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

Wisconsin Model Academic Standards for Social Studies A-E and Accompanying Performance Standards

(Grade 8)

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

WISCONSIN MODEL ACADEMIC STANDARDS FOR SOCIAL STUDIES A-E AND

ACCOMPANYING PERFORMANCE STANDARDS

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

WISCONSIN MODEL ACADEMIC STANDARDS FOR SOCIAL STUDIES A. GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS Content Standard Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments. Rationale Students gain geographical perspectives on the world by studying the earth and the interactions of people with places where they live, work, and play. Knowledge of geography helps students to address the various cultural, economic, social, and civic implications of life in earth's many environments. In Wisconsin schools, the content, concepts, and skills related to geography may be taught in units and courses that deal with geography, history, global studies, anthropology, sociology, psychology, current events, and world religions. EIGHTH GRADE Performance Standards By the end of grade eight, students will: A.8.1 Use a variety of geographic

representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place

SE/TE: Analyze Maps, 86-87; Review and Assessment-Analyze Visuals, 105, 641, Activities-Skills, 316, 694; Skills for Life-Comparing Maps Over Time, 314, Determining Patterns and Distributions of Maps, 692; World Map, 728-729; United States Map, 732;

TR: Skills for Life-Unit Booklet for Units 3-4, 51, Units 7-9, 87

TECH: Go Online-Civics Interactive; Social Studies Tutor CD-ROM

A.8.2 Construct mental maps of selected

locales, regions, states, and countries and draw maps from memory, representing relative location, direction, size, and shape


Wisconsin Model Academic Standards for Social Studies A-E and Accompanying Performance Standards, (Grade 8)





A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density

A.8.4 Conduct a historical study to analyze the use of the local environment in a Wisconsin community and to explain the effect of this use on the environment

A.8.5 Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases

A.8.6 Describe and distinguish between the environmental effects on the earth of short-term physical changes, such as those caused by floods, droughts, and snowstorms, and long-term physical changes, such as those caused by plate tectonics, erosion, and glaciation

A.8.7 Describe the movement of people, ideas, diseases, and products throughout the world

The foundation of this objective can be found on pages: SE/TE: Americans on the Move, 5; Section 1

Assessment-Describe, Infer, 9; America: A Cultural Mosaic, 10-17; Review and Assessment-Reviewing Key Terms 4, Explain, 27; Skills for Life-Transferring Information, 76

TE: Civics Background-Immigration, 1f; Background: Fast Facts, 5

TR: Skills for Life-Unit Booklet for Units 1-2, 37 TECH: Close-Up Foundation-Civics: Government

and Economics in Action, video: Up Close; Color Transparencies with Activities, Transparency 1, 5; Social Studies Skills Tutor CD-ROM-Analyzing Graphical Data

A.8.8 Describe and analyze the ways in which

people in different regions of the world interact with their physical environments through vocational and recreational activities

SE/TE: The Role of Technology, 360; Protecting the Environment, 442; Section 2 Assessment-Explain, 442







A.8.9 Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals

A.8.10 Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment

SE/TE: The Role of Technology, 360; Review and Assessment-Identify Cause, 372; The Rise of Big Business, 386; Section 2 Assessment-Understand Effects, 386; Industrialization Creates Change, 389; Section 3 Assessment-Synthesize Information, 395, The Changing Economy, 417; Technology and Careers, 417F

A.8.11 Give examples of the causes and

consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations

SE/TE: Tools of Foreign Policy, 648-650; Analyze Maps-The NATO Alliance, 648; Section 1 Assessment-Recall, Demonstrate Reasoned Judgment, Writing Activity, 650; Making Foreign Policy, 651-655; Section 2 Assessment, 655, Describe, Predict, Demonstrate Reasoned Judgment, 685; Today’s Challenges, 663-665; Section 3 Assessment-Explain, Predict, Synthesize Information, Writing Activity, 665, Comprehension and Critical Thinking, 691; Review and Assessment- Chapter Summary Section 2, 667, Comprehension and Critical Thinking 10, 11, 668, Active Citizen, 669; Economic Development, 676-677; Relations Among and Within Nations, 679-685; The Challenge of Interdependence, 686-691;

TE: Civics background: The Global Economy, 374f; Background-Linking Past and Present, 472; Differentiated Instruction- For Less Proficient Readers, 682

TR: Simulations and Debates-Free Trade vs. Protectionism, 83-84







B. HISTORY: TIME, CONTINUITY, AND CHANGE Content Standard Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future. Rationale Students need to understand their historical roots and how past events have shaped their world. In developing these insights, students must know what life was like in the past and how things change and develop over time. Reconstructing and interpreting historical events provides a needed perspective in addressing the past, the present, and the future. In Wisconsin schools, the content, concepts, and skills related to history may be taught in units and courses in United States and world history, global studies, geography, economics, anthropology, sociology, psychology, current events, and the humanities. EIGHTH GRADE Performance Standards By the end of grade eight, students will: B.8.1 Interpret the past using a variety of

sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used

SE/TE: Analyzing Political Cartoons, xiv; Reading and Writing Handbook-Reading Informational Texts, xviii-xix; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541; Analyze Primary Sources, 66, 176, 191, 257, 296, 420, 522, 571, 632, 689; The Declaration of Independence, 106-109; Active Citizen-How to Analyze Public Documents, 119, How to Analyze an Editorial, 362; Review and Assessment-Analyze Primary Sources, 134, Activities-Skills, 206, Analyze Primary Sources, 424; The Constitution of the United States, 136-157; What Is Your Opinion-Analyze Primary Sources, 180, 504; Section 2 Assessment- Analyzing Primary Sources, 221; Section 1 Assessment- Analyzing Primary Sources, 434







(Continued) B.8.1 Interpret the past using a variety of

sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used

(Continued) TE: Skills Mini-Lesson-Identifying Point of View,

66, Identifying Point of View, 119; Differentiated Instruction-For Gifted and Talented, 164 Analyzing Primary Sources, 191, Analyze Photographs, 224, Distinguishing Fact from Opinions, 362; Historical Documents, 697-705

TR: Skills for Life-Unit Booklet for Units 1-2, 23, 50, 63, 88, Units 3-4, 37, 65, Units 5-6, 9, 74, Units 7-9, 22; Political Cartoon 6: Free Speech, Interpreting Political Cartoons 8

TECH: Social Studies Skills Tutor CD-ROM-Identifying Frame of Reference and Point of View, Analyzing Images, Using Reliable Information, Distinguishing Facts and Opinions, Synthesizing Information, Recognizing Bias, Identifying Bias; Go Online-Civics Interactive, Local Citizenship, PHSchool.com-web code mpp-2052, mpp 5132

B.8.2 Employ cause-and-effect arguments to

demonstrate how significant events have influenced the past and the present in United States and world history

