Prentice Hall Grades 5-6 -...

G r a d e s 5 - 6

Prentice HallAmerica: History of Our Nation, Civil War to the Present © 2007

C O R R E L A T E D T O

Arkansas Social Studies Curriculum Framework for Grades 5 and 6

Prentice Hall America: History of Our Nation, Civil War through to the Present © 2007

Correlated to: Arkansas Social Studies Curriculum Framework

(Grades 5-6)

1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology

ARKANSAS SOCIAL STUDIES CURRICULUM FRAMEWORK

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s))

Strand: Geography

Standard 1: Physical and Spatial

Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES

Grade 5

Location, Place, and Region

G.1.5.1 Classify locations as absolute or relative SE: pp. HT9

G.1.5.2 Identify and describe the region of the United States in which Arkansas is located

SE: Focus on Ark: pp. 2, 20, 34

TE: pp. A3-A15

G.1.5.3 Distinguish between the major regions of the United States and evaluate their interdependence

SE: pp. A2-A8, A12-A15 , HT 10 – HT 15

G.1.5.4 Locate the major bodies of water that are related to the United States:

• Atlantic Ocean SE: pp. A2-A8

• Caribbean Sea SE: pp. A2 – A6

• Great Lakes SE: pp. A2 – A6

• Gulf of Mexico SE: pp. A2 – A6

• Pacific Ocean SE: pp. A2 – A6

G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population

SE: pp. 600, 602, 639, 848, 988-989, 992-993

TE: pp. 574a-h, 604a-h, 832a-h, 870a-h, 964a-h

TR: All-in-One: Units: 6, 8, 9; Reading & Note guide: 17.4, 18.5, 25.2, 26.0, 29.0

TECH: Color Transparencies:17.4, 18.5, 25.2, 26.0, 29.0; PM Transparencies:17.4, 18.5, 25.2, 26.0, 29.0; History Interactive: mv;-9294; Discovery Video: Chaps: 17, 18, 25, 26, 29

G.1.5.6 Distinguish between geography terms that describe or indicate region, place, or location (e.g., tundra, desert, rainforest, mountains)

SE: pp. A2-A16, HT8 –HT15, 522-523, 686-687, 788-789, 916-917, 958-959

TE: pp. 2a-h, 63a-h, 508 a-h, 676a-h, 402a-h, 946a-h



(Grades 5-6)





TR: All-in-One: Units 5, 7, 8, 9; Reading & Note guide: 20.1, 23.3, 27.2, 28.4

TECH: Color Transparencies:20.1, 23.3, 27.2, 28.4; PM Transparencies:20.1, 23.3, 27.2, 28.4; History Interactive: mvl-9272; Discovery Video: Chaps: 20, 23, 27, 28

Map and Globe Skills

G.1.5.7 Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps)

SE: pp. HT10-HT15, 691, 719, 725, 779, 805, 812, 823, 835, 907

TE: pp. 676a-h, 702a-h, 766a-h, 798a-h, 832a-h, 902a-h

TR: All-in-One: Units: 5, 7, 8; Reading & Note guide: 20.2, 21.2, 21.4, 23.2, 24.1, 24.2, 24.4, 25.0, 27.1

TECH: Color Transparencies:20.2, 21.2, 21.4, 23.2, 24.1, 24.2, 24.4, 25.0, 27.1; PM Transparencies:20.2, 21.2, 21.4, 23.2, 24.1, 24.2, 24.4, 25.0, 27.1; History Interactive: mvl-8231, mvl-8242 ; Discovery Video: Chaps: 20, 21, 23, 24, 25, 27

G.1.5.8 Demonstrate an understanding of the following:

• latitude SE: pp. HT10; Focus on Ark: pp. 2, 20, 21

• longitude SE: pp. HT10; Focus on Ark: pp. 2, 20, 21

• parallels SE: pp. HT10

• meridians SE: pp. HT10

• degrees SE: pp. HT10

• grid systems SE: pp. HT10

• coordinates SE: pp. HT9

• Tropic of Cancer

• Tropic of Capricorn

• Equator SE: pp. HT10

• Prime Meridian SE: pp. HT10

G.1.5.9 Compare and contrast major landforms characterized as physical features of Earth (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas)

SE: pp. A4-A15, HT8-HT17



(Grades 5-6)





Strand: Geography

Standard 2: Culture and Diversity

Students shall develop an understanding of how cultures around the world develop and change.


Grade 5

Culture/Diversity

G.2.5.1 Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States

SE: pp. 665, 683, 745, 948, 956-957, 970, 990; pp. HT10; Focus on Ark: pp. 22, 26, 27, 64

TE: pp. 640 a-h, 667 a-h, 732 a-h, 937 a-h, 964 a-h

TR: All-in-One: Units: 6, 7, 9; Reading & Note guide: 19.4, 20.1, 22.2, 28.2, 28.4, 29.1, 29.4

TECH: Color Transparencies:19.4, 20.1, 22.2, 28.2, 28.4, 29.1, 29.4; PM Transparencies:19.4, 20.1, 22.2, 28.2, 28.4, 29.1, 29.4; History Interactive: myp-6152, mvl-9282, mvl-9294; Discovery Video: Chaps: 19, 20, 22, 28, 29

G.2.5.2 Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States

SE: pp. 579, 586, 627-629, 664, 665, 745, 923, 986; pp. HT10; Focus on Ark: pp. 22, 26, 27, 64


TR: All-in-One: Units: 6, 7, 9; Reading & Note guide:, 17.1, 17.2, 18.4, 19.4, 22.2, 27.3, 29.4

TECH: Color Transparencies:17.1, 17.2, 18.4, 19.4, 22.2, 27.3, 29.4; PM Transparencies:17.1, 17.2, 18.4, 19.4, 22.2, 27.3, 29.4; History Interactive: myp-6152, mvl-9294; Discovery Video: Chaps: 17, 18, 19, 22, 27, 29

G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, and assimilation

SE: pp. 606-629, 623-635, 637, 741-746, 750-751, 786-787, 846-849, 941; pp. HT10; Focus on Ark: pp. 22, 26, 27, 64

TE: pp. 604a-h, 732a-h, 832a-h, 932a-h



(Grades 5-6)





TR: All-in-One: Units:, 18, 22, 23, 25, 28; Reading & Note guide: 18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 32.3, 25.2, 28.1

TECH: Color Transparencies:18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 32.3, 25.2, 28.1; PM Transparencies:18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 32.3, 25.2, 28.1; Discovery Video: Chaps: 18, 22, 23, 25, 28

Strand: Geography

Standard 3: Interaction of People and the Environment

Students shall develop an understanding of the interactions between people and their environment.


