A Correlation of
Prentice Hall United States History
Modern Era, ©2013
To the
West Virginia
Next Generation Standards and
Objectives for Social Studies
Grade 11 Contemporary Studies
Table of Contents
GENERIC EVALUATION CRITERIA ............................................................................................................................3
GENERAL EVALUATION CRITERIA...........................................................................................................................4
SPECIFIC EVALUATION CRITERIA ..........................................................................................................................19
2
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Pearson Education Inc., publishing as Prentice Hall
Social Studies
11
7011 - Contemporary Studies
Prentice Hall United States History, Modern Era
2013
0133196771
0133189066
GENERIC EVALUATION CRITERIA
2013-2019
Group I – Social Studies
Grade 11: Contemporary Studies
Equity, Accessibility and Format
Yes
X
No
N/A
CRITERIA
NOTES
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic:
concepts, content and illustrations,
as set by West Virginia Board of
Education Policy (Adopted
December 1970).
3
X
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity:
concept, content, illustration,
heritage, roles contributions,
experiences and achievements of
males and females in American and
other cultures, as set by West
Virginia Board of Education Policy
(Adopted May 1975).
III.
X
FORMAT
This resource is available as an
option for adoption in an interactive
electronic format.
GENERAL EVALUATION CRITERIA
2013-2019
Group I – Social Studies
Grade 11: Contemporary Studies
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be
met with I (In-depth) or A (Adequate) in order to be recommended.
4
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also
clearly connect to Learning for the 21st Century which includes opportunities for students
to develop:
A. Next Generation Skills:
SE/TE: Section Objectives, Note
Taking, & Why It Matters, 4, 9,
15, 21, 34, 42, 48, 55, 66, 73,
80, 87, 100, 116, 121, 128, 138,
144, 151, 156, 170, 180, 189,
199, 212, 218, 223, 227, 231,
242, 254, 261, 272, 284, 300,
324, 330, 340, 354, 361, 370,
380, 386, 398, 406, 412, 420,
434, 440, 448, 455, 468, 477,
504, 511, 517, 532, 537, 544,
552, 560, 570, 574, 580, 586,
598, 607, 615, 628, 633, 639,
645, 656, 666, 671, 673, 679;
Focus on Geography, 158, 186,
266, 356, 611; Economics
Handbook, 704–713
TE only: Connect to Your World:
Civic Responsibility, 646
SE/TE: American Issues
Connector, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; Chapter
Assessment, 30, 62, 94, 134,
166, 206, 250, 280, 318, 350,
394, 430, 462, 500, 528, 566,
594, 622, 652, 686; DocumentBased Assessment, 31, 63, 95,
Thinking and Problem-Solving Skills
Social Studies Content:
1.
is presented in a way that deepens student understanding through
meaningful and challenging inquiry-based learning that builds on
prior knowledge and promotes social science connections (e.g., the
importance of geography in historical events, the importance of
economics in geography, the importance of past history in civic
decision making);
2.
engages in complex historical analysis that promotes the
development of mental perspectives, thoughtful well-framed
questions and thoughtful judgment applicable to students’ own lives
and future situations; and
5
135, 167, 207, 251, 281, 319,
351, 395, 431, 463, 501, 529,
567, 595, 623, 653, 687; Skills
Handbook, SH1–SH31; American
Issues Connector features 7, 19,
26, 37, 44, 57, 70, 77, 83, 91,
115, 142, 178, 226, 305, 424,
491, 519, 558, 590, 682
SE/TE: American Issues
Connector: Connect to Your
World, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; Government and
the environment 124-126; The
Environmental Movement, 586–
591
3.
promotes local and global connections past and present in realworld, authentic relationships that encourage the consideration of
human choice and natural catastrophic events on historic outcomes.
TE only, Extend Online T98
Information and Communication Skills/Social Studies
For student mastery of content standards and objectives, the instructional
materials will include multiple strategies that provide students with the
opportunity to:
SE/TE: Primary Sources, 198,
339, 405, 485, 638, 725–744;
Document–Based Assessment
Questions, 31, 63, 95, 135, 167,
207, 251, 281, 319, 351, 395,
431, 463, 501, 529, 567, 595,
623, 653, 687; Research
Writing, SH12-SH14, Critical
Thinking Skills: Analyze Primary
Sources, SH24, 566, Evaluate
Credibility of Sources, 94, 318,
566, Recognize Propaganda,
166, 394, Analyze Literature,
108, 239, 277, Evaluate
Literature, 108; also see:
Writing Skills: Analyze Primary
4.
locate existing social studies content information, especially primary
source documents, to interpret meaning and then create original
communication;
6
Sources, 330; Speaking and
Listening Skills SH30-SH31
TE only: Bibliography, 2, 32, 64,
98, 136, 168, 210, 252, 282,
322, 352, 396, 432, 466, 502,
530, 568, 596, 626, 654;
Modeling Reading and Writing
Skills: Oral Presentation T43,
Evaluate Online Sources, T87
SE/TE: American Issues
Connector: Connect to Your
World, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; American Issues
Connector: Transfer Activities, 7,
19, 26, 37, 44, 57, 70, 77, 83,
91, 115, 142, 178, 226, 305,
424, 491, 519, 558, 590
TE only: Debates, 6, 46, 577
SE/TE: Speaking and Listening
Skills, SH30-31; Writing
Handbook: Research Writing,
SH12–SH14; Research
Report/Essay, 405, 411, 419,
427, 439, 447, 454, 459, 476,
487, 497
TE only: Extend Online, T34,
T38, T42, T46, T50, T58, T62,
T66, T70, T74, T78, T82, T86,
T90, T94, T98, T102, T106,
T110; Extend 72, 107, 150, 179,
291, 427, 515, 637
5.
make informed choices; and
6.
interact with outside resources through opportunities for local and
global collaboration in a variety of safe venues.
Personal and Workplace Productivity Skills
For student mastery of content standards and objectives, the instructional
7
materials will provide students with the opportunity to:
SE/TE: Writing Handbook:
Research Writing, SH12–SH14;
Research Report/Essay, 430,
462, 500; Section Assessment
Writing About History Activities,
439, 447, 454, 459; Connect to
Your World Activities, 279, 393,
527, 621; Critical Thinking:
Evaluate Credibility of Sources,
94, 318, 566; Evaluate
Information, 41, 59, 143, 222,
235, 250, 360, 394, 543, 551;
Credit Primary Sources, 459;
Analyze Primary Sources, SH24,
566; Evaluate Information, 41,
59, 143, 222, 235, 250, 360,
394, 543, 551; Reading Skills:
Evaluate Credibility, SH6;
Recognize Bias, SH5; Analyzing
Primary Sources, SH24
7.
conduct research, validate sources and report ethically on findings;
8.
identify, evaluate and apply appropriate technology tools for a variety
of purposes;
TE only: Differentiated
Instruction: Advanced Readers &
Gifted and Talented Students:
Research, 113, 245, 410, 415,
425; Report, 106, 642;
Independent Research, T103;
Extend Online, T34, T38, T42,
T46, T50, T54, T58, T62, T66,
T70, T74, T78, T82, T86, T90,
T94, T98, T102, T106, T110
SE/TE: Quick Study Timeline:
29, 61, 93, 133, 165, 205, 249,
279, 317, 349, 393, 429, 461,
499, 527, 565, 593, 621, 651,
685; Skills Handbook, Give an
oral or Multimedia Presentation,
SH31; Progress Monitoring
8
Online: each Section Assessment
and Quick Study Guide
TE only: Extend Online, T34,
T38, T42, T46, T50, T54, T58,
T62, T66, T70, T74, T78, T82,
T86, T90, T94, T98, T102, T106,
T110
SE/TE: American Issues
Connector: Connect to Your
World, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; Chapter
Assessment Writing About
History Activities, 30, 62, 94,
134, 166, 206, 250, 280, 318,
350, 394, 430, 462, 500, 528,
566, 594, 622, 652, 686;
Document-Based Assessment:
Writing Task, 31, 63, 95, 135,
167, 207, 251, 281, 319, 351,
395, 431, 463, 501, 529, 567,
595, 623, 653, 687
9.
engage in self-directed inquiry
TE only: Extend Online, T34,
T38, T42, T46, T50, T54, T58,
T62, T66, T70, T74, T78, T82,
T86, T90, T94, T98, T102, T106,
T110
SE/TE: The Connector activities
can be modified for collaborative
work assignments. American
Issues Connector: Connect to
Your World, 29, 61, 93, 133,
165, 205, 249, 279, 317, 349,
393, 429, 461, 499, 527, 565,
593, 621, 651, 685; American
Issues Connector: Transfer
Activities, 7, 19, 26, 37, 44, 57,
70, 77, 83, 91, 115, 142, 178,
226, 305, 424, 491, 519, 558,
10. work collaboratively; and
9
590, 682; Group Discussions,
SH30; Problem Solving and
Decision Making, SH28
TE only: Debate, T39; Extend
Online, T34, T38, T42, T46, T50,
T58, T62, T66, T70, T74, T78,
T82, T86, T90, T94, T98, T102,
T106, T110; Extend 72, 107,
150, 179, 291, 427, 515, 637
SE/TE: American Issues
Connector: Connect to Your
World, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; American Issues
Connector: Transfer Activities, 7,
19, 26, 37, 44, 57, 70, 77, 83,
91, 115, 142, 178, 226, 305,
424, 491, 519, 558, 590, 682
11. practice time-management and project management skills in problem
based learning situations.