SE/TE: Target Reading Skill, 84, 85, 91, 92, 95, 96, 388, 393, 562; Skills for Life-Identifying Cause and Effect, 171; Section 1 Assessment-Recognize Multiple Causes, Identify Cause and Effect, 89, Identify Cause and Effect, 194; Section 2 Assessment- Identify Cause and Effect, 94, 254, Identify Effects, 685; Section 3 Assessment-Understanding Effects, 101; Review and Assessment-Identify Cause and Effect, 104, Activities-Skills, 182, Identify Effects, 236, Identify Cause and Effect, 398, Identify Cause, Identify Effect, 668; What Is Your Opinion-Identify Effect, 656

TE: Model the Target Reading Skill, 82b, 374b, 560b; Target Reading Skill, 82, 91, 374, 560; Independent Practice, 174; Skills Mini-Lesson-Identifying Cause and Effect, 277; Professional Development, 560f

TR: Skills for Life, Identifying Cause and Effects-Unit Booklet for Units 1-2, 76

TECH: Social Studies Skills Tutor CD-ROM-Identifying Cause and Effect; Section Reading Support Transparency-Transparency, B6







B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history

SE/TE: Relations Among and Within Nations, 679-685; Section 2 Assessment, 685; Review and Assessment-Chapter Summary, Section 2, 693

TECH: Section Reading Support Transparency System-Transparency B3; Go Online-Interactive History Timeline, PHSchool.com web code: mpp-9253

B.8.4 Explain how and why events may be

interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians

SE/TE: Analyzing Political Cartoons, xiv; Reading and Writing Handbook-Identify Evidence, xix; Skills for Life-Identifying Points of View, 50, Analyzing Political cartoons, 90, Recognizing Propaganda, 490, Identifying Bias, 541; Review and Assessment- Activities-Skills, 52, 288; Active Citizen-How to Analyze Public Documents, 119, How to Analyze Television News Programs, 517, How to Analyze a News Article, 568; Analyze Diagrams-Propaganda Techniques, 626; Section 1 Assessment-Writing Activity, 594; Section 2 Assessment-Writing Activity, 629

TE: Skills Mini-Lesson-Identifying Points of View, 119, Identifying Bias, 568; Differentiated Instruction-For Advanced Readers, 661

TR: Skills for Life-Identifying Points of View, Unit Booklet for Units 1-2, 23, 50, Units 5-6, 74, Units 7-9, 22

TECH: Social Studies Skills CD-ROM-Identifying Frame of Reference and Point of View, Recognizing Bias, Analyzing Images; www.americanrhetoric.com/ speech-bank.htm; Go Online-Local Citizenship, PHSchool.com-web code: mpp-2052, mpp-7191, mpp-7211







B.8.5 Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently

SE/TE: Analyzing Political Cartoons, 96, 166, 190; The Declaration of Independence, 106-109; Skills for Life-Analyzing Primary Sources, 132, Analyzing Photographs, 195; Review and Assessment-Activities-Skills, 134, 182, Active Citizen 183, 289; Standardized Test Prep, 183; The Constitution of the United States, 136-157; Primary Sources, 176, 191; Section 1 Assessment-Writing Activity, 89, 516; Section 2 Assessment-Writing Activity, 551; The Seneca Falls Declaration, 699; The Emancipation Proclamation, 700; John F. Kennedy’s Inaugural Address; 704, “I Have a Dream” Address, 705

TR: Skills for Life-Analyzing Primary Sources, Unit Booklet for Units 1-2, 63

B.8.6 Analyze important political values such

as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights

SE/TE: The Declaration of Independence, 97-98; The Constitution of the United States, 136-157; Section 3 Assessment-Recall, 101, Comprehension and Critical Thinking, 131, 179; Review and Assessment- Describe, Analyze Primary Sources, Identify Bias, 104, Activities-Writing, 104, Recall, Describe, Analyze Primary Sources, Support a Point of View, 134, Describe, Synthesize Information, Determine Relevance, Explain, Draw Conclusions, Writing, 182; The Declaration of Independence, 106-109; Skills for Life-Analyzing Primary Sources, 132; The Amendment Process, 159-160; The Fourteenth Amendment, 189-190; A Framework for the Future, 203; Section 1 Assessment-Determine Relevance, 162, Describe, Evaluate Information, 194; Analyze Diagrams and Charts, 164-165; Protections Against Abuse of Power, 166-167; Protection of the Accused, 168-170; Section 2 Assessment-Comprehension and Critical Thinking, 170; Interpreting the Bill of Rights, 172-179; Recall, 203

TE: The Declaration of Independence-Guided Instruction

TR: Constitutional Activities-Principle of Federalism, 13; Enrichment, Unit Booklet for Units 1-2, 51, 7-9, 10; Skills for Life- Analyzing Primary Sources, Unit Booklet for







(Continued) B.8.6 Analyze important political values such

as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights

(Continued) TR: Units 1-2, 63; Extend-Simulations and

Debates, Flag Burning 71-72 TECH: Go Online-Interactive Bill of Rights,

PHSchool.com web code: mpp-2061; Section Reading Support Transparency System, Transparency B17

B.8.7 Identify significant events and people in the major eras of United States and world history

SE/TE: Active Citizen, 83, 111, 239, 645; The Colonial Experience, 84-89; Section 1 Assessment, 89, 118, Understand Sequence, Explain, 162, 194; Roots of American Government, 91-94; Section 2 Assessment, 94, 123, 203; Citizen Profiles, 100, 114, 272, 474, 554, 664; Moving Toward Nationhood, 95-101; Section 3 Assessment, 101, Comprehension and Critical Thinking 3-4, 179, 3-4, 259, 665; Review and Assessment, 103-105, Chapter Summary-Section 1-2, 133, Comprehension and Critical Thinking 10-11, Activities 13-14, 134, Chapter Summary, 181, Summarize, 182, Chapter Summary, 205, Comprehension and Critical Thinking, 206, Recall 262, Chapter Summary-Section 3, 667, Comprehension and Critical Thinking, 11, Activities-Writing, 668; Declaration of Independence, 109; The Constitutional Convention, 112-118; Links to History, 117, 244, 390, 470, 570, 681; The Struggle for Ratification, 120-123; The Constitution, 147; The Debate in Congress, 161-162; Students and Free Speech, 174-175; The Skokie Case: Freedom for Nazis?, 175-177; Changing the Law of the Land, 186-194; A Flexible Framework, 196-203; Presidential Power, 257-258; Marbury v. Madison, 277; The Federal Reserve System, 469; Alliances, 648; Foreign Policy in Action, 657-665; The Federalist, No. 10, 698; Monroe Doctrine, 698; The Seneca Falls Declaration, 699; The Emancipation Proclamation, 700; The Gettysburg Address, 701; John F. Kennedy’s Inaugural Address, 704; “I Have a Dream” Address, 705; Presidents of the United States, 724-727







