MARYLAND VSC - Social Studies - Grade 7 - Pearson School · PDF fileMARYLAND VSC - SOCIAL STUDIES PAGE(S) ... The Foundations and Function of Government Indicator 1. ... 120, Unit

Prentice Hall History of Our World - Survey Edition © 2008 Correlated to:

Maryland Voluntary State Curriculum - Social Studies (Grade 7)

MARYLAND VSC - SOCIAL STUDIES PAGE(S) WHERE TAUGHT

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Standard 1.0 Political Science Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. Topic A. The Foundations and Function of Government Indicator 1. Analyze the characteristics and structure of various systems of government around the world

SE/TE: Africa: 646, Greece: 174-175, 180, 181, 188, 208, Austria: 520, China, 148, 149-153, 367, 370, England: 418, 420, 521-524, France: 512-515, 540-543, 548-549, India: 339, Japan: 376-377, Roman Republic: 231-235, 236-237, United States: 539

TR: Vocabulary Builder, Citizen Heroes, Unit 3 Rubric for assessing a Writing Assignment p. 30, Unit 6, p. 40, Unit 2, p. 128, Unit 5, p. 35, Unit 3 History of Our World Teaching Resources, Recognizing Signal Words, p. 14, Reading Readiness Guide, p. 10, Enrichment pp. 16,119, Section Quiz, pp. 12, 106, Reading and Vocabulary Study Guide, Unit 3 pp. 77-79, Unit 6, pp. 203-205, Unit 5, pp. 157-159, Differentiated Instruction: for English Language Learners, Special Needs Students, Rubric for Assessing a Journal Entry p. 129, Unit 6 Reading Readiness Guide, p. 16, Unit 2, p. 108, Unit 4 p. 120, Unit 6, p. 20, Guided Reading and Review, Unit 4, p. 121, Unit 5, p. 21, HOW Spanish Support, reading and review, p. 122 Unit 6 Section Quiz, p. 18, Target Reading Skill, Main Ideas, Unit 2, pp. 117 Differentiated Instruction: Gifted and Talented, Background Biography: Lű Hou, Wu Hou, History of Our World Outline Map Unit 2, East Asia, physical, p. 125, Links to Language Arts, Unit 4 History of Our World TR, Writing to Inform and Explain, p. 146, Target Reading Skill, Identify Sequence, Unit 5, Section Quiz, p. 22, HOW Teaching Resources, Book project The Birth of a Nation, pp. 19-21, Unit 6, HOW TR, Preview and ask questions, p. 26, Links to language arts, Unit 6 Guided Reading and Review, p. 21, Skills for life, Comparing and Contrasting, Target reading skill: Preview questions

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





TECH: Discovery Video: South Africa: Apartheid’s Legacy, The Great Wall of China, The Rise of Napoleon Bonaparte, GoOnline PHSchool.com, Links to Art, History of Our World Transparencies: Reading support HOW 72, 90, 114, 116

Objectives Describe and compare the advantages and disadvantages of limited governments, such as representative democracy and parliamentary democracy

SE/TE: Democracy: 175, 181, 540, Parliament: 522-524, 252, 238

TR: HOW TR Unit 3, Rubric for Assessing a Writing Assignment, p. 30, HOW TR Reading Readiness Guide, p. 6, Unit 6, p. 20 HOW TR Unit 3, Section Quiz, p. 8, HOW TR, Rubric for Assessing a Journal Entry, p. 32, Vocabulary Builder, Links to Language Arts, HOW TR Unit 6, Guided Reading and Review, p. 21, Differentiated Instruction, Gifted and Talented, English Language Learners, HOW Unit 3, Skills for Life, p. 94

TECH: GoOnline: PHSchool.com, HOW Transparencies Section Reading Support, HOW 74, HOW Transparencies Section Reading Support 114

Compare the advantages and disadvantages of unlimited government, such as authoritarian and dictatorships

SE/TE: Dictatorships: 566, 600, 606, 639, 640, 644, 646

TR: HOW TR Reading Readiness Guide, Unit 6, p. 95, Unit 7, p. 12 Vocabulary Builder, HOW TR Unit 6, Section Quiz, p. 97, Unit 7 Section Quiz, pp. 14, 56, 60, HOW TR Reading and Vocabulary Guide, pp. 223-225, Target Reading Skill, Recognize Multiple Causes, HOW TR, Recognize Multiple Causes, p. 24, HOW TR Reading and Writing Skills Handbook, Writing a Cause and Effect Essay, p. 12, HOW TR, Rubric for Assessing a Writing Assignment, p, 37, HOW TR Reading and Vocabulary Study Guide, pp. 236-238, 252-254, Differentiated Instruction, Less proficient readers, Advances readers, Links to Art, HOW TR Reading and Writing Skills Handbook, Creating Paragraph Outlines, p. 9, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, HOW Unit 7, Rubric or Assessing a Writing Assignment, p. 93, Citizen Heroes, Nelson Mandela






TECH: GoOnline: PHSchool.com, HOW Transparencies, Section Reading Support Transparency 127, 128, Discovery Video, South Africa: Apartheid’s Legacy

Explain and demonstrate how nation-states interact with each other

SE/TE: 515, 522, 534

TR: HOW TR Reading and Vocabulary Guide, Ch. 18 sec. 2, pp. 200-202, HOW TR Reading and Writing Skills Handbook, Gathering Details, p. 11, Links to Language Arts, Vocabulary Builder, HOW TR Guided Reading and Review, Unit 6, p. 21, HOW TR Reading Readiness Guide, Unit 6, p. 51, HOW TR Section Quiz, Unit 6, . 53, HOW TR Reading and Vocabulary Study Guide, pp. 210-212, HOW TR Enrichment: Inventions in the Scientific Revolution, Unit 6, p. 71

TECH: GoOnline PHSchool.com, HOW Transparencies Section Reading Support, 115

Using multi-perspectives, describe and trace how past events assisted or impeded the development of nations, such as the founding of Israel, the break up of the Soviet Union

SE/TE: Israel: 647, 659, Soviet Union: 606, 617, 623, 631, 633, 659

TR: Skills for Life, identify the main idea, Vocabulary Builder, HOW TR, Unit 7 Vocabulary Development, p. 90, HOW TR, Section quiz, Unit 7, p. 14, HOW TR Reading and Vocabulary Study Guide, pp. 236-238, HOW TR Reading and Writing Skills Handbook, Writing a Cause and Effect Essay, p. 12; Target Reading Skill, HOW TR, Rubric for assessing a writing assignment, Unit 7, p. 37, Differentiated Instruction, For special needs students, For English Language Learners, HOW TR, Guided reading and review, Unit 7, p. 51, Citizen Heroes, Mikhail Gorbachev, HOW TR Word Knowledge, Unit 7, p. 74

TECH: Goonline: PHSchool.com, Sequencing, Social Studies Skills Tutor CD-ROM

Indicator 2. Analyze the historic events, documents, and practices that are the foundations of political systems around the world

SE/TE: 11, 524, 525, 538-539, 540-543, 596-598, 602-604, 612-625, 692-693,700-702






TR: Differentiated Instruction For special needs Students, HOW TR, Section Quiz, Unit 6, p. 22, Unit 7, p. 18, HOW TR Reading and Vocabulary Study Guide, pp. 206-208, pp. 239-241, pp. 242-244 HOW TR, Rubric for assessing writing assignment, Unit 6, p. 40, Unit 7, p. 37; Vocabulary Builder, HOW TR Word Knowledge Unit 6, p. 27, HOW TR Vocabulary Development, Unit 6, p. 38, Target Reading Skill, Background: Place Names, “No Mans Land”, Two Ways of Life, Winston Churchill, Evolving Armor, Skills Mini Lesson, Identifying Frame of Reference and Point of View, Differentiated Instruction, English Language learners, Advanced Readers, Gifted and Talented, Special Needs Students, Less Proficient Readers, Link to Art, HOW TR, Reading Readiness Guide, Unit 6, p. 55, HOW TR, Guided Reading and Review, Unit 7, pp. 9, 13, HOW TR, Reading Readiness Guide, Unit 7, pp. 8, 12, 16, HOW TR, Skills for Life Unit 7, p. 29

TECH: Sequencing, Social Studies Skills Tutor, CD-ROM, HOW Transparencies, B20, timeline, GoOnline, PHSchool.com, HOW Transparencies, Section Reading Support 116, 123,125, 127, Student Edition on Audio CD, Ch. 21, Sec. 1, Discovery Video, The Holocaust: In Memory of Millions, Draw Inferences, Social Studies Skills Tutor CD-ROM

Objective Examine and report examples of historic events, documents and practices that have influenced individuals and groups around the world, such as the UN Declaration of Rights, German reunification, the formation of NATO, and Apartheid

SE/TE: 11, 524, 525, 539, 596, 598, 607, 630-633, 634, 643, 646, 656, 692-693

TR: Differentiated Instruction For special needs Students, HOW TR, Section Quiz, Unit 6, p. 22, Unit 7, p. 18, HOW TR Reading and Vocabulary Study Guide, pp. 206-208, pp. 239-241, pp. 242-244 HOW TR, Rubric for Assessing Writing Assignments, Unit 6, p. 40, Unit 7, p. 37, Vocabulary Builder, HOW TR Word Knowledge Unit 6, p. 27, HOW TR Vocabulary Development, Unit 6, p. 38, Target Reading Skill, Background: Place Names, “No Mans Land”, Two Ways of Life, Winston Churchill, Evolving Armor, Skills Mini Lesson, Identifying Frame of Reference and






(Continued) Point of View, Differentiated Instruction, English Language learners, Advanced Readers, Gifted and Talented, Special Needs Students, Less Proficient Readers, Link to Art, HOW TR, Reading Readiness Guide, Unit 6, p. 55, HOW TR, Guided Reading and Review, Unit 7, pp. 9, 13, HOW TR, Reading Readiness Guide, Unit 7, pp. 8, 12, 16, HOW TR, Skills for Life Unit 7, p. 29