B. Developmentally Appropriate Instructional Resources and Strategies
For student mastery of content standards and objectives:
SE/TE: Section Objectives, Note
Taking, & Why It Matters, 4, 9,
15, 21, 34, 42, 48, 55, 66, 73,
80, 87, 100, 116, 121, 128, 138,
144, 151, 156, 170, 180, 189,
199, 212, 218, 223, 227, 231,
242, 254, 261, 272, 284, 300,
324, 330, 340, 354, 361, 370,
380, 386, 398, 406, 412, 420,
434, 440, 448, 455, 468, 477,
504, 511, 517, 532, 537, 544,
552, 560, 570, 574, 580, 586,
598, 607, 615, 628, 633, 639,
645, 656, 666, 671, 673, 679;
Reflections SH32, 96, 208, 320,
464, 624, 688
1. Content is structured to ensure all students meet grade‐specific
expectations as they develop content knowledge and literacy skills
aligned to college and career readiness expectations.
10
SE/TE: Skills Handbook: Use
Context Clues, SH5; Analyze
Word Parts, SH5; Recognize
Word Origins, SH5; Section
Assessment: Terms and
People, 8, 14, 20, 27, 41, 47,
54, 59, 72, 79, 86, 90, 107,
114, 120, 127, 131, 143, 150,
155, 163, 179, 187, 197, 203,
217, 222, 230, 239, 246, 260,
269, 276, 291, 299, 309, 314,
330, 338, 347, 360, 366, 379,
385, 391, 404, 411, 417, 427,
439, 447, 453, 459, 474, 484,
496, 510, 515, 524, 536, 543,
551, 559, 563, 573, 578, 585,
591, 605, 613, 619, 632, 637,
644, 649, 660, 665, 670, 678,
683; Chapter Assessments,
Terms and People sections, 30,
62, 94, 134, 166, 206, 250,
280, 318, 350, 394, 430, 462,
500, 528, 566, 594, 622, 652,
686; Economics Handbook,
704-713; Events That Changed
America, 112, 294, 342, 372,
482, 602, 642, 673; American
Humanities, 108, 247, 277,
315, 454, 497, 579
TE only: Professional
Development, T1–T31, T34–
T35, T38–T39, T42–T43, T46–
T47, T50–T51, T54–T55, T58–
T59, T62–T63, T66–T67, T70–
T71, T74–T75, T78–T79, T82–
T83, T86–T87, T90–T91, T94–
T95, T98–T99, T102–T103,
T106–T107, T110–T111
SE/TE: American Issues
Connector, 7, 142, 178, 226,
558; Why It Matters, 138, 144,
151, 156, 170, 189, 324, 331,
340, 354, 370, 386, 398, 406,
2. Instructional resource includes suggestions for appropriate
scaffolding, emphasizes the importance of vocabulary acquisition,
provides opportunities to engage in high interest, age‐appropriate
activities that mirror real‐life situations, and make cross‐curricular,
global connections.
3. Instructional material provides opportunities for students to link prior
knowledge to new information to construct their own viable mental
maps and deepen understanding of the connections of world
historical events, geographic regions, economies and geo-politics.
11
412, 504, 532, 537, 552, 560,
615, 639, 645, 666, 671
SE/TE: Infographic features,
10, 38, 46, 51, 68, 75, 102,
122, 146, 152, 162, 176, 183,
192, 214, 228, 235, 256, 263,
275, 286, 306, 326, 358, 382,
403, 414, 422, 436, 442, 451,
474, 479, 494, 514, 520, 540,
549, 556, 572, 582, 612, 618,
636, 659, 668; Maps Geography
Interactive, 5, 11, 13, 24, 28,
40, 46, 53, 85, 114, 125, 129,
141, 149, 158, 160, 162, 164,
172, 176, 191, 195, 200, 214,
266, 281, 286, 306, 328, 333,
343, 346, 372, 374, 376, 388,
401, 403, 408, 409, 416, 428,
438, 444, 460, 470, 479, 509,
533, 539, 547, 550, 564, 565,
588, 601, 611, 632, 648, 650,
672, 675, 684; Charts and
Graphs, C3, C6, C9, C13, 20,
28, 29, 35, 54, 57, 59, 60, 92,
105, 129, 130, 132, 135, 140,
147, 149, 159, 164, 165, 166,
171, 174, 181, 183, 191, 193,
198, 204, 213, 216, 217, 221,
224, 235, 238, 240, 241, 248,
256, 257, 260, 262, 263, 266,
274, 278, 280, 286, 293, 295,
296, 297, 299, 303, 305, 308,
309, 316, 318, 325, 337, 344,
348, 350, 351, 358, 365, 377,
390, 392, 395, 402, 411, 413,
414, 428, 430, 435, 436, 438,
441, 458, 460, 463, 476, 490,
494, 496, 498, 505, 508, 518,
526, 528, 529, 539, 545, 549,
550, 553, 564, 566, 572, 578,
581, 583, 589, 592, 594, 599,
601, 603, 605, 609, 610, 611,
620, 629, 632, 634, 640, 648,
4. Students are provided with opportunities to use maps, graphs, globes,
media, and technology sources to acquire and apply new information
(e.g., global information systems).
12
650, 652, 653, 658, 659, 660,
663, 664, 668, 672, 676, 680,
681, 682, 684; Skills Handbook:
Analyze Graphic Data, SH21,
Analyze Maps, SH22
SE/TE: Connect to Your World,
Create a Timeline, 349, 651;
Timelines, SH30, 28–29, 60–
61, 92–93, 132–133, 164–165,
204–205, 248–249, 278–279,
316–317, 348–349, 392–393,
428–429, 460–461, 498–499,
526–527, 564–565, 592–593,
620–621, 650–651, 684–685;
Reading Skills: Recognize
Sequence, 9, 14, 15, 20, 42,
47, 48, 54, 151, 155, 259, 370,
380, 400, 544, 551, 586, 591,
671, 678
5. Instructional material offers opportunities for students to sequence
time, events, social, economic and political influences on a society in
chronological order.
TE only: Sequence Events,
SH4c, 338i, 345c, 639c, 644c,
649c
SE/TE: American Issues
Connector: Connect to Your
World, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
429, 461, 499, 527, 565, 593,
621, 651, 685; American Issues
Connector: Transfer Activities, 7,
19, 26, 37, 44, 57, 70, 77, 83,
91, 115, 142, 178, 226, 305,
424, 491, 519, 558, 590, 682
SE/TE: Connector: Connect to
Your World, 29, 61, 93, 133,
165, 205, 249, 279, 317, 349,
393, 429, 461, 499, 527, 565,
593, 621, 651, 685; Focus
Question, 3, 4, 9, 15, 21, 33,
34, 42, 48, 55, 65, 66, 73, 80,
87, 99, 100, 116, 121, 128,
6. Instructional material provides opportunities for students to
investigate issues that are interconnected (e.g., colonialism, poverty,
human rights, environment, energy, safety, immigration, conflict) to
solve complex problems that can change at varied entry points
suggesting the possibility of multiple solutions. .
7. Instructional resources include guiding questions and essential
questions to aid students develop social awareness and a deeper
understanding of civic, economic, geographic and historic principles.
13
137, 138, 144, 151, 156, 169,
170, 180, 189, 199, 211, 212,
218, 223, 227, 231, 242, 253,
254, 261, 272, 283, 284, 300,
323, 324, 330, 340, 353, 354,
361, 370, 380, 386, 397, 398,
406, 412, 420, 433, 434, 440,
448, 455, 467, 468, 477, 503,
504, 511, 517, 531, 532, 537,
544, 552, 560, 569, 570, 574,
580, 586, 597, 598, 607, 615,
627, 628, 633, 639, 645, 655,
656, 666, 671, 673, 679;
Chapter Assessment: Focus
Questions, 30, 62, 94, 134, 166,
206, 250, 280, 318, 350, 394,
430, 462, 500, 528, 566, 594,
622, 652, 686
SE/TE: Focus Question, 4, 9,
15, 21, 34, 42, 48, 55, 66, 73,
80, 87, 100, 116, 121, 128,
138, 144, 151, 156, 170, 180,
189, 199, 212, 218, 223, 227,
231, 242, 254, 261, 272, 284,
300, 324, 330, 340, 354, 361,
370, 380, 386, 398, 406, 412,
420, 434, 440, 448, 455, 468,
477, 504, 511, 517, 532, 537,
544, 552, 560, 570, 574, 580,
586, 598, 607, 615, 628, 633,
639, 645, 656, 666, 671, 673,
679; Chapter Assessment: Focus
Questions, 30, 62, 94, 134, 166,
206, 250, 280, 318, 350, 394,
430, 462, 500, 528, 566, 594,
622, 652, 686
TE only: Professional
Development: T1–T31, T34–
T35, T38–T39, T42–T43, T46–
T47, T50–T51, T54–T55, T58–
T59, T62–T63, T66–T67, T70–
T71, T74–T75, T78–T79, T82–
T83, T86–T87, T90–T91, T94–
8. Resources for intervention and enrichment to allow for personalized
learning are provided.
14
T95, T98–T99, T102–T103,
T106–T107, T110–T111;
Differentiated Instruction
(examples), 16, 49, 81, 89, 122,
190, 196, 202, 259, 275, 311,
375, 388, 402, 456, 472, 481,
535, 541, 546, 562, 583, 601,
609, 616, 642, 674, 727
Students can find updates of
global and other information at
pearsonschool.com/ushist.
9. Materials provide an electronic resource for students to access for
updates of global information in real time.
