Prentice Hall Civics: Government and Economics In Action © 2005 …assets.pearsonschool.com/correlations/CT_Civics_GEA_2005.pdf · 2016-06-10 · Historical Trends, 396, Evaluating

Prentice Hall Civics: Government and Economics In Action © 2005

Correlated to: Connecticut Social Studies Curriculum Framework

(Grades 9-12)

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

CONNECTICUT SOCIAL STUDIES CURRICULUM FRAMEWORK

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

HISTORY CONTENT STANDARD 1: Historical Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• formulate historical questions and hypotheses from multiple perspectives, using multiple sources

SE/TE: Skills for Life- Transferring Information, 76, Analyzing Primary Sources, 132, Identifying Historical Trends, 396, Evaluating Long-Term Effects, 450, Finding Main Ideas and Supporting Details, 582, Comparing and Contrasting, 610, Predicting Consequences, 666

• gather, analyze and reconcile historical

information, including contradictory data, from primary and secondary sources to support or reject hypotheses

SE/TE: The Declaration of Independence, 106-109; The Constitution of the United States, 136-157; Magna Carta, 697; Mayflower Compact, 697; The Federalist, No. 10, 698, The Monroe Doctrine, 698, The Seneca Falls Declaration, 699, The Emancipation Proclamation, 700, The Gettysburg Address, 702, J.F.K. Inaugural Address, 704, “I Have a Dream” Address, 705; Skills for Life-Analyzing Primary Sources, 132, Determining Relevance, 422, Evaluating Long-Term Effects, 450, Recognizing Propaganda, 490, Summarizing, 530, Identifying Bias, 541, Finding Main Ideas and Supporting Details, 582, Comparing and Contrasting, 610

• interpret oral traditions and legends as

“histories”

Prentice Hall Civics: Government and Economics In Action © 2005 Correlated to:

Connecticut Social Studies Curriculum Framework, (Grades 9-12)




• evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias

SE/TE: 84-89, 91-94, 95-101; Skills for Life- Transferring Information, 76, Analyzing Primary Sources, 132, Identifying Cause and Effect, 171, Recognizing Propaganda, 490, Identifying Bias, 541, Finding Main Ideas and Supporting Details, 582, Comparing and Contrasting, 610; Assessment-Identify Cause and Effect, 89, Draw Inference 89; Analyze Information, 101; Review and Assessment- Comprehension and Critical Thinking- Identify Bias, 104, Analyze Information, 104; Activities-Civics and Economics, 105

• describe the multiple intersecting causes of

events

SE/TE: Skills for Life-Identifying Cause and Effect, 171, Sequencing, 234, Comparing and Contrasting, 610

TE: Civics Background-Woman Suffrage, 184f; Background: Our Enduring Constitution, 193, Fast Facts, 198

• use primary source documents to analyze

multiple perspectives.

SE/TE: The Declaration of Independence, 106-109; The Constitution of the United States, 136-157; Magna Carta, 697; Mayflower Compact, 697; The Federalist, No. 10, 698, The Monroe Doctrine, 698, The Seneca Falls Declaration, 699, The Emancipation Proclamation, 700, The Gettysburg Address, 702, J.F.K. Inaugural Address, 704, “I Have a Dream” Address, 705; Skills for Life-Analyzing Primary Sources, 132, Identifying Cause and Effect, 171, Distinguishing Fact and Opinion, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Summarizing, 530, Identifying Bias, 541, Finding Main Ideas and Supporting Details, 582

TE: Skills for Life-Analyzing Primary Sources, 191

CONTENT STANDARD 2: Local, United States And World History Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

SE/TE: Skills for Life- Transferring Information, 76, Analyzing Primary Sources, 132, Identifying Cause and Effect, 171, Sequencing, 234, Identifying Historical Trends, 396, Recognizing Propaganda, 490, Determining Relevance, 422, Evaluating Long-Term Effects, 450, Summarizing, 530, Identifying Bias, 541, Finding Main Ideas and Supporting Details, 582, Comparing and Contrasting, 610, Predicting Consequences, 666






Educational experiences in Grades K-12 will assure that students use historical thinking skills to study the following periodization with escalating scale of breadth and depth: United States, Connecticut and Local History

• first peoples [10,000 BCE to 1500 CE]

• encounters of peoples from the Americas, Western Europe and Western Africa [1440s to 1763]

• European colonization and settlement [1492-1763]

SE/TE: Historical Documents-Mayflower Compact, 697

TE: Civics Background-Anne Hutchinson, 82f; Background: Fast Facts, 87

• revolution and the new nation [1754-1820s]

SE/TE: 84-89, 91-94, 95-101, 112-118, 120-123, 186-

187; Active Citizen, Civics in the Real World, 83, 111; Links to History, 570; Assessment, 89, 94, 101, 118, 123, Recall, 194, Draw Inferences, 194; Review and Assessment, 103-105; Historical Documents-The Federalist No. 10, 698

TE: Unit Overview, 80; Chapter Overview, 82; Civics Background-Adams and Jefferson, 82f, The Road to Philadelphia, 110f, Madison’s Notes, 110f, Publius, 110f; The Federalist Paper, 158f; Background: Fast Facts, 113, 114, 122; Background-Linking Past and Present, 93

• expansion and reform [1801-1861]