Indicator 3. Analyze the roles of governments around the world regarding public policy and issues

SE/TE: 43-45, 124, 175, 233, 287, 379, 389, 634-635, 654-655

TR: Vocabulary Builder, Targeted Reading Skill, Summarize, Skills Mini Lesson, Identifying Frame of Reference and Point of View, Links Across Time, HOW TR, Rubric for Assessing a Writing Assignment, p. 30, Unit 4, p. 151, HOW TR, Section Quiz, Unit 7, p. 8, Unit 4, p. 126, HOW TR Reading and Vocabulary Study Guide, pp. 74-76, 132-133, pp. 246-248, HOW TR, Rubric for Assessing a Journal Entry, p. 32, Unit 7 p. 92 HOW TR, Reading Readiness Guide, Unit 3, p. 6, Differentiated Instruction, Advanced Readers, Skills Mini Lesson, Making Valid Generalizations, Citizen Heroes, Theodora, HOW TR, Rubric for Assessing an Oral Presentation, p. 150, HOW TR, Unit 4, Chapter tests A and B, pp. 152-157, HOW TR, Section Quiz, Unit 7, p. 8, HOW TR Reading and Vocabulary Study Guide, pp. 74-76, HOW Benchmark test 4, AY Monitoring Assessments, pp. 99-104, Background: Widening Versus Deepening, The First Broadcasts, HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, Differentiated Instruction, English Language Learners, Gifted Students, HOW TR, Reading and Writing skills handbook, Using the Library, p. 15, Summarizing and taking Notes, p. 16, Preparing Note Cards, p. 17






TECH: GoOnline PHSchool.com, HOW Transparencies, Section Reading Support, 74, 126, ExamView® Test bank, CD-ROM

Objectives Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns

SE/TE: 124, 545, 552-553, 658, 659

TR: HOW TR, Skills for Life, Unit 2, p. 73, Unit 6, p. 72, Differentiated Instruction, Gifted and Talented, English Language Learners, HOW TR Reading and Vocabulary Study Guide, Ch 22, sec. 5, pp. 258-260, HOW TR Rubric for Assessing a Letter, p. 92, HOW TR, Unit 7, word Knowledge, p. 74, HOW TR, Vocabulary Development, Unit 7, p. 90

TECH: Social Studies Tutor CD-Rom, Skills for Live Chapter 19, GoOnline, PHSchool.com, HOW Transparencies, Section Reading Support 130

Analyze the effects that different world issues have on shaping international responses, such as rainforest conservation, pollution, climate change, and energy sources (oil drilling, coal, nuclear)

SE/TE: 97, 648, 658, 659

TR: Vocabulary Builder, Links to Success, HOW TR, Guided Reading and Review, Unit 7, p. 63, HOW TR, Unit 7, Section Quiz p. 68, HOW TR Reading and Vocabulary Study Guide, p. 258-260, HOW TR Rubric for assessing a Letter, Unit 7, p. 92, Vocabulary Builder, HOW TR, Vocabulary Development, Unit 7, p. 90

TECH: HOW Transparencies, Section Reading Support, 129, 130, GoOnline, PHSchool.com

Topic B. Individual and Group Participation in the Political System Indicator 1. Analyze the methods used by individuals and groups to shape governmental policy and actions

SE/TE: 522-523, 524, 540-543, 602-604, 652-657






TR: Links to Language Arts, Vocabulary Builder, HOW TR, Guided Reading and Review, Unit 6, p. 21, Unit 7, pp. 13, 67 Skills Mini Lesson, Comparing and Contrasting, HOW TR, Reading Readiness Guide, Unit 6, p. 20, Unit 7, p. 6, Target Reading Skill, HOW TR Unit 6 Section Quiz, p. 22, HOW TR Reading and Vocabulary Study Guide, pp. 206-208, HOW TR, Rubric for Assessing Writing Assignment, Unit 6, p. 40, Differentiated Instruction, English Language Learners, Advanced Readers, Gifted and Talented, Special Needs Students, HOW TR, Reading Readiness Guide, Unit 6, p. 55, Unit 7, pp. 12, 66, HOW TR, Summarize, Unit 7, p. 73, Target Reading Skill, Summarize, Background, The First Broadcasts, HOW TR Reading and Writing Skills Handbook, Using the Library, p. 15, Summarizing and Taking Notes, p. 16, Preparing Note cards, p. 17, Citizen Heroes, Terrorism

TECH: HOW Transparencies, Section Reading Support 114, 116, GoOnline, PHSchool.com

Objectives Compare methods used to change governments, such as coups, elections and revolts

SE/TE: 11, 524, 525, 538-539, 540-543, 596-598, 602-604, 612-625, 692-693, 700-702

TR: Differentiated Instruction For special needs Students, HOW TR, Section Quiz, Unit 6, p. 22, Unit 7, p. 18, HOW TR Reading and Vocabulary Study Guide, pp. 206-208, pp. 239-241, pp. 242-244, HOW TR, Rubric for Assessing Writing assignments, Unit 6, p. 40, Unit 7, p. 37, Vocabulary Builder, HOW TR Word Knowledge Unit 6, p. 27, HOW TR Vocabulary Development, Unit 6, p. 38, Target Reading Skill, Background: Place Names, “No Mans Land”, Two Ways of Life, Winston Churchill, Evolving Armor, Skills Mini Lesson, Identifying Frame of Reference and Point of View, Differentiated Instruction, English Language learners, Advanced Readers, Gifted and Talented, Special Needs Students, Less Proficient Readers, Link to Art, HOW TR, Reading Readiness Guide, Unit 6, p. 55, HOW TR, Guided Reading and Review, Unit 7, pp. 9, 13, HOW TR, Reading Readiness Guide, Unit 7, pp. 8, 12, 16, HOW TR, Skills for Life Unit 7, p. 29







Evaluate ways citizens use, monitor and influence the formation and implementation of public policy

SE/TE: 175, 253, 277

TR: HOW TR, Rubric for Assessing a Writing Assignment, Unit 3, p. 30, HOW TR Reading and Vocabulary Study Guide, pp. 74-76. HOW TR, Unit 3 Section Quiz, p. 8, HOW TR, Rubric for Assessing a Journal Entry, Unit 3, p. 32, HOW TR, Reading Readiness guide, Unit 3, p. 6, Vocabulary Builder, HOW TR, Vocabulary Development, Unit 3, p. 135

TECH: GoOnline PHSchool.com, HOW Transparencies, Section Reading Support, 74, Discovery Video, Daily Lie in Ancient Rome

Describe how political parties and special interest groups influence and change government policy, such as third parties, and non-governmental organizations

SE/TE: N/A

Analyze the role of media and public opinion in shaping government policy and action

SE/TE: N/A

Indicator 2. Analyze the importance of civic participation as a citizen of the world

SE/TE: Citizen Heroes, Examples: 89, 257, 265, 287, 378, 419, 433, 458, 486, 509, 633, 646, 657

TR: Vocabulary Builder, HOW TR, Reading Readiness Guide, Unit 3, p. 114, Unit 4, p. 124, Unit 5, pp. 20, 91, 130, HOW TR Reading and Vocabulary Study Guide, pp. 101-103, HOW TR Section Quiz, Unit 3, p. 120, Unit 6, p. 10, Skills Mini Lesson, Making valid Generalizations, Problem Solving, Background: War of the Roses, Target Reading Skill, Identifying Supporting Details, Differentiated Instruction, Gifted Students, Special Needs Students, English Language Learners, HOW TR, Rubric for






(Continued) Assessing a Writing Assignment, Unit 6, p. 40, HOW R, Enrichment, Unit 6, p. 28, HOW TR Reading and Vocabulary Study Guide, pp. 197-199, HOW TR MapMaster Skills Handbook, Using the Map Key, p. 15, HOW TR, Guided Reading and Review, Unit 7 p. 67, HOW TR, Reading Readiness Guide, Unit 7, p. 6

TECH: HOW Transparencies, Section Reading Support 81, 94, 99, 108, GoOnline PHSchool.com, Student Edition on Audio CD, Chapter 22, section 1, Discovery Video, South Africa: Apartheid’s Legacy

Objectives Analyze the relevancy of sources and perspectives of information such as internet sites and online newspapers

SE/TE: Reading and Writing Handbook: RW1-RW5, Primary Source: 664-705, Skills for Life, Analyzing Primary Sources, p. 316

TR: Differentiated Instruction: Advanced Readers, Special Needs Students, Less Proficient Students, Gifted and Talented, English Language Learners, HOW TR Reading and Writing Skills Handbook: Four Purposes for Writing, p. 3, Writing to Describe, p. 4, Writing the Conclusion, p. 5, Using the Revision Checklist, p. 6, Writing to Persuade, p. 7, Structuring Paragraphs, p, 8, Creating Paragraph Outlines, p. 9, Writing a Cause and Effect Essay, p. 12, Writing a Problem and Solution Essay, p. 13, Writing to Inform and Explain p. 10, Gathering Details, p. 11, Writing for Assessment, p. 20, Writing a Letter, p. 21, Writing an Introduction, p. 18, Writing the Body of a Letter, p. 19, Using the Library, p. 15, Summarizing and taking notes, p. 16, Preparing Note Cards, p. 17, Choosing a topic, p. 14, Vocabulary Builder

TECH: Social Studies Skill Tutor CD-ROM, Distinguishing Fact and Opinion

Analyze the concept of a global citizen and how the awareness and responsibilities have changed during the information age

SE/TE: 89, 257, 265, 287, 378, 419, 433, 458, 486, 509, 633, 646, 657

TR: Vocabulary Builder, HOW TR, Reading Readiness Guide, Unit 3, p. 114, Unit 4, p. 124, Unit 5, pp. 20, 91, 130, HOW TR Reading and Vocabulary Study Guide, pp. 101-103, HOW TR






