), 287 (Int. Act.), 313, 323,325, 330 (#12), 331 (#3), 349, 393, 396(#10), 397 (#5), 425, 670, 712, 714, 730,735Add’l TE:147, 171c, 185d, 434

8. Students will examine and analyze theeconomic principles practiced in this countryto determine their consistency with thedemocratic principles upon which our countryis based.

Can be taught in conjunction with:PE/TE: 250–251, 252–253, 254, 255,256 (#16, #5, 6, 8, 9), 257 (#1.a, 3, 5)Add’l TE: 659d


64

GOVERNMENT AND CITIZENSHIP

GOVERNMENT AND CITIZENSHIP GRADES 9–12

Strand Sub-Strand Standards Benchmarks Correlation1. Students will analyze the meaning andimportance of rights in the U.S. Constitutionand the Bill of Rights, and subsequentamendments, and in the MinnesotaConstitution.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theU.S. Consititution, see McDougal,Littell’s The AmericansPE/TE: 124, 143–144, 147–149, 150(#7), 152–173, 176, 177, 198, 333,379–381, 382, 386, 396, 398, 401, 496,518, 540, 541, 640, 642, 643, 695, 696,896, 914, 922, 930–931, 980, 1004,1011–1012, 1024Add’l TE: 129c

VII.GOVERNMENTANDCITIZENSHIP

A. Civic Values,Skills, Rights andResponsibilities

The student willunderstand the scopeand limits of rights,the relationshipamong them, and howthey are secured.

2. Students will describe the expansion ofprotection of individual rights throughlegislative action and court interpretation.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage ofexpansion of rights in the U.S., seeMcDougal, Littell’s The AmericansPE/TE: 124, 125, 133, 147–149, 166–167,168–173, 174–175, 226, 236 (#5),252–253, 379–380, 382, 386, 396, 398,401, 493, 496–497, 518, 522, 540, 541,635, 900–901, 907, 908–909, 914–915,920, 922, 928, 929, 930–931, 980–981,1004, 1024–1025, 1049, 1050, 1111


65



3. Students will understand equal protectionand due process and analyze landmarkSupreme Court Cases’ use of the 14thAmendment to apply the Bill of Rights tothe states.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage ofequal protection, see McDougal, Littell’sThe Americans

PE/TE: 169, 379–380, 397–398, 908–909,914–915, 930–931, 980–981, 1024–1025Add’l TE: 148, 373c

1. Students will define citizenship anddescribe the processes by which individualsbecome United States citizens.

World Geography discusses governmentin brief, in the context of the humangeography. For coverage of the processby which individuals become U.S.citizens, see McDougal, Littell’s TheAmericansPE/TE: 164, 522, 930

Add’l TE: 158



The student willknow how citizenshipis defined,established, andexercised and how ithas changed overtime.

2. Students will compare the rights andresponsibilities of U.S. citizens with therights and responsibilities of non–citizens inthe United States and describe changes incitizenship since 1870.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage ofcitizenship rights and responsibilities,see McDougal, Littell’s The Americans

PE/TE: 174–175, 178–179, 379–380,382, 518, 522, 541, 930, 1004, 1107


66


Strand Sub-Strand Standards Benchmarks Correlation1. Students will demonstrate the ability to usethe print and electronic media to do researchand analyze data.