C. Life Skills
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:
SE/TE: Individual rights, 20, 39,
56, 59, 184, 524, 525; American
Issues Connector: Expanding and
Protecting Civil Rights, 19, 29,
393, 499; Federal Power and
States' Rights, 44, 61, 317, 499;
Civil Liberties and National
Security, 205, 279, 393, 424,
429; Landmark Decisions of the
Supreme Court, 188, 367, 476,
516, 525, 606, 614, 714; Skills
Handbook: Compare Viewpoints,
SH25, Synthesize Information,
SH26, Problem Solving and
Decision Making, SH28, Draw
Inferences and Conclusions,
SH29
1. develop a deeper understanding of Civic Literacy (civic engagement,
SE/TE: National Economy, 7, 16,
22, 23, 50–51, 52, 58, 67, 89,
90, 129–131, 133, 135, 138–
139, 140, 181–182, 200, 203,
212–217, 221, 254, 292–295,
299, 304, 305, 306, 365–366,
391, 435–436, 445–446, 513,
542–543, 599–600, 608–610,
633–634, 658–662, 664; Trade,
2. practice Financial Literacy skills, (personal finance,
e.g., volunteerism, voting, running for office, influencing and
monitoring policy) and to develop civic dispositions.
entrepreneurship, business finance, and local, national and global
economics).
15
6, 8, 138–140, 153–154, 176,
194, 203, 221–222, 259, 402,
712–713; Government's Role in
Economy, 133, 279, 305, 317,
651; Global Politics and
Economics, 666–670; Economics
Handbook, 704–713
TE only: Independent Practice
708
SE/TE: Writing Handbook:
Research Writing, SH12–SH14;
Research Report/Essay, 405,
411, 419; American Issues
Connector: Connect to Your
World, 165, 205, 393, 429, 621,
651; American Issues Connector:
Transfer Activities, 7, 142, 178,
424
TE only: Extend Online, T42,
T50, T70, T74, T78, T90, T94,
T106, T110
3. develop Global Awareness (global competency in research,
communication, presentation, action).
D. Assessment
SE/TE: Section Assessment: 8,
14, 20, 27, 41, 47, 54, 59, 72,
79, 86, 90, 107, 114, 120, 127,
131, 143, 150, 155, 163, 179,
187, 197, 203, 217, 222, 230,
239, 246, 260, 269, 276, 291,
299, 309, 314, 330, 338, 347,
360, 366, 379, 385, 391, 404,
411, 417, 427, 439, 447, 453,
459, 474, 484, 496, 510, 515,
524, 536, 543, 551, 559, 563,
573, 578, 585, 591, 605, 613,
619, 632, 637, 644, 649, 660,
665, 670, 678, 683; Quick Study
Guide: American Issues
Connector, 29, 61, 93, 133, 165,
205, 249, 279, 317, 349, 393,
1. To ensure a balanced assessment, the instructional material will provide
tools for a balanced approach to assessment including both formative
and summative assessments in multiple formats (e.g., rubrics,
document based questions (DBQs), performance-based measures,
open-ended questioning, portfolio evaluation, and multimedia
simulations) that not only guide instruction but also identify student
mastery of content.
16
429, 461, 499, 527, 565, 593,
621, 651, 685; Chapter
Assessments, 30, 62, 94, 134,
166, 206, 250, 280, 318, 350,
394, 430, 462, 500, 528, 566,
594, 622, 652, 686; Document–
Based Assessment Questions, 31,
63, 95, 135, 167, 207, 251, 281,
319, 351, 395, 431, 463, 501,
529, 567, 595, 623, 653, 687
E. Organization, Presentation and Format
SE/TE: Quick Study Guide, 28,
60, 92, 132, 164, 204, 248, 278,
316, 348, 392, 428, 460, 498,
526, 564, 592, 620, 650, 684;
Chapter Preview, 3, 33, 65, 99,
137, 169, 211, 253, 283, 323,
353, 397, 433, 467, 503, 531,
569, 597, 627, 655; American
Issues Connector, 7, 19, 26, 37,
44, 57, 70, 77, 83, 91, 115, 142,
178, 226, 305, 424, 491, 519,
558, 590
TE only: Differentiated
Instruction (examples), 16, 49,
81, 89, 122, 190, 196, 202, 259,
275, 311, 375, 388, 402, 456,
472, 481, 535, 541, 546, 562,
583, 601, 609, 616, 642, 674,
727
SE/TE: Quick Study Timeline:
History Interactive, 29, 61, 93,
133, 165, 205, 249, 279, 317,
349, 393, 429, 461, 499, 527,
565, 593, 621, 651, 685; History
Interactive (examples): 10, 68,
240, 342, 418, 482, 642
1. Information is organized logically and presented clearly using
multiple methods and modes for delivering instruction that
motivate and increase literacy as students engage in high
interest, authentic activities.
2. The use of media enhances instruction and learning.
17
TE only: Extend Online, T34,
T38, T42, T46, T50, T54, T58,
T62, T66, T70, T74, T78, T82,
T86, T90, T94, T98, T102, T106,
T110
Online Student Edition: Visit
PearsonSchool.com/ushist to find
an online version of the textbook.
The textbook is also available on
StudentEXPRESS DVD-ROM.
3. The instructional resource includes an electronic file of the student
edition provided on an electronic data storage device (e.g., CD, DVD,
USB drive, etc.) and through a link on the publisher’s server, both of
which are accessible by a net book or similar device that is internetenabled and can open standard file formats.
18
SPECIFIC EVALUATION CRITERIA
2013-2019
Group I – Social Studies
Grade 11: Contemporary Studies
Eleventh Grade Contemporary Studies examines the interactions between the United States and the world since 1914 to present day. Teachers will engage
students in critical thinking and problem-solving skills as students learn and work with factual historical content, geography, civics, economics and other social
studies concepts. Maps, spreadsheets, charts, photographs, the arts, music, graphs, primary source documents, textbooks and data from a variety of credible
electronic and non-electronic sources will be used to synthesize, analyze, interpret and predict outcomes. Careful analysis of the interactions of the United States
and other nation states will help students recognize the interdependencies of the United States and other countries as the concept of globalization is explored and
evaluated. Teachers will provide a venue for students to examine factors that influence changing political and economic relationships and foreign policies between
the United States and its world neighbors. The impact of world events on the individual citizen and the reciprocal impact of an individual citizen’s actions, in the
democratic process, on world events will be emphasized. The West Virginia Next Generation Standards include the Next Generation Content Standards and
Objectives and 21st Century learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning
skills, technology tools and content standards and objectives.
Civics Standard
Civics addresses both citizenship and political systems. Citizenship education prepares students to be informed, active and effective citizens who accept their
responsibilities, understand their privileges and rights and participate actively in society and government. To be successful participants in society, students must
understand how to build social capital (a network of social relationships) that encourages reciprocity and trust, two characteristics of civic virtue and good
citizenship. Students must be able to research issues, form reasoned opinions, support their positions and engage in the political process. Students exercise
tolerance and empathy, respect the rights of others, and share a concern for the common good while acting responsibly with the interests of the larger community
in mind. Students must learn and practice intellectual and participatory skills essential for an involved citizenry. To develop these skills, the curriculum must extend
beyond the school to include experiences in the workplace and service in the community. While studying political systems, students develop global awareness
and study the foundations of various world governments and the strategies they employ to achieve their goals. With respect to the United States, students learn
the underlying principles of representative democracy, the constitutional separation of powers and the rule of law. The students learn the origins and meaning of
the principles, ideals and core democratic values expressed in the foundational documents of the United States. Students recognize the need for authority,
government and the rights and responsibilities of citizens.
Economics Standard
Economics analyzes the production, allocation, distribution and use of resources. The economic principles include an understanding of scarcity and choice,
productivity, markets and prices, supply and demand, competition, role of government, international trade factors and consumer decisions in a global economy.
Understanding economic principles, whole economies and the interactions between different types of economies helps students comprehend the exchange of
information, capital and products across the globe. Learners investigate economic principles and their application to historical situations. Learners will work
cooperatively and individually to analyze how basic economic principles affect their daily lives. Students become financially responsible by examining the
consequences of and practicing personal financial decision-making.
19
Geography Standard
Geography encompasses physical and human systems and the interactions between them on local and global scales. People interact with the natural world in
culturally distinct ways to produce unique places, which change over time. New technologies and perspectives of geography provide students with an
understanding of the world, and the ability to evaluate information in spatial terms. The geography standard stresses the world in which we live and the role of the
U.S. in the global community. Students use geographic perspectives and technology to interpret culture, environment and the connection between them. Students
collaborate with one another and work individually using geographic skills and tools to ask geographic questions based on the five themes of geography (location,
place, human-environmental interaction, movement and regions), acquire the necessary information, organize and analyze the information and respond to those
geographic questions. Students examine the varying ways in which people interact with their environments and appreciate the diversity and similarities of cultures
and places created by those interactions.
Literacy Standard
The Literacy Standards for History/Social Studies lay out a vision of what it means to be literate in social studies. The skills and understanding students are
expected to demonstrate in both reading and writing have a wide applicability outside the classroom or workplace. Reading requires an appreciation of the norms
and conventions of social studies, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise
details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts in social studies.
In writing students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They have
to become adept at gathering information, evaluating sources, and citing material accurately, reporting finding from their research and analysis of sources in a
clear and cogent manner. Students who meet these standards demonstrate the reasoning and use of evidence that is essential to both private and responsible
citizenship in a democratic society.
