A Correlation of
Prentice Hall
America
History of Our Nation
Survey Edition
©2014
To the
Nebraska
Social Studies Standards
Grades 6–8
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Introduction
This document demonstrates how America: History of Our Nation © 2014 Survey
Edition meets the 2012 Nebraska Social Studies Standards. Correlation page references
are to the Student and Teacher’s Editions.
America: History of Our Nation is the key to unlocking the exciting story of our nation’s
history for all middle grade students. Engaging narrative, digital multimedia, and hands-on
activities expand students’ understanding of U.S. history and why it remains important to us
today. The new America: History of Our Nation offers a highly visual, engaging current
events update providing a snapshot of significant events, such as the 2012 national
elections and events in the Middle East that have the potential to shape the national and
international landscapes.
Research-based reading instruction is embedded into the Student Edition, and
supported in the Teacher’s Edition, the Interactive Reading, and Note taking Study Guide.
Connect: Students connect to our country’s history through PBS® videos embedded within
the online course.
Experience: Students fully participate and experience the content through hands-on
activities found within the Historian’s Apprentice Activity Kit.
Understand: Informal and formal assessment options provide student with multiple ways
to demonstrate mastery of important concepts.
2
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Table of Contents
Civics...................................................................................................................... 4
Economics .............................................................................................................. 8
Geography............................................................................................................ 12
History: (United States: Colonial America to the Progressive Era) ....................... 19
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
Civics
SS 8.1.1 Students will summarize the foundation, structure, and function of the
United States government.
SS 8.1.1.a Identify and describe different
SE/TE: Iroquois government, 14;
forms of government via the study of early
Influences on U.S. government, 24, 25,
and current civilizations (e.g., tribal,
102–103; Magna Carta, 102–103, 172,
monarchy, democracy, republic, theocracy,
252, 614; The Spread of New Ideas, 118–
and oligarchy)
123; Self–Government, 132;
Enlightenment, 133; Bill of Rights, 135,
220–221, 222, 227, 240–242, 265;
Declaration of Independence, 170–173,
174–178, 273; Articles of Confederation,
202–203, 204–207, 209, 212, 217, 225;
United States Constitution, 212–217, 226–
250, 251–271, 275; Ideas Behind the
Constitution, 252–253; Dictatorship, 455,
802–804; Communist nations, 719, 738–
739, 802, 836–841, 850–851; fears of
communism, 727, 736, 739–740, 852, 853;
increasing role of government, 792–793,
892; distrust of government, 922, 926–
927; Reagan on communism, 938, 943,
944–945
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.1.1.d Explain how various government
decisions impact people, places, and history
SE/TE: The actions and decisions of
governments and the effects of those
decisions are covered throughout the
program. For a representative sampling of
this coverage, see the following references:
Governing a New Nation, 201–210; The
Alien and Sedition Acts, 299–300; The
Louisiana Purchase, 314–321; The War of
1812, 327–331; Dealing With Other
Nations, 345–348; Indian Removal, 355–
359; Conflict With Mexico, 454–459; The
Mexican–American War, 475; The
Emancipation Proclamation, 524–527;
Reconstruction and the New South, 542–
545; The Battle Over Reconstruction, 552–
557; The Progressive Presidents, 649–655;
The United States and Latin America, 693–
697; Hoover and the Crash, 770–775;
Roosevelt and the New Deal, 776–781;
Legacy of the New Deal, 790–793;
Aggression Leads to War, 802–807; Roots
of the Cold War, 836–841; An Expanding
Role for Government, 881–885; A
Conservative Surge, 936–942; also see:
Historian’s Apprentice Workshop, 372–375,
760–763, 864–867, 996–999
SS 8.1.1.e Describe important government
principals (e.g., freedom, democracy,
equality, rule of law, popular sovereignty,
justice)
SE/TE: Citizenship Handbook, 251–271;
also see: Greek and Roman Traditions, 24,
25; Magna Carta, 102; English Bill of
Rights, 103; Colonial Self–Government,
104; Freedom of the Press, 105; The
Spread of New Ideas, 118–123; Bill of
Rights, 135, 220–221, 222, 227, 240–242;
Declaration of Independence, 170–173,
174–178, 273; United States Constitution,
212–217, 226–250, 275
SS 8.1.1.f Describe the history of political
parties in the United States
SE/TE: Political Parties: Democrats, 292,
352, 366, 483, 499, 544–545, 559, 652–
653, 755, 776, 844, 918, 926, 940, 941,
973; Republicans, 310–312, 340, 494, 499,
547, 556, 559, 599, 652, 737–738, 843,
918, 924, 938–939, 941–942, 973;
Federalist Party, 291–293, 331, 340; also
see: Abolitionists, 377, 412–413, 423–426,
425, 436, 437, 497–498, 524–525, 527,
568
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.1.1.g Compare civic life in the United
States with other countries (e.g. England,
China, Nigeria, India, Honduras
SE/TE: Opportunity to address this
material may be found with the following:
Citizenship Handbook, 251–271; Fighting
Leftists in Central America, 944; The Soviet
Union in Decline, 945–946; A New Role in
the World, 949–950; Conflict in the Middle
East, 953–957; A Changing Society, 986–
991; Historian’s Apprentice: How did the
United States strive to strengthen
democracy at home and to foster
democracy abroad?, 996–999
SS 8.1.1.h Explain the ways in which
governments meet the needs of citizens,
manage conflict, and establish order and
security
SE/TE: The role of governments in the
lives of their citizens are covered
throughout the program. For a
representative sampling of this coverage,
see the following references: Iroquois
government, 14; Self–Government, 132;
Governing a New Nation, 201–210; United
States Constitution, 212–217, 226–250,
251–271, 275; The War of 1812, 327–331;
Dealing With Other Nations, 345–348;
Conflict With Mexico, 454–459;
Reconstruction and the New South, 542–
545; The Battle Over Reconstruction, 552–
557; The Progressive Presidents, 649–655;
Communist nations, 719, 738–739, 802,
836–841, 850–851; Hoover and the Crash,
770–775; Roosevelt and the New Deal,
776–781; Legacy of the New Deal, 790–
793; An Expanding Role for Government,
881–885
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local,
state, national, and international citizens and participate in civic service.
