Prentice Hall The American Nation © 2005, Survey Edition ...€¦ · 408-411; Cotton Kingdom in...

Prentice Hall The American Nation © 2005, Survey Edition Correlated to:

New Hampshire Social Studies Curriculum Framework (End of Grade 10, Secondary)

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

NEW HAMPSHIRE SOCIAL STUDIES CURRICULUM FRAMEWORK

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K-12 Broad Goals for Social Studies Education These goal statements establish general expectations of what New Hampshire students should know and be able to do in the social studies at the end-of-grade twelve. They were drawn from the goals established in the New Hampshire Minimum Standards for Public School Approval (Concord: State Board and Department of Education, 1993). These broad goals will be attained as students acquire the knowledge, concepts, skills, and processes set forth under each of the organizing strands presented in this curriculum framework.

• Students will demonstrate a thorough understanding of the fundamental principles, organization, and operation of government at all levels in the United States.

SE: Creating a Republic, 198-199; A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Review and Assessment, 220-221 Goals and Principles of the Constitution, 248-251; How the Federal Government Works, 252- 257; Changing the Constitution, 259-261; State and Local Governments, 262-264; Rights and Responsibilities of Citizenship, 265-268; Review and Assessment, 270-271

TE: Lesson Plans 200-201, 206-207, 211-212, 215-216, 248-249, 252-253, 259-260, 265-266

TR: Unit 2: Ch 8, 81; Citizenship for Life, 13, 21, 23, 25

• Students will understand and accept the

responsibilities of citizenship and share in the rights and benefits granted to citizens as expressed in the Declaration of Independence and the Constitutions of the United States and New Hampshire.

SE: Connecting to Today: Democracy in Action, 106; Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Government, Citizenship, and the Constitution, 246-271; Rights and Responsibilities of Citizens, 265-268; Connecting with Government and Citizenship: Becoming an American Citizen 269

TE: Connecting with Government and Citizenship, 76, 104, 122, 128, 129, 208, 212, 213, 217, 269, 813, 819

TR: Cooperative Learning in the Middle Grades, 43; Citizenship for Life, 8

• Students will demonstrate a thorough

understanding of economic concepts, including the American system of economics and its contributions to the development of our nation.

SE: The Atlantic Slave Trade Begins, 79-80; Economy of New France, 83-84; Trade in Rum and Slaves, 121-122; Lowell, Massachusetts: A Model Factory Town, 332; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577


New Hampshire Social Studies Curriculum Framework, (End of Grade 10, Secondary)




(Continued) • Students will demonstrate a thorough

understanding of economic concepts, including the American system of economics and its contributions to the development of our nation.

(Continued) The Rise of Big Business, 578-582;

Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-892; Also see Triangular Trade, 122; Connecting With: Economics, 31, 154, 403, 583, 789, 893; Technology, 412; Culture, 848

TE: Interdisciplinary Activities: Economists, 100D, 138D, 276D, 358D, 406D, 542D, 572D, 684D, 744D, 870D; Connecting With Economics: 39, 95, 115, 213, 263, 281, 334, 373, 401, 410, 419, 564, 576, 581, 588, 591, 671, 678, 679, 720, 727, 845; 889

TR: Cooperative Learning in the Middle Grades, 16; Connecting With…123, 158-162, 164, 165; Unit 8, 27-36, 57-59


knowledge of the geography of New Hampshire, the United States, and the world and understand the impact of geography on political, economic, and social developments.

Students can explore these topics while studying the following lessons: SE: Building the Jamestown Colony, 87-89; Early

Hardships, 96-97; Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Indian Peoples of the Great Plains, 544-546; Mining and Railroading, 547-551; The Cattle Kingdom, 552-556; Farming, 562-566; Sod busting on the Plains, 567; Railroads Fuel the Economy, 577; Thriving Steel Mills, 579; Rockefeller’s Oil Empire, 580; An Age of Cities, 606-610; Skills for Life 611; Lifestyles of the 1950s, 845-846; The Environment and the Global Economy, 889-891

TR: Connecting With…10, 12, 162; Guide to the Essentials, 141; Unit 1: 16, 22, 30

• Students will demonstrate an awareness of and

concern for the ways that the world's people, resources, and environments are interrelated and interdependent.

SE: Thinking Geographically, 4–9; Lands and Climates of the United States, 11–19

TR: See related Unit Exercises; Color Transparencies, Chapter Tests






• Students will demonstrate a thorough knowledge of the history of their community, New Hampshire, the United States, Western civilization, and the world, including the contributions of famous men and women, ordinary citizens, and groups of people.

SE: African Americans, 60, 91, 125, 186–188, 257, 259, 350, 402, 416, 417, 421, 423–424, 430–431, 437, 440, 471–472, 517–518, 520, 528, 521, 522–524, 528, 530–532, 553–554, 563, 591, 592, 607, 614, 617, 621, 649, 650–651, 696, 700, 731–735, 739, 740–741, 754, 767, 786–787, 829, 841, 847, 850–851, 863; Chinese Immigrants, 398, 402, 549, 550, 570, 603, 605, 652–653; Mexican Americans, 397, 401, 549, 553–554, 563, 601, 649, 651, 653, 695–696, 697, 746–747, 765, 766, 767, 788, 851; Japanese Americans, 652, 653, 786, 787, 788; Native Americans, 36–41, 42–47, 63, 72, 83–86, 89, 97, 106, 107, 110, 114–115, 141, 143–144, 301, 317, 322, 372, 382, 383, 384, 401–402, 544, 545, 546, 549–551, 557, 558, 559, 560–561, 653, 694, 796, 867; Contributions of Women, 47–48, 90–91, 105, 107, 114, 123, 152, 156, 175, 186–187, 190, 309, 322, 333, 382, 403, 414–415, 417, 430–431, 435–437, 441, 444–447, 450, 453, 466, 467, 504, 528


understanding of and appreciation for the heritage of our nation, including its ideals, principles, institutions, and collective experiences.

SE: Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535, 568–569, 596–597, 622–623, 654–655, 682–683, 710–711, 742–743, 770–771, 800–801, 838–839, 868–869, 900–901; Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251, 257, 264, 268, 282, 286, 290, 305, 310, 314, 319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533, 546, 551, 557, 561, 566, 577, 582, 589, 594, 605, 610, 615, 632, 636, 643, 648, 653, 666, 674, 680, 690, 696, 702, 709, 722, 729, 734, 741, 751, 757, 763, 769, 777, 783, 794, 799, 814, 820, 825, 831, 837, 846, 854, 861, 877, 882, 887, 892, 898

• Students will be able to read and examine narratives, documents, and other evidence of the past to clarify, illustrate, or elaborate upon their understanding of history.

SE: Analyzing Primary Sources, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 333, 339, 344, 346, 373, 392, 397, 419, 451, 464, 466, 472, 475, 497, 499, 523, 554, 551, 566, 576, 593, 619, 651, 670, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874






(Continued) • Students will be able to read and examine

narratives, documents, and other evidence of the past to clarify, illustrate, or elaborate upon their understanding of history.

(Continued) Skills Assessment: Analyzing Primary

Sources, 33, 63, 99, 133, 162, 163, 196, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801, 839, 869, 901. Viewing History, 14, 23, 27, 53, 57, 58, 60, 69, 75, 83, 84, 88, 95, 104, 105, 118, 121, 127, 129, 138, 141, 147, 151, 157, 169, 174, 187, 209, 212, 263, 285, 304, 307, 313, 331, 333, 334, 344, 383, 388, 396, 397, 409, 424, 446, 449, 461, 464, 471, 498, 5021, 517, 532, 554, 563, 586, 608, 613, 618, 639, 640, 642, 646, 647, 652, 661, 669, 670, 688, 689, 694, 695, 670, 688, 689, 694, 695, 700, 721, 727, 732, 737, 738, 747, 748, 756, 766, 775, 776, 779, 785, 786, 812, 819, 823, 835, 836, 843, 844, 846, 852, 858, 864, 867, 897. Analyzing Political Cartoons, 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; History Through Literature, 64-65, 164-165, 298-299, 430-431, 536-537, 570-571, 656-657, 802-803, 902-903; Historical Documents: The Declaration of Independence (full text), 177-180; The Constitution of the United States (full text), 223-246

TR: Unit 6: Practice Your Skills, Evaluating the Validity of Written Sources, 5; Unit 8: Evaluating the Validity of Internet Sources, 37; Connecting With… 81

• Students will be able to examine cause and effect, review chronologies, consider ideas, and analyze trends in order to understand the past and the present and prepare for the future.

SE: Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535, 568–569, 596–597, 622–623, 654–655, 682–683, 710–711, 742–743, 770–771, 800–801, 838–839, 868–869, 900–901 Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251, 257, 264, 268, 282, 286, 290, 305, 310, 314, 319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533, 546, 551, 557, 561, 566, 577, 582, 589, 594, 605, 610, 615, 632, 636, 643, 648, 653, 666, 674, 680, 690, 696, 702, 709, 722, 729, 734, 741, 751, 757






(Continued) • Students will be able to examine cause and

effect, review chronologies, consider ideas, and analyze trends in order to understand the past and the present and prepare for the future.

(Continued) 763, 769, 777, 783, 794, 799, 814, 820, 825,

831, 837, 846, 854, 861, 877, 882, 887, 892, 898

• Students will be able to use the knowledge, skills, principles, and ideals of civics and government, economics, geography, history, and other fields of the social studies to understand and address contemporary problems and issues.

SE: Connecting to Today pages 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762; Linking Past and Present, 17, 76, 85, 91, 98, 132, 149, 196, 212, 217, 303, 326, 334, 352, 384, 402, 437, 446, 450, 504, 534, 551, 601, 610, 618, 666, 677, 682, 742, 748, 798, 800, 820, 834, 838; Connecting with Economics, 31, 154, 403, 583, 789, 893; Connecting with Culture, 190, 283, 438, 467, 616, 735, 848; Connecting with Science, 131, 336, 412, 681, 826; Connecting with Government, 92, 269, 375, 525, 637, 703

TE: Why It Matters Today, 4, 35, 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841

Civics and Government Purpose. The major goal of civics and government education is to enable students to become responsible citizens who are committed to preserving and enhancing American constitutional democracy. Central to this objective is the development of students' knowledge relative to the purpose, structure, and functions of government at all levels as well as an understanding of the political process and the role of law. Equally important is the development of the skills and motivation necessary to apply their knowledge through civic participation. Curriculum Standard 1. Students will demonstrate an understanding of the purpose of government and how government is established and organized. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Evaluate, take, and defend positions on the purposes government should serve and why government and politics are necessary.

SE: Connecting to Today: Democracy in Action, 106; A Loose Confederation (includes information concerning the Articles of Confederation), 200-204, 221 (PS); Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Skills For Life, 219; Government, Citizenship, and the Constitution, 246-271; Rights and Responsibilities of Citizens, 265-268






(Continued) • Evaluate, take, and defend positions on the

purposes government should serve and why government and politics are necessary.

(Continued) Connecting with Government and Citizenship:

The House of Burgesses, 92; Becoming an American Citizen 269; French Revolution, 264-285; Various Forms of Government: The Iroquois Confederacy, 47-48; History Through Literature: The Mother of Nations, 64; Direct Democracy, 57; Republic, 57; Feudalism, 58; Empire, 74-80; Representative Government, 89-90; Linking Past and Present, 91;Colonial Governments, 103, 104, 107, 109, 110, 122-123; Fascism, 774-775; Nazi regime, 775-776; Communism, 810-825; Review and Assessment, 220-221, 270-271

TE: Connecting with Government and Citizenship, 76, 104, 122, 128, 129, 208, 212, 213, 217, 269, 813, 819; Creating a Colonial Drama, 127; Viewpoints, 137; Author’s Notes: Why It Matters Today, 199, 247, 301, 485, 629, 659, 744, 871; Lesson Plan, 200-201, 206-207, 211-212, 215-216, 248-249,252-253, 262-263; Linking Past and Present, 201; Speaking Persuasively, 208; Background, 203; 209, 217, 285, 812, 823; Skills For Life, 219; Interdisciplinary Activities: Citizens, 198 D, 358 D, 514D; Writers, 246 D; Customize For 265, 267, 269


• Compare power and authority and explain

that, in the United States, civil authority comes from custom, law, and the consent of the governed.

SE: Creating a Republic, 198-199; A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Review and Assessment, 220-221 Graphic Organizer Skills: Separation of Powers, 233; Civics, 235; Goals and Principles of the Constitution, 248-251; How the Federal Government Works, 252- 257; Changing the Constitution, 259-261; State and Local Governments, 262-264; Rights and Responsibilities of Citizenship, 265-268; Review and Assessment, 270-271






(Continued) • Compare power and authority and explain

that, in the United States, civil authority comes from custom, law, and the consent of the governed.

(Continued) TE: Lesson Plans 200-201, 206-207, 211-212,

215-216, 248-249, 252-253, 259-260, 265-266; Linking Past and Present Activity, 201, 224, 232, 235, Did You Know?, 203, 209,; Connecting With: Government and Citizenship, 208, 212, 213, 254, 255, 256, 269, 304; Economics, 235; Culture, 209, 217, 238, 260,; Customize For…, 125, 207, 209, 215, 223, 225, 231, 235, 237; Guided Instruction, 204, 210, 214, 218, 221; 251, 257, 261, 264, 268, 271; Customize For…, 230, American Heritage, 250

TR: Unit 2: Ch 8, 81; Citizenship for Life, 13, 21, 23, 25

• Describe the major forms of limited and

unlimited governments including monarchy, oligarchy, democracy, authoritarian, and totalitarian.

SE: Various Forms of Government: Various Forms of Government: The Iroquois Confederacy, 47-48; Direct Democracy, 57; Republic, 57; Feudalism, 58; Empire, 74-80; Representative Government, 89-90; Colonial Governments, 103, 104, 107, 109, 110, 122-123; Articles of Confederation, see A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Goals and Principles of the Constitution, 248; Fascism, 774-775; Nazi regime, 775-776; Communism, 810-825; Also see History Through Literature: The Mother of Nations, 64; Linking Past and Present, 91

TE: Lesson Plan, 200-201, 206-207, 211-212, 248-249; Linking Past and Present, 201; Connecting With Activities: Geography, 57; Group Work, 208; Government and Citizenship, 212, Background, 203, 208, 217, 250; Customize For, 251

TR: Unit 2: Ch 7 Sec 3 Quiz, 44; Unit 2: Ch 7 Guided Reading and Review, 79

• Discuss why limiting the powers of

government is essential to the protection of individual rights.

SE: Government, Citizenship, and the Constitution, 246-271; Individual Rights, 29-30, 251; Adding a Bill of Rights, 217-218; Bill of Rights, 237-239, 260-261; Opposing Slavery, 439-442; A Call for Women’s Rights, 444-447; The Progressives, 633-636; Women Win Reforms, 645-648; Others Seek Justice, 649-653; The Civil Rights Movement, 849-854; Skills for Life; Interpreting Oral History, 855; The Crusade for Equal Rights, 862-867; Review and Assessment, 868-869






(Continued) • Discuss why limiting the powers of

government is essential to the protection of individual rights.

(Continued) The Struggle for Equal Rights Continues, 895-

896; New Voices for Change, 896-897; Various Forms of Abuse of Power: The Spoils System, 366, 369ps, (reforming of) 631; Slavery, 79-80, 424-426, 439-442, 460-462; The Holocaust, 798-799; Ku Klux Klan, 527-528, 739-740; Restrictions on Rights of African Americans, 531-532; Forced Removal From Native American Homelands, 371-372; Broken Promises to Native Americans, 557-558; The Red Scare, 7370738; The Scopes Trial, 738-739; Nativism and Anti-Immigrant Legislation, 416, 604-605, 738; Supreme Court Cases: 240, 304-305,346, 372, 471-472, 525, 850-851. Students can analyze and discuss democratic forms of government while studying the following lessons: Ideas behind the Constitution, 211 214; Also see Greek and Roman Traditions, 56-57; Representative Government, 89-90; The Declaration of Independence, 175-176

TE: Turning Points, 238; Customize For, 251; Critical Thinking: Contrasting, 270; Interdisciplinary Activities: Focusing on Civil Rights, 840 D; Lesson Plans, 248-249, 252-253, 259-260, 262-263; Also see related pages for relevant activities and background.

TR: Unit 2: Sec 3 Guided Reading and Review, 79; Unit 2: Connecting History and Literature, 56

• Analyze the major arguments for and against

representative government as distinguished from direct democracy, and discuss why, in a representative democracy, decisions are made by the majority with minority rights protected.

SE: Various Forms of Government: Various Forms of Government: The Iroquois Confederacy, 47-48; Direct Democracy, 57; Republic, 57; Feudalism, 58; Empire, 74-80; Representative Government, 89-90; Colonial Governments, 103, 104, 107, 109, 110, 122-123; Articles of Confederation, see A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Goals and Principles of the Constitution, 248; Fascism, 774-775; Nazi regime, 775-776; Communism, 810-825; Also see History Through Literature: The Mother of Nations, 64; Linking Past and Present, 91






Curriculum Standard 2. Students will demonstrate an understanding of the fundamental ideals and principles of American democracy; the major provisions of the United States and New Hampshire Constitutions; and the organization and operation of government at all levels including the legislative, executive, and judicial branches. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Identify and discuss the political, legal, philosophical, and religious traditions that the early settlers brought to the development and establishment of American democracy.

SE: The Colonies Declare Independence, 173-176; Ideas Behind the Constitution, 211-214; Also see Life in New England Towns and Villages, 106-107; A Policy of Fairness, 110; Religious Tolerance, 114; Roots of Self-Government, 120-123; The Great Awakening, 127, Spread of Ideas, 128-130

TE: Lesson Plan, 173-174; Connecting With Government and Citizenship, 175, 212, 213

TR: Unit 2: Section 3 Quiz, 44; Cooperative Learning in the Middle Grades, 41; Unit 1: 83-87

• Discuss the creation and ratification of the

United States Constitution and Bill of Rights including the significance of the Magna Carta, Mayflower Compact, Declaration of Independence, Articles of Confederation, and the Federalist Papers.