PE/TE: 25, 41, 47, 53, 58, 69, 77, 97,126, 133, 149, 153, 158, 165, 171, 182,185, 209, 215, 227, 229, 241, 243, 251,280, 287, 295, 307, 309, 317, 321, 331,349, 352, 356, 359, 369, 381, 383, 394,423, 429, 441, 445, 447, 435, 437, 457,459, 467, 470, 473, 493, 501, 507, 508,519, 521, 523, 534, 537, 562, 565, 572,577, 579, 583, 589, 591, 595, 602, 605,631, 633, 639, 641, 646, 659, 663, 667,670, 673, 685, 703, 711, 715, 717, 725,736, 739Add’l TE: 1d, 4447d, 57, 81, 97d, 124,133d, 138, 141, 162, 167, 168, 171d, 177,182, 185d, 189, 193, 199, 211, 215d, 223,246, 261, 279, 320, 331d, 335, 343, 347,355, 359c, 359d, 365, 383d, 393, 399,407, 413, 422, 426, 445, 451, 454, 455,459d, 473d, 481, 483, 489, 496, 498,501c, 501d, 511, 512, 514, 517, 518, 526,537d, 539, 541, 545, 562, 565c, 565d,569, 579, 585, 586, 591d, 594, 605d, 607,609, 615, 621, 630, 636, 637, 644, 645,659c, 659d, 669, 673d, 677, 687, 703c,703d, 707, 720, 722

2. Students will compare, contrast, andevaluate various forms of political persuasionfor validity, accuracy, ideology, emotionalappeals, bias and prejudice.

PE/TE: S12, S13, 182, 183, 328, 329,366, 394, 395, 401, 471, 535, 603, 649,670, 671, 736, R11Add’l TE: 523d, 659d



The student willanalyze variousmethods of civicengagement neededto fulfill responsi-bilities of a citizenof a republic.

3. Students will know and analyze the pointsof access and influence people can use toaffect elections and public policy decisions.

PE/TE: 182, 183, 328, 394, 471, 535,671, 703, 729 (GeoActivity), 736, 737Add’l TE: 607, 677, 692, 728


67


Strand Sub-Strand Standards Benchmarks Correlation4. Students will understand the importance ofinformed decision making and the roles ofpublic speaking, conducting a public meeting,letter writing, petition signing, negotiation,active listening, conflict resolution, andmediation, defending a public policy positionin a civil conversation.

PE/TE: 161, 182–183, 237, 534,602–603, 727, 738 (#1)Add’l TE: 243c, 287c, 409, 477, 523d,535, 591c, 602, 629, 654, 700, 714

1. Students will define and provide examplesof fundamental principles and core values ofAmerican political and civic life.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage ofAmerican political values, seeMcDougal, Littell’s The AmericansPE/TE: xxviii–xxix, 48, 50, 52, 70,94–95, 106, 109, 110, 122, 132–134,140, 143–144, 147, 149, 153, 154, 156,159, 161, 165, 166–167, 169, 170, 171,172, 174–175, 178–179, 180–181, 187,361, 379–380, 466, 467, 491, 634–635,904–905, 910, 917, 920, 922Add’l TE: 129c, 129d, 148, 335d

2. Students will evaluate how theConstitution both preserves fundamentalsocietal values and responds to changingcircumstances and beliefs.

PE/TE: 139, 455See also McDougal, Littell’s TheAmericansPE/TE: 152–153, 159, 161, 162, 164–165,166–167, 168–173, 176, 177, 379–380,397–398, 642, 696, 908–909, 914–915,922, 930–931, 980–981, 1024–1025Add’l TE: 148, 154


B. Beliefs andPrinciples ofUnited StatesDemocracy

The student willdemonstrateknowledge andunderstanding of theprinciples uponwhich the U.S.government isbased.

3. Students will evaluate how well the federaland state governments protect individualrights and promote the general welfare.

PE/TE: 175, 184 (#3), 185 (#4)Add’l TE: 113, 151, 565c


68


Strand Sub-Strand Standards Benchmarks Correlation4. Students will compare the philosophy,structure, and operations of governments ofother countries with the U.S. government.

PE/TE: 83, 86 (#2), 96 (#6), 139, 152(#14), 156, 158, 170 (#4), 232, 249–250,251 (Int. Act.) 256 (#13, 15), 290,303–304, 315, 569, 580–581Add’l TE: 182, 183, 193, 303, 339

1. Students will analyze the sources ofauthority and explain popular sovereignty, orconsent of the governed, as the source oflegitimate authority of government in arepresentative democracy or republic.