(Continued) B.8.7 Identify significant events and people in

the major eras of United States and world history

(Continued) TE: Civics Background-Immigration, 1f, Adams

and Jefferson, 82f; The Road to Philadelphia, Madison’s Notes, Publius, 110f, The Federalists Papers, 158f, March on Washington, Dred Scott, Woman Suffrage, Suffrage and Civil Rights, 17th Amendment, 184f, Impeachment, 210g, Senator Edward Kennedy, 210h, 25th Amendment, Government Reorganization, 238f, Justice Brandeis, The Nixon Tapes, 264f, Federalism and States’ Rights, 292g, Socialism and Communism, 348f, Trustbusting, 374f, The Great Depression, Origins of the Fed, 454f, Anti-Trust Cases, 560f, The Paradox of Direct Democracy, 614f, Al Qaeda, “Ich bin ein Berliner”, 644f; Background: Linking Past to Present, 93, 272, 279; Background: Fast Facts, 113, 284; Background: Biography, 114, 122, 177, 195; Present, 93, 272, 279; Background: Fast Facts, 113, 284; Background: Biography, 114, 122, 177, 195; Background-Our Enduring Constitution, 174, 197, 283

TR: Extend-Enrichment, Unit Booklet for Units 1-2, 51, 89

TECH: Go Online Civics Interactive-Interactive History Timeline, PHSchool.com, web code: mpp-2051, mpp-3092, mpp-6173, mpp-7212, mpp-9253, mpp-5143

B.8.8 Identify major scientific discoveries and

technological innovations and describe their social and economic effects on society

SE/TE: The Role of Technology, 360; Debating the Issues, 387; Industrialization Creates Change, 389; Section 3 Assessment-Synthesize Information, 395; Review and Assessment- Active Citizen, 399; The Changing Economy, 417

TE: Background: Linking Past and Present, 96 TR: Genetically Modified Foods-Simulations and

Debates, 57-58 TECH: Go Online-Current Issues, PHSchool.com-

web code mph-1025, You Decide Poll, web code: mph-5142

B.8.9 Explain the need for laws and policies to

regulate science and technology

The foundation of this objective can be found on pages: SE/TE: Protecting the Environment, 442







B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations

SE/TE: America’s Varied Background, 8; America: A Cultural Mosaic, 10-17; Section 2 Assessment-Comprehension and Critical Thinking, Writing Activity, 17, Comprehension and Critical Thinking, Writing Activity, 39, Make Generalizations, Explain, Recall, 67; Assessment, 685; The Values That Unite Us, 18-23; Section 3 Assessment-Comprehension and Critical Thinking, Writing Activity 23, Comprehension and Critical Thinking, Writing Activity, 75, Comprehension and Critical Thinking, 179, Explain, Predict, Synthesize Information, Writing Activity, 665, Comprehension and Critical Thinking, Writing Activity, 691; Review and Assessment- Chapter Summary Section 2, 25, 205, Comprehension and Critical Thinking 10-11, 26, 78, Chapter Summary Section 3, 77, 181, Synthesize Information, Activities-Writing, 182, Analyzing Visuals, 183, Comprehension and Critical Thinking 3-6, 203, Activities-Writing, 206, Active Citizen, Civics and Economics, 207, Comprehension and Critical Thinking 10, 236, Groups and Institutions, 30-33; Section 1 Assessment-Comprehension and Critical Thinking, 33, Comprehension and Critical Thinking 4-5, 194, Comprehension and Critical Thinking 2, 594; Society’s Training Grounds, 34-39; Duties of Citizens, 60-64; Responsibilities of Citizens, 65-67; Citizenship and Other Roles in Society, 69-75; Interpreting the Bill of Rights, 172-179; Changing the Law of the Land, 186-194; A Flexible Framework, 196-203; Political Parties, 213; Interest Groups, 213; The Role of Political Parties, 590-594; Our Two-Party System, 595-603; Trade, 647; Analyze Maps-The NATO Alliance, 648; Today’s Challenges, 663-665; Relations Among and Within Nations, 679-685; The Challenge of Interdependence, 686-691;

TE: Civics Background-A Nation United, 1f,







(Continued) B.8.10 Analyze examples of conflict,

cooperation, and interdependence among groups, societies, or nations

(Continued) TR: Simulations and Debates-Discrimination, 3-5,

83- 84; National Security Council, 39-41; Unit Booklet forUnits 1-2, 89, 7-9, 10; Active Citizens Project-Supporting a Political Party, 47-49; Enrichment-Views of Our Two-Party System 7-9, 49

TECH: Color Transparencies with Activities, 28, 29 Transparency 24, 25

B.8.11 Summarize major issues associated with

the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin

The foundation of this objective can be found on pages: SE/TE: Native Americans, 16

B.8.12 Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues

SE/TE: Target Reading Skill, 158, 160, 162, 163, 170, 172; Section 1 Assessment-Target Reading Skill, 162, Section 2 Assessment-Target Reading Skill, 170; Section 3 Assessment-Target Reading Skill, 179; Skills for Life-Sequencing, 234, Identifying Historical Trends, 396

TE: Independent Practice, 97; Model the Target Reading Skill-Understand Sequence, 158b; Skills Mini-Lesson-Sequencing, 258, Transferring Information, 100

TR: Skills for Life: Sequencing, Unit Booklet for Units 3-4, 10, Units 5-6, 22

TECH: Section Reading Support Transparency-Transparency, B5; Social Studies Skills Tutor-Sequencing, Identifying Historical Trends







C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND RESPONSIBILITY

Content Standard Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance. Rationale Knowledge about the structures of power, authority, and governance and their evolving functions in contemporary society is essential if young citizens are to develop civic responsibility. Young people become more effective citizens and problem solvers when they know how local, state, and national governments and international organizations function and interact. In Wisconsin schools, the content, concepts, and skills related to political science may be taught in units and courses dealing with government, history, law, political science, global studies, civics, and current events. EIGHTH GRADE Performance Standards By the end of grade eight, students will: C.8.1 Identify and explain democracy's basic

principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights

SE/TE: Citizen’s Journal, 55, 159; What It Means to Be a Citizen, 56-58; Section 1 Assessment, Comprehension and Critical Thinking, 58; Rights, Duties and Responsibilities, 59-67; Analyze Diagrams-Citizenship and You, 62-63; Analyzing Political Cartoons, 65, 166; Section 2 Assessment, Comprehension and Critical Thinking, 67; The Citizen Role, 74-75; Section 3 Assessment-Describe, 75, Explain, Draw Conclusions, 179; Review and Assessment-Chapter Summary, Section 1, 77, Section 2, 77, 181, Comprehension and Critical Thinking 10, 78, 182, Activities-Writing, 78, 182, 206, Active Citizen, 79, 183, Analyzing Visuals, 79,183, 207 ; Constitution-Amendments, 148-153, 157; Protections in the Bill of Rights, 163-170; Analyze Diagrams and Charts-The Bill of Rights, 164-165; The Continuing Challenge, 179; The Thirteenth Amendment, 188; African Americans and the Right to Vote, 189-190; The Nineteenth Amendment, 192; Youth and the Right to Vote, 193; The Voice of the People, 194; Limits on the Powers of Congress, 221; Citizen Participation, 285; Becoming an Informed Voter, 620-621;