SS 8.1.2.a Describe ways individuals
participate in the political process (e.g.,
registering and voting, contacting
government officials, campaign
involvement)
SE/TE: Citizenship Handbook:
Responsibilities of Citizenship, 271; Civics
Handbook: How to Cast Your Vote, 1024,
How to Evaluate Leadership, 1025, How to
Work on a Political Campaign, 1026, How to
Write a Letter to a Public Official, 1030,
How to Identify Your Political Roots and
Attitudes, 1033, How to Participate in Public
Debate, 1034; also see: The Birth of
Political Parties, 290–293; The Historic
Election of 2008; Historian’s Apprentice:
How did the United States strive to
strengthen democracy at home and to
foster democracy abroad?, 996–999; also
see: Improving Society, 414–419; The
Fight Against Slavery, 422–426; A Call for
Women’s Rights, 427–430; The Rights of
Women, 656–659; Struggles for Justice,
660–665; Civil Rights Movement, 874–879,
881–885, 886–892; Other Americans Seek
Rights, 893–897
SS 8.1.2. b Describe the significance of
patriotic symbols, songs and activities (e.g.,
Pledge of Allegiance, "The Star Spangled
Banner", celebration of Memorial Day,
Independence Day, Veteran’s Day, Martin
Luther King, Jr. Day, American Indian Day,
Constitution Day)
SE/TE: "Star–Spangled Banner," 330;
Douglass’ Independence Day Speech, 436;
Veterans Day, 721
TE: Martin Luther King Day, plan, 870h
SS 8.1.2c Demonstrate civic engagement
(e.g., service learning projects,
volunteerism)
SE/TE: For related material see:
Citizenship Handbook: Responsibilities of
Citizenship, 271; Citizenship Handbook:
How to Volunteer, 1023, How to Write a
Letter to the Editor, 1027, How to Write a
Letter to a Public Official, 1030, How to
Participate in Public Debate, 1034
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.1.2.d Evaluate how cooperation and
conflict among people have contributed to
political, economic, and social events and
situations in the United States
SE/TE: Cooperation and conflict among
people are covered throughout the
program. For a representative sampling of
this coverage, see the following references:
Debating the Constitution, 218–221; The
Birth of Political Parties, 290–293; Indian
Removal, 355–359; Improving Society,
414–419; The Fight Against Slavery, 422–
426; A Call for Women’s Rights, 427–430;
Growing Tensions Over Slavery, 482–485;
Native Americans Struggle to Survive, 584–
589; Big Business and Organized Labor,
614–619; The New Immigrants, 625–634;
The Rights of Women, 656–659; Struggles
for Justice, 660–665; Changes in American
Society, 741–745; Civil Rights Movement,
874–879, 881–885, 886–892; Other
Americans Seek Rights, 893–897
SS 8.1.2.e Identify the roles and influences
of individuals, groups, and the media on
governments (e.g., Seneca Falls
Convention, Underground Railroad, Horace
Greeley, Harriet Beecher Stowe, Jane
Addams, Muckrackers, Booker T.
Washington)
SE/TE: Improving Society, 414–419; The
Fight Against Slavery, 422–426; A Call for
Women’s Rights, 427–430; Growing
Tensions Over Slavery, 482–485; The
Rights of Women, 656–659; Struggles for
Justice, 660–665; Civil Rights Movement,
874–879, 881–885, 886–892; Other
Americans Seek Rights, 893–897
Economics
SS 8.2.1 Students will explain the interdependence of producers and consumers in a
market economy.
SS 8.2.1.a Understand the relationship
between consumers and producers in a
market economy (e.g., circular flow)
SE/TE: For related material see:
Economics Handbook: Basic Economic
Questions (producers and consumers),
1010, The Market Economy, 1012, Factors
of Production, 1015, Consumer Demands,
1016, The Supply of Goods and Services,
1017; also see: The Industrial Revolution,
382–387
SS 8.2.1.b Illustrate how individuals are
both consumers and producers (buyers and
sellers) in a market economy
SE/TE: Economics Handbook: The Market
Economy (individuals buy and sell), 1012,
Economics at Work (The Marketplace),
1015, Consumer Demands, 1016, The
Supply of Goods and Services, 1017
8
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.2.1.c Describe the development and
effects of technology in economic history
(e.g., increased productivity, increased
standard of living, increased employment)
SE/TE: The Industrial Revolution, 382–
389; The North Transformed, 390–395; The
Plantation South, 396–400; The Challenges
of Growth, 401–405; The West, 444–447;
Trails to the West, 448–453; Conflict With
Mexico, 454–459; A Rush to the West,
462–467
SS 8.2.1.d Identify the role of
entrepreneurs and profit in a market
economy
SE/TE: New Ways of Doing Business
(entrepreneur), 614; Growth of Big
Business, 615–616; also see: American
Industry Grows, 384–385; An Information
Revolution (Biography: Bill Gates), 983
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.2.a Explain how the relationship
between supply and demand determines
price (market clearing price)
SE/TE: Economics Handbook: Consumer
Demands, 1016, The Supply of Goods and
Services, 1017
SS 8.2.2.b Illustrate how consumers will
demand more at lower prices and suppliers
will produce more at higher prices (law of
supply and demand) (e.g., Adam Smith,
Invisible Hand)
SE/TE: Economics Handbook: Consumer
Demands, 1016, The Supply of Goods and
Services, 1017
SS 8.2.3 Students will identify economic institutions and describe how they
interact with individuals and groups.
SS 8.2.3.a Describe the purpose and role of
economic institutions (e.g., corporations,
labor unions, financial institutions, stock
markets, cooperatives, and business
partnerships)
SE/TE: Bank of the United States, 285–
286, 338–339, 342, 362–363; Big Business
and Organized Labor, 614–619; banking,
653, 772, 777, 779; stock market, 753,
768–769, 770–771, 753–754; Economics
Handbook: The Market Economy (stock
exchange), 1012
SS 8.2.3 b Recognize how inflation and
deflation impacts purchasing power (e.g.,
track GDP in various years, compare
consumer purchasing power)
SE/TE: Economics Handbook: Measuring
the Economy, 1022; also see: Inflation,
531, 599, 842, 924, 927, 936, 939
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.2.4 Students will identify how private ownership of property is a basic
institution of a market economy.