PE/TE: 289, 290, 303See also McDougal, Littell’s TheAmericansPE/TE: 48, 50, 83, 84, 94–95, 97, 106,133, 152, 154Add’l TE: 129d

2. Students will describe the provisions of theU.S. Constitution, which delegate to thefederal government the powers necessary tofulfill the purposes for which it wasestablished.

World Geography discusses governmentin brief, in the context of the humangeography. For more in-depth coverageof the U.S. Consititution, see McDougal,Littell’s The AmericansPE/TE: 154–165

3. Students will distinguish between thepowers granted to the government and thoseretained by the people.

World Geography discusses governmentin brief, in the context of the humangeography. For more in-depth coverageof the U.S. Consititution, see McDougal,Littell’s The AmericansPE/TE: 106, 167

VII.GOVERNMENT ANDCITIZENSHIP


The student willknow sources ofpower and authorityof United Statesgovernment.

4. Students will explain how a constitutionaldemocracy provides majority rule with equalprotection for the rights of the minoritythrough limited government and the rule oflaw.

PE/TE: 250, 315, 385, 471Add’l TE: 303


69


Strand Sub-Strand Standards Benchmarks Correlation1. Students will explain the current andhistorical interpretations of the principle ofequal protection of the law.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage ofequal protection, see McDougal, Littell’sThe AmericansPE/TE: 379–380, 397–398, 401, 493,496–497, 907, 908–909, 914–915,930–931, 980–981, 1024–1025Add’l TE: 148, 373c

2. Students will examine the tension betweenthe government’s dual role of protectingindividual rights and promoting the generalwelfare, the tension between majority ruleand minority rights, and analyze the conflictbetween diversity and unity, which iscaptured in the concept “E Pluribus Unum.”

PE/TE: 175, 181, 182–183,184 (#7, 8, 10)Can also be taught in conjunction with:PE/TE: 569

3. Students will describe the principlesembedded in the Preamble to theConstitution and evaluate the progress of theUnited States in realizing those goals.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theU.S. Consititution, see McDougal,Littell’s The AmericansPE/TE: xxviii–xxix, 154, 166–167,379–380, 400–401, 497, 634–635,722–725, 895–899, 1108–1109,1110–1111, 1114–1115, 1116–1117,1118–1119



The student willunderstand tensionsthat exist betweenkey principles ofgovernment in theUnited States.

4. Students will analyze the role of civildisobedience in the United States.

World Geography discusses governmentin brief, in the context of the humangeography. For coverage of civildisobedience in the U.S., see McDougal,Littell’s The AmericansPE/TE: 910, 912–913Add’l TE: 911


70



1. Students will describe the transplanting ofEnglish political and legal institutions to thecolonies; explain how political and legalrights were defined and practiced; andanalyze the development of representativegovernment.

PE/TE: 303–304

2. Students will recognize and analyze theimpact of early documents on thedevelopment of the government of the UnitedStates.

PE/TE: 303–304

3. Students will explain how key principlesof the United States government weremodeled after other political philosophies.

PE/TE: 289, 290, 303–304


C. Roots of theRepublic

The student willunderstand theforces that impactedthe founding of theUnited States

4. Students will describe revolutionarygovernment structure and operations atnational and state levels, and evaluate themajor achievements and problems of theConfederation period.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theearly U.S. government, see McDougal,Littell’s The AmericansPE/TE: 94–95, 97, 99, 100, 103–104,105, 116–117, 123, 127 (Alt. Ass. #1),130–131, 132–137, 138–139, 150(#1–3), 151 (Alt. Ass. #1)


71



1. Students will analyze principles in theDeclaration of Independence, including self-evident truths and inalienable rights, and itsimpact on the development of the UnitedStates government.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theDeclaration of Independence, seeMcDougal, Littell’s The AmericansPE/TE: 106, 109–112, 123, 126 (#14),130–131, 133, 147, 149, 180–181, 361,466, 491, 920Add’l TE: 129c, 129d, 154



The student willdemonstrateknowledge of thecontinuing impact ofthe Declaration ofIndependence in theU.S. and worldwide.