(Continued) Section Quiz, Unit 3, p. 120, Unit 6, p. 10, Skills Mini Lesson: Making valid Generalizations, Problem Solving, Background: War of the Roses, Target Reading Skill, Identifying Supporting Details, Differentiated Instruction, Gifted Students, Special Needs Students, English Language Learners, HOW TR, Rubric for Assessing a Writing Assignment, Unit 6, p. 40, HOW R, Enrichment, Unit 6, p. 28, HOW TR Reading and Vocabulary Study Guide, pp. 197-199, HOW TR MapMaster Skills Handbook, Using the Map Key, p. 15, HOW TR, Guided Reading and Review, Unit 7 p. 67, HOW TR, Reading Readiness Guide, Unit 7, p. 6


Topic C. Protecting Rights and Maintaining Order Indicator 1. Examine the rights and responsibilities of being a citizen of the world

SE/TE: 89, 257, 265, 287, 378, 419, 433, 458, 486, 509, 633, 646, 657

TR: Vocabulary Builder, HOW TR, Reading Readiness Guide, Unit 3, p. 114, Unit 4, p. 124, Unit 5, pp. 20, 91, 130, HOW TR Reading and Vocabulary Study Guide, pp. 101-103, HOW TR Section Quiz, Unit 3, p. 120, Unit 6, p. 10, Skills Mini Lesson: Making valid Generalizations, Problem Solving, Background War of the Roses, Target Reading Skill, Identifying Supporting Details, Differentiated Instruction, Gifted Students, Special Needs Students, English Language Learners, HOW TR, Rubric for Assessing a Writing Assignment, Unit 6, p. 40, HOW R, Enrichment, Unit 6, p. 28, HOW TR Reading and Vocabulary Study Guide, pp. 197-199, HOW TR MapMaster Skills Handbook, Using the Map Key, p. 15, HOW TR, Guided Reading and Review, Unit 7 p. 67, HOW TR, Reading Readiness Guide, Unit 7, p. 6







Objectives Justify the responsibilities associated with certain human rights in a global society such as a commitment to world peace and the elimination of poverty.

SE/TE: N/A

Explain how international rules and laws protect individual rights and protect the common good, such as the U.N. Declaration of Human Rights, European Union membership, Geneva Conventions

SE/TE: 634, 656

TR: Background, Widening Versus Deepening, HOW TR, Reading Readiness Guide, Unit 7, p. 66

TECH: HOW Transparencies, Section Reading Support 126

Indicator 2. Analyze how governments, organizations, and policies around the world protect or fail to protect the rights of individuals and groups

SE/TE: N/A

Objectives Analyze how the definition of the common good differs in limited and unlimited governments

SE/TE: N/A

Debate the need to balance between providing for the common good and how protecting individual rights differ in governments around the world

SE/TE: N/A

Describe the role of international organizations and policies in maintaining order during a time of crisis, such as the International Red Cross/Red Crescent, the United Nations, the Geneva Conventions, and the World Health Organization

SE/TE: N/A






Standard 2.0 Peoples of the Nation and World Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective. Topic A. Elements of Culture Indicator 1. Analyze characteristics that are used to organize people into cultures

SE/TE: N/A

Objectives Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs

SE/TE: 653, 654-655, 658

TR: Vocabulary Builder, Targeted Reading Skill, Summarizing, HOW TR Reading Readiness Guide, Unit 7, p. 66Differntiated Instruction, English Language Learners, Gifted and Talented, Background First Broadcasts, HOW TR Reading and Writing Skills Handbook, Using the Library, p. 15, Summarizing and Taking Notes, . 16, Preparing Note Cards, p. 17

TECH: GoOnline PHSchool.com

Describe the characteristics of a sovereign nation, such as the legitimate use of authority, autonomy and establishment of borders

SE/TE: 515, 522, 534

TR: HOW TR Reading and Vocabulary Guide, Ch. 18 sec. 2, pp. 200-202, HOW TR Reading and Writing Skills Handbook, Gathering Details, p. 11, Links to Language Arts, Vocabulary Builder, HOW TR Guided Reading and Review, Unit 6, p. 21, HOW TR Reading Readiness Guide, Unit 6, p. 51, HOW TR Section Quiz, Unit 6, . 53, HOW TR Reading and Vocabulary Study Guide, pp. 210-212, HOW TR Enrichment: Inventions in the Scientific Revolution, Unit 6, p. 71







Describe the characteristics of democratic and authoritarian societies

SE/TE: 175, 180, 540, 636, 640

TR: HOW TR, Rubric for Assessing a Writing Assignment, Unit 3, p. 30, HOW TR Rubric for Assessing a Journal Entry, Unit 3, p. 32 HOW TR Reading and Vocabulary study Guide, Ch. 6. sec. 1, pp. 74-76, HOW TR Unit 3, Section quiz, p. 8, HOW TR, Reading Readiness Guide, Unit 3, p. 6, HOW TR, Recognize Sequencing Signal Words, Unit 3, p. 14, HOW TR, Reading Readiness Guide, Unit 3, p. 10, Unit 7, p. 54, Target Reading Skill, Recognize Sequence Signal Words, HOW TR Reread or Read Ahead, Unit 7, p. 70


Topic B. Cultural Diffusion Indicator 1. Analyze how diverse cultures shape a pluralistic society

SE/TE: CH 22 (628-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR






(Continued) Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90

TECH: Student Edition on Audio CD, Guided Reading Audio CDs, English and Spanish, Social Studies Skills Tutor CD-ROM, Examview® Test Bank CD-ROM, HOW Transparencies, Section Reading Support, 126, GoOnline PHSchool.com, HOW Transparencies Section Reading Support, 127, 128, 129, Discovery Video, South Africa: Apartheid’s Legacy

Objectives Identify cultural groups within a contemporary world region

SE/TE: CH 22 (628-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15,






(Continued) Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Describe how migration contributes to the diversity of nations and regions

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315

TR: Background: Global Perspective, Global Climate and Agriculture, Differential Instruction, Less Proficient Readers, Special Needs Students, HOW TR Reading and Vocabulary Study, p. 25-27, Target Reading Skill, Read Ahead, Skills Mini Lesson Using Reliable Information, HOW TR Reading Readiness Guide Unit 2, p. 52, HOW TR Reading Readiness Guide, Unit 4, p. 45, Background, Global Perspective, The Columbian Exchange, HOW TR, Section Quiz, Unit 4, p. 47, HOW TR Reading and Vocabulary Study Guide, pp. 121-123, HOW TR, Book project: Major Migrations, pp. 22-24, HOW TR Rubric for Assessing a Writing Assignment, p. 71

TECH: Discovery Video, The First Great Migration, GoOnline PHSchool.com, HOW Transparencies Section Reading Support Transparency 66

Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR






(Continued) Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Indicator 2. Examine how increasing diversity in global societies results from immigration, settlement, and economic development

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for Life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50,






(Continued) 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Objectives Examine policies related to human rights, such as foreign aid, subsidies to developing countries, ethnic persecution and economic sanctions

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW






(Continued) TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Examine contemporary world wide concerns that affect international relationships, such as world health, nation building, national security, and human rights

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW






(Continued) TR Reading and Vocabulary Study Guide, pp.249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Topic C. Conflict and Compromise Indicator 1. Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread






(Continued) or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Objectives Evaluate causes of conflict in the global community, such as Apartheid, the acquisition of natural resources, the decline of communism, ethnic persecution, and domestic and international terrorism

SE/TE: CH. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW






(Continued) TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Analyze and describe the efforts of world nations and groups to assist in the resolution of conflicts within and among regions, such as the United Nations, the International Red Cross/Red Crescent, United States Agency for International Development and other humanitarian organizations

SE/TE: 643, 656

TR: Differentiated Instruction, Gifted and Talented, HOW TR Reading Readiness Guide, Unit 7, p. 66

Analyze and describe efforts by nations to promote cooperation within and among those regions, such as the creation of the International Monetary Fund, North American Free Trade Agreement, World Bank, European Union and world-wide healthcare initiatives

SE/TE: 634, 635, 637, 656, 659

TR: Background, Widening Versus Deepening, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, p. 52, HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, Vocabulary Builder, HOW TR Guided reading and Review, Unit 7, pp. 55, 56, Vocabulary Builder, HOW TR Word Knowledge, p. 74, HOW TR Vocabulary Development, p. 90






TECH: HOW Transparencies, Section Reading Support Transparency 126, GoOnline PHSchool.com

Standard 3.0 Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Topic A. Using Geographic Tools Indicator 1. Use geographic tools to locate places and describe the human and physical characteristics in the contemporary world

SE/TE: Mapmaster Skills Handbook M1-M17, Throughout text, examples: 31, 59, 105, 162, 190, 388, 450, 476, 500, 588, 660

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic






(Continued) Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture

TECH: HOW Transparencies, B17 Concept Web, Background: Links Across Place, Sunrise and Sunset, Links Across Time, The First Globe, HOW Transparencies, Color Transparency HOW 1: The Earth’s Revolution and the Seasons, HOW 3, The Global Grid, Social Studies Skills Tutor CD-ROM, Analyzing and Interpreting Special-Purpose Maps. HOW Transparency B15 Outline

Objectives Use maps to compare geographic locations of places and regions

SE/TE: Mapmaster Skills Handbook M1-M17, Throughout text, examples: 15, 29, 98, 311, 377, 354, 375, 708, 715, 717, 719

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia:






(Continued) Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Use photographs and thematic maps to compare human and physical characteristics of places and regions

SE/TE: Mapmaster Skills Handbook M1-M17

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone






(Continued) Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Analyze geographic issues and problems SE/TE: 658, 659

TR: HOW TR Unit 7 Vocabulary Development, p. 90, Vocabulary Builder, HOW TR Section Quiz, Unit 7, p. 68, HOW TR Reading and Vocabulary Study guide, p. 258-260, HOW TR Rubric for Assessing a Letter, Unit 7, p. 92

TECH: GoOnline PHSchool.com

Topic B. Geographic Characteristics of Places and Regions Indicator 1. Analyze interrelationships among physical and human characteristics that shape the identity of places and regions around the world

SE/TE: MapMaster Skills Handbook M1-M17

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude,






(Continued) p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Objectives Identify and describe physical characteristics that influenced human settlement