Grade 5

Movement

G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources)

SE: 578-581, 617-619, 782-784, 859

TE: pp. 574a-h, 604a-h, 766a-h, 832a-h

TR: All-in-One: Units: 6, 8; Reading & Note guide: 17.1, 18.2, 23.3, 25.4

TECH: Color Transparencies:17.1, 18.2, 23.3, 25.4; PM Transparencies:17.1, 18.2, 23.3, 25.4; History Interactive: myp-6137; Discovery Video: Chaps: 17, 18, 23, 25

G.3.5.2 Define push-pull factors

G.3.5.3 Identify various forms of technology and methods of transferring ideas and information

SE: pp. 608-613, 708-709, 845, 846, 982-985

TE: pp. 604a-h, 702a-h, 832a-h, 964a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 11.1, 11.2, 15.2, 18.1, 21.1, 25.2, 29.3

TECH: Color Transparencies:18.1, 21.1, 25.2, 29.3; PM Transparencies:18.1, 21.1, 25.2, 29.3; History Interactive: myp-7211, mvl-8251; Discovery Video: Chaps: 18, 21, 25, 29

G.3.5.4 Recognize the concepts of interstate, intrastate, infrastructure, and globalization

SE: pp. 645, 723-727, 942-843, 971, 976-978, 983



(Grades 5-6)





TE: pp. 702a-h, 832a-h, 964a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 19.1, 21.4, 25.2, 29.1, 29.2, 29.3

TECH: Color Transparencies:19.1, 21.4, 25.2, 29.1, 29.2, 29.3; PM Transparencies:19.1, 21.4, 25.2, 29.1, 29.2, 29.3; Discovery Video: Chaps 19, 21, 25, 29

Human Environment Interaction

G.3.5.5 Identify renewable and nonrenewable resources (e.g., fossil fuels, fertile soils, timber)

SE: pp. 562-563, 608-609, 651, 681, 770, 778-779, 958-959, 979-980


TR: All-in-One: Units: 5, 6, 7, 8, 9; Reading & Note guide: 16.3, 18.1, 19.2, 20.1, 23.1, 28.4, 29.2

TECH: Color Transparencies:16.3, 18.1, 19.2, 20.1, 23.1, 28.4, 29.2; PM Transparencies: 16.3, 18.1, 19.2, 20.1, 23.1, 28.4, 29.2; History Interactive: myp-4095, myp-5127, myp-6142; Discovery Video: Chaps: 16, 18, 19, 20, 23, 28, 29

G.3.5.6 Identify ways people have modified the physical environment

SE: pp. 608-609, 752-753, 845-846, 978, 980; pp. HT10; Focus on Ark: pp. 12, 13, 14, 48, 66

TE: pp. 604a-h, 732a-h, 832a-h, 964a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 18.1, 22.4, 25.2, 29.2

TECH: Color Transparencies:18.1, 22.4, 25.2, 29.2; PM Transparencies:18.1, 22.4, 25.2, 29.2; History Interactive: myp-6142, mvl-7224; Discovery Video: Chaps: 18, 22, 25, 29

G.3.5.7 Discuss ways in which Arkansans adapted to and modified the environment

SE: Can be inserted at the following pages: 562-563, 608-609, 752-753, 845-846, 978, 990;

TE: pp. 542a-h, 732a-h, 832a-h, 964a-h

TR: All-in-One: Units: 5, 6, 7, 8, 9; Reading & Note guide: 16.3, 18.1, 22.4, 25.2, 29.2, 29.4



(Grades 5-6)





TECH: Color Transparencies:16.3, 18.1, 22.4, 25.2, 29.2, 29.4; PM Transparencies:16.3, 18.1, 22.4, 25.2, 29.2, 29.4; History Interactive: myp-5127, myp-6142, mvl-7224, mvl-9294; Discovery Video: Chaps: 16, 18, 22, 25, 29

Strand: Civics

Standard 4: Government

Students shall develop an understanding of the forms and roles of government.


Grade 5

Forms and Roles of Government

C.4.5.1 Recognize that the Arkansas and the United States governments are composed of three branches:

• executive SE: pp. 922; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 902a-h

TR: All-in-One: Units: 9; Reading & Note guide: 27.3

TECH: Color Transparencies:27.3; PM Transparencies:27.3; Discovery Video: Chaps: 27

• legislative SE: pp. R3-R4; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

• judicial SE: pp. R3-R4; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

C.4.5.2 Identify the system of checks and balances in government

SE: pp. R3-R3

C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president)

SE: pp. 922; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 902 a-h





(Grades 5-6)





C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate)

SE: pp. 894, 989; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 961 a-h

TR: All-in-One: Units: 9; Reading & Note guide: 21.2, 26.4, 29.4

TECH: Color Transparencies:21.2, 26.4, 29.4; PM Transparencies:21.2, 26.4, 29.4; History Interactive: mvl-9294; Discovery Video: Chaps: 21, 26, 29

C.4.5.5 Identify and describe the roles of the judicial branch (e.g., local, state, and federal)

SE: pp. 881-882; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 870 a-h



C.4.5.6 Identify the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian)

SE: pp. 572, 691, 802-803, 946, 948, 949, 950

TE: pp. 166 a-h, 200 a-h, 798 a-h, 932 a-h


TECH: Color Transparencies:6.0, 7.2, 24.1, 28.2, 28.3; PM Transparencies:6.0, 7.2, 24.1, 28.2, 28.3; History Interactive: mvl-9282; Discovery Video: Chaps: 6, 7, 24, 28

C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications)

SE: pp. 922, 1012-1013; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

C.4.5.8 Discuss the succession of leadership at the state level

SE: Focus on Ark: pp. 5, 6, 7,

C.4.5.9 Discuss the two-party system SE: pp. 483, 494, 598-599

TE: pp. 542a-h, 574a-h

TR: All-in-One: Units: 5, 6; Reading & Note guide: 14.1, 14.3, 17.4

TECH: Color Transparencies:14.1, 14.3, 17.4; PM Transparencies:14.1, 14.3, 17.4; Discovery Video: Chaps: 14, 17



(Grades 5-6)





Strand: Civics

Standard 5: Citizenship

Students shall develop an understanding of the rights and responsibilities of citizens.


Grade 5

Roots of Democracy

C.5.5.1 Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution)

SE: pp. 1001, 1004, 1007-1017

C.5.5.2 Identify the purpose of the Declaration of Independence

SE: pp. 1001-1004

C.5.5.3 Identify the significance of the following individuals in establishing the government of the United States:

• John Adams SE: pp. R11, 1030

• Benjamin Franklin

• Alexander Hamilton

• Thomas Jefferson SE: pp. R11, 1030

• John Marshall SE:

• James Madison SE: pp. R11, 1030

• George Washington SE: pp. R11, 1030

C.5.5.4 Identify the significance of the Articles of Confederation

C.5.5.5 Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution

C.5.5.6 Research national symbols and explain their significance using primary and secondary sources (e.g., Pledge of Allegiance, Lady Liberty)

SE: pp. A1 – A16

C.5.5.7 Identify significant examples of patriotic music from various periods of United States history



(Grades 5-6)





Students shall develop an understanding of how to participate develop and use the skills necessary for effective citizenship.