SS 8.2.4.a Define and distinguish private
property (e.g., factories and homes) and
public property (e.g., parks, public schools,
and government buildings).
SE/TE: Growth of Big Business (Gospel of
Wealth), 615; National parks, 642–643;
Conserving Natural Resources, 651; also
see: Machines and factories, 382–383; The
Lowell Mills, 384–385; Social Reformers at
Work, 416–417; Economics Handbook:
Modern Economic Systems (traditional,
centrally planned, market, mixed), 1011,
The Market Economy, 1012
SS 8.2.5 Students will identify the basic economic systems in the global
economy.
SS 8.2.5.a Compare and contrast
characteristics of different economic
systems. (e.g., traditional, command,
market, mixed)
SE/TE: Economics Handbook: Modern
Economic Systems (traditional, centrally
planned, market, mixed), 1011, The Market
Economy, 1012, Centrally Planned
Economies, 1013, Mixed Economies, 1014
SS. 8.2.5 b Discuss various philosophies
regarding governments' role in an economy
(e.g., capitalism, socialism)
SE/TE: For related material see:
Economics Handbook: Modern Economic
Systems (traditional, centrally planned,
market, mixed), 1011, The Market
Economy, 1012, Centrally Planned
Economies, 1013, Mixed Economies, 1014
SS 8.2.10 Students will identify the roles and responsibilities of government in
economic systems.
SS 8.2.10.a Identify various goods and
services provided by the government (e.g.,
disaster relief, public works, postal service,
roads)
SE/TE: Citizenship Handbook: State and
Local Governments, 268–269; Roads and
Turnpikes, 402–403; Social Reformers at
Work, 416; Education Reform, 417–419;
Government Aid, 774–775; The New Deal,
776–781; Legacy of the New Deal, 790–
793; Reducing Government, 939;
Governments Role in the Economy, 1020–
1021
SS 8.2.10.b Explain how governments
provide economic assistance (e.g., social
security, Medicare, Medicaid, farm
subsidies, disaster relief)
SE/TE: Social Reformers at Work, 416;
Education Reform, 417–419; Government
Aid, 774–775; The New Deal, 776–781;
Legacy of the New Deal, 790–793
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.2.11.a Identify taxes paid by
individuals (e.g., income taxes, sales tax,
property taxes)
SE/TE: Taxation, 208, 286–287, 531, 790,
939, 940, 942; income tax, 245, 531, 647,
652; poll tax, 248, 560
SS 8.2.11.b Identify institutions supported
by tax dollars (e.g., schools, roads, police
protection)
SE/TE: Citizenship Handbook: State and
Local Governments, 268–269;
Governments Role in the Economy, 1020–
1021; also see: Roads and Turnpikes, 402–
403; Social Reformers at Work, 416;
Education Reform, 417–419; Government
Aid, 774–775; The New Deal, 776–781;
Legacy of the New Deal, 790–793;
Reducing Government, 939
SS 8.2.12 Students will illustrate how international trade benefits individuals,
organizations, and nations.
SS 8.2.12.a Differentiate between exports
and imports
SE/TE: Organization of Petroleum
Exporting Countries (OPEC), 953, 958,
979–980; Economics Handbook: Why
Nations Trade, 1018–1019; also see:
Trade: in 1700s, 208, 286, 295, 322–325,
in 1800s (early), 342–343, 347, 1800s–
1900s, 680–685, 686–687, in 2000s, 976–
978
SS 8.12.12.b Explain how individuals gain
through specialization and voluntary trade
SE/TE: Economics Handbook: Why Nations
Trade, 1018–1019; also see: Trade: in
1700s, 208, 286, 295, 322–325, in 1800s
(early), 342–343, 347, 1800s–1900s, 680–
685, 686–687, in 2000s, 976–978
SS 8.2.13 Students will identify how international trade affects the domestic
economy.
SS 8.2.13.a Explain that currency must be
converted to make purchases in other
countries
SE/TE: For related material see: Bank of
the United States, 285–286, 338–339, 342,
362–363; Money, printing of, 531, 550;
Federal Reserve Act of 1913, 653
SS 8.2.13.b Explain how prices of goods
change as exchange rates go up and down
SE/TE: For related material see: Prices and
factors that affect them, 599; Consumer
Demands and Supply, 1016–1017;
Measuring the Economy, 1022; also see:
Inflation, 531, 599, 842, 924, 927, 936,
939
11
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
Geography
SS 8.3.1 Students will analyze where (spatial) and why people, places, and
environments are organized on the Earth’s surface.