SE/TE: 188, 389, 657-658; Links to History, 570; Historical Documents-The Monroe Doctrine, 698, Seneca Falls Declaration, 699; Assessment- Explain, 194, Recall, 665, Identify Bias, 665,

TE: Civics Background-Dred Scott, 184e, Suffrage and Civil Rights, 184f; Background: Fast Facts, 188, 658; Background: Biography, 195; Background: Our Enduring Constitution, 197

• civil war and reconstruction [1850-1877]

SE/TE: 188-190, 658; Links to History, 117, 390, 570; Historical Documents-The Emancipation Proclamation, 700, The Emancipation Proclamation, 701; Assessment- Describe, 194; Review and Assessment- Comprehension and Critical Thinking-Summarize, 206, Draw Conclusions, 206, Synthesize Information, 206






• development of the industrial United States [1870-1900]

SE/TE: 197-198, 389, 658; Links to History, 390, 470; Assessment- Explain, 203;

TE: Civics Background-Labor Unions, 28g, Woman Suffrage, 184f

• emergence of modern America [1890-1930]

SE/TE: 191-192, 390, 391, 658; Links to History, 390, 470; Assessment- Draw Inferences, 194,

TE: Background: Fast Facts, 470

• the Great Depression and World War II [1929-1945]

SE/TE: 393-394, 659; Links to History, 245, 390, 470, 681; Analyzing Diagrams, 662-663

TE: Civics Background-Who Were the Nazis, 158f, The WPA, 428f, The Great Depression, 454f, Origins of the Fed, 454f, GI Bill of Rights, 480f, Birth of the United nations, 670f

• Postwar United States [1945 to early 1970s]

SE/TE: 174-175, 190, 198-199, 659-662; Links to History, 245, 570, 681; Analyzing Diagrams, 662-663; Historical Documents-John F. Kennedy’s Inaugural Address, 704, “I Have a Dream” Address, 705; Assessment-Explain, 179, Predict, 179, Describe, 203, Identify Main Idea, 203, Draw Inferences, 665; Review and Assessment- Comprehension and Critical Thinking-Synthesize Information, 206

TE: Civics Background-March on Washington, 184e, Background: Our Enduring Constitution, 193; Background: Linking Past and Present, 417, 419; Background: Fast Facts, 662

• contemporary United States [1968 to the

present].

SE/TE: 175-177, 193, 200-202, 663-665; Links to History, 245, 570, 681; Analyzing Diagrams, 662-663; Active Citizen-Civics in the Real World, 645; Assessment-Recall, 179, 194, Identify Cause and effect, 194, Draw Inferences, 203, Explain, 665, Synthesize Information, 665

TE: Civics Background-Government Reorganization, 238f, Anti-Trust Cases, 560f; Background: Fast Facts-243; Background: Linking Past and Present, 260

World History

• the beginnings of human society

• early civilizations and the emergence of the pastoral peoples [4000 BCE - 1000 BCE]

TE: Background: Linking Past and present, 521






• classical traditions, major religions and the giant empires [1000 BCE - 300 CE]

SE/TE: 91, 92; Assessment- Describe, 94, Compare, 94

TE: Background: Linking Past and Present, 63

• expanding zones of exchange and encounter [300 - 1000]

• intensified hemispheric interactions [1000 - 1500]

SE/TE: 92-94

• emergence of the first global age [1450- 1770]; 149

• an age of European prominence and revolutions [1750-1914]

SE/TE: 658 TE: Civics Background-The Enlightenment, 82f,

The French Revolution, 158f

• a half century of crisis and achievement [1900-1945]

SE/TE: 658-659

• the 20th century since 1945 – promises, paradoxes and challenges.

SE/TE: 659-665, 681-685, 686-691; Active Citizen-Civics in the Real World, 671; Assessment, 685, 691, Draw Inferences, 665; Review and Assessment- Chapter Summary-Section 2-3, 693, Comprehension and Critical Thinking-Describe, 694, Draw Conclusions, 694, Predict, 694, Explain, 694, Identify Bias, 694, Identify Effects, 694

TE: Civics Background-Who Were the Nazis?, 158f, Al Qaeda, 644f, “Ich bin ein Berliner,” 644f, Birth of the United Nations, 670f, Bosnia, 670f; Chapter Overview, 670; Background: Fast Facts, 681

PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world

SE/TE: 84-89, 91-94, 95-101, 112-118, 120-123, 174-177, 179, 186-190, 191-192, 193, 194, 197-199, 200-202, 389, 390, 391, 393-394, 657-658, 663-665, 658-665, 681-685, 686-691; Active Citizen-Civics in the Real World, 83, 111, 645, 671; Links to History, 117, 245, 390, 470, 570, 681; Analyzing Diagrams, 662-663; Analyze Charts-Influence on American Government, 93; Skills for Life-Transferring Information, 76, Analyzing Primary Sources, 132, Identifying Cause and Effect, 171






(Continued0 • demonstrate an understanding of major events

and trends in world history, United States and local history from all historical periods and from all the regions of the world