SE: The Mayflower Compact, 94-95; Analyzing Primary Sources: The Mayflower Compact, 94: The Skills for Life (excerpts from the Magna Carta), 124, The Declaration of independence, 177-180; Creating a Republic, 198-199; A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Review and Assessment, 220-221

TE: Lesson Plans 200-201, 206-207, 211-212, 215-216; Linking Past and Present activity, 201; Did You Know?, 203, 209; Connecting With Government and Citizenship, 208, 212, 213; Turning Points, 209; Connecting With Culture, 209, 217; Guided Instruction, 204, 210, 214, 218, 221; Also see Do it Yourself, 124; Customize For…, 125, 207, 209, 215; Interdisciplinary Activities: Covering the Constitutional Convention, 198D

TR: Unit 2: Ch 7 Test A, 48; Unit 2: Ch 7, 49; Unit 2, Sec 3 Quiz, 44; Unit 2: Ch 8, 81;Unit 2: Guided Reading, 79; Unit 2: Sec 1 Quiz, 58; Connecting with…Government, 20; Unit 2: Ch 7, 46 ; Guide to the Essentials, 42






• Discuss the contributions of significant individuals, including Thomas Hobbes, John Locke, Montesquieu, John Milton, George Washington, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Jefferson, to the development and adoption of the United States Constitution and Bill of Rights.

SE: Key Individuals: John Locke, 129, 214; Montesquieu, 214; George Washington, 195, 204q, 206, 209, 215, 216, 217, 221, 266 (AP), 276, 278, 282, 286; James Madison, 207, 208, 209, 211, 216, 217, 218, 280-281; Alexander Hamilton; 206-207, 216; Benjamin Franklin, 206, 209, 210, 212; Thomas Jefferson, 200, 211, 268, 302, 305; Section Assessments, 204, 210, 214; Review and Assessment, 221

TE: Interdisciplinary Activities: Citizens, Historians, 198D; Lesson Plan, 206-207, 215-216, Group Work, 208; Customize For…, 215; Connecting with Culture, 217, Guided instruction, 221

TR: Cooperative Learning in the Middle Grades, 40, 48; Pacing Charts with Block Scheduling Lessons, 18

• Describe how fundamental ideals and

principles of American democracy, including popular sovereignty, rule of law, checks and balances, minority rights, civilian control of the military, separation of church and state, public or common good, and individual rights and responsibilities, are incorporated in the United States Constitution and Bill of Rights.

SE: The Constitution of the United States (full text including the first ten amendments), 223- 239; Creating a Republic, 198-199; A Loose Confederation, 200-204; The Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Review and Assessment, 220-221; Government, Citizenship, and the Constitution, 246-268; Review and Assessment, 270-271

TE: Lesson Plans 200-201, 206-207, 211-212, 215-216, 222, 233, 237, 248-249, 252-253, 259-260, 265-266; Linking Past and Present activity, 201, 224, 232, 235, ; Did You Know?, 203, 209, 228, 231; Connecting With Government and Citizenship, 208, 212, 213, 223, 226, 231, 232, 236, 255, 256, 269, 304; Turning Points, 209, 238; Connecting With Culture, 209, 217, 238, 260,; Customize For…, 125, 207, 209, 215, 223, 225, 231235, 237; Guided Instruction, 204, 210, 214, 218, 221; Customize For…, 125, 207, 209, 215; American Heritage, 250

TR: Unit 2/Ch 7, Section 3 Quiz, 44; Unit 2: Ch 7 Test A, 48 ch. 8, 81, 83; Unit 2: Guided Reading, 79; Citizenship for Life, 7; Cooperative Learning in the Middle Grades, 41, 43; Guide to the Essentials, 46






• List the purposes of government as stated in the Preamble to the United States Constitution and explain how the Constitution gives government the power to fulfill these purposes.

SE: The Constitution at a Glance, 222; The Constitution of the United States of America: Preamble, 223; The Preamble Sets Goals, 248-249; Viewing History, 249

TE: Lesson Plan, 222, 248-249; Connecting with Government and Citizenship, 223; Connecting with Culture, 249; Customize For…: Compare and Contrast, 223; Producing a Pageant, 249; Section Assessment 1, 251

TR: Citizenship for Life, 1, 19-20

• Explain how the United States Constitution is a living document by analyzing its evolution through amendments and Supreme Court interpretations and decisions.

SE: Amendments: Eleventh Amendment, 239; Twelfth Amendment, 230, 239-240, 294; Thirteenth Amendment, 223, 234, 240, 261, 519; Fourteenth Amendment, 240-241, 261, 522-523, 525, 532, 851; Fifteenth Amendment, 241, 261, 524, 645,; Sixteenth Amendment, 241, 636; Seventeenth Amendment, 241-242, 253, 636; Eighteenth Amendment, 242, 648, 724, 725; Nineteenth Amendment, 242, 261, 646, 725; Twentieth Amendment, 225, 242-243; Twenty-first Amendment, 242, 243; Twenty-second Amendment, 243-244, 255; Twenty-third Amendment, 244; Twenty-fourth Amendment, 241, 244; Twenty-fifth Amendment, 231, 244-245, 725; Twenty-sixth Amendment, 245, 261; Twenty-seventh Amendment, 245; Supreme Court Cases: Brown v. Board of Education of Topeka, 240, 525, 850-851; Dred Scott v. Sanford, 471-472, 522; Gibbons v. Ogden, 346; Gideon v. Wainwright, 525; Hernandez v. Texas, 851; Lochner v. New York, 525; Marbury v. Madison, 304-305; McCulloch v. Maryland, 346; Reed v. Reed, 525: Worcester v. Georgia, 372; Connecting With …Government and Citizenship: Power of the Fourteenth Amendment, 525

TE: Researching a Case, 233; Lesson Plans, 239, 241, 243, Activities: Linking Past and Present, 240, 245, 304; Government and Citizenship, 242; Group Work, 471; Customize For, 239, 241, 244, 245; 522, 525, Background features, 240, 242, 244, 245, 525

TR: Citizenship for Life, 33; Cooperative Learning in the Middle Grades, 45; Guide to the Essentials, 43, 47






• Describe how statements and events related to the following movements contributed to the evolution of the United States Constitution--ratification process including the Federalist Papers; states' rights; abolition; universal suffrage; prohibition; and civil rights.

SE: Creating a Republic, 198-218; Federalist Papers, 216; States’ Rights, 293, 370, 371-372, 488, 502; Abolition, 440-442, 439-440, 445; Voting Rights for African Americans, 240, 241, 261, 361, 515, 519, 521-524, 528, 530-532, 850, 863; Male Right to Vote, 201; 361; Women’s Right of Vote, 242, 247, 261, 445, 645-646; Lowering of Voting Age, 245; American Profile, 445, 693; Prohibition, 242-243, 724-725; The Civil Rights, 532, 767, 786-787, 849-855, 862-864; Also see Connecting With Government and Citizenship, 655, Civics: Milestones of the Human Rights Movement, 866; Take It to the NET, 854, 869

TE: Interdisciplinary Activities: Supporting the Suffragists, 628; Focusing on Civil Rights, 840, Lesson Plans 645-646, 849-850; Customize For, 647, 849, 851; Connecting With Government and Citizenship, 240, 851, 853, Linking Past and Present, 853; Guided Instruction, 648, 655, 854, 869

TR: Citizenship for Life, 31, 33; Cooperative Learning in the Middle Grades, 42, 107, 117

• Discuss the relationship of the New

Hampshire Constitution to the United States Constitution and explain that the United States Constitution is the highest law in the land and that no government can make laws that take away the rights it guarantees.

Students can explore the relationship of the New Hampshire Constitution to the United States Constitution, and further understand the precedence of federal constitutional law while studying the following lessons: SE: Guarantees to the States, 234-235; The

Federal System, 235: Creating a Republic, 198-218; Checks and Balances, 250, 257; Articles and Amendments, 249-250; Seven Basic Principles; 250-251; The Legislative Branch,252-254; The Executive Branch, 254-256; The Judicial Branch, 256-257; Changing the Constitution, 259-261; State Constitutions, 262-263; Drawing Inferences, 264; Connecting to Today, 264

TE: Lesson Plans, 262-263; Guided Instruction, 264

TR: Unit 2: Ch 8, 68; Citizenship for Life, 30






• Discuss the major responsibilities of government at the local, county, state, and federal levels; how these governments are funded; and the purposes for which funds are used.

SE: How the Federal Government Works, 252-257; State and Local Governments, 262-264; Article 4, 234-235; Graphic Organizer; The Federal System, 235; Taxation and Spending, 226, 227, 229, 502-503, 636; Sixteenth Amendment, 241, 636; Also see Skills for Life, 258; FDR and the New Deal, 752-757; Mobilizing the Home Front, 784-785; The Nixon Years: The Economy, 860; The Reagan-Bush Era, 873-874

TE: Lesson Plans, 252-253, 262-263, 752-753; 872-873; Connecting With: Economics, 202, 235, 258, 263, 503, 874; Government and Citizenship, 236, 256, 263, 754; Group Work, 254; Linking Past and Present, 754

TR: Unit 2: Guided Reading and Review, 84; Cooperative Learning in the Middle Grades, 44, 121; Citizenship for Life, 11-12; Guide to the Essentials, 48; Unit 2: Ch 8, 61

• Describe the legislative and political processes by which a bill becomes a law or a governmental policy is established at the state and federal levels.

SE: How A Bill Becomes a Law, 226; The Legislative Branch: Powers of Congress, 253-254; The Executive Branch: Roles of the President, 254-255; State Constitutions: A Frame of Government, 262-263

TE: Cooperative Learning in the Middle Grades, 44,; Unit 2/Ch. 8: Guided Reading and Review, 82; Guide to the Essentials, 58

TR: Citizenship for Life, 2-3, 21

• Describe the organization and operation of the United States legal system including the justice system and the courts.

SE: The Judicial Branch, 232-234, 256-257; Chart Skills, Federal Court System, 256; Checks and Balances, 250, 257; Judicial Review, 305

TE: Lesson Plan 233 TR: Citizenship for Life, 13, 25-26

• Discuss how individual rights are protected in the United States legal system.

SE: Government, Citizenship, and the Constitution, 246-268; Individual Rights, 251; Federal Court System, 256; Protecting Individual Liberties, 260; Drawing Inferences, 260; Review and Assessment, 270-271; The Supreme Court, 305; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 634-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867; Civics: Milestones of the Human Rights Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897






(Continued) • Discuss how individual rights are protected in

the United States legal system.

(Continued) TE: Customize For, 525; Connections With

Government and Citizenship, 175, 240, 446, 525, 652, 851, 853, 863, 896, 897; Group Work, 866; Turning Points, 440, 635; Did You Know?, 865

TR: Section Quiz, 31;47; Chapter Tests, 63-68; Citizenship for Life, 25, 31

• Explain why American constitutional democracy has survived for more than 200 years and why it has become a model governmental framework.

Students can explore this topic while studying the following lessons: SE: The Declaration of independence, 177-180;

Creating a Republic, 198-218; Civics: The Writing of the Constitution, 217; Government, Citizenship, and the Constitution, 246-268; Responsibilities of a Citizen, 267-268; Meeting Challenges Anew, 898

TE: 247 Linking Past and Present, 175, 217; 235; Why it Matters Today; 247

TR: Cooperative Learning in the Middle Grades, 43,45, Unit 2: Guided Reading and Review, 83; Guide to the Essentials, 47

Curriculum Standard 3. Students will demonstrate an understanding of the relationship of the United States to other nations and the role of the United States in world affairs. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Explain how the world is organized politically, and discuss that no political organization at the international level has power comparable to that of an individual nation.

SE: Spain Builds an Empire, 74-80; European Rivals in North America, 140-141; The American Revolution, 166-195; New Threats From Overseas, 312-315; The War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351, 677-678; Becoming a World Power, 658-680; WWI: War in Europe, 686-690; From Neutrality to War, 691- 696; Americans in Battle, 698-702; The Failed Peace, War in Europe, 704-711; A Limited Role in World Affairs, 721-722; American Isolationism: Neutrality Acts and Good Neighbor Policy, 777; The United States Moves Toward War, 780-782; War Comes to the United States, 782-783; The Cold War Begins, 810-814; The Korean War Period, 816-820; Regional Conflicts, 821825; The War in Vietnam, 827-831; Protest, Reform, and Doubt, 856-861; American Leadership in a New World, 878-882






(Continued) • Explain how the world is organized

politically, and discuss that no political organization at the international level has power comparable to that of an individual nation.

(Continued) The Cold War Ends, 832-837; The Spread of

Regional Conflict: The Arab-Israeli Conflict, 883-884; Conflict With Iran and Iraq, 884-885; Terrorism and the United States, 886-887

TE: See all related pages for Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 52, 58, 60, 126-128, 130-133, 146, 148, 149, 151-152, 155, 166; Cooperative Learning in the Middle Grades, (109, 110, 112, 125, 127, 129, 133, 139, 140); Guide to the Essentials, 155

• Discuss, using historical and contemporary

examples, the national and international consequences of interactions between and among nations.

SE: Spain Builds an Empire, 74-80; European Rivals in North America, 140-141; The American Revolution, 166-195; New Threats From Overseas, 312-315; The War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351, 677-678; Becoming a World Power, 658-680; WWI: War in Europe, 686-690; From Neutrality to War, 691- 696; Americans in Battle, 698-702; The Failed Peace, War in Europe, 704-711; A Limited Role in World Affairs, 721-722; American Isolationism: Neutrality Acts and Good Neighbor Policy, 777; The United States Moves Toward War, 780-782; War Comes to the United States, 782-783; The Cold War Begins, 810-814; The Korean War Period, 816-820; Regional Conflicts, 821825; The War in Vietnam, 827-831; Protest, Reform, and Doubt, 856-861; American Leadership in a New World, 878-882; The Cold War Ends, 832-837; The Spread of Regional Conflict: The Arab-Israeli Conflict, 883-884; Conflict With Iran and Iraq, 884-885; Terrorism and the United States, 886-887







• Discuss the reasons for conflicts between and among nations, and describe the role of governmental international organizations in the search for and maintenance of order.

SE: New Threats From Overseas, 312-315; The War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351, 677-678; Becoming a World Power, 658-680; WWI: War in Europe, 686-690; From Neutrality to War, 691- 696; Americans in Battle, 698-702; The Failed Peace, War in Europe, 704-711; A Limited Role in World Affairs, 721-722; American Isolationism: Neutrality Acts and Good Neighbor Policy, 777; The United States Moves Toward War, 780-782; War Comes to the United States, 782-783; The Cold War Begins, 810-814; The Korean War Period, 816-820; Regional Conflicts, 821825; The War in Vietnam, 827-831; Protest, Reform, and Doubt, 856-861; American Leadership in a New World, 878-882; The Cold War Ends, 832-837; The Spread of Regional Conflict: The Arab-Israeli Conflict, 883-884; Conflict With Iran and Iraq, 884-885; Terrorism and the United States, 886-887

TE: See all Turning Points. Also see all related pages for Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 127, 145, 146, 151, 152, 153, 154, 163, 164, 165; Cooperative Learning in the Middle Grades, 139- 141; Unit 9: Section Quizzes, 44, Guided Reading and Review, 56, 57, 66; Paing Charts with Block Scheduling Lessons, 35, 38, 39; Connecting With…12, 118

• Discuss the nature, importance, and potential

impacts on world affairs of political, demographic, environmental, pathogenic, economic, technological, and cultural developments, and identify and examine possible responses to these developments.

SE: Spain Builds an Empire, 74-80; European Rivals in North America, 140-141; The American Revolution, 166-195; New Threats From Overseas, 312-315; The War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351, 677-678; Becoming a World Power, 658-680; WWI: War in Europe, 686-690; From Neutrality to War, 691- 696; Americans in Battle, 698-702; The Failed Peace, War in Europe, 704-711; A Limited Role in World Affairs, 721-722; American Isolationism: Neutrality Acts and Good Neighbor Policy, 777; The United States Moves Toward War, 780-782; War Comes to the United States, 782-783






(Continued) • Discuss the nature, importance, and potential

impacts on world affairs of political, demographic, environmental, pathogenic, economic, technological, and cultural developments, and identify and examine possible responses to these developments.

(Continued) The Cold War Begins, 810-814; The Korean

War Period, 816-820; Regional Conflicts, 821825; The War in Vietnam, 827-831; Protest, Reform, and Doubt, 856-861; American Leadership in a New World, 878-882; The Cold War Ends, 832-837; The Spread of Regional Conflict: The Arab-Israeli Conflict, 883-884; Conflict With Iran and Iraq, 884-885; Terrorism and the United States, 886-887


• Discuss the impact of the American concept

of democracy on world affairs.

Students can explore the impact of the American concept of democracy while studying the following lessons: SE: The Monroe Doctrine, 350-351, 677-678;

Becoming a World Power, 658-680; The World War II Era, 772-803; The Marshall Plan, 812; North Atlantic Treaty Organization, 813; The United Nations, 813-814, 817-818 (in Korean War); Promoting Global Democracy, 879- 882; Comprehension, 882; The Spread of Regional Conflict, 883-887

TE: See all Turning Points. Also see all related pages for Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Unit 9: 54-55, 57, 58; Guide to the Essentials, 153, 154, 155, 163






Curriculum Standard 4. Students will demonstrate an understanding of the meaning, rights, and responsibilities of citizenship as well as the ability to apply their knowledge of the ideals, principles, organization, and operation of American government through the political process and citizen involvement. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Analyze those dispositions or traits of character that lead individuals to become independent members of society and that foster respect for individual worth and human dignity including self-discipline; self-governance; individual responsibility; respect for the rights and decisions of others; concern for the well-being of others; tolerance; and the ability to compromise.

SE: Government, Citizenship, and the Constitution, 246-268; Rights and Responsibilities of Citizens, 265-268; Connecting with Government and Citizenship: Becoming an American Citizen 269; The Power of the Fourteenth Amendment, 525; Connecting to Today: Democracy in Action, 106, Stopping the Violence, 470; Involuntary Servitude, 519; Housing on Indian Reservations, 558; Celebrating Our Heritage, 604

TE: Lesson Plan, 265-266; Interdisciplinary Activities: Participation in Democracy, 246; Customize For, 375; Connecting With Government and Citizenship Activities, 14, 29, 43, 53, 76, 90, 122, 128, 154, 175, 177, 180, 184, 193, 212, 213, 255, 263, 267, 289, 322, 349, 350, 367, 369, 373, 386, 420, 436, 446, 456, 461, 497, 522, 550, 609, 642, 673, 679, 738, 851, 853, 875, 876, 897

TR: Citizenship for Life, 39-58, Unit 2: 85; Guide to the Essentials, 49

• Describe and analyze the ways Americans can

effectively participate in civic and political life at the school, community, state, and national levels and discuss how such participation can lead to the attainment of both individual and public goals.