SS 8.3.1.a Use and interpret different types
of maps/charts/diagrams/timelines
(primary sources where available)
SE/TE: Infographic Features, 13, 38, 72,
109, 160, 194, 216, 286, 328, 350, 398,
425, 432, 450, 502, 519, 560, 596, 610,
651, 695, 708, 748, 773, 810, 839, 878,
914, 947, 984; Charts, Graphs, and
Diagrams, 40, 50, 61, 88, 114, 122, 126,
152, 182, 205, 210, 254, 256, 257, 259,
260, 261, 262, 264, 268, 284, 291, 300,
312, 342, 350, 383, 394, 397, 404, 409,
500, 507, 514, 554, 560, 582, 603, 626,
633, 639, 647, 667, 731, 753, 756, 759,
773, 797, 845, 848, 882, 894, 912, 917,
931, 941, 980, 987, 988, 992, 994; Maps,
4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80,
82, 86, 91, 100, 114, 138, 142, 159, 168,
180, 189, 193, 196, 202, 207, 210, 261,
280, 295, 308, 316, 325, 329, 335, 338,
341, 346, 356, 380, 402, 412, 425, 442,
445, 456, 460, 461, 471, 480, 489, 490,
500, 510, 513, 520, 522, 534, 544, 545,
559, 564, 576, 580, 582, 587, 591, 600,
602, 606, 609, 642, 657, 678, 679, 686,
691, 698, 704, 707, 719, 725, 734, 768,
779, 800, 805, 810, 812, 823, 825, 834,
839, 40, 851, 872, 904, 907, 919, 934,
941, 951, 954, 963, 966, 977
SS 8.3.1.b Use and interpret the results of
mapping technologies, parts of a map and
map projections (e.g., cartography/
Geographic Information Systems)
SE/TE: For related material see: Build
Geography Skills (how to read maps), HT
10–HT 13; Skills for Life (21st Century
Learning): Compare Maps, 196, Analyze
Migration Map, 564, Interpret Climate Map,
600
SS 8.3.1.c Compare world views using
mental maps (e.g., students sketch a map
to demonstrate their personal perception of
the world and compare it to previous
personal maps)
SE/TE: For related material see: Build
Geography Skills (how to read maps), HT
10–HT 13; Skills for Life (21st Century
Learning): Compare Maps, 196, Analyze
Migration Map, 564, Interpret Climate Map,
600
12
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.2.a Analyze physical and human
characteristics of places and regions (e.g.,
climate, language)
SE/TE: Geography and History, 20–21,
82–83, 210–211, 320–321, 460–461, 522–
523, 582–583, 686–687, 788–789, 916–
927, 958–959; Build Geography Skills,
HT10–HT13; Skills for Life: Compare Maps,
196, Analyze a Migration Map, 564,
Interpret a Climate Map, 600; Immigration,
393–394, 401, 407, 579, 581, 595, 606,
637, 663–664, 635–631, 670, 708–709,
714, 740, 758, 965, 986–987; also see:
Puritans, 64–65, 72–73, 76, 118, 417, 434;
Quakers, 64–65, 78–79, 118–119, 419,
423, 424, 427; Christianity in the Colonies,
121–122; Spanish Missions, 47, 92;
Spreading Christian Values, 683; Great
Awakening, 100–101 121–122; Second
Great Awakening, 415–416; Roman
Catholics, 86, 394, 454, 626, 665, 745,
755, 950; Church of Jesus Christ of Latter–
day Saints, 462; Jewish Immigrants, 625–
627, 628, 665, 803, 826, 954, 941;
Transcendentalism, 432, 437; Utopian
communities, 412–413, 416, 437; Anne
Hutchinson, 74
SS 8.3.2.b Analyze impact of land and
water features on human decisions (e.g.,
location of settlements and transportation
systems with respect to the location of river
valleys, mountains, deserts, plains, oceans)
SE/TE: This standard is covered
throughout the text. For a representative
sampling of this coverage, see the following
references: Geography and History, 20–21,
82–83, 210–211, 320–321, 460–461, 522–
523, 582–583, 686–687, 788–789, 916–
927, 958–959; also see: Trade Networks of
Asia and Africa, 16–19; Europeans Compete
in North America, 49–52; The Louisiana
Purchase, 314–321; The Industrial
Revolution, 382–389; The North
Transformed, 390–395; The Plantation
South, 396–400; The Challenges of Growth,
401–409; Trails to the West, 448–453; A
Rush to the West, 462–467; Mining and
Railroads, 578–581; The Cattle Kingdom,
590–594; Farming in the West, 595–599;
Industry and Urban Growth, 604–639;
Economy and the Environment, 976–981
13
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.2.c Analyze changes in places and
regions over time (e.g., irrigation, growth
of cities, Manifest Destiny)
SE/TE: This standard is covered
throughout the text. For a representative
sampling of this coverage, see the following
references: The Industrial Revolution, 382–
389; The North Transformed, 390–395; The
Plantation South, 396–400; The Challenges
of Growth, 401–409; Trails to the West,
448–453; A Rush to the West, 462–467;
Mining and Railroads, 578–581; The Cattle
Kingdom, 590–594; Farming in the West,
595–599; Industry and Urban Growth,
604–639; Economy and the Environment,
976–981
SS 8.3.2.d Analyze how humans group and
label environments and how those
groupings/labels impact human societies
(e.g., Dixie, Midwest, Ring of Fire)
SE/TE: This standard is covered
throughout the text. For a representative
sampling of this coverage, see the following
references: Geography and History:
Landscapes of the 13 Colonies, 210–211,
Settling the Northwest Territory, 320–321;
also see: The New England Colonies, 71–
76; The Middle Colonies, 77–73; The
Southern Colonies, 84–89; The Louisiana
Purchase, 314–321; The Plantation South,
396–400; Indian reservations, 586; The
West, 444–447; Trails to the West, 448–
453; A Rush to the West, 462–467;
Bleeding Kansas, 480–481, 490–491; The
Cattle Kingdom, 590–594; Farming in the
West, 595–599
SS 8.3.2.e Identify the location of major
world regions (e.g., Arctic, Caribbean,
Central America, Balkans, Horn of Africa,
East Asia, South Asia), countries, and cities
SE/TE: Build Geography Skills, HT10–
HT13; Skills for Life: Compare Maps, 196,
Analyze a Migration Map, 564, Interpret a
Climate Map, 600; also see: Maps, 4, 7, 13,
20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86,
91, 100, 114, 138, 142, 159, 168, 180,
189, 193, 196, 202, 207, 210, 261, 280,
295, 308, 316, 325, 329, 335, 338, 341,
346, 356, 380, 402, 412, 425, 442, 445,
456, 460, 461, 471, 480, 489, 490, 500,
510, 513, 520, 522, 534, 544, 545, 559,
564, 576, 580, 582, 587, 591, 600, 602,
606, 609, 642, 657, 678, 679, 686, 691,
698, 704, 707, 719, 725, 734, 768, 779,
800, 805, 810, 812, 823, 825, 834, 839,
40, 851, 872, 904, 907, 919, 934, 941,
951, 954, 963, 966, 977
14
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.3 Students will investigate how natural processes interact to create and
change the natural environment
SS 8.3.3.a Compare and contrast various
biomes/climates (e.g., rainforest,
grasslands, forests)
SS 8.3.3.b Analyze the impact of natural
events on biomes, climates and wind and
water systems (e.g., rivers/floods/
precipitation/drought)
SE/TE: Skills for Life: Interpret a Climate
Map, 600; also see: The Land–Bridge
Theory (glaciers), 6; Cultures of North
America, 10–12, 14–15; Infographic:
Homes of Native Americans, 13
TE: A Changing World Climate, 932a
SE/TE: Geography and History: The Dust
Bowl, 788–789; Hurricane Katrina, 966–
967, 979; The Question of Global Warming,
981; also see: The Land–Bridge Theory
(glaciers), 6; Cultures of North America,
10–12, 14–15; Infographic: Homes of
Native Americans, 13
SE/TE: For related material see: The Land–
Bridge Theory (glaciers), 6; Geography and
History: The Dust Bowl, 788–789
SS 8.3.3.c Use physical processes to
explain patterns in the physical
environment (e.g., volcanoes creating
islands, faulting changing mountains,
glaciation creating the Great Lakes)
SS 8.3.4 Students will analyze and interpret patterns of culture around the
world.