History Standard
History organizes events and phenomena in terms of when they occurred and examines where, how and why they took place. Students study how individuals and
societies have changed and interacted over time. They organize events through chronologies and evaluate cause-and-effect relationships among them. Students
analyze how individuals, groups and nations have shaped cultural heritages. They gather historical data, examine, analyze and interpret this data, and present
their results in a clear, critical manner. Students study origins and evolutions of culture hearths, settlements, civilizations, states, nations, nation-states,
governments and economic developments. Through history, students understand the identity and origins of their families, communities, state and nation. Through
history, students recognize the influence of world events on the development of the United States and they evaluate the influence of the United States on the
world. Understanding the past helps students prepare for today and the events of the future.
20
For student mastery of content standards and objectives, the instructional materials will provide students with the
opportunity to
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
IMR Committee Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
A. Civics
SE/TE: American Issues
Connector: Track and Debate
the Issues & Transfer Activities,
19, 83, 91, 115, 226, 424, 491,
519; Landmark Decisions of the
Supreme Court: Connect to Your
World, 188, 367, 476, 516, 525,
606, 614, 714; Writing About
History, 660, 665, 670, 678,
683, 686; also see: Document–
Based Assessment (Writing
Task): Attitudes Toward
Organized Labor, 95, American
For and Against the War, 207,
Civil Disobedience, 501, Voting
Rights Act (1975), 595, Anatomy
of a Scandal, 623; Comparing
Viewpoints, 117, 225, 290, 399,
506, 548, 577; Decision Point,
18, 196, 378, 410
1. compare and contrast various citizens’ responses to controversial
government actions and debate decisions.
SE/TE: American Issues
Connector (Transfer Activities):
Sectionalism and National
Politics, 26, Expanding and
Protecting Civil Rights, 19,
Church and State, 37, American
Indian Policy, 83, Women in
American Society, 91, Social
Problems and Reforms, 115,
2. analyze and apply ways U.S. and world conflicts can be resolved in a
cooperative and peaceful manner.
21
America Goes to War, 178,
Immigration Policy, 226, Civil
Liberties and National Security,
424, Voting Rights, 491, America
and the World, 558; also see:
Wilson Promotes Peace Without
Victory, 193; Wilson at the Paris
Peace Conference, 194–195;
Allies Set Postwar Goals, 386–
387; International Cooperation,
389–390; China Forces a
Stalemate, 409–410; The Push
for Voting Rights, 488–490;
Significant Gains and
Controversial Losses, 495–496;
The Cuban Missile Crisis, 508,
509; The War Divides America,
544–551; The War’s End and
Impact, 552–559; Lasting
Effects of the Women’s
Movement, 577–578; The Rights
Revolution Expands, 580–585;
Success and Setback in the
Middle East, 617–618; The End
of the Cold War, 639–644;
Dealing With Violence, 663;
Americans on the Global Stage,
668–670
SE/TE: Landmark Decisions of
the Supreme Court, 188, 367,
476, 516, 525, 606, 614, 714723
SE/TE: American Issues
Connector: Territorial Expansion
of the United States, 142, U.S.
Immigration Policy, 226,
America and the World, 558;
Document–Based Assessment:
Civil Disobedience, 501
3. evaluate court cases essential to fundamental democratic principles
and values (e.g., amendments since 1920, Brown v. BOE Topeka,
Miranda v. Arizona, Roe v. Wade and the P.A.T.R.I.O.T. Act).
4. evaluate then defend the importance of the fundamental democratic
values and principles of United States constitutional democracy in a
global context including conflicts between individuals, communities
and nations.
• liberty and equality
• individual rights and the common good
• majority rule and minority rights
• Rule of Law and ethics (e.g., civil disobedience)
• Patriotism
22
SE/TE: Debate the Issue:
Global Interdependence, 7,
Expanding and Protecting Civil
Rights, 19, America Goes to
War, 178, Immigration Policy,
226, Civil Liberties and National
Security, 424, Voting Rights, 61,
133, 491, America and the
World, 558; also see: Bill of
Rights (United States): added to
U.S. Constitution, 18, and civil
rights issues, 19, listed, 28;
American Issues Connector:
Voting Rights, 61, 133, 491,
499; League of Nations, 194–
197, 202–203, 221, 329; United
Nations (UN), 389
5. justify the duties of citizens that are necessary to preserve global
democracy.
• public forums (Local, national, and/or global)
• analysis of voting apathy and resulting consequences
• personal freedoms throughout the world
• role of international government and non-government
organizations (e.g., League of Nations and U.N.)
SE/TE: America’s War on
Terror, 673–674; Iraq and
Afghanistan, 677; Writing About
History, 686
6. examine the global challenges of the post 9/11 world and predict
problems of the future (e.g., terrorism, weapons of mass destruction,
demographic shifts, famine, natural disasters, climate change, and
religious, cultural and ideological conflicts).
7. select and participate in a volunteer service or project with a
community or Veteran’s organization (e.g., American Legion,
Veteran’s of Foreign Wars, Women Veterans of America, Ronald
McDonald House, Special Olympics, 4-H, etc.).
SE/TE: Volunteers in Service to
America (VISTA), 518, 520; also
see: Volunteerism (under
Hoover), 272–273
B. Economics
SE/TE: Militarism Produces an
Arms Race, 171; Deadly
Technology Leads to Stalemate,
173; Deadly Technology of
World War I, 174; Infographics:
U-Boats, 176–177; Lend–Lease
Act (1941), 331, 337; Marshall
Plan, 402, 402; Nuclear weapons
in arms race with Soviets, 413;
Cuban Missile Crisis, 508–510;
Treaty to limit nuclear arms,
562–563; also see: The Triumph
of Industry, 66–69; The Panama
Canal, 158–159
1. analyze the industrial organization of the American economy and
connect the effects upon the outcome of WWI and subsequent wars
(e.g., loans, Lend/Lease Act, Marshall Plan and nuclear arms race).
23
SE/TE: Fourteen Points
(Wilson), 193–194; Primary
Source: Woodrow Wilson: The
Fourteen Points, 198; FDR Offers
Relief and Recovery, 284–291
The Second New Deal, 292–299
Effects of the New Deal, 300–
304, 306–309; The Cold War
Blasts Off Into Space, 417;
Kennedy's New Frontier, 511–
516; Johnson's Great Society,
517–518, 520–525; Strategic
Defense Initiative (SDI), 640
2. assess how various executive initiatives and legislative acts influence
the United States economy (e.g., Fourteen Points, New Deal, Domino
Theory, Great Society, Space Race and Strategic Defense Initiative).
SE/TE: For related material see:
Economics Handbook, 704-713;
Comparing Supply-Side and
Keynesian Economics, 634; also
see: Carnegie and the Gospel of
Wealth, 68, 69; The Big Bull
Market Makes Fortunes, 216;
The Business of Government,
218–221; Witness History: Stock
Market Prosperity, 254; Easy
Credit Hides Problems, 257; The
Stock Market Crashes, 258;
What Caused the Great
Depression?, 260; Reforming the
Financial System, 287;
Extending Social and Economic
Reform, 292–295; Chart: The
Second New Deal (programs and
acts), 297; Playing a Larger Role
in the Economy, 304, 306–309;
also see: American Issues
Connector: Government's Role in
Economy, 133, 279, 305i, 317,
651
SE/TE: Bootleggers, 230;
Organization of Petroleum
Exporting Countries (OPEC),
600; causes of the Depression,
255; Poverty Devastates Rural
America, 264; Reaganomics
3. define laissez faire and Keynesian economics and relate how their
cause/effect impacts upon US economic philosophy during the 1920’s
and 1930’s.
4. apply the concept of supply and demand of various historic events as
a cause of economic turmoil (e.g., Bootlegging, O.P.E.C, etc.).
24
Guides the Economy, 633-634;
Financial Crisis, 676
SE/TE: For related material see:
The Big Bull Market Makes
Fortunes, 216; The Business of
Government, 218–221; Witness
History: Stock Market
Prosperity, 254; Easy Credit
Hides Problems, 257; The Stock
Market Crashes, 258; Reforming
the Financial System, 287;
Extending Social and Economic
Reform, 292–295; Chart: The
Second New Deal (programs and
acts), 297; Playing a Larger Role
in the Economy, 304, 306–309;
also see: American Issues
Connector: Government's Role in
Economy, 133, 279, 305, 317,
651; Recession and Recovery
(1980s), 634; Financial Crisis
(2000s), 676
5. compare and contrast the economic policies and lack of regulations of
banking and securities of the 1920’s and 1990’s (e.g., investors
buying stocks on margin, speculation, overproduction, consumerism,
installment credit, planned obsolescence, housing market crash and
repeal of Glass Steagall).
SE/TE: Consumer culture, 67,
78, 235, 236, 256–257, 259,
262, 437, 443, 448–449, 448,
659; Advertising (Impact of the
Automobile), 214; Advertising
and Credit Build a Consumer
Culture, 215–216
SE/TE: Socialism, 71, 705;
Capitalism, 202, 274;
Communism after WWII, 387;
Communism during Cold War,
400, 402; Communism in Cuba
(1960s), 508–510; Communism
in Indochina (1950s–1960s),
532–536; Spread of
Communism after Vietnam War,
557; Fall of Communism, 641–
643, 650
6. cite evidence of the economic and cultural impact of advertising and
the growth consumerism (e.g., differentiate between wants and
needs).
7. critique the competing ideologies of various economic systems (e.g.,
Capitalism, Socialism and Communism) and resulting world conflicts.