SE: Government, Citizenship, and the Constitution, 246-268; Rights and Responsibilities of Citizens, 265-268; Connecting with Government and Citizenship: Becoming an American Citizen 269; The Power of the Fourteenth Amendment, 525; Connecting to Today: Democracy in Action, 106, Stopping the Violence, 470; Involuntary Servitude, 519; Housing on Indian Reservations, 558; Celebrating Our Heritage, 604

TE: Lesson Plan, 265-266; Interdisciplinary Activities: Participation in Democracy, 246; Customize For, 375;






(Continued) • Describe and analyze the ways Americans can

effectively participate in civic and political life at the school, community, state, and national levels and discuss how such participation can lead to the attainment of both individual and public goals.

(Continued) Connecting With Government and Citizenship

Activities, 14, 29, 43, 53, 76, 90, 122, 128, 154, 175, 177, 180, 184, 193, 212, 213, 255, 263, 267, 289, 322, 349, 350, 367, 369, 373, 386, 420, 436, 446, 456, 461, 497, 522, 550, 609, 642, 673, 679, 738, 851, 853, 875, 876, 897

TR: Citizenship for Life, 39-58, Unit 2: 85; Guide to the Essentials, 49

• Name the persons who represent them in

legislative bodies and the heads of the executive, legislative, and judicial branches of their local, county, state, and federal governments, and explain which level(s) of government they should contact to express their opinions or to get information or help on specific problems and issues.

Students can explore this topic while studying the following lessons: SE: Legislative Branch: Powers of Congress, 252-

254; The Executive Branch: Roles of the President, 254-256; The Judicial Branch, 256-257; Take it to the NET, 257, 271; State and Local Governments, 262-264

TE: Interdisciplinary Activities: Citizens, 246D; Connecting With: Government and Citizenship, 263; Economics, 263, Cooperative Learning in the Middle Grades, 44, 46; Unit 2: Guided Reading and Review, 82, 84; Guide to the Essentials, 59, 61; Section Quizzes, 59, 61; Chapter Tests 63-68

• Demonstrate an understanding of how an

individual participates in primary and general elections including registering to vote; identifying the major duties, responsibilities, and qualifications required for a particular position; becoming informed about candidates and issues; declaring or changing party affiliation; and obtaining, marking, and depositing a ballot.

SE: Civics: Federal Officeholders, 253; Young Voters, 267; Rights and Responsibilities of Citizenship, 265-268; Connecting With; Government and Citizenship, 271; Government and Civics, 375

TE: Linking Past and Present, 256; Lesson Plan, 265-266; Guided Instruction, 268; More Fast Facts, Guided Instruction, and Customize For, 375 Interdisciplinary Activities: Economists, 276D

TR: Citizenship for Life, 6; Unit 2: Section 2 Quiz, 59, 62; Guide to the Essentials, 49

• Explain why, in a given situation, people may

differ over which ideals and principles are most important (for example, the right of a person to a fair trial and the right of freedom of the press).

SE: Government, Citizenship, and the Constitution, 246-268; Rights and Responsibilities of Citizens, 265-268; Individual Rights, 251; Protecting Individual Liberties, 260; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 633634-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867






(Continued) • Explain why, in a given situation, people may

differ over which ideals and principles are most important (for example, the right of a person to a fair trial and the right of freedom of the press).

(Continued) Civics: Milestones of the Human Rights

Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897

TE: Customize For, 851; Connecting With Government and Citizenship Activities, 14, 29, 43, 53, 76, 90, 122, 128, 154, 175, 177, 180, 184, 193, 212, 213, 255, 263, 267, 289, 322, 349, 350, 367, 369, 373, 386, 420, 436, 446, 456, 461, 497, 522, 550, 609, 642, 673, 679, 738, 851, 853, 875, 876, 897

TR: Guide to the Essentials, 158, 160

• Discuss ways misunderstandings and conflicts between members of different groups can be prevented, managed, or resolved in a fair and peaceful manner that respects individual rights and promotes the common good.

SE: Government, Citizenship, and the Constitution, 246-268; Rights and Responsibilities of Citizens, 265-268; Individual Rights, 251; Protecting Individual Liberties, 260; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 633634-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867; Civics: Milestones of the Human Rights Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897

• Discuss, using historical examples, efforts to more fully realize the fundamental ideals and principles of American constitutional democracy including abolitionism and the universal suffrage and civil rights movements.

SE: Individual Rights, 251; Protecting Individual Liberties, 260; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 633-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867; Civics: Milestones of the Human Rights Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897; Various Forms of Abuse of Power: The Spoils System, 366, 631; Slavery, 79-80, 424-426, 439-442, 460-462; the Holocaust, 798-799; Ku Klux Klan, 527-528, 739-740; Restrictions on Rights of African Americans, 531-532; Forced Removal From Native American Homelands, 371-372






(Continued) • Discuss, using historical examples, efforts to

more fully realize the fundamental ideals and principles of American constitutional democracy including abolitionism and the universal suffrage and civil rights movements.

(Continued) Broken Promises to Native Americans, 557-

558; The Red Scare, 7370738; The Scopes Trial, 738-739; Supreme Court Cases: 240, 304-305,346, 372, 471-472, 525, 850-851

TE: See all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For (e.g. 851), Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 158, 160; Unit 5: Sec 3 Chapter 18 Test A, 50, Test B, 53; Guided Reading and Review, 61; Cooperative Learning in the Middle Grades, 74, 75, 84, 137

• Analyze the assertion that constitutional

democracy is fragile and that it requires the participation of an attentive, knowledgeable, and competent citizenry.

SE: Individual Rights, 251; Protecting Individual Liberties, 260; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 633634-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867; Civics: Milestones of the Human Rights Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897






Economics Purpose. Economics is the study of the allocation and utilization of limited resources to meet society's needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of economic concepts; the economic system of the United States; other economic systems; the interactions between and among different types of economies; and patterns of world trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, and investors, and as citizens. Curriculum Standard 5. Students will demonstrate the ability to analyze the potential costs and benefits of economic choices in market economies including wants and needs; scarcity; tradeoffs; and the role of supply and demand, incentives, and prices. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Describe how economic choices made by producers and consumers are based on supply, demand, and access to markets.

SE: The Atlantic Slave Trade Begins, 79-80; Economy of New France, 83-84; Trade in Rum and Slaves, 121-122; Lowell, Massachusetts: A Model Factory Town, 332; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-892; Also see Triangular Trade, 122; Connecting With: Economics, 31, 154, 403, 583, 789, 893; Technology, 412; Culture, 848

TE: Interdisciplinary Activities: Economists, !00D, 138D, 276D, 358D, 406D, 542D, 572D, 684D, 744D, 870D; Connecting With Economics: 39, 95, 115, 213, 263, 281, 334, 373, 401, 410, 419, 564, 576, 581, 588, 591, 671, 678, 679, 720, 727, 845; 889

TR: Cooperative Learning in the Middle Grades, 16; Connecting With…123, 158-162, 164, 165; Unit 8, 27-36, 57-59






• Explain how market systems influence the production and distribution of goods and services.

SE: Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-892

• Discuss, using historical and contemporary

examples, how individuals, governments, and societies experience and respond to scarcity.

SE: The Atlantic Slave Trade Begins, 79-80; Economy of New France, 83-84; Trade in Rum and Slaves, 121-122; Lowell, Massachusetts: A Model Factory Town, 332; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-892


• Explain how incentives, worth, usefulness,

traditions, and habits influence economic decisions made by individuals, households, businesses, and government.

SE: The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847







• Analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.

SE: Technology: Industrial Revolution, 330-335; Navigation Tools, 59; Textile Industry, 330-334; Clipper Ships, 410-411;Cotton Press, 406; Cotton Gin, 418-419; Farm Machinery, 408-409; Patents, 584, 587; Printing Press, 59; Railroads, 574-577; Telegraph, 409, 412, 505, 584, 587: Telephone, 585-586; Radio, 729; Movies, 729, 846; Television, 846-847; Computers, 891-892; Automobile, 573, 583, 587-589, 726-728, 846;; Atomic/Nuclear Energy, 825, 890; Connecting With Science and Technology, 131, 336, 412, 681, 826; Connecting With Economics, 31, 403, 583, 893; Geography and History, 281, 575, 890; Connecting With Geography: The TVA Today, 758; American Heritage: Kennedy Space Center, 891

TE: Connecting With Science and Technology: Activities, 7, 40, 53, 59, 96, 129, 179, 207, 260, 283, 332, 363, 414, 435, 465, 491, 532, 545, 586, 587, 613, 619, 647, 677, 726, 791, 829, 844, 860, 885; Background, 15, 22, 37, 71, 75, 88, 131, 142, 178, 201, 308, 311, 322, 334, 335, 362, 387, 396, 412, 532, 559, 585, 586, 587, 616, 634, 681, 692, 720, 756, 779; 780 (Radar), 792, 818, 824, 826, 890; Guided Instruction, 131, 336, 412, 681, 826; Customize For, 131, 681; Interdisciplinary Activity: Scientists, 542D; Economists, 572D

TR: Unit 1: Sec 4 Quiz, 13; Unit 6: 21, 23, 27, , 28, 29, 31, 33; Unit 8: 10; Unit 9: 46, 53

Curriculum Standard 6. Students will demonstrate the ability to examine the interaction of individuals, households, communities, businesses, and governments in market economies including competition; specialization; productivity; traditional forms of enterprise; and the role of money and financial institutions. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Describe and analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in market economies.

SE: The Search for New Trade Routes, 59-60; Search for a Northwest Passage, 81-82; Expansion to the Mississippi, 84; The First English Colony, 87-88, The First Africans, 91; England Regulates Trade, 120121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371






(Continued) • Describe and analyze the role that supply and

demand, prices, incentives, and profits play in determining what is produced and distributed in market economies.

(Continued) Industrial Growth, 572- 597; Becoming a

World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; The Crusade for Equal Rights, 862-867; A Global Economy, 888-890. Also see Cause and Effect Chart :Exploration of the Americas, 85; United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893

TE: Connecting With Economics, 31, 154, 503, 583, 789, 893; Interdisciplinary Activities: Economists, 100D, 138D, 276D, 406D, 542D, 684D, 744D, 870D

TR: Guide to the Essentials, 11; Unit 1: 13, 15, 19; Unit 2: 21

• Explain, by using examples, how goods and

services are produced and distributed in market economies.

SE: Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-892

• Discuss the ways that specialization

contributes to and influences the production and exchange of goods and services.

SE: Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582

• Analyze how technological development,

entrepreneurship, and investments in productive resources, including natural resources, capital, and human resources (labor), affect productivity.

SE: Inventions Change the Nation, 584-589; Industrial Revolution, 330-335; Industry in the North, 408-411; The Rise of Organized Labor, 590-594; Technology: Navigation Tools, 59; Cotton Press, 406; Cotton Gin, 418-419; Farm Machinery, 408-409; Patents, 584, 587; Printing Press, 59; Railroads, 574-577; Telegraph, 409, 412, 505, 584, 587: Telephone, 585-586: Textile Industry, 330-334; Television, 846-847; Computers, 891-892; Automobile, 573, 583, 587-589, 726-728, 846; Atomic/Nuclear Energy, 825, 890; Connecting With Science and Technology, 336, 412, 826; Connecting With Economics, 31, 403, 583, 789, 893; Geography and History, 281, 575, 890






(Continued) • Analyze how technological development,

entrepreneurship, and investments in productive resources, including natural resources, capital, and human resources (labor), affect productivity.

(Continued) Connecting With Geography: The TVA

Today, 758; American Heritage: Hoover Dam, 6; Yukon Railroad, 662; Kennedy Space Center, 891

TE: Connecting With Science and Technology: Activities, 7, 40, 53, 59, 96, 129, 179, 207, 260, 283, 332, 363, 414, 435, 465, 491, 532, 545, 586, 587, 613, 619, 647, 677, 726, 791, 829, 844, 860, 885; Background, 15, 22, 37, 71, 75, 88, 131, 142, 178, 201, 308, 311, 322, 334, 335, 362, 387, 396, 412, 532, 559, 585, 586, 587, 616, 634, 681, 692, 720, 756, 779; 780 (Radar), 792, 818, 824, 826, 890; Guided Instruction, 131, 336, 412, 681, 826; Customize For, 131; Interdisciplinary Activities, 328 D

TR: Unit 2: 21; Unit 4, 48, 51; Unit 5: 47; Unit 6; 29; Unit 9: 53; Guide to the Essentials, 62, 79

• Describe the differences among various forms

of exchange, including barter and purchase, and various forms of money including currency, checks, and credit.

Students can explore various forms of exchange while studying the following lessons: SE: Chart Skills: Glossary of Economic Terms,

28; The American Free Enterprise System, 28; Trade in Rum and Slaves, 121-122; The Industrial Revolution, 330-335; Industry in the North, 408-411; The Rise of Organized Labor, 590-594; Coolidge Prosperity (installment buying initiated), 720; Also see Money Problems, 202; Connecting to Today: A Coin for Every State, 216; Farmers Take Action: Cooperatives and Wholesale Buying/Selling, 565; The Soviet Union: Communism, 722

TE: See pages 330-335, 590-594 TR: Unit 8: 10; Connecting With…, 15

• Describe and analyze how governments create money; how governmental taxation, spending, regulation, and intervention affect the functioning of market economies; and how governments deal with market failures.

SE: Sixteenth Amendment, 241; Income Tax, 502-503, 565, 636; England Regulates Trade, 120-121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371; Industrial Growth, 572- 597; Becoming a World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; A Global Economy, 888-890. Also see Cause and Effect Chart: United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893.






(Continued) • Describe and analyze how governments create

money; how governmental taxation, spending, regulation, and intervention affect the functioning of market economies; and how governments deal with market failures.

(Continued) TE: Connecting With Economics, 31, 154, 503,

583, 789, 893; Interdisciplinary Activities: Economists, 100D, 138D, 276D, 406D, 542D, 684D, 744D, 870D

TR: Guide to the Essentials, 64; Unit 8: 32, 35; Unit 9: 46, 53, 63; Connecting With…158, 159

• Discuss how individuals, as consumers, buy

goods and services from firms and, as workers, sell productive resources or lend their savings to other individuals or firms (circular flow).

SE: Industrial Growth, 572-594; A New Urban Culture, 598-623; New Immigrants in a Promised Land, 600-605; An Age of Cities, 606-610; Life in the Changing Cities, 612-615; New Ways of Life, 724-729; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-890; Connecting With Economics, 31, 403, 583, 789, 893

TE: Connecting With Economics, 31, 503, 583, 588, 789, 893; Interdisciplinary Activities: Economists, 100D; 406D, 542D, 684D, 744D, 870D

• Compare the advantages and disadvantages of

proprietorships, partnerships, and corporations including the raising of capital; levels of liability; tax advantages; profit levels; and risk spreading.

Students can explore this topic while studying the following lessons: SE: Industrial Growth, 572-573; Railroads Spur

Industry, 574-577; The Rise of Big Business, 578-582; Cause and Effect Chart; The Rise of Industry, 581; Inventions Change the Nation; 584-589; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-890

TE: Interdisciplinary Activities: Economists, 572D, Why It Matters Today, 572; Group Work Activity, 579; Saving the Gold Standard, 580; Linking Past and Present, 581; Connecting With Economics, 581, 588

TR: Unit 8: 10, 16

• Explain how the economy functions as a whole including the causes and effects of inflation, unemployment, business cycles, fluctuations in interest rates and market prices, and monetary and fiscal policies.

SE: Inflation: 565-566; The Southern Economy (Civil War), 503; The Great Depression, 744-771; From War to Peace (under inflation during Truman’s term), 842-843; The Economy (Stagflation during Nixon’s term) 860; Carter in the White House, 861; The Crusade for Equal Rights (African Americans, Women, and Other Minorities), 862-863; Bush’s Economic Troubles (recession), 874; A Middle Road (Clinton’s Fiscal Policies), 875






(Continued) • Explain how the economy functions as a

whole including the causes and effects of inflation, unemployment, business cycles, fluctuations in interest rates and market prices, and monetary and fiscal policies.

(Continued) TE: Why It Matters Today, 745, 809, 841, 871;

Connecting With: Economics, 747, 762, 895; Government and Citizenship, 754, 761, 874, 876, 896; Science and Technology, 756; Interdisciplinary Activities: Economists, 870D

TR: Unit 8: 10, 26, 30-32, 35, 53, 57, 58, 59 16; Unit 2: 21; Unit 4, 51; Unit 5: 47; Unit 9: 53, 66; Guide to the Essentials, 64

Curriculum Standard 7. Students will demonstrate an understanding of different types of economic systems, their advantages and disadvantages, and how the economic systems used in particular countries may change over time. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Explain that the scarcity of productive resources--human, capital, technological, and natural--requires the development of economic systems to make decisions about the production and distribution of goods and services.

SE: The Search for New Trade Routes, 59-60; Search for a Northwest Passage, 81-82; Expansion to the Mississippi, 84; The First English Colony, 87-88, The First Africans, 91; England Regulates Trade, 120121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371; Industrial Growth, 572- 597; Becoming a World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; The Crusade for Equal Rights, 862-867; A Global Economy, 888-890. Also see Cause and Effect Chart: Exploration of the Americas, 85; United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893


TR: Connecting With…171; Unit 8: 26, 32, 35

• Compare basic economic systems according to how rules and procedures deal with demand, supply, prices, savings, investments, and capital.

SE: Communism, 722, 737, 774, 810–811, 814, 828; Fascism, 774; Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; Fur Trade, 85–86; China and Trade, 665–666; Understanding Economic Systems, 771






• Discuss how wages and prices are determined in traditional, command, and market economies.

SE: Industrial Growth, 572-573; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; The Rise of Organized Labor, 590-594; Postwar Policies and Prosperity, 842-847. Also see Child Labor, 595

• Discuss how, in different economic systems,

the means of production, distribution, and exchange are related to culture, resources, and technologies.

SE: Communism, 722, 737, 774, 810–811, 814, 828; Fascism, 774; Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; Fur Trade, 85–86; China and Trade, 665–666; Understanding Economic Systems, 771

• Describe and discuss the role of government,

banks, labor and labor unions, in different economic systems.