SS 8.3.4.a Compare and contrast
characteristics of groups of
people/settlements (e.g., population
density, distribution and growth, migration
patterns, diffusion of people, places, and
ideas, westward expansion of immigrants,
Homestead Act)
SE/TE: Infographic: Homes of Native
Americans, 13, Plantation Life, 398,
Sodbusters, 596, Roosevelt and
Conservation, 651; Geography and History:
Landscapes of the 13 Colonies, 210–211,
Settling the Northwest Territory, 320–321;
Skills for Life: Compare Maps, 196, Analyze
a Migration Map, 564; also see: The New
England Colonies, 71–76; The Middle
Colonies, 77–73; The Southern Colonies,
84–89; The Louisiana Purchase, 314–321;
The Plantation South, 396–400; Indian
reservations, 586; The West, 444–447;
Trails to the West, 448–453; A Rush to the
West, 462–467; The Cattle Kingdom, 590–
594; Farming in the West, 595–599
SS 8.3.4.b Analyze purpose of population
centers, (e.g., function of cities as
providers of goods and services, economic
activities and interdependence, trade and
transportation)
SE/TE: Urbanization: in early 1800s, 390–
391, in late 1800s, 605, 620–624, in early
1900s, 641, 646, 648, 666; Cities:
during 1930s, 773, during 1950s, 846–847,
846p
15
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.4.c Analyze and explain components
and diffusion of cultures (e.g., religion–
spread of various belief systems, popular
culture, spread of fast food chains,
language–spread of English, technology–
adoption of agricultural advancements,
railroads, people as carriers and physical
and cultural barriers, expansion and
relocation, hierarchical–expansion diffusion
of fashion from Paris and London to
Nebraska communities, )
SE/TE: This standard is covered
throughout the text. For a representative
sampling of this coverage, see the following
references: Cultures of North America, 10–
12, 14–15; Infographic: Homes of Native
Americans, 13; Culture: of 1800s (late),
632–635, of 1900s (early), 675, 741–745,
746, 750, 751, 757, of 1950s, 846–847,
848–849, during Depression, 786–787;
Immigration Affects Society, 986–987;
Immigration, 393–394, 401, 407, 579, 581,
595, 606, 637, 635–631, 663–664, 670,
708–709, 714, 740, 758, 965; also see:
also see: Global Trade in the Fifteenth
Century, 20–21; The Age of Exploration,
36–41; Colonial Society, 107–112; Slavery
in the Colonies, 113–117; The Spread of
New Ideas, 118–123; American Literature
and the Arts, 431–435; Trails to the West,
448–453; A Rush to the West, 462–467
SS 8.3.5 Students will analyze how humans have adapted to different physical
environments.
S 8.3.5.a Describe the impact of extreme
natural events on the human and physical
environment globally (e.g., earthquakes,
tornadoes, floods, hurricanes, volcanic
eruptions, mudslides)
SE/TE: Geography and History: The Dust
Bowl, 788–789; Hurricane Katrina, 966–
967, 979; The Question of Global Warming,
981; also see: The Land–Bridge Theory
(glaciers), 6
SS 8.3.5.b Identify and evaluate how
humans utilize the physical environment
(e.g., irrigation, levees, terraces, fertile
soils, mechanized agriculture, changes in
land use)
SE/TE: Farming: in early Americas, 7, 10–
11, in colonies, 82–83, 88, 107, in the
West, 463, 466, 469, 595–599, 601, and
cattle industry, 594, during 1920s, 754,
during Depression, 785–786, 788, 789;
also see: Agriculture: advances in, 392,
396, 399, 407, during Reconstruction, 562–
563, during Depression, 770, 778–779,
during World War I, 714, 716
SS 8.3.5.c Analyze issues related to the
physical environment globally (e.g., water
supply, air quality in cities, solid waste
disposal, availability of arable land)
SE/TE: The Environment, 978–979; The
Energy Supply, 980; Global Warming, 981
16
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.5.d Examine world patterns of
resource distribution and utilization (e.g.,
major source regions for coal, iron ore, oil,
natural gas, and the major industrial
regions in which they are utilized)
SE/TE: Geography and History: Global
Trade, 20–21, Landscapes of the 13
Colonies, 82–83, Economic Interests in the
Pacific, 686–687, Global Oil Resources,
958–959; also see: Farming: in early
Americas, 7, 10–11, in colonies, 82–83, 88,
107, in the West, 463, 466, 469, 595–599,
601, and cattle industry, 594, during
1920s, 754, during Depression, 785–786,
788, 789; Agriculture: advances in, 392,
396, 399, 407, during Reconstruction, 562–
563, during Depression, 770, 778–779,
during World War I, 714, 716
SS 8.3.5.e Identify and evaluate human
adaptations to the environment from the
local to the international levels (e.g.,
clothing, sewage systems, transportation
systems, natural disasters, scarcity of
resources )
SE/TE: Cultures of North America, 10–12,
14–15; Infographic: Homes of Native
Americans, 13; Landscapes of the 13
Colonies, 82–83; The North Transformed,
390–395; The Plantation South, 396–400;
The Challenges of Growth, 401–409; Trails
to the West, 448–453; A Rush to the West,
462–467; Mining and Railroads, 578–581;
The Cattle Kingdom, 590–594; Farming in
the West, 595–599; Industry and Urban
Growth, 604–639; Cities Grow and Change,
620–624; Economy and the Environment,
976–981
17
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge
and skills to make informed decisions.