(Continued0 Sequencing, 234, Identifying Historical

Trends, 396, Recognizing Propaganda, 490, Determining Relevance, 422, Evaluating Long-Term Effects, 450, Summarizing, 530, Identifying Bias, 541, Finding Main Ideas and Supporting Details, 582, Comparing and Contrasting, 610, Predicting Consequences, 666; Historical Documents-Mayflower Compact, 697, The Monroe Doctrine, 698, The Federalist No. 10, 698, Seneca Falls Declaration, 699, The Emancipation Proclamation, 700, The Emancipation Proclamation, 701, John F. Kennedy’s Inaugural Address, 704, “I Have a Dream” Address, 705; Assessment, 89, 94, 101, 118, 123, 685, 691, Identify Cause and Effect, 39, 194, Describe, 94, 194, Compare, 94, Predict, 179, Explain, 179, 194, 203, 665, Describe, 203, Identify Main Idea, 203, Draw Inferences, 194, 203, 665, Synthesize Information, 665, Recall, 194, 665, Identify Bias, 665; Review and Assessment, 103-105, Chapter Summary-Section-2, 103, Chapter Summary-Section 2-3, 693, Comprehension and Critical Thinking- Synthesize Information, 206, Summarize, 206, Draw Conclusions, 206, Synthesize Information, 206, Describe, 694, Draw Conclusions, 694, Predict, 694, Explain, 694, Identify Bias, 694, Identify Effects, 694

TE: Unit Overview, 80; Chapter Overview, 82; Civics Background- Labor Unions, 28g, The Enlightenment, 82f, Anne Hutchinson, 82f, Adams and Jefferson, 82f, The Road to Philadelphia, 110f, Madison’s Notes, 110f, Publius, 110f; The French Revolution, 158f, The Federalist Paper, 158f; Who Were the Nazis?, 158f, March on Washington, 184e, Dred Scott, 184e, Suffrage and Civil Rights, 184f; Woman Suffrage, 184f, Government Reorganization, 238f, The WPA, 428f, The Great Depression, 454f, Origins of the Fed, 454f, GI Bill of Rights, 480f, Anti-Trust Cases, 560f, Al Qaeda, 644f, “Ich bin ein Berliner,” 644f, Birth of the United Nations, 670f, Bosnia, 670f; Background: Fast Facts, 87, 188, 243, 470, 658, 662, 681; Background: Linking Past and Present, 63, 93, 260, 417, 419; Background: Our Enduring Constitution, 193, 197






• locate the events, peoples and places they have studied in time and place ( e.g., on a time line and map) relative to their own location

SE/TE: 84-89, 91-94, 95-101, 112-118, 120-123, 174-177, 179, 186-190, 191-192, 193, 194, 197-199, 200-202, 389, 390, 391, 393-394, 657-665, 681-685, 686-691; Active Citizen-Civics in the Real World, 83, 111, 645, 671; Links to History, 117, 245, 390, 470, 570, 681;Citizen Profiles-Mickey Leland, 14, Michele Foreman, 39, John Dickinson, 100, James Madison, 114, Carol Mosley Braun, 219, Louis Brandeis, 272, Shirley Franklin, 340, Michael Dell, 359, Andrea Jung, 385, Upton Sinclair, 438, Alan Greenspan, 474, Alice M. Rivlin, 498, Thurgood Marshall, 554, Mark Hanna, 600, Madeleine Albright, 664; Skills for Life-Comparing Maps Over Time, 314, Sequencing, 234; Review and Assessment-Activities-Skills, 236

TE: Civics Background-Labor Unions, 28g, The Enlightenment, 82f, Anne Hutchinson, 82f, Adams and Jefferson, 82f, The Road to Philadelphia, 110f, Madison’s Notes, 110f, Publius, 110f; The French Revolution, 158f, The Federalist Paper, 158f; Who Were the Nazis?, 158f, March on Washington, 184e, Dred Scott, 184e, Suffrage and Civil Rights, 184f; Woman Suffrage, 184f, Government Reorganization, 238f, The WPA, 428f, The Great Depression, 454f, Origins of the Fed, 454f, GI Bill of Rights, 480f, Anti-Trust Cases, 560f, Al Qaeda, 644f, “Ich bin ein Berliner,” 644f, Birth of the United Nations, 670f, Bosnia, 670f; Background: Fast Facts, 87, 188, 243, 433, 470, 577, 658, 662, 681; Background: Linking Past and Present, 93, 260, 272, 279, 284, 417, 419, 437, 450, 486, 597; Background: Our Enduring Constitution, 15, 64, 193, 197, 601; Background: Biography, 114, 122, 177, 195, 214, 530; Skills for Life, 100

• explain relationships among the events and

trends studied in local, national and world history.

SE/TE: 84-89, 91-94, 95-101, 112-118, 120-123, 174-177, 179, 186-190, 191-192, 193, 194, 197-199, 200-202, 389, 390, 391, 393-394, 657-665, 681-685, 686-691; Active Citizen-Civics in the Real World, 83, 111, 645, 671; Links to History, 117, 245, 390, 470, 570, 681; Skills for Life-Transferring Information, 76, Identifying Cause and Effect, 171, Sequencing, 234, Identifying Historical Trends, 396, Evaluating Long-Term Effects, 450, Summarizing, 530






(Continued) • explain relationships among the events and

trends studied in local, national and world history.