2. Students will make comparisons of theDeclaration of Independence to otherdocuments that used it as a source ofreference and inspiration.

World Geography discusses governmentin brief, in the context of the humangeography. For comparisons of theDeclaration of Independence with otherdocuments, see McDougal, Littell’s TheAmericans

PE/TE: 257, 361, 491, 920

Add’l TE: 154, 335d


72



1. Students will describe and analyze thedebates over the Articles of Confederation andthe process and content of the ConstitutionalConvention, which led to the creation of theU.S. Constitution.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theearly U.S. government, see McDougal,Littell’s The AmericansPE/TE: 134–135, 140–144, 150 (#2),151 (Alt. Ass. #2)Add’l TE: 129c, 129d



The student willunderstand theprocess of creatingthe U.S. Constitution.

2. Students will analyze the debate overratification of the Constitution.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theratification of the U.S. Consititution, seeMcDougal, Littell’s The AmericansPE/TE: 145–149, 150 (#8–10),177 (Alt. Ass. #1)



73



1. Students will describe the developmentand ratification of the Bill of Rights.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theratification of the Bill of Rights, seeMcDougal, Littell’s The AmericansPE/TE: 147, 149, 150 (#10), 151 (#3),166–167Add’l TE: 129c, 130

2. Students will describe the events leadingto later amendments.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of thepassage of later amendments to theConsititution, see McDougal, Littell’sThe AmericansPE/TE: 168, 170, 171, 172, 173, 174,175, 176 (#5), 198, 257–258, 268 (#6),333, 379–381, 382, 398, 401, 510–511,518, 521–522, 538, 540, 541, 544 (#5),640, 642, 643, 695, 696, 896, 922,930–931, 1004, 1011–1012



The student willknow howConstitutionalAmendments andSupreme Courtinterpretations of theConstitution haveincreased the impactof the Constitutionon people's lives.

3. Students will describe the development ofthe Supreme Court’s function in interpretingthe Constitution.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theinterpretative role of the U.S. SupremeCourt, see McDougal, Littell’s TheAmericansPE/TE: 199, 201 (#4), 206–207


74



1. Students will describe the concepts ofseparation of powers and checks andbalances and analyze how they limit thepowers of state and federal governments.

PE/TE: 139, 152 (#14)

2. Students will define federalism anddescribe how power is distributed betweenthe federal government and stategovernments, or retained by the people of theUnited States.

PE/TE: 139, 152 (#14)


D. GovernmentalProcesses andInstitutions

The student willknow how the U.S.Constitution seeksto prevent the abuseof power.

3. Students will explain the process ofamending the U.S. Constitution.

World Geography discusses governmentin brief, in the context of the humangeography. For in-depth coverage of theprocess of amending the Constitution,see McDougal, Littell’s The AmericansPE/TE: 164–165, 176 (#11, #4), 177 (#3)


75



1. Students will explain the powers andoperations of the legislative branch asdefined in Article I of the Constitution anddescribe and evaluate the proceduresinvolved in passing laws.

PE/TE: 139

2. Students will explain the powers andoperations of the executive branch as definedin Article II of the Constitution and describethe roles and responsibilities of the president.

PE/TE: 139

3. Students will explain the powers andoperations of the judicial branch as defined inArticle III of the Constitution and describe andevaluate the process used by the SupremeCourt in choosing to hear, analyze, and decidea case.

PE/TE: 139



The student willunderstand howpublic policy is made,enforced, andinterpreted by thelegislative, executive,and judicial branches.

4. Students will apply knowledge of the rolesand responsibilities of the branches of thefederal government to analyze historic andcurrent public policy issues.

PE/TE: 139, 183

Add’l TE: 700



The student willunderstand thesovereign status ofAmerican IndianNations.