SS 8.3.6.a Analyze the physical or human
geographic factors explaining the spatial
pattern of world events. (e.g., water
scarcity and conflict in the Middle East,
contrasting demographic trends in
developed and developing countries)
SS 8.3.6.b Describe and analyze the role of
geographic factors in determining the
spatial arrangement of humans and their
activity (e.g., geographic concentration of
manufacturing, banking, or high tech
industries; urbanization; availability of
arable land, water and suitable climate for
farming; access to resources for
development, surveying, mapping, public
land survey system, drawing of state and
county boundaries)
SE/TE: Global Trade in the Fifteenth
Century, 20–21; The North Transformed,
390–395; The Plantation South, 396–400;
The Challenges of Growth, 401–409; Trails
to the West, 448–453; A Rush to the West,
462–467; Mining and Railroads, 578–581;
The Cattle Kingdom, 590–594; Farming in
the West, 595–599; Industry and Urban
Growth, 604–639; Economy and the
Environment, 976–981; also see: Farming:
in early Americas, 7, 10–11, in colonies,
82–83, 88, 107, in the West, 463, 466,
469, 595–599, 601, and cattle industry,
594, during 1920s, 754, during Depression,
785–786, 788, 789; Urbanization: in early
1800s, 390–391, in late 1800s, 605, 620–
624, in early 1900s, 641, 646, 648, 666;
Agriculture: advances in, 392, 396, 399,
407, during Reconstruction, 562–563,
during Depression, 770, 778–779, during
World War I, 714, 716
SE/TE: Farming: in early Americas, 7, 10–
11, in colonies, 82–83, 88, 107, in the
West, 463, 466, 469, 595–599, 601, and
cattle industry, 594, during 1920s, 754,
during Depression, 785–786, 788, 789;
Urbanization: in early 1800s, 390–391, in
late 1800s, 605, 620–624, in early 1900s,
641, 646, 648, 666; Agriculture: advances
in, 392, 396, 399, 407, during
Reconstruction, 562–563, during
Depression, 770, 778–779, during World
War I, 714, 716; The Environment, 978–
979; The Energy Supply, 980; Global
Warming, 981; also see: The Industrial
Revolution, 382–389; The North
Transformed, 390–395; The Plantation
South, 396–400; The Challenges of Growth,
401–409; Trails to the West, 448–453; A
Rush to the West, 462–467; Mining and
Railroads, 578–581; The Cattle Kingdom,
590–594; Farming in the West, 595–599;
Industry and Urban Growth, 604–639;
Economy and the Environment, 976–981
18
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
History: United States: Colonial America to the Progressive Era)
SS 8.4.1 (US) Students will analyze how major past and current US events are
chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.1.a (US) Describe concepts of time
and chronology (e.g., Three Worlds Meet,
Colonial America, Establishing a Nation,
Expansion and Reform, Civil War &
Reconstruction, Industrialization)
SE/TE: Prentice Hall’s America: History
of Our Nation explores American history
through analyzing broad periods of time.
See Beginnings of American History, 2–31,
32–61, 62–97, 98–133; Forming a New
Nation, 136–165, 166–199, 200–225; The
New Republic, 278–305, 306–335, 336–
375; The Nation Expands and Changes,
378–409, 410–439, 440–475; Civil War and
Reunion, 478–507, 508–541, 542–571; An
Age of Industry, 574–603, 604–639, 640–
673; A New Role in the World, 676–701,
702–731, 732–763; Depression and War,
766–797, 798–831, 832–867; Moving
Toward the Future, 870–901, 902–931,
932–963, 964–999
SS 8.4.1.b (US) Classify key national
events in chronological order (e.g.,
timelines with eras and selected key
events)
SE/TE: Timelines, 4–5, 34–35, 64–65,
100–101, 18–139, 168–169, 202–203,
280–281, 308–309, 338–339, 364, 380–
381, 412–413, 442–443, 480–481, 510–
511, 544–545, 574–575; also see: Reading
Skills: sequence of events, HT 7, 310, 313,
512, 513, 517, distinguish events in
sequence, 314, 319, 518, 521, understand
sequence, 540
SS 8.4.1.c (US) Examine the chronology of
historical events in the United States
analyze their impact on the past, present,
and future
SE/TE: Reading Skills: sequence of events,
HT 7, 310, 313, 512, 513, 517, distinguish
events in sequence, 314, 319, 518, 521,
understand sequence, 540; also see:
Timelines, 4–5, 34–35, 64–65, 100–101,
18–139, 168–169, 202–203, 280–281,
308–309, 338–339, 364, 380–381, 412–
413, 442–443, 480–481, 510–511, 544–
545, 574–575
19
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and
symbols upon US history using multiple types of sources.