Rights and Responsibilities of Citizens

C.5.5.8 Identify the requirements for becoming a citizen of the United States

SE: pp. 553-554

TE: pp. 542 a-h



C.5.5.9 Identify the rights and responsibilities of United States citizenship (e.g., voting, obeying laws, volunteerism)

SE: pp. 712, 717, 816-817, 889, 895, 922

TE: pp. 702 a-h, 798 a-h, 870 a-h, 902 a-h

TR: All-in-One: Units: 7, 9; Reading & Note guide: 21.2, 24.3, 26.3, 26.4, 27.3

TECH: Color Transparencies:21.2, 24.3, 26.3, 26.4, 27.3; PM Transparencies:21.2, 24.3, 26.3, 26.4, 27.3; Discovery Video: Chaps: 21, 24, 26, 27

C.5.5.10 Discuss the importance of the rights of United States citizens set forth in the Bill of Rights

SE: pp. 1006, 1019-1020

C.5.5.11 Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote)

SE: pp. 889, 895, 922, 1029; Focus on Ark: pp. 11

TE: pp. 870 a-h, 902 a-h



C.5.5.12 Discuss ways citizens participate in government at the state and local level

SE: pp. 889, 895, 922, 1029

TE: pp. 870 a-h, 902 a-h




(Grades 5-6)






C.5.5.13 Identify the Bill of Rights in the United States Constitution

SE: pp. 1006, 1019-1021

C.5.5.14 Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments

SE: 552-557, 565, 875

TE: pp. 542 a-h, 870 a-h


TECH: Color Transparencies:16.2, 16.3, 26.1; PM Transparencies:16.2, 16.3, 26.1; History Interactive: myp-5127, mvl-9261; Discovery Video: Chaps: 16, 26

C.5.5.15 Identify various organizations from U.S. History through which citizen’s rights were affected (e.g., Women’s Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation)

SE: pp. 656-658, 661, 819, 875, 889-890

TE: pp. 640 a-h, 798 a-h, 870 a-h


TECH: Color Transparencies:19.3, 19.4, 24.3, 26.1, 26.3; PM Transparencies:19.4, 24.3, 26.1, 26.3; History Interactive: mvl-9261; Discovery Video: Chaps: 19, 24, 26

Strand: History

Standard 6: History

Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.


Grade 5

Continuity and Change

H.6.5.1 Discuss the purpose of political cartoons SE: pp. HT15, HT19

H.6.5.2 Read and interpret timelines using the terms:

• ca (circa)

• Before Common Era/Common Era (BCE/CE)

• millennia



(Grades 5-6)





• millennium

• decade

• century

H.6.5.3 Identify the contributions of significant individuals and explorers during the period of early European exploration of the Americas (e.g., Christopher Columbus, Ferdinand Magellan, Hernando de Soto)

H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, and France

SE: pp. R7

H.6.5.5 Describe the role and impact of legislative bodies in the colonial government (e.g., town meetings)

H.6.5.6 Identify important people and events during Arkansas’ Territorial period (e.g., Robert Crittenden, James Miller, relocation of government)

SE: Focus on Ark: pp. 18, 30, 34, 36, 37, 38

H.6.5.7 Analyze the impact of the American Industrial Revolution:

• cotton gin

• reaper

• steam engine

H.6.5.8 Identify and explain the significance of the following people:

• Fredrick Douglas SE: pp. 495

TE: pp. 478 a-h



• Harriet Tubman SE: pp. 532

TE: pp. 508 a-h



• John Brown SE: pp. 491, 497, 498

TE: pp. 478 a-h



(Grades 5-6)





TR: All-in-One: Units: 5; Reading & Note guide: 14.2, 14.3

TECH: Color Transparencies:14.2, 14.3; PM Transparencies:14.2, 14.3; Discovery Video: Chaps: 14

• Abraham Lincoln SE: pp. 476, 495, 501, 545

TE: pp. 478 a-h, 542 a-h

TR: All-in-One: Units: 5; Reading & Note guide: 14.0, 14.3, 14.4, 16.0

TECH: Color Transparencies:14.0, 14.3, 14.4, 16.0; PM Transparencies:14.0, 14.3, 14.4, 16.0; History Interactive: myp-5107, myp-5127; Discovery Video: Chaps: 14, 16

• Ulysses S. Grant SE: 556, 558

TE: 542 a-h


TECH: Color Transparencies:16.2, 16.3; PM Transparencies:16.2, 16.3; History Interactive: myp-5127; Discovery Video: Chaps: 16

• Robert E. Lee SE: pp. 497, 514, 519, 534-537

TE: pp. 478 a-h, 508 a-h


TECH: Color Transparencies:14.3, 15.1, 15.2, 15.5; PM Transparencies:14.3, 15.1, 15.2, 15.5; History Interactive: myp-5127; Discovery Video: Chaps: 14, 15

• Sojourner Truth

• Dorothea Dix

Conflict and Consensus

H.6.5.9 Describe the impact that European explorers had on the American Indian tribes

SE: Focus on Ark: pp. 22, 34, 36

H.6.5.10 Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g., Roanoke, Jamestown, King Philip’s War)



(Grades 5-6)





H.6.5.11 Evaluate the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchison, John Winthrop, Thomas Hooker, William Penn)

H.6.5.12 Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans)

SE: pp. 482-485, 499-503

TE: pp. 478 a-h


TECH: Color Transparencies:14.1, 14.3, 14.4; PM Transparencies:14.1, 14.3, 14.4; History Interactive: myp-5107; Discovery Video: Chaps: 14

H.6.5.14 Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution:

• Stamp Act

• Sugar Act

• Boston Tea Party

• Intolerable Acts

• Boston Massacre

H.6.5.15 Identify the contributions of significant people leading to the American Revolution:

• King George III

• George Washington

• Benjamin Franklin

• Thomas Jefferson

• Patrick Henry

• Thomas Paine

H.6.5.16 Explain the political viewpoints of Patriots and Loyalists during the Revolutionary period

H.6.5.17 Identify the importance of key battles of the Revolutionary War:

• Lexington and Concord

• Bunker Hill

• Saratoga



(Grades 5-6)





• Yorktown

H.6.5.18 Explain the role of the following events in the development of the US:

• Shay’s Rebellion

• Constitutional Convention

• creation of political parties

H.6.5.19 Describe the causes of the War of 1812 and analyze the effects it had on the nation

H.6.5.20 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln/Douglas debates)

SE: pp. 495

TE: pp. 478 a-h

H.6.5.21 Discuss the reasons for the secession of southern states from the Union

SE: pp. 482-491, 494-498, 500-501, 512-513; Focus on Ark: pp. 40, 42, 44

TE: pp. 478 a-h, 508 a-h

TR: All in One: Units: 5; Reading & Note guide: 14.1, 14.2, 14.3, 14.4, 15.1

TECH: Color Transparencies:14.1, 14.2, 14.3, 14.4, 15.1 ; PM Transparencies:14.1, 14.2, 14.3, 14.4, 15.1; History Interactive: myp-5017, myp-5177; Discovery Video: Chaps: 14, 15

H.6.5.22 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas SE: Focus on Ark: pp. 42

• Pea Ridge

• Prairie Grove

• Bull Run/Manassas SE: pp. 516

TE: pp. 508 a-h

TR: All in One: Unit: 5; Reading & Note guide: 15.1

TECH: Color Transparencies:15.1; PM Transparencies: 15.1; History Interactive: myp-5177; Discovery Video: Chaps: 15

• Antietam/Sharpsburg SE: pp. 510, 520

TE: pp. 508 a-h

TR: All in One: Unit: 5; Reading & Note guide: 15.0, 15.2



(Grades 5-6)





TECH: Color Transparencies:15.0, 15.2; PM Transparencies: 15.0, 15.2; History Interactive: myp-5177; Discovery Video: Chaps: 15

• Gettysburg SE: pp. 477, 534-535

TE: pp. 478 a-h, 508 a-h

TR: All in One: Unit: 5; Reading & Note guide: 14.0, 15.5

TECH: Color Transparencies:14.0, 15.5; PM Transparencies: 14.0, 15.5; Discovery Video: Chaps: 14, 15

Movement

H.6.5.23 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas

• Columbian Exchange

• Triangular Trade

H.6.5.24 Examine the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g., Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe)

H.6.5.25 Explain how westward expansion contributed to the growth of the United States (e.g., Wilderness Road, Louisiana Purchase, Gadsden Purchase)