25
SE/TE: National Debt, 16, 22,
23, 365, 634, 653, 709
SE/TE: For related material see:
Competing in the Global
Economy, 666-667
8. analyze the causes and consequences of the United States’ national
debt and the effect upon world economic systems.
9. identify various developed countries (MDC) and developing countries
(LDC), evaluate their GDP to determine standard of living of their
citizens (e.g., health care, education, military, industrial and
agricultural capabilities).
C. Geography
SE/TE: Maps, 149, 160, 172,
176, 195, 328, 333, 346, 374,
376, 388, 401, 409, 416, 428,
533, 539, 564, 675
1. analyze and evaluate the changing boundaries of world maps as a
result of wars (e.g., Europe WWI, WWII, Cold War Era, and Middle
East conflict between Arabs and Zionist).
SE/TE: Berlin Airlift, 403; The
Korean War, 408–409; Map of
Global Cold War, 416;
“Americanizing” the War, 537–
538; Vietnam War, 539; The
United states and the Middle
East, 675
2. identify and locate the countries that enjoy topographical protection
from invasion as opposed to countries that rely on political
boundaries.
SE/TE: Immigration Chart, 610;
Focus on Geography, 611;
Immigrants Shape a Nation,
679–680; Changing American
Demographics, 681–683
3. use census data to analyze the demographics of population growth
leading to the exhaustion of resources and cultural conflict (e.g.,
water, agricultural land, energy and food supplies).
TE only: Extend Online T102
SE/TE: The Economy Struggles,
599–600; Problems Sap the
Nation’s Confidence, 609–610;
The Persian Gulf War, 647–649;
Financial Crisis, 676
4. connect how natural resources of various world regions impact
foreign and economic policy decisions (e.g., Middle Eastern oil
supplies and United States coal deposits, etc.).
SE/TE: Interaction With the
Environment, 133, The
Environmental Movement, 586588, American Issues Connector,
590, Interaction with the
Environment, 593; America’s
War on Terror, 673–674; Bush’s
5. hypothesize how human and environmental interactions (e.g., terrorist
attacks, pollution, global warming and overpopulation) pose a threat
to mankind and the environment.
26
Second Term, 674–676;
Americans Look to the Future,
679–683; Global
Interdependence, 685
D. History
SE/TE: Wilson Sends U.S.
Troops into Mexico, 163; From
Neutrality to War, 170–177,
179; American Issues
Connector: America Goes to
War, 178; Wilson, War, and
Peace, 189–197; Primary
Source: Woodrow Wilson: The
Fourteen Points, 198; The
Depression Goes Global, 259;
From Isolation to Involvement,
331–339; America Enters the
War, 340–347; The Allies Turn
the Tide, 354–360; Victory in
Europe and the Pacific, 370–
379; The Cold War Begins, 398–
405; The Korean War, 406–411;
The Cold War Expands, 412–
419; U.S. Involvement Grows,
537–543; The War Divides
America, 544–551; Nixon and
the Cold War, 560–563; Foreign
Policy Troubles, 615–619; The
End of the Cold War, 639–644;
Foreign Policy After the Cold
War, 645–649; Global Politics
and Economics, 666–670
SE/TE: From Neutrality to War,
170–177, 179; American Issues
Connector: America Goes to
War, 178; Wilson, War, and
Peace, 189–197; Primary
Source: Woodrow Wilson: The
Fourteen Points, 198
Demonstrate an understanding of the events that illustrate the United States’ emergence as a world power
beginning in 1914.
1. analyze United States isolationism, neutrality, and entanglement in
world affairs.
2. list and explain underlying causes, major players, and the effects of
World War I.
27
SE/TE: Militarism Produces an
Arms Race, 171; Deadly
Technology Leads to Stalemate,
173; Deadly Technology of
World War I, 174; Infographics:
U-Boats, 176–177
SE/TE: Primary Source:
Woodrow Wilson: The Fourteen
Points, 198; Wilson Promotes
Peace Without Victory, 193;
Wilson at the Paris Peace
Conference, 194–195; America
Rejects the Treaty, 196–197;
League of Nations, 202-203,
221, 329
SE/TE: Influenza pandemic,
199, 200; AIDS and (1980s),
637
SE/TE: The Big Bull Market
Makes Fortunes, 216; The
Business of Government, 218–
221; Witness History: Stock
Market Prosperity, 254; Easy
Credit Hides Problems, 257; The
Stock Market Crashes, 258;
Reforming the Financial System,
287; Extending Social and
Economic Reform, 292–295;
Chart: The Second New Deal
(programs and acts), 297;
Playing a Larger Role in the
Economy, 304, 306–309; also
see: American Issues Connector:
Government's Role in Economy,
133, 279, 305i, 317, 651
SE/TE: Restricting Immigration,
225, 226; Women Assume New
Roles, 234, 236; Infographic:
The New Woman, 235; also see:
American Issues Connector:
Women in American Society, 91,
3. explain the connection between the advancement of military
technology and the massive casualties in World War I.
4. compare and contrast idealism and realism by analyzing the Treaty of
Versailles, Wilson’s Fourteen Points and the subsequent failure of the
League of Nations.
5. make connections between relief efforts and interventions of the 1918
pandemic to modern global health concerns.
Demonstrate an understanding of society in the Roaring 20’s by examining the changing cultural, economic,
political philosophies and the ensuing consequences.
1. outline activities and irregularities of both Wall Street and United
States banking practices followed by attempted reform legislation.
2. analyze the impact of the emerging independence of women (e.g.,
suffrage, double standard, flappers and employment opportunities)
and immigration issues had on society.
28
249, 349, 593, Immigration
Policy, 226, 249, 593
SE/TE: Eighteenth Amendment,
110, 130, 229, 491; Prohibition
(includes Infographic: Prohibition
and Crime), 228–229, 229, 248;
Twenty-first Amendment, 230
SE/TE: Americans Flock to the
Movies, 232; The Radio and
Phonograph Break Barriers, 233;
Modernism in Art and Literature,
236–239; The Harlem
Renaissance, 242–246;
American Literature: Two
Poems, 247
SE/TE: The Great Depression
Begins, 258–260; Americans
Face Hard Times, 261–269;
Hoover’s Response Fails, 272–
276
SE/TE: The New Deal, 282–
283; FDR Offers Relief and
Recovery, 284–291; The Second
New Deal, 292–299; Effects of
the New Deal, 300–309
3. research the social issues that led to the passage of the 18th
Amendment, establishment of Prohibition, and discuss the factors that
led to its repeal by the 21st Amendment (e.g. organized crime, Great
Depression and changing social values).
4. investigate literary, musical and artistic movements (e.g., Harlem
Renaissance, jazz and the Lost Generation).
Demonstrate an understanding of the immediate and lasting economic, social and political effects caused by
the Great Depression in the United States and throughout the world.
1. assess the prolonged effects of the stock market crash upon the
social and economic activities in the U.S. and the world.
2. investigate the expansion of government with New Deal legislation
and resulting deficit spending.
SE/TE: Dictators Turn to
Aggression, 329
3. explain how the world economic crisis enabled the growth of
totalitarian governments (e.g., fascism and Nazism).
SE/TE: Culture of the 1930s,
310–315
4. critique the role of sports, movies, radio and other forms of
entertainment in the development of a new culture in America.
SE/TE: Dictators Turn to War,
324–330
SE/TE: The Holocaust, 380–385
SE/TE: America Enters the War,
340–347
Demonstrate an understanding of the events surrounding World War II.
1. explore how appeasement efforts, such as Munich 1938, failed to
prevent war.
2. examine and evaluate the suffering and human cost of the
propaganda and genocide of the Nazi Holocaust.
3. assess the ambitions of the Japanese in their decision to attack Pearl
Harbor and its influence on the outcome of WWII.
29
SE/TE: Japanese Americans Are
Interned, 365; Advancing in the
Pacific, 375–376; The Atomic
Bomb Ends the War, 377–379
4. examine and identify the penalties of War faced by the Japanese in
the United States and their homeland.
SE/TE: The Home Front, 361–
366
5. identify the contributions from the home front during the war (e.g.
Rosie the Riveter and “Rosies”, victory gardens, war bond sales,
wartime propaganda and opportunities for minorities).
6. investigate and cite evidence about the significance of the events of
the European and Pacific Theaters of the war.
SE/TE: The Allies Turn the Tide,
354–360; Victory in Europe and
the Pacific, 370–379
SE/TE: International
Cooperation, 389–390; The
Marshall Plan Aids Europe’s
Economies, 402; Berlin Airlift
Saves West Berlin, 403–404
SE/TE: Atomic Bomb Attack,
377–379; The Arms Race
Heightens Tensions, 412–413
SE/TE: Meeting the Soviet
Challenge, 400–401; Containing
Soviet Expansion, 402; The
Korean War, 406–411
SE/TE: Meeting the Soviet
Challenge, 400–401; Containing
Soviet Expansion, 402
7. hypothesize America’s reasons for rebuilding war torn countries and
trace the rationale and origins of cooperation that led to the creation
of the United Nations.
Demonstrate an understanding of the competing ideologies of communism and democracy, and the conflict
between the United States and Soviet Union superpowers in post WWII era through early 1990’s.
1. assess the destructive capability of atomic and hydrogen weaponry.
2. trace the expansion of Soviet and Chinese communism through
satellite nations.
3. explore the motivation and legacy of the Truman Doctrine and
containment policy through different presidential administrations.