(Continued) Finding Main Ideas and Supporting Details,

582, Comparing and Contrasting, 610, Predicting Consequences, 666; Assessment-Writing Activity, 89, Draw Inferences, 194, Identify Cause and Effect, 39, 194, Recall, 665, Explain, 194, 203, 665, Predict, 665, Synthesize Information, 665, Identify Effects, 685, Determine Relevance, 685; Review and Assessment- Comprehension and Critical Thinking-Describe, 668, 694, Identify Cause, 668, Support a Point of View, 668, Draw Conclusions, 694, Predict, 694, Explain, 694, Identify Effects, 694

CONTENT STANDARD 3: Historical Themes Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions

The foundation of this objective can be found on pages: SE/TE: 32, 33, 36-37, 88; Assessment- Describe, 39,

Identify Cause and Effect, 39 TE: Background: Fast Facts, 87

• give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies

• demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life

The foundation of this objective can be found on pages: SE/TE: 8, 10-17; Active Citizen-Civics in the Real

World, 3; Assessment, 17; Review and Assessment- Chapter Summary-Section-2, 25, Comprehension and Critical Thinking-Explain, 26, Demonstrate Reasoned Judgment, 26, Synthesize Information, 26

TE: Civics Background-A Nation United, 1f; Chapter Overview, 2






• identify various parties and analyze their interest in conflicts from selected historical periods

SE/TE: Citizen Profiles-Mickey Leland, 14, John Dickinson, 100, James Madison, 114, Carol Mosley Braun, 219, Louis Brandeis, 272, Shirley Franklin, 340, Upton Sinclair, 438, Alan Greenspan, 474, Thurgood Marshall, 554, Madeleine Albright, 664

TR: Civics Background- Anne Hutchinson, 82f, Adams and Jefferson, 82f, Madison’s Notes, 110f, Who Were the Nazis?, 158f, March on Washington, 184e, Dred Scott, 184e, Suffrage and Civil Rights, 184f; Al Qaeda, 644f, “Ich bin ein Berliner,” 644f; Background: Biography, 114, 122, 177, 195, 214, 530; Background: Fast Facts, 87, 577, 658

• describe, explain and analyze political,

economic and social consequences that came about as the resolution of a conflict

SE/TE: 100-101, 112, 114-117, 123, 188, 189, 392, 393-394, 682, 683, 684Active Citizen-Civics in the real World, 111; Assessment- Describe, 101

TE: Chapter Overview, 110

• demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past

SE/TE: 14-17, 22-23, 186-190, 191-192, 193-194, 196-203, 685; Laws and the Real World, 21; Focus on the Supreme Court, 60, 200; Landmark Supreme Court Cases-Brown v. Board of Education of Topeka (1954), 718, Korematsu v. United States (1944), 720, NAACP v Alabama (1958), 721, Plessy v. Ferguson, (1896), 722; Assessment-Distinguish False from Accurate Images, 17, Draw Conclusions, 23, Draw Inferences, 194, 203, Explain, 194, 203, Identify Cause and Effect, 194, Identify Main Ideas, 203, Describe, 203, Compare, 203; Review and Assessment- Chapter Summary, 205, Comprehension and Critical Thinking-Recall, 206, Summarize, 206, Draw Conclusions, 206

TE: Background: Our Enduring Constitution-15; Civics Background, Dred Scott, 184e, March on Washington, 184e, Suffrage and Civil Rights, 184f; Woman Suffrage, 184f, Bosnia, 670f

• analyze the causes and consequences of major

technological turning points in history, e.g., their effects on people, societies and economies

SE/TE: 386, 388-395, 431-432; Assessment- Synthesize Information, 395; Review and Assessment- Comprehension and Critical Thinking-Explain, 398, Identify Cause and Effect, 398, Draw Conclusions, 398






• explain how the use and expansion of trade have connected and affected the history of a global economy

SE/TE: 647, 663, 680, 683; Review and Assessment- Activities-Civics and Economics, 695

TE: Civics Background-The Global Economy, 374f; Background” Linking past and present-472; Fast Facts-Trade and Capital Inflows, 654; Build Background, 645

• evaluate the economic and technological

impact of the exchange of goods on societies throughout history

SE/TE: 649-650, 680, 683

• explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

SE/TE: 648, 683, 686-691; Assessment-Describe, 691, Draw Inferences, 691; Review and Assessment- Chapter Summary-Section-3, 693, Activities-Active Citizen, 695

TE: Background-International Banks 472

CONTENT STANDARD 4: Applying History

Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live. PERFORMANCE STANDARDS

Educational experiences in Grades 9-12 will assure that students:

• initiate questions and hypotheses about historic events they are studying

The foundation of this objective can be found on pages: SE/TE: Reading and Writing Handbook, XVIII-XIX TE: Instructional Strategies-Strategy 7- Idea

Wave, T33, Build Background, 3; Reading and Assessment- Model the Target Reading Skill, 28b, Professional Development-The ReQuest Procedure, 210g-210h,

• describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making

SE/TE: 65-66, 67, 75, 128, 160-161, 166-169, 172, 174-179, 199-203, 230-233, 243-246, 272, 616, 620-621, 648-650, 654-655, 660-661, 683; The Constitution of the United States-Article V-Provision for Amendment, 146, Amendments, 148-157; Analyze Graphs-Formal Amendment Process, 161; Analyze Diagrams and Charts-The Bill of Rights, 164-165; Focus On: The Supreme Court, 200; Analyze Diagrams-Methods That Employers and Unions Use in Disputes, 391; Active Citizen-Civics in the real World, 615; Skills for Life-Making Decisions, 638; Glossary, 732; Assessment, 179, Recall, 67, Writing Activity, 621, Describe, 655, Support a Point of View, 655; Review and Assessment- Chapter Summary-Section 4, 235, Identify Effects, 236