SE: Industrial Growth, 572-573; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Cause and Effect Chart; The Rise of Industry, 581; Inventions Change the Nation; 584-589; The Rise of Organized Labor, 590-594; Postwar Policies and Prosperity, 842-847; Bush’s Economic Troubles, 874; The Environment and the Global Economy, 889-890. Also see Child Labor, 595

TE: Interdisciplinary Activities: Economists, 572D, Why It Matters Today, 572; Group Work Activity, 579; Saving the Gold Standard, 580; Linking Past and Present, 581; Connecting With Economics, 581, 588; Customize For, 595

TR: Connecting With…171

• Illustrate, by using examples, that today virtually all countries, including the United States, use a mixed-market system having some features of traditional, command, and market economies, and that the mix varies from one country to another.

SE: WWI: Managing the War Effort, 694; Coolidge Prosperity, 720-721; The Great Depression, 744-771; Hoover Responds; Reconstruction Finance Corporation, 750; FDR and the New Deal, 752-757; Response to the New Deal, 759-763; Postwar Policies and Prosperity, 842-847; A Global Economy, 888-890; Connecting With Economics, 31, 403, 583, 789, 893

TE: Why It Matters Today, 745, 809, 841, 871; Connecting With Economics, 31, 503, 583, 588, 720, 789, 893; Interdisciplinary Activities: Economists, 100D; 406D, 542D, 684D, 744D, 870D

TR: Guide to the Essentials, 155; Connecting With…171






• Analyze and discuss, using historical and contemporary examples, the national and international consequences and opportunities resulting from the transition of a non-market to a market economy.

SE: The Search for New Trade Routes, 59-60; Search for a Northwest Passage, 81-82; Expansion to the Mississippi, 84; The First English Colony, 87-88, The First Africans, 91; England Regulates Trade, 120121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371; Industrial Growth, 572- 597; Becoming a World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; The Crusade for Equal Rights, 862-867; A Global Economy, 888-890. Also see Cause and Effect Chart: Exploration of the Americas, 85; United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893

Curriculum Standard 8. Students will demonstrate an understanding of the patterns and results of international trade including distribution of economic resources; imports and exports; specialization; interdependence; exchange of money; and trade policies. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Compare how traditions and habits influence economic decisions, including trade policies, in different societies.

SE: The Search for New Trade Routes, 59-60; Search for a Northwest Passage, 81-82; Expansion to the Mississippi, 84; The First English Colony, 87-88, The First Africans, 91; England Regulates Trade, 120-121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371; Industrial Growth, 572- 597; Becoming a World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; The Crusade for Equal Rights, 862-867; The Environment and the Global Economy, 889-890. Also see Cause and Effect Chart :Exploration of the Americas, 85; United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893






(Continued) • Compare how traditions and habits influence

economic decisions, including trade policies, in different societies.

(Continued) TE: Connecting With Economics, 31, 154, 503,

583, 789, 893; Interdisciplinary Activities: Economists, 100D, 138D, 276D, 406D, 542D, 684D, 744D, 870D

TR: Unit 2: 4, 5, 11-13, 18, 21; Unit 9: Sec 4, Guided Reading and Review, 66; Guide to the Essentials, 15; Connecting With…171

• Discuss, using contemporary examples, how

the uneven quantity and quality of productive resources available to nations around the world promotes specialization, creates international trade, and increases total world output.

SE: The Spread of Regional Conflict, 883-887; A Global Economy: Competition and Cooperation, 888-889; The Environment and the Global Economy, 889-891; A Networked World, 891-892; Also see Geography Skills: Oil/Religious Conflict Shape the Middle East, 885; Graph Skills: Foreign Trade, 1950-2000; Geography and History: Oil in the Sound, 890; Connecting With Economics, 789, 893; Chart/Graph Skills: Triangular Trade:, p. 122; English Exports to the 13 Colonies, 1763-1767; p.154; U.S. Exports, 1800-1812, p. 315; The Tariff of 1845, p.345; Exports to Latin America, 1895-1915, p. 683; Foreign Trade, 1950-2000, p. 889; U.S. Exports by Region, p. 901

TE: Lesson Plans, 883-884,888-889; Connecting With Economics, 789, 893; Customize For, 789; Interdisciplinary Activities: Economists, 870D

TR: Unit 9: 46, 53, 66; Connecting With…171

• Explain that extensive international trade requires an organized system for exchanging money between nations.

SE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 113–119; The Industrial Revolution, 330–336; Industry in the North, 408–412; Cotton Kingdom in the South, 418–421; Foreign Trade, 888; Tariffs, 281, 296, 344, 345, 346, 370, 371; NAFTA, 871, 889; Free Enterprise, 581–582; A Global Economy, 888–893

• Analyze how governmental policies influence

the level of free or restricted trade in the world marketplace.

SE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 113–119; The Industrial Revolution, 330–336; Industry in the North, 408–412; Cotton Kingdom in the South, 418–421; Foreign Trade, 888; Tariffs, 281, 296, 344, 345, 346, 370, 371; NAFTA, 871, 889; Free Enterprise, 581–582; A Global Economy, 888–893






• Analyze how the distribution of the world's natural resources, political stability, national efforts to encourage or discourage trade, and the flow of investments affect the pattern of international trade.

SE: The Search for New Trade Routes, 59-60; Search for a Northwest Passage, 81-82; Expansion to the Mississippi, 84; The First English Colony, 87-88, The First Africans, 91; England Regulates Trade, 120121; Turmoil over Taxation, 146-153; Weaknesses of the Confederation, 202-203; A Call for Change, 204; Jefferson Tries an Embargo, 314; A Crisis Over Tariffs, 370-371; Industrial Growth, 572- 597; Becoming a World Power, 658-680; The Great Depression, 744-771; Postwar Policies and Prosperity, 842-847; Protest, Reform, and Doubt, 856-861; The Crusade for Equal Rights, 862-867; The Environment and the Global Economy, 889-890. Also see Cause and Effect Chart :Exploration of the Americas, 85; United States Exports, 1800-1812, 315; Connecting With Economics, 31, 154, 403, 583, 789, 893


TR: Unit 9: 46, 53, 66

Curriculum Standard 9. Students will demonstrate the ability and willingness to apply economic concepts in the examination and resolution of problems and issues in educational, occupational, civic, and everyday settings. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

SE: Students can apply economic concepts to their study of history while exploring the nine units of the American Nation: Roots of American History, 1-135; The Revolutionary Era, 136-273; The Early Republic, 274-355; An Era of Expansion, 356-455; Division and Reunion, 456-539; Transforming the Nation, 540-625; New Role for the Nation, 626-713; Prosperity, Depression, and War, 714-805; The Bold Experiment Continues, 806- 905. Also see Connecting With…Economics, 31, 154, 403, 583, 789, 893; Connecting to Today, 86, 216, 720, 762; Skills for Life: Interpreting Bar and Line Graphs, 258; Also see Connecting With Geography; 758; North American Trade (map), 871; Graph Skills: Foreign Trade, 889






(Continued) • Apply knowledge of economic concepts in

evaluating historical issues, policies, and events.

(Continued) TE: North American Trade map lesson, 871;

Interdisciplinary Activities: Economists, 100D, 138D, 276D, 358D, 406D, 542D, 572D, 684D, 744D, 870D; Connecting With Economics (Activities), 28, 39, 94, 115, 148, 157, 148, 157, 190, 213, 263, 281, 334, 373, 401, 410, 419, 503, 518, 564, 581, 641, 652, 662, 707, 720, 721, 727, 747, 781, 823, 835, 845, 858, 889, 891

TR: Cooperative Learning in the Middle Grades, 16, 97

• Employ economic concepts to develop a

response to a current economic issue.

SE: Connecting With Economics, 31, 154, 403, 583, 789, 893

TE: Connecting With Economics (Activities), 28, 39, 94, 115, 148, 157, 148, 157, 190, 213, 263, 281, 334, 373, 401, 410, 419, 503, 518, 564, 581, 641, 652, 662, 707, 720, 721, 727, 747, 781, 823, 835, 845, 858, 889, 891

• Analyze, using case studies, the impact of

sound economic decision making on the long-term financial success of individuals, enterprises, institutions, and government.

Possible case studies students might analyze while studying major economic decisions made over the past 100 years or so: SE: Industrial Growth, 572-597; Andrew

Carnegie’s Steel Empire, 579; The Corporation and the Bankers, 579-580; Rockefeller’s Oil Empire, 580-581; The Case For and Against trusts, 581; Regulating Big Business; Interstate Commerce Act and Sherman Antitrust Act, 631-632; TR and Big Business, 639-640; The Square Deal, 640-641; Wilson in the White House

TE: The New Freedom and Regulating Competition, 643; World War I: Managing the War Effort, 694; Women Workers, 695; Great Migration, 695; Coolidge Prosperity, 720; Hoover Responds: Government Aid, 750; FDR and the New Deal, 752-757; Response to the New Deal, 759-763; World War II: A Miracle of Production, 785; Women in the Wartime Economy, 785-786; An Economic and Baby Boom, 844-845; Also see Connecting With…Economics: American Entrepreneurs, 31; A Wartime Economy, 789: Oil in the World’s Economy, 893; Connecting With Geography; The TVA Today, 758






(Continued) • Analyze, using case studies, the impact of

sound economic decision making on the long-term financial success of individuals, enterprises, institutions, and government.

(Continued) TR: Interdisciplinary Activities: Investigating

Business and Industry, 572 D; Background: Connecting With Economics, 70, 95, 118, 128, 154, 169, 175, 202, 258, 281, 303, 333, 363, 382, 420, 502, 528, 550, 581, 588, 591, 616, 634, 681, 695, 762, 785, 789, 822, 845, 852, 874, 879, 884, 893, 895

• Apply economic knowledge and concepts in

identifying and analyzing the requirements for effective participation in the workplace, the marketplace, and civic life.

SE: The Industrial Revolution, 330–335; Industry in the North, 408–411; Industrial Growth, 572–573; Railroads Spur Industry, 574–577; The Rise of Big Business, 578–587; Inventions Change the Nation, 584–589; The Rise of Organized Labor, 590–595; Review and Assessment, 596–597

• Discuss, using examples, how economic

decisions may impact the environment and how environmental decisions may impact the economy.

SE: Take It to the NET: Connecting to Today, 33; Glossary of Geographic Terms (Includes illustrative map), 18-19; Connecting to Today: California’s Water Wars, 401; Connecting to Geography, 770; The Environment and the Global Economy, 889-891; Geography and History: Oil in the Sound, 890; Connecting With…Economics: Oil, A Valuable Resource, 893; For related information see Five Themes of Geography: Interaction, 5-6; Place, 5; American Heritage: Hoover Dam, 6; Everglades National Park, 891

TE: American Heritage: Wetland or Wasteland?, 6; Connecting With Government and Citizenship; Working for Clean Water,14; Lesson Plan, 888-889; Connecting With Science and Technology: Unearthing Global Warming Answers, 15, Discussing Environmental Tactics, 890; Interdisciplinary Activities: Artists, 870D; Archives of American Heritage: 890, Connecting With Economics: Exploring Alternatives, 891, The Impact of Oil, 893; Connecting With Geography: Global Warming’s Effects, 891; Customize For…, 891; Interdisciplinary Activities: Artists, 870 D

TR: Cooperative Learning in the Middle Grades, 141; Unit 9/ Ch. 30: Guided Reading and Review, 66; Guide to the Essentials, 165; Citizenship for Life, 51; Connecting With…64






• Prepare a business plan for a new local enterprise and identify productive resources needed for success (for example, entrepreneurial leadership).

SE: Connecting With…Economics: American Entrepreneurs, 31; Creating a Comic Strip, 30; For related information see Three Economic Questions, 26-27; The American Free Enterprise System, 28-29; Connecting With…Economics: Advertising in the Industrial Age, 583.

TE: Guided Instruction, 30, 31, 583; Customize For…, 31; 583; Students can also explore this issue as they discuss The Rise of Big Business: See Lesson Plan, 578-579; Group Work: Planning for a Business, 579; Linking Past and Present, 581; Interdisciplinary Activities: Investigating Business and Industry, 572.

TR: Cooperative Learning in the Middle Grades, 16

• Create a personal financial plan that identifies

goals, contains a step-by-step process for reaching those goals, and predicts the future consequences of money-management decisions.

SE/TE: For related information see the features, Connecting With Economics: American Entrepreneurs, 31; Women and the California Gold Rush, 403;. A Wartime Economy, 789; Skills for Life: Solving Problems, 520, 535; Identifying Causes and Effects, 161; The French and Indian War, 163; Synthesizing Information, 315; Comparing and Contrasting, 347; Making Decisions, 443; Evaluating Long Term Effects, 764, 771.






Geography Purpose. Geography is the study of Earth's surface and the processes that shape it; the relationships between people and the environment; and the connections among people and places. Students of geography seek answers to the following questions: Where is something located? Why is it there? How did it get there? What is the significance of its location? and How is it related to other people, places, and environments? To answer these questions, students need to acquire information from primary and secondary sources including maps and other graphic tools; learn the skills of observation and speculation; analyze, synthesize, and evaluate geographic information; employ statistical analysis; and develop and test geographic generalizations. Curriculum Standard 10. Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to: SE: Growth of the United States to 1853, xxii;

Chapter Opener Maps, 3, 35; 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871; Lands and Climates of the United States, 11-17; As You Read (map), 4; Maps and Globes, 7-8, A Spanish map from 1300s, p. 34; Geography Skills: 8, 12, 16, 37, 44, 51, 59, 76, 77, 79, 82, 111, 115, 142, 144, 170, 182, 188, 192, 201, 203, 308, 317, 323, 349, 363, 381, 386, 400, 410, 469, 491, 507, 509, 531, 548, 560, 664, 673, 676, 679, 687, 688, 699, 707, 791, 797, 813, 817, 829, 876, 881, 885; Viewing History: Regional Contrasts, 14, Finding Artifacts, 23 Skills for Life: Reviewing Map Skills, 10, Determining Patterns and Distributions on Maps, 390, Comparing Maps Over Time, 611; Applying Your Skills, 405; 623

TE: Chapter Opener “Activating Prior Knowledge” and “Previewing” map lessons, 3, 35; 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871; Bulletin Board Suggestions, 1; Physical Features of the United States, 3; Do It Yourself, 10; Lesson Plan, 11; The World Around 1500, 35; Skills Mini Lesson: Thematic Maps, 115; Creating Then and Now Maps, 201






(Continued) • Compare the purpose, nature, and intended

use of maps provided by different sources.

(Continued) Determining Patterns and Distributions on

Maps, 390, 405; Comparing Maps Over Time, 611, 623; Skills Mini Lesson, 699

TR: Unit 2: 39; Unit 5: 41; Unit 6: 24, 38

• Employ appropriate maps and other data displays, including tables, graphs, charts, and diagrams, to locate and analyze current world events.

SE: North American Trade (map), 871; Geography Skills, 881; 885; Take It to the NET: Making a Map, 882; Geography and History, 890; Graph Skills, 889; Skills for Life: Transferring Information, 899, 901; Test Preparation (map), 904

TE: Skills for Life: Making Generalizations, 427; Bulletin Board Suggestion, 627; North American Trade, 871; Customize For…, 879, 881; Connecting With Economics, 889; Connecting With Geography, 891; Historical Outline Map Book, 78; Voices of Freedom, 318-320, 326-328

TR: Guide to the Essentials, 162, 163, 165; Unit 9: 38, 48-51

• Employ maps and other images to identify, analyze, and communicate why various human geographic features are located in particular areas.

SE: Five Themes of Geography, 4-6; Connecting With…Geography, 49, 205, 311, 495, 567, 758; Viewing History: Finding Artifacts; 22; Producing Goods and Services, 27; Cliff Dwellings, 41 ; Iroquois Women at Work, 47; American Heritage: History Happened Here, 6, 46, 96, 117, 159, 194, 207, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493, 518, 550, 588, 602, 650, 662, 705, 728, 755, 782, 830, 857, 891

TE: Bulletin Board Suggestions, 1 Skills Mini Lesson, 5; Lesson Plan, 18-19; Interdisciplinary Activities: Architects, 100D, 598; Linking Past and Present, 105; Bulletin Board Suggestion, 627

TR: Unit 3, 40, 52; Unit 8: 7, 23, 30-31; Unit 9: 38; Connecting With…, 64

• Locate, using maps, plans, and schematics, the major components of the infrastructure of their community and region.

SE: Five Themes of Geography, 4-6; Customize For…, 7; Create a Chart, 17; Chapter 4 Map, 101; Geography Skills; The New England Colonies, 103; History Happened Here: Portsmouth Black Heritage Trail, 416; The Fifty States (reference chart), 914; State Flags, 915; United States Political Map, 919

TE: Skills Mini Lesson, 5; Do It Yourself, 10; Linking Past and Present, 105; Customize For, 105, Connecting with Culture, 106; Making and Analyzing a Map, 171; Connecting With Economics; Researching Local Costs, 263; Connecting With 131






• Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Students can achieve the goals of this topic while completing the following activities. SE: Connecting With…Geography: Creating a

Master Map, 683; Also see Making a Map, 86, 197, 801

TE: Customize For: Creating Reference Tools, 7; Making Topographical Maps,11; Mapping the Colonies, 121; Making and Analyzing a Map, 171; Making a Map, 663; Connecting With Geography, 202; Guided Instruction: Connecting With Geography, 197, 683; Researching, 801; Interdisciplinary Activities: Cartographers, 2D, 34D; 66D, 166D, 305D, 432D, 458D, 658D, 772D, 840D; Geographers, 484D

Curriculum Standard 11. Students will demonstrate an understanding of the physical and human geographic features that define places and regions. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Discuss the impact of different levels of technology on the human and physical geographic features of places and regions.

SE: Technology: Industrial Revolution, 330-335; Navigation Tools, 59; Clipper Ships, 410-411;Cotton Press, 406; Cotton Gin, 418-419; Farm Machinery, 408-409; Elevators, 612-613, Patents, 584, 587; Printing Press, 35, 59, 215; Railroads, 409-410, 548, 574-575, 577, 579-581, 613, 662; Telegraph, 409, 412, 505, 584, 587: Telephone, 585-586: Radio, 729; Movies, 729, 846; Television, 846-847; Computers, 891-892; Automobile, 726-728, 846; Atomic/Nuclear Energy, 797-798, 825, 890; Connecting With Science and Technology, 131, 336, 412, 681, 826; Geography and History, 281, 575, 890; Connecting With Geography: The TVA Today, 758; Connecting With Culture: Television, 848; American Heritage: Kennedy Space Center, 891; Also see Geography Skills features.






(Continued) • Discuss the impact of different levels of

technology on the human and physical geographic features of places and regions.