SE/TE: Meeting the Soviet
Challenge, 400–401; Containing
Soviet Expansion, 402; The
Korean War, 406–411; The Cold
War Expands, 412–417;
4. outline and discuss major confrontations between the United States
and Soviets and explain the fears of American society related to
communism and the Race to Space.
SE/TE: T The Korean War, 406–
411; Origins of the Vietnam
War, 532–536; U.S.
Involvement Grows, 537–543;
The War’s End and Impact, 552–
557
5. analyze and explain the political, social and economic causes and
consequences of American involvement in the Korean Conflict and
Vietnam.
30
SE/TE: The End of the Cold
War, 639–644
SE/TE: American Issues
Connector, 19; Declaration of
Independence, D1–D4; United
States Constitution, C1–C27;
Plessy v. Ferguson, 87–88, 117–
118, 468, 720; Brown v. BOE
Topeka, 447, 470–473, 476,
499, 504, 716
SE/TE: Segregation and Social
Tensions, 87–88; Early Demands
for Equality, 468–475
SE/TE: The New Ku Klux Klan,
227–228; Early Demands for
Equality, 468–475; The
Movement Gains Ground, 477–
487; New Successes and
Challenges, 488–490; Voting
Rights, 491; Civil Disobedience,
501
SE/TE: Quick Study Timeline,
498–499; Connect to Your
World, 499
SE/TE: Suburbs Attract Young
Americans, 440–441; Impact of
the Suburbs, 463
6. connect the United States governmental policies of the 1980s to the
economic collapse of the Soviet Union.
Demonstrate an understanding of the origins, struggle and progression of racial minorities seeking social,
economic and political equality in the United States.
1. investigate and identify the foundations of the Civil Rights Movement
through the documents (e.g., Declaration of Independence, U.S.
Constitution, etc.) and Supreme Court decisions (e.g., Plessy v.
Ferguson and Brown v. BOE Topeka).
2. investigate and cite examples of intolerance, prejudice, persecution,
discrimination, and segregation (e.g., Black Codes and Jim Crow
laws).
3. debate the role of activists for and against the Civil Rights Movement
(e.g., KKK, Black Panthers, SCLC, Student Non-violent Coordinating
Committee, AIM, Chicano Movement and UFWOC).
4. design a timeline of Civil Rights Movement in the United States that
includes key people, places and events.
Demonstrate an understanding of the social conflicts that challenged traditional values in the second half of
the twentieth century.
1. investigate and identify the effects of Americans migrating to the
suburbs after World War II.
SE/TE: Television, 451–452;
521, 612, 636, 658; Rock n Roll,
453, 454, 517; Music and Art
Shape Youth Culture, 571
2. examine and identify changes brought by media sources upon
American cultural, economic and political behavior. (e.g., television,
Rock n Roll and protest songs).
SE/TE: The War Divides
America, 544–551; The
Counterculture, 570–573; The
3. summarize the various counterculture movements and their effect of
American society.
31
Women’s Rights Movement,
574–579; The Rights Revolution
Expands, 580–585; The
Environmental Movement, 586–
589
SE/TE: Pentagon Papers, 555;
Nixon and the Watergate
Scandal, 598–605; The Iran
Contra Affair, 644
SE/TE: Americans on the Global
Stage, 668–669
SE/TE: A Changing American
Economy, 658–660; The Clinton
Presidency, 661–665; Global
Politics and Economics, 666–
670; The Bush and Obama,
Presidencies, 671–678
SE/TE: NAFTA, 677, 712; GATT,
389, 667
SE/TE: Dealing with Terrorism,
670
SE/TE: America and the Middle
East, 669–670; America’s War
on Terror, 673–674
SE/TE: Patriot Act, 677
TE only: Patriot Act, 178, 367
SE/TE: America and the Middle
East, 669–670; America’s War
on Terror, 673–674; Iraq and
Afghanistan, 677
4. connect events to continued questions of trust in federal government
(e.g., Watergate, Iran Contra and Pentagon Papers).
Demonstrate an understanding of United States foreign policy and global economic issues since 1990.
1. evaluate American foreign policy concerning abuses of Human
Rights.
2. critique the domestic and military policies of the 1990’s.
3. determine the motivation for adopting NAFTA(North American Free
Trade Agreement) and GATT(General Agreement on Tariffs and
Trade) then assess the effects on the American and world
economies.
4. evaluate the causes and effects of acts of terrorism before 9/11.
Demonstrate an understanding of America’s continued role in shaping the complex global community since
September 11, 2001.
1. assess American foreign policies that many say have encouraged
Islamic extremists’ attack on the western world.
2. outline provisions of the P.A.T.R.I.O.T. Act (Providing Appropriate
Tools Required (to) Intercept (and) Obstruct Terrorism Act of 2001)
and assess the necessity of such infringements on American civil
rights.
3. critique the effectiveness of the wars in Iraq and Afghanistan upon the
war against terror.
32
SE/TE: A Communications
Revolution, 657–658
4. analyze both the positive and negative aspects of the Internet and socia
networking in revolutionizing thinking and organizing people throughout
world (e.g., Tea Party, Arab Spring, Occupy Wall Street, Wi-Fi, Google
Facebook).
E. Literacy: Reading
SE/TE: Primary Sources, 198,
339, 405, 485, 638, 725–744;
Document–Based Assessment
Questions, 31, 63, 95, 135, 167,
207, 251, 281, 319, 351, 395,
431, 463, 501, 529, 567, 595,
623, 653, 687; Critical Thinking
Skills: Analyze Primary Sources,
SH24, 566, Evaluate Credibility
of Sources, 94, 318, 566,
Recognize Propaganda, 166,
394, Analyze Literature, 108,
239, 277, Evaluate Literature,
108; also see: Writing Skills:
Analyze Primary Sources, 330
1. Key Ideas and Details
• cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
TE only: Bibliography, 2, 32,
64, 98, 136, 168, 210, 252, 282,
322, 352, 396, 432, 466, 502,
530, 568, 596, 626, 654;
Modeling Reading and Writing
Skills: Evaluate Online Sources,
T87
SE/TE: Primary Sources, 198,
339, 405, 485, 638, 725–744;
In–Text Primary Source, 14, 40,
45, 52, 58, 71, 76, 86, 90, 102,
111, 122, 129, 139, 148, 152,
161, 174, 187, 193, 217, 220,
228, 238, 239, 245, 246, 255,
262, 265, 269, 276, 285, 291,
295, 297, 298, 301, 304, 306,
313, 328, 332, 334, 341, 357,
365, 371, 374, 379, 385, 389,
391, 402, 404, 407, 414, 426,
450, 478, 481, 489, 492, 493,
•
determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes
clear the relationships among the key details and ideas.
33
507, 512, 518, 521, 534, 541,
542, 545, 553, 555, 562, 571,
575, 584, 589, 601, 604, 605,
613, 618, 631, 635, 641, 664,
673; Decision Point, 18, 196,
378, 410; Political Cartoons, 46,
88, 101, 122, 127, 160, 167,
175, 196, 207, 219, 225, 281,
289, 298, 319, 336, 394, 421,
431, 513, 543, 595, 623, 641,
667, 687; also see: Critical
Thinking: Identify Central
Issues, 20, 27, 79, 147, 250,
280, 291, 299, 350, 411, 427,
447, 453, 485, 514, 528, 536,
585, 612, 622, 632, 637, 638,
652, 665, 670, 683, 686;
Reading Skills: Identify Main
Ideas and Details, SH4, 116,
120, 310, 314; Identify Main
Ideas, 34, 41, 71, 109, 114,
121, 127, 138, 143, 199, 242,
246, 300, 309, 329, 361, 412,
417, 440, 447, 448, 455, 511,
512, 515, 517, 570, 573, 598,
605, 607, 613, 633, 637, 644,
666, 670, 683; Identify Details,
100, 107, 128, 131, 524;
Identify Supporting Details, 156,
163, 212, 217, 272, 276, 537,
543, 615, 618, 679; Identify
Central Issues, 453
TE only: Focus Questions, T32,
T33, T36, T37, T40, T41, T44,
T45, T48, T49, T52, T53, T56,
T57, T60, T61, T64, T65, T68,
T69, T72, T73, T76, T77, T80,
T81, T84, T85, T88, T89, T92,
T93, T96, T97, T100, T101,
T104, T105, T108, T109
34
SE/TE: Cause–and–Effect
Charts, 28, 59, 60, 204, 278,
308, 390; Events That Changed
America, 112, 294, 342, 372,
482, 602, 642, 673; Critical
Thinking Skills: Analyze Causes
and Effects, SH27, 390,
Recognize Effects, 177, 269,
276, 330, 394, 652, Recognize
Causes and Effects, 27, 30, 54,
79, 107, 309, 391, 405, 423,
423, 443, 475, 484, 494, 496,
524, 536, 573, 591, 622, 660,
678, Explain Effects, 94, 134,
153, 430, 462, 559, 566, Explain
Causes, 2-3, 94, 260, 430, 686,
Recognize Causes, 127, 206,
280, 338, 350, 619, Identify
Effects, 51, 314, 551, Analyze
Causes, 360; Reading Skills:
Identify Causes and Effects,
SH4, 8, 66, 72, 144, 150, 340,
347, 420, 427, 443, 474, 578,
601, Understand Effects, 73, 79,
386, 434, 439, 504, 510,
Recognize Multiple Causes, 87,
90, 260, Identify Causes, 170,
179, 584, Recognize Causes,
254
SE/TE: Section Assessment:
Terms and People, 8, 14, 20, 27,
41, 47, 54, 59, 72, 79, 86, 90,
107, 114, 120, 127, 131, 143,
150, 155, 163, 179, 187, 197,
203, 217, 222, 230, 239, 246,
260, 269, 276, 291, 299, 309,
314, 330, 338, 347, 360, 366,
379, 385, 391, 404, 411, 417,
427, 439, 447, 453, 459, 474,
484, 496, 510, 515, 524, 536,
543, 551, 559, 563, 573, 578,
585, 591, 605, 613, 619, 632,
637, 644, 649, 660, 665, 670,
•
evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
2. Craft and Structure
• determine the meaning of words and phrases as they are used in
a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
35
678, 683; Chapter Assessments,
Terms and People sections, 30,
62, 94, 134, 166, 206, 250, 280,
318, 350, 394, 430, 462, 500,
528, 566, 594, 622, 652, 686
TE only: Vocabulary Builder, 4,
9, 15, 21, 34, 42, 48, 55, 66,
73, 80, 87, 100, 116, 121, 128,
138, 144, 151, 156, 170, 180,
189, 199, 212, 218, 223, 227,
231, 242, 254, 261, 272, 284,
300, 324, 330, 340, 354, 361,
370, 380, 386, 398, 406, 412,
420, 434, 440, 448, 455, 468,
477, 504, 511, 517, 532, 537,
544, 552, 560, 570, 574, 580,
586, 598, 607, 615, 628, 633,
639, 645, 656, 666, 671, 673,
679
SE/TE: Analyze text’s structure,
SH4; Primary Sources, 198, 339,
405, 485, 638, 725–744; also
see: Document–Based
Assessment Questions, 31, 63,
95, 135, 167, 207, 251, 281,
319, 351, 395, 431, 463, 501,
529, 567, 595, 623, 653, 687;
Critical Thinking Skills:
Recognize Causes and Effects,
27, 30, 54, 79, 107, 309, 391,
405, 423, 423, 443, 475, 484,
494, 496, 524, 536, 573, 591,
622, 660, 678; Reading Skill:
Identify Causes and Effects,
SH4, 8, 66, 72, 144, 150, 340,
347, 420, 427, 443, 474, 578,
601; Recognize Sequence, 9, 14,
15, 20, 42, 47, 48, 54, 151,
155, 259, 370, 380, 400, 544,
551, 586, 591, 671, 678
•
analyze in detail how a complex primary source is structured,
including how key sentences, paragraphs, and larger portions of
the text contribute to the whole.