SE/TE: MapMaster Skills Handbook, M1-M17

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a






(Continued) Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Explain how physical and human characteristics of a region such as vegetation, climate, minerals, population density and religion, affect its economic growth and the way people make a living

SE/TE: MapMaster Skills Handbook M1-M17

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding






(Continued) Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture







Analyze how regional characteristics and interests including economic development, climate, and the environmental impact government policies


TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture







Identify geographic factors that have influenced international relations and economic development in world regions, such as trade, infrastructure, and health issues


TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture







Topic C. Movement of People, Goods and Ideas Indicator 1. Describe and analyze population growth, migration and settlement patterns in contemporary world regions

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315


Objectives Identify reasons why people migrate, such as economic opportunity, climate, political reasons and government policies

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315


Evaluate the consequences of migration and settlement in various regions of the world, such as employment, changes in population and cultural diversity/conflict

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315







Explain how regional population patterns, trends, and projections affect the environment and influence government policies

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315


Topic D. Modifying and Adapting to the Environment Indicator 1. Analyze why and how people in contemporary world regions modify their natural environment and the impact of those modifications

SE/TE: 124, 545, 552-553, 658, 659








Objectives Identify trade offs of using resources to pursue economic opportunities v. preserving the environment, such as water use, the burning of fossil fuels, deforestation, and strip mining

SE/TE: 124, 545, 552-553, 658, 659



Evaluate the consequences of modifying the natural environment, such as desertification, air pollution, and climate change

SE/TE: 124, 545, 552-553, 658, 659



Identify and explain land use issues that illustrate the conflict between economic growth, deforestation, mining, and burning fossil fuels

SE/TE: 124, 545, 552-553, 658, 659








Explain how land use and environmental issues such as burning the rain forest and environmental preservation are addressed by government policy

SE/TE: 124, 545, 552-553, 658, 659



Standard 4.0 Economics Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. Topic A. Scarcity and Economic Decision-making Indicator 1. Analyze the decisions that people made because resources were limited relative to economic wants for goods and services in contemporary world regions

SE/TE: 5m, 14, 15m, 51-53, 110, 314-315







Objective Identify the opportunity cost of economic decisions made by individuals, businesses, and governments such as decisions about investing in education

SE/TE: N/A

Indicator 2. Analyze how scarcity of economic resources affects economic choices in contemporary world regions

SE/TE: Ch.22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR






(Continued) Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Objectives Describe how goals of countries affect the use of resources in the pursuit of economic growth, and sustainable development

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing






(Continued) Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Identify tradeoffs made in economic decisions by producers and consumers

SE/TE: N/A

Explain how available resources affect specialization and trade

SE/TE: N/A

Indicator 3. Analyze how technological changes have affected the consumption and production in the contemporary world

SE/TE: 652-655

TR: HOW TR Reading Readiness Guide, Unit 7, p. 66, Target Reading Skill: Summarize, HOW TR, Summarize, Unit 7, p. 75, Vocabulary Builder, Differentiated Instruction, English Language Learners, Gifted Students, Background, First Broadcasts, HOW TR Reading and Writing Skills Handbook, Using the Library, p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p.17

Objectives Give examples of how technology has changed consumption of goods and services, such as the development of computers

SE/TE: 652-655






TR: HOW TR Reading Readiness Guide, Unit 7, p. 66, Target Reading Skill: Summarize, HOW TR, Summarize, Unit 7, p. 75, Vocabulary Builder, Differentiated Instruction, English Language Learners, Gifted Students, Background, First Broadcasts, HOW TR Reading and Writing Skills Handbook, Using the Library, p. 15, Summarizing and Taking s, p. 16, Preparing Note Cards, p.17

Examine why technology has changed job skills and the influenced productivity

SE/TE: 652-655

TR: HOW TR Reading Readiness Guide, Unit 7, p. 66, Target Reading Skill: Summarize, HOW TR, Summarize, Unit 7, p. 75, Vocabulary Builder, Differentiated Instruction, English Language Learners, Gifted Students, Background, First Broadcasts, HOW TR Reading and Writing Skills Handbook, Using the Library, p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p.17

Indicator 4. Compare the levels of specialization and economic development in different parts of the contemporary world

SE/TE: N/A

Objectives Analyze examples of specialization that result from economic resources

SE/TE: N/A

Describe the standard of living and the quality of life in a world region using data, such as Gross National Product (GNP), Gross Domestic Product (GDP), per capita income and the Human Development Index (HDI)

SE/TE: N/A

Identify factors that have influenced economic development in various regions, such as individuals, corporations, natural resources, technology, military power, population growth, international organizations, infrastructure and public health issues

SE/TE: Ch. 22 (630-658)






TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93, HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90

TECH: TECH: Student Edition on Audio CD, Guided Reading Audio CDs, English and Spanish, Social Studies Skills Tutor CD-ROM, Examview® Test Bank CD-ROM, HOW Transparencies, Section Reading Support, 126, GoOnline PHSchool.com, HOW Transparencies Section Reading Support, 127, 128, 129, Discovery Video, South Africa: Apartheid’s Legacy

Topic B. Economic Systems and the Role of Government in the Economy Indicator 1. Evaluate the types of economic systems in countries throughout the contemporary world

SE/TE: Ch. 22 (630-658)







TECH: TECH: Student Edition on Audio CD, Guided Reading Audio CDs, English and Spanish, Social Studies Skills Tutor CD-ROM, Examview® Test Bank CD-ROM, HOW Transparencies, Section Reading Support, 126, GoOnline PHSchool.com, HOW Transparencies Section Reading Support, 127, 128, 129, Discovery Video, South Africa: Apartheid’s Legacy

Objectives Examine how different economic systems, traditional, command, market, and mixed answer the basic economic question of what, how, and for whom to produce

SE/TE: N/A

Describe examples of decisions in (traditional economies, such as the economic roles of men and women)

SE/TE: N/A






Describe examples of command modern economies, such as government ownership of land and other resources

SE/TE: 604-606, 630, 631, 632

TR: HOW TR Reading Readiness Guide, Unit 7, pp. 12, 50, HOW TR Guided Reading and Review, Unit 7, pp. 13, 51 Differentiated Instruction, Advanced Readers, Special Needs Students, English Language Learners Target Reading Skill, Recognizing Multiple Causes, Paraphrase, HOW TR Section Quiz, Unit 7, p. 14, HOW TR Reading and Writing Skills Handbook, Writing a Cause and Effect Essay, p. 17, HOW TR Rubric for Assessing a Writing Assignment, Unit 7, p. 37, HOW TR Paraphrase, Unit 7, p. 69, Vocabulary Builder, Background, Citizen Heroes, Mikhail Gorbachev, Background, Widening Versus Deepening

TECH: GoOnline, PHSchool.com, Student Edition on Audio CD, Chapter 22, sec. 1, HOW Transparences, Section Reading Support, HOW 126

Indicator 2. Analyze the role of government in the economies of contemporary societies

SE/TE: Ch. 22 (630-658)

TR: Vocabulary Development, p, 90, Skills for life, Identify the Main Idea, Making Predictions, p. 76, Chapter Test A and B, pp. 94-99, Spanish Chapter Summary, p. 203, Spanish Vocabulary Development, p. 204, Differentiated Instruction, Special Needs Students, Advances Readers, Less Proficient Readers, Gifted and Talented, English Language Learners, Target Reading Skill: Paraphrase, Reread or Read Ahead, HOW TR Paraphrase, pp. 69, 71 HOW TR Guided Reading and Review, Unit 7, pp. 51, 55, 59, 67,63 HOW TR Reading Readiness Guide, Unit 7, pp. 6, 50, 54, 58, 62, 66, Citizen Heroes, Mikhail Gorbachev, Nelson Mandela, HOW TR, Rubric for Assessing a Journal Entry, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, pp. 52, 56, 60, 64, 68 HOW MapMaster Skills Handbook, Compare Maps of Different Scale, p. 23, HOW TR Reread or Read Ahead, Unit 7, p. 70, Links to Art, HOW TR Reading and Vocabulary Study Guide, pp. 249-251, 252-254, 258-260, HOW TR, Rubric for Assessing a Writing Assignment, Unit 7, p. 93,






HOW TR, unit 7, Summarize, p. 72, HOW TR Rubric for Assessing a Student Letter, p. 92, HOW TR, Summarize, Unit 7, p. 73, Background, First Broadcast, HOW TR Reading and Writing Skills Handbook, Using the Library p. 15, Summarizing and Taking Notes, p. 16, Preparing Note Cards, p. 17, HOW TR Word Knowledge, Unit 7, p. 74, HOW TR Vocabulary Development, Unit 7, p. 90


Objectives Explore how government spending and taxation influence an economy's ability to grow and provide jobs and services

SE/TE: N/A

Evaluate the trade-offs of government regulations

SE/TE: N/A

Analyze the ways that governments can help or impede economic activity, such as providing a stable monetary system, protecting property rights, maintaining infrastructure and providing public goods and services

SE/TE: 377-378, 397-399, 489, 562-568

TR: Differentiated Instruction, Advanced Readers, Special Needs Students, Gifted Students, HOW TR, Small Groups Activity: Create a Museum Exhibit About Feudalism in Japan, pp. 137-140, Citizen Heroes, Hideyoshi, Skills Mini Lesson, Problem Solving, HOW R, Reading Readiness Guide, Unit 4, p. 124, Unit 5, p. 8, Unit 6, p. 95, Links Across the World, HOW TR Section Quiz Unit 5, p. 10, Unit 6, p. 97, HOW TR Reading and Vocabulary Study guide, pp. 148-150, 223-225, HOW TR, Small Group Activity: Writing a Documentary, pp. 28-31, HOW Unit 5 Rubric or Assessing a Writing Assignment, p. 35, Vocabulary Builder, Links to Economics, HOW TR Reading Readiness guide, Unit 6, p. 95, Target Reading: Identifying Supporting Details, HOW TR, Identifying Main