(Continued) C.8.1 Identify and explain democracy's basic

principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights

(Continued) TE: Civics Background-The Right to Vote, A

Tradition of Volunteerism, 54f, Woman Suffrage, 184f

TR: Issues in the Law- The Death Penalty, the U.S. Constitution and DNA, 4, Civil Rights and Guantanamo Bay Detainees, 12-13; Extend-Interpreting Political Cartoon 3: “With Jury Duty for All”, 5, Simulations and Debates-First Amendment Rights, 6-7, Flag Burning, 71-72; Active Citizen Projects, 14-16; Extend-Enrichment, Unit Booklet for Units 1-2, 89, Unit Booklet for Units 1-2, 89, 7-9, 10;

TECH: Go Online Civics Interactive-Citizenship and You, PHSchool.com web code: mpp-1033, Activity on Amendments, web code: mpp-2062; Section Reading Support Transparency System-Transparency, B3, B17

C.8.2 Identify, cite, and discuss important

political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system

SE/TE: Focus on the Supreme Court, 60, 200, 282, 312, 404, 439, 544, 620, 683; The Constitution of the United States, 137-157; Students and Free Speech, 174-175; The Skokie case: Freedom for Nazis?, 175-178; Section 3 Assessment-Comprehension and Critical Thinking 2-4, 179 Describe, Determine Relevance, 285; Review and Assessment-Chapter Summary 3, 181, Comprehension and Critical Thinking 11, 182, Activities-Skills, 182; Active Citizen, 185; Citizen’s Journal, 185; Changing the Law of the Land, 186-194; Analyze Charts-Voting in the United States, 192-193; A Flexible Framework, 196-203; Section 2 Assessment, Comprehension and Critical Thinking 2, 6, 203; Review and Assessment- Chapter Summary, 205, Comprehension and Critical Thinking, 206; Judicial Review, 276-277; Skills for Life-Summarizing, 530; Links to History-McCulloch v. Maryland, 570; Landmark Supreme Court Cases, 718-723

TE: Differentiated Instruction- For Gifted and Talented, 88; Background: Our Enduring Constitution, 174, 197; Civics Background-Dred Scott, 184e, 17th Amendment, 184f







(Continued) C.8.2 Identify, cite, and discuss important

political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system

(Continued) TECH: Go Online-Interactive Constitution with

Supreme Court Cases, PHSchool.com, web codes: mpp-1032, 2072, 3104, 4114, 5151, 6162, 7202, 8232, 9254, Interactive Time Line, web code: mpp-2071; Section Reading Support Transparency System-Transparencies B6, 7.2, 17; Extend-Color Transparencies with Activities, Transparencies, 7, 11; Close-Up Foundation Video-Up Close and Economic Impact segments for Unit 2

C.8.3 Explain how laws are developed, how the

purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused

SE/TE: The Role of Government, 45-46; Forms of Government, 47-48; Laws: The Rules of Government, 48; Section 4 Assessment, Key Terms, Comprehension and Critical Thinking, 2-4, 49, Key Terms, Comprehension and Critical Thinking 3-4, 233; Comprehension and Critical Thinking, 313; Review and Assessment-Chapter Summary Section 4, 51, 315, Chapter Summary Section 3, 133, 557, Chapter Summary 205, 235, 287, Comprehension and Critical Thinking 12, 52, Comprehension and Critical Thinking, 206, Describe, Analyze Primary Sources, 134, Analyzing Visuals, 135; Comprehension and Critical Thinking 12-13, 236, Comprehension and Critical Thinking 9-11, 288, Comprehension and Critical Thinking 13, 317; Chapter Summary Section 2, 531, 557, 583, Recall, Predict, 532; Comprehension and Critical Thinking 9-10, 584; Serving on a Jury, 62; Serving as a Witness, 63; The Supreme Law of the Land, 124-131; Analyze Diagrams-Checks and Balances, 130; Section 3 Assessment, 131, Comprehension and Critical Thinking 3-4, 228, Explain, 285, Compare, 309; Comprehension and Critical Thinking, 555; The Constitution of the United States, 136-145, 149; The Amendment Process, 160; Analyze Graphs-The Amendment Process, 161; Changing the Law of the Land, 186-194; Analyze Charts-Voting in the United States, 192-193; How Congress Is Organized, 223-228; Section 1 Assessment-194, Recall, 162, 297, Comprehension and Critical Thinking, 217, 270; A Flexible







(Continued) C.8.3 Explain how laws are developed, how the

purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused

(Continued) SE/TE: Framework, 196-203; Section 2 Assessment,

203, 523, Comprehension and Critical Thinking 3-4, 221, Describe, Contrast, 303, Comprehension and Critical Thinking, 2-3, 551, 573; The Responsibilities of Lawmaking, 212; Factors in Decision Making, 214, Servants of the People, 214; Members of Congress at Work, 215-216- Representatives and Senators, 215-216; Promoting the General Welfare, 218; Establishing Justice, 220; Unlisted Powers, 220; Limits on the Power of Congress, 221-228; Analyze Diagrams-How a Bill Becomes a Law, 227; Following a Bill in Congress, 229-233; Limited Power, 241; Legislative Leader, 245-246; The Role of the Federal Courts, 266-270; The Supreme Court, 276; The Work of the Supreme Court, 279-280; Analyze Diagrams and Tables-Appealing a case to the Supreme Court, 280-281; The Court and Other Branches of Government, 284-285; Powers of the States, 295; Shared Powers, 295; Making Laws, 300-301; Legislative Leader, 307; State Courts, 310-313; Counties and Townships, 320; Where Our laws Come from, 518-523; Sources of Criminal Law, 526, Sources of Civil Law, 527; The Criminal Justice System, 542-549; Juvenile Courts, 552-554; Civil Procedure, 569-571

TE: Civics Background-Democracy, 28h, Tammany Hall, 318f; Differentiated Instruction- For less Proficient Readers, 241

TR: Constitution Activities-Preamble, 21, Article 1,23-24, Article 2, 25-26, Article 3, 27-28; Enrichment, Unit Booklet for Units 1-2, 64

TECH: Section Reading Support Transparency System-Transparency, B3, B5, B17, B19, 8.2; Color Transparencies with Activities, Transparency 5, 7, 9, 11; Go Online Civics Interactive- Interactive Time Line, PHSchool.com web code: mpp-2071, Checks and Balances, web code: mpp-2053, How a Bill Becomes a Law, web code: mpp-3083