36
SE/TE: Comparing Viewpoints,
117, 225, 290, 399, 506, 548,
577; American Issues
Connector, 7, 19, 26, 37, 44,
57, 70, 77, 83, 91, 115, 142,
178, 226, 305, 424, 491, 519,
558, 590; Document–Based
Assessment Questions, 31, 63,
95, 135, 167, 207, 251, 281,
319, 351, 395, 431, 463, 501,
529, 567, 595, 623, 653, 687;
also see: Critical Thinking Skills:
Compare Points of View, SH25,
117, 143, 166, 179, 225, 318,
399, 500, 506, 548, 577, 622,
632, 673, 678, Identify Points of
View, 75, 79, 107, 134, 150,
187, 230, 246, 275, 314, 318,
338, 347, 417, 427, 453, 462,
496, 510, 514, 521, 524, 613,
644
SE/TE: Infographics, 10, 38,
46, 51, 68, 75, 102, 122, 146,
152, 162, 176, 183, 192, 214,
228, 235, 256, 263, 275, 286,
306, 326, 358, 382, 403, 414,
422, 436, 442, 451, 474, 479,
494, 514, 520, 540, 549, 556,
572, 582, 612, 618, 636, 659,
668; Maps, 5, 11, 13, 24, 28,
40, 46, 53, 85, 114, 125, 129,
141, 149, 158, 160, 162, 164,
172, 176, 191, 195, 200, 214,
266, 281, 286, 306, 328, 333,
343, 346, 372, 374, 376, 388,
401, 403, 408, 409, 416, 428,
438, 444, 460, 470, 479, 509,
533, 539, 547, 550, 564, 565,
588, 601, 611, 632, 648, 650,
672, 675, 684; Charts and
Graphs, C3, C6, C9, C13, 20,
28, 29, 35, 54, 57, 59, 60, 92,
105, 129, 130, 132, 135, 140,
•
evaluate authors’ differing points of view on the same historical
event or issue by assessing the authors’ claims, reasoning, and
evidence.
3. Integration of Knowledge and Ideas
• integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, as well
as in words) in order to address a question or solve a problem.
37
147, 149, 159, 164, 165, 166,
171, 174, 181, 183, 191, 193,
198, 204, 213, 216, 217, 221,
224, 235, 238, 240, 241, 248,
256, 257, 260, 262, 263, 266,
274, 278, 280, 286, 293, 295,
296, 297, 299, 303, 305, 308,
309, 316, 318, 325, 337, 344,
348, 350, 351, 358, 365, 377,
390, 392, 395, 402, 411, 413,
414, 428, 430, 435, 436, 438,
441, 458, 460, 463, 476, 490,
494, 496, 498, 505, 508, 518,
526, 528, 529, 539, 545, 549,
550, 553, 564, 566, 572, 578,
581, 583, 589, 592, 594, 599,
601, 603, 605, 609, 610, 611,
620, 629, 632, 634, 640, 648,
650, 652, 653, 658, 659, 660,
663, 664, 668, 672, 676, 680,
681, 682, 684; American
Humanities, 108, 247, 277, 315,
454, 497, 579; Events That
Changed America, 112, 294,
342, 372, 482, 602, 642, 673;
Skills Handbook: Analyze
Graphic Data, SH21, Analyze
Maps, SH22
SE/TE: Primary Sources, 198,
339, 405, 485, 638, 725–744;
Comparing Viewpoints, 117,
225, 290, 399, 506, 548, 577;
American Issues Connector, 7,
19, 26, 37, 44, 57, 70, 77, 83,
91, 115, 142, 178, 226, 305,
424, 491, 519, 558, 590; Skills
Handbook: Reading
Informational Texts, SH2–SH6;
Analyze Primary Sources, SH24,
Compare Viewpoints, SH25;
Critical Thinking: Analyze
Evidence, 250, 276, 686;
•
evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
38
Evaluate Credibility of Sources,
94, 318, 566
SE/TE: Document–Based
Assessment Questions, 31, 63,
95, 135, 167, 207, 251, 281,
319, 351, 395, 431, 463, 501,
529, 567, 595, 623, 653, 687;
Comparing Viewpoints, 117,
225, 290, 399, 506, 548, 577;
Skills Handbook: Reading
Informational Texts, SH2–SH6;
Analyze Primary Sources, SH24,
Compare Viewpoints, SH25;
Critical Thinking: Compare
Points of View, SH25, 117, 143,
166, 179, 225, 318, 399, 500,
506, 548, 577, 622, 632, 673,
678
•
integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event,
noting discrepancies among sources.
39
Range of Reading and Level of Text Complexity
• read and comprehend history/social studies texts at or above
grade level text complexity band independently and proficiently.
SE/TE: This objective is met
throughout, Prentice Hall United
States History: Modern America,
including:
American Humanities, 108, 247,
277, 315, 454, 497, 579;
American Issues Connector, 7,
19, 26, 37, 44, 57, 70, 77, 83,
91, 115, 142, 178, 226, 305,
424, 491, 519, 558, 590;
Landmark Decisions of the
Supreme Court, 188, 367, 476,
516, 525, 606, 614, 714;
Writing Handbook: Research
Writing, SH12–SH14; Section
Assessment: Research
Report/Essay, 405, 411, 419,
427, 439, 447, 454, 459, 476,
487, 497; Chapter Assessment:
Research Report/Essay, 430,
462, 500
TE only: Bibliography, 2, 32,
64, 98, 136, 168, 210, 252, 282,
322, 352, 396, 432, 466, 502,
530, 568, 596, 626, 654;
Differentiated Instruction:
Advanced Readers & Gifted and
Talented Students: Research,
113, 245, 410, 415, 425;
Report, 106, 642; Independent
Research, T103; Extend Online,
T34, T38, T42, T46, T50, T54,
T58, T62, T66, T70, T74, T78,
T82, T86, T90, T94, T98, T102,
T106, T110
40
F. Writing
SE/TE: Skills Handbook:
Persuasive Essay, SH15–SH16;
Writing About History:
Persuasive Essay, 62, 528, 566;
Persuasive Speech, 594; Writing
Skills: Generate an Argument,
536; Identify Arguments, 578;
Support Opinion With Evidence,
543
TE only: Differentiated
Instruction: Advanced Readers:
Persuasive presentation, 522;
Book Review, 456, 673; Position
Statements, 663; also see:
Debates, 6, 46, 577
SE/TE: Cause-Effect Essay,
206; Comparison-Contrast
Essay, 250; Descriptive Essay,
394; Descriptive Paragraph,
391; Essay Body, 563;
Expository Essay, SH9–SH11;
Problem-Solution Essay, 280;
Research Report, SH12–SH14;
Research Report/Essay, 430,
462, 500; Thesis Statement,
203; Writing Skills: Summarize
Historical Interpretation, 217;
Compare and Contrast, 230,
246, 299; Compare Historical
Interpretations, 222; Multimedia
Presentation, 652; also see:
Document-Based Assessment
1. Text Types and Purposes - write arguments focused on disciplinespecific content.
• Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates the
audience’s knowledge level, concerns, values, and possible
biases.