(Continued) • describe and analyze, using historical data and

understandings, the options which are available to parties involved in contemporary conflicts or decision making

(Continued) TE: Civics Background-The Right to Vote, 54f;

Build Background, 185

• be active learners at cultural institutions such as museums and historical exhibitions

The foundation of this objective can be found on pages: SE/TE: 626; Analyze Diagrams-Propaganda

Techniques, 626; Skills for Life-Interpreting Graphs, 24, Transferring Information, 76, Identifying Cause and Effects, 171, Analyzing Photographs, 195, Comparing maps Over Time, 314, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541, Comparing and Contrasting, 610

• display empathy for people who have lived in

the past

SE/TE: Citizen’s Journal, 83, 111; Assessment- Writing Activity, 101, 118, 123, 131, 162

• describe relationships between historical

subject matter and other subjects they study, current issues and personal concerns.

SE/TE: Skills for Life-Transferring Information, 76, Analyzing Primary Sources, 132, Synthesizing Information, 370, Determining Relevance, 422, Solving Problems, 476; Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Assessment-Writing Activity, 89, 516, 594, 665; Review and Assessment-Activities-Active Citizen, 236, 317, 613, 669, Writing, 206, 344

CIVICS AND GOVERNMENT CONTENT STANDARD 5: United States Constitution And Government Students will apply knowledge of the U. S. Constitution, how the U. S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• apply an understanding of historical and contemporary conflicts over Constitutional principles

SE/TE: Focus On-The Supreme Court, 60, 200, 312, 404, 439, 544; Landmark Supreme Court Cases-Brown v. Board of Education of Topeka (1954), 718, In Re Gault (1966), 719, Gideon v. Wainright (1963), 719, Katz v United States (1967), 720, Korematsu v. United States (1944), 720, Mapp v. Ohio (1961), 720, Miranda v. Arizona (1966), 721,






(Continued) • apply an understanding of historical and

contemporary conflicts over Constitutional principles

(Continued) NAACP v Alabama (1958), 721, New Jersey

v. T.L.O. (1985), 722, Plessy v. Ferguson, (1896), 722, Roe v. Wade, 722, Schenck v. United States, (1919), 722, Tinker v. Des Moines Public Schools (1969), 723, Weeks v. United States (1914), 723; Skills for Life-Identifying Cause and Effect, 171, Summarizing, 530; Assessment- Writing Activity, 551

• analyze historical and contemporary conflicts

through the respective roles of local, state and national governments

SE/TE: 128, 129, 197-203, 276, 296-297, 313, 337, 340; Focus On: The Supreme Court, 200, 312, 404; Landmark Supreme Court Cases-Brown v. Board of Education of Topeka (1954), 718, Dred Scott v. Sandford (1857), 718, In Re Gault (1966), 719, Gibbons v. Ogden (1824), 719, Heart of Atlanta Motels, Inc. v. United States (1964), 719, Lemon v. Kurtzman (1971), 720, Marbury v. Madison, 197, McColloch v. Maryland, (1819), 721, New Jersey v. T.L.O. (1985), 722, Plessy v. Ferguson (1896), 722, Roe v. Wade (1973), 722, Tinker v. Des Moines Public Schools (1969), 723; Assessment-Recall, 203, Identify Supporting Details, 313

TR: Civics Background-Federalism and States’ Rights, 292g;

• explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government

SE/TE: 112, 131, 218-221, 228, 241, 244, 246, 259, 276, 284-285; The Constitution of the United States-Article 1-Section 8-Powers of Congress, 140-141, Section 9-Powers Denied to Congress, 141, Article II-Section 2. Powers of the President, 143, Article III-Section 2, 144; Analyze Diagrams-Checks and Balances, 130; Assessment- Describe, 131, 285, Synthesize Information, 131, Explain, 259, Evaluate Information, 254, Determine Relevance, 285, Explain, 285; Review and Assessment- Comprehension and Critical Thinking-Explain, 288; Glossary, 733

TE: Unit Overview, 208; Chapter Overview, 210, 238; Background: Our Enduring Constitution-Overturning Vetoes, 245

• analyze, using historical and contemporary

examples, the meaning and significance of the ideal of equal protection under the law for all persons

SE/TE: 197-202; Assessment- Explain, 203, Identify Main Idea, 203; Review and Assessment- Chapter Summary-Section 2, 205; Glossary, 735






• explain why state and federal court powers of judicial review reflect the United States idea of constitutional government

SE/TE: 276-277, 284, 311; Review and Assessment- Activities-Active Citizen, 289; Glossary, 736

TE: Background: Our Enduring Constitution-Marbury v. Madison, 197; Skills Mini-Lesson-277

• evaluate the contemporary roles of political

parties, associations, media groups and public opinion in local, state and national politics.