SE: Focus on Ark: pp. 28

H.6.5.25 Trace the Lewis and Clark expedition and discuss its impact on the new nation


H.6.5.26 Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of Tears)

SE: Focus on Ark: pp. 22, 36

Cultural Diversity and Uniformity

H.6.5.27 Identify and explain major pre-Colombian civilizations in Central and South America (i.e., Maya, Inca, Aztec)

H.6.5.28 Identify the major pre-Columbia settlements:

• cliff dwellers

• mound builders

• peoples of the Southwest

• peoples of the Pacific Northwest

• peoples of the Great Plains SE: Focus on Ark: pp. 22, 36

• peoples of the Eastern Woodlands



(Grades 5-6)





H.6.5.29 Locate and describe the three main American Indian cultures in Arkansas during the exploration period:

• Quapaw Indians SE: Focus on Ark: pp. 2, 3, 4, 22, 36

• Caddo Indians SE: Focus on Ark: pp. 2, 3, 4, 22, 36

• Osage Indians SE: Focus on Ark: pp. 2, 3, 4, 22, 36

H.6.5.30 Evaluate contributions of women during the Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, and Phyllis Wheatley)

H.6.5.31 Investigate the roles of African Americans, American Indians, and women during the Civil War

SE: pp. 526*527, 537

TE: 508 a-h



H.6.5.32 Identify the role of the following Arkansans in the Civil War:

• Isaac Murphy SE: Focus on Ark: pp. 16, 40, 42

• David O. Dodd

• Albert Pike

• Earl Van Dorn

• Thomas Hindman

• James Blunt

• Harris Flanagan SE: Focus on Ark: pp. 16

Regionalism and Nationalism

H.6.5.33 Identify Arkansas Post as the first European settlement in Arkansas and explain its geographic significance


H.6.5.34 Locate and describe the differences between the three regions into which the English settled:

• New England

• Mid-Atlantic

• South



(Grades 5-6)





Strand: Economics

Standard 7: Choices

Students shall analyze the costs and benefits of making economic choices.


Grade 5

Costs and Benefits

E.7.5.1 Identify the basic economic wants and needs of all people

E.7.5.2 Recognize that choices have both present and future consequences

E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices

E.7.5.4 Discuss the meaning of opportunity costs

E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources

E.7.5.6 Examine the economic decisions that every society must make:

• what is to be produced and in what quantities

• how will it be produced

• who will receive what is produced

E.7.5.7 Identify examples of traditional, market, and command economies

E.7.5.8 Discuss the meaning of tradeoffs

E.7.5.9 Identify the characteristics of a free enterprise system

SE: pp. 616

TE: pp. 604 a-h





(Grades 5-6)





Strand: Economics

Standard 8: Resources

Students shall evaluate the use and allocation of human, natural, and capital resources


Grade 5

Factors of Production

E.8.5.1 Research the role that entrepreneurs have played in the development of the economy of Arkansas

SE: pp. 614; Focus on Ark: pp. 14

TE: pp. 604 a-h



E.8.5.2 Discuss the impact additional capital goods (e.g., tools and machines) have on productivity

SE: pp. 613

TE: pp. 604 a-h


TECH: Color Transparencies:18.2; PM Transparencies:18.2; History Interactive: myp-6142; Discovery Video: Chaps: 18

E.8.5.3 Identify the four basic categories of earned income that are received from the four factors of production:

• wages and salaries SE: pp. 791, 844, 940

TE: pp. 798 a-h, 832 a-h, 932 a-h


TECH: Color Transparencies:24.0, 25.2, 28.1; PM Transparencies:24.0, 25.2, 28.1; Discovery Video: Chaps: 24, 25, 28

• rent

• interest

• profit



(Grades 5-6)





E.8.5.4 Examine the need for natural resources in determining settlement patterns

SE: pp. 562-563, 608-609, 681; Focus on Ark: pp. 2, 20, 34

TE: pp. 542 a-h, 604 a-h, 676 a-h

TR: All-in-One: Units: 5, 6, 7; Reading & Note guide: 16.3, 18.1, 20.1

TECH: Color Transparencies:16.3, 18.1, 20.1; PM Transparencies:16.3, 18.1, 20.1; History Interactive: myp-5127, myp-6142; Discovery Video: Chaps: 16, 18, 20

Strand: Economics

Standard 9: Markets

Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.


Grade 5

Financial Markets

E.9.5.1 Describe the characteristics of money:

• portability SE: pp. 550

TE: pp. 542 a-h



• divisibility SE: pp. 550

TE: pp. 542 a-h



• durability SE: pp. 550

TE: pp. 542 a-h




(Grades 5-6)






• uniformity SE: pp. 550

TE: pp. 542 a-h



E.9.5.2 Examine the reasons for using a financial institution for saving money:

• interest (rate of return) SE: pp. 614-615, 653, 779

TE: pp. 604 a-h, 640 a-h, 766 a-h



• safety SE: pp. 614-615, 653, 779

TE: pp. 604 a-h, 640 a-h, 766 a-h



E.9.5.3 Identify methods people use to save and spend money

E.9.5.4 Discuss the purpose of selling stocks to capitalized companies (e.g., joint-stock company)

E.9.5.5 Identify the meaning of economic inflation SE: pp. 599, 842, 924, 927, 936, 939

TE: pp. 574 a-h, 832 a-h, 902 a-h, 932 a-h


TECH: Color Transparencies:17.4, 25.2, 27.4, 28.1; PM Transparencies:17.4, 25.2, 27.4, 28.1; Discovery Video: Chaps: 17, 25, 27, 28



(Grades 5-6)





E.9.5.6 Identify Gross Domestic Product (GDP) SE: Focus on Ark: pp. 11

E.9.5.7 Identify the role of the Federal Reserve in the economy

SE: pp. 653; Focus on Ark: pp. 56

TE: pp. 640 a-h



Global Markets

E.9.5.8 Identify the costs/benefits associated with the development of global trade

SE: pp. 976

TE: pp. 964 a-h



E.9.5.9 Identify various types of currency in the global economy

Goods and Services

E.9.5.10 Identify how changes in supply and demand affect prices

E.9.5.11 Identify methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses)

SE: PP. 610, 615, 616, 645-646, 650

TE: pp. 640 a-h


TECH: Color Transparencies:18.1, 19.1, 19.2; PM Transparencies:18.1, 19.1, 19.2; History Interactive: myp-6142; Discovery Video: Chaps: 18, 19

E.9.5.12 Identify the various marketing techniques:

• advertising

• mail order catalog

• increasing demand for goods and services



(Grades 5-6)





Strand: Geography

Standard 1: Physical and Spatial

Students shall develop an understanding of the physical and spatial characteristics and applications of geography.