C.8.4 Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level

SE/TE: The Articles, 125-127; Analyze Diagrams-Sharing the Power, 127; Limited Government, 129, 131; Analyze Diagrams-Checks and Balances, 130; Section 3 Assessment-Describe, Synthesize Information, 131, Recall, Contrast, Explain, Evaluate Information, 259, Explain, 285; Review and Assessment-Chapter Summary Section 3, 133, 261, 287, Chapter Summary Section 2, 235, Chapter Summary Section 1, 261, 315, Comprehension and Critical Thinking 11, 236, 288, Comprehension and Critical Thinking 9, 262, Comprehension and Critical Thinking-Recall, 10, 316, Activities-Writing, 316; The Constitution of the United States-Articles I-III, 136-145; The Powers of Congress, 218-221; Analyze Charts-Powers of Congress, 220; Section 2 Assessment, 221; Limited Power, 241; A Leader with Many Roles, 242-247; Presidents and Power, 255-256; Sharing the Power, 259; State Courts and Federal Courts, 269-270; Analyze Charts-The Federal Court System, 269; Section 1 Assessment-Recall, Describe, Sequence, 270 Comprehension and Critical Thinking, 297; The Supreme Court, 276; The Court and Other Branches of Government, 284-285; Federalism, 295; Federalism in Action, 296-297; Case Study: Federalism and the Courts, 313; Section 4 Assessment-Synthesize Information, 313

TE: Background: Our Enduring Constitution, 245; Differentiated Instruction- For Less Proficient Readers, 241

TR: Enrichment-Unit Booklet for Units, 1-2, 64; Constitution Activities-The Principle of Federalism, 13-14; Article 1, 23-24, Article 2, 25-26, Article 3, 27-28; Interpreting Political Cartoons-Political Cartoon 9, 11

TECH: Go Online Civics Interactive-Checks and Balances, web code: mpp-2053; Color Transparencies with Activities-Transparency 5, 9; Section Reading Support Transparency System-Transparency, B3, 8.2







C.8.5 Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights

SE/TE: Focus on the Supreme Court, 60, 200, 312, 544; Reserved Powers, 129; The Role of the Courts, 173-178; Section 3 Assessment-Comprehension and Critical Thinking 2-4, 179, Explain, 285; Review and Assessment-Chapter Summary 3, 181, 287; Chapter Summary 2, 205, Comprehension and Critical Thinking-Explain, Predict, 206; The Role of the Supreme Court, 196-197; Section 2 Assessment, Recall, Draw Inferences 203; Limited Power, 241; Legislative Leader, 245; The Role of the Federal Courts, 266-268; Judicial Review, 276; The Court and Other Branches of Government, 284-285; Landmark Supreme Court Cases, 718-723

TR: Constitution Activities-Article 1,23-24, Article 2, 25-26, Article 3, 27-28;

TECH: Go Online-Interactive Constitution with Supreme Court Cases, PHSchool.com, web codes: mpp-1032, 2072, 4114, 7202

C.8.6 Explain the role of political parties and

interest groups in American politics

SE/TE: Political Parties, 213; Interest Groups, 213; Leadership in Congress, 224; Introducing Bills, 225; Review and Assessment, Comprehension and Critical Thinking 10, 12, 236, Chapter Summary Section 1-2, 639, Chapter Summary, 611, Comprehension and Critical Thinking 10-11, Activities-Writing, 612, Comprehension and Critical Thinking-Describe, 640; Roles Created by Tradition, 247; Section 1 Assessment-Describe, Check Consistency, 247, Assessment, 594; The Role of Political Parties, 590-594; Our Two-Party System, 595-603; Links to History, 597; Analyze Diagrams-Political Parties in the United States, 598-599; Choosing Candidates, 605-609; Section 3 Assessment, 609; Skills for life-Comparing and Contrasting, 610; Influencing Your Vote, 622-625, Analyze Information, 637; Section 2 Assessment-Describe, Explain, Analyze Information, 629, Describe, Support a Point of View, 655; Campaign Finance Law; 634; Roles of Private Groups, 654-655







(Continued) C.8.6 Explain the role of political parties and

interest groups in American politics

(Continued) TE: Differentiated Instruction- For Advanced

Readers, 602; Background: Linking Past and Present, 608

TR: Active Citizens Project-Supporting a Political Party, 47-49; Enrichment-Views of Our Two-Party System 7-9, 49

TECH: Section Reading Support Transparency-Transparency, B5, B17, 22.2; Color Transparencies with Activities, 26-Transparency 22; Go Online Civics Interactive-PHSchool.com, web code:8221, Interactive Diagram-web code: mpp-8222

C.8.7 Locate, organize, and use relevant

information to understand an issue of public concern, take a position, and advocate the position in a debate

SE/TE: Active Citizen-Students Make a Difference, 7; Debating the Issues-40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Review and Assessment-Active Citizen, 207, 559; Public Policy, 294-295; Active Citizen-How to Express Your Views, 678

TE: Background: Separation of Church and State, 40, Differentiated Instruction-For Gifted and Talented, 102, For Advanced Readers, 204, 223, 286

TR: Simulations and Debates-School Vouchers, 43-44, Nation Building Efforts, 45-46, Faith Based Social Services, 47-48, English as the Official Language, 49-50, Regulating the Internet, 51-52, Illegal Immigrants, 55-56, Genetically Modified Foods, 57-58, Corporate Regulations, 59-60, Tax Cuts, 61-62, Trying Juveniles as Adults, 63-63, Campaign Finance Reform, 65-66, Promoting Democracy, 67-68, Flag Burning, 71-72; Differentiated Instruction- For Advanced Readers, 126

TECH: Go Online Civics Interactive-Local Citizenship, PHSchool.com, web code: 9252, You Decide Poll, web code: mpp-1022, mpp-2043, mpp-2063, mpp-2072, mpp-3082, mpp-4122, mpp-5142, mpp-6161, mpp-6182, mpp-7201, mpp-8223, mpp-9241







C.8.8 Identify ways in which advocates participate in public policy debates

SE/TE: Section 4 Assessment-Writing Activity, 49; Working Toward the Common Good, 65; Influencing Government, 67; Section 2 Assessment-Recall, 67, Writing Activity, 303, 415; Active Participants, 74; Setting Priorities for Citizenship, 75; Section 1 Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Public Policy, 294-295; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 236, 317, 533, 613, 669, Civics and Economics, 641; Become an Informed Voter, 620-621; Section 3 Assessment-Writing Activity, 665

TR: Skills for Life-Unit Booklet for Units 1-2, 23, 7-9, 10

TECH: Go Online Civics Interactive-Local Citizenship, PHSchool.com, web code: mpp-3093, web code: mpp-4112, web code: mpp-6172, web code: 8233, web code: 9252

C.8.9 Describe the role of international

organizations such as military alliances and trade associations

SE/TE: Alliances, 648; Analyze Maps-The NATO Alliance, 648; Section 1 Assessment-Recall, Demonstrate Reasoned Judgment, 650; Cooperation Among Nations, 683; The Challenge of Interdependence, 687-691; Section 3 Assessment, 691

TE: Civics background-Birth of the United Nations, Bosnia, 670f ; Differentiated Instruction- For Less Proficient Readers, 682