(Continued) Ideas, Unit 6, p. 106, Background, Louis-Phillippe, Skills Mini Lesson Identifying Cause and Effect, Targeting Reading Skill, Identify Supporting Details,

TECH: HOW Transparencies, Section Reading Support Transparency, 94, 96 Unit 6, 119, Discovery Video, Feudal Life in the Middle Ages, GoOnline PHSchool.com

Examine the impact of regulatory agencies in different countries, such as consumer behavior, air traffic management, and environmental protection

SE/TE: 658

TR: HOW TR, Rubric for Assessing a Letter, Unit 7, p. 92, HOW TR, Section Quiz, Unit 7, p. 68, HOW TR Reading and Vocabulary Study Guide, pp. 258-280

TECH: GoOnline, PHSchool.com

Indicator 3. Describe the money and banking systems in various countries in the contemporary world

SE/TE: N/A

Objective Explain why a stable money and banking system is necessary for an economy to grow and prosper

SE/TE: N/A

Standard 5.0 History Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Topic B. Emergence, Expansion and Changes in Nations and Empires Indicator 1. Analyze the growth and the development of nations in the contemporary world

SE/TE: Ch. 22 (630-658)








Objectives Describe the social, political and economic impacts of various world religions on a global society, such as Judaism, Christianity, Islam, Hinduism, Taoism and Buddhism

SE/TE: Judaism: 56-60, 61, 302, Christianity: 262-263, 440-443, 446-448, 455, Islam: 292-297, 301-302, Hinduism: 114-118, 383-384, Taoism: 147, Buddhism: 120-121, 122-123, 466-469






TR: HOW TR, Reading Resources Guide Unit 1, p. 64, Target Reading Skill, Summarize, HOW TR, Summarize, Unit 1, p. 69, Vocabulary Builder, Background: Deborah, Links Across Time, Differentiated Instruction: English Language Learners, Advanced Readers, Special Needs Students, Less Proficient Readers, Gifted and Talented. HOW TR Reading Readiness Guide, Unit 1, p. 64, Unit 2, pp. 56, 60, 104, Unit 4, p. 12, Unit 5, pp. 56, 94, 60, HOW TR Section Quiz, Unit 1, p. 66, Unit 2, pp. 58, 62, Unit 4, p. 14, Unit 5, pp. 58, 62, 94, HOW TR Reading and Vocabulary Study Guide, pp. 28-30, HOW TR Rubric for Assessing a Writing Assignment, Unit 1, p. 84, Unit 2, p. 86, Unit 4, p. 33, Unit 5, p. 78, HOW TR Vocabulary Development, Unit 1, p 78, Unit 5, p. 77, Skills Mini Lesson: Using Cartographer’s Tools, Distinguishing Fact from Opinion, Target Reading Skill: Understand Effect, Analyzing Images, Vocabulary Builder, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 3, pp. 54-56, CH. 5, sec. 2, pp. 64-66, 51-53, Ch. 15, sec. 3, pp. 167-169, Ch. 15, sec. 4, p. 170-172, Ch. 10, Sec. 2, pp. 111-113, Ch. 4, sec. 2, pp. 51-53, HOW Guided Reading and Review, Unit 5, pp. 91, 95 HOW TR Recognize Cause and Effect Signals, Unit 5, p. 66, HOW TR Preview and Predict, Unit 4, p. 20, Links to Economics, Background: Daily Life, Ramadan, Hinduism, Upward Mobility, Target Reading Skill: Preview and Predict, HOW TR Enrichment, Unit 4, p. 23, HOW TR, Preview and Ask Questions, Unit 4, p. 21, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 2, pp. 38-39, Links to Language, Target Reading Skill: Recognize Cause and Effect Signal Words, HOW TR Rubric for Assessing Oral presentation, Unit 2, p. 87, HOW TR, A Great Asian Thinker, Unit 2, p. 84, HOW TR Enrichment, p. 86, HOW TR Skills for Life, Unit 2, p. 73, HOW TR Summarize, Unit 5, p. 102, Link to Math






TECH: HOW Transparencies, Section Reading Support, HOW 60, HOW 67, HOW 68, HOW 71, 85, HOW 86, HOW 95, How 102, HOW 103, GoOnline PHSchool.com, HOW Transparency Unit 4, HOW Set 2: Spread of Islam, Student Edition on Audio CD, Ch. 1, Sec. 3, HOW Transparency, B15: Outline, HOW Transparencies, Color Transparency HOW 27: South Asia, Physical-Political, HOW Transparencies B20: Timeline

Compare the effects of political and cultural changes in nations such as independence movements and democratic reforms

SE/TE: Ch. 22 (630-658)








Topic C. Conflict between Ideas and Institutions Indicator 1. Analyze the major sources of tension and conflict in the contemporary world

SE/TE: 657, 658

TR: Differentiated Instruction: Special Needs Students, Citizen Heroes, Terrorism, HOW TR, Guided Reading and Review Unit 7, p. 67, HOW TR Reading Readiness Guide, Unit 7, p. 6, HOW Section Quiz, Unit 7, p. 68, HOW TR Reading and Vocabulary Study Guide, pp. 258-260, HOW Rubric for Assessing a Letter, Unit 7, p. 92

TECH: HOW Transparencies Section Reading Support, HOW 130, GoOnline PHSchool.com

Objectives Describe how the changes in political structures impacted individuals and groups

SE/TE: 604-606, 630, 631, 632

TR: HOW TR Reading Readiness Guide, Unit 7, pp. 12, 50, HOW TR Guided Reading and Review, Unit 7, pp. 13, 51 Differentiated Instruction, Advanced Readers, Special Needs Students, English Language Learers Target Reading Skill, Recognizing Multiple Causes, Paraphrase, HOW TR Section Quiz, Unit 7, p. 14, HOW TR Reading and Writing Skills Handbook, Writing a Cause and Effect Essay, p. 17, HOW TR Rubric for Assessing a Writing Assignment, Unit 7, p. 37, HOW TR Paraphrase, Unit 7, p. 69, Vocabulary Builder, Background, Citizen Heroes, Mikhail Gorbachev, Background, Widening Versus Deepening






TECH: GoOnline, PHSchool.com, Student Edition on Audio CD, Chapter 22, sec. 1, HOW Transparences, Section Reading Support, HOW 126

Examine the impact of philosophies and policies of leaders in the modern world

SE/TE: Citizen Heroes, Examples: 89, 257, 265, 287, 378, 419, 433, 458, 486, 509, 633, 646, 657

TR: Vocabulary Builder, HOW TR, Reading Readiness Guide, Unit 3, p. 114, Unit 4, p. 124, Unit 5, pp. 20, 91, 130, HOW TR Reading and Vocabulary Study Guide, pp. 101-103, HOW TR Section Quiz, Unit 3, p. 120, Unit 6, p. 10, Skills Mini Lesson, Making valid Generalizations, Problem Solving, Background: War of the Roses, Target Reading Skill, Identifying Supporting Details, Differentiated Instruction, Gifted Students, Special Needs Students, English Language Learners, HOW TR, Rubric for Assessing a Writing Assignment, Unit 6, p. 40, HOW R, Enrichment, Unit 6, p. 28, HOW TR Reading and Vocabulary Study Guide, pp. 197-199, HOW TR MapMaster Skills Handbook, Using the Map Key, p. 15, HOW TR, Guided Reading and Review, Unit 7 p. 67, HOW TR, Reading Readiness Guide, Unit 7, p. 6


Indicator 2. Analyze the major traditions, customs and beliefs of world religions and their expansion


TR: HOW TR, Reading Resources Guide Unit 1, p. 64, Target Reading Skill, Summarize, HOW TR, Summarize, Unit 1, p. 69, Vocabulary Builder, Background: Deborah, Links Across Time, Differentiated Instruction: English Language Learners, Advanced Readers, Special Needs Students, Less Proficient Readers, Gifted and Talented. HOW TR Reading Readiness Guide, Unit 1, p. 64, Unit 2, pp. 56, 60, 104,






(Continued) Unit 4, p. 12, Unit 5, pp. 56, 94, 60, HOW TR Section Quiz, Unit 1, p. 66, Unit 2, pp. 58, 62, Unit 4, p. 14, Unit 5, pp. 58, 62, 94, HOW TR Reading and Vocabulary Study Guide, pp. 28-30, HOW TR Rubric for Assessing a Writing Assignment, Unit 1, p. 84, Unit 2, p. 86, Unit 4, p. 33, Unit 5, p. 78, HOW TR Vocabulary Development, Unit 1, p 78, Unit 5, p. 77, Skills Mini Lesson: Using Cartographer’s Tools, Distinguishing Fact from Opinion, Target Reading Skill: Understand Effect, Analyzing Images, Vocabulary Builder, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 3, pp. 54-56, CH. 5, sec. 2, pp. 64-66, 51-53, Ch. 15, sec. 3, pp. 167-169, Ch. 15, sec. 4, p. 170-172, Ch. 10, Sec. 2, pp. 111-113, Ch. 4, sec. 2, pp. 51-53, HOW Guided Reading and Review, Unit 5, pp. 91, 95 HOW TR Recognize Cause and Effect Signals, Unit 5, p. 66, HOW TR Preview and Predict, Unit 4, p. 20, Links to Economics, Background: Daily Life, Ramadan, Hinduism, Upward Mobility, Target Reading Skill: Preview and Predict, HOW TR Enrichment, Unit 4, p. 23, HOW TR, Preview and Ask Questions, Unit 4, p. 21, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 2, pp. 38-39, Links to Language, Target Reading Skill: Recognize Cause and Effect Signal Words, HOW TR Rubric for Assessing Oral presentation, Unit 2, p. 87, HOW TR, A Great Asian Thinker, Unit 2, p. 84, HOW TR Enrichment, p. 86, HOW TR Skills for Life, Unit 2, p. 73, HOW TR Summarize, Unit 5, p. 102, Link to Math