SS 8.4.2.a (US) Analyze the impact of
people, events, ideas, and symbols,
including various cultures and ethnic
groups, on history in the United States by
era (e.g., Establishing a Nation:
Revolutionary War: Founders and Founding
Documents: unique nature of the creation
and organization of the American
Government, the United States as an
exceptional nation based upon personal
freedom, the inherent nature of citizens'
rights, and democratic ideals, George
Washington, Benjamin Franklin, Thomas
Jefferson, and other historical figures,
patriotism, national symbols; Expansion
and Reform: land acquisition, Manifest
Destiny, Standing Bear, Indian Removal
Acts; Civil War/Reconstruction: Dred Scott,
secession, acts and legislations, Civil War
leaders; Industrialism: rise of corporations,
growth of organized labor, assembly line,
immigration; Transportation and
Technology: Eli Whitney, John Deere,
Thomas Edison, Alexander Graham Bell,
George Washington Carver, Orville and
Wilbur Wright)
SE/TE: Section Assessment: Key Terms &
Comprehension and Critical Thinking, 9, 15,
19, 27, 41, 48, 52, 57, 70, 76, 81, 89,
93,106, 112, 117, 123, 144, 149, 153, 161,
173, 183, 190, 195, 209, 217, 221, 287,
293, 297, 301, 313, 319, 326, 331, 344,
348, 354, 359, 367, 386, 395, 400, 405,
419, 426, 430, 435, 447, 453, 459, 467,
485, 493, 498, 503, 517, 520, 527, 532,
534, 549, 556, 563, 581, 589, 594, 599,
613, 624, 629, 635, 648, 653, 659, 665,
685, 692, 697, 711, 715, 722, 727, 740,
745, 750, 755, 775, 781, 787, 793, 807,
813, 820, 827, 841, 847, 854, 859, 879,
885, 892, 897, 909, 915, 923, 927, 942,
948, 952, 957, 973, 981, 985, 991;
Chapter Review and Assessment: Key
Terms & Comprehension and Critical
Thinking, 30, 60, 96, 128, 164, 198, 224,
304, 370, 408, 438, 470, 506, 540, 566,
602, 638, 668, 700, 730, 758, 796, 830,
862, 900, 930, 962, 994; Historian’s
Apprentice Workshop: Synthesis Activities,
130–133, 275, 375, 475, 571, 673, 763,
867, 999; Biography Quest, 18, 37, 87,
120, 147, 192, 285, 330, 352, 392, 428,
457, 495, 532, 555, 586, 615, 658, 683,
720, 747, 784, 824, 837, 922, 957, 983
SS 8.4.2.b (US)Analyze how the United
States has changed over the course of
time, using maps, documents, and other
artifacts
SE/TE: Chapter Review and Assessment:
Key Terms & Comprehension and Critical
Thinking, 30, 60, 96, 128, 164, 198, 224,
304, 370, 408, 438, 470, 506, 540, 566,
602, 638, 668, 700, 730, 758, 796, 830,
862, 900, 930, 962, 994; Cause–and–Effect
Charts, 146, 222, 429, 536, 623, 682, 792,
891; Timelines, 4–5, 34–35, 64–65, 100–
101, 18–139, 168–169, 202–203, 280–281,
308–309, 338–339, 364, 380–381, 412–
413, 442–443, 480–481, 510–511, 544–
545, 574–575
20
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.4.2.c (US) Analyze the appropriate
uses of primary and secondary sources
SE/TE: Read a Primary Source, 94; Build
Political Cartoon Skills, 406; Analyze a
Speech, 538; Primary Sources, 1061–1068;
Document–Based Questions, 31, 61, 97,
129, 165, 199, 225, 305, 371, 409, 439,
471, 507, 541, 567, 603, 639, 669, 701,
731, 759, 797, 831, 863, 901, 931, 963,
995; Literature, 124–125, 185, 360–361,
388–389, 492–493, 654–655, 751, 814–
815, 880–881; Historian’s Apprentice
Workshop, 130–133, 272–275, 372–375,
472–475, 568–571, 670–673, 760–763,
864–867, 996–999; Political Cartoons,
HT17, 141, 220, 299, 305, 324, 363, 406,
483, 529, 556, 616, 628, 645, 646, 652,
659, 676, 681, 726, 737, 780, 853, 926,
937, 944, 995; Thinking Critically with
Images, 8, 45, 68, 116, 148, 174, 227,
283, 318, 358, 398, 425, 455, 488, 519,
548, 579, 621, 651, 689, 710, 748, 789,
817, 858, 888, 912, 938, 975
SS 8.4.3 (US) Students will analyze and interpret historical and current events
from multiple perspectives.
SS 8.4.3.a (US) Analyze and interpret how
multiple perspectives facilitate the
understanding of the full story of US history
(e.g., Dawes Act, Chinese Exclusion Act,
Treaty of Guadalupe Hidalgo, The
Emancipation Proclamation, Organized
Labor, Women's Suffrage)
SE/TE: Voting rights of women, 205, 246,
255, 352, 656–658, 713; Treaty of
Guadalupe–Hidalgo, 459; Emancipation
Proclamation, 524–526, 539, 569; Dawes
Act of 1887, 589; Labor Unions, 617–619,
639, 650, 727, 736, 791, 843, 895;
Chinese Exclusion Act of 1882, 629, 664;
also see: Read a Primary Source, 94; Build
Political Cartoon Skills, 406; Analyze a
Speech, 538; Primary Sources, 1061–1068;
Document–Based Questions, 31, 61, 97,
129, 165, 199, 225, 305, 371, 409, 439,
471, 507, 541, 567, 603, 639, 669, 701,
731, 759, 797, 831, 863, 901, 931, 963,
995; Literature, 124–125, 185, 360–361,
388–389, 492–493, 654–655, 751, 814–
815, 880–881; Historian’s Apprentice
Workshop, 130–133, 272–275, 372–375,
472–475, 568–571, 670–673, 760–763,
864–867, 996–999; Political Cartoons,
HT17, 141, 220, 299, 305, 324, 363, 406,
483, 529, 556, 616, 628, 645, 646, 652,
659, 676, 681, 726, 737, 780, 853, 926,
937, 944, 995
21
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
SS 8.4.3.b (US) Compare and contrast
primary and secondary sources to better
understand multiple perspectives of the
same event (e.g., The Bill of Rights,
slavery, Gettysburg Address, The New
Colossus Poem, images, political cartoons,
photographs, newspapers)
America: History of Our Nation
Survey Edition, ©2014
SE/TE: Read a Primary Source, 94; Build
Political Cartoon Skills, 406; Analyze a
Speech, 538; Primary Sources, 1061–1068;
Document–Based Questions, 31, 61, 97,
129, 165, 199, 225, 305, 371, 409, 439,
471, 507, 541, 567, 603, 639, 669, 701,
731, 759, 797, 831, 863, 901, 931, 963,
995; Literature, 124–125, 185, 360–361,
388–389, 492–493, 654–655, 751, 814–
815, 880–881; Historian’s Apprentice
Workshop, 130–133, 272–275, 372–375,
472–475, 568–571, 670–673, 760–763,
864–867, 996–999; Political Cartoons,
HT17, 141, 220, 299, 305, 324, 363, 406,
483, 529, 556, 616, 628, 645, 646, 652,
659, 676, 681, 726, 737, 780, 853, 926,
937, 944, 995
SS 8.4.4 (US) Students will identify causes of past and current events, issues,
and problems.
SS 8.4.4.a (US) Analyze sources on
Nineteenth–Century American History
through determination of credibility,
contextualization, and corroboration
SE/TE: Build Political Cartoon Skills, 406;
Analyze a Speech, 538; Primary Sources,
1066–1068; Document–Based Questions,
371, 409, 439, 471, 507, 541, 567, 603;
Literature, 360–361, 388–389, 492–493,
654–655; Historian’s Apprentice Workshop,
372–375, 472–475, 568–571, 670–673;
Political Cartoons, 324, 363, 406, 483, 529,
556, 616, 628, 645, 646, 652
SS 8.4.4.b (US) Evaluate alternative
courses of action in United States history
(e.g., Why and how was land acquired?)