TECH: Color Transparencies with Activities-Transparency 25, 29







D. ECONOMICS: PRODUCTION, DISTRIBUTION, EXCHANGE, CONSUMPTION Content Standard Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions. Rationale Individuals, families, businesses, and governments must make complex economic choices as they decide what goods and services to provide and how to allocate limited resources for distribution and consumption. In a global economy marked by rapid technological change, students must learn how to be better producers, consumers, and economic citizens. In Wisconsin schools, the content, concepts, and skills related to economics may be taught in units and courses including economics, history, government, global studies, and current events. EIGHTH GRADE Performance Standards By the end of grade eight, students will: D.8.1 Describe and explain how money makes

it easier to trade, borrow, save, invest, and compare the value of goods and services

SE/TE: Money, 456-459; Section 1 Assessment, 459; The Kinds of Money, 462; Review and Assessment-Comprehension and Critical Thinking 9, Recall, 478, Civics and Economics, 479

TECH: Section Reading Support Transparency System-Transparency B3; Color Transparencies with Activities, 21, Transparency 17

D.8.2 Identify and explain basic economic

concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services

SE/TE: The Economy, 41-42; Why Societies Have Economies, 350-354; Section 1 Assessment-Comprehension and Critical Thinking 2-4, 357, Assessment 1-3, 381; Basic Economic Decisions, 358-361; Section 2 Assessment-Comprehension and Critical Thinking, 2-4a, 361, 387; Three Types of Economies, 363-369; Analyze Diagrams-The Factors of Production, 367; Section 3 Assessment, 369, 395, Comprehension and Critical Thinking 2, 449; Review and Assessment-Chapter Summary, 371,Reviewing Key Terms, Comprehension and Critical Thinking, 372, Review and Assessment, 397-398; The Principles of Market Economy, 376-381; Analyze Diagrams-Circular Flow Model of a Market Economy, 378-379; Analyze Graphs-Supply and Demand for Strawberries, 380;







(Continued) D.8.2 Identify and explain basic economic

concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services

(Continued) SE/TE: The Role of Business in the American

Economy, 382-386; Industrialization Creates Change, 389; The Rise of Labor Unions, 390-392; Analyze Diagrams-Methods That Employers and Unions Use in Disputes, 391; Labor Unions Since 1930, 393-394; Today’s Labor Force, 394-395; The Nation’s Economic Health, 443-444; Money and the Economy, 475; Civics and Economics, 654; Glossary, 733, 734, 736

TE: Differentiated Instruction- For Less Proficient Readers, 42, 352, For Advanced Readers, 353, 354; Civics Background-Bad Decisions, Scarcity and the Spice Trade, Socialism and Communism, 348f; Background: Fast Facts, 654

TR: Enrichment-Unit Booklet for Units 5-26, 10; Extend-Personal Finance Activities, 14-15; Unit Booklet for Units 5-6, 10, Chapter 14 Test, 27-28

TECH: Go Online Civics Interactive-Interactive Diagram, PHSchool.com, web code: mpp-5141; Section Reading Support System-Transparency B3, B17

D.8.3 Describe Wisconsin's role in national and

global economies and give examples of local economic activity in national and global markets

The foundation of this objective can be found on pages: SE/TE: Basic Economic Decisions, 358-361

D.8.4 Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life

SE/TE: Using Resources, 351-352; The Role of Technology, 360; Labor’s Accomplishments, 394; Common Interests, 394; Today’s Labor Force, 395; Section 3 Assessment-Synthesize Information, Describe, 395; The Employment Act of 1946, 482-483; Policy Goals to Improve the Economy, 489

TE: Civics Background-Labor Unions, 28g, Differentiated Instruction- For Advanced Readers, 394







D.8.5 Give examples to show how government provides for national defense; health, safety, and environmental protection; defense of property rights; and the maintenance of free and fair market activity

SE/TE: American Economic Freedoms, 43-44, Analyze Diagrams-American Economic Freedom, 42-43; America’s Economy and You, 44; The Role of Government, 45-46; Review and Assessment-Chapter Summary Section 3, 51, Comprehension and Critical Thinking 11, 52, Comprehension and Critical Thinking 10, 262; The Constitution of the United States-Preamble, 136, Fifth Amendment, 149, Ninth Amendment, 150, Fourteenth Amendment-Section 1, 151; Protecting Private Property, 167; Section 2 Assessment-Explain, Support a Point of View, Recall, 170, Recall, Identify Cause and Effect, 254, Recall, Identify Cause, 334; Providing for Defense, 219; Section 2 Assessment-Recall, Analyzing Primary Sources, 221, Describe, Draw Inferences, Recall, 442; Commander in Chief, 244; Special Advisory Groups, 251; The Executive Department, 251, 253; Analyze Charts-Executive Departments, 252; Regulatory Commissions, 253; Executive Privilege, 256; Powers of the States, 295; Federalism in Action, 296-297; Education, Health and Public Safety, 327-329; Government Intervention in the Economy, 430-434; Section 1 Assessment, 434; Protecting Workers and Consumers, 438, Providing Economic Security, 440; Maintaining Economic Stability, 440-442; Spending Policy Goals, 497-498; Trade, 647; The Executive Branch, 654

TECH: Go Online Civics Interactive-American Economic Freedoms, PHSchool.com, web code: mpp-1023; Section Reading Support Transparency System-Transparency, B19







D.8.6 Identify and explain various points of view concerning economic issues, such as taxation, unemployment, inflation, the national debt, and distribution of income

SE/TE: America’s Economy and You, 44; Civics and Economics, 199; The Role of Goals and values, 361; Labor’s Accomplishments, 394; Common Interests, 394; Section 3 Assessment-Describe, Making Generalizations, 395; The Need for Reform, 432; The Nation’s Economic Health, 443-444; Federal Income and the National Debt, 446-449; Analyze Charts-Tax Deductions from Your Paycheck 446-447; Section 3 Assessment, 449; Review and Assessment-Chapter Summary Section 3, 451, Comprehension and Critical Thinking, 12, 452, Activities-Writing, 506; Businesses, 486; Individuals, 486; Paying for Government, 491-496; Section 2 Assessment, 496; Spending Policy Goals, 497-498; The National Debt, 501; State and Local Spending, 502-503; Debating the Issues, 504

TE: Background-Our Diverse Nation, 356; Civics Background-Poverty, 28h, Income Tax, 428f

TECH: Go Online Civics Interactive-Interactive Tax Diagram, PHSchool.com, web code: mpp-6163, You Decide Poll, web code: mpp-6182

D.8.7 Identify the location of concentrations of

selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns

The foundation of this objective can be found on pages: SE/TE: Land, 352; The Results of Having Been

Colonies, 676 TE: Civics Background-The Global Economy,

374f

D.8.8 Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive

SE/TE: Citizen Profiles, 359, Decision Making by Individuals, 366; Profit Seeking, 367; Section 3 Assessment-Explain, Determine Relevance, 369; The Role of the Entrepreneur, 382; Using the Factors of Production, 383; Section 2 Assessment-Recall, Draw Conclusions, 386