(Continued) TE: Connecting With Science and Technology:

Activities, 7, 40, 53, 59, 96, 129, 179, 207, 260, 283, 332, 363, 414, 435, 465, 491, 532, 545, 586, 587, 613, 619, 647, 677, 726, 791, 829, 844, 860, 885; Background, 15, 22, 37, 71, 75, 88, 131, 142, 178, 201, 308, 311, 322, 334, 335, 362, 387, 396, 412, 532, 559, 585, 586, 587, 616, 634, 681, 692, 720, 756, 779; 780 (Radar), 792, 818, 824, 826, 890; Guided Instruction, 131, 336, 412, 681, 826; Customize For, 131, 681

TR: Epilogue, 17; Guide to the Essentials, 165, 167; Unit 1: 22; Unit 6: 52; Connecting With…, 70, 124

• Explain how industrialization, population, and

urbanization define places and regions.

SE: For related information see: Industrial Revolution, 330-335; Review and Assessment, 352-353; North and South, 406-429; Industrial Growth, 572-597; New Immigrants in a Promised Land, 600-605; An Age of Cities, 606-610; Life in the Changing Cities, 612- 615, Review and Assessment, 622-623; Skills for Life: Comparing Maps Over Time, 611

TR: Guide to the Essentials, 115, 116, 117; Unit 9: 40; Unit 6: 52; Connecting With…, 64

• Analyze how language, tradition, and other

cultural elements shape peoples' perceptions and opinions about places and regions.

SE: First Civilizations of the Americas, 36-41; Native American Cultures, 42-49; Life in the Middle Colonies, 111-112; Two Ways of Life, 116-117; Life in the Colonies, 125-130; A Mix of Cultures, 397; Mormons Settle in Utah, 398-399; A Diverse population, 401-402; Life in the North, 413-417; Life in the South, 422-426; American Art and Literature, 448-451; Indian Peoples of the Great Plains, 544-546; Indian Peoples in Retreat, 557-561; Life in the Changing Cities, 612-615; Public Education and American Culture617-621; The Roaring Twenties; Artifacts: 4, 23, 31, 34, 36, 41, 42, 45 53, 55, 57, 58, 60, 66, 68, 69, 74, 75, 87, 93, 100, 101, 102, 108, 118, 121, 125, 127, 131, 146, 149, 155, 157, 166, 168, 191, 198, 199, 200, 206, 211, 212, 215, 218, 219, 246, 276, 283, 284, 287, 302, 304, 306, 313, 320, 329, 330, 334, 344, 360, 370, 377, 379, 383, 388, 397, 403, 408, 409, 412, 418,419, 431, 432, 434, 439, 443, 444, 448, 450, 458, 459, 461






(Continued) • Analyze how language, tradition, and other

cultural elements shape peoples' perceptions and opinions about places and regions.

(Continued) 467, 473, 478, 483, 486, 490, 501, 505, 513,

514, 515, 517, 523, 537, 543, 544, 547, 552, 554, 573, 583, 584, 585, 586, 593,595, 608, 612, 613, 614, 618, 619, 628, 629, 637, 638, 639, 646, 647, 649, 658, 659, 661, 669, 670, 685, 686, 688, 689, 691, 694, 695, 697, 700, 701, 711, 716,717, 721, 723, 727, 735, 740, 745, 752, 756, 771, 773, 776, 779, 789, 790, 808, 809, 826, 842, 844, 846, 848, 849, 858, 862, 864; American Heritage: History Happened Here, 6, 46, 96, 117, 159, 194, 207, 255, 279, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493, 518, 550, 588, 602, 650, 662, 705, 728, 755, 782, 830, 857, 891; Also see Geography Skills: Native American Culture Areas of North America, About 1450, 44; Chapter Opener Maps: The Underground Railroad, 433; Slave and Free States, 459; Choosing Sides, 485; Industrial Centers, 573; The Vote for Women by 1919, 629; The Roaring Twenties, 717; The Global Cold War, 809; Centers of Human Rights Movement, 841; North American Trade, 871; Connecting With Culture: Early American Folk Art, 283

TE: Chapter Opener “Activating Prior Knowledge” and “Previewing” map lesson, 439, 459, 485, 572, 629, 716, 809, 841, 871; See American Heritage, Background About the Picture(s), and connecting With Culture notes and activities.

Students can (1) achieve the goals of this topic while completing the following activities or by (2) comparing maps from different time periods. SE: Skills for Life: Determining Patterns and

Distributions on Maps, 390, 405, Describing Expansion, 405; Comparing Maps Over Time, 611, 623. Growth of the United States to 1853, xxii; Chapter Opener Maps, 35, 101, 139, 199, 277, 301, 329, 379, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871

TE: Creating Then and Now Maps, 201; Customize For, 341; Determining Patterns and Distributions on Maps, 390, 405; Comparing Maps Over Time, 611, 623; Chapter Opener maps: Activating Prior Knowledge, 35, 101, 139, 199, 277, 328, 378, 459, 545, 573, 599, 659, 689, 717, 773, 809, 841






(Continued) • Use maps to demonstrate how place and

regional boundaries change.

(Continued) Previewing, 101, 139, 199, 277, 301, 329,

378, 432, 459, 485, 515, 545, 573, 599, 659, 689, 717, 745, 773, 809, 841, 871

TR: Unit 6: 38; Unit 9: 15; Connecting With…100, 131

Curriculum Standard 12. Students will demonstrate an understanding of landform patterns and water systems on Earth's surface; the physical processes that shape these patterns; and the characteristics and distribution of ecosystems. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Describe how physical characteristics, including climate, soil, ocean currents, and salinity, affect the number, kind, and distribution of plants and animals in an ecosystem.

Students can explore these topics while studying the following lessons: SE: Building the Jamestown Colony, 87-89; Early

Hardships, 96-97; Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Indian Peoples of the Great Plains, 544-546; Mining and Railroading, 547-551; The Cattle Kingdom, 552-556; Farming, 562-566; Sod busting on the Plains, 567; Railroads Fuel the Economy, 577; Thriving Steel Mills, 579; Rockefeller’s Oil Empire, 580; An Age of Cities, 606-610; Skills for Life 611; Lifestyles of the 1950s, 845-846; The Environment and the Global Economy, 889-891


• Evaluate the relationship between the carrying

capacity of different ecosystems and optimal land use patterns.

SE: Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Indian Peoples of the Great Plains, 544-546; Mining and Railroading, 547-551; The Cattle Kingdom, 552-556; Farming, 562-566; Sod busting on the Plains, 567






(Continued) • Evaluate the relationship between the carrying

capacity of different ecosystems and optimal land use patterns.

(Continued) Railroads Fuel the Economy, 577; Thriving

Steel Mills, 579; Rockefeller’s Oil Empire, 580; An Age of Cities, 606-610; Skills for Life 611; Lifestyles of the 1950s, 845-846; The Environment and the Global Economy, 889-891


• Identify the locations of the world's known

fossil fuel reserves and describe the processes that produced these fuels.

Students can explore this topic while studying the following lessons: SE: Growth of the Steel Industry, 578-579;

Rockefeller’s Oil Empire, 580-581; (Alaska contains petroleum), 662; Arab-Israeli Conflict, 883-884; Geography Skills: The Middle East, 885; The Environment and the Global Economy, 889-891; Geography and History; Oil in the Sound, 890; Oil: A Valuable resource

TE: Connecting With: Economics, 891, 893; Geography, 891

TR: Unit 6: 59; Unit 9: 49, 65

• Discuss interactions among the atmosphere, lithosphere, hydrosphere, and biosphere.

Students can explore this topic while studying the following lessons: SE: Five Themes of Geography, 4-6; Lands and

Climates of the United States, 11-17; The Environment and the Global Economy, 889-891

TE: Connecting with Science and Technology, 15; Connecting With Economics, Connecting With Geography, and Customize For, 891

TR: Guide to the Essentials, 141; Unit 1: 22






Curriculum Standard 13. Students will demonstrate an understanding of the impact of human systems on Earth's surface including the characteristics, distribution, and migration of human populations; the nature and complexity of patterns of cultural diffusion; patterns and networks of economic interdependence; processes, patterns, and functions of human settlement; and the forces of cooperation and conflict that shape human geographic divisions. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Analyze the locations of and interconnections among Earth's human systems.

Students can explore this topic while studying the following lessons: SE: Five Themes of Geography, 4-7; Case Study:

Population Trends, 7 Lands and Climates of the United States, 11-17; Connecting With Geography, 49, 205, 567. Also see Geographic Atlas: The World (political), 916-917, and United States (political), 918-919, and all relevant Geography Skills, American Heritage, and Viewing History Features.

TE: Interdisciplinary Activities: Exploring American Rivers, 2D; Exploring With Lewis and Clark, 100D. Connecting With: Geography, 5, 6, Science and Technology, 7Also see all relevant Connecting With Geography Activities and informative Background notes.

• Discuss the population characteristics of a

country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Students can explore this topic while studying the following lessons: SE: Building the Jamestown Colony, 87-89; Early

Hardships, 96-97; Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Industrial Growth, 572-597; A New Urban Culture, 598-623; Becoming a World Power, 658-683; New Ways of Life, 724-729; Postwar Policies and Prosperity, 842-847; The Spread of regional Conflict, 883-887; The Environment and the Global Economy, 889-890. Also see all related Geography Skills features.






(Continued) • Discuss the population characteristics of a

country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

(Continued) TE: Interdisciplinary Activities:

Geographers/Cartographers, 2, 34, 66, 166, 300, 378, 432, 458, 484, 572, 658, 744, 772, 808, 840. Also see all related pages for relevant Linking Past and Present or Connecting With Geography Activities.

TR: Unit 1: 23, 30; Guide to the Essentials, 116, 117, 157, 166; Learning in the Middle Grades, 141; Connecting With…88, 94, 160

• Examine and discuss the interrelationships

between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

SE: Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Indian Peoples of the Great Plains, 544-546; Mining and Railroading, 547-551; The Cattle Kingdom, 552-556; Farming, 562-566; Sod busting on the Plains, 567; Railroads Fuel the Economy, 577; Thriving Steel Mills, 579; Rockefeller’s Oil Empire, 580; An Age of Cities, 606-610; Skills for Life 611; Lifestyles of the 1950s, 845-846; The Environment and the Global Economy, 889-891


• Evaluate, take, and defend positions

concerning the ways changing population patterns can influence the environment and society.








• Describe, by examining the development of major industries in the United States, how geography and the factors of production have contributed to the location of certain types of manufacturing in particular places and regions.

SE: For related information see: The Nation Grows and Prospers, 328-353; North and South, 406-429; Industrial Growth, 572-597

TE: See all related pages for relevant activities. TR: Unit 6: 23, 24; Connecting With…, 84, 90

• Analyze how various factors, including resources, boundaries, strategic locations, culture, and politics, contribute to cooperation and conflict within and between countries.

Students can analyze factors that contribute to relationships within and between countries while studying the following lessons: SE: New Threats From Overseas, 312-314; The

War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351; Westward Expansion, 378-405; North and South, 406-429; Division and Reunion, 456-513; Becoming a World Power, 658-683; World War I , 684-711; The World War II Era, 772-801; The Cold War Era, 808-839; The Spread of Regional Conflict, 883-887

TR: Unit 9: 48, 49, 50, 51, 52, 53, 57, 65, 66; Guide to the Essentials, 164; Connecting With…, 100

Curriculum Standard 14. Students will demonstrate an understanding of the connections between Earth's physical and human systems; the consequences of the interaction between human and physical systems; and changes in the meaning, use, distribution, and importance of resources. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Analyze patterns of land use in terms of physical and human geographic features; distances to raw materials; proximity to population centers; and absence of physical barriers.

Students can analyze land use patterns by exploring the following lessons and reference materials: SE: Geography, History, and the Social Sciences,

2-3; Thinking Geographically, 4-9; Lands and Climates of the United States, 11-17; Chapter Review, 32-33; Connecting With Geography, 49, 205, 311, 567, 758; Geography and History, 43, 193, 281, 350, 506, 545, 575, 641, 780, 824, 890. Also see Geography Skills, 12; Connecting With Geography, 49, 205, 311, 567, 758; Geographic Atlas: The World (political), 916-917, and United States (political), 918-919, and all relevant Geography Skills, American Heritage, and Viewing History Features.






(Continued) • Analyze patterns of land use in terms of

physical and human geographic features; distances to raw materials; proximity to population centers; and absence of physical barriers.

(Continued) TE: Interdisciplinary Activities: Exploring

American Rivers, 2D; Exploring With Lewis and Clark, 100D Connecting With: Geography, 5, 6; Science and Technology, 7; Computing Local Time, 9

TR: Unit 1: 11, 16, 39; Unit 6, 52

• Identify and evaluate the significance of the major forces of technology that have been used to modify physical systems in the past and in the present including fire; animals; the plow; explosives; steam power; diesel machinery; and electricity.

SE: The Industrial Revolution, 330-335; Navigation Tools, 59; Textile Industry, 330-334; Clipper Ships, 410-411;Cotton Press, 406; Cotton Gin, 418-419; Farm Machinery, 408-409; Patents, 584, 587; Printing Press, 59; Railroads, 574-577; Telegraph, 409, 412, 505, 584, 587: Telephone, 585-586; Radio, 729; Movies, 729, 846; Television, 846-847; Computers, 891-892; Automobile, 573, 583, 587-589, 726-728, 846;; Atomic/Nuclear Energy, 825, 890; Connecting With Science and Technology, 131, 336, 412, 681, 826; Connecting With Economics, 31, 403, 583, 893; Geography and History, 281, 575, 890; Connecting With Geography: The TVA Today, 758; American Heritage: Hoover Dam, 6; Kennedy Space Center, 891

TE: See all relevant Connecting With Science and Technology and Geography Activities.

TR: Unit 6: 27, 29, 32, 33, 34, 35; Unit 7: 59; Connecting With…, 69

• Compare the ability of various ecosystems to absorb the impacts of human activities.


Hardships, 96-97; Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Industrial Growth, 572-597; A New Urban Culture, 598-623; Becoming a World Power, 658-683; New Ways of Life, 724-729; Postwar Policies and Prosperity, 842-847; The Spread of regional Conflict, 883-887; The Environment and the Global Economy, 889-890 Also see all related Geography Skills features.






(Continued) • Compare the ability of various ecosystems to

absorb the impacts of human activities.

(Continued) TE: Interdisciplinary Activities:

Geographers/Cartographers, 2, 34, 66, 166, 300, 378, 432, 458, 484, 572, 658, 744, 772, 808, 840. Also see all related pages for relevant Linking Past and Present or Connecting With Geography Activities.

TR: Unit 1: 22; Unit 8: 30, 31, 34; Unit 9: 25, 50, 66; Learning in the Middle Grades, 141

• Discuss how settlement patterns and other

land use decisions reflect the perceptions of people both in the past and in the present.



• Analyze the relationship between resources

and the exploration, colonization, and settlement of different areas of the world.

SE: The Atlantic Slave Trade Begins, 79-80; Economy of New France, 83-84; Trade in Rum and Slaves, 121-122; Lowell, Massachusetts: A Model Factory Town, 332; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Railroads Spur Industry, 574-577; The Rise of Big Business, 578-582; Inventions Change the Nation, 584-589; Becoming a World Power, 658-681; Managing the War Effort, 694; Politics and Prosperity, 718-722; New Ways of Life, 724-729; Hard Times, 749; Mobilizing the Home Front, 784; Postwar Policies and Prosperity, 842-847; The Nation in a New World, 870-871; A Global Economy, 888-892; Also see Triangular Trade, 122; Connecting With: Economics, 31, 154, 403, 583, 789, 893; Science and Technology, 412; Culture, 848

TE: See all related pages for relevant Activities. TR: Guide to the Essentials, 164; Unit 1: 16; Unit

9: 49, 52, 65, 66; Connecting With…, 64






• Identify the location of major resources in the world today and analyze the impact of resource distribution patterns on world trade, standards of living, and international relations.

SE: Geography, History, and the Social Sciences, 2-3; Thinking Geographically, 4-9; Lands and Climates of the United States, 11-17; Chapter Review, 32-33; Connecting With Geography, 49, 205, 311, 567, 758; Geography and History, 43, 193, 281, 350, 506, 545, 575, 641, 780, 824, 890

• Discuss how changes in a physical or human system can have regional and worldwide implications (for example, the effect of a volcanic eruption on the world's climate).

Students can explore this topic while studying the following lessons: SE: Geography, History, and the Social Sciences,

2-3; Thinking Geographically, 4-9; Lands and Climates of the United States, 11-17; Chapter Review, 32-33; Connecting With Geography, 49, 205, 311, 567, 758; Geography and History, 43, 193, 281, 350, 506, 545, 575, 641, 780, 824, 890. Also see; Connecting With Geography, 49, 205, 311, 567, 758, and all relevant Geography Skills, American Heritage, and Viewing History Features.

TE: Interdisciplinary Activities: Exploring American Rivers, 2D; Connecting With Science and Technology, 7; Customize For activity: Reporting a Violent Storm, 17

TR: Unit 1: 22; Unit 9: 50, 66; Cooperative Learning in the Middle Grades, 141

Curriculum Standard 15. Students will demonstrate the ability to apply their knowledge of geographic concepts, skills, and technology to interpret the past and the present and to plan for the future.

Proficiency Standards

End-of-Grade 10 (Secondary)

Students will be able to:

• Evaluate sites within their community or region in order to identify the best location for a particular activity (for example, school, factory, shopping area, waste treatment plant).


Hardships, 96-97; Life in New England Towns and Villages, 106-107; Lowell Massachusetts: A Model Factory Town, 332-33; Americans Move Westward, 337-341; Oregon Country, 380-384; California and the Southwest, 391-393; Industry in the North, 408-411; Cotton Kingdom in the South, 418-421; Industrial Growth, 572-597; A New Urban Culture, 598-623; Becoming a World Power, 658-683; New Ways of Life, 724-729

TE: Interdisciplinary Activities: Geographers/ Cartographers, 2, 34, 66, 166, 300, 378, 432, 458, 484, 572, 658, 744, 772, 808, 840TR:






• Analyze urban growth patterns around the world over time including changes in the location, conditions, and functions of urban centers.



TE: Interdisciplinary Activities: Geographers/ Cartographers, 2, 34, 66, 166, 300, 378, 432, 458, 484, 572, 658, 744, 772, 808, 840. Also see all related pages for relevant Linking Past and Present or Connecting With Geography Activities.

TR: Unit 6: 38, 52; Connecting With…, 64

• Describe how knowledge of major ecosystems can facilitate land management and contribute to an understanding of such issues as acid rain, endangered species, and global warming.