Objectives Explain how the establishment of religions in areas caused conflict


TR: HOW TR, Reading Resources Guide Unit 1, p. 64, Target Reading Skill, Summarize, HOW TR, Summarize, Unit 1, p. 69, Vocabulary Builder, Background: Deborah, Links Across Time, Differentiated Instruction: English Language Learners, Advanced Readers, Special Needs Students, Less Proficient Readers, Gifted and Talented. HOW TR Reading Readiness Guide, Unit 1, p. 64, Unit 2, pp. 56, 60, 104, Unit 4, p. 12, Unit 5, pp. 56, 94, 60, HOW TR Section Quiz, Unit 1, p. 66, Unit 2, pp. 58, 62, Unit 4, p. 14, Unit 5, pp. 58, 62, 94, HOW TR Reading and Vocabulary Study Guide, pp. 28-30, HOW TR Rubric for Assessing a Writing Assignment, Unit 1, p. 84, Unit 2, p. 86, Unit 4, p. 33, Unit 5, p. 78, HOW TR Vocabulary Development, Unit 1, p 78, Unit 5, p. 77, Skills Mini Lesson: Using Cartographer’s Tools, Distinguishing Fact from Opinion, Target Reading Skill: Understand Effect, Analyzing Images, Vocabulary Builder, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 3, pp. 54-56, CH. 5, sec. 2, pp. 64-66, 51-53, Ch. 15, sec. 3, pp. 167-169, Ch. 15, sec. 4, p. 170-172, Ch. 10, Sec. 2, pp. 111-113, Ch. 4, sec. 2, pp. 51-53, HOW Guided Reading and Review, Unit 5, pp. 91, 95 HOW TR Recognize Cause and Effect Signals, Unit 5, p. 66, HOW TR Preview and Predict, Unit 4, p. 20, Links to Economics, Background: Daily Life, Ramadan, Hinduism, Upward Mobility, Target Reading Skill: Preview and Predict, HOW TR Enrichment, Unit 4, p. 23, HOW TR, Preview and Ask Questions, Unit 4, p. 21, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 2, pp. 38-39, Links to Language, Target Reading Skill: Recognize Cause and Effect Signal Words, HOW TR Rubric for Assessing Oral presentation, Unit 2, p. 87, HOW TR, A Great Asian Thinker, Unit 2, p. 84, HOW TR Enrichment, p. 86, HOW TR Skills for Life, Unit 2, p. 73, HOW TR Summarize, Unit 5, p. 102, Link to Math







Analyze the political and social impact of religious and traditions in areas such as Europe and the Middle East


TR: HOW TR, Reading Resources Guide Unit 1, p. 64, Target Reading Skill, Summarize, HOW TR, Summarize, Unit 1, p. 69, Vocabulary Builder, Background: Deborah, Links Across Time, Differentiated Instruction: English Language Learners, Advanced Readers, Special Needs Students, Less Proficient Readers, Gifted and Talented, HOW TR Reading Readiness Guide, Unit 1, p. 64, Unit 2, pp. 56, 60, 104, Unit 4, p. 12, Unit 5, pp. 56, 94, 60, HOW TR Section Quiz, Unit 1, p. 66, Unit 2, pp. 58, 62, Unit 4, p. 14, Unit 5, pp. 58, 62, 94, HOW TR Reading and Vocabulary Study Guide, pp. 28-30, HOW TR Rubric for Assessing a Writing Assignment, Unit 1, p. 84, Unit 2, p. 86, Unit 4, p. 33, Unit 5, p. 78, HOW TR Vocabulary Development, Unit 1, p 78, Unit 5, p. 77, Skills Mini Lesson: Using Cartographer’s Tools, Distinguishing Fact from Opinion, Target Reading Skill: Understand Effect, Analyzing Images, Vocabulary Builder, HOW TR Reading and Vocabulary Study Guide, Ch. 4, sec. 3, pp. 54-56, CH. 5, sec. 2, pp. 64-66, 51-53, Ch. 15, sec. 3, pp. 167-169, Ch. 15, sec. 4, p. 170-172, Ch. 10, Sec. 2, pp. 111-113, Ch. 4, sec. 2, pp. 51-53, HOW Guided Reading and Review, Unit 5, pp. 91, 95 HOW TR Recognize Cause and Effect Signals, Unit 5, p. 66, HOW TR Preview and Predict, Unit 4, p. 20, Links to Economics, Background: Daily Life, Ramadan, Hinduism, Upward Mobility, Target Reading Skill: Preview and Predict, HOW TR Enrichment, Unit 4, p. 23, HOW TR, Preview and Ask Questions, Unit 4, p. 21, HOW TR Reading and Vocabulary Study






(Continued) Guide, Ch. 4, sec. 2, pp. 38-39, Links to Language, Target Reading Skill: Recognize Cause and Effect Signal Words, HOW TR Rubric for Assessing Oral presentation, Unit 2, p. 87, HOW TR, A Great Asian Thinker, Unit 2, p. 84, HOW TR Enrichment, p. 86, HOW TR Skills for Life, Unit 2, p. 73, HOW TR Summarize, Unit 5, p. 102, Link to Math


Standard 6.0 Social Studies Skills and Processes Students shall use reading, writing, and thinking processes and skills to gain Knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. Topic A. Read to Learn and Construct Meaning about Social Studies Indicator 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

SE/TE: Throughout Text, examples: Preview Key Terms: 6, 12, 20, 30, 38, 43, 48, 56, 68, 74, 60, 88, 96, 106, 114, 119, 126, 136, 144, 149, 156, 168, 180, 198, 206, 216, 228, 240, 252, 259, 270 Vocabulary builder, Throughout Text, Examples: 7, 13, 21, 31, 39, 44, 49, 57, 69, 75, 61, 89, 97, 107, 115, 127, 137, 145, 150, 157, 169, 181, 199, 207, 217, 229, 241, 253, 260, 271

TR: HOW TR Reading and Vocabulary Study Guide, Vocabulary Builder, Skills for Life Mini Lessons: Recognize Cause and Effect Signal Words, Vocabulary Builder






Objectives Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources



Identify and use new vocabulary acquired through study of relationships to prior Knowledge and experiences



Use context clues to understand new social studies vocabulary








Use new vocabulary in speaking and writing to gain and extend content Knowledge and clarify expression

SE/TE: Throughout Text, examples: Preview Key Terms: 6, 12, 20, 30, 38, 43, 48, 56, 68, 74, 60, 88, 96, 106, 114, 119, 126, 136, 144, 149, 156, 168, 180, 198, 206, 216, 228, 240, 252, 259, 270 Vocabulary builder, Throughout Text, Examples: 7, 13, 21, 31, 39, 44, 49, 57, 69, 75, 61, 89, 97, 107, 115, 127, 137, 145, 150, 157, 169, 181, 199, 207, 217, 229, 241, 253, 260, 271; Reading and Writing Handbook RW1-Rw5


Indicator 2. Use strategies to prepare for reading (before reading)

SE/TE: Set Purpose for Reading: Throughout text, examples: 6, 12, 20, 30, 38, 43, 48, 56, 68, 74, 60, 88, 96, 106, 114, 119, 126, 136, 144, 149, 156, 168, 180, 198, 206, 216, 228, 240, 252, 259, 270

TR: HOW Transparencies, Section Reading Support, HOW TR Reading Readiness Guide, HOW Guided Reading and Review, HOW TR, Reading Resources Guide, Target Reading Skill

Objectives Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

SE/TE: MapMaster Skills Handbook M1-M17 Chart, Tables, and Graphics, Throughout Text, Examples: 11, 21, 22, 45, 47, 50, 76, 91, 102, 125, 146, 151, 159, 172, 183, 210

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate






(Continued) Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

SE/TE: MapMaster Skills Handbook M1-M17 Chart, Tables, and Graphics, Throughout Text, Examples: 11, 21, 22, 45, 47, 50, 76, 91, 102, 125, 146, 151, 159, 172, 183, 210

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding






(Continued) Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Set a purpose for reading the text SE/TE: Set Purpose for Reading: Throughout Text, Examples: 6, 12, 20, 30, 38, 43, 48, 56, 68, 74, 60, 88, 96, 106, 114, 119, 126, 136, 144, 149, 156, 168, 180, 198, 206, 216, 228, 240, 252, 259, 270

TR: HOW Transparencies, Section Reading Support, HOW TR Reading Readiness Guide, HOW Guided Reading and Review HOW TR, Reading Resources Guide, Skills for Life






Ask questions and make predictions about the text

SE/TE: Target Reading Skill: Make Predictions: 12, 14, 17, 292, 296, 297, 518, 519, 520, Social Studies Skills, Make Predictions, 650-651, 660, Critical Thinking, Predict, examples, 15, 41, 73, 75, 130, 148, 160, 175, 186, 190, 200, 213, 224, 258, 278, Primary Source Handbook, p. 665

TR: Target reading skill, Make Predictions, HOW TR, Preview and Predict Unit 1, p. 21, Unit 4, p. 20, Unit 6, p. 25, Social Studies Skills Make Predictions, HOW TR Skills for Life, Unit 7, p. 76

Make connections to the text using prior Knowledge and experiences

SE/TE: N/A

Indicator 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

SE/TE: Synthesize Information, throughout text, examples: 17, 42, 116, 213, 289, 297, 304, 306, 315, 330

Objectives Identify and use Knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

SE/TE: Target Reading Skills, Identify Main Ideas, Throughout text, examples: 134, 136, 139, 141, 250, 252, 255, 258, 334, 336, cause and Effect examples: 104, 106, 108, 169, 175, 265, 276, 470, Identify Supporting Details, throughout text, examples: 144, 145, 148, 156, 160, 259, 261, 265

TR: HOW TR Identify Main Ideas, Unit 2, pp. 115, 297, Unit 3, p. 125, Unit 4, p. 94, Identify Implied Main Ideas, Unit 3, p. 127 Unit 4, p. 96, HOW TR Identifying Causes and Effect, Unit 2, p. 67, Recognize Cause and Effect Signal Words, Unit 2, p. 68, Recognize Multiple Causes, Unit 2, p. 69, Understand Effect, Unit 2, p. 70, HOW TR Identifying Supporting Details, Unit 2, p. 116, Unit 3, p. 126