SE/TE: Critical Thinking Skills: identify
costs and benefits, 30, 501, 128, 425, 450,
638, 820, identify alternatives, 70, 153,
198, 334, 426, 445, 467, 711, 715, 827,
981, 994, explain how events are related in
time, 524, 526, 527, economic alternatives,
579, identify central problems from the
past, 661, make decisions, 994; Skills for
Life: analyze cause and effect, 224, conduct
a cost–benefit analysis, 636, 638, identify
alternatives, 860, 862, make decisions,
898, 900; Analyze: multiple causes or
effects, 499, 503, underlying causes, 836,
838, 841, long–term effects, 842, 845, 847
22
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.4.4.c (US) Analyze how decisions
affected events in the United States (e.g.,
Supreme Court decisions, immigration,
declaration of war)
SE/TE: Skills for Life: analyze cause and
effect, 224, conduct a cost–benefit analysis,
636, 638, identify alternatives, 860, 862,
make decisions, 898, 900; Critical Thinking
Skills: make decisions, 994; also see:
Supreme Court: on growth/government,
343–344, 369, on Indian removal, 357, on
segregation of facilities, 560, 562, 875,
895, on New Deal, 780, on school
desegregation, 876–877, on individual
rights, 881–882, on election of 2000, 941–
942; The War of 1812, 327–331; A New
Wave of Immigrants, 393–394; The
Mexican–American War, 475; The Coming
of the Civil War, 499–507; The Civil War,
508–511; The Call to Arms, 512–517; The
New Immigrants, 625–631
SS 8.4.4.d (US) Identify and analyze
multiple causes and effects upon key
events in US history (e.g., Antebellum,
Kansas–Nebraska Act, Civil
War/Reconstruction, Wounded Knee
Massacre)
SE/TE: Reading Skills: cause and effect,
HT 7, 340, 341, 344, 370, 494, 497, 498,
506, 776, 779, 781, 796, 850, 854, 862,
multiple causes or effects, 345, 348, 499,
503, long–term effects, 355, 359, 790,
792, 793, 842, 845, 847, 855, 856, 857,
859, causes, 362, 367, 482, 484, 485, 770,
772, 775, 836, 838, 841, effects, 486, 488,
491, 782, 786, 787, evaluate causes and
effects, 776, 779, 781; Cause–and–Effect
Charts, 146, 222, 429, 536, 623, 682, 792,
891; Skills for Life: Analyze Cause and
Effect, 222; Critical Thinking: Analyze
Cause and Effect, 15, 30, 52, 70, 76, 117,
123, 198, 208, 209, 295, 301, 315, 329,
331, 370, 406, 429c, 453, 459, 470, 485,
517, 527, 536, 540, 563, 566, 589, 591,
613, 623, 638, 648, 692, 730, 740, 775,
792, 796, 830, 858, 879, 891, 900, 915,
921, 938, 948, 960, 972, 979
SS 8.4.4.e (US) Analyze the relationships
among historical events in the United
States and the students' lives today (i.e.,
current events)
SE/TE: Links Across Time (Link to Today),
25, 56, 104, 187, 215, 292, 317, 347, 385,
418, 465, 496, 562, 588, 721, 826, 852,
887, 969
23
SE = Student Edition
TE = Teacher’s Edition
A Correlation of America: History of Our Nation, Survey Edition, ©2014
to the
Nebraska Social Studies Standards
Nebraska
Social Studies Standards
America: History of Our Nation
Survey Edition, ©2014
SS 8.4.5 Students will develop historical research skills.
SS 8.4.5.a (US) Develop questions about
United States history
SE/TE: Reading Skills (ask questions):
analytical questions, 444, 445, 447, 688,
692, 906, 907, 909, inferential questions,
448, 451, 453, 910, 912, 915, extension
questions, 680, 682, 685, questions, 16,
17, 19, 904, 930, questions that go beyond
the text, 462, 467, 918, 921, 923,
questions to synthesize information, 454,
456, 459, 924, 926, 927
SS 8.4.5.b Obtain, analyze and cite
appropriate sources for research about
Nineteenth–Century U.S. History,
incorporating primary and secondary
sources (e.g., Cite sources using a
prescribed format)
SE/TE: Build Political Cartoon Skills, 406;
Analyze a Speech, 538; Primary Sources,
1066–1068; Document–Based Questions,
371, 409, 439, 471, 507, 541, 567, 603;
Literature, 360–361, 388–389, 492–493,
654–655; Historian’s Apprentice Workshop,
372–375, 472–475, 568–571, 670–673;
Political Cartoons, 324, 363, 406, 483, 529,
556, 616, 628, 645, 646, 652
SS 8.4.5.c (US) Gather historical
information about the United States (e.g.,
document archives, artifacts, newspapers,
interviews)
SE/TE: Evaluate Internet Sources, HT17;
Research Papers, HT19; Frame research
questions, 470, 698; Focus research topics,
693, 694, 697; Multimedia research report,
698, 864–867; also see: History Interactive
Features, 21, 39, 92, 109, 152, 182, 211,
288, 328, 342, 383, 420, 460, 502, 516,
561, 583, 611, 661, 695, 709, 753, 777,
810, 839, 878, 917, 947, 987
SS 8.4.5.d (US) Present an analysis of
historical information about the United
States (e.g., pictures, posters, oral/written
narratives, and electronic presentations)
SE/TE: Write Like a Historian, HT18–HT20;
Chapter Review: Writing Activities, 30, 60,
96, 128, 164, 198, 224, 304, 370, 408,
438, 470, 506, 540, 566, 602, 638, 668,
700, 730, 758, 796, 830, 862, 900, 930,
962, 994; Document–Based Questions:
Task, 31, 61, 97, 129, 165, 199, 225, 305,
371, 409, 439, 471, 507, 541, 567, 603,
639, 669, 701, 731, 759, 797, 831, 863,
901, 931, 963, 995; Historian’s Apprentice
Workshop: Activity, 133, 275, 375, 475,
571, 673, 763, 867, 999
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SE = Student Edition
TE = Teacher’s Edition