Location, Place, and Region

Grade 6

G.1.6.1 Apply the proper usage of absolute and relative location

SE: pp. HT9

G.1.6.2 Examine the location, place, and region of Arkansas and determine the characteristics of each

SE: pp. A3-A15; Focus on Ark: pp. 2, 20, 34

G.1.6.3 Identify the countries on the continent of North America and analyze their geographical relationship

SE: A2-A8, A12-A15, HT10-HT15

G.1.6.4 Explain the importance of the major river systems of the United States and Arkansas:

• Arkansas River SE: pp. A4-A5; Focus on Ark: pp. 3, 20

• Colorado River SE: pp. A4-A5

• Mississippi River SE: pp. A4-A5, 976-981; Focus on Ark: pp. 3, 20

TE: pp. 964 a-h



• Ohio River SE: pp. A4-A5

• St. Lawrence River SE: pp. A4-A5

G.1.6.5 Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs

SE: pp. 600, 602, 639, 869, 988-989, 992-993

TE: pp. 574 a-h, 604 a-h, 832 a-h, 870 a-h, 964 a-h




(Grades 5-6)





TECH: Color Transparencies:17.4, 18.5, 25.2, 26.0, 29.4; PM Transparencies:17.4, 18.5, 25.2, 26.0, 29.4; History Interactive: mvl-9294; Discovery Video: Chaps: 17, 18, 25, 26, 29

G.1.6.6 Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West)

SE: pp. A2-A7

Map and Globe Skills

G.1.6.7 Examine different maps and globe projections and recognize the differences of each map or projection

SE: pp. HT8-HT15

G.1.6.8 Construct a map of the United States using all basic map components:

• compass rose SE: pp. HT10-HT11

• map scale SE: pp. HT10-HT11

• key/legend SE: pp. HT10-HT11

• inset map SE: pp. HT10-HT11

• title SE: pp. HT10-HT11

G.1.6.9 Compare the location of specific places on both maps and globes

SE: pp. A2-A14

G.1.6.10 Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states

SE: pp. A2-A16

Strand: Geography

Standard 2: Culture and Diversity

Students shall develop an understanding of how cultures around the world develop and change.


Culture/Diversity

Grade 6

G.2.6.1 Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the

SE: pp. 606-629, 632-635, 637, 741-746, 750-751, 786-787, 846-849, 941; Focus on Ark: pp. 22, 26, 27, 64

TE: pp. 640 a-h, 676 a-h, 732 a-h, 932 a-h, 964 a-h




(Grades 5-6)






United States

G.2.6.2 Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States


TE: pp. 640 a-h, 676 a-h, 732 a-h, 932 a-h, 964 a-h



G.2.6.3 Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history


TE: pp. 604 a-h, 732 a-h, 766 a-h, 832 a-h, 932 a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 23.3, 25.2, 28.1

TECH: Color Transparencies:18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 23.3, 25.2, 28.1; PM Transparencies:18.0, 18.1, 18.2, 18.3, 18.4, 18.5, 22.2, 22.3, 23.3, 25.2, 28.1; History Interactive: myp-6142; Discovery Video: Chaps: 18, 22, 23, 25, 28



(Grades 5-6)





Strand: Geography

Standard 3: Interaction of People and the Environment

Students shall develop an understanding of the interactions between people and their environment.


Movement

Grade 6

G.3.6.1 Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas

SE: pp. 621-623, 773, 845-847; Focus on Ark: pp. 2, 26, 42, 48, 52, 63

TE: pp. 604 a-h, 766 a-h, 832 a-h



G.3.6.2 Distinguish between push-pull factors

G.3.6.3 Compare methods of communication through present day technology

SE: pp. 518, 608-613, 708-709, 845, 846, 982-985

TE: pp. 508 a-h, 604 a-h, 702 a-h, 832 a-h, 964 a-h

TR: All-in-One: Units: 5, 6, 8, 9; Reading & Note guide: 15.2, 18.1, 21.1, 25.2, 29.3

TECH: Color Transparencies:15.2, 18.1, 21.1, 25.2, 29.3; PM Transparencies:15.2, 18.1, 21.1, 25.2, 29.3; History Interactive: myp-6142, myp-7211; Discovery Video: Chaps: 15, 18, 21, 25, 29

G.3.6.4 Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation

SE: pp. 645, 723-727, 842-843, 971, 976-978, 983

TE: pp. 640 a-h, 702 a-h, 832 a-h, 964 a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 19.1, 21.4, 25.2, 29.1, 29.2, 29.3



(Grades 5-6)





TECH: Color Transparencies:19.1, 21.4, 25.2, 29.1, 29.2, 29.3; PM Transparencies:19.1, 21.4, 25.2, 29.1, 29.2, 29.3; Discovery Video: Chaps: 19, 21, 25, 29

Human Environment Interaction

G.3.6.5 Describe the physical processes that produce renewable and nonrenewable resources

SE: pp. 562-563, 608-609, 651, 681, 770, 778-779, 958-959, 979-980

TE: pp. 542 a-h, 640 a-h, 676 a-h, 766 a-h, 932 a-h, 964 a-h

TR: All-in-One: Units: 5, 6, 7, 8, 9; Reading & Note guide: 16.3, 18.1, 19.2, 20.1, 23.1, 23.2, 28.4, 29.2

TECH: Color Transparencies: 16.3, 18.1, 19.2, 20.1, 23.1, 23.2, 28.4, 29.2; PM Transparencies:18.1, 19.2, 20.1, 23.1, 23.2, 28.4, 29.2; History Interactive: myp-5127, myp-6142, mvl-8231; Discovery Video: Chaps: 16, 18, 19, 20, 23, 28, 29

G.3.6.6 Describe ways in which technology influences capacity to modify the physical environment

SE: pp. 608-609, 752-753, 845-846, 978, 980

TE: pp. 604 a-h, 732 a-h, 832 a-h, 964 a-h


TECH: Color Transparencies:18.1, 22.4, 25.2, 29.2; PM Transparencies:18.1, 22.4, 25.2, 29.2; History Interactive: mvl-7224; Discovery Video: Chaps: 18, 22, 25, 29

G.3.6.7 Analyze the consequences of environmental modification on Arkansas and specific areas of the United States:

• acid rain SE: Focus on Ark: pp. 66

• global warming SE: pp. 958; Focus on Ark: pp. 66

TE: pp. 932 a-h



• ozone depletion SE: Focus on Ark: pp. 66

• erosion SE: Focus on Ark: pp. 66



(Grades 5-6)





• desertification SE: Focus on Ark: pp. 66

Strand: Civics

Standard 4: Government

Students shall develop an understanding of the forms and roles of government.



Grade 6

C.4.6.1 Compare and contrast the three branches of government at the state and national levels of government:

• executive SE: pp. R3-R4, 922; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 902 a-h



• legislative SE: R3-R4; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

• judicial SE: R3-R4;, Focus on Ark: pp. 5, 6, 7, 8, 9, 10

C.4.6.2 Discuss the system of checks and balances in government

SE: R4

C.4.6.3 Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) Forms and Roles of Government

SE: pp. R3-R4, 922; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 902 a-h



C.4.6.4 Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate)

SE: pp. R3-R4, 713, 894, 989; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 702 a-h, 870 a-h, 964 a-h



(Grades 5-6)





TR: All-in-One: Units: 7, 9; Reading & Note guide: 29.4

TECH: Color Transparencies:29.4; PM Transparencies:29.4; History Interactive: mvl-9294; Discovery Video: Chaps: 21, 26, 29

C.4.6.5 Compare and contrast the roles of the judicial branch (e.g., local, state, and federal)

SE: pp. R3-R4, 881-882; Focus on Ark: pp. 5, 6, 7, 8, 9, 10

TE: pp. 870 a-h



C.4.6.6 Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian)

SE: pp. 802-804

TE: pp. 798 a-h


TECH: Color Transparencies:24.1; PM Transparencies:24.1; History Interactive: ; Discovery Video: Chaps: 24

C.4.6.7 Recognize elected state and federal government officials (e.g., terms and qualifications)

SE: Focus on Ark: pp. 5, 6, 7, 8, 9, 10


C.4.6.8 Discuss the succession of leadership at the federal level

C.4.6.9 Describe the development of the two-party system and the influence of third parties



(Grades 5-6)





Strand: Civics

Standard 5: Citizenship

Students shall develop an understanding of the rights and responsibilities of citizens.