Reread slowly and carefully, restate, or read on and revisit difficult parts

SE/TE: Reread or read ahead: 30, 33, 48, 310, 312, 471, 473, 636, 638, 640

TR: HOW TR Reread or Read Ahead, Unit 1, pp. 67, 68, Unit 4, p. 56, Unit 5, p. 103, Unit 7, p. 70






Use a graphic organizer or another note-taking technique to record important ideas or information

SE/TE: Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g

TR: HOW TR Reading and Writing Skills Handbook, Summarizing and Taking Notes, Preparing Note Cards

Look back through the text to search for connections between and among ideas

SE/TE: Reread or read ahead: 30, 33, 48, 310, 312, 471, 473, 636, 638, 640

TR: HOW TR Reread or Read Ahead, Unit 1, pp. 67, 68, Unit 4, p. 56, Unit 5, p. 103, Unit 7, p. 70

Make, confirm, or adjust predictions about the text

SE/TE: Target Reading Skill: Make Predictions: 12, 14, 17, 292, 296, 297, 518, 519, 520, Social Studies Skills, Make Predictions, 650-651, 660, Critical Thinking, Predict, examples, 15, 41, 73, 75, 130, 148, 160, 175, 186, 190, 200, 213, 224, 258, 278


Periodically summarize or paraphrase important ideas while reading

SE/TE: Summarize: 43, 44, 47, 56, 57, 60, 326, 329, 330, 466, 469, 470, 645, 647, 649, 652, 653, 658 Paraphrase: 38, 41, 42, 318, 320, 323, 454, 456, 461, 630, 631, 635, 641, 643, 644

TR: HOW TR Summarize, Unit 1, p. 69, Unit 4, p. 58, Unit 5, p. 102, Unit 7, p. 72, HOW TR, Paraphrase, Unit 1, p. 68, Unit 4, p. 57, Unit 5, p. 101, Unit 7, p. 69

Visualize what was read for deeper meaning

SE/TE: N/A

Explain personal connections to the ideas or information in the text

SE/TE: N/A

Indicator 4. Use strategies to demonstrate understanding of the text (after reading)

SE/TE: N/A






Objectives Identify and explain what is directly stated in the text

SE/TE: Identify, Examples: 5, 9, 15, 17, 21, 22, 26, 29, 31, 39, 42, 45, 47, 49, 50, 53, 60, 62, Explain examples: 9, 26, 35, 53, 60, 62, 85, 100, 102, 111, 118, 123, 130, 132, 148, 162

Identify, paraphrase, or summarize the main idea of the text

SE/TE: Summarize: 43, 44, 47, 56, 57, 60, 326, 329, 330, 466, 469, 470, 645, 647, 649, 652, 653, 658 Paraphrase: 38, 41, 42, 318, 320, 323, 454, 456, 461, 630, 631, 635, 641, 643, 644, Identify, Examples: 5, 9, 15, 17, 21, 22, 26, 29, 31, 39, 42, 45, 47, 49, 50, 53, 60, 62

TR: HOW TR Summarize, Unit 1, p. 69, Unit 4, p. 58, Unit 5, p. 102, Unit 7, p. 72, HOW TR, Paraphrase, Unit 1, p. 68, Unit 4, p. 57, Unit 5, p. 101, Unit 7, p. 69

Determine and explain the author's purpose SE/TE: Explain examples: 9, 26, 35, 53, 60, 62, 85, 100, 102, 111, 118, 123, 130, 132, 148, 162, Primary Source Skills Handbook, Determining the Author’s Purpose, p. 705

Distinguish between facts and opinions SE/TE: Skills for Life, Distinguishing Fact From Opinion, 414, Primary Source Handbook, pp. 679, 683, 691

TR: HOW TR Skills for Life, Unit 5, p. 27

Explain whether or not the author's opinion is presented fairly

SE/TE: Skills for Life Recognizing Author’s Bias, p. 464, Primary Source Handbook, pp. 679, 683, 691

TR: HOW TR, Skills for Life, Unit 5, p. 107

Explain what is not directly stated in the text by drawing inferences

SE/TE: Infer Examples: 5, 9, 17, 23, 24, 26, 32, 35, 39, 47, 51, 59, 60, 69, 76, 77, 82, 87, 89, 115, 123, 132, Primary Source Handbook, p. 703

Confirm or refute predictions made about the text to form new ideas

SE/TE: Skills for Life, Supporting a Position, p. 494







Connect the text to prior Knowledge or personal experiences

SE/TE: N/A

685, conclusions and make generalizations based on the text, multiple texts, and/or prior Knowledge

SE/TE: Skills for Life, Draw Conclusions p. 178, Primary Source Handbook, pp. 687, 693, 699, 695


Topic B. Write to Learn and Communicate Social Studies Understandings Indicator 1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings

SE/TE: Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g, Reading and Writing Skills Handbook RW1-RW5,


Objectives Identify key ideas SE/TE: Target Reading Skills, Identify Main

Ideas, Throughout text, examples: 134, 136, 139, 141, 250, 252, 255, 258, 334, 336

TR: HOW TR Identify Main Ideas, Unit 2, pp. 115, 297, Unit 3, p. 125, Unit 4, p. 94, Identify Implied Main Ideas, Unit 3, p. 127 Unit 4, p. 96

Connect key ideas to prior Knowledge (personal experience, text and world)

SE/TE: Target Reading Skills, Identify Main Ideas, Throughout text, examples: 134, 136, 139, 141, 250, 252, 255, 258, 334, 336

TR: HOW TR Identify Main Ideas, Unit 2, pp. 115, 297, Unit 3, p. 125, Unit 4, p. 94, Identify Implied Main Ideas, Unit 3, p. 127 Unit 4, p. 96






Indicator 2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform

SE/TE: Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g, Reading and Writing Skills Handbook RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153

TR: HOW TR Reading and Writing Skills Handbook, Summarizing and Taking Notes, Preparing Note Cards, HOW TR Rubric for Assessing a Writing Assignment, Rubric for Assessing a Student Letter, Rubric for Assessing a Journal Entry

Objectives Identify form, audience, topic, and purpose before writing

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153


Organize facts and/or data/statistics to support a topic

SE/TE: Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g


Provide introduction, body, and conclusion SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153







Cite sources when paraphrasing, summarizing, and quoting



Enhance text with graphics, such as charts, maps, and diagrams



Indicator 3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade



Objectives Identify form, audience, topic, and purpose SE/TE: Reading and Writing Skills Handbook,

RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153







State a clear opinion or position SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153


Modify or refute a position when appropriate SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153


Provide reasons and cite reliable supporting evidence

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g, Skills for Life, Using Reliable Information, p. 316

TR: HOW TR Reading and Writing Skills Handbook, Summarizing and Taking Notes, Preparing Note Cards, HOW TR Rubric for Assessing a Writing Assignment, Rubric for Assessing a Student Letter, Rubric for Assessing a Journal Entry, HOW TR Skills for Life

Demonstrate understandings of social studies Knowledge








Indicator 4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)



Objectives Address the topic SE/TE: Reading and Writing Skills Handbook,



Provide accurate information SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g, Primary Source Handbook, p. 689


Support topic with appropriate details SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g







Integrate social studies concepts and skills

SE/TE: Skills for Life, all exercises

TR: HOW TR Skills for Life, All units

Topic C. Ask Social Studies Questions Indicator 1. Identify a topic that requires further study SE/TE: Reading and Writing Skills Handbook,



Objectives Identify prior Knowledge about the topic SE/TE: Reading and Writing Skills Handbook,



Pose questions the about the topic SE/TE: Questioning: 521, 523, 524

TR: HOW TR Preview and Ask Questions, Unit 6, p. 26






Formulate research questions SE/TE: Questioning: 521, 523, 524


Develop a plan for how to answer questions about the topic



Indicator 2. Identify a situation/issue that requires further study



Objectives Define the situation/issue SE/TE: Define: 62, 188, 306, 358, 386, 388,

399, 408, 422, 487, 498, 509, 526, 535, 543, 586

TR: HOW TR Rubric for Assessing a Writing Assignment

Identify prior Knowledge about the situation/issue

SE/TE: N/A

Pose questions about the situation/issue from a variety of perspectives

SE/TE: Questioning: 521, 523, 524







Pose questions that elicit higher order thinking responses



Formulate research questions SE/TE: Questioning: 521, 523, 524


Develop a plan for how to answer questions about the situation/issue



Topic D. Acquire Social Studies Information Indicator 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Skills for Life, Analyzing Primary Sources, 214, Primary Source Handbook, 664-705

TR: HOW TR Reading and Writing Skills Handbook, Summarizing and Taking Notes, Preparing Note Cards, HOW TR Rubric for Assessing a Writing Assignment, Rubric for Assessing a Student Letter, Rubric for Assessing a Journal Entry, HOW TR, Skills for Life

Objectives Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites








Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g, Primary Source Handbook pp. 664-705


Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g


Access and process information that is factual and reliable from readings, investigations, and/or oral communications

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Skills for Life, Using Reliable Information, p. 316


Indicator 2. Engage in field work that relates to the topic/ situation/ problem being studied








Objectives Gather data SE/TE: Reading and Writing Skills Handbook,

RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g


Make and record observations SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Graphic organizer, 7, Taking Notes, examples: 6g, 12g, 20g, 30g, 38g, 43g, 48g, 56g, 68g, 74g, 80g, 88g, 96g, 106g, 114g, 119g


Design and conduct surveys and oral histories SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153







Topic E. Organize Social Studies Information Indicator 1. Organize information from non-print sources SE/TE: Reading and Writing Skills Handbook,



Objectives Prioritize information gathered according to importance and relevance



Distinguish factual from fictional information SE/TE: Skills for Life, Analyzing Primary Sources, p. 214, Primary Source Handbook, p. 689

TR: HOW TR, Skills for Life

Find relationships among gathered information SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Primary Source Handbook, p. 684