• Use words, phrases, and clauses as well as varied syntax to link
the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
• Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
• Provide a concluding statement or section that follows from or
supports the argument presented.
2. Text Types and Purposes - write informative/explanatory texts,
including the narration of historical events, scientific procedures/
experiments, or technical processes.
• Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures and tables), and multimedia
when useful to aiding comprehension.
•
Develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
• Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
• Use precise language, domain-specific vocabulary and
41
Writing Task, 31, 63, 95, 135,
167, 207, 251, 281, 319, 351,
395, 431, 463, 501, 529, 567,
595, 623, 653, 687
TE only: Differentiated
Instruction: Advanced Readers:
Essay, 89, 202, 259, 562, 601,
727; Report, 642; Newspaper
Articles, 481, 535;
Autobiographical Essay, 265;
Compare-and-Contrast Essay,
328, 480; News Report, 583,
609; English Language Learners:
Essay, 612
SE/TE: Section Assessment
Writing About History Activities,
8, 14, 20, 27, 41, 47, 54, 59,
72, 79, 86, 90, 107, 114, 120,
127, 131, 143, 150, 155, 163,
179, 187, 197, 203, 217, 222,
230, 239, 246, 260, 269, 276,
291, 299, 309, 314, 330, 338,
347, 360, 366, 379, 385, 391,
404, 411, 417, 427, 439, 447,
453, 459, 474, 484, 496, 510,
515, 524, 536, 543, 551, 559,
563, 573, 578, 585, 591, 605,
613, 619, 632, 637, 644, 649,
660, 665, 670, 678, 683;
Chapter Assessment Writing
About History Activities, 30, 62,
94, 134, 166, 206, 250, 280,
318, 350, 394, 430, 462, 500,
528, 566, 594, 622, 652, 686;
Document-Based Assessment:
Writing Task, 31, 63, 95, 135,
167, 207, 251, 281, 319, 351,
395, 431, 463, 501, 529, 567,
595, 623, 653, 687
•
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic; convey a knowledgeable stance in a style
that responds to the discipline and context as well as to the
expertise of likely readers.
Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
3. Production and Distribution of Writing
• produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
TE only: Differentiated
Instruction: Writing (examples),
16, 49, 81, 89, 122, 190, 196,
42
202,
402,
546,
642,
259,
456,
562,
674,
275, 311, 375, 388,
472, 481, 535, 541,
583, 601, 609, 616,
727
SE/TE: Detailed writing process
instruction is provided with the
following activities: Chapter
Assessment Writing About
History Activities, 30, 62, 94,
134, 166, 206, 250, 280, 318,
350, 394, 430, 462, 500, 528,
566, 594, 622, 652, 686;
Writing Handbook, SH7–SH20
•
develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience.
SE/TE: Section Assessment:
Writing About History:
Multimedia Presentation, 632,
638, 644, 649; Chapter
Assessment: Writing About
History: Multimedia
Presentation, 652; History
Interactive at
pearsonschool.com/ushist, 10,
28, 38, 60, 68, 92, 102, 132,
152, 164, 192, 204, 214, 240,
248, 266, 270, 278, 294, 316,
342, 348, 368, 372, 392, 403,
418, 428, 442, 454, 460, 482,
486, 498, 520, 526, 540, 564,
572, 592, 602, 620, 642, 650,
684. Teachers can encourage
students to integrate technology
with the writing process
activities. See pages 30, 62, 94,
134, 166, 206, 250, 280, 318,
350, 394, 430, 462, 500, 528,
566, 594, 622, 686.
•
use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
TE only: Differentiated
Instruction: Modeling Reading
and Writing Skills: Multimedia
43
Presentation, T107; also see:
Teach With Technology &
Technology Resources, 2, 32,
64, 98, 136, 168, 210, 252, 282,
322, 352, 396, 432, 466, 502,
530, 568, 596, 626, 654; Extend
Online, T34, T38, T42, T46, T50,
T54, T58, T62, T66, T70, T74,
T78, T82, T86, T90, T94, T98,
T102, T106, T110
44
SE/TE: Writing Handbook:
Research Writing, SH12–SH14;
Section Assessment: Research
Report/Essay, 405, 411, 419,
427, 439, 447, 454, 459, 476,
487, 497; Chapter Assessment:
Research Report/Essay, 430,
462, 500; also see: History
Interactive, 10, 28, 38, 60, 68,
92, 102, 132, 152, 164, 192,
204, 214, 240, 248, 266, 270,
278, 294, 316, 342, 348, 368,
372, 392, 403, 418, 428, 442,
454, 460, 482, 486, 498, 520,
526, 540, 564, 572, 592, 602,
620, 642, 650, 684; Analyzing
Primary Sources, SH24
4. Research to Build and Present Knowledge
• conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
TE only: Differentiated
Instruction: Advanced Readers &
Gifted and Talented Students:
Research, 113, 245, 410, 415,
425; Report, 106, 642;
Independent Research, T103;
Extend Online, T34, T38, T42,
T46, T50, T54, T58, T62, T66,
T70, T74, T78, T82, T86, T90,
T94, T98, T102, T106, T110
SE/TE: Writing Handbook:
Research Writing, SH12–SH14;
Research Report/Essay, 430,
462, 500; also see: Primary
Sources, 198, 339, 405, 485,
638, 725–744; Section
Assessment Writing About
History Activities, 439, 447, 454,
459; Connect to Your World
Activities, 279, 393, 527, 621;
History Interactive, 10, 28, 38,
60, 68, 92, 102, 132, 152, 164,
192, 204, 214, 240, 248, 266,
270, 278, 294, 316, 342, 348,
368, 372, 392, 403, 418, 428,
•
gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format
for citation.
45
442, 454, 460, 482, 486, 498,
520, 526, 540, 564, 572, 592,
602, 620, 642, 650, 684; Critical
Thinking: Evaluate Credibility of
Sources, 94, 318, 566; Evaluate
Information, 41, 59, 143, 222,
235, 250, 360, 394, 543, 551;
Credit Primary Sources, 459;
Analyze Primary Sources, SH24,
566; Evaluate Information, 41,
59, 143, 222, 235, 250, 360,
394, 543, 551; Reading Skills:
Evaluate Credibility, SH6;
Recognize Bias, SH5; Analyzing
Primary Sources, SH24
TE only: Differentiated
Instruction: Advanced Readers &
Gifted and Talented Students:
Research, 113, 245, 410, 415,
425; Report, 106, 642;
Independent Research, T103;
Extend Online, T34, T38, T42,
T46, T50, T54, T58, T62, T66,
T70, T74, T78, T82, T86, T90,
T94, T98, T102, T106, T110
SE/TE: Critical Thinking:
Evaluate Credibility of Sources,
94, 318, 566; Evaluate
Information, 41, 59, 143, 222,
235, 250, 360, 394, 543, 551;
Credit Primary Sources, 459;
Analyze Primary Sources, SH24,
566; Evaluate Information, 41,
59, 143, 222, 235, 250, 360,
394, 543, 551; Reading Skills:
Evaluate Credibility, SH6;
Recognize Bias, SH5; Analyzing
Primary Sources, SH24; Writing
Handbook: Research Writing,
SH12–SH14; Section
Assessment: Research
•
draw evidence from informational texts to support analysis,
reflection, and research.
46
Report/Essay, 405, 411, 419,
427, 439, 447, 454, 459, 476,
487, 497; Chapter Assessment:
Research Report/Essay, 430,
462, 500; Document-Based
Assessment: Writing Task, 31,
63, 95, 135, 167, 207, 251, 281,
319, 351, 395, 431, 463, 501,
529, 567, 595, 623, 653, 687;
also see: Primary Sources, 198,
339, 405, 485, 638, 725–744;
Landmark Decisions of the
Supreme Court-Connect to Your
World, 188, 367, 476, 516, 525,
606, 614
TE only: Differentiated
Instruction: Advanced Readers &
Gifted and Talented Students:
Research, 113, 245, 410, 415,
425; Report, 106, 642;
Independent Research, T103;
Extend Online, T34, T38, T42,
T46, T50, T54, T58, T62, T66,
T70, T74, T78, T82, T86, T90,
T94, T98, T102, T106, T110
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SE/TE: Section Assessment
Writing About History Activities,
8, 14, 20, 27, 41, 47, 54, 59,
72, 79, 86, 90, 107, 114, 120,
127, 131, 143, 150, 155, 163,
179, 187, 197, 203, 217, 222,
230, 239, 246, 260, 269, 276,
291, 299, 309, 314, 330, 338,
347, 360, 366, 379, 385, 391,
404, 411, 417, 427, 439, 447,
453, 459, 474, 484, 496, 510,
515, 524, 536, 543, 551, 559,
563, 573, 578, 585, 591, 605,
613, 619, 632, 637, 644, 649,
660, 665, 670, 678, 683;
Chapter Assessment Writing
About History Activities, 30, 62,
94, 134, 166, 206, 250, 280,
318, 350, 394, 430, 462, 500,
528, 566, 594, 622, 652, 686;
Document-Based Assessment:
Writing Task, 31, 63, 95, 135,
167, 207, 251, 281, 319, 351,
395, 431, 463, 501, 529, 567,
595, 623, 653, 687
5. Range of Writing
• write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
TE only: Differentiated
Instruction: Writing (examples),
16, 49, 81, 89, 122, 190, 196,
202, 259, 275, 311, 375, 388,
402, 456, 472, 481, 535, 541,
546, 562, 583, 601, 609, 616,
642, 674, 727
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