Students can explore these topics while studying the following lessons: SE: Thinking Geographically, 4-9; Lands and

Climates of the United States, 11-17; NAFTA, 871 (map), 889; The Environment and the Global Economy, 889-891. Also see Geography and History: Oil in the Sound, 890; Skills for Life: Physical Regions (map), 10; Patterns and Distributions on Maps, 390; Comparing Maps Over Time, 390; Connecting With: Science and Technology; Fighting the Deadly Mosquito, 681; Geography: Oil in the World’s Economy, 893; American Heritage: Everglades National Park, 891; Connecting With Geography, 49, 205, 311, 495, 567, 758

TE: American Heritage: Wetland or Wasteland?, 6; Connecting With: Government and Citizenship, 14; Science and Technology, Unearthing Global Warming, 15; Geography, Global Warming Effects; Connecting With Geography (Background, Guided Instruction, and Customize For activities), 49, 205, 311, 495, 567, 758






(Continued) • Describe how knowledge of major ecosystems

can facilitate land management and contribute to an understanding of such issues as acid rain, endangered species, and global warming.

(Continued) TR: Unit 1: 22; Unit 9: 25, 50; Learning in the

Middle Grades, 141

• Use the concept of sustainable development to analyze how different countries respond to changes in population and the needs of society.

SE: Geography and History: Oil in the Sound, 890; Connecting With: Science and Technology; Fighting the Deadly Mosquito, 681; Geography: Oil in the World’s Economy, 893; American Heritage: Everglades National Park, 891; Connecting With Geography, 49, 205, 311, 495, 567, 758

• Use geographic criteria to compare developed

and developing nations.

Students can apply geographic criteria to analyze and evaluate these topics while studying the following lessons: SE: Thinking Geographically, 4-9; Lands and

Climates of the United States, 11-17; NAFTA, 871 (map), 889; The Threat of Nuclear Arms, 882; The Arab-Israeli Conflict, 883-884; Conflict With Iran and Iraq, 884-885; The Environment and the Global Economy, 889-891; New Challenges for the Nation, 894-898. Also see Geography and History: Oil in the Sound, 890; Connecting With: Science and Technology; Fighting the Deadly Mosquito, 681; Geography: Oil in the World’s Economy, 893; American Heritage: Everglades National Park, 891; Connecting With Geography, 49, 205, 311, 495, 567, 758

TE: Interdisciplinary Activities: Looking Toward the Future, 870D; American Heritage: Wetland or Wasteland?, 6; Connecting With: Science and Technology, Unearthing Global Warming, 15, Assessing Environmental Damage, 885; Geography, Global Warming Effects; Connecting With Geography (Background, Guided Instruction, and Customize For activities), 49, 205, 311, 495, 567, 758

TR: Unit 1: 22; Unit 9: 50, 66; Learning in the Middle Grades, 141; Connecting With…12

• Use geographic criteria to analyze daily

activities and public policies that affect the world's environment and resources.







• Evaluate, using spatial and environmental perspectives, the potential short- and long-term impact of current issues and policies related to population changes and human development; food and agriculture; oceans and coasts; and changes in weather and climate.


History Note: From the many relevant resources listed in the reference section of this framework, two works were used as the primary basis for the organization and development of New Hampshire's history standards. These publications are Building a History Curriculum: Guidelines for Teaching History in Schools prepared by the Bradley Commission on History in Schools and Lessons from History: Essential Understandings and Historical Perspectives Students Should Acquire prepared by the National Center for History in Schools. Purpose. America is bound together by a democratic vision of liberty, equality, and justice. In order to preserve that vision and bring it into daily practice, all citizens need to understand American history to tell us who we are and who we are becoming; the history of Western civilization to illuminate our democratic political heritage; and world history to comprehend the interactions among the world's nations and people. To be effective, the study of history must focus on broad, significant themes and questions that provide students with context for the acquisition and understanding of facts and other useful information. These themes, together with the proficiency standards identified below, support local curriculum planners in the organization and design of programs of study. They also provide teachers with a means to convey the excitement, complexity, and relevance of the past. Furthermore, the study of history must provide students with training in the use of primary and secondary sources to analyze events, evaluate information, and solve problems; and opportunities for students to cultivate the perspective that comes from the development of a chronological view of the past down to the present day. In sum, historical knowledge and patterns of thought are indispensable to the education of citizens in a participatory democracy. Curriculum Standard 16. Students will demonstrate the ability to employ historical analysis, interpretation, and comprehension to make reasoned judgments and to gain an understanding, perspective, and appreciation of history and its uses in contemporary situations. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Construct and interpret parallel time lines on multiple themes.

SE: Creating a Time Line, 294, 655, 839; Parallel Time Lines, 2-3, 34-35, 66-67, 100-101, 138-139, 166-167, 198-199, 276-277, 300-301, 328-329, 358-359, 378-379, 406-407, 432-433, 458-459, 484-485, 514-515, 542-543, 572-573, 598-599, 628-629, 658-659, 684-685, 716-717, 744-745, 772-773, 808-809, 840-841, 870-871






(Continued) • Construct and interpret parallel time lines on

multiple themes.

(Continued) TE: Time Line Activity pages 2, 34, 66, 199, 138,

166, 198, 276, 300, 328, 358, 378, 406, 432, 458, 484, 514, 542, 572, 598, 628, 658, 684, 716, 744, 772, 808, 840, 570

• Group events by broadly defined eras in the history of the state, nation, or area under study.

SE: Roots of American History, 1-135; The Revolutionary Era, 136-273; The Early Republic, 274-355; An Era of Expansion, 356-455; Division and Reunion, 456-539; Transforming the Nation, 540-625; New Role for the Nation, 626-713; Prosperity, Depression, and War, 714-805; The Bold Experiment Continues, 806- 905; Chart Skills: Eras in American History, 24; Parallel Time Lines, 2-3, 34-35, 66-67, 100-101, 138-139, 166-167, 198-199, 276-277, 300-301, 328-329, 358-359, 378-379, 406-407, 432-433, 458-459, 484-485, 514-515, 542-543, 572-573, 598-599, 628-629, 658-659, 684-685, 716-717, 744-745, 772-773, 808-809, 840-841, 870-871

TE: Time Line Activity pages 2, 34, 66, 199, 138, 166, 198, 276, 300, 328, 358, 378, 406, 432, 458, 484, 514, 542, 572, 598, 628, 658, 684, 716, 744, 772, 808, 840, 570

• SE: Primary Sources: Within the narrative, the student edition includes excerpts from letters, diaries, documents, periodicals, and speeches including Ibn Battuta page 50, Benjamin Franklin, page 143, Tecumseh page 317, Alexis de Tocqueville page 353, Sojourner Truth page 445, Abraham Lincoln page 507, Franklin Roosevelt page 783, and Martin Luther King, Jr. page 863. Analyzing Primary Sources, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 333, 339, 344, 346, 373, 392, 397, 419, 451, 464, 466, 472, 475, 497, 499, 523, 554, 551, 566, 576, 593, 619, 651, 670, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874; Skills Assessment:: Analyzing Primary Sources, 33, 63, 99, 133, 162, 163, 196, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801, 839, 869, 901. Skills for Life: Identifying Points of View, 172; Analyzing Primary Sources, 219; Analyzing Photographs, 511; Evaluating Written Sources, 556; Analyzing Political Cartoons, 644; Applying Your Skills: Analyzing a Primary Source, 221






(Continued) • Analyze historical documents, artifacts, and

other materials for credibility, relevance, and point of view.

(Continued) Analyzing a Photograph, 513; Evaluating

Written Sources, 569; Analyzing Political Cartoons, 655; Determining Relevance, 723. Viewing History, 14, 23, 27, 53, 57, 58, 60, 69, 75, 83, 84, 88, 95, 104, 105, 118, 121, 127, 129, 138, 141, 147, 151, 157, 169, 174, 187, 209, 212, 263, 285, 304, 307, 313, 331, 333, 334, 344, 383, 388, 396, 397, 409, 424, 446, 449, 461, 464, 471, 498, 5021, 517, 532, 554, 563, 586, 608, 613, 618, 639, 640, 642, 646, 647, 652, 661, 669, 670, 688, 689, 694, 695, 670, 688, 689, 694, 695, 700, 721, 727, 732, 737, 738, 747, 748, 756, 766, 775, 776, 779, 785, 786, 812, 819, 823, 835, 836, 843, 844, 846, 852, 858, 864, 867, 897. Analyzing Political Cartoons(Identifying Points of View), 21, 172, 197, 221, 267, 292, 318, 367, 436, 474, 528, 572, 576, 592, 597, 628, 633, 644, 655, 678, 683, 708, 719, 744, 760, 781, 815, 822, 839, 875; Also see Identifying Points of View, 98, 141, 286, 331, 465, 605, 653, 669, 674, 786, 825, 836, 847, 866: Supporting a Point of View, 72, 153, 220, 267, 270, 282, 290, 318, 361, 364, 376, 377, 393, 476, 482, 510, 534, 586, 621, 636, 692, 696, 710, 741, 788, 854. History Through Literature, 64-65, 164-165, 298-299, 430-431, 536-537, 570-571, 656-657, 802-803, 902-903; Historical Documents: The Declaration of Independence (full text), 177-180; The Constitution of the United States (full text), 223-246

TE: Do It Yourself Activity, 172, 219; 511, 556, 644 723; Connecting With Culture: Battlefield Images, 511; Customize For…, 219, 511, 723; About the Picture(s), 1, 3, 35, 67, 101, 137, 139, 167, 199, 247, 275, 277, 301, 329, 357, 359, 379, 407, 433, 457, 459, 485, 515, 541, 543, 573, 599, 627, 629, 659, 685, 715, 717, 745, 773, 807, 809, 841, 871; Viewpoints, 1,137, 275, 357, 541, 627, 715, 807. Also see relevant lesson plans and activities for the History Through Literature selections and the historical documents on pages that correspond to the referenced SE.

TR: Unit 6: Practice Your Skills, Evaluating the Validity of Written Sources, 5; Unit 8: Evaluating the Validity of Internet Sources, 37; Connecting With…, 81






• Examine historical materials relating to a particular region, society, or theme; analyze change over time; and make logical inferences concerning cause and effect.

SE: Connecting to Today, 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762. Skills for Life: Identifying Causes and Effects, 161; Drawing Inferences, 295. Cause and Effect Charts, 85, 161, 163, 217, 399, 503, 581, 677, 764, 833; Critical Thinking Questions: Cause and Effect, 63, 71, 163, 196, 345, 352, 384, 402, 404, 411, 435, 482, 524, 534, 596, 615, 654, 766, 887; Drawing Inferences, 4, 42, 60, 68, 80, 171, 173, 187, 211, 252, 264, 337, 381, 396, 417, 436, 452, 461, 519, 531, 560, 561, 563, 568, 603, 633, 635, 643, 663, 673, 675, 686, 694, 700, 702, 710 721, 738, 750, 757, 777, 814, 842, 843, 881; Drawing Conclusions, 60, 77, 79, 37, 88, 106, 157, 218, 256, 261, 263, 325, 335, 388, 404, 409, 415, 520, 449, 462, 479, 517, 534, 581, 589, 592, 618, 632, 664, 732, 776, 779, 783, 791, 797, 799, 813, 819, 862, 867, 876, 877, 897, 898; Linking Past and Present, 17, 76, 85, 91, 98, 109, 129, 132, 151, 196, 212, 217, 326, 334, 352, 384, 402, 437, 446, 501, 504, 534, 601, 610, 648, 666, 677, 682, 742, 748, 800, 820, 838, 846, 868

TE: Do It Yourself, 161, 295; Customize For…, 161, 295; Analyzing Causes, 395; Why It Matters Today, 3, 35, 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871; Interdisciplinary Activities: Economists, 358 D. Also see all Linking Past and Present.

TR: Unit 2: 69; Unit 3: 62; Unit 4: 74, 78, 81; Unit 5: 54; Unit 9: 66

• Use historical materials to trace the

development of an idea or trend across space or over a prolonged period of time in order to identify and explain patterns of historical continuity and change.

SE: Connecting to Today, 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762. Analyzing Primary Sources, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 333, 339, 344, 346, 373, 392, 397, 419, 451, 464, 466, 472, 475, 497, 499, 523, 554, 551, 566, 576, 593, 619, 651, 670, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874; Skills Assessment:: Analyzing Primary Sources, 33, 63, 99, 133, 162, 163, 196, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801, 839, 869, 901; History Through Literature, 64-65, 164-165, 298-299, 430-431, 536-537, 570-571, 656-657, 802-803, 902-903






(Continued) • Use historical materials to trace the

development of an idea or trend across space or over a prolonged period of time in order to identify and explain patterns of historical continuity and change.

(Continued) Linking Past and Present activities, 17, 76, 85,

91, 98, 109, 129, 132, 151, 196, 212, 217, 326, 334, 352, 384, 402, 437, 446, 501, 504, 534, 601, 610, 648, 666, 677, 682, 742, 748, 800, 820, 838, 846, 868; Skills for Life: Skills for Life: Identifying Causes and Effects, 161; Identifying Historical Trends, 667; Critical Thinking Questions: Cause and Effect, 63, 71, 163, 196, 345, 352, 384, 402, 404, 411, 435, 482, 524, 534, 596, 615, 654, 766, 887; Making Generalizations, 383, 512, 592, 607

TE: Do It Yourself, 161, 667; Customize For…, 161; Why It Matters Today, 3, 35, 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871. Also see all Linking Past and Present activities

TR: Practice Your Skills, 5

• Develop and implement research strategies in order to investigate a given historical topic.

SE: Review and Activities, 32-33, 62-63, 98-99, 132-133, 162-163, 196-197, 220-221, 270-271, 296-297, 326-327, 352-353, 376-377, 404-405, 428-429, 452-453, 482-483, 534-535, 568-569, 596-597, 622-623, 654-655, 682-683, 710-711, 742-743, 770-771, 800-801, 838-839, 868-869, 900-901; Also see Skills For Life: Finding Main Ideas and Supporting Details, 61; Sequencing, 73; Summarizing, 124; Identifying Causes and Effects, 161; Identifying Points of View, 172; Analyzing Primary Sources, 219; Interpreting Bar and Line Graphs, 258; Synthesizing Information, 315; Comparing and Contrasting, 347; Distinguishing Fact from Opinions, 369; Determining Patterns and Distributions on Maps, 390; Making Generalizations, 427; Identifying Bias, 477; Analyzing Photographs, 511; Evaluating Written Sources, 556; Formulating Questions, 595; Comparing Maps Over Time, 611; Analyzing Political Cartoons, 644; Identifying Historical Trends, 667; Recognizing Propaganda, 697; Determining Relevance, 723; Evaluating the Validity of Internet Resources, 795; Interpreting Oral History, 855; Transferring Information, 899






(Continued) • Develop and implement research strategies in

order to investigate a given historical topic.

(Continued) TE: Interdisciplinary Activities: 2D, 34D, 66D,

100D, 138D, 166D, 198D, 246D, 276D, 300D, 328D, 358D, 378D, 406D, 432D, 458D, 484D, 514D, 542D, 572D, 598D, 628D, 658D, 684D, 716D, 744D, 772D, 808D, 840D, 870D; Guided Instruction, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801, 839, 869, 901; Do it Customize For : 15, 17, 23, 37, 39, 41, 45, 61, 69, 81, 85, 87, 91, 93, 105, 109, 111, 117, 123, 127, 145, 159, 191, 205, 209, 215, 231, 233, 241, 261, 287, 303, 313, 317, 319, 321, 347, 367, 373, 383, 389, 393, 423, 431, 439, 443, 449, 465, 467,475, 477, 497, 505, 507, 511, 525, 527, 545, 555, 561, 583, 595, 607, 621, 633, 645, 653, 677, 695, 701, 703, 707, 725, 729, 733, 753, 757, 767,769, 775, 783, 791, 797, 811, 813, 817, 829, 849, 851, 857, 877, 879, 881, 889, 891, 899

Students also can achieve the goals of this topic while completing the Connecting With…(cross-curricular) Activities, Linking Past and Present Activities, and Group Work Activities. TR: History Challenges, 7; Cooperative Learning

in the Middle Grades, 13, 16, 17, 20, 21, 23, 24, 26, 28, 32, 34, 35, 40, 42, 47, 48, 51, 53, 55, 57, 61, 64, 66, 68, 69, 70, 72, 73, 74, 76, 77, 80, 81, 82, 84, 88, 89, 91, 94, 97, 102, 105,106, 107, 108, 111, 113, 114, 116, 117, 118, 120, 123, 124, 126, 128, 130, 132, 133, 134, 136, 137, 138, 140, 141, 142Yourself Activity, 61, 124, 161, 172, 219, 258, 315, 347, 369, 390, 427, 477, 511, 556, 595, 611, 644, 667, 723, 795, 855

• Critically analyze historical materials in order

to distinguish between the important and the inconsequential and differentiate among historical facts, opinions, and reasoned judgments.

SE: Primary Sources: Within the narrative, the student edition includes excerpts from letters, diaries, documents, periodicals, and speeches including Benjamin Franklin, page 143, Tecumseh page 317, Alexis de Tocqueville page 353, Sojourner Truth page 445, Abraham Lincoln page 507, Franklin Roosevelt page 783, and Martin Luther King, Jr. page 863






(Continued) • Critically analyze historical materials in order

to distinguish between the important and the inconsequential and differentiate among historical facts, opinions, and reasoned judgments.

(Continued) Analyzing Primary Sources, 22, 52, 56, 70,

94, 110, 119, 126, 143, 175, 214, 251, 290, 293, 319, 333, 339, 344, 346, 373, 392, 397, 419, 451, 464, 466, 472, 475, 497, 499, 523, 554, 551, 566, 576, 593, 619, 651, 670, 674, 690, 734, 739, 768, 777, 829, 851, 860, 874; Skills Assessment:: Analyzing Primary Sources, 33, 63, 99, 133, 162, 163, 196, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801, 839, 869, 901, Connecting to Today, 86, 106, 216, 264, 305, 362, 401, 470, 519, 558, 604, 720, 762. History Through Literature, 64-65, 164-165, 298-299, 430-431, 536-537, 570-571, 656-657, 802-803, 902-903; Historical Documents: The Declaration of Independence (full text), 177-180; The Constitution of the United States (full text), 223-245

TE: Viewpoints, 1,137, 275, 357, 541, 627, 715, 807. Also see relevant lesson plans and activities for the History Through Literature selections and the historical documents on pages that correspond to the referenced SE.