Display information on various types of graphic organizers, maps, and charts



Summarize information obtained from surveys and field work



Indicator 2. Organize information from print sources SE/TE: Reading and Writing Skills Handbook,








Objectives Prioritize information gathered according to importance and relevance



Determine the bias and reliability of a source SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Skills for Life, Recognizing Author’s Bias, p. 464, Skills for Life, Using Reliable Information, p. 316

TR: HOW TR Reading and Writing Skills Handbook, Summarizing and Taking Notes, Preparing Note Cards, HOW TR Rubric for Assessing a Writing Assignment, Rubric for Assessing a Student Letter, Rubric for Assessing a Journal Entry, HOW TR Skills for Life, Unit 5, p. 107

Find relationships among gathered information SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153







Construct various types of graphic organizers, maps, and charts to display information



Topic F. Analyze Social Studies Information Indicator 1. Interpret information from primary and secondary sources

SE/TE: Reading and Writing Skills Handbook, RW1-RW5, Writing Exercises, examples: 9, 17, 24, 26, 35, 42, 53, 60, 62, 73, 79, 85, 93, 100, 102, 111, 118, 123, 130, 132, 141, 148, 153, Skills for Life Analyzing Primary Sources, 214


Objectives Interpret information in maps, charts and graphs

SE/TE: Mapmaster Skills Handbook M1-M17, Interpreting Diagrams and Illustrations, 510-511, 526

TR: Differentiated Instruction, English Language Learners, Advanced Readers, Special Needs Students, For Less Proficient Readers, Gifted and Talented, HOW TR MM Teachers companion, The Five Themes of Geography. p. 1, Understanding Movements of the Earth, p. 2, HOW TR MM Teachers Companion, Comparing Globes and maps, p. 3, Understanding Grids, p. 5, Using a Grid, p. 6, DK Compact Atlas of the World Activity, Understanding Latitude and Longitude, p. 65, Using Latitude and Longitude, p. 7, Great Circles and Straight Lines, p. 10, Understanding Projection, p. 9, Maps with Accurate Shapes: Conformal Maps, p. 11, Maps with Accurate Areas: Equal-Area Maps p. 12, Understanding






(Continued) Projection, p. 9, Maps with Accurate Directions: Azimuthal Maps, p. 14, Using the Map Key, p. 15, Using the Compass Rose, p. 16, Using the Map Scale, p. 69. Comparing Maps with Accurate Distances: Equidistant Maps, p. 13, Compact Atlas of the World Activity: Reading a Physical Map, p. 72, DK Compact Atlas of the World Activity, reading a Political Map, p. 71, Outline Map 22: North Africa, p. 104, Outline Map 23, West and central Africa, p. 105, Outline Map 24, East and Southern Africa, p. 106, Reading a Climate Graph, pp. 23, 24, Reading a Time Zone Map, p. 26, Outline Map 26: South Asia: Political, p. 108, Reading a Natural Vegetation Map, p. 28, Analyzing Statistics, p. 47, Reading a Historical Map, p. 29, Reading an Economic Activity Map, p. 30, Reading a Natural Resources Map, p. 25, Background: Biography, Geradus Mercator, Background: Global Perspective, Africa’s Highest Peeks, Background: Daily Life, The Hindi Language, Global Perspective, Agriculture


Interpret information from field studies and surveys

SE/TE: N/A

Analyze a document to determine point of view SE/TE: Analyze: 520, 526, 558, 613, Analyze Information examples: 30, 37, 42, 47, 60, 62, 79, 85, 93, 102, 111, 118, 121, 123, 151, 153, 157, 162, 174, 183, Primary Source Handbook, pp. 681, 697

Analyze the perspective of the author to determine if the document or topic is historically significant

SE/TE: Skills for Life, Identifying Point of View, p. 444, Primary Source Handbook, pp. 681. 697


Identify bias and prejudice SE/TE: Skills for Life, Recognizing Author’s Bias, p. 464







Indicator 2. Evaluate information from a variety of sources SE/TE: Analyze: 520, 526, 558, 613, Analyze

Information examples: 30, 37, 42, 47, 60, 62, 79, 85, 93, 102, 111, 118, 121, 123, 151, 153, 157, 162, 174, 183, Primary Source Handbook, p. 684

Objectives Compare information from a variety of sources SE/TE: Skills for Life, Compare and Contrast, p.

268, Skills for Life Using Reliable Information, p. 316, Primary Source Handbook, p. 710

TR: HOW TR Skills for Life

Compare information to prior Knowledge SE/TE: N/A

Determine the reliability of the document SE/TE: Skills for Life, Using Reliable Information, p. 316


Compare ideas, models, systems, and perspectives

SE/TE: Skills for Life, Comparing and Contrasting, p. 268


Indicator 3. Synthesize information from a variety of sources

SE/TE: Synthesize Information, throughout text, examples: 17, 42, 116, 213, 289, 297, 304, 306, 315, 330

Objectives Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

SE/TE: Target Reading Skills, Identify Main Ideas, Throughout text, examples: 134, 136, 139, 141, 250, 252, 255, 258, 334, 336, cause and Effect examples: 104, 106, 108, 169, 175, 265, 276, 470, Identify Supporting Details, throughout text, examples: 144, 145, 148, 156, 160, 259, 261, 265






TR: HOW TR Identify Main Ideas, Unit 2, pp. 115, 297, Unit 3, p. 125, Unit 4, p. 94, Identify Implied Main Ideas, Unit 3, p. 127 Unit 4, p. 96, HOW TR Identifying Causes and Effect, Unit 2, p. 67, Recognize Cause and Effect Signal Words, Unit 2, p. 68, Recognize Multiple Causes, Unit 2, p. 69, Understand Effect, Unit 2, p. 70, HOW TR Identifying Supporting Details, Unit 2, p. 116, Unit 3, p. 126

Reconstruct the arguments of issues or events

SE/TE: N/A

Assess the costs and benefits of alternatives

SE/TE: N/A

Modify understandings of social studies concepts and trend

SE/TE: N/A

Verify or change prior understandings based on new information

SE/TE: N/A

Topic G. Answer Social Studies Questions Indicator 1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

SE/TE: N/A

Objectives Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

SE/TE: Project, p. 662

TR: HOW TR Book Project, Rubric for Assessing Student Performance on a Project, p. 25, Rubric for Assessing the Performance of an entire Group, p. 26, Rubric for Assessing Individual Performance in a Group, p. 27, Rubric for Assessing a Student Portfolio, p. 28, Book Projects: Ancient World Travel Guide, p. 3, The Hall of Ancient Heritage, p. 4, Ancient Civilization Debate, p. 7, Life in the Ancient World, p. 10, One Job, Through the Ages, p. 13, Two Tales of One City, p. 16, The Birth of a Nation, p. 19, Major Migrations, p. 22






Engage in civic participation and public discourse SE/TE: Project, p. 662

TR: HOW TR Book Project, Rubric for Assessing Student Performance on a Project, p. 25, Rubric for Assessing the Performance of an entire Group, p. 26, Rubric for Assessing Individual Performance in a Group, p. 27, Rubric for Assessing a Student Portfolio, p. 28, Book Projects: Ancient World Travel Guide, p. 3, The Hall of Ancient Heritage, p. 4, Ancient Civilization Debate, p. 7, Life in the Ancient World, p. 10, One Job, Through the Ages, p. 13, Two Tales of One City, p. 16, The Birth of a Nation, p. 19, Major Migrations, p. 22

Use effective speaking techniques to deliver narrative, persuasive, and research presentations

SE/TE: Project, p. 662

TR: HOW TR Book Project, Rubric for Assessing Student Performance on a Project, p. 25, Rubric for Assessing the Performance of an entire Group, p. 26, Rubric for Assessing Individual Performance in a Group, p. 27, Rubric for Assessing a Student Portfolio, p. 28, Book Projects: Ancient World Travel Guide, p. 3, The Hall of Ancient Heritage, p. 4, Ancient Civilization Debate, p. 7, Life in the Ancient World, p. 10, One Job, Through the Ages, p. 13, Two Tales of One City, p. 16, The Birth of a Nation, p. 19, Major Migrations, p. 22, Rubric for Assessing an Oral Presentation

Indicator 2. Use historic contexts to answer questions SE/TE: N/A

Objectives Use historically accurate resources to answer questions, make predictions, and support ideas

SE/TE: Target Reading Skill: Make Predictions: 12, 14, 17, 292, 296, 297, 518, 519, 520, Social Studies Skills, Make Predictions, 650-651, 660, Critical Thinking, Predict, examples, 15, 41, 73, 75, 130, 148, 160, 175, 186, 190, 200, 213, 224, 258, 278, Primary Source Handbook, p. 665







Explain why historic interpretations vary and are subject to change

SE/TE: N/A

Construct a sound historical interpretation

SE/TE: Primary Source Handbook, p. 664-705

Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions

SE/TE: N/A

Indicator 3. Use current events/issues to answer questions

SE/TE: N/A

Objectives Summarize the main points of an issue explaining different viewpoints

SE/TE: Summarize: 43, 44, 47, 56, 57, 60, 326, 329, 330, 466, 469, 470, 645, 647, 649, 652, 653, 658

TR: HOW TR Summarize, Unit 1, p. 69, Unit 4, p. 58, Unit 5, p. 102, Unit 7, p. 72, HOW TR,

Make a decision based on the analysis of issues and evaluate the consequences of these decisions

SE/TE: Skills for Life, Drawing Conclusions, p. 178


Identify and formulate a position on a course of action or an issue

SE/TE: Skills for Life, Drawing Conclusions, p. 178


Propose and justify solutions to social studies problems

SE/TE: Skills for Life Supporting a Position, p. 494


Use media resources to deliberate and advocate issues and policy

SE/TE: N/A


Documents

MARYLAND VSC - Social Studies - Grade 7 - Pearson School · PDF fileMARYLAND VSC - SOCIAL STUDIES PAGE(S) ... The Foundations and Function of Government Indicator 1. ... 120, Unit