1. Students will explain and analyze theunique relationship between American IndianNations and the United States Government.

PE/TE: 181

Add’l TE: 719


76


Strand Sub-Strand Standards Benchmarks Correlation1. Students will describe the proceduresinvolved in the Minnesota and nationalvoting, and election process, including theMinnesota caucus system.

World Geography discusses governmentin brief, in the context of the humangeography. For coverage of the votingprocess, see McDougal, Littell’s TheAmericansPE/TE: 160, 1043

2. Students will examine the impact ofAmerican political parties and on electionsand public policy.

PE/TE: 183Can also be taught in conjunction with:251 (Int. Act.), 331 (Int. Act.)



The student willunderstand the roleand influence ofpolitical processesand organizations.

3. Students will examine the role of interestgroups, think tanks, the media, and publicopinion on the political process and publicpolicy formation.

PE/TE: 182–183, 249, 254–255,328–329, 366, 394–395, 449, 470–471,535–536, 602–603, 670–671, 736–737Add’l TE: 171c, 401, 533, 677

1. Students will describe how the world isaligned politically and give examples of theways nation states interact.

PE/TE: 158, 160, 174, 326–329, 330(#8–10), 363, 373, 455, 462, 541, 574,600–603, 604 (#12–15), 649, 650 (#3.c),658 (#6)Add’l TE: 517



The student willanalyze therelationships andinteractions betweenthe United States andother nations andevaluate the role ofthe U.S. in worldaffairs.

2. Students will compare and contrast thestructure and organization of various formsof political systems, including the U.S.government.

PE/TE: 83, 139, 152 (#14), 156, 158,225, 232, 249–250, 251 (Int. Act.), 256(#13, 15), 297, 315, 443, 469, 504–505,568–569, 580–581, 705, 706, 724 (#1)Add’l TE: 182, 193, 287d


77



3. Students will describe how governmentsinteract in world affairs and explain reasonsfor conflict among nation states.

PE/TE: 156, 174–175, 260, 288,289–290, 296, 319–321, 320 (#1, 2),324, 371, 383, 385–387, 396 (#7, #1–3),397 (#1.a), 433, 480, 512–513, 551, 568,574, 590 (#12), 600–603, 604 (#11–15),605 (#1.b, 2.a, 5), 649, 652, 707, R9

Add’l TE: 287c, 383c, 485, 523d, 591c,591d

4. Students will describe the ways the U.S.government develops and carries out U.S.foreign policy and analyze how individuals,businesses, labor, and other groups influenceU.S. foreign policy.

PE/TE: 174–175, 184 (#1), 247, 256(#18), 454–455, 457 (#4), 518, 529, 653Add’l TE: 659d

5. Students will explain and evaluateinternational organizations and internationallaw and how participation in theseorganizations and international law isvoluntary.

PE/TE: 85, 512, 534, 535, 602, 705

Add’l TE: 247, 317c, 397d, 410

6. Students will explain the effects ofdevelopments in other nations on state andcommunity life in Minnesota, and explain therole of individuals in world affairs.

PE/TE: 175, 184 (#3), 523 (Int. Act.)

Add’l TE: 204, 205, 220, 243c, 261


78



1. Students will examine the structure andprocess of Minnesota Government as createdby the Minnesota Constitution.

PE/TE: 139

2. Students will compare the MinnesotaConstitution with the U.S. Constitution.

Can be taught in conjunction with:

PE/TE: 139



The student willunderstand Minnesotastate and localgovernment structureand politicalprocesses.

3. Students will describe powers, features,and procedures of local government inMinnesota.

PE/TE: 175 (GeoActivity), 325(GeoActivity), 463 (GeoActivity)Add’l TE: 148

MN 114 5/2006

2007 CC2

Minnesota Academic Standards in History and Social …€¦ · Minnesota Academic Standards in...

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Transcript of Minnesota Academic Standards in History and Social …€¦ · Minnesota Academic Standards in...