TR: Connecting With…, 81, 141, 170

• Perceive past events and issues as they were experienced by the people at the time to avoid viewing, analyzing, and evaluating the past only in terms of the present (present-mindedness).

SE: Setting the Scene, 4, 11, 20, 26, 36, 42, 50, 55, 68, 74, 81, 87, 93, 102, 108, 113, 120, 125, 140, 146, 155, 168, 173, 181, 186, 191, 200, 206, 211, 215, 248, 252, 259, 262, 265, 278, 284, 287, 291, 294, 302, 306, 312, 316, 320, 330, 337, 342, 348, 360, 365, 370, 380, 385, 391, 394, 398, 408, 413, 418, 422, 434, 439, 444, 448, 460, 463, 468, 473, 476, 478, 486, 490, 496, 500, 505, 516, 521, 526, 530, 544, 547, 552, 557, 562, 574, 578, 584, 590, 600, 606, 612, 617, 630, 633, 638, 645, 649, 660, 668, 675, 686, 691, 698, 704, 718, 724, 730, 736, 746, 752, 759, 765, 774, 778, 784, 790, 796, 810, 815, 821, 827, 832, 842, 849, 856, 872, 878, 883, 888, 894






• Explain, using examples from history, that not all problems have clear-cut solutions.

SE: Identifying Points of View, 21, 98, 141, 172, 197, 221, 267, 286, 292, 318, 331, 367, 436, 465, 474, 528, 572, 576, 592, 597, 605, 628, 633, 644, 653, 655, 669, 674, 678, 683, 708, 719, 744, 760, 781, 786, 815, 822, 825, 836, 839, 847, 875; 669, 674, 786, 825, 836, 847, 866; Analyzing Information/Ideas, 23, 75, 111, 132, 142, 145, 160, 185, 220, 296, 351, 352, 377, 424, 428, 549, 555, 566, 577, 585, 640, 688, 690, 721, 729, 734, 737, 763, 831, 833, 844, 858, 889; Evaluating Information, 32, 147, 174, 209, 260, 376, 428, 522, 568, 654, 775, 800, 846; Identifying Bias, 471, 596

TE: Viewpoints: Students have opportunities to examine conflicting viewpoints in the course of their study. See Viewpoints, 1,137, 275, 357, 541, 627, 715, 807 to help reinforce this goal.

TR: History Challenges, 15; Cooperative Learning in the Middle Grades, 42, 88, 97, 113, 117, 124, 130

• Explain that judgments and generalizations

about the past are often tentative and must be used carefully when dealing with present issues.

Students can explore this topic while they complete the following activities: SE: Identifying Points of View, 21, 98, 141, 172,

197, 221, 267, 286, 292, 318, 331, 367, 436, 465, 474, 528, 572, 576, 592, 597, 605, 628, 633, 644, 653, 655, 669, 674, 678, 683, 708, 719, 744, 760, 781, 786, 815, 822, 825, 836, 839, 847, 875; 669, 674, 786, 825, 836, 847, 866; ; Linking Past and Present, 17, 76, 85, 91, 98, 109, 129, 132, 151, 196, 212, 217, 326, 334, 352, 384, 402, 437, 446, 501, 504, 534, 601, 610, 648, 666, 677, 682, 742, 748, 800, 820, 838, 846, 868; Take It to the Net: Connecting to Today, 9, 33, 41, 54, 63, 72, 99, 112, 133, 163, 197, 204, 221, 271, 282, 297, 305, 314, 327, 351, 353, 377, 405, 421, 429, 437, 453, 472, 483, 494, 533, 535, 546, 555, 569, 577, 597, 605, 623, 632, 655, 666, 683, 709, 711, 722, 743, 763, 771, 801, 814, 839, 869, 898, 901

TE: Viewpoints, 1,137, 275, 357, 541, 627, 715, 807; Why It Matters Today, 3, 35, 67, 101, 139, 167, 199, 247, 277, 301, 329, 359, 379, 407, 433, 459, 485, 515, 543, 573, 599, 629, 659, 685, 717, 745, 773, 809, 841, 871. Also see Linking Past and Present activities.






• Utilize knowledge of the past and the processes of historical analysis to carry out historical research; make comparisons; develop and defend generalizations; draw and support conclusions; construct historical explanations, narratives, and accounts; solve problems; and make informed decisions.

SE: Cause and Effect, 63, 71, 163, 196, 345, 352, 384, 402, 404, 411, 435, 482, 524, 534, 596, 615, 654, 766, 887; Linking Past and Present, 17, 76, 85, 91, 98, 109, 129, 132, 151, 196, 212, 217, 326, 334, 352, 384, 402, 437, 446, 501, 504, 534, 601, 610, 648, 666, 677, 682, 742, 748, 800, 820, 838, 846, 868; Comparing, 8, 12, 62, 97, 98, 112, 132, 144, 386, 428, 452, 512, 654, 682, 838, 861; Making Generalizations, 383, 512, 592, 607; Drawing Conclusions, 60, 77, 79, 37, 88, 106, 157, 218, 256, 261, 263, 325, 335, 388, 404, 409, 415, 520, 449, 462, 479, 517, 534, 581, 589, 592, 618, 632, 664, 732, 776, 779, 783, 791, 797, 799, 813, 819, 862, 867, 876, 877, 897, 898; Analyzing Information/Ideas, 23, 75, 111, 132, 142, 145, 160, 185, 220, 296, 351, 352, 377, 424, 428, 549, 555, 566, 577, 585, 640, 688, 690, 721, 729, 734, 737, 763, 831, 833, 844, 858, 889; Solving Problems, 25, 54, 204, 374; Making Decisions, 28, 32, 86, 122, 123, 201, 268, 310, 420, 469, 489,491, 533, 622, 682, 793, 800; Take It to the Net: Connecting to Today, 9, 33, 41, 54, 63, 72, 99, 112, 133, 163, 197, 204, 221, 271, 282, 297, 305, 314, 327, 351, 353, 377, 405, 421, 429, 437, 453, 472, 483, 494, 533, 535, 546, 555, 569, 577, 597, 605, 623, 632, 655, 666, 683, 709, 711, 722, 743, 763, 771, 801, 814, 839, 869, 898, 901; Also see Also see Skills For Life: Identifying Causes and Effects, 161; Comparing and Contrasting, 347; Making Generalizations, 427

TE: Guided Instruction, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 535, 569, 597, 623, 655, 683, 711, 743, 771, 801; 839, 869, 901; : Do It Yourself Activity, 161, 347; 427; Customize For…, 161, 347, 427

TR: Cooperative Learning in the Middle Grades, 42, 88, 97, 113, 117, 124, 130; History Challenges, 15






Curriculum Standard 17. Students will demonstrate a knowledge of the chronology and significance of the unfolding story of America including the history of their community, New Hampshire, and the United States. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Describe the factors that led to the meeting of people from three worlds (The Great Convergence) that followed the arrival of Columbus in 1492 including major cultural changes in 15th-century Europe; the status and complexity of pre-Colombian societies in the Americas; and the status and complexity of West African societies in the 15th century.

SE: Before the First Global Age, 34-35; The First Civilizations of the Americas, 36-41; Native American Cultures, 42-48; Trade Networks of Africa and Asia, 50-54; Tradition and Change in Europe, 55-60; Review and Assessment, 62-63; Exploration and Colonization, 66-67; An Era of Exploration, 68-72; Spain Builds an Empire, 74-80; Colonizing North America, 81-86; Building the Jamestown Colony, 87-91; Seeking Religious Freedom, 93-97; Review and Assessment, 98-99

TE: Interdisciplinary Activities 34 D; 66 D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities.

TR: Cooperative Learning in the Middle Grades, 19, 20, 22, 23, 25, 26, 27, 28; Guide to the Essentials, 15, 16, 18, 19, 20, 21, 22, 24, 26

• Discuss the immediate impact and long-term

consequences of The Great Convergence in terms of the continuing theme--the making of the American people.

Students can explore the short- and long-term impacts and consequences of the Great Convergence as they study the following lessons. SE: Before the First Global Age, 34-63;

Exploration and Colonization, 66-99; The Thirteen English Colonies, 100-133; The Lewis and Clark Expedition, 309; Americans Move Westward, 337-341; New Nations in the Americas, 348-353; Oregon Country, 380-384; California and the Southwest, 391-393; A Mix of Cultures, 397; Americans Rush West, 398-402; North and South, 406-407; Life in the North, 413-417; Life in the South, 422-426; History Through Literature: Incidents in the Life of a Slave Girl, 430-431; Indian Peoples of the Great Plains, 544-546; Mining and Railroading, 547-551; The Cattle Kingdom, 552-553; Indian Peoples in Retreat, 557-561; Farming, 562-566; Sod busting on the Plains, 567; Review and Assessment, 568-569






(Continued) • Discuss the immediate impact and long-term

consequences of The Great Convergence in terms of the continuing theme--the making of the American people.

(Continued) New Immigrants in a Promised Land, 600-

605; An Age of Cities, 606-610; Life in the Changing City, 612-615; New Ways of Life, 724-729; Postwar Policies and Prosperity, 842-847; The Spread of Regional Conflict, 883-887; New Challenges for the Nation, 894-898; Skills for Life: Evaluating Long-Term Effects, 764

TE: Interdisciplinary Activities, 598 D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work, Section Review, and Chapter Test Activities.

• Demonstrate an understanding of major topics

in the study of the Colonial Era (1565-1776) including characteristics of English colonies in North America; differences among Spanish, Portuguese, French, and English colonies in the Americas; the interaction of Native American, black, and colonial cultures; and the planting and maturing of new societies.

SE: Exploration and Colonization, 66-67; Settling New Spain, 77-78; Society in New Spain, 78; Harsh Life for Native Americans, 79-80, Section 2 Assessment, 80; Colonizing North America, 81-91; Connecting with Government and Citizenship, 92; Seeking Religious Freedom, 93-97; Review and Assessment, 98-99; The New England Colonies, 102-107; The Middle Colonies, 108-112; The Southern Colonies, 113-119; Roots of Self- Government, 120-123; Skills for Life, 124; Life in the Colonies, 125-130; Connecting with Science and Technology, 131; Review and Assessment; 132-133; The French and Indian War, 140-145; Turmoil Over Taxation, 146-153; From Protest to Revolution, 155-160; Skills for Life, 161; Review and Assessment, 162-163; Fighting Begins in the North, 168-171

TE: Interdisciplinary Activities, 66D, 100D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities..

TR: Connecting With, 20-23, 26-28, 30, 32; Guide to the Essentials, 19, 20, 21, 22, 24, 25, 26, 27, 28






• Demonstrate an understanding of major topics in the study of the Revolutionary Era (1763-1787) including the causes of the Revolution; the establishment of government through the Declaration of Independence, the Articles of Confederation, and the Continental Congress; the Revolutionary War; the consequences of the Revolution; and the Northwest Ordinance.

SE: The Revolutionary Era, 136-137; Turmoil Over Taxation, 146-153, Connecting With Economics, 154; From Protest to Revolution, 155-160; Skills for Life, 161; Review and Assessment, 162-163; The American Revolution, 166-167; Fighting Begins in the North, 168-171; The Colonies Declare Independence, 173-176; The Declaration of Independence (document), 177-180; Struggles in the Middle States, 181-185; Fighting for Liberty on Many Fronts 186-189; Connecting With… Culture: Women in the Revolution, 190; Winning the War in the South, 191-195; Review and Assessment, 196-197; Creating a Republic, 198-199; A Loose Confederation, 200- 204; Connecting With… Geography, 205

TE: Interdisciplinary Activities, 138D, 166D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 34, 35, 36, 37, 38; Cooperative Learning in the Middle Grades, 33, 34, 35, 36, 37, 38; Unit 2: 4, 5, 8, 11-20, 22, 25-35; History Challenges, 9


in the study of the Building of Our Nation (1783-1820) including the formation of our national government through the creation and ratification of the Constitution and Bill of Rights; conflicting views of Hamilton and Jefferson; origins of the two-party system; impact of the French Revolution; developing ideas of equality, independence, and civic virtue; the emerging role of presidential leadership; the beginnings of judicial review; and the implications of the War of 1812.

SE: The Declaration of Independence (document), 177-180; Creating a Republic, 198-219; Review and Assessment, 220-221; Constitution of the United States (document), 222-245; Government, Citizenship, and the Constitution, 246-268, Connecting With…Government and Citizenship, 269; Review and Assessment, 270-271; The Early Republic, 274-275; Launching the New Government, 276-294; Creating a Foreign Policy, 284-286; Skills For Life, 295, Review and Assessment, 296-297; The Age of Jefferson, 300-301; A Republican Takes Office, 302- 305; New Threats From Overseas, 312-314; Skills For Life, 315; The Road to War, 316-319; The War of 1812, 320-325; Review and Assessment, 326-327






(Continued) • Demonstrate an understanding of major topics

in the study of the Building of Our Nation (1783-1820) including the formation of our national government through the creation and ratification of the Constitution and Bill of Rights; conflicting views of Hamilton and Jefferson; origins of the two-party system; impact of the French Revolution; developing ideas of equality, independence, and civic virtue; the emerging role of presidential leadership; the beginnings of judicial review; and the implications of the War of 1812.

(Continued) TE: Interdisciplinary Activities, 198D; ; Also see

all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 41, 42, 43, 45, 49, 60, 64; Cooperative Learning in the Middle Grades, 40; Connecting With…, 56

• Demonstrate an understanding of major topics in the study of the Expanding Nation: The North and South (1803-1860) including geographic and demographic expansion; market expansion; early industrialization (Industrial Revolution); the plantation system; growth of cities; immigrants and their experiences; political change; religious roots of reform movements; and the legacies of the temperance, public education, abolitionist, and women's rights movements.

SE: The Nation Grows and Prospers, 328-329; Geographic/Demographic Expansion: The Louisiana Purchase, 306-310; Connecting With…Geography: American Wildlife, 311; Americans Move Westward, 337-341; The United States Gains Florida, 350-351. Market Expansion: Industrial and Plantation Systems: The Industrial Revolution, 330-335; Connecting With… Science and Technology: Textile Mill, 336; North and South, 406-407; Industry in the North, 408-411; Connecting With… Science and Technology: The Telegraph, 412; Cotton Kingdom in the South, 418-421; Life in the South, 422-426; Skills for Life, 427. Growth of Cities and Immigration: Growing Cities, 335; Setting the Scene, 398; As You Read, 398; A Diverse Population, 401-402; Section 5 Assessment (Q 5, 7), 402; Life in the North, 413-418; A New Wave of Immigrants, 415-416; Section 2 Assessment (Q 5, 8), 417. Political Change: Unity and Division, 342-346; Skills for Life, 347; A New Era in Politics, 360-364; Jackson in the White House, 365-368; The Spoils System, 366; Skills For Life, 369. Reform Movements: Reform and a New Culture, 432-433; The Reforming Spirit, 434-437; Connecting With… Culture, An American Classroom, 438; Opposing Slavery, 439-442; Skills For Life, 443; A Call for Women’s Rights, 444-447; Review and Assessment, 352-353, 452-453.






(Continued) • Demonstrate an understanding of major topics

in the study of the Expanding Nation: The North and South (1803-1860) including geographic and demographic expansion; market expansion; early industrialization (Industrial Revolution); the plantation system; growth of cities; immigrants and their experiences; political change; religious roots of reform movements; and the legacies of the temperance, public education, abolitionist, and women's rights movements.

(Continued) TE: Interdisciplinary Activities, 358 D 406 D, 432

D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background; Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Connecting With…, 64, 69, 76, 88, 99, 101, 102, 105, 106, 128; Guide to the Essentials, 62, 77, 78, 79, 80, 82, 83, 84, 99, 115, 118, 123; Cooperative Learning in the Middle Grades, 100, 101, 102, 103; Unit 6, 49, 52; Unit 6: 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 56, 64, 65; Unit 7: 13, 14, 15, 16, 17, 19, 20


in the study of the Expanding Nation: Westward Movement (1803-1860) including the Louisiana Purchase; Indian policy and treaties; Manifest Destiny; the significance of the War with Mexico; interactions of white and black Americans, Native Americans, Asians, and Mexicans; and the economic, social, and political impact of the West on the growing nation.

SE: The Age of Jefferson, 300-325; The Louisiana Purchase, 306-310; Connecting With…Geography: American Wildlife, 311; Americans Move Westward, 337-341; Westward Expansion, 378-379; Oregon Country, 380-384; The Republic of Texas, 385-389; California and the Southwest, 391-394; the Mexican War, 394-398; Americans Rush West, 398-402; Connecting With…Economics: Women in the California Gold Rush, 403; Review and Assessment, 404-405. Also see, Support for Expansion (Manifest Destiny), 392-393; Conflict With Native Americans, 316-317; Tecumseh’s Confederation, 317- 318; The Jacksonian Era, 358-359; Tragedy for Native Americans, 371-373; Competing Claims, 381; Trading With Native Americans, 384; California’s Missions and Ranches, 392; A Diverse Population: Mexican Americans and Indians, 401-402; Chinese Americans, 402; African Americans, 402, 401-402

TE: Interdisciplinary Activities: 300 D, 358 D (Actors and Dancers); 378 D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Connecting With…, 66, 76, 82; Guide to the Essentials, 57, 71, 73, 74, 75, 76, 94, 101, 104, 105; Cooperative Learning in the Middle Grades: 91, 92, 94; Unit 6: 7, 9, 11, 13, 20; Unit 6: 53, 56






• Demonstrate an understanding of major topics in the study of the Civil War and Reconstruction (1850-1877) including the slave system in the Old South and its defenders and opponents, North and South; causes of the war; conduct and course of the war; Lincoln's leadership and words; the Emancipation Proclamation and the Thirteenth, Fourteenth, and Fifteenth Amendments; and the accomplishments, limits, and failures of Reconstruction.