SE/TE: 590-594, 596-603, 624-629,; Analyze Diagrams-Political Parties in the United States, 598-599; Assessment, 594, 603, Identify Cause and Effect, 629, Explain, 629, Analyze Information, 629, Recall, 629, Draw Conclusions, 629, Describe, 629; Review and Assessment- Chapter Summary Section 1-2, 611, Comprehension and Critical Thinking-Recall, 612, Analyze, 612, Make Predictions, 612, Explain, 612, Identify Cause and Effect, 612, Link Past and Present, 612, Activities-Writing, 612


CONTENT STANDARD 6: Rights and Responsibilities Of Citizens Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good

SE/TE: 18-23, 60-67; Analyze Diagrams-Citizenship and You, 62-63; Assessment-Draw Conclusions, 23, Explain, 67, Recall, 67; Review and Assessment-Comprehension and Critical Thinking-Recall, 78, Categorize, 78, Synthesize Information, 78; Review and Assessment- Chapter Summary-Section-2, 77, Comprehension and Critical Thinking-Analyze Information, 26, Activities-Writing, 78

• identify and explain characteristics needed for

effective participation in public life

SE/TE: 18-23, 58, 60-67, 70-75, 617-621, 626; Skills for Life-Identifying Points of View, 50, Recognizing Propaganda, 490, Making Decisions, 638; Analyze Diagrams-Citizenship and You, 62-63; Active Citizen-Citizenship Skills, 304, 468, 517, 568, 678; Analyze Diagrams-Propaganda Techniques, 626; Assessment, 75, Explain, 23, Describe, 23, Recall, 23, Identify Alternatives, 67






• identify and explain characteristics needed for effective participation in public life

Review and Assessment- Chapter Summary-Section-3, 25, 77, Comprehension and Critical Thinking-Recall, 27, Explain, 78, Draw Conclusions, 78, Identify Main Idea, 78, Activities-Analyzing Visuals, 79, Demonstrate Reasoned Judgment, 640


• establish, explain and apply criteria to evaluate rules and laws

The foundation of this objective can be found on pages: SE/TE: 48, 61, 172, 214, 279-282, 285, 515-516, 523;

Skills for Life-Evaluating Long-Term Effects, 450; Active Citizen-Civics in the Real World, 511; Assessment-Writing Activity, 516, Recall, 523, Draw Inferences, 523

• monitor and influence the formation and

implementation of policy through various forms of participation

SE/TE: 58, 65-67, 73-75; Civics and Economics, 74; Active Citizen-Citizenship Skills, 9, 304, 362, 468, 678; Reading and Writing Handbook-Reading Informational Texts, XVIII-XIX, Writing for Social Studies, XXI-XXIII; Skills for Life-Transferring Information, 76, Analyzing Primary Sources, 132, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact and Opinion, 342, Synthesizing Information, 370, Determining Relevance, 422, Solving Problems, 476, Recognizing Propaganda, 490, Identifying Bias, 541, Comparing and Contrasting, 610, Making Decisions, 638, Predicting Consequences, 666; Assessment-Identify Alternatives, 67, Writing Activity, 49, 297, 303, 516, 594, 665; Review and Assessment-Activities-Civics and Economics, 79, Active Citizen, 79, 135, 236, 263, 317, 613, Writing, 344

• take a position on a current policy issue and

attempt to influence its formation, development and implementation.

SE/TE: Reading and Writing Handbook-Reading Informational Texts, XVIII-XIX, Writing for Social Studies, XXI-XXIII; Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Skills for Life; Assessment-Writing Activity, 49, 303, 516, 594, 665; Review and Assessment-Activities-Active Citizen, 79, 236, 263, 317, 613, 641, 665, Civics and Economics, 79, Writing, 206, 344, 640






CONTENT STANDARD 7: Political Systems Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority. PERFORMANCE STANDARDS Educational experiences in Educational experiences in Grades 9-12 will assure that students:

• evaluate the importance of developing self-government so as to restrict arbitrary power

SE/TE: 21, 59, 94, 221, 257; Assessment-Predict, 58, Explain, 221, Compare, 221, Describe, 259, Demonstrate Reasoned Judgment, 259

• analyze and evaluate the advantages and

disadvantages of limited and unlimited government

SE/TE: 129, 131, 221, 241, 246, 259, 276, 284-285, Analyze Diagrams-Checks and Balances, 130; Assessment-Describe, 131, Synthesize Information, 131, Explain, 259, 285, Evaluate Information, 259; Glossary, 733

• compare two or more constitutions and how

they promote the principles of their respective political systems and provide the basis for government

The foundation of this objective can be found on pages: SE/TE: The United States Constitution, 136-157;

Skills for Life-Comparing and Contrasting, 610

• describe how constitutions may limit

government in order to protect individual rights and promote the common good

SE/TE: 221, 241; Analyze Diagrams-Sharing the Power, 127; Glossary, 733

• explain how purposes served by government have implications for the individual and society

SE/TE: 45-46, 58, 65-67, 70, 74-75, 124-125, 163-170, 179, 221, 285, 295, 616-621; Active Citizen-Civics in the Real World, 615; Assessment-Recall, 49, 131, Predict 58, 285, Explain, 67, Recall, 67, Compare, 131, Explain, 179, Draw Conclusions, 179

• provide examples of legitimate authority and

exercise of power without authority.