Roots of Democracy

Grade 6

C.5.6.1 Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact)

C.5.6.2 Examine the effects of the Declaration of Independence

C.5.6.3 Evaluate reasons for writing the United States Constitution

C.5.6.4 Evaluate the importance of the United States Constitution as a governing document for the United States

C.5.6.5 Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore)

SE: pp. 714, 903, 922-923, 991

TE: pp. 702 a-h, 902 a-h, 964 a-h

TR: All-in-One: Units: 7, 9; Reading & Note guide: 21.2, 27.0, 27.3, 29.4

TECH: Color Transparencies:21.2, 27.0, 27.3, 29.4; PM Transparencies:21.2, 27.0, 27.3, 29.4; History Interactive: mvl-9294; Discovery Video: Chaps: 21, 27, 29

C.5.6.6 Analyze significant examples of music from various periods of United States history

SE: pp. 846-849

TE: pp. 832 a-h

TR: All-in-One: Units: 6, 7, 8; Reading & Note guide: 18.3, 22.3, 22.4, 25.2

TECH: Color Transparencies:18.3, 22.3, 22.4, 25.2; PM Transparencies:18.3, 22.3, 22.4, 25.2; Discovery Video: Chaps: 18, 22, 25



(Grades 5-6)





Rights and Responsibilities of Citizens

C.5.6.7 Examine the process of becoming a citizen of the United States

SE: pp. 553-554

TE: pp. 542 a-h



C.5.6.8 Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism)

SE: pp. 717, 813-817, 889, 895, 922

TE: pp. 702 a-h, 798 a-h, 870 a-h, 902 a-h



C.5.6.9 Examine ways citizens utilize the rights guaranteed in the Bill of Rights

C.5.6.10 Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion)


C.5.6.11 Analyze the importance of citizen participation in government at the state and local level

C.5.6.12 Examine the rights guaranteed to United States citizens in the Bill of Rights

C.5.6.13 Compare U.S. Constitutional Amendments granting citizen’s rights

C.5.6.14 Examine how citizens rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA)

SE: pp. 656-658, 661, 819, 875, 899-890

TE: pp. 640 a-h, 798 a-h, 870 a-h




(Grades 5-6)





TECH: Color Transparencies:19.4, 24.3, 26.1, 26.4; PM Transparencies:19.4, 24.3, 26.1, 26.4; History Interactive: mvl-9261; Discovery Video: Chaps: 19, 24, 26

Strand: History

Standard 6: History

Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.


Continuity and Change

Grade 6

H.6.6.1 Determine the meaning of various political cartoons

SE: pp. HT16

H.6.6.2 Create/construct timelines using the terms:

• ca (circa)

• Before Common Era/Common Era (BCE/CE)

• millennia

• millennium

• decade

• century

H.6.6.3 Define and discuss post-Civil War Reconstruction from a state and national perspective

SE: pp. 550-563; Focus on Ark: pp. 44, 46, 47

TE: pp. 542 a-h



H.6.6.4 Discuss the impact of Manifest Destiny on the United States

SE: pp. 681

TE: pp. 676 a-h




(Grades 5-6)






H.6.6.5 Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile)

SE: pp. 610-613, 746, 845-846, 849, 982-983, 995

TE: pp. 604 a-h, 732v, 832 a-h, 964 a-h


TECH: Color Transparencies:18.1, 22.3, 25.2, 29.3, 29.4; PM Transparencies:18.1, 22.3, 25.2, 29.3, 29.4; History Interactive: myp-6142, mvl-9294; Discovery Video: Chaps: 18, 22, 25, 29

H.6.6.6 Explain the impact of the American industrial revolution:

• communications

TE: pp. 378 a-h

• mass production

H.6.6.7 Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda)

SE: pp. 649-653, 659, 709, 712-715, 723-727, 728, 730, 736-740, 741-742

TE: pp. 640 a-h, 702 a-h, 732 a-h


TECH: Color Transparencies:19.2, 19.3, 21.1, 21.2, 21.4, 22.1, 22.2; PM Transparencies:19.2, 19.3, 21.1, 21.2, 21.4, 22.1, 22.2; History Interactive: myp-7211; Discovery Video: Chaps: 19, 21, 22

H.6.6.8 Analyze the causes and effects of the Great Depression:

• Federal Reserve actions SE: pp. 653; Focus on Ark: pp. 56

TE: pp. 640 a-h



• farm prices SE: pp. 785-786, 788-789

TE: pp. 798 a-h



(Grades 5-6)







• crop failures SE: pp. 770, 778-779

TE: pp. 766 a-h


TECH: Color Transparencies:23.1, 23.2; PM Transparencies:23.1, 23.2; History Interactive: mvl-8231; Discovery Video: Chaps: 23

• stock market crash SE: pp. 770-771

TE: pp. 766 a-h



• Roosevelt’s New Deal SE: pp. 765, 766, 776-781, 792

TE: pp. 766 a-h


TECH: Color Transparencies:23.0, 23.2, 23.4; PM Transparencies:23.0, 23.2, 23.4; History Interactive: mvl-8231; Discovery Video: Chaps: 23

H.6.6.9 Explain how the Women’s Rights movement led to the Nineteenth Amendment

SE: pp. 657-658, 893-894

TE: pp. 640 a-h, 870 a-h

TR: All-in-One: Units: 6, 9; Reading & Note guide: 19.3, 26.4

TECH: Color Transparencies:19.3, 26.4; PM Transparencies:19.3, 26.4; Discovery Video: Chaps: 19, 26

H.6.6.10 Locate the countries who were part of the World War II Axis and Allied Powers

SE: pp. 811, 812, 821-822, 823, 824

TE: pp. 798 a-h



(Grades 5-6)







H.6.6.11 Analyze the scientific and technological innovations that affected society in the mid to late 20th century:

• communication SE: pp. 611, 893

TE: pp. 798 a-h, 964 a-h


TECH: Color Transparencies:24.2, 29.3; PM Transparencies:24.2, 29.3; History Interactive: mvl-8242; Discovery Video: Chaps: 24, 29

• technology SE: pp. 845, 982-985, 995

TE: pp. 832 a-h, 964 a-h


TECH: Color Transparencies:25.2, 29.3, 29.4; PM Transparencies:25.2, 29.3, 29.4; History Interactive: mvl-9294; Discovery Video: Chaps: 25, 29

• medicine SE: pp. 983, 984, 985

TE: pp. 964 a-h


TECH: Color Transparencies:29.3; PM Transparencies:29.3; Discovery Video: Chap 29

• transportation SE: 612-613, 845

TE: pp. 604 a-h, 832 a-h


TECH: Color Transparencies:18.1, 25.2; PM Transparencies:18.1, 25.2; History Interactive: myp-6142; Discovery Video: Chaps: 18, 25



(Grades 5-6)





H.6.6.12 Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station)

SE: pp. 856, 883, 924, 925

TE: pp. 832 a-h, 870 a-h, 902 a-h



Conflict and Consensus

H.6.6.13 Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement)

SE: pp. 584-589, 896; Focus on Ark: pp. 22, 34, 36

TE: pp. 574 a-h, 870 a-h



H.6.6.14 Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism)