TE: Differentiated Instruction- For Advanced Readers, 43

D.8.9 Explain why the earning power of

workers depends on their productivity and the market value of what they produce

SE/TE: The Circular Flow of Economic Activity, 376-377; Labor in the American Economy, 388; Analyzing Political Cartoons, 392; Common Interests, 394; Review and Assessment-Comprehension and Critical Thinking 9, 398

TE: Differentiated Instruction- For Less Proficient Students, 483







D.8.10 Identify the economic roles of institutions such as corporations and businesses, banks, labor unions, and the Federal Reserve System

SE/TE: How Businesses Are Owned, 384-384; The Rise of Big Business, 385-386; Section 2 Assessment-Describe, Draw Inferences, 386; Debating the Issues, 435; The Business of Banking, 465-467; The Federal Reserve System, 469-475; Section 3 Assessment- Comprehension and Critical Thinking 4-5, 475; Review and Assessment- Chapter Review Section 3, 477, Categorize, Draw Conclusions, 478

TE: Civics Background-Origins of the Fed, 454f; Background: Fast Facts, 470

TECH: Go Online Civics Interactive-You Decide Poll, web code: mpp-6161

D.8.11 Describe how personal decisions can have

a global impact on issues such as trade agreements, recycling, and conserving the environment

The foundation of this objective can be found on pages: SE/TE: Analyze Diagrams, 32; Social Institutions, 33;

How the Family Benefits Society, 35; How Religion Affects Society, 37; Teaching Young Citizens, 39; Making Financial Choices, 405; Making Spending Decisions, 409-410







E. THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUTIONS, AND SOCIETY Content Standard Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Rationale Learning about the behavioral sciences helps students to understand people in various times and places. By examining cultures, students are able to compare our ways of life and those of other groups of people in the past and present. As citizens, students need to know how institutions are maintained or changed and how they influence individuals, cultures, and societies. Knowledge of the factors that contribute to an individual's uniqueness is essential to understanding the influences on self and on others. In Wisconsin schools, the content, concepts, and skills related to the study of psychology, sociology, and anthropology may be taught in units and courses dealing with anthropology, sociology, psychology, government, history, geography, civics, global studies, current events, and the humanities. EIGHTH GRADE Performance Standards By the end of grade eight, students will: E.8.1 Give examples to explain and illustrate

the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning

The foundation of this objective can be found on pages: SE/TE: Target Reading Skill, 46 TE: Instructional Strategies-KWL-T31; Strategy

7-Idea Wave, T33; Model the Target Reading Skill-Use Prior Knowledge, 28b, 428b, Previewing and Asking Questions 614b; Reading Preview-Build Background, (before each selection); Target Reading Skill-Preview and Ask Questions 41, Use Prior Knowledge, 45;Reading Background-Prepare Students for Participation, 110f; Use a Discussion Web, 238f; Use Give One, Get One, 292g, Teach Language for Individual Reporting , 292h; Teach Question Answer Relationships (QARS), 534f

E.8.2 Give examples to explain and illustrate

how factors such as family, gender, and socioeconomic status contribute to individual identity and development

SE/TE: Americans’ Varied Backgrounds, 8; Analyze Diagrams-Family, Education, 32; Social Institutions, 33; The Family, 34-36; Why People Need Education, 38; A Melting Pot? 11; The American Mosaic, 11







E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people

SE/TE: Active Citizen, 3; Citizen’s Journal, 3; Active Citizen-Students Make a Difference, 7, 64, 177, 202, 230, 256, 301, 330, 389, 441, 502, 553, 575, 593, 633, 690; A Melting Pot? 11; The American Mosaic, 11; Diversity, 13; Serving the Community, 67; Level of Participation, 73; Analyze Charts-A Nation of Volunteers, 73; Review and Assessment- Active Citizen, 27, 79, 135, 641; Active Citizen-Students Make a Difference, 389

TR: Active Citizens Project, 8-10, 11-13, 14-16, 17-19, 20-22, 23-25, 26-28, 32-34, 35-37, 38-40, 41-43, 44-46, 50-52, 56-58

E.8.4 Describe and explain the means by which

individuals, groups, and institutions may contribute to social continuity and change within a community

SE/TE: Active Citizen-Students Make a Difference, 7, 64, 177, 202, 230, 256, 301, 330, 389, 441, 502, 553, 575, 593, 633, 661, 690; Citizenship Skills-How to Volunteer, 9; A Melting Pot? 11; The American Mosaic, 11; Citizen Profiles, 14, 219, 438, 600; Review and Assessment-Active Citizen, 27, 79, 135, 345, 533, 585, 641, Math Practice, 345; How the Family Benefits Society, 35; Education’s Rewards, 39; Voting, 65-66; Participating in Election Campaigns, 66; Influencing Government, 67; Serving the Community, 67; Level of Participation, 73; Analyze Charts-A Nation of Volunteers, 73; Civics and Economics, 74; Section 1 Assessment-Writing Activity, 297; The Basics of Voting, 617-619; Becoming an Informed Voter, 620-621;

TE: State and Local Handbook-Registering to Vote and Voting, 24-25; Civics Background-A Tradition of Volunteerism, 54f

TR: Active Citizens Project, 8-10, 11-13, 14-16, 17-19, 20-22, 23-25, 26-28, 32-34, 35-37, 38-40, 41-43, 44-46, 50-52, 56-58; Enrichment, Unit Booklet for Units, 7-9, 10

TECH: Go Online Civics Interactive-Local Citizenship, PHSchool.com, web code: mpp-1011







E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies

SE/TE: Citizenship Skills-How to Volunteer, 9; Groups and Institutions, 30-33; Section 1 Assessment-Comprehension and Critical Thinking, Writing Activity, 33, Explain, Make Predictions, 270, Writing Activity, 297, Comprehension and Critical Thinking 2-3, 489, Comprehension and Critical Thinking, 516; Society’s Training Ground, 34-39; Section 2 Assessment-Analyze Information, Describe, Explain, Predict, 39, Make Comparisons, Explain, Compare, 221, Comprehension and Critical Thinking, 274, 334, Writing Activity, Explain, Predict, 496, Comprehension and Critical Thinking, 2-3, 655, The Role of Government, 45-46; Section 4 Assessment- Comprehension and Critical Thinking 2,49; Review and Assessment-Civics and Economics, 53, Contrast, 262; Recall, 262, 506, 532, Make Generalizations, 316, Civics and Economics, 317, Explain, Solve Problems, Activities-Writing, 506; The Powers of Congress, 218-220; Limits on the Powers of Congress, 221; A Leader with Many Roles, 242-246; The Executive Departments, 251, 253; Analyze Charts-Executive Departments, 252; The Independent Agencies, 253-254; The Laws and Courts, 266; State Courts and Federal Courts, 269-270; The Organization of the Federal Courts, 271-274; The Work of the Supreme Court, 279; Power to the National Government, 297; The Roles of the Governor, 305-307; State Executive Agencies, 308; Local Government Services and Revenues, 327-334; Government and Economic Goals, 482-486; Paying for Government, 491-496; Government Policy and Spending, 497-498; National Priorities, 500; Federal Government Spending Pattern, 500-501; State and Local Government Spending, 502-503; Section 3 Assessment-Comprehension and Critical Thinking 4-5, 503, Explain, Writing Activity, 529, Making Generalizations, 555; Why We Have Laws, 512-516; Regulations by Government Agencies, 521; Changing the Laws, 523; Criminal Law, 525-526; Civil Law, 527; Where Criminal Law and Civil Law Meet,