SE/TE: 47, 125-128, 129-131, 220, 295; Analyze Charts-Powers of Congress, 220; Assessment-Recall, 49, Contrast, 49, Synthesize Information, 131, Identify, 221, Draw Conclusions, 131, 221; Review and Assessment-Comprehension and Critical Thinking-Recall, 52, Compare, 52, Draw Inferences, 52, Activities-Writing, 52






CONTENT STANDARD 8: International Relations Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them

SE/TE: 647, 648-650, 680, 683-684, 686-691; Assessment-Explain, 650, Recall, 650, Demonstrate Reasoned Judgment, 650, Writing Activity, 650, 665

• analyze and evaluate the significance of major

U. S. foreign policies and major international events and conditions over time

SE/TE: 646-647; Analyze Diagrams-American Foreign Policy, 662-663; Assessment-Check Consistency, 650, Explain, 665, 685, Synthesize Information, 665, Identify Effects, 685, Writing Activity, 665, 685; Review and Assessment- Chapter Summary, Section 1-2, 667, Comprehension and Critical Thinking-Explain, 669, Predict, 669, Make Inferences, 669, Describe, 695, Draw Conclusions, 695, Predict, 695

• develop proposals regarding solutions to

significant international, political, environmental issues

SE/TE: Assessment-Writing Activity, 655, Explain, 665, Predict, 665, Synthesize Information, 665, Writing Activity, 665;Review and Assessment- Activities-Active Citizen, 669

• analyze the respective roles of the executive

and legislative branches in developing and implementing foreign policy

SE/TE: 244-245, 251, 252, 255-256, 651-652, 653, Assessment- Describe, 655, Categorize, 655, Recall, 655, Determine Relevance, 655; Review and Assessment- Comprehension and Critical Thinking-Explain, 668, Compare and Contrast, 668

• identify and analyze the various domestic,

political, economic and social interests which play roles in the development of foreign policy; and economic, demographic or

SE/TE: 654-655; Assessment- Recall, 650, Demonstrate Reasoned Judgment, 650, Writing Activity, 650, Describe, 655, Support a Point of View, 655; Review and Assessment- Comprehension and Critical Thinking- Explain, 668, Compare and Contrast, 668, Identify Effects, 668

• describe and analyze the process by which foreign policy decisions are developed and executed.

SE/TE: 244-245, 251, 252, 255-256, 651-652, 653, 659-665; Assessment- Describe, 655, Recall, 655; Review and Assessment- Chapter Summary-Section 2, 667, Comprehension and Critical Thinking-Explain, 668, Compare and Contrast, 668; Glossary, 735






GEOGRAPHY CONTENT STANDARD 9: Places And Regions Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.


• explain and describe the natural and cultural characteristics of one place to distinguish it from another

The foundation of this objective can be found on pages: SE/TE: 6-8, 10-17, 18-23; Assessment-Describe, 17,

23, Recall, 23; Review and Assessment- Chapter Summary, 25, Comprehension and Critical Thinking-Synthesize Information, 26, Recall, 26

TE: Civics Background-A Nation United, 1f; Chapter Overview, 2

• apply the concept of region to organize the

study of a complex problem

The foundation of this objective can be found on pages: SE/TE: 4-5, 681-682, 684-685

• explain that regions are interconnected and may also overlap

• explain why places and regions are important to human and cultural identity and stand as symbols for unifying society

• analyze ways different groups in society view places and regions differently.

The foundation of this objective can be found on pages: SE/TE: 4-5, 10-17; Assessment- Writing Activity, 17

CONTENT STANDARD 10: Physical Systems Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• describe regional variations of physical processes

• explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change






• analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life

• evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive

• draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian

• use geographic tools to represent and interpret Earth’s physical and human systems.

CONTENT STANDARD 11: Human Systems Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• describe the consequences of human population patterns and growth trends over time;

The foundation of this objective can be found on pages: SE/TE: 5, 17; Skills for Life-Analyze Maps and

Graphs, 12-13, Interpreting Graphs, 24; Assessment- Explain, 17; Review and Assessment- Describe, 26, Activities-Skills, 26

• explain the characteristics, distribution and

relationships of economic systems at various levels;

SE/TE: 42, 352-357, 358-361, 363-369, 376-381; Assessment, 357, 361, 369, 381; Review and Assessment-Chapter Summary, 371, Section 1, 397, Reviewing Key Terms, 372, Comprehension and Critical Thinking, 372, Recall, 398, Draw Conclusions, 398, Contrast, 398, Predict, 398, Make Prediction, 398, Activities-Civics and Economics, 373, Analyzing Visuals, 373; Skills for Life-Comparing and Contrasting, 610

TE: Civics Background-Scarcity and the Spice Trade, 348f, Socialism and Communism, 348f, Chapter Overview, 348, Background-Our Diverse Nation, 356

• explain and analyze how various populations

and economic elements interact and influence the spatial patterns of settlement

The foundation of this objective can be found on pages: SE/TE: 4, 5, 420






• explain and analyze the causes of change in the political, social and economic division of the Earth’s surface at different scales

• use geographic tools to represent and interpret Earth’s physical and human systems

The foundation of this objective can be found on pages: SE/TE: Skills for Life-Comparing Maps Over Time,

314, Determining Patterns and Distribution of Maps, 692

• draw a freehand map demonstrating political,

cultural or economic relationships.

CONTENT STANDARD 12: Human And Environment Interaction Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• use maps, globes, charts and databases to analyze and suggest solutions to real-world problems

The foundation of this objective can be found on pages: SE/TE: Skills for Life-Comparing Maps Over Time,

314, Synthesizing Information, 370, Solving Problems 476, Determining Patterns and Distribution of Maps, 692; Standardized Test Prep, 613, 641; Review and Assessment- Activities-Analyzing Visuals, 641

TE: Skills Mini-Lesson-Reading Pie Graphs, 6, Reading a Statistical Table, 38

• create appropriate maps and other tools to

solve, illustrate or answer geo graphic problems

• analyze how human systems interact, connect and cause changes in physical systems

• locate at least 50 major countries and physical features on a map or globe

• apply concepts of ecosystems to understand and solve environmental problems.