SE: North and South, 406-429; Opposing Slavery, 439-442; Slavery Divides the Nation, 458-483; The Civil War, 484-513; Reconstruction and the Changing South, 514-535. Also see Lincoln’s words: from political convention, 1858, 473; Lincoln-Douglas Debate (Includes excerpt), 475; Emancipation Proclamation (excerpt), 497; The Gettysburg Address (includes excerpt), 507-508; Second Inaugural Address (excerpt), 509; Thirteenth Amendment, 222, 240 (full text), 261, 519; Fourteenth Amendment, 222, 240-241 (full text), 261, 522-523; 532, 851; Connecting With…Government and Citizenship; The Power of the Fourteenth Amendment, 525; Fifteenth Amendment, 222, 241(full text), 261, 524; 645; History Through Literature: Incidents in the Life of a Slave Girl, 430-431; Leaves of Grass, 536; Skills for Life features, 443, 477, 520

TE: Interdisciplinary Activities: 406 D, 432 D, 458 D, 484 D, 514 D; Also see all related pages for relevant Lesson Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For, Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Connecting With…, 98, 99, 100, 101, 102, 105, 106; Guide to the Essentials, 78, 79, 80, 83, 87, 88, 89, 90, 91, 93, 94, 95, 97, 99, 100, 101, 102

• Discuss the contributions of New Hampshire

to United States history from 1600 through 1877 including the economic development of the colonies; Revolutionary War; creation and ratification of the United States Constitution; Industrial Revolution; abolitionist and other 19th century reform movements; creation of the Republican Party; and Civil War.

Students can explore New Hampshire’s role in the history of the United States from 1600-1877 while studying the following lessons. SE: Colonizing North America, 81-86; The New

England Colonies (establishment of New Hampshire, 106), 102-107; Life in the Colonies, 124-130; The French and Indian War, 138-145; The American Revolution, 166-197; Fighting for Liberty on Many Fronts, 186-189; Creating a Republic, 198-221; The States Vote to Ratify, 216-217; Political Parties Emerge, 287-290; The Industrial Revolution, 330-335; Industry in the North, 408-411; Life in the North, 413-417; American Heritage History Happened Here, 416; Reform and a New Culture, 432-433; The Reforming Spirit, 434-437; Opposing Slavery, 439-442






(Continued) • Discuss the contributions of New Hampshire

to United States history from 1600 through 1877 including the economic development of the colonies; Revolutionary War; creation and ratification of the United States Constitution; Industrial Revolution; abolitionist and other 19th century reform movements; creation of the Republican Party; and Civil War.

(Continued) Review and Assessment, 452-453; The

Republican Party Emerges, 473-476; A Nation Divides, 478-481; The Civil War, 484-510


• Discuss the impact on New Hampshire and its

communities of major events and developments in United States history from 1600 through 1877 including the settlement of America; creation of the United States; War of 1812; Industrial Revolution; westward migration; expansion of the railroads; and Civil War.

Students can explore the impact of historical events from 1600-1877 on the development of New Hampshire while studying the following lessons. SE: Colonizing North America, 81-86; The New

England Colonies (establishment of New Hampshire, 106), 102-107; Life in the Colonies, 124-130; Crisis in the Colonies, 138-160; Review and Assessment, 162-163; The Colonies Declare Independence, 173-176; The Declaration of Independence (text), 177-180; Creating a Republic, 198-221; The Constitution of the United States (full text), 223-245; Government, Citizenship, and the Constitution, 246-271; Launching the New Government, 276-297; The Age of Jefferson, 300-301; The Louisiana Purchase, 306-310; New Threats from Overseas, 312-315; The Road to War, 316-320; The War of 1812, 320-327; The Industrial Revolution, 330-335; Americans Move Westward, 337-341; Unity and Division, 342-346; Skills for Life, 347; Industry in the North, 408-411; Life in the North, 413-417; American Heritage History Happened Here, 416; Reform and a New Culture, 432-433; The Reforming Spirit, 434-437; Opposing Slavery, 439-442; Review and Assessment, 452-453; A Nation Divides, 478-481







End-of-Grade 12 (Secondary) Students will be able to:

• Demonstrate an understanding of major topics in the study of the Second Industrial Revolution (1865-1920) including technological developments; transformation of the economy in the late-1800s; immigration; role of education; urbanization; changes in work and the work-place; rise of labor unions; modernization of agriculture; Populism; development of the trans-Mississippi West; widespread political corruption; the civil service system; and mass politics.

SE: The Industrial Revolution, 330–335; Industry in the North, 408–411; Industrial Growth, 572–573; Railroads Spur Industry, 574–577; The Rise of Big Business, 578–587; Inventions Change the Nation, 584–589; The Rise of Organized Labor, 590–595; Review and Assessment, 596–597; Urbanization, 600–616, 697

TR: See related Unit Exercises; Color Transparencies, Chapter Tests; Historical Outline Map Book


in the study of the Progressive Era (1900-1914) including the social justice movement; reform in the cities and states; Progressivism and national politics; and the impact of World War I on the Progressive Movement.

SE: The Progressives, 633–637 TE: 633A–644D TR: See all related resource materials.

• Demonstrate an understanding of major topics in the study of the Emergence of the United States as a World Power (1890-1920) including the Spanish American War; American expansion in the far East and Latin America; the United States in World War I; effects of the war on the home front; and America's role in postwar peacemaking.

SE: Becoming a World Power, 658–659; A Pacific Empire, 660–667; War With Spain, 668–674; The United States in Latin America, 675–681; Review and Assessment, 682–683; World War I, 684–685; War in Europe, 686–690; From Neutrality to War, 691–697; Americans in Battle, 698–703; The Failed Peace, 704–709; Review and Assessment, 710–711

TE: 658A–658D, 684A–684D

• Demonstrate an understanding of major topics in the study of the 1920s: A Decade of Prosperity and Problems (1920-1930) including economic changes and their ramifications; progress and conflict in the social and cultural scene; domestic politics; and foreign relations.

SE: The Roaring Twenties, 716–717; Politics and Prosperity, 718–723; New Ways of Life, 724–729; The Roaring Twenties, 730–735; A Nation Divided, 736–741; Review and Assessment, 742–743

TE: 716A–716D

• Demonstrate an understanding of major topics in the study of the Depression and the New Deal (1929-1941) including the origins of the Great Depression and its effects on people and society; the major approaches and programs of the New Deal; and the continuing debate over the successes and failures of the New Deal.

SE: The Great Depression, 744–745; The Great Crash, 746–751; FDR and the New Deal, 752–758; Response to the New Deal, 759–764; The Nation in Hard Times, 765–770; Review and Assessment, 770–771

TE: 744A–744D






• Demonstrate an understanding of major topics in the study of World War II and the Cold War (1939-1961) including the causes, conduct, course, and aftermath of World War II; effects of the war on the home front; the emergence of the United States as a superpower; the origins of the Cold War; and postwar political developments at home and abroad.

SE: For related information see: World War I, 684-711; A Nation Divided, 736-741; The World War II Era, 772-803; The Cold War Era, 808-839; Post-Cold War Policies and Prosperity, 842-847

• Demonstrate an understanding of major topics in the study of the Recent United States (1949-present) including the Civil Rights and women's movements; new immigration policies; foreign policy developments; the Cold War; post-World War II conflicts; technological and economic change; expanding religious diversity and the growth of religious evangelicalism; and the United States in the contemporary world.

SE: The Civil Rights Movement, 849–855; Review and Assessment, 868–869; The Nation in a New World, 870–871; The Conservative Revolt, 872–877; American Leadership in a New World, 878–882; The Spread of Regional Conflict, 883–887; A Global Economy, 888–893; New Challenges for the Nation, 893–898; Review and Assessment, 900–901

• Discuss the contributions of New Hampshire to United States history from 1865 through the present including the Second Industrial Revolution; conservation movement; arts and literature; World War I; New Deal; World War II; presidential politics; and Space Program.

SE: For related information see New Hampshire pages 106, 188, 202, 217,416, 908, 912, 913.

• Discuss the impact on New Hampshire and its communities of major events and developments in United States history from 1865 through the present including the Second Industrial Revolution; Progressivism; World War I; Great Depression; World War II; advances in technology; changing patterns of energy production and use; changes in the world marketplace; and increases in leisure time and tourism.

SE: Industrial Growth, 572–597; The Progressive Era, 628–657; Becoming a World Power, 658–683; World War I, 684–708; The Great Depression, 744–771; The World War II Era, 772–797; The Cold War Era, 808–839; Prosperity, Rebellion, and Reform, 840–869; The Nation in a New World, 870–903






Curriculum Standard 18. Students will demonstrate a knowledge of the chronology and significant developments of world history including the study of ancient, medieval, and modern Europe (Western civilization) with particular emphasis on those developments that have shaped the experience of the entire globe over the last 500 years and those ideas, institutions, and cultural legacies that have directly influenced American thought, culture, and politics. Proficiency Standards End-of-Grade 10 (Secondary) Students will be able to:

• Discuss the political, philosophical, and cultural legacies of ancient Greece and Rome.

SE: For related information see: Greece and Rome, 57, 211-212

• Compare the origin, central ideas, institutions,

and worldwide influence of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.

SE: For related information see: Jewish and Christian Traditions, 55–56

• Discuss the contributions of Judaism and Christianity to the development of Western civilization.

SE: For related information see: Jewish and Christian Traditions, 55–56

• Demonstrate an understanding of major developments in Europe during the Middle Ages including nomadic invasions from the Eurasian Steppes; interactions with the Muslim world; Byzantine Empire; Black Death; and feudalism and the evolution of representative government.

SE: For related information see: The Middle Ages, 58–59

• Demonstrate an understanding of major developments in Europe during the 15th and 16th centuries including the Renaissance and the Reformation; the rise of the Ottoman Empire; the origins of capitalism; and exploration and colonization.

SE: For related information see: The Renaissance Expands Horizons, 59–60

• Discuss the significance of the English Revolution of the 17th century including its political ideas and the development of parliamentary government, at home and in the colonies.

SE: For related information see From Protest to Revolution 155-158.

• Discuss the evolution of Western culture and ideas during the Enlightenment including the scientific revolution of the 17th century and the intellectual revolution of the 18th century.

SE: For related information see: Enlightenment, 129–130, 213–214






• Discuss the causes, results, and influence on the rest of the world of the American and French Revolutions.

SE: For related information see the French Revolution 284-285 and New Nations in the Americas 348-351.

• Discuss the impact of the Industrial

Revolution on the world including its social and economic consequences and its effect on politics and culture.

SE: For related information see The Industrial Revolution pages 330–335 and Industry in the North pages 408–411.

• Discuss the origins, political ideas, and worldwide effects on society, politics, and economics of the European ideologies of the 19th and 20th centuries including Conservatism, Liberalism, republicanism, social democracy, Marxism, Communism, Fascism, Nazism, and nationalism.

SE: For related information see Communism, 722, 737, 774, 810–811, 814, 828

• Discuss the nature and growth of European imperialism in the 18th and 19th centuries as well as decolonization in the 20th century including the consequences of both in Europe and their effects in Africa, India, East Asia, the Middle East, and the Americas.

SE: For related information see Becoming a World Power 658-683.

• Demonstrate an understanding of the causes and worldwide consequences of World War I, the Russian Revolutions, World War II, the Chinese Revolution, the Cold War, and post-World War II conflicts.

SE: For related information see: World War I, 684-711; A Nation Divided, 736-741; The World War II Era, 772-803; The Cold War Era, 808-839; Post-Cold War Policies and Prosperity, 842-847

• Discuss the significance of major cultural,

economic, and political developments in the 20th century including the development and internationalization of art, music, and literature; the worldwide quest for democracy, political freedom, and human rights; the making of the European community of nations; the growth of international trade; and new approaches to worldwide cooperation and interdependence.

SE: For related information see Public Education and American Culture, 617–621; Women Win Reforms, 645–648; New Ways of Life, 724–729; The Roaring Twenties, 730–735; Postwar Policies and Prosperity, 842–848; Protest, Reform, and Doubt, 856–861. See also Connecting with Culture pages 190, 283, 438, 467, 616, 735, and 848.






Vital Themes for the Study of History Note: These vital themes are quoted in full from pages 10 and 11 of the Bradley Commission report Building a History Curriculum: Guidelines for Teaching History in Schools (Washington, DC: Educational Excellence Network, 1988). The Bradley Commission on History in Schools has identified the following themes in the search for historical understanding of ourselves and others. Together with the proficiency standards, they support curriculum planners in the organization and design of programs of study. Teachers and students should employ these themes to interpret and comprehend the forces for change and continuity that have shaped, and will continue to shape, the history of the United States, Western civilization, and the world.

• Civilization, cultural diffusion, and innovation. The evolution of human skills and the means of exerting power over nature and people. The rise, interaction, and decline of successive centers of such skills and power. The cultural flowering of major civilizations in the arts, literature, and thought. The role of social, religious, and political patronage of the arts and learning. The importance of the city in different eras and places.

SE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49; Trade Networks of Africa and Asia, 50–54; Tradition and Change in Europe, 55–63; Review and Assessment, 64–65

TE: 34A–34D TR: See related Unit Exercises: Chapter 2; Color

Transparencies, Chapter Tests; Historical Outline Map Book

• Human interaction with the environment. The relationships among geography, technology, and culture, and their effects on economic, social, and political developments. The choices made possible by climate, resources, and location, and the effect of culture and human values on such choices. The gains and losses of technological change. The central role of agriculture. The effect of disease, and disease-fighting, on plants, animals, and human beings.



TE: Interdisciplinary Activities: Geographers/Cartographers, 2, 34, 66, 166, 300, 378, 432, 458, 484, 572, 658, 744, 772, 808, 840. Also see all related pages for relevant Linking Past and Present or Connecting With Geography Activities.

TR: Unit 1: 23, 30; Guide to the Essentials, 116, 117, 157, 166; Learning in the Middle Grades, 141; Connecting With…88, 94, 160






• Values, beliefs, political ideas, and institutions. The origins and spread of influential religions and ideologies. The evolution of political and social institutions, at various stages of industrial and commercial development. The interplay among ideas, material conditions, moral values, and leadership, especially in the evolution of democratic societies. The tensions between the aspirations for freedom and security, for liberty and equality, for distinction and commonality, in human affairs.

SE: Connecting to Today: Democracy in Action, 106; A Loose Confederation (includes information concerning the Articles of Confederation), 200-204, 221 (PS); Constitutional Convention, 206-210; Ideas Behind the Constitution, 211-214; Ratification and the Bill of Rights, 215-218; Skills For Life, 219; Government, Citizenship, and the Constitution, 246-271; Rights and Responsibilities of Citizens, 265-268; Connecting with Government and Citizenship: The House of Burgesses, 92; Becoming an American Citizen 269; French Revolution, 264-285; Various Forms of Government: The Iroquois Confederacy, 47-48; History Through Literature: The Mother of Nations, 64; Direct Democracy, 57; Republic, 57; Feudalism, 58; Empire, 74-80; Representative Government, 89-90; Linking Past and Present, 91;Colonial Governments, 103, 104, 107, 109, 110, 122-123; Fascism, 774-775; Nazi regime, 775-776; Communism, 810-825; Review and Assessment, 220-221, 270-271


• Conflict and cooperation. The many and

various causes of war, and of approaches to peacemaking and war prevention. Relations between domestic affairs and ways of dealing with the outside world. Contrasts between international conflict and cooperation, between isolation and interdependence. The consequences of war and peace for societies and their cultures.

Students can analyze factors that contribute to relationships within and between countries while studying the following lessons: SE: New Threats From Overseas, 312-314; The

War of 1812, 320-325; New Nations in the Americas, 348-351; The Monroe Doctrine, 350-351; Westward Expansion, 378-405; North and South, 406-429; Division and Reunion, 456-513; Becoming a World Power, 658-683; World War I , 684-711; The World War II Era, 772-801; The Cold War Era, 808-839; The Spread of Regional Conflict, 883-887

TR: Unit 9: 48, 49, 50, 51, 52, 53, 57, 65, 66; Guide to the Essentials, 164; Connecting With…, 100






• Comparative history of major developments. The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, of wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

SE: Students explore these issues in the review activities. Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535, 568–569, 596–597, 622–623, 654–655, 682–683, 710–711, 742–743, 770–771, 800–801, 838–839, 868–869, 900–901; Section Assessment, 6, 9, 25, 41, 46, 55, 72, 96–97, 112, 117, 130, 145, 153, 158, 176, 189, 194, 204, 207, 214, 255, 257, 264, 279, 282, 294, 305, 314, 321, 335, 338, 351, 368, 372, 374, 384, 387, 402, 416, 421, 426, 437, 441, 451, 472, 476, 480, 493–94, 504, 518, 519, 533, 546, 550, 555, 577, 588–89, 602, 605, 621, 632, 643, 650, 662, 666, 680, 690, 705, 709, 722, 728, 734, 751, 755, 763, 782, 794, 799, 814, 820, 830, 854, 857, 861, 872, 877, 878

• Patterns of social and political interaction.

The changing patterns of class, ethnic, racial, and gender structures and relations. Immigration, migration, and social mobility. The effects of schooling. The new prominence of women, minorities, and the common people in the study of history, and their relation to political power and influential elites. The characteristics of multicultural societies; forces for unity and disunity.

SE: Individual Rights, 251; Protecting Individual Liberties, 260; Opposing Slavery, 439-442; A Call for Women’s Rights, 445-447; The Power of the Fourteenth Amendment, 525; The Progressives, 633-635; Women Win Reforms, 645-647; Other Americans Seek Justice, 649-653; The Civil Rights Movement, 849-854; The Crusade for Equal Rights, 862-867; Civics: Milestones of the Human Rights Movement, 866; The Struggle for Equal Rights Continues, 895-896; Americans With Disabilities, 896-897; Older Americans, 897; Various Forms of Abuse of Power: The Spoils System, 366, 631; Slavery, 79-80, 424-426, 439-442, 460-462; the Holocaust, 798-799; Ku Klux Klan, 527-528, 739-740; Restrictions on Rights of African Americans, 531-532; Forced Removal From Native American Homelands, 371-372; Broken Promises to Native Americans, 557-558; The Red Scare, 7370738; The Scopes Trial, 738-739; Supreme Court Cases: 240, 304-305,346, 372, 471-472, 525, 850-851






(Continued) • Patterns of social and political interaction.

The changing patterns of class, ethnic, racial, and gender structures and relations. Immigration, migration, and social mobility. The effects of schooling. The new prominence of women, minorities, and the common people in the study of history, and their relation to political power and influential elites. The characteristics of multicultural societies; forces for unity and disunity.

(Continued) TE: See all related pages for relevant Lesson

Plans, American Heritage Archives, Background Notes, and Connecting With, Customize For (e.g. 851), Linking Past and Present, and Group Work Activities, Section Review, and Chapter Test Activities.

TR: Guide to the Essentials, 158, 160; Unit 5: Sec 3 Chapter 18 Test A, 50, Test B, 53; Guided Reading and Review, 61; Cooperative Learning in the Middle Grades, 74, 75, 84, 137

Reference: http://www.ed.state.nh.us/CurriculumFrameworks/k-126.htm

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