(Continued) E.8.5 Describe and explain the means by which

groups and institutions meet the needs of individuals and societies

(Continued) SE/TE: 529; Juvenile Courts, 552; The Role of Civil

Law, 562; Choices in Civil Trials, 574-577; Analyze Diagrams-Alternatives to a Civil Trial, 576-577; Small Claims Court, 578; Goals of Foreign Policy, 646-647; Making Foreign Policy, 651-655

TE: Close-Up Foundation TR: Simulations and Debates, 83-84; Interpreting

Political Cartoons-Political Cartoon 12, 14 TECH: Civics: Government in Action Video-How

Taxes Fund Government; Go Online Civics Interactive-Interactive Alternatives to Trial, PHSchool.com, web code: mpp-7213; Section Reading Support Transparency, Transparency, 17, 19, B7

E.8.6 Describe and explain the influence of

status, ethnic origin, race, gender, and age on the interactions of individuals

SE/TE: Age of Americans, 6-7; America: A Cultural Mosaic, 10-17; Section 2 Assessment-Comprehension and Critical Thinking, 17, Comprehension and Critical Thinking, 3-6, 203; The Values That Unite Us, 18-23; Section 3 Assessment-Comprehension and Critical Thinking, Writing Activity, 23; Review and Assessment- Chapter Summary Sections 2-3, 25, Section 2, 205, Demonstrate Reasoned Judgment, Synthesize Information, 26, Civics and Economics, 207; African Americans and the Right to Vote, 189; Women and the Right to Vote, 191-192; Primary Sources, 191; A Flexible Framework, 196-203; Debating the Issues, 204, 335; Human Rights and Democracy, 647; Challenges in Eastern Europe, 664; Challenges in the Middle East, 664; Challenges in Africa, 664

TE: Dred Scott, 184e, Civics Background-Suffrage and Civil Rights, 184f

TR: Simulations and Debates-Discrimination, 3-5, English as the Official Language, 49-50, Illegal Immigrants, 55-56

TECH: Go Online Civics Interactive-You Decide Poll, PHSchool.com, web code: mpp-2072, mpp-4122







E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society

SE/TE: Challenges, 14; African Americans, 14-15; African Americans Today, 15; Asian Americans, 16; Native Americans, 16; Section 2 Assessment-Distinguish False from Accurate Images, Writing Activity, 17; Equality, 19; African Americans and the Right to Vote, 189; Women and the Right to Vote, 191; A Flexible Framework, 196-203; Section 2 Assessment-Comprehension and Critical Thinking 3-6, 203; Review and Assessment- Chapter Summary, Section 2, 205, Civics and Economics, 207; Analyze Diagrams-Propaganda Techniques, 626; Human Rights and Democracy, 647; Challenges in Eastern Europe, 664; Challenges in the Middle East, 664; Challenges in Africa, 664

TE: Close Up Foundation, 13; Civics Background-Suffrage and Civil Rights, 184f

TR: Simulations and Debates-Discrimination, 3-5, English as the Official Language, 49-50, Illegal Immigrants, 55-56

TECH: Civics Video-Up Close Segment for Unit 1

E.8.8 Give examples to show how the media may influence the behavior and decision-making of individuals and groups

SE/TE: Analyzing Political Cartoons, xiv; Skills for Life-Analyzing Political Cartoons, 90, Analyzing Photographs, 195, Distinguishing Fact From Opinion, 342, How to Analyze an Editorial, 362, Recognizing Propaganda, 490, How to Analyze Television News Programs, 517, How to Analyze a News Article, 568; Banning False Advertising, 437; Violence in the Media, 540; Debating the Issues, 604; Messages From the Candidates, 622-624; Messages From Interest Groups, 624-625; Analyze Diagrams-Propaganda Techniques, 626; How News Media Report the Elections, 627-629; Section 2 Assessment-Describe, Identify Cause and Effect, 629; Managing and Using the Media, 632-633; Section 3 Assessment, Summarize, 637

TE: Differentiated Instruction- For Gifted and Talented, For English Learners, 342; For Advanced Readers, 628

TR: Skills for Life-Interpreting Political Cartoon, Unit Booklet for Units 1-2, 50, 88, Units 3-4, 65, Units 5-6, 74







(Continued) E.8.8 Give examples to show how the media

may influence the behavior and decision-making of individuals and groups

(Continued) TECH: Color Transparencies, and Activities, 27,

Transparency 23; Go Online Civics Interactive, PHSchool.com-web codes: mpp-5132, mpp-7191, mpp-7211, mpp-8223; Social Studies Skills Tutor CD-ROM-Analyzing Images, Distinguishing Fact From Opinion, Recognizing Bias

E.8.9 Give examples of the cultural

contributions of racial and ethnic groups in Wisconsin, the United States, and the world

SE/TE: European Americans, 11; Latino Culture, 14

E.8.10 Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding

SE/TE: Active Citizen-Students Make a Difference, 389

E.8.11 Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved

SE/TE: African Americans, 14-15; Native Americans, 16

E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences and disputes

The foundation of this objective can be found on pages: SE/TE: Avoiding Civil Trials, 574-577; Section 3

Assessment-Comprehension and Critical Thinking 2, 581; Review and Assessment-Comprehension and Critical Thinking-Recall, Activities-Writing, 584; The Challenge of Interdependence, 686; The International Court of Justice, 689

TE: Civics Background-United Nations, 670f

E.8.13 Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed







E.8.14 Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis

SE/TE: Groups and Institutions, 30-31; The Family, 34-35; How Religion Affects Society, 37; Meeting Society’s Needs, 39; Avoiding Civil Trials, 574-577; Section 3 Assessment-Comprehension and Critical Thinking 2, 581; Review and Assessment-Comprehension and Critical Thinking-Recall, Activities-Writing, 584; Goals of Foreign Policy, 647; Tools of Foreign Policy, 648-649; Analyze Maps-The NATO Alliance, 648; Section 1 Assessment-Recall, Demonstrate Reasoned Judgment, 650; Cooperation Among Nations, 683; The Challenge of Interdependence, 686; The International Court of Justice, 689

TE: Civics Background-United Nations, 670f, Differentiated Instruction- For Less Proficient Readers, 682

REFERENCE: http://www.dpi.state.wi.us/dpi/standards/ssintro.html NUMBER OF STANDARDS: 75

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