ECONOMICS CONTENT STANDARD 13: Limited Resources Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• compare the resources used by various cultures, countries and/or regions throughout the world

The foundation of this objective can be found on pages: SE/TE: 351, 352

• analyze the impact of economic choices on the allocation of scarce resources

The foundation of this objective can be found on pages: SE/TE: 356-357; Assessment-Describe, 357

• explain that a country’s potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock

The foundation of this objective can be found on pages: SE/TE: 444; Glossary, 735

• define, defend and predict how the use of specific resources may impact the future

SE/TE: 357; Assessment- Draw Conclusions, 357

• analyze how technological change can affect long-range productivity

SE/TE: 360, 389, 394-395; Assessment- Synthesize Information, 395, Describe, 395

• analyze how market forces and government

regulation impact the use of resources.

SE/TE: 378-381, 386, 433-434, 436-437; Assessment- Recall, 434, Draw Inferences, 434, Predict, 434






CONTENT STANDARD 14: Economic Systems Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.


• evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth

SE/TE: 43-44, 363-369, 431-434, 440-442, 469-475, 482-485, 498; Analyze Diagrams-American Economic Freedom, 42-43; Assessment-369, 434, 475, Describe, 44, Make Generalizations, 44, Writing Activity, 44, Explain, 489, Predict, 489; Review and Assessment-Chapter Summary-Section 1, 505, Section 3, 51, 477, Comprehension and Critical Thinking-Explain, 478, 506, Categorize, 478, Draw Conclusions, 478, Solve Problems, 506, Activities-Civics and Economics, 373, Glossary, 733, 736, 737, 739

• identify and explain the factors that determine

and cause changes in demand, supply and the market-clearing (equilibrium) price

SE/TE: 378-381; Assessment-Key Terms, 381; Chapter Summary -Section-1, 397, Comprehension and Critical Thinking, Comprehension and Critical Thinking-Make Predictions, 398, Recall, 398, Draw Conclusion, 398

• compare and contrast the characteristics and

effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly

SE/TE: 366, 378-381, 436, 437; Skills for Life-Comparing and Contrasting, 610; Assessment-Recall, 442, Categorize, 442

TE: Civics Background-Trustbusting, 374f

• interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate

SE/TE: 444, 487-488; Analyze Graphs-Gross Domestic Product, 1992-2003, 444, Calculating GDP, 487, Gross Domestic Product, 488; Assessment-Describe, 489, Identify Alternatives, 489

TE: Skills Mini-Lesson-Determining Relevance, 488

• understand the causes and effects of periods of

growth and recession evident in the history of market economies

SE/TE: 440, 442, 475, 499; Assessment- Describe, 442, 475, Identify Cause, 442, Evaluate Information, 475; Glossary, 733, 738






• analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy

SE/TE: 440-441,474-475, 486, 495-496, 498-503; Assessment-Evaluate Information, 475, Identify Cause and Effect, 489, Describe, 503; Review and Assessment- Chapter Summary-Section 3, 505; Glossary, 737

• contrast and compare different types of taxes,

including progressive, regressive and proportional taxes

SE/TE: 446, 448, 493-494; Civics and Economics, 486

Assessment-Describe, 496; Review and Assessment- Chapter Summary-Section 2, 505 TE: Civics Background-Income Tax, 428f

• explain reasons for government action in the economy, including providing public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth

SE/TE: 436-437, 439, 440-442, 474-475, 482-485, 489; Analyze Diagrams-Circular Flow Model of a Market Economy, 484-485; Assessment-Recall, 442, Evaluate Information, 475; Review and Assessment- Chapter Summary-Section 2, 451, Comprehension and Critical Thinking-Explain, 452, Identify Cause, 452

TE: Civics Background-Trustbusting, 374f Background: Linking Past and Present, 437

• analyze the impact of specific government

actions in the economy on different groups, including consumers, employees and businesses.

SE/TE: 431-434, 436-437, 442, 469-, 470-475, 482, 486, 491-493, 495-496; Assessment-Recall, 434, 442, Draw Inferences, 434, Predict, 434, Explain, 434, 442, 496, Solve Problems, 434, Categorize, 442, Describe, 442, 475, Draw Conclusions, 475, Summarize, 475, Evaluate Information, 475; Review and Assessment- Chapter Summary-Section 3, 477, Comprehension and Critical Thinking-Explain, 478, Categorize, 478, Draw Conclusions, 478

TE: Civics Background-Trustbusting, 374f, The Tax System 480f, Background: Linking Past and Present, 437

CONTENT STANDARD 15: Economic Interdependence Students will demonstrate how the exchange of goods and services by individuals, groups and nations creates economic interdependence and how trade results in change. PERFORMANCE STANDARDS Educational experiences in Grades 9-12 will assure that students:

• illustrate the international differences in resources, productivity and prices that are a basis for international trade

The foundation of this objective can be found on pages: SE/TE: 368-369






• evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments

SE/TE: 440-442, 647, 649-650, 662, 663; Glossary, 735, 737

• explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.

Reference: http://www.state.ct.us/sde/dtl/curriculum/frsocst.pdf