SE: pp. 635, 681, 688-692, 699, 706, 729

TE: pp. 604 a-h, 676 a-h, 702 a-h

TR: All-in-One: 6, 7; Reading & Note guide: 18.4, 20.1, 20.2, 20.3, 21.0, 21.4

TECH: Color Transparencies:18.4, 20.1, 20.2, 20.3, 21.0, 21.4; PM Transparencies:18.4, 20.1, 20.2, 20.3, 21.0, 21.4; History Interactive: myp-6163; Discovery Video: Chaps: 18, 20, 21

H.6.6.15 Describe the expanding role of the US in world affairs (e.g., Panama Canal)

SE: pp. 675, 678, 693-697, 925, 927, 943-948, 949-952, 953-957, 971-972, 981

TE: pp. 676 a-h, 902 a-h, 932, a-h 964 a-h

TR: All-in-One: Units: 7, 9; Reading & Note guide: 20.1, 20.3, 27.4, 28.2, 28.3, 28.4, 29.1, 29.2



(Grades 5-6)





TECH: Color Transparencies:20.1, 20.3, 27.4, 28.2, 28.3, 28.4, 29.1, 29.2; PM Transparencies:20.1, 20.3, 27.4, 28.2, 28.3, 28.4, 29.1, 29.2; History Interactive: myp-6163, mvl-9282; Discovery Video: Chaps: 20, 27, 28, 29

H.6.6.16 Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity)

SE: pp. 706-711, 712-715, 718-720

TE: pp. 702 a-h



H.6.6.17 Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations.

SE: pp. 724-726, 804-805

TE: pp. 702 a-h, 798 a-h



H.6.6.19 Examine the events and political decisions that led to the United States involvement in World War II:

• Fascism SE: pp. 802-803

TE: pp. 798 a-h



• Nazism SE: 803, 806, 826-827

TE: pp. 798 a-h





(Grades 5-6)





• Treaty of Versailles SE: pp. 724, 725

TE: pp. 702 a-h



• Great Depression SE: pp. 764, 767, 770-782, 787, 791, 795, 816

TE: pp. 766 a-h, 798 a-h

TR: All-in-One: Units: 8; Reading & Note guide: 23.0, 23.1, 23.1, 23.3, 23.4, 24.3

TECH: Color Transparencies:23.0, 23.1, 23.1, 23.3, 23.4, 24.3; PM Transparencies:23.0, 23.1, 23.1, 23.3, 23.4, 24.3; History Interactive: mvl-8231; Discovery Video: Chaps: 23, 24

H.6.6.20 Research the major events and political decisions made by the United States during the course of World War II:

• alliance with Great Britain and France SE: pp. 808-809, 811, 821-824, 829

TE: pp. 798v



• Pearl Harbor SE: pp. 810, 811

TE: pp. 798 a-h


TECH: Color Transparencies:24.2; PM Transparencies:24.2; History Interactive: mvl-8242; Discovery Video:Chaps: 24

• atomic bomb SE: pp. 825, 831, 841

TE: pp. 798v, 832v




(Grades 5-6)






• relocation and internment of Japanese Americans

SE: pp. 818-819

TE: pp. 798 a-h



H.6.6.21 Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day)

SE: pp. 799, 806-807, 811-815, 821-827

TE: pp. 798 a-h


TECH: Color Transparencies:24.0, 21.4, 24.2, 24.3; PM Transparencies:24.0, 21.4, 24.2, 24.3; History Interactive: mvl-8242

H.6.6.22 Explain the causes and effects of the Cold War in the United States:

• Chinese Cultural Revolution SE: pp. 907

TE: pp. 902 a-h



• McCarthyism SE: pp. 727, 736, 738-740, 852-853

TE: pp. 702 a-h, 732 a-h, 832 a-h


TECH: Color Transparencies:21.4, 22.1, 25.3; PM Transparencies:21.4, 22.1, 25.3; History Interactive: myp-7211; Discovery Video: Chaps: 21, 22, 25

• Cuban Missile Crisis SE: pp. 858-859

TE: pp. 832 a-h



(Grades 5-6)







• arms race SE: pp. 841, 855-856, 925, 943-945, 951-952

TE: 832a-h, 902a-h, 932a-h

TR: All-in-One: Units: 9; Reading & Note guide: 25.1, 25.4, 27.4, 28.2, 28.3

TECH: Color Transparencies:25.1, 25.4, 27.4, 28.2, 28.3; PM Transparencies:25.1, 25.4, 27.4, 28.2, 28.3; History Interactive: mvl-8251, mvl-9282; Discovery Video: Chaps: 25, 27, 28

H.6.6.23 Examine the following components of the Civil Rights Movement:

• Freedom Riders SE: pp. 888

TE: pp. 870 a-h



• sit-ins SE: pp. 888

TE: pp. 870 a-h



• organized marches SE: pp. 889

TE: pp. 870 a-h



• boycotts SE: pp. 877-879

TE: pp. 870 a-h



(Grades 5-6)






TECH: Color Transparencies:26.1; PM Transparencies:26.1; History Interactive: mvl-9261; Discovery Video: Chaps: 26

• school integration SE: pp. 875; Focus on Ark: pp. 63

TE: pp. 870 a-h



• Ku Klux Klan (KKK) SE: pp. 556, 557, 567, 745, 968

TE: pp. 542 a-h, 732 a-h, 964 a-h

TR: All-in-One: Units: 5, 7, 9; Reading & Note guide: 16.2, 22.2, 29.1


H.6.6.24 Explain segregation and desegregation as established by Supreme Court cases:

• Plessey v. Ferguson SE: pp. 560, 561, 562, 875

TE: pp. 542 a-h, 870 a-h


TECH: Color Transparencies:16.3, 26.1; PM Transparencies:16.3, 26.1; History Interactive: myp-5127, mvl-9261; Discovery Video: Chaps: 16, 26

• Brown v. Board of Education SE: pp. 876-877; Focus on Ark: pp. 63

TE: pp. 870 a-h



H.6.6.25 Discuss the involvement of the United States in the Korean War

SE: pp. 850-865, 876

TE: pp. 832 a-h, 870 a-h



(Grades 5-6)







H.6.6.26 Discuss the major causes and effects of the Vietnam War (e.g., spread of communism)

SE: pp. 869, 906-909, 910-912, 913-915, 916-927, 929

TE: pp. 870 a-h, 902 a-h

TR: All-in-One: Units: 9; Reading & Note guide: 26.0, 27.1, 27.2, 27.3, 27.4

TECH: Color Transparencies:26.0, 27.1, 27.2, 27.3, 27.4; PM Transparencies:26.0, 27.1, 27.2, 27.3, 27.4; History Interactive: mvl-9272; Discovery Video: Chaps: 26, 27

H.6.6.27 Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East

SE: pp. 953-957, 961, 968

TE: pp. 932 a-h, 964 a-h



H.6.6.28 Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks)

SE: pp. 968-973, 974-975, 987

TE: pp. 964 a-h



Movement

H.6.6.29 Describe the developments linking the east and west (e.g., homestead act, railroads, Pony Express, telegraph, cattle trails, and wagon trains)

SE: pp. 391-392, 450-451, 580-581, 582-583, 590-598, 609-612

TE: pp: 574 a-h, 604 a-h



(Grades 5-6)






TECH: Color Transparencies:17.1, 17.3, 17.4, 18.1; PM Transparencies:17.1, 17.3, 17.4, 18.1; Discovery Video: Chaps: 17, 18

H.6.6.30 Analyze the following components of immigration to the United States:

• push/pull factors

• settlement patterns SE: pp. A1-A14

H.6.6.31 Explain the origins and accomplishments of labor unions

SE: pp. 617-619, 639, 650, 727, 736, 775, 791, 843, 895

TE: pp. 604 a-h, 640 a-h, 702 a-h, 766 a-h, 832 a-h, 870 a-h

TR: All-in-One: Units: 6, 7, 8, 9; Reading & Note guide: 18.2, 18.5, 19.2, 21.4, 22.1, 23.1, 23.4, 25.2, 26.4

TECH: Color Transparencies:18.2, 18.5, 19.2, 21.4, 22.1, 23.1, 23.4, 25.2, 26.4; PM Transparencies:18.2, 18.5, 19.2, 21.4, 22.1, 23.1, 23.4, 25.2, 26.4; Discovery Video: Chaps: 18, 19, 21, 22, 23, 25, 26

H.6.6.32 Explain the migration of African Americans northward before and during the Civil Rights movement

SE: pp. 526, 527, 537, 658, 660-662, 745, 750, 783-784, 770-771, 778-779, 868, 872, 874-879, 886-889, 890-891, 892

TE: pp. 508 a-h, 640 a-h, 732 a-h, 788 a-h, 870 a-h

TR: All-in-One: Units: 5, 6, 7, 8, 9; Reading & Note guide: 15.3, 15.5, 19.3, 19.4, 22.3, 23.1, 23.2, 23.3, 26.0, 26.1, 26.3

TECH: Color Transparencies:15.3, 15.5, 19.3, 19.4, 22.3, 23.1, 23.2, 23.3, 26.0, 26.1, 26.3; PM Transparencies:15.3, 15.5, 19.3, 19.4, 22.3, 23.1, 23.2, 23.3, 26.0, 26.1, 26.3; History Interactive: myp-6152, mvl-8231, mvl-9261; Discovery Video: Chaps: 15, 19, 22, 23, 26

Cultural Diversity and Uniformity

H.6.6.33 Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition))

SE: pp. 627, 675, 741-744, 746-750, 787

TE: pp. 604 a-h, 676 a-h, 732 a-h, 766 a-h




(Grades 5-6)






H.6.6.34 Explain the social changes caused by World War II:

• women in the workforce SE: pp. 714, 746, 816-818, 893, 894

TE: pp. 702 a-h, 732 a-h, 798 a-h, 870 a-h


TECH: Color Transparencies:21.2, 22.3, 24.3, 26.4; PM Transparencies:21.2, 22.3, 24.3, 26.4; Discovery Video: Chaps: 21, 22, 24, 26

• baby boom SE: pp. 845, 848

TE: pp. 832 a-h



• G.I. Bill SE: pp. 842, 843

TE: pp. 832 a-h



H.6.6.35 Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall)

SE: pp. 871, 875-879, 886-887, 889-892

TE: pp. 870 a-h





(Grades 5-6)





Strand: Economics

Standard 7: Choices

Students shall analyze the costs and benefits of making economic choices.


Costs and Benefits

Grade 6

E.7.6.1 Examine how the economic wants and needs of all people may or may not be fulfilled

E.7.6.2 Demonstrate an understanding that choices have both present and future consequences

E.7.6.3 Examine the causes of scarcity and the choices made due to scarcity

E.7.6.4 Explain that all decision making involves opportunity costs

E.7.6.5 Explain why federal, state, and local governments have to make choices because of limited resources

E.7.6.6 Discuss the decision making model to evaluate historical events

E.7.6.7 Examine examples of traditional, market, and command economies

E.7.6.8 Determine why trade-offs allow people to get the most from scarce resources

E.7.6.9 Discuss the characteristics of a free enterprise system

SE: PP. 616

TE: pp. 604 a-h





(Grades 5-6)





Strand: Economics

Standard 8: Resources

Students shall evaluate the use and allocation of human, natural, and capital resources


Factors of Production

Grade 6

E.8.6.1 Analyze the impact of entrepreneurship in the development of the economy of the United States

SE:PP. 614

TE: pp. 604 a-h



E.8.6.2 Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers)

SE: PP. 845

TE: pp. 832 a-h



E.8.6.3 Explain how owners of the factors of production receive payments for the use of these factors:

• wages and salaries SE: PP. 791, 844, 940

TE: pp. 766 a-h, 832 a-h, 932 a-h



• rent

• interest

• profit



(Grades 5-6)





E.8.6.4 Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil)

SE: pp. 562-563, 578-580, 608-609, 680-681;

TE: pp. 542 a-h, 574 a-h, 604 a-h, 676 a-h


TECH: Color Transparencies:16.3, 17.1, 18.1, 20.1; PM Transparencies:16.3, 17.1, 18.1, 20.1; History Interactive: myp-5127, myp-6137, myp-6142; Discovery Video: Chaps: 16, 17, 18, 20

Strand: Economics

Standard 9: Markets

Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.


Financial Markets

Grade 6

E.9.6.1 Examine the characteristics of money:

• portability SE: pp. 531, 550

TE: pp. 508 a-h, 542 a-h


TECH: Color Transparencies:15.4, 16.1; PM Transparencies:15.4, 16.1; Discovery Video: Chaps: 15,16

• divisibility SE: pp. 550

TE: pp. 542 a-h



• durability SE: pp. 531, 550

TE: pp. 508 a-h, 542 a-h




(Grades 5-6)






• uniformity SE: pp. 531, 550

TE: pp. 542 a-h


TECH: Color Transparencies:15.4, 16.1; PM Transparencies:15.416.1; Discovery Video: Chaps: 15, 16

E.9.6.2 Compare the various types of financial institutions that provide savings accounts:

• interest (rate of return) SE: pp. 614-615

TE: pp. 604 a-h



• safety SE: pp. 653, 779

TE: pp. 640 a-h, 766 a-h



E.9.6.3 Determine the advantages and disadvantages of saving or spending money

E.9.6.4 Identify the purpose and function of the stock market

SE: pp. 753-754, 770-771, 799

TE: pp. 732 a-h, 766 a-h, 798 a-h





(Grades 5-6)





E.9.6.5 Discuss the effects of economic inflation on the economic system of the United States

SE: pp. 599, 842, 924, 927, 936, 939

TE: pp. 574 a-h, 832 a-h, 902 a-h, 932 a-h


TECH: Color Transparencies:15.4, 17.4, 25.2, 27.4, 28.1; PM Transparencies:15.4, 17.4, 25.2, 27.4, 28.1; Discovery Video: Chaps: 15, 17, 25, 27, 28

E.9.6.6 Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation


E.9.6.7 Explain the role of the Federal Reserve in the economy Global Markets

SE: pp. 653

TE: pp. 640 a-h



E.9.6.8 Examine the costs/benefits associated with the development of global trade

SE: pp. 976

TE: pp. 964 a-h



E.9.6.9 Discuss various types of currency and their effects on the global economy

Goods and Services

E.9.6.10 Examine changes in supply and demand and the resulting effect on prices

E.9.6.11 Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses)

SE: pp. 610, 615, 616, 645-646, 650

TE: pp. 604 a-h, 640 a-h




(Grades 5-6)





TECH: Color Transparencies:18.1, 19.1, 19.2; PM Transparencies:18.1, 19.1, 19.2; History Interactive: myp-6142; Discovery Video: Chaps: 18, 19

E.9.6.12 Discuss the various marketing techniques:

• advertising

• mail order catalog

• increasing demand for goods and services

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